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NYTimes Topic: Computer Viruses
increasingly vulnerable to foreign computer hackers who could dismantle the nation’s power grid, transportation system, financial networks and government. In a speech at the Intrepid Sea, Air and Space Museum in New York, Mr. Panetta painted a dire picture of how such an...
NYTimes Topic: Computer Security
increasingly vulnerable to foreign computer hackers who could dismantle the nation’s power grid, transportation system, financial networks and government. In a speech at the Intrepid Sea, Air and Space Museum in New York, Mr. Panetta painted a dire picture of how such an...
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...
The Future Is Calling
report lists statistics for computer use and ownership in the United States. International Telecommunication Union www.itu.int Gives publications, statistics, and links on world telecommunications. How Stuff Works: How Fiber Optics Work www.howstuffworks.com/fiber-optic.htm...
Conflict in Cuba: The Bay Of Pigs And The Cuban Missile Crisis
invasion and the Cuban Missile Crisis, The 20th Century examines how these events created an instance of international crisis. Mike Wallace takes you on a journey through the debacle at the Bay of Pigs, an invasion that caused President Kennedy and American policy to lose face,...
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Ch. 113, TEKS for Social Studies. Page A-36 Texas Education Agency (E) predict how future scientific discoveries and technological innovations could affect life in the United States. (5.25) Social studies skills. The student applies critical-thinking skills to organize and use information acquired f...
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Ch. 113, TEKS for Social Studies. Page A-36 Texas Education Agency (E) predict how future scientific discoveries and technological innovations could affect life in the United States. (5.25) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A) differentiate between, locate, and use primary and secondary sources such as computer software
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=36
ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=36
Ch. 113, TEKS for Social Studies. Page A-36 Texas Education Agency (E) predict how future scientific discoveries and technological innovations could affect life in the United States. (5.25) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety <span class="highlight">of</span> sources including electronic technology. The student is expected to: (A) differentiate between, locate, and use primary and secondary sources such as <span class="highlight">computer</span> software
Microsoft Word - ssstdh.docssstdh.pdf
Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers of the World, Eugene Debs, strikes). 3. (A) analyzes the key ideas of William Jennings Bryan and other populists (e.g., free coinage of silver, government ownership of railroads, graduated income tax, direct el...
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Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers of the World, Eugene Debs, strikes). 3. (A) analyzes the key ideas of William Jennings Bryan and other populists (e.g., free coinage of silver, government ownership of railroads, graduated income tax, direct election of senators, election reform). 4.▲ (A) examines the emergence of the United States in international affairs at the turn of the 20 th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=31
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers <span class="highlight">of</span> the World, Eugene Debs, strikes). 3. (A) analyzes the key ideas <span class="highlight">of</span> William Jennings Bryan and other populists (e.g., free coinage <span class="highlight">of</span> silver, government ownership <span class="highlight">of</span> railroads, graduated income tax, direct election <span class="highlight">of</span> senators, election reform). 4.▲ (A) examines the emergence <span class="highlight">of</span> the United States in <span class="highlight">international</span> affairs at the turn <span class="highlight">of</span> the 20 th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama
Microsoft Word - ssstd7.docssstd7.pdf
foods). 3.▲ (K) identifies the geographic factors that influence world trade and interdependence (e.g., location advantage, resource distribution, labor cost, technology, trade networks and organizations). • Create population pyramids for different countries and organize them into...
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foods). 3.▲ (K) identifies the geographic factors that influence world trade and interdependence (e.g., location advantage, resource distribution, labor cost, technology, trade networks and organizations). • Create population pyramids for different countries and organize them into groups based on similarities. (1) • Investigate the impact of United States clothing customs on the rest of the world (e.g., blue jeans and tennis shoes). (2) • Create a collage of pictures from at least four countries that
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http://www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016&forcedownload=true#page=16
www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016...
foods). 3.▲ (K) identifies the geographic factors that influence world trade and interdependence (e.g., location advantage, resource distribution, labor cost, technology, trade <span class="highlight">networks</span> and organizations). • Create population pyramids for different countries and organize them into groups based on similarities. (1) • Investigate the impact <span class="highlight">of</span> United States clothing customs on the rest <span class="highlight">of</span> the world (e.g., blue jeans and tennis shoes). (2) • Create a collage <span class="highlight">of</span> pictures from at least four countries that
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international issues. (See USHG 6.2.4) 4.2.2 Analyze the impact of American political, economic, technological, and cultural developments on other parts of the world (e.g., immigration policies, economic, military and humanitarian aid, computer technology research, popula...
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international issues. (See USHG 6.2.4) 4.2.2 Analyze the impact of American political, economic, technological, and cultural developments on other parts of the world (e.g., immigration policies, economic, military and humanitarian aid, computer technology research, popular fashion, and fi lm). (See USHG 6.1.4; 8.2.1) 4.2.3 Analyze the impact of political, economic, technological, and cultural developments around the world on the United States (e.g., terrorism, emergence of regional organizations like the
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http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=58
www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=58
<span class="highlight">international</span> issues. (See USHG 6.2.4) 4.2.2 Analyze the impact <span class="highlight">of</span> American political, economic, technological, and cultural developments on other parts <span class="highlight">of</span> the world (e.g., immigration policies, economic, military and humanitarian aid, <span class="highlight">computer</span> technology research, popular fashion, and fi lm). (See USHG 6.1.4; 8.2.1) 4.2.3 Analyze the impact <span class="highlight">of</span> political, economic, technological, and cultural developments around the world on the United States (e.g., terrorism, emergence <span class="highlight">of</span> regional organizations like the
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Era 9 - Postwar United States (1945-1970's) 5.5.10 Understand the economic growth and social transformation of post WWII. a. Explain how the American economy changed after World War II. b. Describe the influences of World War II on American society. 5.5.11 Understand how the Cold War i...
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Era 9 - Postwar United States (1945-1970's) 5.5.10 Understand the economic growth and social transformation of post WWII. a. Explain how the American economy changed after World War II. b. Describe the influences of World War II on American society. 5.5.11 Understand how the Cold War influenced domestic and international politics. a. Describe the role United Nations in international affairs. b. Explain United States' involvement in Korea and Vietnam. c. Describe the Soviet and American relationship
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=14
www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=14
Era 9 - Postwar United States (1945-1970's) 5.5.10 Understand the economic growth and social transformation <span class="highlight">of</span> post WWII. a. Explain how the American economy changed after World War II. b. Describe the influences <span class="highlight">of</span> World War II on American society. 5.5.11 Understand how the Cold War influenced domestic and <span class="highlight">international</span> politics. a. Describe the role United Nations in <span class="highlight">international</span> affairs. b. Explain United States' involvement in Korea and Vietnam. c. Describe the Soviet and American relationship
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