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 Content Standards-Social Studies
6- 10/00 Social Studies Content Standard 5 Students make informed decisions based on an understanding of the economic prin- ciples of production, distribution, exchange, and consumption. Rationale In a global economy marked by rapid technological and political change, students m...
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6- 10/00 Social Studies Content Standard 5 Students make informed decisions based on an understanding of the economic prin- ciples of production, distribution, exchange, and consumption. Rationale In a global economy marked by rapid technological and political change, students must learn how to be effective producers, consumers, and economic citizens. Benchmarks Students will: End of Grade 4 End of Grade 8 Upon Graduation—End of Grade 12 1. give examples of needs and wants; scar- city and choice (e.g
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http://www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=6
www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=6
6- 10/00 Social Studies Content Standard 5 Students make informed decisions <span class="highlight">based</span> on an understanding <span class="highlight">of</span> the economic prin- ciples <span class="highlight">of</span> production, distribution, exchange, and consumption. Rationale In a global economy marked by rapid technological and political change, students must learn how to be effective producers, consumers, and economic citizens. Benchmarks Students will: End <span class="highlight">of</span> Grade 4 End <span class="highlight">of</span> Grade 8 Upon Graduation—End <span class="highlight">of</span> Grade 12 1. give examples <span class="highlight">of</span> needs and wants; scar- city and choice (e.g
Social Studies 7-12 Cover
Program (IEP)" means a written statement for a student with a disability that is developed, reviewed, and revised in accordance with the Utah Special Education Rules and Part B of the Individuals with Disabilities Education Act (IDEA). x L. "Middle school" for purposes of...
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Program (IEP)" means a written statement for a student with a disability that is developed, reviewed, and revised in accordance with the Utah Special Education Rules and Part B of the Individuals with Disabilities Education Act (IDEA). x L. "Middle school" for purposes of...
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d. Compare basic economic systems according to who determines what is produced, distributed, and consumed. e. Explain economic factors that led to the urbanization of Tennessee and early America. f. Trace the development of major industries that contributed to the urbanization ...
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d. Compare basic economic systems according to who determines what is produced, distributed, and consumed. e. Explain economic factors that led to the urbanization of Tennessee and early America. f. Trace the development of major industries that contributed to the urbanization of Tennessee and early America. g. Explain the changes in types of jobs and occupations that resulted from the urbanization of Tennessee and early America. Performance Indicators State: As documented through state assessment
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_8.pdf#page=5
www.state.tn.us/education/ci/ss/doc/SS_Grade_8.pdf#page=5
d. Compare basic economic systems according to who determines what is produced, <span class="highlight">distributed</span>, and consumed. e. Explain economic factors that led to the urbanization <span class="highlight">of</span> Tennessee and early America. f. Trace the development <span class="highlight">of</span> major industries that contributed to the urbanization <span class="highlight">of</span> Tennessee and early America. g. Explain the changes in types <span class="highlight">of</span> jobs and occupations that resulted from the urbanization <span class="highlight">of</span> Tennessee and early America. Performance Indicators State: As documented through state assessment
Microsoft Word - Full_Social Studies.rtf
103 Indian Removal Acts On May 26, 1830, the Indian Removal Act of 1830 was passed by the Twenty-First Congress of the United States of America. This act allowed the United States government to remove the Native Americans from their land in order for white settlers to homestea...
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103 Indian Removal Acts On May 26, 1830, the Indian Removal Act of 1830 was passed by the Twenty-First Congress of the United States of America. This act allowed the United States government to remove the Native Americans from their land in order for white settlers to homestead on these lands. Innovation The act of starting something for the first time; introducing something new. Institution An established organization or foundation, especially one dedicated to education, public service, or
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=114
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=11...
103 Indian Removal Acts On May 26, 1830, the Indian Removal Act <span class="highlight">of</span> 1830 was passed by the Twenty-First Congress <span class="highlight">of</span> the United States <span class="highlight">of</span> America. This act allowed the United States government to remove the Native Americans from their land in order for white settlers to homestead on these lands. Innovation The act <span class="highlight">of</span> starting something for the first time; introducing something new. Institution An established organization or foundation, especially one dedicated to education, public <span class="highlight">service</span>, or
Nevada
December 2008 Nevada Social Studies Standards Content Standard E11.0 - The Dynamic Economy - Students will identify the causes of economic change; explain how the U.S. economic system responds to those changes; and explain how other economic systems respond to change. At a minimum, s...
