iSEEK - Education

Grade Knowledge and/or Application Indicators First Grade Instructional Suggestions The student: 1.#0;�(K) - ($) describes the needs of a family (e.g., food, shelter). 2. (K) describes the different foods produced in Kansas over time (e.g., wheat, corn, soybeans, sunflowers, livestock). 3. (A) compares at least two types of shelter used by families today (e.g., apartment, frame house, mobile home, duplex). 4.#0;�(A) compares types of shelter used by American Indians in Kansas over time (e.g., grass

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Grade Knowledge and/or Application Indicators First Grade Instructional Suggestions The student: 1.#0;�(K) - ($) describes the needs of a family (e.g., food, shelter). 2. (K) describes the different foods produced in Kansas over time (e.g., wheat, corn, soybeans, sunflowers, livestock). 3. (A) compares at least two types of shelter used by families today (e.g., apartment, frame house, mobile home, duplex). 4.#0;�(A) compares types of shelter used by American Indians in Kansas over time (e.g., grass

www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016...

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CONTENts.PDF

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Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models of simple networks that represent everyday situations; • identify and

32 0 http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=32 www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

Content Standard 10: Discrete Mathematics Students will use the concepts and processes of discrete mathematics to analyze and model a variety of real-world situations that involve recurring relationships, sequences, networks, combinations and permutations. Educational experiences in Grades K-4 will assure that students: • classify data according to attributes; • solve simple counting problems; • use diagrams and models of simple networks that represent everyday situations; • identify and

www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...

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Content Standards-Social Studies

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current situations, and social is- sues in local, Montana, tribal, national, or global concerns. 3. compare and contrast the difference between private and public goods and services. 4. analyze how various personal and cultural points of view influence economic decisions (e.g., land ownership, taxation, unemploy- ment). 5. explain and illustrate how money is used (e.g., trade, borrow, save, invest, compare the value of goods and services) by individu- als and groups (e.g., businesses, financial in- stitutions

6 0 http://www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=6 www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=6

current situations, and social is- sues in local, Montana, tribal, national, or global concerns. 3. compare and contrast the difference between private and public goods and services. 4. analyze how various personal and cultural points of view influence economic decisions (e.g., land ownership, taxation, unemploy- ment). 5. explain and illustrate how money is used (e.g., trade, borrow, save, invest, compare the value of goods and services) by individu- als and groups (e.g., businesses, financial in- stitutions

www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=6

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HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 19 GENERAL SOCIAL SCIENCE KNOWLEDGE, PROCESSES, AND SKILLS (listed on page 20) K1 General Knowledge P1 Reading and Communication P2 Inquiry, Research, and Analysis P3 Public Discourse and Decision Making P4 Citizen Involvement WORLD HISTORY AND GEOGRAPHY Eras 4 – 8 Addressed in WHG HSCE Foundations in WHG Eras 1 – 3 (Review of content taught in Grades 6 and 7) F1 World

19 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=19 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=19

HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 19 GENERAL SOCIAL SCIENCE KNOWLEDGE, PROCESSES, AND SKILLS (listed on page 20) K1 General Knowledge P1 Reading and Communication P2 Inquiry, Research, and Analysis P3 Public Discourse and Decision Making P4 Citizen Involvement WORLD HISTORY AND GEOGRAPHY Eras 4 – 8 Addressed in WHG HSCE Foundations in WHG Eras 1 – 3 (Review of content taught in Grades 6 and 7) F1 World

46 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=46 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=46

post-Cold War world, including advantages, disadvantages, and new challenges (e.g., military missions in Lebanon, Somalia, Haiti, Bosnia, Kosovo, and the Gulf War). (National Geography Standard 13, p. 210) 9.2.2 9/11 and Responses to Terrorism – Analyze how the attacks on 9/11 and the response to terrorism have altered American domestic and international policies (including e.g., the Offi ce of Homeland Security, Patriot Act, wars in Afghanistan and Iraq, role of the United States in the United Nations

56 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=56 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=56

the role of law in the American political system? What is the importance of law in the American political system? 3.4.1 Explain why the rule of law has a central place in American society (e.g., Supreme Court cases like Marbury v. Madison and U.S. v. Nixon; practices such as submitting bills to legal counsel to ensure congressional compliance with the law). (See USHG F1.1, 8.2.4) 3.4.2 Describe what can happen in the absence or breakdown of the rule of law (e.g., Ku Klux Klan attacks, police corruption

www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=19

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Massachusetts History and Social Science Curriculum Framework: August 2003

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Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades. (H, E) Kuwait, and others the increase in terrorist attacks against Israel and the United States WHII.48 World History II Learning Standards (continued) A. Mikhail Gorbachev D. Aleksander Solzhenitsyn B. Vaclav Havel E. Lech Walesa C. Andrei Sakharov Analyze the consequences of the Soviet Union’s breakup. (H, E) A. the development of market economies B

