|
Education
Web
Viewing 1-6 of 6 total results
 Microsoft Word - science.doc
appropriate technologies and techniques to solve a problem. Students use few appropriate technologies and techniques to solve a problem. 9-10.6.2. Explain how scientific principles have been used to create common technologies (e.g., household appliances, automotive parts, agricultural equip...
1
0
appropriate technologies and techniques to solve a problem. Students use few appropriate technologies and techniques to solve a problem. 9-10.6.2. Explain how scientific principles have been used to create common technologies (e.g., household appliances, automotive parts, agricultural equipment, textiles, fabrics, computers, Internet resources, CD-ROMs) Students explain how scientific principles have been used to create an extensive variety of common technologies. Students explain how
63
0
http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=63
www.dpi.state.nd.us/standard/content/science/science.pdf#page=63
appropriate technologies and techniques to solve a problem. Students use few appropriate technologies and techniques to solve a problem. 9-10.6.2. Explain how scientific principles have been used to create common technologies (e.g., household appliances, <span class="highlight">automotive</span> parts, agricultural equipment, textiles, fabrics, computers, Internet resources, CD-ROMs) Students explain how scientific principles have been used to create an extensive variety of common technologies. Students explain how
69
0
http://www.dpi.state.nd.us/standard/content/science/science.pdf#page=69
www.dpi.state.nd.us/standard/content/science/science.pdf#page=69
the significant details relating factors that affect populations. SCIENCE AND SOCIAL ISSUES No benchmark expectations at this level Grade 11-12 SCIENCE AND PERSONAL HEALTH No benchmark expectations at this level SCIENCE AND ENVIRONMENTAL ISSUES 11-12.7.1. Explain the impact of environmental laws and policies on the environment and society (e.g., waste/pollutants from <span class="highlight">industry</span>, carbon dioxide emissions, location and number of animals in a feedlot versus water supply
Microsoft Word - IAF_Soc_Sci_9_2007.rtf
urbanization in the late 19th century (e.g., the movement from farm to city; the role of industry and trade in the growth of cities along racial, ethnic, and class lines; the role of urban political machines; the rise in immigrant and child labor and labor conflict; the development of urban-e...
1
0
urbanization in the late 19th century (e.g., the movement from farm to city; the role of industry and trade in the growth of cities along racial, ethnic, and class lines; the role of urban political machines; the rise in immigrant and child labor and labor conflict; the development of urban-ethnic neighborhoods, education, and social reform). 16.11.26 Understand events leading to secession prior to the Civil War (e.g., the election of Abraham Lincoln in 1860, Lincoln’s inaugural address and the Lincoln
33
0
http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=33
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=33
social, and cultural differences between the North and South in the antebellum period (e.g., the advantages and disadvantages of economic systems in the North and South in terms of labor force, <span class="highlight">industry</span>, agriculture, and geography; development of an agrarian economy in the South; locations of cotton- producing states of the South; differences between agrarians and industrialists). 16.5.27 Define “Reconstruction” and describe the consequences of Abraham Lincoln's assassination for the reconstruction of
34
0
http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=34
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=34
urbanization in the late 19th century (e.g., the movement from farm to city; the role of <span class="highlight">industry</span> and trade in the growth of cities along racial, ethnic, and class lines; the role of urban political machines; the rise in immigrant and child labor and labor conflict; the development of urban-ethnic neighborhoods, education, and social reform). 16.11.26 Understand events leading to secession prior to the Civil War (e.g., the election of Abraham Lincoln in 1860, Lincoln’s inaugural address and the Lincoln
56
0
http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=56
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=56
inventions and discoveries of James Watt, Henry Bessemer, Louis Pasteur, Thomas Edison, and Eli Whitney; technological changes that promoted industrialization in the textile <span class="highlight">industry</span> of England). 16.11.95 Understand the ideas that influenced the nationalist movements of the late 19th century (e.g., the role of Garibaldi in the unification of Italy; the role of Bismarck in the unification of Germany; how nationalism spread across Europe with Napoleon and was repressed under the Congress of Vienna and the
63
0
http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=63
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=63
Fort Dearborn; Erie Canal immigration; the Blackhawk War of 1832; the introduction of railroads; Abraham Lincoln, Ulysses S. Grant, and the Civil War; the founding of University of Illinois in 1867; the Great Chicago Fire of 1871; Cyrus McCormick; John Deere; Jane Addams' Hull House; the 1893 World's Fair; Illinois citizens see the world in World War I; Prohibition and crime in the Roaring 20s; Depression; Illinois <span class="highlight">industry</span> and the atomic bomb in World War II; ; the Illinois experience with the civil
Microsoft Word - RI_Civics_GSEs_HS-_9-12__Final_Version
(e.g., public school funding in RI or U.S.) How does our understanding of the past inform/instruct our actions in the future? What’s the point of studying history? • Gaming in the state constitution • Separation of powers • Environmental impacts of/on the fishing industry...
