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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
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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
Strand
perimeter as a measurable attribute of real- world and mathematical objects. Use various tools to measure distances. 3.3.2.3 Measure distances around objects. For example: Measure the distance around a classroom, or measure a person's wrist size. 3.3.3.1 Tell time to the minute, using dig...
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perimeter as a measurable attribute of real- world and mathematical objects. Use various tools to measure distances. 3.3.2.3 Measure distances around objects. For example: Measure the distance around a classroom, or measure a person's wrist size. 3.3.3.1 Tell time to the minute, using digital and analog clocks. Determine elapsed time to the minute. For example: Your trip began at 9:50 a.m. and ended at 3:10 p.m. How long were you traveling? 3.3.3.2 Know relationships among units of time
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/035171.pdf#page=11
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/03517...
perimeter as a measurable attribute of real- world and mathematical objects. Use various tools to measure distances. 3.3.2.3 Measure distances around objects. <span class="highlight">For</span> example: Measure the distance around a classroom, or measure a person's wrist size. 3.3.3.1 Tell time to the minute, using <span class="highlight">digital</span> and analog clocks. Determine elapsed time to the minute. <span class="highlight">For</span> example: Your trip began at 9:50 a.m. and ended at 3:10 p.m. How long were you traveling? 3.3.3.2 Know relationships among units of time
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
GRADE CWR
place for the development of students' reasoning, higher thinking, and justification skills culminating in work with proofs. Geometric modeling and spatial reasoning offer ways to interpret and describe physical environments and can be important tools in problem solving. Students use geometr...
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place for the development of students' reasoning, higher thinking, and justification skills culminating in work with proofs. Geometric modeling and spatial reasoning offer ways to interpret and describe physical environments and can be important tools in problem solving. Students use geometric methods, properties and relationships, transformations, and coordinate geometry as a means to recognize, draw, describe, connect, analyze, and measure shapes and representations in the physical world. Measurement is
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeCWR.pdf#page=33
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
place <span class="highlight">for</span> the development of students' reasoning, higher thinking, and justification skills culminating in work with proofs. Geometric modeling and spatial reasoning offer ways to interpret and describe physical environments and can be important tools in problem solving. Students use geometric methods, properties and relationships, transformations, and coordinate geometry as a means to recognize, draw, describe, connect, analyze, and measure shapes and representations in the physical world. Measurement is
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figures lived, their motivations, hopes, fears, strengths, and weaknesses • explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop • study about different world cult...
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figures lived, their motivations, hopes, fears, strengths, and weaknesses • explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop • study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions. This is evident, for example, when students: s create a list of characteristics for the concept of civilization, focusing
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http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=13
www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=13
figures lived, their motivations, hopes, fears, strengths, and weaknesses • explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop • study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions. This is evident, <span class="highlight">for</span> example, when students: s create a list of characteristics <span class="highlight">for</span> the concept of civilization, focusing
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