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 SCOPE AND SEQUENCE
assessed at this level Not assessed at this level Not assessed at this level Not assessed at this level B. Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technol...
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assessed at this level Not assessed at this level Not assessed at this level Not assessed at this level B. Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technology a. * Analyze the roles of science and society as they interact to determine the direction of scientific and technological progress (e.g., prioritization of and funding for new scientific research and technological
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page=34
dese.mo.gov/divimprove/curriculum/GLE/documents/sc_cle_biol_1108.pdf#page...
assessed at this level Not assessed at this level Not assessed at this level Not assessed at this level B. Social, political, economic, ethical <span class="highlight">and</span> environmental factors strongly influence, <span class="highlight">and</span> are influenced by, the direction <span class="highlight">of</span> progress <span class="highlight">of</span> science <span class="highlight">and</span> technology a. * Analyze the roles <span class="highlight">of</span> science <span class="highlight">and</span> society as they interact to determine the direction <span class="highlight">of</span> scientific <span class="highlight">and</span> technological progress (e.g., prioritization <span class="highlight">of</span> <span class="highlight">and</span> funding for new scientific <span class="highlight">research</span> <span class="highlight">and</span> technological
STATE BOARD OF EDUCATION
Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years and social studies department chair for 13 years. Dr. M...
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Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years and social studies department chair for 13 years. Dr. McBride has published articles in the Journal of the West and the Journal of Arizona History and is a speaker with the Arizona Humanities Council specializing in mining and mine labor. He is the
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=7
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
Social Studies Standard Articulated by Grade Level James McBride, Ph.D., (Arizona State University) is a faculty associate at Arizona State University specializing in Arizona history. He was a high school history teacher for 22 years <span class="highlight">and</span> social studies department chair for 13 years. Dr. McBride has published articles in the <span class="highlight">Journal</span> <span class="highlight">of</span> the West <span class="highlight">and</span> the <span class="highlight">Journal</span> <span class="highlight">of</span> Arizona History <span class="highlight">and</span> is a speaker with the Arizona Humanities Council specializing in mining <span class="highlight">and</span> mine labor. He is the
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=127
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
(Science Strands are summarized below as they apply to Social Studies content in Grades K-8. These concepts are reinforced in Social Studies classes, but assessed through Science.) Connect with: Science Strand 3 Concept 1 Analyze risk factors <span class="highlight">of</span> <span class="highlight">and</span> possible solutions to chemical <span class="highlight">and</span> <span class="highlight">biological</span> hazards. ___ Concept 4: Human Systems PO 1. Identify the push <span class="highlight">and</span> pull factors (e.g., economic conditions, human rights conditions, famines, political c. training <span class="highlight">of</span> people
Microsoft Word - South Dakota Science 2005.rtf
Following laws Animal research Human research Managing hazardous materials and wastes (Evaluation) 9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries on historical events and social, economic, and ethical issu...
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Following laws Animal research Human research Managing hazardous materials and wastes (Evaluation) 9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries on historical events and social, economic, and ethical issues. Examples: cloning, stem cells, gene splicing, nuclear power, patenting new life forms, emerging diseases, AIDS, resistant forms of bacteria, biological and chemical weapons, global warming, and alternative fuels Indicator 2: Analyze the
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=146
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
Following laws Animal <span class="highlight">research</span> Human <span class="highlight">research</span> Managing hazardous materials <span class="highlight">and</span> wastes (Evaluation) 9-12.S.1.2. Students are able to evaluate <span class="highlight">and</span> describe the impact <span class="highlight">of</span> scientific discoveries on historical events <span class="highlight">and</span> social, economic, <span class="highlight">and</span> ethical issues. Examples: cloning, stem cells, gene splicing, nuclear power, patenting new life forms, emerging diseases, AIDS, resistant forms <span class="highlight">of</span> bacteria, <span class="highlight">biological</span> <span class="highlight">and</span> chemical weapons, global warming, <span class="highlight">and</span> alternative fuels Indicator 2: Analyze the
K-12 Social Studies
production, distribution and consumption of goods and services over time. SS:WH:12:4.3: Analyze the development and impact of various labor systems, e.g., slavery, the medieval guilds, or wage labor. (Themes: C: People, Places and Environment, D: Material...
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production, distribution and consumption of goods and services over time. SS:WH:12:4.3: Analyze the development and impact of various labor systems, e.g., slavery, the medieval guilds, or wage labor. (Themes: C: People, Places and Environment, D: Material Wants and Needs, I: Patterns of Social and Political Interaction) SS:WH:12:4.4: Examine the development and impact of medical innovations, e.g., Buddhist hospitals, the discovery of germs, or stem cell research. (Themes: E: Cultural Development
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=100
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
production, distribution <span class="highlight">and</span> consumption <span class="highlight">of</span> goods <span class="highlight">and</span> services over time. SS:WH:12:4.3: Analyze the development <span class="highlight">and</span> impact <span class="highlight">of</span> various labor systems, e.g., slavery, the medieval guilds, or wage labor. (Themes: C: People, Places <span class="highlight">and</span> Environment, D: Material Wants <span class="highlight">and</span> Needs, I: Patterns <span class="highlight">of</span> Social <span class="highlight">and</span> Political Interaction) SS:WH:12:4.4: Examine the development <span class="highlight">and</span> impact <span class="highlight">of</span> <span class="highlight">medical</span> innovations, e.g., Buddhist hospitals, the discovery <span class="highlight">of</span> germs, or stem cell <span class="highlight">research</span>. (Themes: E: Cultural Development
Massachusetts History and Social Science Curriculum Framework: August 2003
WHII.36 population growth. (H, E) WHII.37 Describe how the work of scientists in the 20th century influenced historical events, changed the lives of the general populace, and led to further scientific research. (H) WHII.38 America, and the Middle East, including th...
