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Education
Web
 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 required by the St...
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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
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-<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
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 performance-based/ope...
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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 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-<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
ACKNOWLEDGEMENTS
well as at home and in determining how to close the gap between present practices and the ideals upon which our democratic republic is based. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how groups and nations attempt to re...
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well as at home and in determining how to close the gap between present practices and the ideals upon which our democratic republic is based. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how groups and nations attempt to resolve conflict and seek to establish order and security. Through study of the dynamic relationships among individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=12
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
well as at home and in determining how to close the gap between present practices and the ideals upon which our democratic republic is <span class="highlight">based</span>. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how groups and nations attempt to resolve conflict and seek to establish order and security. Through study of the dynamic relationships among individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners
CONTENts.PDF
paper, historical fiction, news article, research paper, documentary. Example: Students examine newspaper articles and interview participants in a local event to create a documentary showing both sides of an issue. 9-12: Students will determine which primary and secondary sources are approp...
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paper, historical fiction, news article, research paper, documentary. Example: Students examine newspaper articles and interview participants in a local event to create a documentary showing both sides of an issue. 9-12: Students will determine which primary and secondary sources are appropriate to the task (research paper, fiction, school newspaper, video) and will integrate and elaborate upon information effectively in the final product. Example: Students examine two pieces of literature
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=9
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
classification <span class="highlight">system</span> before reading a relevant chapter in their science text. 9-12: Students will read extensively and apply the variety of vocabulary strategies to read ever more complex texts. Example: Students analyze the denotation and connotation of words used in a political campaign speech for the purpose of selecting powerful words to incorporate into their own speeches. I: Reading and Responding • identify and use main ideas and supporting details in informational texts or elements, such as key
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=12
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
paper, historical fiction, news article, research paper, documentary. Example: Students examine newspaper articles and interview participants in a local <span class="highlight">event</span> to create a documentary showing both sides of an issue. 9-12: Students will determine which primary and secondary sources are appropriate to the task (research paper, fiction, school newspaper, <span class="highlight">video</span>) and will integrate and elaborate upon information effectively in the final product. Example: Students examine two pieces of literature
Microsoft Word - ssstdh.docssstdh.pdf
(A) analyzes a theme in world history to explain patterns of continuity and change over time. 2. (A) develops historical questions on a specific topic in world history and analyzes the evidence in primary source documents to speculate on the answers. 3. (A) uses primary and secondary sources about a...
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(A) analyzes a theme in world history to explain patterns of continuity and change over time. 2. (A) develops historical questions on a specific topic in world history and analyzes the evidence in primary source documents to speculate on the answers. 3. (A) uses primary and secondary sources about an event in world history to develop a credible interpretation of the event, forming conclusions about its meaning (e.g., use provided primary and secondary sources to interpret a historical-based
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=36
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
Secondary source - an account of an <span class="highlight">event</span>, person, or place that is not first-hand (textbook information, historically <span class="highlight">based</span> movies, biographies)
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=47
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
(A) analyzes a theme in world history to explain patterns of continuity and change over time. 2. (A) develops historical questions on a specific topic in world history and analyzes the evidence in primary source documents to speculate on the answers. 3. (A) uses primary and secondary sources about an <span class="highlight">event</span> in world history to develop a credible interpretation of the <span class="highlight">event</span>, forming conclusions about its meaning (e.g., use provided primary and secondary sources to interpret a historical-<span class="highlight">based</span>
Social Studies Booklet
10 CULTURAL SYSTEMS 1. Students understand culture as a system of beliefs, knowledge, and practices shared by a group. CULTURAL DIVERSITY AND UNITY 2. Students understand and respect the myriad of ways that society addresses human needs and wants. CULTURAL DYNAMICS/CHANGE AND CONTINUITY 3. St...
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10 CULTURAL SYSTEMS 1. Students understand culture as a system of beliefs, knowledge, and practices shared by a group. CULTURAL DIVERSITY AND UNITY 2. Students understand and respect the myriad of ways that society addresses human needs and wants. CULTURAL DYNAMICS/CHANGE AND CONTINUITY 3. Students understand culture as dynamic, selective, adaptive, and ever changing. CULTURAL INQUIRY 4. Students use the tools and methodology of social scientists to explain and interpret ideas and events
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=10
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
10 CULTURAL SYSTEMS 1. Students understand culture as a <span class="highlight">system</span> of beliefs, knowledge, and practices shared by a group. CULTURAL DIVERSITY AND UNITY 2. Students understand and respect the myriad of ways that society addresses human needs and wants. CULTURAL DYNAMICS/CHANGE AND CONTINUITY 3. Students understand culture as dynamic, selective, adaptive, and ever changing. CULTURAL INQUIRY 4. Students use the tools and methodology of social scientists to explain and interpret ideas and events
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=19
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
interviews, media productions, or any other historical source that seek to explain and sources interpret an <span class="highlight">event</span> after the fact. The writer is not an eye- witness to or a participant in the <span class="highlight">event</span>. Temporal structure: Seeing historical events and developments in time – beginning, middle, end, duration. structure 19 Glossary for History Tools and Methods of Historians TOOLS METHODS/SKILLS • Primary sources • Artifacts • Lithographs, paintings, film, and <span class="highlight">video</span> footage • Realia • Secondary sources • Propose and
Microsoft Word - SocialStudiesGLEs.doc
interpretation about why Japanese internment camps were placed where they were. Analyzes information from geographic tools, including computer-based mapping systems, to draw conclusions on an issue or event. Examples: − Examines maps of the United States using a Geographic Info...
