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 Microsoft Word - GLEsocstuALL.doc
Social Studies Grade-Level Expectations 29 50. Draw conclusions about two different economies based on given economic indicators (E-1C-H1) 51. Explain how inflation and deflation are reflected in the Consumer Price Index (E-1C- H2) 52. Explain the impact of inflation/deflation on individuals...
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Social Studies Grade-Level Expectations 29 50. Draw conclusions about two different economies based on given economic indicators (E-1C-H1) 51. Explain how inflation and deflation are reflected in the Consumer Price Index (E-1C- H2) 52. Explain the impact of inflation/deflation on individuals, nations, and the world, including its impact on economic decisions (E-1C-H2) 53. Describe the effects of interest rates on businesses and consumers (E-1C-H2) 54. Predict the consequences of investment
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http://www.doe.state.la.us/lde/uploads/3948.pdf#page=29
www.doe.state.la.us/lde/uploads/3948.pdf#page=29
Social Studies Grade-Level Expectations 29 50. Draw conclusions about two different economies based on given economic indicators (E-1C-H1) 51. Explain how inflation and deflation are reflected in the Consumer Price <span class="highlight">Index</span> (E-1C- H2) 52. Explain the impact of inflation/deflation on individuals, nations, and the world, including its impact on economic decisions (E-1C-H2) 53. Describe the effects of interest rates on businesses and consumers (E-1C-H2) 54. Predict the consequences of investment
STATE BOARD OF EDUCATION
elements equal protection clause the Fourteenth Amendment provision that prohibits states from denying equal protection of the laws to all people - that is, discriminating against individuals in an arbitrary manner, such as on the basis of race equal protection of the law the idea that no i...
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elements equal protection clause the Fourteenth Amendment provision that prohibits states from denying equal protection of the laws to all people - that is, discriminating against individuals in an arbitrary manner, such as on the basis of race equal protection of the law the idea that no individual or group may receive special privileges from, nor be unjustly discriminated by, the law erosion group of natural processes, including weathering, dissolution, abrasion, corrosion, and
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=168
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
elements equal protection clause the Fourteenth Amendment provision that prohibits states from denying equal protection of the laws to all people - that is, discriminating against individuals in an arbitrary manner, such as on the basis of race equal protection of the law the idea that <span class="highlight">no</span> individual or group may receive special privileges from, nor be unjustly discriminated by, the law erosion group of natural processes, including weathering, dissolution, abrasion, corrosion, and
Core Content For Mathematics Assessment
CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 128 Italics – Supporting Content Standard Financial Literacy PL-HS-3.2.1 Students will apply financial management practices, including budgeting, banking (e.g., check writing, ba...
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CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 128 Italics – Supporting Content Standard Financial Literacy PL-HS-3.2.1 Students will apply financial management practices, including budgeting, banking (e.g., check writing, balancing a checking account), savings and investments (e.g., advantages and disadvantages of savings accounts, stocks, bonds, mutual funds, certificates of deposit, IRAs, 401Ks) and credit (e.g., responsible use of
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=120
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=120
achieve a specific goal. DOK 2 PL-07-3.2.1 Students will identify financial management practices and the purposes of budgeting, savings, banking services (e.g., checking and saving accounts, debit/credit, certificate of <span class="highlight">deposit</span>), general types of investments (stocks, bonds, mutual funds) and explain why these practices are important in achieving personal financial goals. DOK 2 PL-08-3.2.1 Students will identify financial management practices and the purposes of budgeting, savings, banking services
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=131
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=131
CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 128 Italics – Supporting Content Standard Financial Literacy PL-HS-3.2.1 Students will apply financial management practices, including budgeting, banking (e.g., check writing, balancing a checking account), savings and investments (e.g., advantages and disadvantages of savings accounts, stocks, bonds, mutual funds, certificates of <span class="highlight">deposit</span>, IRAs, 401Ks) and credit (e.g., responsible use of
Colorado Model Content Standards
wealth 13 weaponry 15 weeks 7 Western Civilization 4 Western Hemisphere 12, 19 world history 4, 7 World War I 20 World War II 7, 20 world, 19th Century 7 world, contemporary 7 years 7 Colorado Content Standards Adopted 9-14-95 History Index 5
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wealth 13 weaponry 15 weeks 7 Western Civilization 4 Western Hemisphere 12, 19 world history 4, 7 World War I 20 World War II 7, 20 world, 19th Century 7 world, contemporary 7 years 7 Colorado Content Standards Adopted 9-14-95 History Index 5
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=26
www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=26
Colorado Model Content Standards for History Page <span class="highlight">Index</span>: Major Categories Chronology...6 - 9 Historical Inquiry...9 - 11 Societies...12 - 14 Science, Technology, Economics...14 - 17 Political Institutions...17 - 21 Religion and Philosophy...22 - 24 Page <span class="highlight">Index</span>: Historical Terms and Topics absolutism 19 Africa 12 African-Americans 12, 13 age 13 agricultural revolution 15
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=30
www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=30
wealth 13 weaponry 15 weeks 7 Western Civilization 4 Western Hemisphere 12, 19 world history 4, 7 World War I 20 World War II 7, 20 world, 19th Century 7 world, contemporary 7 years 7 Colorado Content Standards Adopted 9-14-95 History <span class="highlight">Index</span> 5
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Nebraska Social Studies/History Standards 31 12.3.13 Students wil examine the basic economic indicators and fundamentals of international trade. Example Indicators: � Define Gros Domestic Product � Define Consumer Price Index, employment statistics, and other measure of...
