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people when each one feels he or she is better off after the trade (e.g., if you sell your old exercise bike for cash, you gain because you would rather have the cash than the bike, but the other person gains because he or she would rather have the bike than the cash) Warsaw Pact an agreement among Eastern Block countries… watershed the entire area drained by a river and its tributaries

172 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=172 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

interest rates to influence economic activity monoculture the practice of growing a cash crop for export to one or more countries; a plantation economy monopoly the exclusive control of a service or product by one individual or company monotheism the doctrine or belief that there is only one god mutual fund a fund of securities owned jointly by investors who have purchased shares of it national security condition of a nation's safety from threats, especially threats from external sources

177 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=177 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

people when each one feels he or she is better off after the trade (e.g., if you sell your old exercise bike for cash, you gain because you would rather have the cash than the bike, but the other person gains because he or she would rather have the bike than the cash) Warsaw Pact an agreement among Eastern Block countries… watershed the entire area drained by a river and its tributaries

www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

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Massachusetts History and Social Science Curriculum Framework: August 2003

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about a situation based on information gained from data. Grades 3 and 4 NUMBER SENSE AND OPERATIONS; PATTERNS, RELATIONS, AND ALGEBRA ❚ Exhibit an understanding of the base 10 number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000. ❚ Demonstrate an understanding of fractions as part of unit wholes, as parts of a collection, and as locations on a number line. ❚ Select, use, and explain models to relate common fractions and mixed numbers ( 1 ⁄2, 1 ⁄3, 1 ⁄4, 1

125 0 http://www.doe.mass.edu/frameworks/hss/final.pdf#page=125 www.doe.mass.edu/frameworks/hss/final.pdf#page=125

Grades 3 and 4 (continued) ❚ Write an account based on personal experience that has a clear focus and sufficient supporting detail. ❚ Define the need for information and formulate open-ended research questions; initiate a plan for searching for information; locate resources; evaluate the relevance of the information; interpret, use, and communicate the information; evaluate the research project as a whole. Grades 5 and 6 READING AND LITERATURE, STANDARDS 8 AND 13: UNDERSTANDING AN INFORMATIONAL

130 0 http://www.doe.mass.edu/frameworks/hss/final.pdf#page=130 www.doe.mass.edu/frameworks/hss/final.pdf#page=130

about a situation based on information gained from data. Grades 3 and 4 NUMBER SENSE AND OPERATIONS; PATTERNS, RELATIONS, AND ALGEBRA ❚ Exhibit an understanding of the base 10 number system by reading, modeling, writing, and interpreting whole numbers to at least 100,000. ❚ Demonstrate an understanding of fractions as part of unit wholes, as parts of a collection, and as locations on a number line. ❚ Select, use, and explain models to relate common fractions and mixed numbers ( 1 &frasl;2, 1 &frasl;3, 1 &frasl;4, 1

131 0 http://www.doe.mass.edu/frameworks/hss/final.pdf#page=131 www.doe.mass.edu/frameworks/hss/final.pdf#page=131

Grades 3 and 4 (continued) DATA ANALYSIS, STATISTICS, AND PROBABILITY ❚ Collect and organize data using observations, measurements, surveys, or experiments and identify appropriate ways to display the data. ❚ Match representations of a data set such as lists, tables, or graphs with the actual set of data. ❚ Construct, draw conclusions, and make predictions from various representations of data sets, including tables, bar graphs, pictographs, line graphs, line plots, and tallies. Grades 5 and 6

www.doe.mass.edu/frameworks/hss/final.pdf#page=130

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Microsoft Word - Full_Social Studies.rtf

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different ways people pay for goods and services (cash, check, credit, debit). Second Grade Economics Performance Descriptors Advanced Second grade students performing at the advanced level: • categorize human and natural resources; • design a budget. Proficient Second grade students performing at the proficient level: • identify the differences between human resources and natural resources; • explain the importance of making informed decisions about spending, borrowing, and saving. Basic

29 0 http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=29 doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=29

different ways people pay for goods and services (cash, check, credit, debit). Second Grade Economics Performance Descriptors Advanced Second grade students performing at the advanced level: • categorize human and natural resources; • design a budget. Proficient Second grade students performing at the proficient level: • identify the differences between human resources and natural resources; • explain the importance of making informed decisions about spending, borrowing, and saving. Basic

doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=29

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Nevada

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hold in cash. Reservation system: A policy of the United States government to restrict the habitation of Native Americans to designated land. Reserved powers: The powers not delegated to the national government by the Constitution, nor prohibited to the states, are reserved to the states, or the people. Resource(s): In geography, it is an aspect of the physical environment that people value and use to meet a need for fuel, food, and industrial production, or something else of value. In economics

77 0 http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=77 www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...

hold in cash. Reservation system: A policy of the United States government to restrict the habitation of Native Americans to designated land. Reserved powers: The powers not delegated to the national government by the Constitution, nor prohibited to the states, are reserved to the states, or the people. Resource(s): In geography, it is an aspect of the physical environment that people value and use to meet a need for fuel, food, and industrial production, or something else of value. In economics

96 0 http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=96 www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...

Reservation system: A policy of the United States government to restrict the habitation of Native Americans to designated land. Reserved powers: The powers not delegated to the national government by the Constitution, nor prohibited to the states, are reserved to the states, or the people. Resource(s): In geography, it is an aspect of the physical environment that people value and use to meet a need for fuel, food, and industrial production, or something else of value. In economics, it is anything that can

www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...

