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Massachusetts History and Social Science Curriculum Framework: August 2003
and formal education over time and their effects on people’s health, standards of living, economic growth, government, religious beliefs, communal life, and the environment. Many grade 7 standards address the development of varied writing systems and scientific thou...
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and formal education over time and their effects on people’s health, standards of living, economic growth, government, religious beliefs, communal life, and the environment. Many grade 7 standards address the development of varied writing systems and scientific thought in the ancient world. Standards for World and U.S. History I and II address advances in scientific and mathematical thought in the Islamic world, India, and Europe. These standards also address major technological innovations in the 19th
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=17
www.doe.mass.edu/frameworks/hss/final.pdf#page=17
and formal education over time and their effects on people’s health, standards <span class="highlight">of</span> living, economic growth, government, religious beliefs, communal life, and the <span class="highlight">environment</span>. Many grade 7 standards address the <span class="highlight">development</span> <span class="highlight">of</span> varied writing systems and scientific thought in the ancient world. Standards <span class="highlight">for</span> World and U.S. History I and II address advances in scientific and mathematical thought in the Islamic world, India, and Europe. These standards also address major technological innovations in the 19th
137
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=137
www.doe.mass.edu/frameworks/hss/final.pdf#page=137
successive drafts, submitted written comment, completed surveys <span class="highlight">of</span> high school course patterns, and discussed the drafts at public forums College and university historians, geographers, economists, and political scientists who provided <span class="highlight">expert</span> review <span class="highlight">of</span> the standards Educators from museums, historical societies, archives, and libraries who provided expertise on collections and resources <span class="highlight">for</span> history, geography, economics, and civics Department <span class="highlight">of</span> Education Staff Sandra Stotsky, Senior Associate Commissioner
Civics
15 Civics/American Government: Global Relations Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: GR.14.CAG.1 = Global Relations. Standard 14.Civics/American Government. 1 st Student Learning Expectation Strand: Global Relations Content Standard...
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15 Civics/American Government: Global Relations Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: GR.14.CAG.1 = Global Relations. Standard 14.Civics/American Government. 1 st Student Learning Expectation Strand: Global Relations Content Standard 14: Students shall examine the foreign policy of the United States in a global context. GR.14.CAG.1 Describe the function of the United Nations GR.14.CAG.2 Describe the relationship between
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http://arkansased.org/teachers/pdf/civics_amgov_2006.pdf#page=16
arkansased.org/teachers/pdf/civics_amgov_2006.pdf#page=16
15 Civics/American Government: Global Relations Social Studies Curriculum Framework Revision 2006 Arkansas Department <span class="highlight">of</span> Education Key: <span class="highlight">GR</span>.14.CAG.1 = Global Relations. Standard 14.Civics/American Government. 1 st Student Learning Expectation Strand: Global Relations Content Standard 14: Students shall examine the foreign policy <span class="highlight">of</span> the United States in a global context. <span class="highlight">GR</span>.14.CAG.1 Describe the function <span class="highlight">of</span> the United Nations <span class="highlight">GR</span>.14.CAG.2 Describe the relationship between
K-12 Social Studies
e.g., feudalism, free market economies, or the welfare state. (Themes: D: Material Wants and Needs, H: Individualism, Equality and Authority) SS:WH:12:4.2: Analyze the impact of the Industrial Revolution around the world, e.g., the emergence of the factory system or the search...
