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Education
Web
 Minnesota Academic Standards
and other images. 3. Students will locate major political and physical features of the United States and the world. 1. Atlases, online databases, topographic maps 2. Thematic, topographic, aerial photos, satellite images 3. Countries, rivers, topographic features, largest...
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and other images. 3. Students will locate major political and physical features of the United States and the world. 1. Atlases, online databases, topographic maps 2. Thematic, topographic, aerial photos, satellite images 3. Countries, rivers, topographic features, largest cities GEOGRAPHY GRADES 9-12 Strand Sub-Strand Standards Benchmarks Examples V. GEOGRAPHY B. Essential Skills The student will use maps, globes, geographic information systems, and other databases to answer geographic questions at a variety
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=48
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
Minnesota Department of Education May 15, 2004, 9:45 p.m. 48 V. GEOGRAPHY D. Interconnections The student will identify examples of the changing relationships between patterns of settlement, land use and <span class="highlight">topographic</span> features in the United States. 1. Students will analyze how changes in technology and political attitudes promoted development in various regions of the United States. 2. Students will analyze how changes in transportation affected settlement of the country. 1. Invention of the sod-breaking
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=50
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
and other images. 3. Students will locate major political and physical features of the United States and the world. 1. Atlases, online databases, <span class="highlight">topographic</span> <span class="highlight">maps</span> 2. Thematic, <span class="highlight">topographic</span>, aerial photos, satellite images 3. Countries, rivers, <span class="highlight">topographic</span> features, largest cities GEOGRAPHY GRADES 9-12 Strand Sub-Strand Standards Benchmarks Examples V. GEOGRAPHY B. Essential Skills The student will use <span class="highlight">maps</span>, globes, geographic information systems, and other databases to answer geographic questions at a variety
STATE BOARD OF EDUCATION
for History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and maps PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Descr...
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for History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and maps PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Describe the difference between primary and secondary sources. PO 4. Locate information using both primary and secondary sources. PO 5. Describe how archaeological research adds to our understanding of the past
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=75
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
<span class="highlight">for</span> History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and <span class="highlight">maps</span> PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Describe the difference between primary and secondary sources. PO 4. Locate information using both primary and secondary sources. PO 5. Describe how archaeological research adds to our understanding of the past
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=166
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
the spread of communism (e.g., Berlin and Korean War) <span class="highlight">contour</span> map a representation of the Earth’s surface using lines to show changes in elevation credit the opportunity to borrow money or to receive goods or services in return <span class="highlight">for</span> a promise to pay later, often with interest criminal justice the branch of law that deals with disputes or actions involving criminal penalties, regulating the conduct of individuals, defines crimes, and provides punishment <span class="highlight">for</span> criminal acts Crusades any of the
Nevada
interpret geographic information by selecting appropriate maps, map projections, and other representations, i.e., urban planning, national parks. G5.[9-12].3 Apply concepts and models of spatial organization and use quantitative methods to identify and make decisions about geo- graphic inf...
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interpret geographic information by selecting appropriate maps, map projections, and other representations, i.e., urban planning, national parks. G5.[9-12].3 Apply concepts and models of spatial organization and use quantitative methods to identify and make decisions about geo- graphic information. G5.[9-12].4 Analyze a variety of complex maps, i.e., topographic, demographic, and land use, to acquire geographic information. Ma p S ele ct ion & Ana lysi s G5.[6-8].4 Construct mental maps from
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=36
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
interpret geographic information by selecting appropriate <span class="highlight">maps</span>, map projections, and other representations, i.e., urban planning, national parks. G5.[9-12].3 Apply concepts and models of spatial organization and use quantitative methods to identify and make decisions about geo- graphic information. G5.[9-12].4 Analyze a variety of complex <span class="highlight">maps</span>, i.e., <span class="highlight">topographic</span>, demographic, and land use, to acquire geographic information. Ma p S ele ct ion & Ana lysi s G5.[6-8].4 Construct mental <span class="highlight">maps</span> from
history_pub2000
etc.). • Using absolute and relative location to identifying major mountain ranges, major rivers, and major climate and vegetation zones. • Constructing and reading a variety of effective representa- tions of the earth such as maps, globes, and photographs (e.g., physical, politi...
