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Scholastic: Women's Suffrage for Grades 3-5
(libraries, databases, computer networks) to gather and communicate knowledge. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Students adjust their use of spoken, written, and visual language (e.g., conventions, style,...
Scholastic: Women's Suffrage for Grades 6-8
(libraries, databases, computer networks) to gather and communicate knowledge. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Students adjust their use of spoken, written, and visual language (e.g., conventions, style,...
Scholastic: Global Trek
audiences for a variety of purposes. Students use a variety of technological and informational resources (i.e. libraries, databases, computer networks, video) to gather and communicate knowledge. Students apply a wide range of strategies to comprehend, interpret, e...
Scholastic: Lewis & Clark for Grades 6-8
research on issues and interests by generating ideas and questions (7) Students use a variety of technological and informational resources (libraries, databases, computer. networks) to gather and synthesize information in order to create and communicate knowledge. (8) Students d...
Scholastic: Lewis & Clark for Grades 3-5
Teachers of English (NCTE) and the International Reading Association (IRA). Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world. (1) Studen...
Scholastic: Women's Suffrage for Grades 1-2
information. Students use a variety of technological and informational resources (libraries, databases, computer networks) to gather and communicate knowledge. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Students adj...
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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
Social Studies Booklet
and J. D. Andrews. eds. Children of 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official Journal of the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies and the Young Learner. A Quarterly for Creative Teaching in...
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and J. D. Andrews. eds. Children of 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official Journal of the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies and the Young Learner. A Quarterly for Creative Teaching in Grades K-6. National Council for the Social Studies. 3501 Newark Street, NW, Washington, DC. Reading Teacher. A Journal of the International Reading Association. 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 Young Children
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=17
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
and J. D. Andrews. eds. Children <span class="highlight">of</span> 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official <span class="highlight">Journal</span> <span class="highlight">of</span> the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies and the Young Learner. A Quarterly for Creative Teaching in Grades K-6. National Council for the Social Studies. 3501 Newark Street, NW, Washington, DC. Reading Teacher. A <span class="highlight">Journal</span> <span class="highlight">of</span> the <span class="highlight">International</span> Reading Association. 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 Young Children
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instruction, student exchange, clubs, international forums, community service, speaker programs, arts, sports). 12. Analyze the impact of communication networks, technology, transportation, and international business on global issues. 13. Analyze how the media presents cu...
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instruction, student exchange, clubs, international forums, community service, speaker programs, arts, sports). 12. Analyze the impact of communication networks, technology, transportation, and international business on global issues. 13. Analyze how the media presents cultural stereotypes and images and discuss how this impacts beliefs and behaviors. 14. Connect the concept of universal human rights to world events and issues. 15. Compare and contrast current and past genocidal acts and other acts of hatred and
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http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=14
www.nj.gov/education/cccs/2004/s6_ss.pdf#page=14
instruction, student exchange, clubs, <span class="highlight">international</span> forums, community service, speaker programs, arts, sports). 12. Analyze the impact <span class="highlight">of</span> communication <span class="highlight">networks</span>, technology, transportation, and <span class="highlight">international</span> business on global issues. 13. Analyze how the media presents cultural stereotypes and images and discuss how this impacts beliefs and behaviors. 14. Connect the concept <span class="highlight">of</span> universal human rights to world events and issues. 15. Compare and contrast current and past genocidal acts and other acts <span class="highlight">of</span> hatred and
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Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration). G4.2 Technology Patterns and Networks Describe how technology creates patterns and networks that connect people...
