iSEEK - Education

James Shortridge, University Press of Kansas,1995, ISBN 0700606971 United States After the Fact: The Art of Historical Detection. James West Davidson and Mark Hamilton Lytle, Alfred Knopf, New York, 1986, ISBN 0394354753 The American History Reader…Words That Moved A Nation. Diane Ravitch, editor, Harper, New York, 1991, ISBN 0060164808 Bring History Alive! A Sourcebook for Teaching American History. David Vigiliante and Ross E. Dunn, National Center for History in the Schools, Los Angeles

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James Shortridge, University Press of Kansas,1995, ISBN 0700606971 United States After the Fact: The Art of Historical Detection. James West Davidson and Mark Hamilton Lytle, Alfred Knopf, New York, 1986, ISBN 0394354753 The American History Reader…Words That Moved A Nation. Diane Ravitch, editor, Harper, New York, 1991, ISBN 0060164808 Bring History Alive! A Sourcebook for Teaching American History. David Vigiliante and Ross E. Dunn, National Center for History in the Schools, Los Angeles

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

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Content Standards-Social Studies

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9- 10/00 Nearing Proficiency A fourth-grade student at the nearing proficiency level demonstrates a partial mastery of prerequisite knowledge and skills fundamental for proficiency in Social Studies. He/she: (a) recognizes and follows some of the steps of an inquiry process to locate and use information in decision making, but has difficulty evaluating the quality of the information; (b) identifies, with assistance, the purpose and some of the levels of government in our lives; (c) practices citizenship

9 0 http://www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=9 www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=9

9- 10/00 Nearing Proficiency A fourth-grade student at the nearing proficiency level demonstrates a partial mastery of prerequisite knowledge and skills fundamental for proficiency in Social Studies. He/she: (a) recognizes and follows some of the steps of an inquiry process to locate and use information in decision making, but has difficulty evaluating the quality of the information; (b) identifies, with assistance, the purpose and some of the levels of government in our lives; (c) practices citizenship

www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=9

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CONTENts.PDF

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Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models of simple networks that represent everyday situations; • identify and

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Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models of simple networks that represent everyday situations; • identify and

www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

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Core Content For Mathematics Assessment

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outpatient therapy, group therapy) and other strategies (e.g., enhancing self esteem, building skills for success) as forms of help for negative behaviors or addictions (e.g., drug addictions, eating disorders). PL-HS-1.1.11 Students will recommend and justify effective self-management and coping strategies (e.g., setting realistic goals, time, task and stress management, decision making, learning style preference, perseverance) for maintaining mental and emotional health. DOK 3 Nutrition PL-HS-1.2.1

101 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=101 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=101

strategies (e.g., diet exercise, rest, immunizations) and good hygiene practices (e.g., hand washing, brushing teeth, using tissues, not sharing personal items, adequate protection from ultraviolet rays) promote good health and prevent communicable (cold, flu/influenza, measles, strep throat) and non- communicable (heart disease, diabetes, obesity, cancer, asthma) diseases. DOK 2 PL-EP-1.1.8 Students will identify behavior choices (tobacco, alcohol) that result in negative consequences. DOK 1 PL-04

113 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=113 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=113

individual’s well being. PL-06-1.1.5 Students will identify abstinence as the only sure means of preventing pregnancy. PL-07-1.1.5 Students will identify the benefits (e.g., preventing pregnancy, preventing STDs, maintaining self-esteem) of abstaining from sexual activity. PL-08-1.1.5 Students will identify the risks (e.g., STD’s unwanted pregnancies, HIV/AIDS) to being sexually active and strategies for delaying sexual activity (e.g., using refusal skills, talking with parents, doctors, counselors

126 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=126 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=126

outpatient therapy, group therapy) and other strategies (e.g., enhancing self esteem, building skills for success) as forms of help for negative behaviors or addictions (e.g., drug addictions, eating disorders). PL-HS-1.1.11 Students will recommend and justify effective self-management and coping strategies (e.g., setting realistic goals, time, task and stress management, decision making, learning style preference, perseverance) for maintaining mental and emotional health. DOK 3 Nutrition PL-HS-1.2.1

130 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=130 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=130

CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 127 Italics – Supporting Content Standard Consumerism Consumer skills are essential for individuals and families due to the availability of numerous products and services on the market, multiple advertising techniques, the need to make responsible financial management decisions, and to utilize resources impacting the community and environment. These skills can provide a foundation for

154 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154

to-text - e.g., novel, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.). RD-O8-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=126

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Social Studies Curriculum Framework

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34 Geography: Physical and Spatial 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: G.1.5.7 = Geography. Standard 1. Grade 5. 7 th Student Learning Expectation Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT

35 0 http://arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=35 arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=35

34 Geography: Physical and Spatial 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: G.1.5.7 = Geography. Standard 1. Grade 5. 7 th Student Learning Expectation Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT

arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=35

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STANDARDS.05

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follow. The objective of the historical inquiry standard is to apply conceptual knowledge and skills as designated in all strands of Alaska History by problem solving, communicating, reasoning, and making connections. This framework uses the scholarly approach of the historian to define the content of the standards. This approach presents the people, ideas, events, themes, and sources to be included in order for a student to demonstrate competency in Alaska History. While recognizing that knowledge of

56 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=56 www.eed.state.ak.us/standards/pdf/standards.pdf#page=56

