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Education
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 STATE BOARD OF EDUCATION
bring about; for example, when a person doesn’t make an all-or-nothing decision to eat a bag of potato chips but decides, instead, chip-by-chip, or at the margin, whether to eat another one market any setting in which exchange occurs between buyers and sellers market economic ...
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bring about; for example, when a person doesn’t make an all-or-nothing decision to eat a bag of potato chips but decides, instead, chip-by-chip, or at the margin, whether to eat another one market any setting in which exchange occurs between buyers and sellers market economic system a system in which most resources are owned by individuals and the interaction between buyers and sellers determines what is made, how it is made, and how much of it is made market price the price at which the
146
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=146
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
the functions of the Federal Reserve <span class="highlight">System</span> (e.g., banking regulation and supervision, financial services, monetary policy) and their influences <span class="highlight">on</span> the
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=171
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
bring about; for example, when a person doesn’t make an all-or-nothing decision to eat a bag of potato chips but decides, instead, <span class="highlight">chip</span>-by-<span class="highlight">chip</span>, or at the margin, whether to eat another one market any setting in which exchange occurs between buyers and sellers market economic <span class="highlight">system</span> a <span class="highlight">system</span> in which most resources are owned by individuals and the interaction between buyers and sellers determines what is made, how it is made, and how much of it is made market price the price at which the
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historical case study about an important environmental concern affecting their city’s or neighborhood’s water supply, housing accommodations, or transportation system, and examine competing views on the issues s investigate the importance of scientific and technological inv...
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historical case study about an important environmental concern affecting their city’s or neighborhood’s water supply, housing accommodations, or transportation system, and examine competing views on the issues s investigate the importance of scientific and technological inventions such as the compass, steam engine, internal combustion engine, and computer chip. 4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity
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http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=8
www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=8
historical case study about an important environmental concern affecting their city’s or neighborhood’s water supply, housing accommodations, or transportation <span class="highlight">system</span>, and examine competing views <span class="highlight">on</span> the issues s investigate the importance of scientific and technological inventions such as the compass, steam engine, internal combustion engine, and computer <span class="highlight">chip</span>. 4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity
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http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=34
www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=34
laws. 4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills. Students: • participate as informed citizens in the political justice <span class="highlight">system</span> and processes of the United States, including voting • evaluate, take, and defend positions <span class="highlight">on</span> what the fundamental values and principles of American
Nevada
establishment of an economic and social system characterized by large industries, machine production, and the concentration of workers in urban areas. Inflation: An increase in the general level of prices. Institutions: Systems or methods of organizing activities. Interdependence: The need...
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establishment of an economic and social system characterized by large industries, machine production, and the concentration of workers in urban areas. Inflation: An increase in the general level of prices. Institutions: Systems or methods of organizing activities. Interdependence: The need for individuals and firms to rely on each other as a result of specialization. Interest: A cost of borrowing money or a benefit of saving money. Interest groups: Organized bodies of individuals who share goals and try
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=2
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
Constitution envisioned a government strong enough to rule the nation with power derived from the people. To ensure the continuation of our complex and dynamic <span class="highlight">system</span> of government, our increasingly diverse society must rely <span class="highlight">on</span> the knowledge and skills of our citizens and elected public officials. Students study our political <span class="highlight">system</span> including the legislative, judicial, and executive branches of governments at the local, state, tribal, and national levels, as well as the rights and responsibilities of a citizen
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=7
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
contrast information, fact v. opinion, and author bias. o Apply reading and writing strategies to construct and express knowledge. o Use reading and writing to respond to historical literature. o Gather information by taking notes, making outlines, and creating graphic organizers. o Formulate essential questions <span class="highlight">on</span> a given topic. o Read texts by using reading strategies (i.e., prior knowledge, identify key vocabulary words, context clues, main ideas, supporting details, and text features: pictures, maps
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=14
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
relationships, compare and contrast information, fact v. opinion, and author bias. o Apply reading and writing strategies to construct and express knowledge. o Use reading and writing to respond to historical literature. o Gather information by taking notes, making outlines, and creating graphic organizers. o Formulate essential questions <span class="highlight">on</span> a given topic. o Read texts by using reading strategies (i.e., prior knowledge, identify key vocabulary words, context clues, main ideas, supporting details, and text
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=71
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
establishment of an economic and social <span class="highlight">system</span> characterized by large industries, machine production, and the concentration of workers in urban areas. Inflation: An increase in the general level of prices. Institutions: Systems or methods of organizing activities. Interdependence: The need for individuals and firms to rely <span class="highlight">on</span> each other as a result of specialization. Interest: A cost of borrowing money or a benefit of saving money. Interest groups: Organized bodies of individuals who share goals and try
90
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=90
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
economic and social <span class="highlight">system</span> characterized by large industries, machine production, and the concentration of workers in urban areas. Inflation: An increase in the general level of prices. Institutions: Systems or methods of organizing activities. Interdependence: The need for individuals and firms to rely <span class="highlight">on</span> each other as a result of specialization. Interest: A cost of borrowing money or a benefit of saving money. Interest groups: Organized bodies of individuals who share goals and try to influence
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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...
