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 Massachusetts History and Social Science Curriculum Framework: August 2003
02452; (781) 899-3920. through 1876. Education programs on colonial printer/patriot Isaiah Thomas, and on the Adams National Historic Park experiences of adolescents growing up in the 135 Adams Street mid-19th century. Quincy, MA 02169 (617) 773-1177 American Textile History Museum www.nps.gov/adam...
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02452; (781) 899-3920. through 1876. Education programs on colonial printer/patriot Isaiah Thomas, and on the Adams National Historic Park experiences of adolescents growing up in the 135 Adams Street mid-19th century. Quincy, MA 02169 (617) 773-1177 American Textile History Museum www.nps.gov/adam 491 Dutton Street House and grounds of four generations of the Lowell, MA 01854-4221 Adams family, including President John and (978) 441-0400 x 244 his wife, Abigail, President John Quincy www.athm.org
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=29
www.doe.mass.edu/frameworks/hss/final.pdf#page=29
school, or conducting ancient Chinese work of art. (H, G) ECONOMICS people and communities to make choices about goods and services, giving up some things to get other things. (E) goods and services in markets. (E) TANDARDS FOR On a map of Asia, locate China, the Huang He (Yellow) River and Chang Jiang (Yangtze) Rivers, and the Himalayan Mountains. (G) Describe the topography and climate of eastern Asia, including the importance of and gunpowder. (H, E) and <span class="highlight">wife</span>, and subject and ruler. (H, C) (e.g
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=109
www.doe.mass.edu/frameworks/hss/final.pdf#page=109
02452; (781) 899-3920. through 1876. Education programs on colonial printer/patriot Isaiah Thomas, and on the Adams National Historic Park experiences of adolescents growing up in the 135 Adams Street mid-19th century. Quincy, MA 02169 (617) 773-1177 American Textile History Museum www.nps.gov/adam 491 Dutton Street House and grounds of four generations of the Lowell, MA 01854-4221 Adams family, including President John and (978) 441-0400 x 244 his <span class="highlight">wife</span>, Abigail, President John Quincy www.athm.org
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by writing an essay on the roles and responsibilities of a wife, husband, and children in post Revolutionary America.
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by writing an essay on the roles and responsibilities of a wife, husband, and children in post Revolutionary America.
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_8.pdf#page=2
www.state.tn.us/education/ci/ss/doc/SS_Grade_8.pdf#page=2
by writing an essay on the roles and responsibilities of a <span class="highlight">wife</span>, husband, and children in post Revolutionary America.
Microsoft Word - SocialStudies Core Final.doc
National Standards for History. There is no possible way to “cover” all of the fascinating riches within the social studies disciplines. To do so would take a lifetime, and the community members tasked with writing this new core were very aware of the demands of the classroom and of th...
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National Standards for History. There is no possible way to “cover” all of the fascinating riches within the social studies disciplines. To do so would take a lifetime, and the community members tasked with writing this new core were very aware of the demands of the classroom and of the pitfalls associated with a core that sacrifices depth for breadth. The core is focused on what is essential for students to understand in order to achieve civic competence. Complex The human brain loves complexity
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http://www.schools.utah.gov/curr/core/corepdf/SoSt3-6.pdf#page=4
www.schools.utah.gov/curr/core/corepdf/SoSt3-6.pdf#page=4
National Standards for History. There is no possible way to “cover” all of the fascinating riches within the social studies disciplines. To do so would take a lifetime, and the community members tasked with writing this new core were very aware of the demands of the classroom and of the pitfalls associated with a core that sacrifices depth for breadth. The core is focused on what is essential for students to understand in order to achieve civic competence. Complex The human brain <span class="highlight">loves</span> complexity
Draft
secondary sources (diaries, letters, people, interviews, journals and photos) DOK 1 1 2 3 3 Standards SS7 1.10 SS7 1.5, 1.10 SS7 1.4, 1.5, 1.10 SS7 1.5, 1.10, 2.1 SS7 1.5, 1.7 A. (Continued) c. Identify library and media resources (videos, electronic resources, periodicals and books) c....