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Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration). G4.2 Technology Patterns and Networks Describe how technology creates patterns and networks that connect people, products, and ideas. 6 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., call centers in the Eastern Hemisphere that service
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=46
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=46
Ecosystems G4 Human Systems 4.1 Cultural Mosaic 4.2 Technology Patterns and <span class="highlight">Networks</span> 4.3 Patterns <span class="highlight">of</span> Human Settlement 4.4 Forces <span class="highlight">of</span> Cooperation and Conflict G5 Environment and Society 5.1 Humans and the Environment 5.2 Physical and Human Systems G6 Global Issues Past and Present 6.1 Global Topic Investigation and Issue Analysis CIVICS AND GOVERNMENT C1 Purposes <span class="highlight">of</span> Government 1.1 Nature <span class="highlight">of</span> Civic Life, Politics, and Government C3 Structure and Functions <span class="highlight">of</span> Government 3.6 Characteristics <span class="highlight">of</span> Nation-States C4
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=47
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=47
Ecosystems G4 Human Systems 4.1 Cultural Mosaic 4.2 Technology Patterns and <span class="highlight">Networks</span> 4.3 Patterns <span class="highlight">of</span> Human Settlement 4.4 Forces <span class="highlight">of</span> Cooperation and Conflict G5 Environment and Society 5.1 Humans and the Environment 5.2 Physical and Human Systems G6 Global Issues Past and Present 6.1 Global Topic Investigation and Issue Analysis CIVICS AND GOVERNMENT C1 Purposes <span class="highlight">of</span> Government 1.1 Nature <span class="highlight">of</span> Civic Life, Politics, and Government C3 Structure and Functions <span class="highlight">of</span> Government 3.6 Characteristics <span class="highlight">of</span> Nation-States C4
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=52
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=52
Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, <span class="highlight">international</span> migration). G4.2 Technology Patterns and <span class="highlight">Networks</span> Describe how technology creates patterns and <span class="highlight">networks</span> that connect people, products, and ideas. 6 – G4.2.1 List and describe the advantages and disadvantages <span class="highlight">of</span> different technologies used to move people, products, and ideas throughout the world (e.g., call centers in the Eastern Hemisphere that service
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=56
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=56
national economy. E2.3 Role <span class="highlight">of</span> Government Describe how national governments make decisions that affect the national economy 6 – E2.3.1 Describe the impact <span class="highlight">of</span> governmental policy (sanctions, tariffs, treaties) on that country and on other countries that use its resources. E3 <span class="highlight">INTERNATIONAL</span> ECONOMy Analyze reasons for individuals and businesses to specialize and trade, why individuals and businesses trade across <span class="highlight">international</span> borders, and the comparisons <span class="highlight">of</span> the benefits and costs <span class="highlight">of</span> specialization and the
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=58
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=58
2.2 Human Characteristics <span class="highlight">of</span> Place G3 Physical Systems 3.1 Physical Processes 3.2 Ecosystems G4 Human Systems 4.1 Cultural Mosaic 4.2 Technology Patterns and <span class="highlight">Networks</span> 4.3 Patterns <span class="highlight">of</span> Human Settlement 4.4 Forces <span class="highlight">of</span> Cooperation and Conflict G5 Environment and Society 5.1 Humans and the Environment 5.2 Physical and Human Systems G6 Global Issues Past and Present 6.1 Global Topic Investigation and Issue Analysis CIVICS AND GOVERNMENT C1 Purposes <span class="highlight">of</span> Government 1.1 Nature <span class="highlight">of</span> Civic Life, Politics, and
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=62
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=62
Central Asian civilizations in the areas <span class="highlight">of</span> art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy. 7 – W3.1.6 Use historic and modern maps to locate and describe trade <span class="highlight">networks</span> among empires in the classical era. 7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade <span class="highlight">networks</span> or <span class="highlight">networks</span> <span class="highlight">of</span> Egypt and Nubia/Kush; or
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=65
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=65
Patterns and <span class="highlight">Networks</span> Describe how technology creates patterns and <span class="highlight">networks</span> that connect people, products and ideas. Technology affects the patterns and <span class="highlight">networks</span> that develop on Earth and that enable people, products, and ideas to be exchanged. 7 – G4.2.1 List and describe the advantages and disadvantages <span class="highlight">of</span> different technologies used to move people, products, and ideas throughout the world (e.g., opportunities for employment, entrepreneurial and educational opportunities using the Internet; the effects <span class="highlight">of</span>
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=70
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=70
for individuals and businesses to specialize and trade, why individuals and businesses trade across <span class="highlight">international</span> borders, and the comparisons <span class="highlight">of</span> the benefits and costs <span class="highlight">of</span> specialization and the resulting trade for consumers, producers, and governments. E3.1 Economic Interdependence Describe patterns and <span class="highlight">networks</span> <span class="highlight">of</span> economic interdependence, including trade. Economic interdependence (trade) and economic development result in challenges and benefits for individuals, producers, and governments. 7 – E3.1.1
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