iSEEK - Education

bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc, cause célèbre, magnum opus, persona non grata, quid pro quo, je ne sais quoi, modus operandi, nom de plume, haute couture, mea culpa, raison d’être, laissez faire, bête noire, en masse, in absentia, sub rosa, schadenfreude, noblesse oblige, sine qua non, deus ex machina, doppelgänger, coup d’état).

2 0 http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2 www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2

bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc, cause célèbre, magnum opus, persona non grata, quid pro quo, je ne sais quoi, modus operandi, nom de plume, haute couture, mea culpa, raison d’être, laissez faire, bête noire, en masse, in absentia, sub rosa, schadenfreude, noblesse oblige, sine qua non, deus ex machina, doppelgänger, coup d’état).

11 0 http://www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=11 www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=11

sufficiency of evidence used to support or oppose an argument. #0;3 3005.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3005.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3005.5.7 Identify false premises and explain the role they play in argumentation. #0;3 3005.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {ad hominem

www.state.tn.us/education/ci/english/doc/ENG_3005.pdf#page=2

Average Rating (0 votes)

null

2 2

3 3

13 13

14 14

1 0

in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse of statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy

2 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2

English III Page 2 #0;3 3003.1.9 Demonstrate understanding of common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc

3 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3

English III Page 3 SPI 3003.1.13 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, ad hoc, cause célèbre

13 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=13 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=13

sufficiency of evidence used to support or oppose an argument. #0;3 3003.5.5 Identify established methods (e.g., scientific, historical) used to distinguish between factual claims and opinions. #0;3 3003.5.6 Distinguish between evidence which is directly stated and evidence which is implied within an argument. #0;3 3003.5.7 Identify false premises and explain the role they play in argumentation. #0;3 3003.5.8 Analyze common logical fallacies (e.g., appeal to fear, personal attack {ad hominem

14 0 http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14 www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14

in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse of statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy

www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14

Average Rating (0 votes)

Science

1 0

36 Chemistry: Nature of Science Science Framework Revision 2005 Arkansas Department of Education Key: NS.34.C.1 = Nature of Science. Standard 34. Chemistry. 1 st Student Learning Expectation Strand: Nature of Science Standard 34: Students shall demonstrate an understanding of the current theories in chemistry. NS.34.C.1 Recognize that theories are scientific explanations that require empirical data, verification, and peer review NS.34.C.2 Understand that scientific

37 0 http://arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=37 arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=37

36 Chemistry: Nature of Science Science Framework Revision 2005 Arkansas Department of Education Key: NS.34.C.1 = Nature of Science. Standard 34. Chemistry. 1 st Student Learning Expectation Strand: Nature of Science Standard 34: Students shall demonstrate an understanding of the current theories in chemistry. NS.34.C.1 Recognize that theories are scientific explanations that require empirical data, verification, and peer review NS.34.C.2 Understand that scientific

arkansased.org/teachers/pdf/chemistry_9-12_2005_060508.pdf#page=37

Average Rating (0 votes)

Microsoft Word - IAF_Soc_Sci_9_2007.rtf

45 45

48 48

1 0

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

45 0 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 in the ancient world. 16.8.60 Identify the spread of 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 of the decline of the Roman Empire. 16.8.61 Identify the causes of the decline of the Roman Empire (e.g., tribal migration and attacks, loss of trade, and other threats to the cohesion of the Empire). 16.5.61 Know that the Eastern Roman

48 0 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 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

www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=48

Average Rating (0 votes)

Science

1 0

Strand: Nature of Science Standard 18: Students shall demonstrate an understanding of current life science theories. NS.18.AP.1 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer review NS.18.AP.2 Relate the development of the cell theory to current trends in cellular biology NS.18.AP.3 Describe the relationship between the germ theory of disease and our current knowledge of immunology and control of

21 0 http://arkansased.org/teachers/pdf/anatomy_9-12_06.pdf#page=21 arkansased.org/teachers/pdf/anatomy_9-12_06.pdf#page=21

Strand: Nature of Science Standard 18: Students shall demonstrate an understanding of current life science theories. NS.18.AP.1 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer review NS.18.AP.2 Relate the development of the cell theory to current trends in cellular biology NS.18.AP.3 Describe the relationship between the germ theory of disease and our current knowledge of immunology and control of

arkansased.org/teachers/pdf/anatomy_9-12_06.pdf#page=21

Average Rating (0 votes)

Science

1 0

may be modified or expanded based on additional empirical data, verification, and peer review NS.12.B.3 Summarize biological evolution NS.12.B.4 Relate the development of the cell theory to current trends in cellular biology NS.12.B.5 Describe the relationship between the germ theory of disease and our current knowledge of immunology and control of infectious diseases NS.12.B.6 Relate the chromosome theory of heredity to recent findings in genetic research (e.g., Human Genome Project-HGP