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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
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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 <span class="highlight">on</span> developing rudimentary understandings through an integrated <span class="highlight">approach</span> to the field. Kindergarten K-5 Grade-Specific Contexts Myself and
Colorado Model Content Standards
STANDARD 4: Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. RATIONALE People are central to geography in that human activities help shape Earth’s surface. Human settlements...
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STANDARD 4: Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. RATIONALE People are central to geography in that human activities help shape Earth’s surface. Human settlements and structures are part of Earth’s surface, and humans compete for control of Earth’s surface. The geographic study of human populations focuses on location, movement, and the dynamics of size. Populations tend to
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=15
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=1...
STANDARD 4: Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. RATIONALE People are central to geography in that human activities help shape Earth’s surface. Human settlements and structures are part of Earth’s surface, and humans compete for control of Earth’s surface. The geographic study of human populations focuses <span class="highlight">on</span> location, movement, and the dynamics of size. Populations tend to
ACKNOWLEDGEMENTS
the ability for making decisions based on reason rather than other influences such as impulse or peer pressure. Unequal distribution of resources necessitates systems of exchange, including trade, to improve the well-being of the economy. However the role of government in economic policy-ma...
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the ability for making decisions based on reason rather than other influences such as impulse or peer pressure. Unequal distribution of resources necessitates systems of exchange, including trade, to improve the well-being of the economy. However the role of government in economic policy-making varies over time and from place to place. Increasingly, these decisions are global in scope and require systematic study of an interdependent world economy and the role of technology in economic decision
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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#...
the ability for making decisions based <span class="highlight">on</span> reason rather than other influences such as impulse or peer pressure. Unequal distribution of resources necessitates systems of exchange, including trade, to improve the well-being of the economy. However the role of government in economic policy-making varies over time and from place to place. Increasingly, these decisions are global in scope and require systematic study of an interdependent world economy and the role of technology in economic decision
21
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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 <span class="highlight">approach</span> 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 <span class="highlight">approach</span> 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
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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#...
ECONOMICS Economics is designed to equip students with the knowledge and tools necessary to understand the mechanics and functions of the American economic <span class="highlight">system</span>. Key elements include the study of scarcity, supply and demand, market structures, the role of government, national income determination, money and the role of financial institutions, economic stabilization, trade and interdependence, and comparative economic systems. As a result of acquiring information and developing a reasoned
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§113.39. Social Studies Research Methods (One-Half Credit). May 1998 Update Page C-51 (8) Social studies skills. The student understands the requirements of graphic displays of data. The student is expected to: (A) construct visuals such as charts, graphs, tables, time lines, and maps to convey...
