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design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information • analyze geographic information by developing and test- ing inferences and hypotheses, and formulating conclu- sions from maps, photographs, computer models, and other geog...
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design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information • analyze geographic information by developing and test- ing inferences and hypotheses, and formulating conclu- sions from maps, photographs, computer models, and other geographic representations (Adapted from National Geography Standards, 1994) • develop and test generalizations and conclusions and pose analytical questions based on the results of geo- graphic inquiry. This is evident, for example
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http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=16
www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=16
world (Adapted from National Standards for World History) s write diary accounts, <span class="highlight">journal</span> entries, letters, or news accounts from the point <span class="highlight">of</span> view <span class="highlight">of</span> a young person living during a particular time period in world history, focusing on an important historic, political, economic, or religious event or accomplishment s study the historical writings <span class="highlight">of</span> important figures in world history to learn about their goals, motivations, intentions, influences, and strengths and weaknesses. 4. The skills <span class="highlight">of</span> historical
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http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=22
www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=22
design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information • analyze geographic information by developing and test- ing inferences and hypotheses, and formulating conclu- sions from maps, photographs, <span class="highlight">computer</span> models, and other geographic representations (Adapted from National Geography Standards, 1994) • develop and test generalizations and conclusions and pose analytical questions based on the results <span class="highlight">of</span> geo- graphic inquiry. This is evident, for example
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http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=27
www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=27
economic growth and the information age, welfare policy, health care policy, the national debt, defense spending, foreign aid, affirmative action; consider policy positions, and the possible conflicting goals <span class="highlight">of</span> government, such as full employment, price stability, economic justice, economic freedom, and economic security s recognize why <span class="highlight">international</span> trade takes place (because <span class="highlight">of</span> comparative advantage) and the role <span class="highlight">of</span> exchange rates in fostering or inhibiting trade; become familiar with the basics <span class="highlight">of</span> the balance
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communication networks, including the Internet. • students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries. • utilize electronic networks to share information. • model solutions to a rang...
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communication networks, including the Internet. • students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries. • utilize electronic networks to share information. • model solutions to a range of problems in mathematics, science, and technology using computer simulation software. This is evident, for example, when students: s collect and amend quantitative and qualitative information for a particular purpose and enter it into a data-handling
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=18
www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=18
communication <span class="highlight">networks</span>, including the Internet. • students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives <span class="highlight">of</span> different countries. • utilize electronic <span class="highlight">networks</span> to share information. • model solutions to a range <span class="highlight">of</span> problems in mathematics, science, and technology using <span class="highlight">computer</span> simulation software. This is evident, for example, when students: s collect and amend quantitative and qualitative information for a particular purpose and enter it into a data-handling
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information and making use of a wide range of grammatical constructions and vocabulary to achieve an individual style that communicates effectively. This is evident, for example, when students: s demonstrate how to perform an intricate task, such as how to operate a computer pro...
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information and making use of a wide range of grammatical constructions and vocabulary to achieve an individual style that communicates effectively. This is evident, for example, when students: s demonstrate how to perform an intricate task, such as how to operate a computer program or conduct a laboratory experiment s write an extended research report on a complex issue or topic that documents sources of information and is well organized to convey overarching ideas and supporting evidence and details s write a
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http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=10
www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf#page=10
information and making use <span class="highlight">of</span> a wide range <span class="highlight">of</span> grammatical constructions and vocabulary to achieve an individual style that communicates effectively. This is evident, for example, when students: s demonstrate how to perform an intricate task, such as how to operate a <span class="highlight">computer</span> program or conduct a laboratory experiment s write an extended research report on a complex issue or topic that documents sources <span class="highlight">of</span> information and is well organized to convey overarching ideas and supporting evidence and details s write a
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whether it is better to purchase a conventional or high definition television after analyzing the differences from quantitative and qualitative points of view, considering such particulars as the number of scanning lines, bandwidth requirements and impact on the frequency spectrum, cos...
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whether it is better to purchase a conventional or high definition television after analyzing the differences from quantitative and qualitative points of view, considering such particulars as the number of scanning lines, bandwidth requirements and impact on the frequency spectrum, costs, and existence of international standards. s design and produce a prototypical device using an electronic volt- age divider that can be used to power a portable cassette tape or CD player in a car by reducing the standard
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=17
www.emsc.nysed.gov/ciai/mst/pub/mststa6_7.pdf#page=17
whether it is better to purchase a conventional or high definition television after analyzing the differences from quantitative and qualitative points <span class="highlight">of</span> view, considering such particulars as the number <span class="highlight">of</span> scanning lines, bandwidth requirements and impact on the frequency spectrum, costs, and existence <span class="highlight">of</span> <span class="highlight">international</span> standards. s design and produce a prototypical device using an electronic volt- age divider that can be used to power a portable cassette tape or CD player in a car by reducing the standard
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