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Armed Rebellion on the Right
Document Library: Text Info Documents | Photos | Features | Classroom | Links | Listserv | About Us | Search Publishing Information For several months an important section of American industry, led by the Republic Steel Corporation, has been in a state of open,...
Construction
Construction In 2009, private industry construction workers1 had a fatal occupational injury rate nearly three times that of all workers in the United States: 9.7 per 100,000 full-time equivalent construction workers vs. 3.3 for all workers. Construction also had three of the ten occu...
I Witnessed the Steel Strike: Joe Rudiak Remembers
the 1919 Strike by Joe Rudiak/Peter Gotlieb Though the Great Steel Strike of 1919 failed in its immediate aims, it left a legacy in the steel regions of the United States that lasted for decades. In 1974 when historian Peter Gotlieb asked former steelworker Joe Rudiak, t...
 Indiana Academic Standards-US History
Students will examine the political, economic, social and cultural development of the United States during the period from 1870 to 1900. USH.2.1 Describe economic developments that transformed the United States into a major industrial power and identify the factors necessary for industrializa...
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Students will examine the political, economic, social and cultural development of the United States during the period from 1870 to 1900. USH.2.1 Describe economic developments that transformed the United States into a major industrial power and identify the factors necessary for industrialization. (Economics) Example: Growth of the railroads, major inventions and the development of big business, such as the oil and steel industry by John D. Rockefeller and Andrew Carnegie USH.2.2 Identify key ideas
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-ushistory.pdf#page=3
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Students will examine the political, economic, social and cultural development <span class="highlight">of</span> the United States during the period from 1870 to 1900. USH.2.1 Describe economic developments that transformed the United States into a major industrial power and identify the factors necessary for industrialization. (Economics) Example: Growth <span class="highlight">of</span> the railroads, major inventions and the development <span class="highlight">of</span> big business, such as the oil and <span class="highlight">steel</span> industry by John D. Rockefeller and Andrew Carnegie USH.2.2 Identify key ideas
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and continuity and change in the American way of life; and (C) identify examples of American art, music, and literature that transcend American culture and convey universal themes. (8.28) Science, technology, and society. The student understands the impact of science and technol...
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and continuity and change in the American way of life; and (C) identify examples of American art, music, and literature that transcend American culture and convey universal themes. (8.28) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to: (A) explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and the Bessemer steel
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=26
ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=26
and continuity and change in the American way <span class="highlight">of</span> life; and (C) identify examples <span class="highlight">of</span> American art, music, and literature that transcend American culture and convey universal themes. (8.28) Science, technology, and society. The student understands the impact <span class="highlight">of</span> science and technology on the economic development <span class="highlight">of</span> the United States. The student is expected to: (A) explain the effects <span class="highlight">of</span> technological and scientific innovations such as the steamboat, the cotton gin, and the Bessemer <span class="highlight">steel</span>
Microsoft Word - economicsstandards.doc
Colorado Model Content Standards Adopted 08/20/98 page 10 describing how different economic systems affect the allocation of resources (for example, steel production in the former Soviet Union was determined by economic planners. This affected the allocation of many resources...
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Colorado Model Content Standards Adopted 08/20/98 page 10 describing how different economic systems affect the allocation of resources (for example, steel production in the former Soviet Union was determined by economic planners. This affected the allocation of many resources: coal, labor, etc. In the United States, all of these resources are allocated by the market). Grades 9-12 As students in grades 9-12 extend their knowledge, what they know and are able to do
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/economic.pdf#page=9
www.cde.state.co.us/cdeassess/documents/OSA/standards/economic.pdf#page=9
Colorado Model Content Standards Adopted 08/20/98 page 10 describing how different economic systems affect the allocation <span class="highlight">of</span> resources (for example, <span class="highlight">steel</span> production in the former Soviet Union was determined by economic planners. This affected the allocation <span class="highlight">of</span> many resources: coal, labor, etc. In the United States, all <span class="highlight">of</span> these resources are allocated by the market). Grades 9-12 As students in grades 9-12 extend their knowledge, what they know and are able to do
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Canal to post-Panama Canal using a chart • 5.2.tpi.7. create a fictional business that would be viable in a free enterprise system. • 5.2.tpi.8. examine how the scarcity of natural, human, and capital resources affected economic choices in the United States; • 5.2.tpi.9. read a...
