iSEEK - Education

answer who, what, when, where, and how questions. (c) gives the students before reading, during reading, and after reading questions in order to provide opportunities for the students to respond to the text. (d) using informational text from science or social studies text, creates story mobiles using topic, main ideas, and supporting details from a book. The mobile begins at the top with the main idea, adds pieces to support the details of the story. (e) has the student use the QAR

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answer who, what, when, where, and how questions. (c) gives the students before reading, during reading, and after reading questions in order to provide opportunities for the students to respond to the text. (d) using informational text from science or social studies text, creates story mobiles using topic, main ideas, and supporting details from a book. The mobile begins at the top with the main idea, adds pieces to support the details of the story. (e) has the student use the QAR

www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&...

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Microsoft Word - mathsol2009.doc

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systems that have a countable (discrete) number of elements. With the advent of modern technology, discrete (discontinuous) models have become as important as continuous models. In this course, the main focus is problem solving in a discrete setting. Techniques that are not considered in the current traditional courses of algebra, geometry, and calculus will be utilized. As students solve problems, they will analyze and determine whether or not a solution exists (existence problems), investigate how many

45 0 http://www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=45 www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=45

systems that have a countable (discrete) number of elements. With the advent of modern technology, discrete (discontinuous) models have become as important as continuous models. In this course, the main focus is problem solving in a discrete setting. Techniques that are not considered in the current traditional courses of algebra, geometry, and calculus will be utilized. As students solve problems, they will analyze and determine whether or not a solution exists (existence problems), investigate how many

www.doe.virginia.gov/VDOE/Superintendent/Sols/mathsol2009.pdf#page=45

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HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 19 GENERAL SOCIAL SCIENCE KNOWLEDGE, PROCESSES, AND SKILLS (listed on page 20) K1 General Knowledge P1 Reading and Communication P2 Inquiry, Research, and Analysis P3 Public Discourse and Decision Making P4 Citizen Involvement WORLD HISTORY AND GEOGRAPHY Eras 4 – 8 Addressed in WHG HSCE Foundations in WHG Eras 1 – 3 (Review of content taught in Grades 6 and 7) F1 World

19 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=19 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=19

HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 19 GENERAL SOCIAL SCIENCE KNOWLEDGE, PROCESSES, AND SKILLS (listed on page 20) K1 General Knowledge P1 Reading and Communication P2 Inquiry, Research, and Analysis P3 Public Discourse and Decision Making P4 Citizen Involvement WORLD HISTORY AND GEOGRAPHY Eras 4 – 8 Addressed in WHG HSCE Foundations in WHG Eras 1 – 3 (Review of content taught in Grades 6 and 7) F1 World

46 0 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

post-Cold War world, including advantages, disadvantages, and new challenges (e.g., military missions in Lebanon, Somalia, Haiti, Bosnia, Kosovo, and the Gulf War). (National Geography Standard 13, p. 210) 9.2.2 9/11 and Responses to Terrorism – Analyze how the attacks on 9/11 and the response to terrorism have altered American domestic and international policies (including e.g., the Offi ce of Homeland Security, Patriot Act, wars in Afghanistan and Iraq, role of the United States in the United Nations

56 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=56 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=56

the role of law in the American political system? What is the importance of law in the American political system? 3.4.1 Explain why the rule of law has a central place in American society (e.g., Supreme Court cases like Marbury v. Madison and U.S. v. Nixon; practices such as submitting bills to legal counsel to ensure congressional compliance with the law). (See USHG F1.1, 8.2.4) 3.4.2 Describe what can happen in the absence or breakdown of the rule of law (e.g., Ku Klux Klan attacks, police corruption

www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=19

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Massachusetts History and Social Science Curriculum Framework: August 2003

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Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades. (H, E) Kuwait, and others the increase in terrorist attacks against Israel and the United States WHII.48 World History II Learning Standards (continued) A. Mikhail Gorbachev D. Aleksander Solzhenitsyn B. Vaclav Havel E. Lech Walesa C. Andrei Sakharov Analyze the consequences of the Soviet Union’s breakup. (H, E) A. the development of market economies B

51 0 http://www.doe.mass.edu/frameworks/hss/final.pdf#page=51 www.doe.mass.edu/frameworks/hss/final.pdf#page=51

Balkan peninsula, Crete, Egypt, India, the Middle East, Pakistan, and 7.25 to their role in maritime trade, their colonies in the Mediterranean, and the expansion of their cultural influence. (H, G, E) Grade 7 Learning Standards (continued) the Mediterranean from c. 1000–300 BC/BCE. Describe how the Phoenician writing system was the first alphabet (with 22 symbols for consonants) and the precursor of the first complete OOTS OF IVILIZATION . 2000 BC/BCE–70 AD/CE On a historical map of the Mediterranean

52 0 http://www.doe.mass.edu/frameworks/hss/final.pdf#page=52 www.doe.mass.edu/frameworks/hss/final.pdf#page=52

