iSEEK - Education

5. Each group member will assume the identity of one of the guests (including wearing an appropriate costume) and "be" that individual for the duration of the party. 6. Each party will take place in front of the class for the amount of time specified by the t...

www.lookstein.org/webquests/purim.htm

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STANDARDS.05

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’ ideas, images, and information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist) (L) GRADE 7 GRADE 8 GRADE 9 GRADE 10 WRITING GRADES 7—10 The student documents sources by [10] 4.5.1 Giving credit for others’ ideas, images, and multimedia information, including others’ ideas directly quoted or paraphrased by student, by citing sources using a standard method of documentation (e.g., MLA or APA style)* (L) W3.5 List and document sources using a given format. E.D.3

55 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=55 www.eed.state.ak.us/standards/pdf/standards.pdf#page=55

[3] 1.7.1 Distinguishing between fiction/ nonfiction, prose/poetry, short story/ drama (L) [3] 1.7.2 Identifying use of dialogue or rhyme in common forms of text The student analyzes content and structure of genres by [4] 2.7.1 Identifying the four major genres of fiction: short story, drama (plays), novel, and poetry (L) [4] 2.7.2 Identifying or explaining the characteristics of fiction and nonfiction (L) [4] 2.7.3 Identifying use of literary elements and devices (i.e., dialogue, rhyme, alliteration

56 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=56 www.eed.state.ak.us/standards/pdf/standards.pdf#page=56

54 PERFORMANCE STANDARDS (Grade Level Expectations) 55PERFORMANCE STANDARDS (Grade Level Expectations) *Assumes a variety of text and increasing complexity READING GRADES 7—10 GRADE 7 GRADE 8 GRADE 9 GRADE 10 The student analyzes and evaluates conventions and techniques of genres by [10] 4.5.1 Analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story* [10] 4.5.2 Analyzing the use of literary devices appropriate to

74 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=74 www.eed.state.ak.us/standards/pdf/standards.pdf#page=74

’ ideas, images, and information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist) (L) GRADE 7 GRADE 8 GRADE 9 GRADE 10 WRITING GRADES 7—10 The student documents sources by [10] 4.5.1 Giving credit for others’ ideas, images, and multimedia information, including others’ ideas directly quoted or paraphrased by student, by citing sources using a standard method of documentation (e.g., MLA or APA style)* (L) W3.5 List and document sources using a given format. E.D.3

77 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=77 www.eed.state.ak.us/standards/pdf/standards.pdf#page=77

of writing (narrative, informational, etc.); format refers to the physical arrangement or presentation of information, such as the specific arrangement of publisher, author, and title when citing sources. Functional Writing—Functional writing communicates and interprets information in a way that makes it useful for a reader. Genre—A category of literary work, which refers to both form (e.g., poetry, drama, novel) and content (science fiction, tragedy). WRITING GLOSSARY Hook/Lead—An interesting or “catchy

www.eed.state.ak.us/standards/pdf/standards.pdf#page=74

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Massachusetts History and Social Science Curriculum Framework: August 2003

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the 1992 document, “Lessons from History,” produced by the National Center for History in the Schools. 4 The themes relate to both U.S. and world history and can be used as the basis of essay questions on the history and social science assessments. They are also intended to stimulate discus- sion and thinking about how best to organize an entire history and social science curriculum from pre-K–12. 4 The six themes contained in the Bradley Commission report are 1) civilization, cultural diffusion, and

15 0 http://www.doe.mass.edu/frameworks/hss/final.pdf#page=15 www.doe.mass.edu/frameworks/hss/final.pdf#page=15

the 1992 document, “Lessons from History,” produced by the National Center for History in the Schools. 4 The themes relate to both U.S. and world history and can be used as the basis of essay questions on the history and social science assessments. They are also intended to stimulate discus- sion and thinking about how best to organize an entire history and social science curriculum from pre-K–12. 4 The six themes contained in the Bradley Commission report are 1) civilization, cultural diffusion, and

69 0 http://www.doe.mass.edu/frameworks/hss/final.pdf#page=69 www.doe.mass.edu/frameworks/hss/final.pdf#page=69

political and social instability C. the danger of the spread of nuclear technology and other technologies of mass destruction A. Northern Ireland D. Sri Lanka B. the Balkans E. Kashmir C. Sudan and Rwanda Explain the reasons for the fall of apartheid in South Africa, including the influence Explain the social and economic effects of the spread of AIDS in Asian and African A. the weakness and fragility of the oil-rich Persian Gulf states, including Saudi Arabia, B. the Iranian Revolution of 1978 –1979 C

www.doe.mass.edu/frameworks/hss/final.pdf#page=15

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untitled

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particular patterns and combinations, where they are on Earth’s surface, why they are there, and what are the consequences for people and the environment? For example, large amounts of the world’s petroleum resources are located near the Persian Gulf. They are at that location due to Earth’s physical processes in the past, and this impacts the present. For example, availability and cost of petroleum are affected by the political, economic, territorial, and military events that occur in and near the Persian Gulf

13 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=13 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=13

particular patterns and combinations, where they are on Earth’s surface, why they are there, and what are the consequences for people and the environment? For example, large amounts of the world’s petroleum resources are located near the Persian Gulf. They are at that location due to Earth’s physical processes in the past, and this impacts the present. For example, availability and cost of petroleum are affected by the political, economic, territorial, and military events that occur in and near the Persian Gulf

