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 History Social Science Content Standards - Content Standards (CA Dept of Education)
press, assembly, petition, privacy). 2. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor uni...
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press, assembly, petition, privacy). 2. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyright and patent). 3. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. 4. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and
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http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=23
www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=23
16 Grade Five United States History <span class="highlight">and</span> Geography: Making <span class="highlight">a</span> New Nation Students in grade five study the development of the nation up to 1850, with an empha­ sis on the people who were already here, when <span class="highlight">and</span> from where others arrived, <span class="highlight">and</span> why they came. Students learn about the colonial government founded on Judeo- Christian principles, the ideals of the Enlightenment, <span class="highlight">and</span> the English traditions of self- government. They recognize that ours is <span class="highlight">a</span> nation that has <span class="highlight">a</span> constitution that derives its power from
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http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=62
www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=62
press, assembly, petition, privacy). 2. Explain how economic rights are <span class="highlight">secured</span> <span class="highlight">and</span> their importance to the individual <span class="highlight">and</span> to society (e.g., the right to acquire, use, transfer, <span class="highlight">and</span> dispose of property; right to choose one’s work; right to join or not join labor unions; copyright <span class="highlight">and</span> patent). 3. Discuss the individual’s legal obligations to obey the law, serve as <span class="highlight">a</span> juror, <span class="highlight">and</span> pay taxes. 4. Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering <span class="highlight">and</span>
Minnesota Academic Standards
Minnesota Department of Education May 15, 2004, 9:45 p.m. 73 GOVERNMENT AND CITIZENSHIP GRADES 9-12 Strand Sub-Strand Standards Benchmarks Examples VII. GOVERNMENT AND CITIZENSHIP A. Civic Values, Skills, Rights and Responsibilities The student will understand the scope ...
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Minnesota Department of Education May 15, 2004, 9:45 p.m. 73 GOVERNMENT AND CITIZENSHIP GRADES 9-12 Strand Sub-Strand Standards Benchmarks Examples VII. GOVERNMENT AND CITIZENSHIP A. Civic Values, Skills, Rights and Responsibilities The student will understand the scope and limits of rights, the relationship among them, and how they are secured. 1. Students will analyze the meaning and importance of rights in the U.S. Constitution and the Bill of Rights, and subsequent amendments, and in the Minnesota
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=73
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
Minnesota Department of Education May 15, 2004, 9:45 p.m. 73 GOVERNMENT <span class="highlight">AND</span> CITIZENSHIP GRADES 9-12 Strand Sub-Strand Standards Benchmarks Examples VII. GOVERNMENT <span class="highlight">AND</span> CITIZENSHIP <span class="highlight">A</span>. Civic Values, Skills, Rights <span class="highlight">and</span> Responsibilities The student will understand the scope <span class="highlight">and</span> limits of rights, the relationship among them, <span class="highlight">and</span> how they are <span class="highlight">secured</span>. 1. Students will analyze the meaning <span class="highlight">and</span> importance of rights in the U.S. Constitution <span class="highlight">and</span> the Bill of Rights, <span class="highlight">and</span> subsequent amendments, <span class="highlight">and</span> in the Minnesota
Civics
the concepts of rights and responsibilities, the role of political parties and interest groups, and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom...
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the concepts of rights and responsibilities, the role of political parties and interest groups, and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-based/open-ended assessments with rubrics. One year of Civics/Government or Civics is required by the Standards of Accreditation for Smart Core graduates. Strand Standards
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http://arkansased.org/teachers/pdf/civics_amgov_2006.pdf#page=2
arkansased.org/teachers/pdf/civics_amgov_2006.pdf#page=2
the concepts of rights <span class="highlight">and</span> responsibilities, the role of political parties <span class="highlight">and</span> interest groups, <span class="highlight">and</span> the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, <span class="highlight">and</span> the use of classroom performance-<span class="highlight">based</span>/open-ended assessments with rubrics. One year of Civics/Government or Civics is required by the Standards of Accreditation for <span class="highlight">Smart</span> Core graduates. Strand Standards
Civics
and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-based/open-ended assessments with rubrics. One year of Civics or Civics/Government is requ...