54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to

138 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=138 www.eed.state.ak.us/standards/pdf/standards.pdf#page=138

follow. The objective of the historical inquiry standard is to apply conceptual knowledge and skills as designated in all strands of Alaska History by problem solving, communicating, reasoning, and making connections. This framework uses the scholarly approach of the historian to define the content of the standards. This approach presents the people, ideas, events, themes, and sources to be included in order for a student to demonstrate competency in Alaska History. While recognizing that knowledge of

www.eed.state.ak.us/standards/pdf/standards.pdf#page=138

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9GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION Using a familiar context for five and six year olds, kindergartners learn about the social studies disciplines (history, geography, civics and government, and economics) through the lens of “Myself and Others.” Accordingly, each discipline focuses on developing rudimentary understandings through an integrated approach to the field. Kindergarten K-5 Grade-Specific Contexts Myself and

9 0 http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=9 www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=9

9GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION Using a familiar context for five and six year olds, kindergartners learn about the social studies disciplines (history, geography, civics and government, and economics) through the lens of “Myself and Others.” Accordingly, each discipline focuses on developing rudimentary understandings through an integrated approach to the field. Kindergarten K-5 Grade-Specific Contexts Myself and

11 0 http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=11 www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=11

11GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION Myself and Others Kindergarten Using a familiar context for five and six year olds, kindergartners learn about the social studies disciplines (history, geography, civics and government, and economics) through the lens of “Myself and Others.” Accordingly, each discipline focuses on developing rudimentary understandings through an integrated approach to the field. History In

36 0 http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=36 www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=36

life in Africa as a foundation for examining interactions among Europeans, American Indians, and Africans from the 15th through the 17th centuries with a focus on how economic concepts influenced the behavior of people and nations. Students apply the tools of the historian by using primary and secondary sources to compare European and American Indian cultures, using previously established criteria. The expectations also focus on the interaction among Europeans, American Indians, and Africans, by exploring

www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=9

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ACKNOWLEDGEMENTS

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making. Elementary Grades Instruction in economics should begin early to help very young students learn to understand and use a basic economic vocabulary and elementary economic principles. They can distinguish between needs and wants and can prioritize each. Young learners begin to see the consequences of their individual and group decisions. They are also able to develop the habit of taking a reasoned and responsible approach to decision-making. Middle Grades Middle grade students should be able

11 0 http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=11 www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...

making. Elementary Grades Instruction in economics should begin early to help very young students learn to understand and use a basic economic vocabulary and elementary economic principles. They can distinguish between needs and wants and can prioritize each. Young learners begin to see the consequences of their individual and group decisions. They are also able to develop the habit of taking a reasoned and responsible approach to decision-making. Middle Grades Middle grade students should be able

21 0 http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=21 www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...

KINDERGARTEN SELF AND FAMILY/FAMILIES AROUND THE WORLD Students begin a global approach to social studies with a study of themselves, their families and other families around the world. They learn how individuals and families grow and change and compare how they are alike and different. Students approach the understanding of self and family while developing and defining concepts about themselves and the family structure. They acquire the concept that all families worldwide have basic common

88 0 http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=88 www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...

approach to decision making, students will be able to make informed choices in their respective roles as consumers, producers, employees, employers, borrowers, lenders, savers, investors as well as voters. Strands: Deductive Reasoning, Graph and Chart Interpretation, Data Analysis Microeconomics, Macroeconomics, International Trade and Levels of Economic Activity COMPETENCY GOAL 1: The learner will demonstrate the role of economic choices within a market economy. Objectives 1.01 Define the

www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...

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identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision; and (C) participate in conflict resolution using persuasion, compromise, debate, and negotiation. (16) Social studies skills. The student develops long-term and short- term goal-setting skills for individual and community problem solving. The student is expected to: (A) illustrate the relationship and sequence between intermediate goals and terminal

20 0 http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=20 ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=20

Ch. 113, TEKS for Social Studies. Page C-20 Texas Education Agency (F) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; (G) identify bias in written, oral, and visual material; (H) support a point of view on a social studies issue or event; and (I) use appropriate mathematical skills to interpret social studies information such as maps and graphs. (26) Social studies skills. The student communicates in written, oral, and

38 0 http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=38 ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=38

Ch. 113, TEKS for Social Studies. Page C-38 Texas Education Agency (B) use standard grammar, spelling, sentence structure, and punctuation; (C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and (D) create written, oral, and visual presentations of social studies information. (23) Social studies skills. The student uses problem-solving and decision-making skills, working independently

42 0 http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=42 ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=42

identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision; and (C) participate in conflict resolution using persuasion, compromise, debate, and negotiation. (16) Social studies skills. The student develops long-term and short- term goal-setting skills for individual and community problem solving. The student is expected to: (A) illustrate the relationship and sequence between intermediate goals and terminal

46 0 http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=46 ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=46

written to visual and written or visual to statistical, using computer software as appropriate; and (D) create written, oral, and visual presentations of social studies information. (16) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and

ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=42

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Ch. 113, TEKS for Social Studies. Page A-14 Texas Education Agency (2.16) Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to: (A) describe how science and technology have changed communication, transportation, and recreation; and (B) explain how science and technology have changed the ways in which people meet basic needs. (2.17) Social studies skills. The student applies critical-thinking

4 0 http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=4 ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=4

Ch. 113, TEKS for Social Studies. Page A-4 Texas Education Agency (K.14) Science, technology, and society. The student understands ways in which technology has changed how people live. The student is expected to: (A) describe how his or her life might be different without modern technology; and (B) list ways in which technology meets people's needs. (K.15) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources

14 0 http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=14 ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=14

Ch. 113, TEKS for Social Studies. Page A-14 Texas Education Agency (2.16) Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to: (A) describe how science and technology have changed communication, transportation, and recreation; and (B) explain how science and technology have changed the ways in which people meet basic needs. (2.17) Social studies skills. The student applies critical-thinking

ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=14

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