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WHII.36 population growth. (H, E) WHII.37 Describe how the work of scientists in the 20th century influenced historical events, changed the lives of the general populace, and led to further scientific research. (H) WHII.38 America, and the Middle East, including the ideas and importance of nationalist leaders. (H) Juan Peron (Argentina) WHII.39 Explain the background for the establishment of the modern state of Israel in 1948, Jews to Palestine independent countries the attempts to secure peace
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=68
www.doe.mass.edu/frameworks/hss/final.pdf#page=68
WHII.36 population growth. (H, E) WHII.37 Describe how the work <span class="highlight">of</span> scientists in the 20th century influenced historical events, changed the lives <span class="highlight">of</span> the general populace, <span class="highlight">and</span> led to further scientific <span class="highlight">research</span>. (H) WHII.38 America, <span class="highlight">and</span> the Middle East, including the ideas <span class="highlight">and</span> importance <span class="highlight">of</span> nationalist leaders. (H) Juan Peron (Argentina) WHII.39 Explain the background for the establishment <span class="highlight">of</span> the modern state <span class="highlight">of</span> Israel in 1948, Jews to Palestine independent countries the attempts to secure peace
Social Studies Booklet
and J. D. Andrews. eds. Children of 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official Journal of the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies and the Young Learner. A Quarterly for Creati...
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and J. D. Andrews. eds. Children of 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official Journal of the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies and the Young Learner. A Quarterly for Creative Teaching in Grades K-6. National Council for the Social Studies. 3501 Newark Street, NW, Washington, DC. Reading Teacher. A Journal of the International Reading Association. 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 Young Children
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=17
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
<span class="highlight">and</span> J. D. Andrews. eds. Children <span class="highlight">of</span> 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official <span class="highlight">Journal</span> <span class="highlight">of</span> the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies <span class="highlight">and</span> the Young Learner. A Quarterly for Creative Teaching in Grades K-6. National Council for the Social Studies. 3501 Newark Street, NW, Washington, DC. Reading Teacher. A <span class="highlight">Journal</span> <span class="highlight">of</span> the International Reading Association. 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 Young Children
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=19
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
Doing history: Rather than memoriz- ing names <span class="highlight">and</span> dates from history texts, students <span class="highlight">research</span> historical questions, analyze their findings <span class="highlight">and</span> present them in a form appropriate to class assign- ments (written, oral, visual, or dramat- ics). Students conduct oral histories, write firsthand accounts <span class="highlight">of</span> potentially significant historical events, puzzle over documents <span class="highlight">and</span> artifacts, <span class="highlight">research</span> sec- ondary sources, consider the subjective nature <span class="highlight">of</span> the information they uncov- er, <span class="highlight">and</span> interpret information. To
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Ch. 113, TEKS for Social Studies. Page A-28 Texas Education Agency (B) incorporate main and supporting ideas in verbal and written communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal...
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Ch. 113, TEKS for Social Studies. Page A-28 Texas Education Agency (B) incorporate main and supporting ideas in verbal and written communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation. (4.24) Social studies skills. The student uses problem-solving and decision-making skills
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=28
ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.pdf#page=28
Ch. 113, TEKS for Social Studies. Page A-28 Texas Education Agency (B) incorporate main <span class="highlight">and</span> supporting ideas in verbal <span class="highlight">and</span> written communication; (C) express ideas orally based on <span class="highlight">research</span> <span class="highlight">and</span> experiences; (D) create written <span class="highlight">and</span> visual material such as <span class="highlight">journal</span> entries, reports, graphic organizers, outlines, <span class="highlight">and</span> bibliographies; <span class="highlight">and</span> (E) use standard grammar, spelling, sentence structure, <span class="highlight">and</span> punctuation. (4.24) Social studies skills. The student uses problem-solving <span class="highlight">and</span> decision-making skills
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Ch. 113, TEKS for Social Studies. Page B-8 Texas Education Agency (6.22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main and supporting ideas in verbal ...
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Ch. 113, TEKS for Social Studies. Page B-8 Texas Education Agency (6.22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main and supporting ideas in verbal and written communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=8
ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=8
Ch. 113, TEKS for Social Studies. Page B-8 Texas Education Agency (6.22) Social studies skills. The student communicates in written, oral, <span class="highlight">and</span> visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main <span class="highlight">and</span> supporting ideas in verbal <span class="highlight">and</span> written communication; (C) express ideas orally based on <span class="highlight">research</span> <span class="highlight">and</span> experiences; (D) create written <span class="highlight">and</span> visual material such as <span class="highlight">journal</span> entries, reports, graphic organizers, outlines, <span class="highlight">and</span> bibliographies
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