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Education
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 History Social Science Content Standards - Content Standards (CA Dept of Education)
influence welfare reform, health insurance reform, and other social policies. 7. Explain how the federal, state, and local governments have responded to demo graphic and social changes such as population shifts to the suburbs, racial concentra tions in the cities, Frostbelt-to-Sunbelt migr...
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influence welfare reform, health insurance reform, and other social policies. 7. Explain how the federal, state, and local governments have responded to demo graphic and social changes such as population shifts to the suburbs, racial concentra tions in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse. California Department of Education Reposted June 23, 2009
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http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=53
www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=53
on world <span class="highlight">affairs</span>. 7. Analyze the reasons for the collapse <span class="highlight">of</span> the Soviet Union, including the weakness <span class="highlight">of</span> the command economy, burdens <span class="highlight">of</span> military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics. 8. Discuss the establishment and work <span class="highlight">of</span> the United Nations and the purposes and functions <span class="highlight">of</span> the Warsaw Pact, SEATO, NATO, and the Organization <span class="highlight">of</span> American States. 10.10 Students analyze instances <span class="highlight">of</span> nation-building in the contemporary
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http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=56
www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=56
role <span class="highlight">of</span> the United States in world <span class="highlight">affairs</span> after World War II. 11.5 Students analyze the major political, social, economic, technological, and cultural developments <span class="highlight">of</span> the 1920s. 1. Discuss the policies <span class="highlight">of</span> Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover. 2. Analyze the <span class="highlight">international</span> and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and
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http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=60
www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=60
influence welfare reform, health insurance reform, and other social policies. 7. Explain how the federal, state, and local governments have responded to demo­ graphic and social changes such as population shifts to the suburbs, racial concentra­ tions in the cities, Frostbelt-to-Sunbelt migration, <span class="highlight">international</span> migration, decline <span class="highlight">of</span> family farms, increases in out-<span class="highlight">of</span>-wedlock births, and <span class="highlight">drug</span> abuse. California Department <span class="highlight">of</span> Education Reposted June 23, 2009
K-1
Standards for Grades 6-8 Revised Washington State K-12 Science Standards 75 Content Standards Performance Expectations 6-8 LS1F Lifestyle choices and living environments can damage structures at any level of organization of the human body and can significantly harm the whole organi...
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Standards for Grades 6-8 Revised Washington State K-12 Science Standards 75 Content Standards Performance Expectations 6-8 LS1F Lifestyle choices and living environments can damage structures at any level of organization of the human body and can significantly harm the whole organism. Evaluate how lifestyle choices and environments (e.g., tobacco, drug, and alcohol use, amount of exercise, quality of air, and kinds of food) affect parts of the human body and the organism as a whole.
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=83
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
Standards for Grades 6-8 Revised Washington State K-12 Science Standards 75 Content Standards Performance Expectations 6-8 LS1F Lifestyle choices and living environments can damage structures at any level <span class="highlight">of</span> organization <span class="highlight">of</span> the human body and can significantly harm the whole organism. Evaluate how lifestyle choices and environments (e.g., tobacco, <span class="highlight">drug</span>, and alcohol use, amount <span class="highlight">of</span> exercise, quality <span class="highlight">of</span> air, and kinds <span class="highlight">of</span> food) affect parts <span class="highlight">of</span> the human body and the organism as a whole.
Economics
Strand: Macroeconomics Content Standard 9: Students shall analyze roles that governments play in the economy. MA.9.E.1 Discuss the roles of governments in the economy • establish and enforce private property rights and the law • deal with external costs and benefits • ensure...
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Strand: Macroeconomics Content Standard 9: Students shall analyze roles that governments play in the economy. MA.9.E.1 Discuss the roles of governments in the economy • establish and enforce private property rights and the law • deal with external costs and benefits • ensure market competition • stabilize the economy • consumer protection • promote economic security • provide public goods and services • regulatory agencies • redistribution of income 11 Economics
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http://arkansased.org/teachers/pdf/economics_061009.pdf#page=11
arkansased.org/teachers/pdf/economics_061009.pdf#page=11
Strand: Macroeconomics Content Standard 9: Students shall analyze roles that governments play in the economy. MA.9.E.1 Discuss the roles <span class="highlight">of</span> governments in the economy • establish and enforce private property rights and the law • deal with external costs and benefits • ensure market competition • stabilize the economy • consumer protection • promote economic security • provide public goods and services • <span class="highlight">regulatory</span> agencies • redistribution <span class="highlight">of</span> income 11 Economics
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political life are and their importance to the maintenance of constitutional democracy (Adapted from The National Standards for Civics and Government, 1994) • take, defend, and evaluate positions about attitudes that facilitate thoughtful and effective participation in public affairs...
