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Microsoft Word - ssstd4.docssstd4.pdf
8/9/2005 Page 126 of 298 Kansas, United States, and World History Fourth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the...
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8/9/2005 Page 126 of 298 Kansas, United States, and World History Fourth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student understands the significance of important individuals and major developments in history. Fourth Grade Knowledge and/or
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http://www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016&forcedownload=true#page=19
www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016...
8/9/2005 Page 126 <span class="highlight">of</span> 298 Kansas, United States, <span class="highlight">and</span> World History Fourth Grade History Standard: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> significant individuals, groups, ideas, events, eras, <span class="highlight">and</span> developments in the history <span class="highlight">of</span> Kansas, the United States, <span class="highlight">and</span> the world, utilizing essential analytical <span class="highlight">and</span> <span class="highlight">research</span> skills. Benchmark 1: The student understands the significance <span class="highlight">of</span> important individuals <span class="highlight">and</span> major developments in history. Fourth Grade Knowledge <span class="highlight">and</span>/or
Microsoft Word - ssstdh.docssstdh.pdf
8/9/2005 Page 255 of 298 History High School (United States) History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and...
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8/9/2005 Page 255 of 298 History High School (United States) History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=31
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
8/9/2005 Page 255 <span class="highlight">of</span> 298 History High School (United States) History Standard: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> significant individuals, groups, ideas, events, eras <span class="highlight">and</span> developments in the history <span class="highlight">of</span> Kansas, the United States, <span class="highlight">and</span> the world, utilizing essential analytical <span class="highlight">and</span> <span class="highlight">research</span> skills. Benchmark 1: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> individuals, groups, ideas, developments, <span class="highlight">and</span> turning points in the era <span class="highlight">of</span> the emergence <span class="highlight">of</span>
 STATE BOARD OF EDUCATION
Early civilizations in Central and South America and their encounters with Europeans, as well as events in the Middle Ages which spurred exploration of the New World, are also studied to provide the historical foundation for the exploration and settlement of the So...
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Early civilizations in Central and South America and their encounters with Europeans, as well as events in the Middle Ages which spurred exploration of the New World, are also studied to provide the historical foundation for the exploration and settlement of the Southwest. Strand 1: American History Strand 2: World History Strand 3: Civics/Government Strand 4: Geography Strand 5: Economics Concept 1: Research Skills for History PO 1. Use the following to interpret historical data: a
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=61
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
Early civilizations in Central <span class="highlight">and</span> South America <span class="highlight">and</span> their encounters with Europeans, as well as events in the Middle Ages which spurred exploration <span class="highlight">of</span> the New World, are also studied to provide the historical foundation for the exploration <span class="highlight">and</span> settlement <span class="highlight">of</span> the Southwest. Strand 1: American History Strand 2: World History Strand 3: Civics/Government Strand 4: Geography Strand 5: Economics Concept 1: <span class="highlight">Research</span> Skills for History PO 1. Use the following to interpret historical data: a
Microsoft Word - RI_Civics_GSEs_HS-_9-12__Final_Version
are interconnected by… C&G 5 (Ext) – 1 Students demonstrate an understanding of the many ways Earth’s people are interconnected by Related GLEs/GSEs: R-15 Reading for Research a. identifying the ways the world is organized: politically, socially, culturally, eco...
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are interconnected by… C&G 5 (Ext) – 1 Students demonstrate an understanding of the many ways Earth’s people are interconnected by Related GLEs/GSEs: R-15 Reading for Research a. identifying the ways the world is organized: politically, socially, culturally, economically, environmentally (e.g. nation- state) How is the world organized? In what ways is the world organized? • Model UN • Capital Forum • Formal and informal organizations: ex: Nation- State, WTO, IMF, Transnational
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http://www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Version.pdf#page=7
www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Ve...
are interconnected by… C&G 5 (Ext) – 1 Students demonstrate an understanding <span class="highlight">of</span> the many ways Earth’s people are interconnected by Related GLEs/GSEs: R-15 Reading for <span class="highlight">Research</span> a. identifying the ways the world is organized: politically, socially, culturally, economically, environmentally (e.g. nation- state) How is the world organized? In what ways is the world organized? • Model UN • Capital Forum • Formal <span class="highlight">and</span> informal organizations: ex: Nation- State, WTO, IMF, Transnational
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