|
Education
Web
Viewing 1-8 of 8 total results
Microsoft Word - ssstd4.docssstd4.pdf
8/9/2005 Page 126 of 298 Kansas, United States, and World History Fourth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the...
1
0
8/9/2005 Page 126 of 298 Kansas, United States, and World History Fourth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student understands the significance of important individuals and major developments in history. Fourth Grade Knowledge and/or
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016&forcedownload=true#page=19
www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016...
8/9/2005 Page 126 <span class="highlight">of</span> 298 Kansas, United States, <span class="highlight">and</span> World History Fourth Grade History Standard: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> significant individuals, groups, ideas, events, eras, <span class="highlight">and</span> developments in the history <span class="highlight">of</span> Kansas, the United States, <span class="highlight">and</span> the world, utilizing essential analytical <span class="highlight">and</span> <span class="highlight">research</span> skills. Benchmark 1: The student understands the significance <span class="highlight">of</span> important individuals <span class="highlight">and</span> major developments in history. Fourth Grade Knowledge <span class="highlight">and</span>/or
Microsoft Word - ssstdh.docssstdh.pdf
8/9/2005 Page 255 of 298 History High School (United States) History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and...
1
0
8/9/2005 Page 255 of 298 History High School (United States) History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of
1
0
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...
8/9/2005 Page 255 <span class="highlight">of</span> 298 History High School (United States) History Standard: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> significant individuals, groups, ideas, events, eras <span class="highlight">and</span> developments in the history <span class="highlight">of</span> Kansas, the United States, <span class="highlight">and</span> the world, utilizing essential analytical <span class="highlight">and</span> <span class="highlight">research</span> skills. Benchmark 1: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> individuals, groups, ideas, developments, <span class="highlight">and</span> turning points in the era <span class="highlight">of</span> the emergence <span class="highlight">of</span>
 null
communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure,...
1
0
communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation.
28
0
http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=28
ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=28
Ch. 113, TEKS for Social Studies. Page A-28 Texas Education Agency (B) incorporate main <span class="highlight">and</span> supporting ideas in verbal <span class="highlight">and</span> written communication; (C) express ideas orally based on <span class="highlight">research</span> <span class="highlight">and</span> experiences; (D) create written <span class="highlight">and</span> visual material such as <span class="highlight">journal</span> entries, reports, graphic organizers, outlines, <span class="highlight">and</span> bibliographies; <span class="highlight">and</span> (E) use standard grammar, spelling, sentence structure, <span class="highlight">and</span> punctuation. (4.24) Social studies skills. The student uses problem-solving <span class="highlight">and</span> decision-making skills
36
0
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
communication; (C) express ideas orally based on <span class="highlight">research</span> <span class="highlight">and</span> experiences; (D) create written <span class="highlight">and</span> visual material such as <span class="highlight">journal</span> entries, reports, graphic organizers, outlines, <span class="highlight">and</span> bibliographies; <span class="highlight">and</span> (E) use standard grammar, spelling, sentence structure, <span class="highlight">and</span> punctuation.
STATE BOARD OF EDUCATION
Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years and social studies department chair for 13 years. Dr. M...
1
0
Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years and social studies department chair for 13 years. Dr. McBride has published articles in the Journal of the West and the Journal of Arizona History and is a speaker with the Arizona Humanities Council specializing in mining and mine labor. He is the
7
0
http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=7
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years <span class="highlight">and</span> social studies department chair for 13 years. Dr. McBride has published articles in the <span class="highlight">Journal</span> <span class="highlight">of</span> the West <span class="highlight">and</span> the <span class="highlight">Journal</span> <span class="highlight">of</span> Arizona History <span class="highlight">and</span> is a speaker with the Arizona Humanities Council specializing in mining <span class="highlight">and</span> mine labor. He is the
KINDERGARTEN
inventing a new product, and determine the nonfinancial incentives that motivate them, and the risks or disincentives they face. Standard 8: The student will evaluate the economic role of government in a market economy. 1. Explain the role that government has in dealing with i...