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e.g., feudalism, free market economies, or the welfare state. (Themes: D: Material Wants and Needs, H: Individualism, Equality and Authority) SS:WH:12:4.2: Analyze the impact of the Industrial Revolution around the world, e.g., the emergence of the factory system or the search for markets in Asia and Africa. (Themes: C: People, Places and Environment, F: Global Transformation, G: Science, Technology, and Society) Students will demonstrate their understanding of the changing forms of
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=100
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
e.g., feudalism, free market economies, or the welfare state. (Themes: D: Material Wants and Needs, H: Individualism, Equality and Authority) SS:WH:12:4.2: Analyze the impact <span class="highlight">of</span> the Industrial Revolution around the world, e.g., the emergence <span class="highlight">of</span> the factory system or the <span class="highlight">search</span> <span class="highlight">for</span> markets in Asia and Africa. (Themes: C: People, Places and <span class="highlight">Environment</span>, F: Global Transformation, G: Science, Technology, and Society) Students will demonstrate their understanding <span class="highlight">of</span> the changing forms <span class="highlight">of</span>
Microsoft Word - ssstdh.docssstdh.pdf
School Knowledge and/or Application Indicators High School Instructional Suggestions The student: 1.▲ (A) examines the impact that technology has on human modification of the physical environment (e.g., over-fishing, logging and mining, construction on floodplains, internal combu...
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School Knowledge and/or Application Indicators High School Instructional Suggestions The student: 1.▲ (A) examines the impact that technology has on human modification of the physical environment (e.g., over-fishing, logging and mining, construction on floodplains, internal combustion engine, toxic waste). 2.▲ (A) examines alternative strategies to respond to constraints placed on human systems by the physical environment (e.g., irrigation, terracing, sustainable agriculture, water diversion, natural
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=1
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
school. (1, 6) <span class="highlight">web</span> resource: On Your Own (also available in Spanish) Teacher Notes: Common good - <span class="highlight">for</span> the benefit or interest <span class="highlight">of</span> a politically organized society as a whole. Eminent domain - (1) the right <span class="highlight">of</span> a sovereign state to appropriate all or part <span class="highlight">of</span> any property <span class="highlight">for</span> necessary public use, making reasonable compensation. (2) The right in international law <span class="highlight">for</span> one nation to appropriate the territory or property <span class="highlight">of</span> another <span class="highlight">for</span> self protection. Government - institutions and procedures through which a
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=24
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
School Knowledge and/or Application Indicators High School Instructional Suggestions The student: 1.▲ (A) examines the impact that technology has on human modification <span class="highlight">of</span> the physical <span class="highlight">environment</span> (e.g., over-fishing, logging and mining, construction on floodplains, internal combustion <span class="highlight">engine</span>, toxic waste). 2.▲ (A) examines alternative strategies to respond to constraints placed on human systems by the physical <span class="highlight">environment</span> (e.g., irrigation, terracing, sustainable agriculture, water diversion, natural
history_pub2000
accounts of the same event might differ.) • Revising explanations as necessary based on personal reflection, peer critique, expert opinion, etc. Conducting Research H&SS5-6:4 Students conduct research by… • Referring to and following a plan for an inquiry...
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accounts of the same event might differ.) • Revising explanations as necessary based on personal reflection, peer critique, expert opinion, etc. Conducting Research H&SS5-6:4 Students conduct research by… • Referring to and following a plan for an inquiry. • Locating relevant materials such as print, electronic, and human resources. • Applying criteria from the research plan to analyze the quality (e.g., credibility of a web site) and quantity (e.g., minimum number of sources) of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=13
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
observations, prior knowledge, and/or research. • Using appropriate methods <span class="highlight">for</span> interpreting information such as comparing and contrasting. Conducting Research H&SS5-6:4 Students conduct research by… • Referring to and following a plan <span class="highlight">for</span> an inquiry. • Locating relevant materials such as print, electronic, and human resources. • Applying criteria from the research plan to analyze the quality (e.g., credibility <span class="highlight">of</span> a <span class="highlight">Web</span> site) and quantity (e.g., minimum number <span class="highlight">of</span> sources) <span class="highlight">of</span>
14
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=14
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
accounts <span class="highlight">of</span> the same event might differ.) • Revising explanations as necessary based on personal reflection, peer critique, <span class="highlight">expert</span> opinion, etc. Conducting Research H&SS5-6:4 Students conduct research by… • Referring to and following a plan <span class="highlight">for</span> an inquiry. • Locating relevant materials such as print, electronic, and human resources. • Applying criteria from the research plan to analyze the quality (e.g., credibility <span class="highlight">of</span> a <span class="highlight">web</span> site) and quantity (e.g., minimum number <span class="highlight">of</span> sources) <span class="highlight">of</span>
Microsoft Word - SocialStudies Core Final.doc
natural resources, climate) and community development (e.g. food, shelter, clothing, industries, markets, recreation, artistic creations). e. Examine changes in communities that can or have occurred when two or more cultures interact. f. Explain changes within communities caused by human inve...
