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 Massachusetts History and Social Science Curriculum Framework: August 2003
Technology/Engineering Curriculum Framework.) Grade 6 Concepts and Skills Students should be able to: Apply concepts and skills learned in previous grades. H GEOGRAPHY kinds of projections, as well as topographic, landform, political, population, and climate maps. (G) peninsula, erosio...
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Technology/Engineering Curriculum Framework.) Grade 6 Concepts and Skills Students should be able to: Apply concepts and skills learned in previous grades. H GEOGRAPHY kinds of projections, as well as topographic, landform, political, population, and climate maps. (G) peninsula, erosion, climate, drought, monsoon, hurricane, ocean and wind currents, tropics, rain forest, tundra, and urbanization. (G) that conveys geographic information (e.g., about rainfall, temperature, or population size data). (G
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=39
www.doe.mass.edu/frameworks/hss/final.pdf#page=39
Technology/Engineering Curriculum Framework.) Grade 6 Concepts and Skills Students should be able to: Apply concepts and skills learned in previous grades. H GEOGRAPHY kinds of projections, as well as <span class="highlight">topographic</span>, landform, political, population, and climate <span class="highlight">maps</span>. (G) peninsula, erosion, climate, drought, monsoon, hurricane, ocean and wind currents, tropics, rain forest, tundra, and urbanization. (G) that conveys geographic information (e.g., about rainfall, temperature, or population size data). (G
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=130
www.doe.mass.edu/frameworks/hss/final.pdf#page=130
Grades 1 and 2 (continued) ❚ Tell time at quarter-hour intervals on analog and <span class="highlight">digital</span> clocks using a.m. and p.m. DATA ANALYSIS, STATISTICS, AND PROBABILITY ❚ Use interviews, surveys, and observations to gather data about themselves and their surroundings. ❚ Organize, classify, represent, and interpret data using tallies, charts, tables, bar graphs, pictographs, and Venn diagrams, and interpret the representations. ❚ Formulate inferences (draw conclusions) and make educated guesses (conjectures
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
Indiana Academic Standards-US History
Approved October 2007 United States History, Page 11 Example: Use electronic and print sources – such as autobiographies, diaries, maps, photographs, letters, newspapers and government documents – to compare accounts and perspectives related to America’s involvement in the V...
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Approved October 2007 United States History, Page 11 Example: Use electronic and print sources – such as autobiographies, diaries, maps, photographs, letters, newspapers and government documents – to compare accounts and perspectives related to America’s involvement in the Vietnam conflict. USH.9.3 Investigate and interpret multiple causation in historical actions and analyze cause-and-effect relationships. Example: The bombing of Pearl Harbor, the Stock Market Crash and Great Depression, and U.S
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-ushistory.pdf#page=11
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 United States History, Page 11 Example: Use electronic and print sources – such as autobiographies, diaries, <span class="highlight">maps</span>, photographs, letters, newspapers and government documents – to compare accounts and perspectives related to America’s involvement in the Vietnam conflict. USH.9.3 Investigate and interpret multiple causation in historical actions and analyze cause-and-effect relationships. Example: The bombing of Pearl Harbor, the Stock Market Crash and Great Depression, and U.S
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