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Microsoft Word - ssstdh.docssstdh.pdf
people’s perception of places and regions affect their decisions (e.g., land use, property value, settlement patterns, job opportunities). • Prepare a cause and effect chart to illustrate the changes in modes of transportation from canals to steam engines and how transportation the...
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people’s perception of places and regions affect their decisions (e.g., land use, property value, settlement patterns, job opportunities). • Prepare a cause and effect chart to illustrate the changes in modes of transportation from canals to steam engines and how transportation the impacted the movement of people in Europe (2) See also: EB1I2, EB1I3, EB1I4, EB2I6; WHB2I4 • Develop a project integrating place, human characteristics, and physical environments (effects of climate and tectonic processes
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=18
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
people’s perception of places and regions affect their decisions (e.g., land use, property value, settlement patterns, job opportunities). • Prepare a cause and effect chart to illustrate the changes in modes of transportation from canals to steam <span class="highlight">engines</span> and how transportation the impacted the movement of people in Europe (2) See also: EB1I2, EB1I3, EB1I4, EB2I6; WHB2I4 • Develop a project integrating place, human characteristics, and physical environments (effects of climate and tectonic processes
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Core Content For Mathematics Assessment
CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 131 Italics – Supporting Content Standard PL-HS-4.3.3 Students will explain and apply skills that are used to seek, obtain, and change jobs/careers and postsecondary opportunities...
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CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 131 Italics – Supporting Content Standard PL-HS-4.3.3 Students will explain and apply skills that are used to seek, obtain, and change jobs/careers and postsecondary opportunities: • conducting a job search • writing letters • networking • completing an application • securing a letter of reference • preparing a résumé • applying interview techniques (e.g., learn about employer/job
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=134
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=134
CCA 4.1 High School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 131 Italics – Supporting Content Standard PL-HS-4.3.3 Students will explain and apply skills that are used to seek, obtain, and change jobs/careers and postsecondary opportunities: • conducting a job <span class="highlight">search</span> • writing letters • networking • completing an application • securing a letter of reference • preparing a résumé • applying interview techniques (e.g., learn about employer/job
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=256
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=256
be in conflict with the responsibility of the government to protect the "common good" (e.g., homeland security issues, environmental regulations, censorship, <span class="highlight">search</span> and seizure). DOK 2 SS-HS-1.3.3 Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces
Microsoft Word - ssstdk.docssstdk.pdf
Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) identifies and explains how tools and technology used in the home/school meet people’s needs. • Hold a scavenger search to identify examples of tools and technology and determine as a group how each i...
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Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) identifies and explains how tools and technology used in the home/school meet people’s needs. • Hold a scavenger search to identify examples of tools and technology and determine as a group how each item meets people’s needs. (1) Teacher Notes: Needs- necessities (food, clothing, shelter) Technology - science applied to achieve practical purposes.
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http://www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016&forcedownload=true#page=16
www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016...
Application Indicators Kindergarten Instructional Suggestions The student: 1. (K) identifies and explains how tools and technology used in the home/school meet people’s needs. • Hold a scavenger <span class="highlight">search</span> to identify examples of tools and technology and determine as a group how each item meets people’s needs. (1) Teacher Notes: Needs- necessities (food, clothing, shelter) Technology - science applied to achieve practical purposes.
STANDARDS.05
ALASKA CONTENT STANDARDS 35 A student who meets the content standard should: 1) recognize that libraries use classification systems to organize, store, and provide access to information and resources; 2) understand how library classification and subject heading systems work; 3) understand how inform...
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ALASKA CONTENT STANDARDS 35 A student who meets the content standard should: 1) recognize that libraries use classification systems to organize, store, and provide access to information and resources; 2) understand how library classification and subject heading systems work; 3) understand how information in print, non-print, and electronic formats is organized and accessed; 4) search for information and resources by author, title, subject, or keyword, as appropriate; and 5) identify and use search
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=29
www.eed.state.ak.us/standards/pdf/standards.pdf#page=29
careers related to the <span class="highlight">search</span> for beauty and meaning, which is aesthetics. C D A student should be able to recognize beauty and meaning through the arts in the student’s life. ARTS (continued)
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=36
www.eed.state.ak.us/standards/pdf/standards.pdf#page=36
ALASKA CONTENT STANDARDS 35 A student who meets the content standard should: 1) recognize that libraries use classification systems to organize, store, and provide access to information and resources; 2) understand how library classification and subject heading systems work; 3) understand how information in print, non-print, and electronic formats is organized and accessed; 4) <span class="highlight">search</span> for information and resources by author, title, subject, or keyword, as appropriate; and 5) identify and use <span class="highlight">search</span>
history_pub2000
was easy or difficult about following the research plan. H&SS3-4:7 Students communicate their findings by… • Giving an oral, written, or visual presentation that summarizes their findings. H&SS5-6:6 Students make connections to research by… • Explaining the relevan...