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§113.39. Social Studies Research Methods (One-Half Credit). May 1998 Update Page C-51 (8) Social studies skills. The student understands the requirements of graphic displays of data. The student is expected to: (A) construct visuals such as charts, graphs, tables, time lines, and maps to convey appropriate data; and (B) create a presentation on a selected topic using word-processing, graphics, and multimedia software. (9) Social studies skills. The student understands the basic principles of
51
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=51
ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.pdf#page=51
§113.39. Social Studies Research Methods (One-Half Credit). May 1998 Update Page C-51 (8) Social studies skills. The student understands the requirements of graphic displays of data. The student is expected to: (A) construct visuals such as charts, graphs, tables, time lines, and maps to convey appropriate data; and (B) create a presentation <span class="highlight">on</span> a selected topic using word-processing, graphics, and <span class="highlight">multimedia</span> software. (9) Social studies skills. The student understands the basic principles of
Social Studies Booklet
Enlightenment’s insistence on science and reason. • Political “revolutions” in England, America and France: causes, phases, impact on world history. • Industrial revolution: English origins, urbanization, literary and intellectual reactions, global ramificat...
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Enlightenment’s insistence on science and reason. • Political “revolutions” in England, America and France: causes, phases, impact on world history. • Industrial revolution: English origins, urbanization, literary and intellectual reactions, global ramifications. • “Nationalism” in Europe, Asia, Africa, and Americas. • Causes, impact and reactions to Europe’s “new” imperialism: China’s resistance, humiliation and revolution, Japan’s rapid modernization, partitioning of Africa and Pan-Africanism, India’s colonial
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=7
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
Enlightenment’s insistence <span class="highlight">on</span> science and reason. • Political “revolutions” in England, America and France: causes, phases, impact <span class="highlight">on</span> world history. • Industrial revolution: English origins, urbanization, literary and intellectual reactions, global ramifications. • “Nationalism” in Europe, Asia, Africa, and Americas. • Causes, impact and reactions to Europe’s “new” imperialism: China’s resistance, humiliation and revolution, Japan’s rapid modernization, <span class="highlight">partitioning</span> of Africa and Pan-Africanism, India’s colonial
Minnesota Academic Standards
locates a specific place. 4. Students will name and use directional words to describe locations of places in the school and community. Students will locate places by using simple maps, and understand that maps are drawings of locations and places as viewed from above. 5. Students will use the equato...
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locates a specific place. 4. Students will name and use directional words to describe locations of places in the school and community. Students will locate places by using simple maps, and understand that maps are drawings of locations and places as viewed from above. 5. Students will use the equator and poles as reference points to describe locations. 6. Students will compare distances between two or more places shown on a map with simple terms, such as farther and closer. 1. Near/far, above/below, left/right
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=43
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
locates a specific place. 4. Students will name and use directional words to describe locations of places in the school and community. Students will locate places by using simple maps, and understand that maps are drawings of locations and places as viewed from above. 5. Students will use the equator and poles as reference points to describe locations. 6. Students will compare distances between two or more places shown <span class="highlight">on</span> a map with simple terms, such as farther and closer. 1. Near/far, above/below, left/right
Massachusetts History and Social Science Curriculum Framework: August 2003
Thoreau Institute Wenham Museum 44 Baker Farm 132 Main Street Lincoln, MA 01773-3004 Wenham, MA 01984 (781) 259-4712 (978) 468-2377 www.walden.org www.wenhammuseum.org Research collections and programs related to A 17th century house provides exhibits on Henry David Thoreau and his legacy in...
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Thoreau Institute Wenham Museum 44 Baker Farm 132 Main Street Lincoln, MA 01773-3004 Wenham, MA 01984 (781) 259-4712 (978) 468-2377 www.walden.org www.wenhammuseum.org Research collections and programs related to A 17th century house provides exhibits on Henry David Thoreau and his legacy in the 17th century life; also collections of dolls, areas of social action, conservation, literature, model trains, and toys. and ethics. Westminster Historical Society Tsongas Industrial History Center 110
122
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=122
www.doe.mass.edu/frameworks/hss/final.pdf#page=122
Thoreau Institute Wenham Museum 44 Baker Farm 132 Main Street Lincoln, MA 01773-3004 Wenham, MA 01984 (781) 259-4712 (978) 468-2377 www.walden.org www.wenhammuseum.org Research collections and programs related to A 17th century house provides exhibits <span class="highlight">on</span> Henry David Thoreau and his legacy in the 17th century life; also collections of dolls, areas of social action, conservation, literature, model trains, and toys. and ethics. Westminster Historical Society Tsongas Industrial History Center 110
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