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natural resources, climate) and community development (e.g. food, shelter, clothing, industries, markets, recreation, artistic creations). e. Examine changes in communities that can or have occurred when two or more cultures interact. f. Explain changes within communities caused by human inventions (e.g. steel plow, internal combustion engine, television, computer). Objective 2: Explain how selected indigenous cultures of the Americas have changed over time. Indicators: a. Describe and compare early
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http://www.schools.utah.gov/curr/core/corepdf/SoSt3-6.pdf#page=11
www.schools.utah.gov/curr/core/corepdf/SoSt3-6.pdf#page=11
natural resources, climate) and community <span class="highlight">development</span> (e.g. food, shelter, clothing, industries, markets, recreation, artistic creations). e. Examine changes in communities that can or have occurred when two or more cultures interact. f. Explain changes within communities caused by human inventions (e.g. steel plow, internal combustion <span class="highlight">engine</span>, television, computer). Objective 2: Explain how selected indigenous cultures <span class="highlight">of</span> the Americas have changed over time. Indicators: a. Describe and compare early
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http://www.schools.utah.gov/curr/core/corepdf/SoSt3-6.pdf#page=21
www.schools.utah.gov/curr/core/corepdf/SoSt3-6.pdf#page=21
21 Fifth Grade Standard IV: Students will understand that the 19 th century was a time <span class="highlight">of</span> incredible change <span class="highlight">for</span> the United States, including geographic expansion, constitutional crisis, and economic growth. Benchmark: As the United States expanded westward, major issues, some <span class="highlight">of</span> them from the first years <span class="highlight">of</span> the nation, began to challenge the stability <span class="highlight">of</span> the nation. As the nation expanded, issues <span class="highlight">of</span> states rights, the institution <span class="highlight">of</span> slavery, and economic <span class="highlight">development</span> culminated in a Civil War. This
Indiana Academic Standards-Grade 4
for a community park. 4.3.8 Identify the challenges in the physical landscape of Indiana to early settlers and modern day economic development. (Individuals, Society and Culture) Example: Forest growth and transportation routes * lithosphere: the soil and rock that form Earth&rs...
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for a community park. 4.3.8 Identify the challenges in the physical landscape of Indiana to early settlers and modern day economic development. (Individuals, Society and Culture) Example: Forest growth and transportation routes * lithosphere: the soil and rock that form Earth’s surface * hydrosphere: al the water on Earth’s surface, including the hydrologic cycle (precipitation, evaporation, and condensation * biosphere: al plants and animals * Earth/sun relationship: the Earth revolves around the sun
7
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade04.pdf#page=7
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
<span class="highlight">for</span> a community park. 4.3.8 Identify the challenges in the physical landscape <span class="highlight">of</span> Indiana to early settlers and modern day economic <span class="highlight">development</span>. (Individuals, Society and Culture) Example: Forest growth and transportation routes * lithosphere: the soil and rock that form Earth’s surface * hydrosphere: al the water on Earth’s surface, including the hydrologic cycle (precipitation, evaporation, and condensation * biosphere: al plants and animals * Earth/sun relationship: the Earth revolves around the sun
Social Studies Performance Standard A Grade 12
cultural factors, such as human needs, values, ideals, and public policies, that influence the design of places, such as an urban center, an industrial park, a public project, or a planned neighborhood A.12.10 Analyze the effect of cultural ethics and values in various parts of...
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