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 Microsoft Word - Full_Social Studies.rtf
106 Sovereign Self-governing; independent: a sovereign state. Specialization The special line of work adopted as a career. Standard of living A level of material comfort as measured by the goods, services, and luxuries available to an individual, group, or nation. Symbol Something that repres...
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106 Sovereign Self-governing; independent: a sovereign state. Specialization The special line of work adopted as a career. Standard of living A level of material comfort as measured by the goods, services, and luxuries available to an individual, group, or nation. Symbol Something that represents something else by association, resemblance, or convention, especially a material object used to represent something invisible. Suffrage The right to vote. Taxation The action of taxing; the imposition of
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=65
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=65
to interpret information. Examples: atlases, globes, almanacs, thematic <span class="highlight">maps</span>, satellite images, <span class="highlight">topographic</span> <span class="highlight">maps</span>, GPS, GIS Examples: five themes of geography Examples: latitude, longitude, time zones (Application) 7.G.1.2. Students are able to apply location, direction, size, and/or shape to <span class="highlight">maps</span>. Examples: South Dakota’s location relative to neighboring states (Application) 7.G.1.3. Students are able to identify characteristics of various locations, places, and regions. Examples: physical
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=116
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=11...
105 Polytheism The worship of or belief in more than one god. Popular sovereignty The concept that political and legislative power resides with the citizens. Populists A supporter of the rights and power of the people. Population shifts A change in the relative numbers of the different groups of individuals making up a population. Producer One who produces, especially a person or organization that produces goods or services <span class="highlight">for</span> sale. Progressivism The political orientation of those who favor
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=117
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=11...
106 Sovereign Self-governing; independent: a sovereign state. Specialization The special <span class="highlight">line</span> of work adopted as a career. Standard of living A level of material comfort as measured by the goods, services, and luxuries available to an individual, group, or nation. Symbol Something that represents something else by association, resemblance, or convention, especially a material object used to represent something invisible. Suffrage The right to vote. Taxation The action of taxing; the imposition of
 KINDERGARTEN
successful experiences. Additionally, the concepts of self-esteem and citizenship skills should go hand-in-hand. Kindergarten focuses on the child and the home. Starting with what children know, comparisons can be made to broaden their world. Skill development will include, but is not limited to,...
Core Content For Mathematics Assessment
CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expr...
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CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expressive purposes and responding to artworks. Each process is critical and relies on others for completion. Artists create works to express ideas, feelings or beliefs. The visual arts capture a moment in time while the
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=21
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=21
CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works <span class="highlight">for</span> expressive purposes and responding to artworks. Each process is critical and relies on others <span class="highlight">for</span> completion. Artists create works to express ideas, feelings or beliefs. The visual arts capture a moment in time while the
Massachusetts History and Social Science Curriculum Framework: August 2003
Technology/Engineering Curriculum Framework.) Grade 6 Concepts and Skills Students should be able to: Apply concepts and skills learned in previous grades. H GEOGRAPHY kinds of projections, as well as topographic, landform, political, population, and climate maps. (G) peninsula, erosio...
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Technology/Engineering Curriculum Framework.) Grade 6 Concepts and Skills Students should be able to: Apply concepts and skills learned in previous grades. H GEOGRAPHY kinds of projections, as well as topographic, landform, political, population, and climate maps. (G) peninsula, erosion, climate, drought, monsoon, hurricane, ocean and wind currents, tropics, rain forest, tundra, and urbanization. (G) that conveys geographic information (e.g., about rainfall, temperature, or population size data). (G
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=39
www.doe.mass.edu/frameworks/hss/final.pdf#page=39
Technology/Engineering Curriculum Framework.) Grade 6 Concepts and Skills Students should be able to: Apply concepts and skills learned in previous grades. H GEOGRAPHY kinds of projections, as well as <span class="highlight">topographic</span>, landform, political, population, and climate <span class="highlight">maps</span>. (G) peninsula, erosion, climate, drought, monsoon, hurricane, ocean and wind currents, tropics, rain forest, tundra, and urbanization. (G) that conveys geographic information (e.g., about rainfall, temperature, or population size data). (G
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=130
www.doe.mass.edu/frameworks/hss/final.pdf#page=130
Grades 1 and 2 (continued) ❚ Tell time at quarter-hour intervals on analog and <span class="highlight">digital</span> clocks using a.m. and p.m. DATA ANALYSIS, STATISTICS, AND PROBABILITY ❚ Use interviews, surveys, and observations to gather data about themselves and their surroundings. ❚ Organize, classify, represent, and interpret data using tallies, charts, tables, bar graphs, pictographs, and Venn diagrams, and interpret the representations. ❚ Formulate inferences (draw conclusions) and make educated guesses (conjectures
CONTENts.PDF
Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use maps (e.g., topographic, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9-...