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Nebraska Social Studies/History Standards 31 12.3.13 Students wil examine the basic economic indicators and fundamentals of international trade. Example Indicators: � Define Gros Domestic Product � Define Consumer Price Index, employment statistics, and other measure of economic conditions. � Explain comparative and absolute advantage. � Discuss exchange rates. � Explain i nternational trade policies, and the United States relationship to the global economy.
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http://www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf#page=32
www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf...
Nebraska Social Studies/History Standards 31 12.3.13 Students wil examine the basic economic indicators and fundamentals of international trade. Example Indicators: � Define Gros Domestic Product � Define Consumer Price <span class="highlight">Index</span>, employment statistics, and other measure of economic conditions. � Explain comparative and absolute advantage. � Discuss exchange rates. � Explain i nternational trade policies, and the United States relationship to the global economy.
Microsoft Word - ssstd2.docssstd2.pdf
affect people. Second Grade Knowledge and/or Application Indicators Second Grade Instructional Suggestions The student: 1.#0;�(K) - ($) explains the advantage of choosing to save or spend money that is earned or received. 2.#0;�(K) - ($) defines a budget as a plan for spending and sav...
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affect people. Second Grade Knowledge and/or Application Indicators Second Grade Instructional Suggestions The student: 1.#0;�(K) - ($) explains the advantage of choosing to save or spend money that is earned or received. 2.#0;�(K) - ($) defines a budget as a plan for spending and saving income. • Draw a cartoon strip showing the following: someone depositing money in a bank (write deposit $1.00 under the picture), an item with a price tag -$3.00 (write saving for ___ under the picture), someone
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http://www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=8016&forcedownload=true#page=8
www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=80...
affect people. Second Grade Knowledge and/or Application Indicators Second Grade Instructional Suggestions The student: 1.#0;�(K) - ($) explains the advantage of choosing to save or spend money that is earned or received. 2.#0;�(K) - ($) defines a budget as a plan for spending and saving income. • Draw a cartoon strip showing the following: someone depositing money in a bank (write <span class="highlight">deposit</span> $1.00 under the picture), an item with a price tag -$3.00 (write saving for ___ under the picture), someone
Economics
Strand: Personal Financial Management Content Standard 13: Students shall evaluate wealth management choices available to individuals. PFM.13.E.1 Discuss the importance of establishing personal financial goals (e.g., long term, short term) PFM.13.E.2 Identify reasons for saving and investing (e...
