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Microsoft Word - ssstd2.docssstd2.pdf
early freeze kills plants). • Mound soil or sand in a rectangular container. Use a watering can sprinkler to simulate rain. Observe the changes that take place. Repeat this procedure in a second pan that has soil with grass roots. Compare the results. (1) See also: HB4I3 • Go for...
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early freeze kills plants). • Mound soil or sand in a rectangular container. Use a watering can sprinkler to simulate rain. Observe the changes that take place. Repeat this procedure in a second pan that has soil with grass roots. Compare the results. (1) See also: HB4I3 • Go for a walk outside and look for signs of weathering. (1) See also: HB4I3 • Use plants in milk cartons to observe and record the effects of watering, not watering, and over watering. (1) See also: HB4I3 Teacher Notes:
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http://www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=8016&forcedownload=true#page=13
www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=80...
early freeze kills plants). • Mound soil or <span class="highlight">sand</span> in a rectangular container. Use a watering can sprinkler to simulate rain. Observe the changes that take place. Repeat this procedure in a second pan that has soil with grass roots. Compare the results. (1) See also: HB4I3 • Go for a walk outside and look for signs of weathering. (1) See also: HB4I3 • Use plants in milk cartons to observe and record the effects of watering, not watering, and over watering. (1) See also: HB4I3 Teacher Notes:
 Microsoft Word - Full_Social Studies.rtf
development of the U.S. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Analysis) 9-12.US.2.1. Students are able to describe the causes and effects of interactions between the U.S. government and Native American cultures. • Explain the causes of conflicts with Native Am...
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development of the U.S. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Analysis) 9-12.US.2.1. Students are able to describe the causes and effects of interactions between the U.S. government and Native American cultures. • Explain the causes of conflicts with Native Americans. Examples: Fort Laramie Treaties of 1851 and 1868, Minnesota Uprising (1862), Sand Creek Massacre (1864), Red Cloud’s War (1864-1868), Battle of Little Big Horn (1876) • Explain the impact of U.S. policy on
86
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=86
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=86
development of the U.S. Bloom’s Taxonomy Level Standard, Supporting Skills, and Examples (Analysis) 9-12.US.2.1. Students are able to describe the causes and effects of interactions between the U.S. government and Native American cultures. • Explain the causes of conflicts with Native Americans. Examples: Fort Laramie Treaties of 1851 and 1868, Minnesota Uprising (1862), <span class="highlight">Sand</span> Creek Massacre (1864), Red Cloud’s War (1864-1868), Battle of Little Big Horn (1876) • Explain the impact of U.S. policy on
Massachusetts History and Social Science Curriculum Framework: August 2003
Books, 1997. Hasan, Mushirul, ed. India’s Partition: Process, Strategy, Mobilization. New York: Oxford University Press, 1993. Hobsbawm, Eric. The Age of Empire, 1875–1914. New York: Vintage Books, 1987. Hochshilds, Adam. King Leopold’s Ghost. New York: Houghton Mifflin, 1999. John...
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Books, 1997. Hasan, Mushirul, ed. India’s Partition: Process, Strategy, Mobilization. New York: Oxford University Press, 1993. Hobsbawm, Eric. The Age of Empire, 1875–1914. New York: Vintage Books, 1987. Hochshilds, Adam. King Leopold’s Ghost. New York: Houghton Mifflin, 1999. Johnson, Paul. Modern Times: The World from the Twenties to the Nineties, rev. ed. New York: HarperPerennial, 1992. Karsh, Efraim and Karsh, Inari. Empires of the Sand: The Struggle for Mastery in the Middle East, 1789–1923
104
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=104
www.doe.mass.edu/frameworks/hss/final.pdf#page=104
Books, 1997. Hasan, Mushirul, ed. India’s Partition: Process, Strategy, Mobilization. New York: Oxford University Press, 1993. Hobsbawm, Eric. The Age of Empire, 1875–1914. New York: Vintage Books, 1987. Hochshilds, Adam. King Leopold’s Ghost. New York: Houghton Mifflin, 1999. Johnson, Paul. Modern Times: The World from the Twenties to the Nineties, rev. ed. New York: HarperPerennial, 1992. Karsh, Efraim and Karsh, Inari. Empires of the <span class="highlight">Sand</span>: The Struggle for Mastery in the Middle East, 1789–1923
CONTENts.PDF
happen to many Earth materials and land forms; • list ways (in Grades K-2) that people use the Earth’s resources (e.g., burning fuels to cook food and warm their houses, using materials for building, growing plants in soil); • classify rocks according to a number of attributes, such...
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happen to many Earth materials and land forms; • list ways (in Grades K-2) that people use the Earth’s resources (e.g., burning fuels to cook food and warm their houses, using materials for building, growing plants in soil); • classify rocks according to a number of attributes, such as color, texture, layering, particle size and reactions with weak acids (e.g., vinegar); (continued) Educational experiences in Grades 5-8 will assure that students: • describe how sediments of sand and smaller
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=44
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
happen to many Earth materials and land forms; • list ways (in Grades K-2) that people use the Earth’s resources (e.g., burning fuels to cook food and warm their houses, using materials for building, growing plants in soil); • classify rocks according to a number of attributes, such as color, texture, layering, particle size and reactions with weak acids (e.g., vinegar); (continued) Educational experiences in Grades 5-8 will assure that students: • describe how sediments of <span class="highlight">sand</span> and smaller
Microsoft Word - ssstd7.docssstd7.pdf
(1860s - 1870s). Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional Suggestions The student: 1.▲ (K) describes the reasons for tension between the American Indians and the United States government over land in Kansas (e.g., encroachment on Indian lands, depletio...