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Draft

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Tools of Social Science Inquiry 27 CONCEPTS 7. Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents) GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 A. Identify, select, use, analyze and create appropriate resources, primary and secondary, for social science inquiry a. Identify visual, graphic and auditory aids (posters and recordings) a. Identify visual, graphic and auditory aids (globes, maps) a

27 0 http://dese.mo.gov/divimprove/curriculum/GLE/documents/ss_gle_2.0_k8_0907.pdf#page=27 dese.mo.gov/divimprove/curriculum/GLE/documents/ss_gle_2.0_k8_0907.pdf#pa...

Tools of Social Science Inquiry 27 CONCEPTS 7. Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents) GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 A. Identify, select, use, analyze and create appropriate resources, primary and secondary, for social science inquiry a. Identify visual, graphic and auditory aids (posters and recordings) a. Identify visual, graphic and auditory aids (globes, maps) a

dese.mo.gov/divimprove/curriculum/GLE/documents/ss_gle_2.0_k8_0907.pdf#pa...

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Core Content For Mathematics Assessment

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operations with fractions, decimals and integers, use properties in computation, develop fluency and develop strategies to estimate the result of operations on rational numbers. 6 th Grade 7 th Grade 8 th Grade Number Sense MA-06-1.1.1 Students will provide examples of and identify fractions, decimals and percents. DOK 1 MA-07-1.1.1 Students will provide examples of and identify integers, fractions, decimals, percents and π . DOK 1 MA-08-1.1.1 Students will provide examples of and identify rational

70 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=70 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=70

operations with fractions, decimals and integers, use properties in computation, develop fluency and develop strategies to estimate the result of operations on rational numbers. 6 th Grade 7 th Grade 8 th Grade Number Sense MA-06-1.1.1 Students will provide examples of and identify fractions, decimals and percents. DOK 1 MA-07-1.1.1 Students will provide examples of and identify integers, fractions, decimals, percents and π . DOK 1 MA-08-1.1.1 Students will provide examples of and identify rational

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=70

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KINDERGARTEN

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occupation, transportation, and recreation. Standard 5: The student will understand basic economic elements found in communities. 1. Distinguish between basic needs (food, clothing, and shelter) and wants (luxuries), and explain how needs and wants can be met (e.g., earning money, saving, and gifts). 2. Describe the occupations and roles of people in the neighborhood and community who provide goods and services. 3. Describe ways people are paid (e.g., by check, in cash, and with goods), the places

6 0 http://sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=6 sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=6

occupation, transportation, and recreation. Standard 5: The student will understand basic economic elements found in communities. 1. Distinguish between basic needs (food, clothing, and shelter) and wants (luxuries), and explain how needs and wants can be met (e.g., earning money, saving, and gifts). 2. Describe the occupations and roles of people in the neighborhood and community who provide goods and services. 3. Describe ways people are paid (e.g., by check, in cash, and with goods), the places

sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=6

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Microsoft Word - ssstdh.docssstdh.pdf

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various factors on supply and demand through Lowell Workers and Producers Respond to Incentives. (2) web resource: http://www.econedlink.org/lessons/index.cfm?lesson=EM562&page=teacher • Keep track of income and expenses for one week. Create a personal budget using data. • Simulate purchasing an item both with cash and on credit at current average interest rates. Discuss the results and then chart the costs and benefits of credit. • Have different groups in class research types of investments. The

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=15 www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...

various factors on supply and demand through Lowell Workers and Producers Respond to Incentives. (2) web resource: http://www.econedlink.org/lessons/index.cfm?lesson=EM562&page=teacher • Keep track of income and expenses for one week. Create a personal budget using data. • Simulate purchasing an item both with cash and on credit at current average interest rates. Discuss the results and then chart the costs and benefits of credit. • Have different groups in class research types of investments. The

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

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Standard 10, p. 162) U2.3 Life in Colonial America Distinguish among and explain the reasons for regional differences in colonial America. 5 – U2.3.1 Locate the New England, Middle, and Southern colonies on a map. (National Geography Standard 3 p. 148) 5 – U2.3.2 Describe the daily life of people living in the New England, Middle, and Southern colonies. (National Geography Standards 14 and 15; pp. 171 and 173) 5 – U2.3.3 Describe colonial life in America from the perspectives of at least three different

40 0 http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=40 www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=40

Standard 10, p. 162) U2.3 Life in Colonial America Distinguish among and explain the reasons for regional differences in colonial America. 5 – U2.3.1 Locate the New England, Middle, and Southern colonies on a map. (National Geography Standard 3 p. 148) 5 – U2.3.2 Describe the daily life of people living in the New England, Middle, and Southern colonies. (National Geography Standards 14 and 15; pp. 171 and 173) 5 – U2.3.3 Describe colonial life in America from the perspectives of at least three different

www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=40

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at Level 2, the student is able to • 8.3.spi.3. interpret examples which illustrate how cultures adapt to or change the environment (i.e., deforestation, subsistence farming, cash crop, dam and road building). • 8.3.spi.4. use various geographic data from maps and globes to determine longitude, latitude, distance, direction. • 8.3.spi.5. interpret a geographic map of the early United States. • 8.3.spi.6. recognize how topographical features such as mountain and river systems influenced the

9 0 http://www.state.tn.us/education/ci/ss/doc/SS_Grade_8.pdf#page=9 www.state.tn.us/education/ci/ss/doc/SS_Grade_8.pdf#page=9

at Level 2, the student is able to • 8.3.spi.3. interpret examples which illustrate how cultures adapt to or change the environment (i.e., deforestation, subsistence farming, cash crop, dam and road building). • 8.3.spi.4. use various geographic data from maps and globes to determine longitude, latitude, distance, direction. • 8.3.spi.5. interpret a geographic map of the early United States. • 8.3.spi.6. recognize how topographical features such as mountain and river systems influenced the

www.state.tn.us/education/ci/ss/doc/SS_Grade_8.pdf#page=9

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