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was easy or difficult about following the research plan. H&SS3-4:7 Students communicate their findings by… • Giving an oral, written, or visual presentation that summarizes their findings. H&SS5-6:6 Students make connections to research by… • Explaining the relevance of their findings (So what?) to themselves, their community, and/or history (e.g., by ask- ing follow-up questions, by proposing additional re- search). • Explaining how their research has led to a clearer under- standing of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=17
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
was easy or difficult about following the research plan. H&SS3-4:7 Students communicate their findings by… • Giving an oral, written, or visual presentation that summarizes their findings. H&SS5-6:6 Students make connections to research by… • Explaining the relevance of their findings (So what?) to themselves, their community, and/or history (e.g., by ask- ing follow-up questions, by proposing additional re- <span class="highlight">search</span>). • Explaining how their research has led to a clearer under- standing of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=18
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
research. H&SS5-6:6 Students make connections to research by… • Explaining the relevance of their findings (So what?) to themselves, their community, and/or history (e.g., by ask- ing follow-up questions, by proposing additional re- <span class="highlight">search</span>). • Explaining how their research has led to a clearer under- standing of an issue or idea. • Proposing solutions to problems based on their findings, and asking additional questions. • Identifying what was easy or difficult about following the research plan
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=19
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
refute the original re- <span class="highlight">search</span> statement. • Proposing solutions to problems based on findings, and asking additional questions. • Identifying problems or flaws with the research process and suggesting improvements (e.g., evaluating the limitations of some sources). • Proposing further investigations. H&SS9-10:7 Students communicate their findings by… • Developing and giving oral, written, or visual presentations for various audiences. • Soliciting and responding to feedback. • Pointing out
Indiana Academic Standards-Social Studies-Grade 8
Approved October 2007 Grade 8, Page 11 Standard 4 Economics Students will identify, describe and evaluate the influence of economic factors on national development from the founding of the nation to the end of Reconstruction. 8.4.1 Identify economic factors contributing to European exploration and c...
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Approved October 2007 Grade 8, Page 11 Standard 4 Economics Students will identify, describe and evaluate the influence of economic factors on national development from the founding of the nation to the end of Reconstruction. 8.4.1 Identify economic factors contributing to European exploration and colonization in North America, the American Revolution and the drafting of the Constitution of the United States. Example: The search for gold by the Spanish, French fur trade and taxation without
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade08.pdf#page=11
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 Grade 8, Page 11 Standard 4 Economics Students will identify, describe and evaluate the influence of economic factors on national development from the founding of the nation to the end of Reconstruction. 8.4.1 Identify economic factors contributing to European exploration and colonization in North America, the American Revolution and the drafting of the Constitution of the United States. Example: The <span class="highlight">search</span> for gold by the Spanish, French fur trade and taxation without
Massachusetts History and Social Science Curriculum Framework: August 2003
presenting research, including using an expanded range of print and nonprint sources, following established criteria for evaluating information, locating specific information using indexes, tables of contents, and electronic search keywords, and providing documentation in a consistent format....
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presenting research, including using an expanded range of print and nonprint sources, following established criteria for evaluating information, locating specific information using indexes, tables of contents, and electronic search keywords, and providing documentation in a consistent format. Massachusetts History and Social Science Curriculum Framework August 2003 119
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=64
www.doe.mass.edu/frameworks/hss/final.pdf#page=64
(H, E) WHII.15 (H, E) World History II Learning Standards (continued) Germany. (H) A. Germany’s replacement of France as the dominant power in continental Europe B. the role of Cavour and Bismarck in the unification of Italy and Germany WHII.11 A. the desire for economic gain and resources B. the missionary impulse and the <span class="highlight">search</span> for strategic advantage and national pride ATIN ISTORY IN THE TH AND EARLY TH CENTURIES A. the economic and political relationship between India and Britain B. the
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=125
www.doe.mass.edu/frameworks/hss/final.pdf#page=125
presenting research, including using an expanded range of print and nonprint sources, following established criteria for evaluating information, locating specific information using indexes, tables of contents, and electronic <span class="highlight">search</span> keywords, and providing documentation in a consistent format. Massachusetts History and Social Science Curriculum Framework August 2003 119
K-12 Social Studies
New Hampshire Curriculum Framework Social Studies D: Students will be able to carry out a variety of information-gathering techniques: 1. Gather information by conducting surveys 2. Gather information by conducting polls and group observations 3. Gather information by conducting basic statistical...
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New Hampshire Curriculum Framework Social Studies D: Students will be able to carry out a variety of information-gathering techniques: 1. Gather information by conducting surveys 2. Gather information by conducting polls and group observations 3. Gather information by conducting basic statistical analysis E: Students will be able to use appropriate internet resources: 1. Access relevant and reliable websites 2. Search effectively and efficiently 3. Judge websites for reliability, bias, and
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=14
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Social Studies D: Students will be able to carry out a variety of information-gathering techniques: 1. Gather information by conducting surveys 2. Gather information by conducting polls and group observations 3. Gather information by conducting basic statistical analysis E: Students will be able to use appropriate internet resources: 1. Access relevant and reliable websites 2. <span class="highlight">Search</span> effectively and efficiently 3. Judge websites for reliability, bias, and
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