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secondary sources (diaries, letters, people, interviews, journals and photos) DOK 1 1 2 3 3 Standards SS7 1.10 SS7 1.5, 1.10 SS7 1.4, 1.5, 1.10 SS7 1.5, 1.10, 2.1 SS7 1.5, 1.7 A. (Continued) c. Identify library and media resources (videos, electronic resources, periodicals and books) c. Identify library and media resources (videos electronic resources, books and periodicals) c. Identify and select library and media resources (electronic resources, dictionaries, encyclopedias
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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...
secondary sources (diaries, letters, people, interviews, journals and photos) DOK 1 1 2 3 3 Standards SS7 1.10 SS7 1.5, 1.10 SS7 1.4, 1.5, 1.10 SS7 1.5, 1.10, 2.1 SS7 1.5, 1.7 A. (Continued) c. Identify library and media resources (<span class="highlight">videos</span>, electronic resources, periodicals and books) c. Identify library and media resources (<span class="highlight">videos</span> electronic resources, books and periodicals) c. Identify and select library and media resources (electronic resources, dictionaries, encyclopedias
Core Content For Mathematics Assessment
reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g., improved confidence, increased self- esteem, stress reduction, self- expression). DOK 2 PL...
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reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g., improved confidence, increased self- esteem, stress reduction, self- expression). DOK 2 PL-06-2.2.2 Students will identify and access techniques (e.g., practice, lessons, videos, drills, peer/teacher review, self-evaluation) for improving performance in games and sports. PL-07-2.2.2 Students will
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=117
reduced cholesterol levels) • social benefits (e.g., positive interactions with others, respect for self and others, enjoyment, self- expression, group interaction) • emotional/mental benefits (e.g., improved confidence, increased self- esteem, stress reduction, self- expression). DOK 2 PL-06-2.2.2 Students will identify and access techniques (e.g., practice, lessons, <span class="highlight">videos</span>, drills, peer/teacher review, self-evaluation) for improving performance in games and sports. PL-07-2.2.2 Students will
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=133
<span class="highlight">videos</span>, artwork, portfolio entries) • records of work experiences • transcripts PL-HS-4.1.7 Students will compare post-secondary options (e.g., community technical colleges, 4-year colleges, military service) that would be the most appropriate preparation for a specific career path. Employability Skills PL-HS-4.2.1 Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving
history_pub2000
research statement by… • Sharing ideas about possible answers to questions (e.g., What might we see on a field trip to a factory?). Research Plan H&SSPK-K:3 Students design research by… • Identifying resources for finding answers to their ques- tions (e.g., books, ...
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research statement by… • Sharing ideas about possible answers to questions (e.g., What might we see on a field trip to a factory?). Research Plan H&SSPK-K:3 Students design research by… • Identifying resources for finding answers to their ques- tions (e.g., books, videos, and people). • Explaining what their jobs will be during an inquiry inves- tigation (e.g., drawing pictures after a field trip). • Identifying ways they will show what they have learned. Grades PreK-K Grades 1-2 Social and
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=8
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
research statement by… • Sharing ideas about possible answers to questions (e.g., What might we see on a field trip to a factory?). Research Plan H&SSPK-K:3 Students design research by… • Identifying resources for finding answers to their ques- tions (e.g., books, <span class="highlight">videos</span>, and people). • Explaining what their jobs will be during an inquiry inves- tigation (e.g., drawing pictures after a field trip). • Identifying ways they will show what they have learned. Grades PreK-K Grades 1-2 Social and
Microsoft Word - ssstd1.docssstd1.pdf
Suggestions The student: 1.#0;�(K) puts events in chronological order. 2.#0;�(A) uses information to provide details to support a main idea in history. 3. (A) asks questions, shares information and discusses ideas about the past using resources such as maps, photographs, books, and peo...