7.26 and explain the democratic political concepts developed in ancient Greece. (H, C) 7.27 7.28 7.29 marathons. (H) 7.30 and Sparta. (H) 7.31 7.32 Describe the myths and stories of classical Greece; give examples of Greek gods and 7.33 Explain why the city-states of Greece instituted a tradition of athletic competitions and describe the kinds of sports they featured. (H) 7.34 Describe the purposes and functions of development of Greek institutions such as the ments of the ancient Greeks. (H

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7.37 Explain the rise of the Roman Republic and the role of mythical and historical figures in 7.38 Describe the government of the Roman Republic and its contribution to the development of 7.39 to an empire and explain the reasons for the growth and long life of the Roman Empire. (H, E) tion, and the protection of trade routes 7.40 Describe the characteristics of slavery under the Romans. (H) 7.41 Describe the origins of Christianity and its central features. (H) the relationship of early

69 0 http://www.doe.mass.edu/frameworks/hss/final.pdf#page=69 www.doe.mass.edu/frameworks/hss/final.pdf#page=69

Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades. (H, E) Kuwait, and others the increase in terrorist attacks against Israel and the United States WHII.48 World History II Learning Standards (continued) A. Mikhail Gorbachev D. Aleksander Solzhenitsyn B. Vaclav Havel E. Lech Walesa C. Andrei Sakharov Analyze the consequences of the Soviet Union’s breakup. (H, E) A. the development of market economies B

www.doe.mass.edu/frameworks/hss/final.pdf#page=69

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Standard Three: Forms of Energy

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9 Standard 3: Energy and Its Effects, Grade Level Expectations Grades K-3 Essential Question: How do we know that things have energy? Essential Question: How can energy be transferred from one material to another? What happens to a material when energy is transferred to it? Essential Questions: What happens to the energy in a system — where does this energy come from, how is it changed within the system, and where does it ultimately go? How does the flow of energy affect the materials in the

9 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard3.pdf#page=9 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

9 Standard 3: Energy and Its Effects, Grade Level Expectations Grades K-3 Essential Question: How do we know that things have energy? Essential Question: How can energy be transferred from one material to another? What happens to a material when energy is transferred to it? Essential Questions: What happens to the energy in a system — where does this energy come from, how is it changed within the system, and where does it ultimately go? How does the flow of energy affect the materials in the

www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

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SOCIAL STUDIES

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States, 1939-1961 13. Contemporary United States, 1961-Present Eras in World History 1. The Emergence of Civilization to 1000 BC 2. The Classical Civilizations of the Mediterranean Basin, India, and China, 1000 BC – 600 AD 3. The Expansion and Interaction of Civilizations, 600 AD – 1450 AD 4. The Early Modern World, 1450 – 1800 5. The World in the Nineteenth Century 6. The World in the Contemporary Era Maine Native Americans - The phrase Maine Native Americans refers to the four Maine Native

2 0 http://www.maine.gov/education/lres/pei/ss102207.pdf#page=2 www.maine.gov/education/lres/pei/ss102207.pdf#page=2

States, 1939-1961 13. Contemporary United States, 1961-Present Eras in World History 1. The Emergence of Civilization to 1000 BC 2. The Classical Civilizations of the Mediterranean Basin, India, and China, 1000 BC – 600 AD 3. The Expansion and Interaction of Civilizations, 600 AD – 1450 AD 4. The Early Modern World, 1450 – 1800 5. The World in the Nineteenth Century 6. The World in the Contemporary Era Maine Native Americans - The phrase Maine Native Americans refers to the four Maine Native

www.maine.gov/education/lres/pei/ss102207.pdf#page=2

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Contemporary United States History

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10 Contemporary United States History: Glossary Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Glossary for Contemporary United States History Association of Southeastern Asian Nations It was established in 1967 by ten Southeast Asian nations. They agreed to cooperate in a joint effort to establish peace, freedom, and prosperity in the region. Baby Boom The sharp increase in the United States birthrate following World War II Counter Culture Sub group that

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10 Contemporary United States History: Glossary Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Glossary for Contemporary United States History Association of Southeastern Asian Nations It was established in 1967 by ten Southeast Asian nations. They agreed to cooperate in a joint effort to establish peace, freedom, and prosperity in the region. Baby Boom The sharp increase in the United States birthrate following World War II Counter Culture Sub group that

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Academic Standards-English/Language Arts Grade 12

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to the purpose of an oral communication and the impact the words may have on the audience. 12.7.13 Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation).

9 0 http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade12.pdf#page=9 dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...

to the purpose of an oral communication and the impact the words may have on the audience. 12.7.13 Identify rhetorical and logical fallacies used in oral addresses including ad hominem (appealing to the audience’s feelings or prejudices), false causality (falsely identifying the causes of some effect), red herring (distracting attention from the real issue), overgeneralization, and the bandwagon effect (attracting the audience based on the show rather than the substance of the presentation).

dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...

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