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PBS: Analyzing Ads Lesson Plan
seen the current TV commercials for United Airlines. The spot is streamed on the ADFORUM.COM Web site: If they have not, they can get a good feel for this spot by reading United Openly Speaks of Attacks in Ads. 4. Ask students why they think United decided to include...
Advisory Board
the division and control of Earth's surface" Time: Two to three hours Materials Required: Computer with Internet access Access to information about current events, such as television news, newspapers, or news magazines that report on foreign affairs A journal (or folde...
Narnia
The Chronicles of Narnia | Facebook Facebook logoEmail or PhonePassword Keep me logged in Forgot your password? Facebook © 2012 · English (US) Mobile · Find Friends · Badges · People · Pages · Apps · Games · Music...
Submarines: A Heated Competition in a Cold War
? Referring to the examples on the board, show students how their ideas illustrate many different forms of competition. Then, have them look at a world wall map, and ask about competition that occurs on a larger scale, between countries. Ask them for examples of current or pa...
 Social Studies Curriculum Framework
54 History: History 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: H.6.5.19 = History. Standard 6. Grade 5. 19 th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, event...
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54 History: History 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: H.6.5.19 = History. Standard 6. Grade 5. 19 th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade
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http://arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=55
arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=55
54 History: History 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department <span class="highlight">of</span> Education Amended November 2007 Key: H.6.5.19 = History. Standard 6. Grade 5. 19 th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people <span class="highlight">in</span> world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY <span class="highlight">IN</span> ALL REQUIREMENTS AT <span class="highlight">CURRENT</span> AND PREVIOUS GRADES. Grade 5 Grade
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c. Describe how the rise and decline of military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade networks affected societies. World History Standards Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD) 6....
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c. Describe how the rise and decline of military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade networks affected societies. World History Standards Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD) 6.5.11 Understand feudalism and the rise of the Christian church a dominant factor in Medieval Europe. a. Identify the spread of Christian belief in Europe. b. Diagram the social structure of medieval society. c. Explain the
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=11
www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=11
civilizations. • 5.05 Understand the place <span class="highlight">of</span> historical events <span class="highlight">in</span> the context <span class="highlight">of</span> past, present and future. • 5.06 Identify how to use historical information acquired from a variety <span class="highlight">of</span> sources. World History Standards Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 <span class="highlight">AD</span>) • 5.07 Recognize the influence <span class="highlight">of</span> major religions between both ancient eastern and western cultures. • 5.08 Understand the place <span class="highlight">of</span> historical events <span class="highlight">in</span> the context <span class="highlight">of</span> past, present, and future. • 5.09 Identify
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=14
www.state.tn.us/education/ci/ss/doc/SS_Grade_6.pdf#page=14
c. Describe how the rise and decline <span class="highlight">of</span> military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade <span class="highlight">networks</span> affected societies. World History Standards Era 4: Expanding Zones <span class="highlight">of</span> Exchange and Encounter (300AD-1000 <span class="highlight">AD</span>) 6.5.11 Understand feudalism and the rise <span class="highlight">of</span> the Christian church a dominant factor <span class="highlight">in</span> Medieval Europe. a. Identify the spread <span class="highlight">of</span> Christian belief <span class="highlight">in</span> Europe. b. Diagram the social structure <span class="highlight">of</span> medieval society. c. Explain the
Microsoft Word - IAF_Soc_Sci_9_2007.rtf
empires. 16.11.67 Identify how the spread of different religions influenced political and social conditions in various regions (e.g., geographic distribution of Christianity, Judaism, Islam, Hinduism, and Buddhism to 1000 AD; how the beliefs of Christianity, Judais...