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December 2008 Nevada Social Studies Standards Content Standard E11.0 - The Dynamic Economy - Students will identify the causes of economic change; explain how the U.S. economic system responds to those changes; and explain how other economic systems respond to change. At a minimum, students will maintain previous content and attain the following: E 1 1.0 Th e Dyna mic Eco no my Grade K Benchmarks Grade 1 Benchmarks Grade 2 Benchmarks Grade 3 Benchmarks
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=49
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
December 2008 Nevada Social Studies Standards Content Standard E11.0 - The <span class="highlight">Dynamic</span> Economy - Students will identify the causes <span class="highlight">of</span> economic change; explain how the U.S. economic system responds to those changes; and explain how other economic systems respond to change. At a minimum, students will maintain previous content and attain the following: E 1 1.0 Th e Dyna mic Eco no my Grade K Benchmarks Grade 1 Benchmarks Grade 2 Benchmarks Grade 3 Benchmarks
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=73
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
<span class="highlight">service</span>. Market economy: An economic system in which goods and services are allocated by free markets. Market price: The amount actually paid or about to be paid in a particular transaction. Medium <span class="highlight">of</span> exchange: An item used to facilitate exchange. Mental map: Maps made from memory. Mercantilism: Economic system <span class="highlight">of</span> the major trading nations during the 16th – 18th centuries, <span class="highlight">based</span> on the idea that national wealth and power were best served by increasing exports and collecting precious metals in
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=92
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
Map projection: A mathematical formula by which the lines <span class="highlight">of</span> a global grid and the shapes <span class="highlight">of</span> land and water bodies are transferred from a globe to a flat surface, for example, Mercator, Robinson, conic, and polar. Marginal benefit: The additional benefit obtained from choosing a little more or a little less. Marginal cost: The additional cost incurred by choosing a little more or a little less. Market(s): A collection <span class="highlight">of</span> buyers and sellers <span class="highlight">of</span> a particular good or <span class="highlight">service</span>. Market economy: An
ACKNOWLEDGEMENTS
well as at home and in determining how to close the gap between present practices and the ideals upon which our democratic republic is based. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how groups and nations...
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well as at home and in determining how to close the gap between present practices and the ideals upon which our democratic republic is based. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how groups and nations attempt to resolve conflict and seek to establish order and security. Through study of the dynamic relationships among individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=12
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
well as at home and in determining how to close the gap between present practices and the ideals upon which our democratic republic is <span class="highlight">based</span>. By examining the purposes and characteristics <span class="highlight">of</span> various governance systems, learners develop an understanding <span class="highlight">of</span> how groups and nations attempt to resolve conflict and seek to establish order and security. Through study <span class="highlight">of</span> the <span class="highlight">dynamic</span> relationships among individual rights and responsibilities, the needs <span class="highlight">of</span> social groups, and concepts <span class="highlight">of</span> a just society, learners
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=66
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
4.03 Analyze information on political issues and candidates seeking political office. 4.04 Demonstrate active methods <span class="highlight">of</span> promoting and inhibiting change through political action. 4.05 Analyze consequences <span class="highlight">of</span> compliance or noncompliance with laws governing society. 4.06 Describe the benefits <span class="highlight">of</span> civic participation. 4.07 Analyze costs and benefits <span class="highlight">of</span> jury <span class="highlight">service</span>, voting, seeking office, and civic action at the local, state, and national level. 4.08 Participate in civic life, politics, and/or
SOCIAL STUDIES
plan, and participate in a civic action or service-learning project based on a classroom or school asset or need, and describe the project’s potential civic contribution. Students select, plan, and participate in a civic action or service-learning project based on a...
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plan, and participate in a civic action or service-learning project based on a classroom or school asset or need, and describe the project’s potential civic contribution. Students select, plan, and participate in a civic action or service-learning project based on a classroom, school or local community asset or need, and describe evidence of the project’s effectiveness and civic contribution. Students select, plan, and implement a civic action or service- learning project based on a school
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http://www.maine.gov/education/lres/pei/ss102207.pdf#page=6
www.maine.gov/education/lres/pei/ss102207.pdf#page=6
plan, and participate in a civic action or <span class="highlight">service</span>-learning project <span class="highlight">based</span> on a classroom or school asset or need, and describe the project’s potential civic contribution. Students select, plan, and participate in a civic action or <span class="highlight">service</span>-learning project <span class="highlight">based</span> on a classroom, school or local community asset or need, and describe evidence <span class="highlight">of</span> the project’s effectiveness and civic contribution. Students select, plan, and implement a civic action or <span class="highlight">service</span>- learning project <span class="highlight">based</span> on a school
 MISSISSIPPI STUDIES
7;#7;#12;#12;#12;WORLD HISTORY: 1750 TO THE PRESENT -one year- World History: 1750 to the Present is based on prior knowledge of ancient history to the Industrial Revolution. Teachers may review historical data prior to the 1750 time period. This course will focus on the development...
Minnesota Academic Standards
government’s role in providing in public goods, economic safety nets, and corporate crime. 2. Students will use their knowledge of economic concepts and data to analyze a significant national public policy issue and recommend a solution. 3. Students will know and analyze how income, and...
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government’s role in providing in public goods, economic safety nets, and corporate crime. 2. Students will use their knowledge of economic concepts and data to analyze a significant national public policy issue and recommend a solution. 3. Students will know and analyze how income, and wealth are distributed among different sectors of the population. 4. Students will know how poverty is defined in the U.S., what its causes are, examine possible solutions, and analyze the impact poverty has on the short and long run
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=64
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
government’s role in providing in public goods, economic safety nets, and corporate crime. 2. Students will use their knowledge <span class="highlight">of</span> economic concepts and data to analyze a significant national public policy issue and recommend a solution. 3. Students will know and analyze how income, and wealth are <span class="highlight">distributed</span> among different sectors <span class="highlight">of</span> the population. 4. Students will know how poverty is defined in the U.S., what its causes are, examine possible solutions, and analyze the impact poverty has on the short and long run
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