1
0
(e.g., public school funding in RI or U.S.) How does our understanding of the past inform/instruct our actions in the future? What’s the point of studying history? • Gaming in the state constitution • Separation of powers • Environmental impacts of/on the fishing industry • Housing stock and affordable housing • Bridges and highways and their impacts on growing/declining communities b. formulating a position or course of action on a current issue from a choice of carefully evaluated options
10
0
http://www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Version.pdf#page=10
www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Ve...
(e.g., public school funding in RI or U.S.) How does our understanding of the past inform/instruct our actions in the future? What’s the point of studying history? • Gaming in the state constitution • Separation of powers • Environmental impacts of/on the fishing <span class="highlight">industry</span> • Housing stock and affordable housing • Bridges and highways and their impacts on growing/declining communities b. formulating a position or course of action on a current issue from a choice of carefully evaluated options
Microsoft Word - economicsstandards.doc
physical characteristics of the industry market within which firms interact. For example: the number of firms in the industry. medium of exchange - anything (usually money) that is accepted as payment for goods and services. mixed economy - economic system that contains elements of t...
1
0
physical characteristics of the industry market within which firms interact. For example: the number of firms in the industry. medium of exchange - anything (usually money) that is accepted as payment for goods and services. mixed economy - economic system that contains elements of traditional, command, and market decision making. monetary system - a system that organizes the production and distribution of money and near moneys. money - any medium of exchange that has a standard of value, and a store of value
16
0
http://www.cde.state.co.us/cdeassess/documents/OSA/standards/economic.pdf#page=16
www.cde.state.co.us/cdeassess/documents/OSA/standards/economic.pdf#page=1...
physical characteristics of the <span class="highlight">industry</span> market within which firms interact. For example: the number of firms in the <span class="highlight">industry</span>. medium of exchange - anything (usually money) that is accepted as payment for goods and services. mixed economy - economic system that contains elements of traditional, command, and market decision making. monetary system - a system that organizes the production and distribution of money and near moneys. money - any medium of exchange that has a standard of value, and a store of value
Microsoft Word - SocialStudiesGLEs.doc
Washington State in the past or present. Examples: − Examines how the demand for lumber in Japan and supply of lumber in Washington State has led to a trade relationship. − Examines how the impact of Japan’s demand for raw lumber affects Washington State’s lumber Industr...
1
0
Washington State in the past or present. Examples: − Examines how the demand for lumber in Japan and supply of lumber in Washington State has led to a trade relationship. − Examines how the impact of Japan’s demand for raw lumber affects Washington State’s lumber Industry. − Examines how the Pacific Salmon Treaty has affected the harvesting and exporting of salmon. Understands and analyzes how the forces of supply and demand have affected international trade in the United States
28
0
http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=28
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=28
Washington State in the past or present. Examples: − Examines how the demand for lumber in Japan and supply of lumber in Washington State has led to a trade relationship. − Examines how the impact of Japan’s demand for raw lumber affects Washington State’s lumber <span class="highlight">Industry</span>. − Examines how the Pacific Salmon Treaty has affected the harvesting and exporting of salmon. Understands and analyzes how the forces of supply and demand have affected international trade in the United States
Microsoft Word - mathsol2009.doc
are encouraged to go beyond the standards and select instructional strategies and assessment methods appropriate for their students. The Standards of Learning are recognized as a model for other states. They were developed through a series of public hearings and the efforts of parents, teachers, rep...
1
0
are encouraged to go beyond the standards and select instructional strategies and assessment methods appropriate for their students. The Standards of Learning are recognized as a model for other states. They were developed through a series of public hearings and the efforts of parents, teachers, representatives from higher education, and business and industry leaders. The standards set clear, concise, and measurable academic expectations for young people. Parents are encouraged to work with their
4
0
http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=4
www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=4
are encouraged to go beyond the standards and select instructional strategies and assessment methods appropriate for their students. The Standards of Learning are recognized as a model for other states. They were developed through a series of public hearings and the efforts of parents, teachers, representatives from higher education, and business and <span class="highlight">industry</span> leaders. The standards set clear, concise, and measurable academic expectations for young people. Parents are encouraged to work with their
|