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and the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, and the use of classroom performance-based/open-ended assessments with rubrics. One year of Civics or Civics/Government is required by the Standards for Accreditation for Smart Core graduates. Strand Standards Citizenship 1. Students shall examine citizenship. 2. Students shall examine the rights
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http://arkansased.org/teachers/pdf/civics_2006.pdf#page=2
arkansased.org/teachers/pdf/civics_2006.pdf#page=2
<span class="highlight">and</span> the importance of civic participation in the democratic process. This course stresses application, problem-solving, higher-order thinking skills, <span class="highlight">and</span> the use of classroom performance-<span class="highlight">based</span>/open-ended assessments with rubrics. One year of Civics or Civics/Government is required by the Standards for Accreditation for <span class="highlight">Smart</span> Core graduates. Strand Standards Citizenship 1. Students shall examine citizenship. 2. Students shall examine the rights
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6. Analyze the importance of natural and manufactured resources in New Jersey. 7. Delineate and evaluate the issues involved with sprawl, open space, and smart growth in New Jersey. Building upon knowledge and skills gained in preceding grades, by the end of Grade...
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6. Analyze the importance of natural and manufactured resources in New Jersey. 7. Delineate and evaluate the issues involved with sprawl, open space, and smart growth in New Jersey. Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: 6.6.12 A. The World in Spatial Terms 1. Discuss the application of geographic tools and supporting technologies, such as GIS, GPS, the Internet, and CD databases. 2. Use maps of physical and human characteristics of the world
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http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=37
www.nj.gov/education/cccs/2004/s6_ss.pdf#page=37
6. Analyze the importance of natural <span class="highlight">and</span> manufactured resources in New Jersey. 7. Delineate <span class="highlight">and</span> evaluate the issues involved with sprawl, open space, <span class="highlight">and</span> <span class="highlight">smart</span> growth in New Jersey. Building upon knowledge <span class="highlight">and</span> skills gained in preceding grades, by the end of Grade 12, students will: 6.6.12 <span class="highlight">A</span>. The World in Spatial Terms 1. Discuss the application of geographic tools <span class="highlight">and</span> supporting technologies, such as GIS, GPS, the Internet, <span class="highlight">and</span> CD databases. 2. Use maps of physical <span class="highlight">and</span> human characteristics of the world
Standard 3 ~ Government ~ Using the State Curriculum ~ School Improvement in Maryland
GEOGRAPHY Economics Standard 3 GEOGRAPHY Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time. Expectation 1. The...
Nevada
service. Market economy: An economic system in which goods and services are allocated by free markets. Market price: The amount actually paid or about to be paid in a particular transaction. Medium of exchange: An item used to facilitate exchange. Mental map: Maps made from memory....
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service. Market economy: An economic system in which goods and services are allocated by free markets. Market price: The amount actually paid or about to be paid in a particular transaction. Medium of exchange: An item used to facilitate exchange. Mental map: Maps made from memory. Mercantilism: Economic system of the major trading nations during the 16th – 18th centuries, based on the idea that national wealth and power were best served by increasing exports and collecting precious metals in
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=73
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
service. Market economy: An economic system in which goods <span class="highlight">and</span> services are allocated by free markets. Market price: The amount actually paid or about to be paid in <span class="highlight">a</span> particular transaction. Medium of exchange: An item used to facilitate exchange. Mental map: Maps made from memory. Mercantilism: Economic system of the major trading nations during the 16th – 18th centuries, <span class="highlight">based</span> on the idea that national wealth <span class="highlight">and</span> power were best served by increasing exports <span class="highlight">and</span> collecting precious metals in
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=92
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
economic system in which goods <span class="highlight">and</span> services are allocated by free markets. Market price: The amount actually paid or about to be paid in <span class="highlight">a</span> particular transaction. Medium of exchange: An item used to facilitate exchange. Mental map: Maps made from memory. Mercantilism: Economic system of the major trading nations during the 16 th – 18 th centuries, <span class="highlight">based</span> on the idea that national wealth <span class="highlight">and</span> power were best served by increasing exports <span class="highlight">and</span> collecting precious metals in return. Migration: The act
Microsoft Word - ssstd6.docssstd6.pdf
– legend, S – source). (1) • Routinely locate places studied on maps. (2) • Practice learning locations related to areas of study through games such as “Baseball” or “Around the World” using a map with numbers in place of names for the assi...