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Canal to post-Panama Canal using a chart • 5.2.tpi.7. create a fictional business that would be viable in a free enterprise system. • 5.2.tpi.8. examine how the scarcity of natural, human, and capital resources affected economic choices in the United States; • 5.2.tpi.9. read a diagram illustrating an economic flow of a raw product to a finished product, e.g.,1890's gold and silver mill, steel mill)
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=5
www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=5
Canal to post-Panama Canal using a chart • 5.2.tpi.7. create a fictional business that would be viable in a free enterprise system. • 5.2.tpi.8. examine how the scarcity <span class="highlight">of</span> natural, human, and capital resources affected economic choices in the United States; • 5.2.tpi.9. read a diagram illustrating an economic flow <span class="highlight">of</span> a raw product to a finished product, e.g.,1890's gold and silver mill, <span class="highlight">steel</span> mill)
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alternative ways to resolve their economic problems and evaluate the effectiveness of each proposed solution s design a class-size mural that shows how people living in Europe, Asia, and Africa produce and consume various resources, goods, and services. Indicate how these ways of makin...
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alternative ways to resolve their economic problems and evaluate the effectiveness of each proposed solution s design a class-size mural that shows how people living in Europe, Asia, and Africa produce and consume various resources, goods, and services. Indicate how these ways of making a living have changed over time s research a major United States industry such as steel, automobile, mining, farming, or banking to determine the governmental controls placed on it either directly or indirectly. Determine the extent
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http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=26
www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=26
alternative ways to resolve their economic problems and evaluate the effectiveness <span class="highlight">of</span> each proposed solution s design a class-size mural that shows how people living in Europe, Asia, and Africa produce and consume various resources, goods, and services. Indicate how these ways <span class="highlight">of</span> making a living have changed over time s research a major United States industry such as <span class="highlight">steel</span>, automobile, mining, farming, or banking to determine the governmental controls placed on it either directly or indirectly. Determine the extent
Microsoft Word - K-12 doc.doc
relevant explanation of the purpose and effects of trade barriers. Students provide a superficial explanation of the purpose and effects of trade barriers. Students provide an irrelevant explanation of the purpose and effects of trade barriers. 8.3.2 Describ...
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relevant explanation of the purpose and effects of trade barriers. Students provide a superficial explanation of the purpose and effects of trade barriers. Students provide an irrelevant explanation of the purpose and effects of trade barriers. 8.3.2 Describe how technological advances (e.g., cotton gin, steel plow, McCormick reaper, steamboat, steam locomotives) and industrialization impacted regions of the United States prior to the Civil War. Students describe how technological advances and
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http://www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=38
www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=38
relevant explanation <span class="highlight">of</span> the purpose and effects <span class="highlight">of</span> trade barriers. Students provide a superficial explanation <span class="highlight">of</span> the purpose and effects <span class="highlight">of</span> trade barriers. Students provide an irrelevant explanation <span class="highlight">of</span> the purpose and effects <span class="highlight">of</span> trade barriers. 8.3.2 Describe how technological advances (e.g., cotton gin, <span class="highlight">steel</span> plow, McCormick reaper, steamboat, steam locomotives) and industrialization impacted regions <span class="highlight">of</span> the United States prior to the Civil War. Students describe how technological advances and
Microsoft Word - SocialStudiesGLEs.doc
Analyzes how economic choices made by groups and individuals in the global economy can impose costs and provide benefits. Examples: − Examines how choices made by businesses in China to produce low- price consumer goods affect economic opportunities in Washington State. − Examines the...
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Analyzes how economic choices made by groups and individuals in the global economy can impose costs and provide benefits. Examples: − Examines how choices made by businesses in China to produce low- price consumer goods affect economic opportunities in Washington State. − Examines the costs and benefits of Boeing’s decision to produce the Dreamliner. − Examines the costs and benefits of the outsourcing of steel production for residents in the United States. − Examines the costs to and
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=24
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=24
Analyzes how economic choices made by groups and individuals in the global economy can impose costs and provide benefits. Examples: − Examines how choices made by businesses in China to produce low- price consumer goods affect economic opportunities in Washington State. − Examines the costs and benefits <span class="highlight">of</span> Boeing’s decision to produce the Dreamliner. − Examines the costs and benefits <span class="highlight">of</span> the outsourcing <span class="highlight">of</span> <span class="highlight">steel</span> production for residents in the United States. − Examines the costs to and
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