1
0
inventing a new product, and determine the nonfinancial incentives that motivate them, and the risks or disincentives they face. Standard 8: The student will evaluate the economic role of government in a market economy. 1. Explain the role that government has in dealing with issues, such as poverty, pollution, and medical research. 2. Describe the costs and benefits of government assistance programs, education and other government-funded projects. 3. Identify projects or programs where the cost
24
0
http://sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=24
sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=24
inventing a new product, <span class="highlight">and</span> determine the nonfinancial incentives that motivate them, <span class="highlight">and</span> the risks or disincentives they face. Standard 8: The student will evaluate the economic role <span class="highlight">of</span> government in a market economy. 1. Explain the role that government has in dealing with issues, such as poverty, pollution, <span class="highlight">and</span> <span class="highlight">medical</span> <span class="highlight">research</span>. 2. Describe the costs <span class="highlight">and</span> benefits <span class="highlight">of</span> government assistance programs, education <span class="highlight">and</span> other government-funded projects. 3. Identify projects or programs where the cost
American History
10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Stu...
1
0
10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Students shall examine the impact of westward migration during the Gilded Age. PO.9.AH.1 Identify the significance of the Exodusters PO.9.AH.2 Analyze life on the Great Plains using primary and
11
0
http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=11
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=11
10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department <span class="highlight">of</span> Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Students shall examine the impact <span class="highlight">of</span> westward migration during the Gilded Age. PO.9.AH.1 Identify the significance <span class="highlight">of</span> the Exodusters PO.9.AH.2 Analyze life on the Great Plains using primary <span class="highlight">and</span>
Contemporary United States History
4 Contemporary United States History: Technology Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: T.3.CH.1 = Technology. Standard 3. Contemporary United States History. 1st Student Learning Expectation Strand: Technology Content Standard 3: Students sha...
1
0
4 Contemporary United States History: Technology Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: T.3.CH.1 = Technology. Standard 3. Contemporary United States History. 1st Student Learning Expectation Strand: Technology Content Standard 3: Students shall investigate the role of technology in a changing society. T.3.CH.1 Investigate the role technology has played in improved health care (e.g., Human Genome Project, vaccinations, food preparation and
5
0
http://arkansased.org/teachers/pdf/contemp_ushist_2006.pdf#page=5
arkansased.org/teachers/pdf/contemp_ushist_2006.pdf#page=5
4 Contemporary United States History: Technology Social Studies Curriculum Framework Revision 2006 Arkansas Department <span class="highlight">of</span> Education Key: T.3.CH.1 = Technology. Standard 3. Contemporary United States History. 1st Student Learning Expectation Strand: Technology Content Standard 3: Students shall investigate the role <span class="highlight">of</span> technology in a changing society. T.3.CH.1 Investigate the role technology has played in improved health care (e.g., Human Genome Project, vaccinations, food preparation <span class="highlight">and</span>
Core Content For Mathematics Assessment
Science for All Americans, which also were published by the American Association for the Advancement of Science (http://www.aaas.org) and the National Science Education Standards (National Research Council, 1996). SUBDOMAINS with related ORGANIZERS Subdomain Organizers Subdoma...
1
0
Science for All Americans, which also were published by the American Association for the Advancement of Science (http://www.aaas.org) and the National Science Education Standards (National Research Council, 1996). SUBDOMAINS with related ORGANIZERS Subdomain Organizers Subdomain Organizers Physical Science • Structure and Transformation of Matter • Motion and Forces Earth/Space Science • The Earth and the Universe Biological Science • Unity and Diversity • Biological Change Unifying Concepts • Energy
168
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=168
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=168
Science for All Americans, which also were published by the American Association for the Advancement <span class="highlight">of</span> Science (http://www.aaas.org) <span class="highlight">and</span> the National Science Education Standards (National <span class="highlight">Research</span> Council, 1996). SUBDOMAINS with related ORGANIZERS Subdomain Organizers Subdomain Organizers Physical Science • Structure <span class="highlight">and</span> Transformation <span class="highlight">of</span> Matter • Motion <span class="highlight">and</span> Forces Earth/Space Science • The Earth <span class="highlight">and</span> the Universe <span class="highlight">Biological</span> Science • Unity <span class="highlight">and</span> Diversity • <span class="highlight">Biological</span> Change Unifying Concepts • Energy
199
0
http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=199
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=199
CCA 4.1 Middle School Science AUGUST 2006 Bold – State Assessment Content Standard 196 Italics – Supporting Content Standard SC-08-3.4.4 Students will describe <span class="highlight">and</span> explain patterns found within groups <span class="highlight">of</span> organisms in order to make <span class="highlight">biological</span> classifications <span class="highlight">of</span> those organisms. Observations <span class="highlight">and</span> patterns found within groups <span class="highlight">of</span> organisms allow for <span class="highlight">biological</span> classifications based on how organisms are related. DOK 2 SC-08-3.4.5 Students will understand that multicellular animals have
|