33 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=33 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=33

consequences for people and the environment? For example, large amounts of the world’s petroleum resources are located near the Persian Gulf. They are at that location due to Earth’s physical processes in the past. The consequences are that availability and cost of petroleum are affected by the political, economic, territorial, and military events that occur in and near the Persian Gulf Region. The study of geography as a discipline is approached two ways. One is as a regional study in which Earth is examined by

www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=13

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STATE BOARD OF EDUCATION

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Social Studies Standard Articulated by Grade Level Eighth Grade i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation italicized performance objectives - a performance objective repeated

63 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=63 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

Social Studies Standard Articulated by Grade Level Fourth Grade i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation italicized performance objectives - a performance objective repeated

108 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=108 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

answered by historical study and research. PO 5. Describe the relationship between a primary source document and a secondary source document. Concept 1: Research Skills for History PO 1. Construct charts, graphs, and narratives using historical data. PO 2. Interpret historical data displayed in graphs, tables, and charts. PO 3. Construct timelines (e.g., presidents/world leaders, key events, people) of the historical era being studied. PO 4. Formulate questions that can be answered by

134 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=134 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

Social Studies Standard Articulated by Grade Level Eighth Grade i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation italicized performance objectives - a performance objective repeated

155 0 http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=155 www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

Social Studies Standard Articulated by Grade Level High School i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation italicized performance objectives - a performance objective repeated

www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...

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Core Content For Mathematics Assessment

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to-text - e.g., novel, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.). RD-O8-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc

46 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=46 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=46

CCA 4.1 High School Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 43 Italics – Supporting Content Standard Visual Arts AH-HS-2.4.1 Students will analyze or evaluate how factors such as time, place and ideas are reflected in visual art. DOK 3 Middle Eastern and Asian temple architecture, characteristics of temples (Islamic – e.g., Dome of the Rock - geometric patterns for decoration such as arabesques, minaret tower to call Muslims to prayer, Hindu – e.g., Pampapati

154 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154

to-text - e.g., novel, short story, song, film, website, etc.). RD-O7-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.). RD-O8-4.0.1 Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=154

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Colorado Model Content Standards

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Earth-Sun relations - the study of the relationships between the Sun and the Earth, which explains day and night, seasons, and major climatic variations on Earth. Ecosystem (ecological system) - a system formed by the interaction of all living organisms (plants, animals, humans) with each other and with the physical and chemical factors of the environment in which they live. Environment - everything in and on Earth’s surface and its atmosphere within which organisms, communities, or objects exist. The

26 0 http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=26 www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=2...

Earth-Sun relations - the study of the relationships between the Sun and the Earth, which explains day and night, seasons, and major climatic variations on Earth. Ecosystem (ecological system) - a system formed by the interaction of all living organisms (plants, animals, humans) with each other and with the physical and chemical factors of the environment in which they live. Environment - everything in and on Earth’s surface and its atmosphere within which organisms, communities, or objects exist. The

27 0 http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=27 www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=2...

angular distance, east or west, from the prime meridian to 180 degrees. Map key - an explanatory description or legend to features on a map or chart. Map projections - a mathematical formula by which the lines of a global grid and the shapes of land and water bodies are transferred from a globe to a flat surface. Mercator projection - devised by Gerhard Mercator for his world map in 1569, this projection has the parallels and meridians as straight lines intersecting at right angles. Its main advantage is

www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=2...

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• 6.2.spi.1. recognize an example of a barter economy. • 6.2.spi.2. identify major trade routes (i.e., silk roads, Persian trade routes, African trade routes, Mediterranean trade routes, ocean routes). At Level 2, the student is able to • 6.2.spi.3. identify disadvantages and advantages of nomadic and early farming lifestyles (i.e., shelter, food supply, and, domestication of plants and animals). • 6.2.spi.4. recognize the importance of economic systems in the development of early civilizations

5 0 http://www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=5 www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=5

• 6.2.spi.1. recognize an example of a barter economy. • 6.2.spi.2. identify major trade routes (i.e., silk roads, Persian trade routes, African trade routes, Mediterranean trade routes, ocean routes). At Level 2, the student is able to • 6.2.spi.3. identify disadvantages and advantages of nomadic and early farming lifestyles (i.e., shelter, food supply, and, domestication of plants and animals). • 6.2.spi.4. recognize the importance of economic systems in the development of early civilizations

www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=5

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Microsoft Word - IAF_Soc_Sci_9_2007.rtf

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Illinois Social Science Assessment Framework for Grades 5, 8, and 11 42 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 WORLD HISTORY (STANDARDS B–D) 10% 19% 24% 16.5.46 Understand the stories of the battles of Marathon and Thermopylae as examples of Greek ethical traditions and describe the connection to the modern-day marathon. 16.8.47 Identify events and consequences of the Persian and Peloponnesian Wars, including: Battles of Thermopylae, Marathon, and Salamis; Greek and Persian leaders (e.g

42 0 http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=42 www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=42

Illinois Social Science Assessment Framework for Grades 5, 8, and 11 42 Social Science – Goal 16 Grade 5 Grade 8 Grade 11 WORLD HISTORY (STANDARDS B–D) 10% 19% 24% 16.5.46 Understand the stories of the battles of Marathon and Thermopylae as examples of Greek ethical traditions and describe the connection to the modern-day marathon. 16.8.47 Identify events and consequences of the Persian and Peloponnesian Wars, including: Battles of Thermopylae, Marathon, and Salamis; Greek and Persian leaders (e.g

www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=42

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