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political life are and their importance to the maintenance of constitutional democracy (Adapted from The National Standards for Civics and Government, 1994) • take, defend, and evaluate positions about attitudes that facilitate thoughtful and effective participation in public affairs • consider the need to respect the rights of others, to respect others’ points of view (Adapted from The National Standards for Civics and Government, 1996) • participate in school/classroom/community activities that focus on an issue
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http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=34
www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=34
political life are and their importance to the maintenance <span class="highlight">of</span> constitutional democracy (Adapted from The National Standards for Civics and Government, 1994) • take, defend, and evaluate positions about attitudes that facilitate thoughtful and effective participation in public <span class="highlight">affairs</span> • consider the need to respect the rights <span class="highlight">of</span> others, to respect others’ points <span class="highlight">of</span> view (Adapted from The National Standards for Civics and Government, 1996) • participate in school/classroom/community activities that focus on an issue
Nevada
December 2008 Nevada Social Studies Standards Content Standard H4.0 - International Relationships & Power - Students understand the interaction and interdependence of nations around the world. Students understand the impact of economics, politics, religion, and culture on ...
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December 2008 Nevada Social Studies Standards Content Standard H4.0 - International Relationships & Power - Students understand the interaction and interdependence of nations around the world. Students understand the impact of economics, politics, religion, and culture on international relationships. At a minimum, students will maintain previous content and attain the following: H4 .0 I nt er nat ion al Relat ions hip s & P ow er Benchmarks: Grades 6 – 8
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=2
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
frame, analyze and solve problems and to make complex choices both inside and outside the classroom. In addition, students will need to learn how to articulate their thoughts and ideas effectively through multimedia communication for a variety <span class="highlight">of</span> audiences. Being literate in social studies is essential if students are to leave school with the ability to participate responsibly in local, national, and <span class="highlight">international</span> <span class="highlight">affairs</span> as global citizens and pursue a high standard <span class="highlight">of</span> living. Through the study <span class="highlight">of</span>
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=32
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
December 2008 Nevada Social Studies Standards Content Standard H4.0 - <span class="highlight">International</span> Relationships & Power - Students understand the interaction and interdependence <span class="highlight">of</span> nations around the world. Students understand the impact <span class="highlight">of</span> economics, politics, religion, and culture on <span class="highlight">international</span> relationships. At a minimum, students will maintain previous content and attain the following: H4 .0 I nt er nat ion al Relat ions hip s & P ow er Benchmarks: Grades 6 – 8
Massachusetts History and Social Science Curriculum Framework: August 2003
sectionalism in American history. The standards address the political and economic differences between the North and the South, the Civil War and its aftermath, and the continued importance of sectionalism through the 20th century. The rise and continuing international influence of...
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sectionalism in American history. The standards address the political and economic differences between the North and the South, the Civil War and its aftermath, and the continued importance of sectionalism through the 20th century. The rise and continuing international influence of the United States. The U.S. history standards in grade 5 and the standards for U.S. history I and II address the rise and growing role of the United States in world affairs to the present day. The standards address the reasons for and
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=70
www.doe.mass.edu/frameworks/hss/final.pdf#page=70
sectionalism in American history. The standards address the political and economic differences between the North and the South, the Civil War and its aftermath, and the continued importance <span class="highlight">of</span> sectionalism through the 20th century. The rise and continuing <span class="highlight">international</span> influence <span class="highlight">of</span> the United States. The U.S. history standards in grade 5 and the standards for U.S. history I and II address the rise and growing role <span class="highlight">of</span> the United States in world <span class="highlight">affairs</span> to the present day. The standards address the reasons for and
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=78
www.doe.mass.edu/frameworks/hss/final.pdf#page=78
The rise and continuing <span class="highlight">international</span> influence <span class="highlight">of</span> the United States. The U.S. history standards in grade 5 and the standards for U.S. history I and II address the rise and growing role <span class="highlight">of</span> the United States in world <span class="highlight">affairs</span> to the present day. The standards address the reasons for and the consequences <span class="highlight">of</span> America’s rise to hemispheric influence in the 19th century, and America’s rise to global influence in the 20th century. Massachusetts History and Social Science Curriculum Framework August 2003 72
VT_04_Math GLEs_pf.indd
References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learnin...
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References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment of Educational Progress, 1999. National Council of Teachers of English and International Reading Association. National Council of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=141
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment <span class="highlight">of</span> Educational Progress, 1999. National Council <span class="highlight">of</span> Teachers <span class="highlight">of</span> English and <span class="highlight">International</span> Reading Association. National Council <span class="highlight">of</span>
Microsoft Word - Content Area Reading Middle School.doc
49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are con...
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49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=49
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry <span class="highlight">Journal</span> is a versatile adaptation <span class="highlight">of</span> the response <span class="highlight">journal</span>. Using a Two Column/T-note format, the double-entry <span class="highlight">journal</span> allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading
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