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 STATE BOARD OF EDUCATION
for History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and maps PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Descr...
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for History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and maps PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Describe the difference between primary and secondary sources. PO 4. Locate information using both primary and secondary sources. PO 5. Describe how archaeological research adds to our understanding of the past
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=75
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
<span class="highlight">for</span> History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and <span class="highlight">maps</span> PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Describe the difference between primary and secondary sources. PO 4. Locate information using both primary and secondary sources. PO 5. Describe how archaeological research adds to our understanding of the past
Colorado Model Content Standards
others are arcs. No point is completely free of distortion, which increases toward the poles. It is widely used for thematic world maps. Sacred place - an area recognized by a group of people to have religious significance. Satellite Image - an image produced by a variety of sensors,...
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others are arcs. No point is completely free of distortion, which increases toward the poles. It is widely used for thematic world maps. Sacred place - an area recognized by a group of people to have religious significance. Satellite Image - an image produced by a variety of sensors, such as radar, microwave detectors, and scanners, which measure and record electromagnetic radiation. The collected data are turned into digital form for transmission to ground receiving stations. The data can be reconverted
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=28
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=2...
others are arcs. No point is completely free of distortion, which increases toward the poles. It is widely used <span class="highlight">for</span> thematic world <span class="highlight">maps</span>. Sacred place - an area recognized by a group of people to have religious significance. Satellite Image - an image produced by a variety of sensors, such as radar, microwave detectors, and scanners, which measure and record electromagnetic radiation. The collected data are turned into <span class="highlight">digital</span> form <span class="highlight">for</span> transmission to ground receiving stations. The data can be reconverted
KINDERGARTEN
environment affects humans and how humans modify their physical environment. 3. Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown for the English, St. Augustine for the Spanish, New Orleans for the French, and...
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environment affects humans and how humans modify their physical environment. 3. Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown for the English, St. Augustine for the Spanish, New Orleans for the French, and the Cherokee lands in the Carolinas and Georgia) by using a variety of visual materials and data sources at different scales (e.g., photographs, satellite and shuttle images, pictures, tables, charts, topographic and historical maps
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http://sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=13
sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=13
environment affects humans and how humans modify their physical environment. 3. Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown <span class="highlight">for</span> the English, St. Augustine <span class="highlight">for</span> the Spanish, New Orleans <span class="highlight">for</span> the French, and the Cherokee lands in the Carolinas and Georgia) by using a variety of visual materials and data sources at different scales (e.g., photographs, satellite and shuttle images, pictures, tables, charts, <span class="highlight">topographic</span> and historical <span class="highlight">maps</span>
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
Massachusetts History and Social Science Curriculum Framework: August 2003
Grades 1 and 2 (continued) ❚ Tell time at quarter-hour intervals on analog and digital 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, cla...
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Grades 1 and 2 (continued) ❚ Tell time at quarter-hour intervals on analog and digital 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
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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
Microsoft Word - ssstd7.docssstd7.pdf
the data on-line and add information to the base map. Analyze the maps created to note any spatial patterns in farm concentrations, changes over the last few decades, and hypothesize possible reasons. Overlay the maps with additional GIS data showing precipitation, land topogr...
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the data on-line and add information to the base map. Analyze the maps created to note any spatial patterns in farm concentrations, changes over the last few decades, and hypothesize possible reasons. Overlay the maps with additional GIS data showing precipitation, land topography, and any other factors that students include in the hypothesis. Write conclusions resulting from the analysis. Sources for GIS data include the Kansas Data Access and Support Center, in conjunction with the Kansas
1
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http://www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016&forcedownload=true#page=11
www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016...
the data on-<span class="highlight">line</span> and add information to the base map. Analyze the <span class="highlight">maps</span> created to note any spatial patterns in farm concentrations, changes over the last few decades, and hypothesize possible reasons. Overlay the <span class="highlight">maps</span> with additional GIS data showing precipitation, land topography, and any other factors that students include in the hypothesis. Write conclusions resulting from the analysis. Sources <span class="highlight">for</span> GIS data include the Kansas Data Access and Support Center, in conjunction with the Kansas
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