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etc.). • Using absolute and relative location to identifying major mountain ranges, major rivers, and major climate and vegetation zones. • Constructing and reading a variety of effective representa- tions of the earth such as maps, globes, and photographs (e.g., physical, political, topographic, computer generated, and special purpose maps). i • Identifying and using basic elements of a map. • Using grid systems to locate places on maps and globes (e.g., longitude and latitude
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=29
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
• Using absolute and relative location to identifying major mountain ranges, major rivers, and major climate and vegetation zones. • Constructing and reading a variety of effective representa- tions of the earth such as <span class="highlight">maps</span>, globes, and photographs (e.g., physical, political, <span class="highlight">topographic</span>, computer generated, and special purpose <span class="highlight">maps</span>). i • Identifying and using basic elements of a map. • Using grid systems to locate places on <span class="highlight">maps</span> and globes (e.g., longitude and latitude). • Using appropriate
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=30
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
etc.). • Using absolute and relative location to identifying major mountain ranges, major rivers, and major climate and vegetation zones. • Constructing and reading a variety of effective representa- tions of the earth such as <span class="highlight">maps</span>, globes, and photographs (e.g., physical, political, <span class="highlight">topographic</span>, computer generated, and special purpose <span class="highlight">maps</span>). i • Identifying and using basic elements of a map. • Using grid systems to locate places on <span class="highlight">maps</span> and globes (e.g., longitude and latitude
Colorado Model Content Standards
others are arcs. No point is completely free of distortion, which increases toward the poles. It is widely used for thematic world maps. Sacred place - an area recognized by a group of people to have religious significance. Satellite Image - an image produced by a variety of sensors,...
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others are arcs. No point is completely free of distortion, which increases toward the poles. It is widely used for thematic world maps. Sacred place - an area recognized by a group of people to have religious significance. Satellite Image - an image produced by a variety of sensors, such as radar, microwave detectors, and scanners, which measure and record electromagnetic radiation. The collected data are turned into digital form for transmission to ground receiving stations. The data can be reconverted
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=28
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=2...
others are arcs. No point is completely free of distortion, which increases toward the poles. It is widely used <span class="highlight">for</span> thematic world <span class="highlight">maps</span>. Sacred place - an area recognized by a group of people to have religious significance. Satellite Image - an image produced by a variety of sensors, such as radar, microwave detectors, and scanners, which measure and record electromagnetic radiation. The collected data are turned into <span class="highlight">digital</span> form <span class="highlight">for</span> transmission to ground receiving stations. The data can be reconverted
KINDERGARTEN
environment affects humans and how humans modify their physical environment. 3. Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown for the English, St. Augustine for the Spanish, New Orleans for the French, and...
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environment affects humans and how humans modify their physical environment. 3. Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown for the English, St. Augustine for the Spanish, New Orleans for the French, and the Cherokee lands in the Carolinas and Georgia) by using a variety of visual materials and data sources at different scales (e.g., photographs, satellite and shuttle images, pictures, tables, charts, topographic and historical maps
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http://sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=13
sde.state.ok.us/Curriculum/PASS/Subject/socstud.pdf#page=13
environment affects humans and how humans modify their physical environment. 3. Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown <span class="highlight">for</span> the English, St. Augustine <span class="highlight">for</span> the Spanish, New Orleans <span class="highlight">for</span> the French, and the Cherokee lands in the Carolinas and Georgia) by using a variety of visual materials and data sources at different scales (e.g., photographs, satellite and shuttle images, pictures, tables, charts, <span class="highlight">topographic</span> and historical <span class="highlight">maps</span>
Microsoft Word - Full_Social Studies.rtf
106 Sovereign Self-governing; independent: a sovereign state. Specialization The special line of work adopted as a career. Standard of living A level of material comfort as measured by the goods, services, and luxuries available to an individual, group, or nation. Symbol Something that repres...