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– legend, S – source). (1) • Routinely locate places studied on maps. (2) • Practice learning locations related to areas of study through games such as “Baseball” or “Around the World” using a map with numbers in place of names for the assigned location. (2) • Create a classroom “Continental Fact File” that includes one 3x5 card for each of the major physical and political features of Earth. Play the “memory game” by laying the cards face down on the table in a rectangular pattern. Try to “match” each
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http://www.ksde.org/LinkClick.aspx?fileticket=bG5hSQtBXRU%3d&tabid=1715&mid=8016&forcedownload=true#page=11
www.ksde.org/LinkClick.aspx?fileticket=bG5hSQtBXRU%3d&tabid=1715&mid=8016...
– legend, S – source). (1) • Routinely locate places studied on maps. (2) • Practice learning locations related to areas of study through games such as “Baseball” or “Around the World” <span class="highlight">using</span> <span class="highlight">a</span> map with numbers in place of names for the assigned location. (2) • Create <span class="highlight">a</span> classroom “Continental Fact File” that includes one 3x5 <span class="highlight">card</span> for each of the major physical <span class="highlight">and</span> political features of Earth. Play the “memory game” by laying the cards face down on the table in <span class="highlight">a</span> rectangular pattern. Try to “match” each
STANDARDS.05
each other and their physical environments through the transfer and transformation of matter and energy by [6] SC3.1 recognizing that organisms can cause physical and chemical changes (e.g., digestion, growth, respiration, photosynthesis) to matter and recog...
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each other and their physical environments through the transfer and transformation of matter and energy by [6] SC3.1 recognizing that organisms can cause physical and chemical changes (e.g., digestion, growth, respiration, photosynthesis) to matter and recognizing the importance of energy transfer in these changes [6] SC3.2 organizing a food web using familiar plants and animals The student demonstrates an understanding that all organisms are linked to each other and their physical environments
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=114
www.eed.state.ak.us/standards/pdf/standards.pdf#page=114
sorting Alaskan plants <span class="highlight">and</span>/or animals <span class="highlight">using</span> physical characteristics (e.g., leaves, beaks) (L) [3] SC1.2 describing how some traits (e.g., claws, teeth, camouflage) of living organisms have helped them survive as <span class="highlight">a</span> species The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, <span class="highlight">and</span> biological evolution by [4] SC1.1 showing the relationship between physical characteristics of Alaskan organisms <span class="highlight">and</span>
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=122
www.eed.state.ak.us/standards/pdf/standards.pdf#page=122
each other <span class="highlight">and</span> their physical environments through the transfer <span class="highlight">and</span> <span class="highlight">transformation</span> of matter <span class="highlight">and</span> energy by [6] SC3.1 recognizing that organisms can cause physical <span class="highlight">and</span> chemical changes (e.g., digestion, growth, respiration, photosynthesis) to matter <span class="highlight">and</span> recognizing the importance of energy transfer in these changes [6] SC3.2 organizing <span class="highlight">a</span> food web <span class="highlight">using</span> familiar plants <span class="highlight">and</span> animals The student demonstrates an understanding that all organisms are linked to each other <span class="highlight">and</span> their physical environments
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HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 46 U.S. HISTORY AND GEOGRAPHY USHG ERA 9 – AMERICA IN A NEW GLOBAL AGE 9.1 The Impact of Globalization on the United States Explain the impact of globalization on the United States’...
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HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 46 U.S. HISTORY AND GEOGRAPHY USHG ERA 9 – AMERICA IN A NEW GLOBAL AGE 9.1 The Impact of Globalization on the United States Explain the impact of globalization on the United States’ economy, politics, society and role in the world. 9.1.1 Economic Changes – Using the changing nature of the American automobile industry as a case study, evaluate the changes in the American economy created
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http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=46
www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=46
HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 46 U.S. HISTORY <span class="highlight">AND</span> GEOGRAPHY USHG ERA 9 – AMERICA IN <span class="highlight">A</span> NEW GLOBAL AGE 9.1 The Impact of Globalization on the United States Explain the impact of globalization on the United States’ economy, politics, society <span class="highlight">and</span> role in the world. 9.1.1 Economic Changes – <span class="highlight">Using</span> the changing nature of the American automobile industry as <span class="highlight">a</span> case study, evaluate the changes in the American economy created
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