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Suggestions The student: 1.#0;�(K) puts events in chronological order. 2.#0;�(A) uses information to provide details to support a main idea in history. 3. (A) asks questions, shares information and discusses ideas about the past using resources such as maps, photographs, books, and people. • Identify sequential actions, such as first, next, last, in stories, videos, etc.; correctly uses chronological words: now, long ago, before, after morning, afternoon, night, today, tomorrow, yesterday, present, past
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http://www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016&forcedownload=true#page=19
www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016...
Suggestions The student: 1.#0;�(K) puts events in chronological order. 2.#0;�(A) uses information to provide details to support a main idea in history. 3. (A) asks questions, shares information and discusses ideas about the past using resources such as maps, photographs, books, and people. • Identify sequential actions, such as first, next, last, in stories, <span class="highlight">videos</span>, etc.; correctly uses chronological words: now, long ago, before, after morning, afternoon, night, today, tomorrow, yesterday, present, past
Microsoft Word - Full_Social Studies.rtf
present to relate self and family to changes over time. Example: Use primary sources such as documents, letters, diaries, maps, photos, videos, and oral histories. #0;9 Identify the accomplishments of historical figures. Examples: Helen Keller, Ben Franklin, Martin Luther King, Clara Barton...
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present to relate self and family to changes over time. Example: Use primary sources such as documents, letters, diaries, maps, photos, videos, and oral histories. #0;9 Identify the accomplishments of historical figures. Examples: Helen Keller, Ben Franklin, Martin Luther King, Clara Barton, Alexander Graham Bell, Thomas Edison, George Washington, Crazy Horse, Billy Mills, Charles Curtis, and Abraham Lincoln #0;9 Identify ways people, places, and things change over time. Examples: transportation
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=19
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=19
present to relate self and family to changes over time. Example: Use primary sources such as documents, letters, diaries, maps, photos, <span class="highlight">videos</span>, and oral histories. #0;9 Identify the accomplishments of historical figures. Examples: Helen Keller, Ben Franklin, Martin Luther King, Clara Barton, Alexander Graham Bell, Thomas Edison, George Washington, Crazy Horse, Billy Mills, Charles Curtis, and Abraham Lincoln #0;9 Identify ways people, places, and things change over time. Examples: transportation
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end of historical narratives or stories. K – H2.0.4 Describe ways people learn about the past (e.g., photos, artifacts, diaries, stories, videos). GEOGRAPHy G1 The World in Spatial Terms Use geographic representations to acquire, process, and report information from a spatial perspecti...
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end of historical narratives or stories. K – H2.0.4 Describe ways people learn about the past (e.g., photos, artifacts, diaries, stories, videos). GEOGRAPHy G1 The World in Spatial Terms Use geographic representations to acquire, process, and report information from a spatial perspective. K – G1.0.1 Recognize that maps and globes represent places. K – G1.0.2 Use environmental directions or positional words (up/down, in/out, above/below) to identify significant locations in the classroom. G2 Places and
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=12
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=12
end of historical narratives or stories. K – H2.0.4 Describe ways people learn about the past (e.g., photos, artifacts, diaries, stories, <span class="highlight">videos</span>). GEOGRAPHy G1 The World in Spatial Terms Use geographic representations to acquire, process, and report information from a spatial perspective. K – G1.0.1 Recognize that maps and globes represent places. K – G1.0.2 Use environmental directions or positional words (up/down, in/out, above/below) to identify significant locations in the classroom. G2 Places and
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=15
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=15
identifying various members and their connections in order to tell a narrative about family life. 1 – H2.0.4 Retell in sequence important ideas and details from stories about families or schools. 1 – H2.0.5 Use historical records and artifacts (e.g., photos, diaries, oral histories, and <span class="highlight">videos</span>) to draw possible conclusions about family or school life in the past. 1 – H2.0.6 Compare life today with life in the past using the criteria of family, school, jobs, or communication. 1 – H2.0.7 Identify the events or
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