15 0 http://arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=15 arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=15

may be modified or expanded based on additional empirical data, verification, and peer review NS.12.B.3 Summarize biological evolution NS.12.B.4 Relate the development of the cell theory to current trends in cellular biology NS.12.B.5 Describe the relationship between the germ theory of disease and our current knowledge of immunology and control of infectious diseases NS.12.B.6 Relate the chromosome theory of heredity to recent findings in genetic research (e.g., Human Genome Project-HGP

arkansased.org/teachers/pdf/biology_9-12_06.pdf#page=15

Average Rating (0 votes)

Science

1 0

22 Physics: Nature of Science Science Curriculum Framework Revision 2005 Arkansas Department of Education Key: NS.18.P.1 = Nature of Science. Standard 18. Physics. 1 st Student Learning Expectation Strand: Nature of Science Standard 18: Students shall demonstrate an understanding of historical trends in physics. NS.18.P.1 Recognize that theories are scientific explanations that require empirical data, verification and peer review NS.18.P.2 Research historical and current events

23 0 http://arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=23 arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=23

22 Physics: Nature of Science Science Curriculum Framework Revision 2005 Arkansas Department of Education Key: NS.18.P.1 = Nature of Science. Standard 18. Physics. 1 st Student Learning Expectation Strand: Nature of Science Standard 18: Students shall demonstrate an understanding of historical trends in physics. NS.18.P.1 Recognize that theories are scientific explanations that require empirical data, verification and peer review NS.18.P.2 Research historical and current events

arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=23

Average Rating (0 votes)

Science

modified or expanded using additional empirical data, verification, and peer review NS.11.PS.3 Summarize the development of the current atomic theory NS.11.PS.4 Analyze the development of the periodic table NS.11.PS.5 Research historical events in physical scien...

1 0

14 0 http://arkansased.org/teachers/pdf/physical_sci_9-12_050508.pdf#page=14 arkansased.org/teachers/pdf/physical_sci_9-12_050508.pdf#page=14

modified or expanded using additional empirical data, verification, and peer review NS.11.PS.3 Summarize the development of the current atomic theory NS.11.PS.4 Analyze the development of the periodic table NS.11.PS.5 Research historical events in physical science NS.11.PS.6 Research current events and topics in physical science

arkansased.org/teachers/pdf/physical_sci_9-12_050508.pdf#page=14

Average Rating (0 votes)

History Standard One: Students will employ chronological concepts in analyzing historical ...

1 0

HISTORY History organizes events and phenomena in terms of when they occur. Students study the ways in which individuals and societies have changed and interacted over time. They practice the skills of gathering historical data, and examining, analyzing, and interpreting these data. They learn to organize events through chronologies, and to suggest and evaluate cause-and-effect relationships among those events. Before choosing a position or acting, citizens need to be able to research issues in order

5 0 http://www.doe.k12.de.us/infosuites/staff/ci/DRC/pcs_History.pdf#page=5 www.doe.k12.de.us/infosuites/staff/ci/DRC/pcs_History.pdf#page=5

HISTORY History organizes events and phenomena in terms of when they occur. Students study the ways in which individuals and societies have changed and interacted over time. They practice the skills of gathering historical data, and examining, analyzing, and interpreting these data. They learn to organize events through chronologies, and to suggest and evaluate cause-and-effect relationships among those events. Before choosing a position or acting, citizens need to be able to research issues in order

www.doe.k12.de.us/infosuites/staff/ci/DRC/pcs_History.pdf#page=5

Average Rating (0 votes)

Microsoft Word - ssstdh.docssstdh.pdf

1 0

communication, and transportation. 3. (A) researches major contemporary social issues. 4. (A) describes how changes in the national and global economy have influenced the work place. 5. (A) examines United States immigration policy to understand the affects of legal and illegal immigration (e.g., political, social, economic). • Using newspapers and news magazines, read articles about acts of terrorism in the United States and around the world. Identify commonalities and differences in these attacks in terms

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=37 www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...

communication, and transportation. 3. (A) researches major contemporary social issues. 4. (A) describes how changes in the national and global economy have influenced the work place. 5. (A) examines United States immigration policy to understand the affects of legal and illegal immigration (e.g., political, social, economic). • Using newspapers and news magazines, read articles about acts of terrorism in the United States and around the world. Identify commonalities and differences in these attacks in terms

www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...

Average Rating (0 votes)

Back to search results

1 2

Pages

Send results

Total time to process: 9932ms - Cache load: 0ms.

All Subjects
Art/Dance
Career Education
Civics/Government
Economics
English Language Arts
English as a Second Language
Foreign Languages
Global Studies
Health/Physical Education
History/Geography
Mathematics
Music/Theater
Philosophy
Psychology
Professional Development
Religion
School Adminstration
Special Education
Earth Science
Life Science
Physical Science
Technology