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Strand: Personal Financial Management Content Standard 13: Students shall evaluate wealth management choices available to individuals. PFM.13.E.1 Discuss the importance of establishing personal financial goals (e.g., long term, short term) PFM.13.E.2 Identify reasons for saving and investing (e.g., education, emergency, down payment, retirement) PFM.13.E.3 Compare and contrast methods of saving and investing (e.g., certificates of deposit, interest bearing savings account, individual
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http://arkansased.org/teachers/pdf/economics_061009.pdf#page=10
arkansased.org/teachers/pdf/economics_061009.pdf#page=10
Strand: Macroeconomics Content Standard 8: Students shall examine measurements of economic performance. MA.8.E.1 Analyze the following economic indicators used to measure economic performance • Gross Domestic Product (GDP) • Gross Domestic Product per capita • Real Gross Domestic Product • unemployment rates • Consumer Price <span class="highlight">Index</span> (CPI) (e.g., inflation) • stock market MA.8.E.2 Compare and contrast the causes and types of unemployment (e.g
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http://arkansased.org/teachers/pdf/economics_061009.pdf#page=15
arkansased.org/teachers/pdf/economics_061009.pdf#page=15
Strand: Personal Financial Management Content Standard 13: Students shall evaluate wealth management choices available to individuals. PFM.13.E.1 Discuss the importance of establishing personal financial goals (e.g., long term, short term) PFM.13.E.2 Identify reasons for saving and investing (e.g., education, emergency, down payment, retirement) PFM.13.E.3 Compare and contrast methods of saving and investing (e.g., certificates of <span class="highlight">deposit</span>, interest bearing savings account, individual
Colorado Model Content Standards
Colorado Model Content Standards for Geography Page Index: Major Categories Geographic Tools ...6-9 Places and Regions...10-12 Physical Processes...13-15 Human Systems...16-20 Human/Environment Interactions...21-25 Page Index: Geographic Terms and Topics accessibility 9 aerial...
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Colorado Model Content Standards for Geography Page Index: Major Categories Geographic Tools ...6-9 Places and Regions...10-12 Physical Processes...13-15 Human Systems...16-20 Human/Environment Interactions...21-25 Page Index: Geographic Terms and Topics accessibility 9 aerial
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=31
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=3...
Colorado Model Content Standards for Geography Page <span class="highlight">Index</span>: Major Categories Geographic Tools ...6-9 Places and Regions...10-12 Physical Processes...13-15 Human Systems...16-20 Human/Environment Interactions...21-25 Page <span class="highlight">Index</span>: Geographic Terms and Topics accessibility 9 aerial
Indiana Academic Standards-Social Studies-Grade 6
be education. The education an individual person receives is beneficial to everyone in society. An example of a harmful spillover is pollution put into a stream. The pollution affects people downstream who do not benefit from the production or consumption of the product that caused the pollution. 6....
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be education. The education an individual person receives is beneficial to everyone in society. An example of a harmful spillover is pollution put into a stream. The pollution affects people downstream who do not benefit from the production or consumption of the product that caused the pollution. 6.4.10 Explain how saving and investing help increase productivity and economic growth and compare and contrast individual saving and investing options. Example: Savings accounts, certificates of deposit and
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade06.pdf#page=10
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
be education. The education an individual person receives is beneficial to everyone in society. An example of a harmful spillover is pollution put into a stream. The pollution affects people downstream who do not benefit from the production or consumption of the product that caused the pollution. 6.4.10 Explain how saving and investing help increase productivity and economic growth and compare and contrast individual saving and investing options. Example: Savings accounts, certificates of <span class="highlight">deposit</span> and
Massachusetts History and Social Science Curriculum Framework: August 2003
unemployment C. support for political and economic reform D. the influence of the ideas of John Maynard Keynes, and the critique of centralized A. President Herbert Hoover B. President Franklin D. Roosevelt C. Eleanor Roosevelt D. Huey Long E. Charles Coughlin A. the establishment of the Federal ...
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unemployment C. support for political and economic reform D. the influence of the ideas of John Maynard Keynes, and the critique of centralized A. President Herbert Hoover B. President Franklin D. Roosevelt C. Eleanor Roosevelt D. Huey Long E. Charles Coughlin A. the establishment of the Federal Deposit Insurance Corporation B. the Securities and Exchange Commission C. the Tennessee Valley Authority D. the Social Security Act E. the National Labor Relations Act F. the Works Progress Administration G. the
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=81
www.doe.mass.edu/frameworks/hss/final.pdf#page=81
unemployment C. support for political and economic reform D. the influence of the ideas of John Maynard Keynes, and the critique of centralized A. President Herbert Hoover B. President Franklin D. Roosevelt C. Eleanor Roosevelt D. Huey Long E. Charles Coughlin A. the establishment of the Federal <span class="highlight">Deposit</span> Insurance Corporation B. the Securities and Exchange Commission C. the Tennessee Valley Authority D. the Social Security Act E. the National Labor Relations Act F. the Works Progress Administration G. the
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