51 0 http://www.doe.mass.edu/frameworks/hss/final.pdf#page=51 www.doe.mass.edu/frameworks/hss/final.pdf#page=51

Balkan peninsula, Crete, Egypt, India, the Middle East, Pakistan, and 7.25 to their role in maritime trade, their colonies in the Mediterranean, and the expansion of their cultural influence. (H, G, E) Grade 7 Learning Standards (continued) the Mediterranean from c. 1000–300 BC/BCE. Describe how the Phoenician writing system was the first alphabet (with 22 symbols for consonants) and the precursor of the first complete OOTS OF IVILIZATION . 2000 BC/BCE–70 AD/CE On a historical map of the Mediterranean

52 0 http://www.doe.mass.edu/frameworks/hss/final.pdf#page=52 www.doe.mass.edu/frameworks/hss/final.pdf#page=52

7.26 and explain the democratic political concepts developed in ancient Greece. (H, C) 7.27 7.28 7.29 marathons. (H) 7.30 and Sparta. (H) 7.31 7.32 Describe the myths and stories of classical Greece; give examples of Greek gods and 7.33 Explain why the city-states of Greece instituted a tradition of athletic competitions and describe the kinds of sports they featured. (H) 7.34 Describe the purposes and functions of development of Greek institutions such as the ments of the ancient Greeks. (H

53 0 http://www.doe.mass.edu/frameworks/hss/final.pdf#page=53 www.doe.mass.edu/frameworks/hss/final.pdf#page=53

7.37 Explain the rise of the Roman Republic and the role of mythical and historical figures in 7.38 Describe the government of the Roman Republic and its contribution to the development of 7.39 to an empire and explain the reasons for the growth and long life of the Roman Empire. (H, E) tion, and the protection of trade routes 7.40 Describe the characteristics of slavery under the Romans. (H) 7.41 Describe the origins of Christianity and its central features. (H) the relationship of early

69 0 http://www.doe.mass.edu/frameworks/hss/final.pdf#page=69 www.doe.mass.edu/frameworks/hss/final.pdf#page=69

Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades. (H, E) Kuwait, and others the increase in terrorist attacks against Israel and the United States WHII.48 World History II Learning Standards (continued) A. Mikhail Gorbachev D. Aleksander Solzhenitsyn B. Vaclav Havel E. Lech Walesa C. Andrei Sakharov Analyze the consequences of the Soviet Union’s breakup. (H, E) A. the development of market economies B

www.doe.mass.edu/frameworks/hss/final.pdf#page=69

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SOCIAL STUDIES

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States, 1939-1961 13. Contemporary United States, 1961-Present Eras in World History 1. The Emergence of Civilization to 1000 BC 2. The Classical Civilizations of the Mediterranean Basin, India, and China, 1000 BC – 600 AD 3. The Expansion and Interaction of Civilizations, 600 AD – 1450 AD 4. The Early Modern World, 1450 – 1800 5. The World in the Nineteenth Century 6. The World in the Contemporary Era Maine Native Americans - The phrase Maine Native Americans refers to the four Maine Native

2 0 http://www.maine.gov/education/lres/pei/ss102207.pdf#page=2 www.maine.gov/education/lres/pei/ss102207.pdf#page=2

States, 1939-1961 13. Contemporary United States, 1961-Present Eras in World History 1. The Emergence of Civilization to 1000 BC 2. The Classical Civilizations of the Mediterranean Basin, India, and China, 1000 BC – 600 AD 3. The Expansion and Interaction of Civilizations, 600 AD – 1450 AD 4. The Early Modern World, 1450 – 1800 5. The World in the Nineteenth Century 6. The World in the Contemporary Era Maine Native Americans - The phrase Maine Native Americans refers to the four Maine Native

www.maine.gov/education/lres/pei/ss102207.pdf#page=2

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Contemporary United States History

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10 Contemporary United States History: Glossary Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Glossary for Contemporary United States History Association of Southeastern Asian Nations It was established in 1967 by ten Southeast Asian nations. They agreed to cooperate in a joint effort to establish peace, freedom, and prosperity in the region. Baby Boom The sharp increase in the United States birthrate following World War II Counter Culture Sub group that

11 0 http://arkansased.org/teachers/pdf/contemp_ushist_2006.pdf#page=11 arkansased.org/teachers/pdf/contemp_ushist_2006.pdf#page=11

10 Contemporary United States History: Glossary Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Glossary for Contemporary United States History Association of Southeastern Asian Nations It was established in 1967 by ten Southeast Asian nations. They agreed to cooperate in a joint effort to establish peace, freedom, and prosperity in the region. Baby Boom The sharp increase in the United States birthrate following World War II Counter Culture Sub group that

arkansased.org/teachers/pdf/contemp_ushist_2006.pdf#page=11

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