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Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use maps (e.g., topographic, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9- 12 will assure that students: • illustrate how the formation, weathering, sedimentation and reformation of rock constitute a continuing “rock cycle;” • explain that the lithosphere consists of separate plates that ride
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=44
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use <span class="highlight">maps</span> (e.g., <span class="highlight">topographic</span>, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9- 12 will assure that students: • illustrate how the formation, weathering, sedimentation and reformation of rock constitute a continuing “rock cycle;” • explain that the lithosphere consists of separate plates that ride
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=45
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
more pollution than others. • use <span class="highlight">maps</span> (e.g., <span class="highlight">topographic</span>, hydrographic, highway) to identify land features and their locations; • recognize that some changes in the Earth’s surface, such as earthquakes and volcanic eruptions, are abrupt, while other changes happen very slowly (e.g., uplift and wearing down of mountains); and • explain how human activities (such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, and waste
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3. Act on small-scale, personalized environmental issues such as littering and recycling, and explain why such actions are important. Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: 6.6.4 A. The World in Spatial Terms 1. Use physical and political...
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3. Act on small-scale, personalized environmental issues such as littering and recycling, and explain why such actions are important. Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: 6.6.4 A. The World in Spatial Terms 1. Use physical and political maps to identify locations and spatial relationships of places within local and nearby communities. 2. Describe and demonstrate different ways to measure distance (e.g., miles, kilometers, time). 3. Estimate
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http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=35
www.nj.gov/education/cccs/2004/s6_ss.pdf#page=35
3. Act on small-scale, personalized environmental issues such as littering and recycling, and explain why such actions are important. Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: 6.6.4 A. The World in Spatial Terms 1. Use physical and political <span class="highlight">maps</span> to identify locations and spatial relationships of places within local and nearby communities. 2. Describe and demonstrate different ways to measure distance (e.g., miles, kilometers, time). 3. Estimate
Social Studies Performance Standard A Grade 8
physical, and topographic maps, a globe, aerial photographs, and satellite images, to gather and compare information about a place A.8.2 Construct mental maps of selected locales, regions, states, and countries and draw maps from memory, representing relative location, di...
Draft
Elements of Geographical Study and Analysis CONCEPTS 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment US History (Required by RSMO 170.011) Government (Required by RSMO...
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Elements of Geographical Study and Analysis CONCEPTS 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment US History (Required by RSMO 170.011) Government (Required by RSMO 170.011) Geography World History Economics A. Reading and constructing maps DOK Standards B. Understanding the concept of location to make predictions and solve problems Locate major
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/ss_cle_0907.pdf#page=16
dese.mo.gov/divimprove/curriculum/GLE/documents/ss_cle_0907.pdf#page=16
Elements of Geographical Study and Analysis CONCEPTS 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment US History (Required by RSMO 170.011) Government (Required by RSMO 170.011) Geography World History Economics A. Reading and constructing <span class="highlight">maps</span> DOK Standards B. Understanding the concept of location to make predictions and solve problems Locate major
Indiana Academic Standards-Geog and Hist of the World
Approved October 2007 Geography and History of the World, Page 11 GHW.6.1 Distinguish between violent and non-violent revolution. Describe the causes and events of political revolutions in two distinct regions of the world and use maps, timelines and/or other graphic representations to docume...
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Approved October 2007 Geography and History of the World, Page 11 GHW.6.1 Distinguish between violent and non-violent revolution. Describe the causes and events of political revolutions in two distinct regions of the world and use maps, timelines and/or other graphic representations to document the spread of political ideas that resulted from those events to other regions of the world. (Origins, Change over Time, Spatial Variation, Diffusion) Example: Governmental change for the following countries
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-geoghist.pdf#page=11
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 Geography and History of the World, Page 11 GHW.6.1 Distinguish between violent and non-violent revolution. Describe the causes and events of political revolutions in two distinct regions of the world and use <span class="highlight">maps</span>, timelines and/or other graphic representations to document the spread of political ideas that resulted from those events to other regions of the world. (Origins, Change over Time, Spatial Variation, Diffusion) Example: Governmental change <span class="highlight">for</span> the following countries
Microsoft Word - ssstd8.docssstd8.pdf
railroads during a certain era. Access the data on-line. Add the information to the on-line base map. Analyze the maps created to note any patterns. Overlay the maps with additional GIS data showing railroad service during a later era and during the present. Add infor...
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railroads during a certain era. Access the data on-line. Add the information to the on-line base map. Analyze the maps created to note any patterns. Overlay the maps with additional GIS data showing railroad service during a later era and during the present. Add information about the growth or shrinkage of specified cities in each of the eras. Overlay each map with highway access, and compare. Write conclusions resulting from the analysis. Sources for GIS data include the Kansas Data Access and
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http://www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016...
railroads during a certain era. Access the data on-<span class="highlight">line</span>. Add the information to the on-<span class="highlight">line</span> base map. Analyze the <span class="highlight">maps</span> created to note any patterns. Overlay the <span class="highlight">maps</span> with additional GIS data showing railroad service during a later era and during the present. Add information about the growth or shrinkage of specified cities in each of the eras. Overlay each map with highway access, and compare. Write conclusions resulting from the analysis. Sources <span class="highlight">for</span> GIS data include the Kansas Data Access and
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