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empires. 16.11.67 Identify how the spread of different religions influenced political and social conditions in various regions (e.g., geographic distribution of Christianity, Judaism, Islam, Hinduism, and Buddhism to 1000 AD; how the beliefs of Christianity, Judaism, Islam, Hinduism, Buddhism, Confucianism, and Taoism have influenced the development of different societies). 16.5.71 Identify basic achievements and contributions of Mayan, Aztec, and Incan society (e.g., in astronomy, mathematics, the
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=45
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=45
that religious beliefs spread <span class="highlight">in</span> the ancient world. 16.8.60 Identify the spread <span class="highlight">of</span> Christianity, Judaism, Islam, Hinduism, and Buddhism through the Mediterranean region, the Middle East, and Asia. 16.5.60 Identify basic political, social, and cultural causes <span class="highlight">of</span> the decline <span class="highlight">of</span> the Roman Empire. 16.8.61 Identify the causes <span class="highlight">of</span> the decline <span class="highlight">of</span> the Roman Empire (e.g., tribal migration and <span class="highlight">attacks</span>, loss <span class="highlight">of</span> trade, and other threats to the cohesion <span class="highlight">of</span> the Empire). 16.5.61 Know that the Eastern Roman
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=48
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=48
empires. 16.11.67 Identify how the spread <span class="highlight">of</span> different religions influenced political and social conditions <span class="highlight">in</span> various regions (e.g., geographic distribution <span class="highlight">of</span> Christianity, Judaism, Islam, Hinduism, and Buddhism to 1000 <span class="highlight">AD</span>; how the beliefs <span class="highlight">of</span> Christianity, Judaism, Islam, Hinduism, Buddhism, Confucianism, and Taoism have influenced the development <span class="highlight">of</span> different societies). 16.5.71 Identify basic achievements and contributions <span class="highlight">of</span> Mayan, Aztec, and Incan society (e.g., <span class="highlight">in</span> astronomy, mathematics, the
Microsoft Word - readstd8g.docreadstd8g.pdf
persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements in magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples ...
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persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements in magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples of statements from a series of advertisements demonstrating fact and opinion. Working in groups, students review enlarged copies of advertisements to determine which statements are facts and which are opinions. Then
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http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=14
www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...
persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements <span class="highlight">in</span> magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples <span class="highlight">of</span> statements from a series <span class="highlight">of</span> advertisements demonstrating fact and opinion. Working <span class="highlight">in</span> groups, students <span class="highlight">review</span> enlarged copies <span class="highlight">of</span> advertisements to determine which statements are facts and which are opinions. Then
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to the study of geography. The characteristics, distribution, and complexity of human cultures create a cultural mosaic. 7 – G4.1.1 Identify and explain examples of cultural diffusion within the Eastern Hemisphere (e.g., the spread of sports, music, architecture, te...
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to the study of geography. The characteristics, distribution, and complexity of human cultures create a cultural mosaic. 7 – G4.1.1 Identify and explain examples of cultural diffusion within the Eastern Hemisphere (e.g., the spread of sports, music, architecture, television, Internet, Bantu languages in Africa, Islam in Western Europe). 7 – G4.1.2 Compare roles of women in traditional African societies in the past with roles of women as modern micro-entrepreneurs in current economies. G4.2 Technology
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=52
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=52
Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration). G4.2 Technology Patterns and <span class="highlight">Networks</span> Describe how technology creates patterns and <span class="highlight">networks</span> that connect people, products, and ideas. 6 – G4.2.1 List and describe the advantages and disadvantages <span class="highlight">of</span> different technologies used to move people, products, and ideas throughout the world (e.g., call centers <span class="highlight">in</span> the Eastern Hemisphere that service
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=58
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=58
24;8 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION HISTORy H1 The World <span class="highlight">in</span> Temporal Terms: Historical Habits <span class="highlight">of</span> Mind (Foundational Expectations Addressed <span class="highlight">in</span> Grade 6) 1.1 Temporal Thinking 1.2 Historical Inquiry and Analysis 1.4 Historical Understanding W1 WHG Era 1 – The Beginnings <span class="highlight">of</span> Human Society 1.1 Peopling <span class="highlight">of</span> the Earth 1.2 Agricultural Revolution W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence <span class="highlight">of</span> Pastoral
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=62
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=62
Central Asian civilizations <span class="highlight">in</span> the areas <span class="highlight">of</span> art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy. 7 – W3.1.6 Use historic and modern maps to locate and describe trade <span class="highlight">networks</span> among empires <span class="highlight">in</span> the classical era. 7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade <span class="highlight">networks</span> or <span class="highlight">networks</span> <span class="highlight">of</span> Egypt and Nubia/Kush; or
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=65
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=65
to the study <span class="highlight">of</span> geography. The characteristics, distribution, and complexity <span class="highlight">of</span> human cultures create a cultural mosaic. 7 – G4.1.1 Identify and explain examples <span class="highlight">of</span> cultural diffusion within the Eastern Hemisphere (e.g., the spread <span class="highlight">of</span> sports, music, architecture, television, Internet, Bantu languages <span class="highlight">in</span> Africa, Islam <span class="highlight">in</span> Western Europe). 7 – G4.1.2 Compare roles <span class="highlight">of</span> women <span class="highlight">in</span> traditional African societies <span class="highlight">in</span> the past with roles <span class="highlight">of</span> women as modern micro-entrepreneurs <span class="highlight">in</span> <span class="highlight">current</span> economies. G4.2 Technology
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