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interpretation about why Japanese internment camps were placed where they were. Analyzes information from geographic tools, including computer-based mapping systems, to draw conclusions on an issue or event. Examples: − Examines maps of the United States using a Geographic Information System (GIS) to draw conclusions on how the development of railroads led to Chicago’s industrialization. − Examines maps of the Puget Sound using a Geographic Information System (GIS) to draw
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=17
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=17
Understands the purposes, organization, and function of governments, laws, and political systems. GLE 6 7 8 9/10 11 12 1.2.2 Recommended Scope & Sequence Recommended Scope & Sequence FUNCTI ON OF GOVERNMENT Evaluates the effectiveness of the <span class="highlight">system</span> of checks and balances in the United States <span class="highlight">based</span> on an <span class="highlight">event</span>. Examples: − Critiques the effectiveness of checks and balances when President Andrew Jackson ignored the Supreme Court’s ruling in Cherokee Nation v. Georgia
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=34
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=34
interpretation about why Japanese internment camps were placed where they were. Analyzes information from geographic tools, including computer-<span class="highlight">based</span> mapping systems, to draw conclusions on an issue or <span class="highlight">event</span>. Examples: − Examines maps of the United States using a Geographic Information <span class="highlight">System</span> (GIS) to draw conclusions on how the development of railroads led to Chicago’s industrialization. − Examines maps of the Puget Sound using a Geographic Information <span class="highlight">System</span> (GIS) to draw
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=63
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=63
State and Canada. Understands reasons <span class="highlight">based</span> on evidence for a position on an issue or <span class="highlight">event</span>. Examples: − Explains the reasons for one’s own position about the effectiveness of the <span class="highlight">system</span> of checks and balances when Jackson ignored the Supreme Court Ruling in Cherokee Nation v. Georgia. − Explains the reasons for one’s own position about the effectiveness of the <span class="highlight">system</span> of checks and balances when Congress impeached Andrew Johnson. Analyzes consequences of positions on an
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=79
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=79
trusted or believed. Representative government—A government in which citizens take part through elected officials who act on their behalf. Republic—<span class="highlight">System</span> of government in which power is held by the voters and is exercised by elected representatives responsible for promoting the common welfare. The United States government is considered to be a Constitution- <span class="highlight">based</span> federal republic. Research question—A question that helps guide inquiry on a particular topic and directs efforts to collect, critically read
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a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, video, and computer). • 3.5.tpi.8. create a journal entry...
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a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, video, and computer). • 3.5.tpi.8. create a journal entry about a major historical event or figure. • 3.5.tpi.9. create a "then" and "now" class museum. at Level 3, the student is able to • 3.5.tpi.10. choose a favorite historical event and research it using computer and media.
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_3.pdf#page=11
www.state.tn.us/education/ci/ss/doc/SS_Grade_3.pdf#page=11
a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, <span class="highlight">video</span>, and computer). • 3.5.tpi.8. create a journal entry about a major historical <span class="highlight">event</span> or figure. • 3.5.tpi.9. create a "then" and "now" class museum. at Level 3, the student is able to • 3.5.tpi.10. choose a favorite historical <span class="highlight">event</span> and research it using computer and media.
Microsoft Word - K-12 doc.doc
components of maps and globes with no significant errors. Students identify basic components of maps and globes with limited significant errors. Students identify basic components of maps and globes with many significant errors. RESOURCES 1.1.2 Identify current event sources (e.g., news publ...
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components of maps and globes with no significant errors. Students identify basic components of maps and globes with limited significant errors. Students identify basic components of maps and globes with many significant errors. RESOURCES 1.1.2 Identify current event sources (e.g., news publications, Internet, radio, TV) Students identify current event sources with few, if any, errors. Students identify current event sources with no significant errors. Students identify current event
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http://www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=7
www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=7
State’s Accountability Plan which details this annual report.: http://www.dpi.state.nd.us/grants/acctwb.pdf. Although Social Studies are not included in the state’s current assessment <span class="highlight">system</span>, we must prepare ourselves accordingly in the <span class="highlight">event</span> that such testing becomes a possibility. I assure you that our State’s accountability <span class="highlight">system</span> exists to protect the interests of every student—every student. Continuing Tradition of Improvement and Excellence The legacy of the North Dakota educational <span class="highlight">system</span> is
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http://www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=13
www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=13
components of maps and globes with no significant errors. Students identify basic components of maps and globes with limited significant errors. Students identify basic components of maps and globes with many significant errors. RESOURCES 1.1.2 Identify current <span class="highlight">event</span> sources (e.g., news publications, Internet, radio, TV) Students identify current <span class="highlight">event</span> sources with few, if any, errors. Students identify current <span class="highlight">event</span> sources with no significant errors. Students identify current <span class="highlight">event</span>
 MISSISSIPPI STUDIES
7;#7;#12;#12;#12;WORLD HISTORY: 1750 TO THE PRESENT -one year- World History: 1750 to the Present is based on prior knowledge of ancient history to the Industrial Revolution. Teachers may review historical data prior to the 1750 time period. This course will focus on the development, conne...
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