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(1860s - 1870s). Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional Suggestions The student: 1.▲ (K) describes the reasons for tension between the American Indians and the United States government over land in Kansas (e.g., encroachment on Indian lands, depletion of the buffalo and other natural resources, the Sand Creek massacre, broken promises). 2. (K) describes the United States government’s purpose for establishing frontier military forts in Kansas (e.g
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http://www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016&forcedownload=true#page=20
www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016...
(1860s - 1870s). Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional Suggestions The student: 1.▲ (K) describes the reasons for tension between the American Indians and the United States government over land in Kansas (e.g., encroachment on Indian lands, depletion of the buffalo and other natural resources, the <span class="highlight">Sand</span> Creek massacre, broken promises). 2. (K) describes the United States government’s purpose for establishing frontier military forts in Kansas (e.g
Microsoft Word - ssstd8.docssstd8.pdf
cattle towns, Fred Harvey, town speculation, railroad land, immigrant agents). 3. (K) describes federal American Indian policy after the Civil War (e.g., Dawes Act, boarding schools, forced assimilation). 4. (K) explains American Indians’ reactions to encroachment on their lands and the govern...
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cattle towns, Fred Harvey, town speculation, railroad land, immigrant agents). 3. (K) describes federal American Indian policy after the Civil War (e.g., Dawes Act, boarding schools, forced assimilation). 4. (K) explains American Indians’ reactions to encroachment on their lands and the government response (e.g., Chief Joseph, Helen Hunt Jackson, Crazy Horse, Sitting Bull, Geronimo, Sand Creek, Washita, Little Big Horn, and Wounded Knee). 5. (K) explains how the rise of big business, heavy industry
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http://www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016&forcedownload=true#page=22
www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016...
cattle towns, Fred Harvey, town speculation, railroad land, immigrant agents). 3. (K) describes federal American Indian policy after the Civil War (e.g., Dawes Act, boarding schools, forced assimilation). 4. (K) explains American Indians’ reactions to encroachment on their lands and the government response (e.g., Chief Joseph, Helen Hunt Jackson, Crazy Horse, Sitting Bull, Geronimo, <span class="highlight">Sand</span> Creek, Washita, Little Big Horn, and Wounded Knee). 5. (K) explains how the rise of big business, heavy industry
STANDARDS.05
the water cycle to explain changes in the Earth’s surface The student demonstrates an understanding of the forces that shape Earth by [6] SD2.1 describing the formation and composition (i.e., sand, silt, clay, organics) of soils [6] SD2.2 identifying and describing its layers (i.e., cru...
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the water cycle to explain changes in the Earth’s surface The student demonstrates an understanding of the forces that shape Earth by [6] SD2.1 describing the formation and composition (i.e., sand, silt, clay, organics) of soils [6] SD2.2 identifying and describing its layers (i.e., crust, mantle, core) [6] SD2.3 describing how the surface can change rapidly as a result of geological activities (i.e., earthquakes, tsunamis, volcanoes, floods, landslides, avalanches) The student demonstrates an
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=95
www.eed.state.ak.us/standards/pdf/standards.pdf#page=95
diameter to the circumference (π) (L) (M5.2.4 & M5.3.4) [6] G-9 [estimating or determining the volume of a right rectangular prism using manipulatives and formulas (e.g., cereal box, <span class="highlight">sand</span> box, planter) L] (M5.3.4) The student demonstrates conceptual understanding of similarity, congruence, symmetry, or transformations of shapes by [3] G-3 identifying, creating, or drawing lines of symmetry for real-world objects (e.g., block letters, flags, insects) (M5.1.3) [3] G-4 comparing or describing shapes
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=123
www.eed.state.ak.us/standards/pdf/standards.pdf#page=123
the water cycle to explain changes in the Earth’s surface The student demonstrates an understanding of the forces that shape Earth by [6] SD2.1 describing the formation and composition (i.e., <span class="highlight">sand</span>, silt, clay, organics) of soils [6] SD2.2 identifying and describing its layers (i.e., crust, mantle, core) [6] SD2.3 describing how the surface can change rapidly as a result of geological activities (i.e., earthquakes, tsunamis, volcanoes, floods, landslides, avalanches) The student demonstrates an
Nevada
G6.5.4 Show how regional change in the United States from decade to decade has affected characteristics of place, i.e., salt and sand used to melt ice, flood basins, levees. Lo ca tion G6.K.3 Recall from memory the street on which s/he lives. G6.K.4 Identify the geographic setting of a...
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G6.5.4 Show how regional change in the United States from decade to decade has affected characteristics of place, i.e., salt and sand used to melt ice, flood basins, levees. Lo ca tion G6.K.3 Recall from memory the street on which s/he lives. G6.K.4 Identify the geographic setting of a picture or story. G6.1.4 Recall home address and phone number. G6.2.6 Show that different locations have different addresses. G6.2.7 Locate his/her city and state on a map. G6.3.6 Locate and
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=37
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
G6.5.4 Show how regional change in the United States from decade to decade has affected characteristics of place, i.e., salt and <span class="highlight">sand</span> used to melt ice, flood basins, levees. Lo ca tion G6.K.3 Recall from memory the street on which s/he lives. G6.K.4 Identify the geographic setting of a picture or story. G6.1.4 Recall home address and phone number. G6.2.6 Show that different locations have different addresses. G6.2.7 Locate his/her city and state on a map. G6.3.6 Locate and
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