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106 Sovereign Self-governing; independent: a sovereign state. Specialization The special line of work adopted as a career. Standard of living A level of material comfort as measured by the goods, services, and luxuries available to an individual, group, or nation. Symbol Something that represents something else by association, resemblance, or convention, especially a material object used to represent something invisible. Suffrage The right to vote. Taxation The action of taxing; the imposition of
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=65
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=65
to interpret information. Examples: atlases, globes, almanacs, thematic <span class="highlight">maps</span>, satellite images, <span class="highlight">topographic</span> <span class="highlight">maps</span>, GPS, GIS Examples: five themes of geography Examples: latitude, longitude, time zones (Application) 7.G.1.2. Students are able to apply location, direction, size, and/or shape to <span class="highlight">maps</span>. Examples: South Dakota’s location relative to neighboring states (Application) 7.G.1.3. Students are able to identify characteristics of various locations, places, and regions. Examples: physical
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=116
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=11...
105 Polytheism The worship of or belief in more than one god. Popular sovereignty The concept that political and legislative power resides with the citizens. Populists A supporter of the rights and power of the people. Population shifts A change in the relative numbers of the different groups of individuals making up a population. Producer One who produces, especially a person or organization that produces goods or services <span class="highlight">for</span> sale. Progressivism The political orientation of those who favor
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http://doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=117
doe.sd.gov/contentstandards/social/docs/Full_Social%20Studies.pdf#page=11...
106 Sovereign Self-governing; independent: a sovereign state. Specialization The special <span class="highlight">line</span> of work adopted as a career. Standard of living A level of material comfort as measured by the goods, services, and luxuries available to an individual, group, or nation. Symbol Something that represents something else by association, resemblance, or convention, especially a material object used to represent something invisible. Suffrage The right to vote. Taxation The action of taxing; the imposition of
Core Content For Mathematics Assessment
CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expr...
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CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expressive purposes and responding to artworks. Each process is critical and relies on others for completion. Artists create works to express ideas, feelings or beliefs. The visual arts capture a moment in time while the
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=21
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=21
CCA 4.1 Elementary Arts and Humanities AUGUST 2006 Bold – State Assessment Content Standard 19 Italics – Supporting Content Standard Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works <span class="highlight">for</span> expressive purposes and responding to artworks. Each process is critical and relies on others <span class="highlight">for</span> completion. Artists create works to express ideas, feelings or beliefs. The visual arts capture a moment in time while the
CONTENts.PDF
Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use maps (e.g., topographic, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9-...
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Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use maps (e.g., topographic, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9- 12 will assure that students: • illustrate how the formation, weathering, sedimentation and reformation of rock constitute a continuing “rock cycle;” • explain that the lithosphere consists of separate plates that ride
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=44
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
Earth causes earthquakes and volcanic eruptions; • describe the formation and movement of glaciers; • use <span class="highlight">maps</span> (e.g., <span class="highlight">topographic</span>, hydrographic, highway) to identify land features and their locations; (continued) K-12 PERFORMANCE STANDARDS Educational experiences in Grades 9- 12 will assure that students: • illustrate how the formation, weathering, sedimentation and reformation of rock constitute a continuing “rock cycle;” • explain that the lithosphere consists of separate plates that ride
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http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#page=45
www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/STC/contents_standards.pdf#pag...
more pollution than others. • use <span class="highlight">maps</span> (e.g., <span class="highlight">topographic</span>, hydrographic, highway) to identify land features and their locations; • recognize that some changes in the Earth’s surface, such as earthquakes and volcanic eruptions, are abrupt, while other changes happen very slowly (e.g., uplift and wearing down of mountains); and • explain how human activities (such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, and waste
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3. Act on small-scale, personalized environmental issues such as littering and recycling, and explain why such actions are important. Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: 6.6.4 A. The World in Spatial Terms 1. Use physical and political...
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3. Act on small-scale, personalized environmental issues such as littering and recycling, and explain why such actions are important. Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: 6.6.4 A. The World in Spatial Terms 1. Use physical and political maps to identify locations and spatial relationships of places within local and nearby communities. 2. Describe and demonstrate different ways to measure distance (e.g., miles, kilometers, time). 3. Estimate
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http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=35
www.nj.gov/education/cccs/2004/s6_ss.pdf#page=35
3. Act on small-scale, personalized environmental issues such as littering and recycling, and explain why such actions are important. Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will: 6.6.4 A. The World in Spatial Terms 1. Use physical and political <span class="highlight">maps</span> to identify locations and spatial relationships of places within local and nearby communities. 2. Describe and demonstrate different ways to measure distance (e.g., miles, kilometers, time). 3. Estimate
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