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 Massachusetts History and Social Science Curriculum Framework: August 2003
Appendix C Recommended History and Civics Resources for Teachers 15 Articles on Civics American Federation of Teachers, “Education for Democracy: A Statement of Principles,” 1987. Gordon, David T., “Teaching Civics After September 11,” Harvard Education Letter, July/August 2...
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Appendix C Recommended History and Civics Resources for Teachers 15 Articles on Civics American Federation of Teachers, “Education for Democracy: A Statement of Principles,” 1987. Gordon, David T., “Teaching Civics After September 11,” Harvard Education Letter, July/August 2002. http://www.edletter.org/past/issues/2001-nd/civics.shtml Hanson, Victor Davis, “The Civic Education America Needs,” City Journal, Summer 2002. http://www.city-journal.org/html/12_3_the_civic.html Books on American History
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=98
www.doe.mass.edu/frameworks/hss/final.pdf#page=98
Appendix C Recommended History and Civics Resources for Teachers 15 Articles on Civics American Federation of Teachers, “Education for Democracy: A Statement of Principles,” 1987. Gordon, David T., “Teaching Civics After September 11,” Harvard Education Letter, July/August 2002. http://www.edletter.org/past/issues/2001-nd/civics.shtml Hanson, Victor Davis, “The Civic Education America Needs,” City <span class="highlight">Journal</span>, Summer 2002. http://www.city-journal.org/html/12_3_the_civic.html Books on American History
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8. identify cause and effect relationships between population distribution and environmental issues (i.e., water supply, air quality, solid waste). Performance Indicators Teacher: As documented through teacher observation – At Level 1, the student is able to • 4.3.tpi.1. draw lines of lat...
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8. identify cause and effect relationships between population distribution and environmental issues (i.e., water supply, air quality, solid waste). Performance Indicators Teacher: As documented through teacher observation – At Level 1, the student is able to • 4.3.tpi.1. draw lines of latitude and longitude on an inflated balloon. At Level 2, the student is able to • 4.3.tpi.2. create a paper mache' globe including major landforms, bodies of water, and the equator. • 4.3.tpi.3. write a journal
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_4.pdf#page=7
www.state.tn.us/education/ci/ss/doc/SS_Grade_4.pdf#page=7
8. identify cause and effect relationships between population distribution and environmental issues (i.e., water supply, air quality, solid waste). Performance Indicators Teacher: As documented through teacher observation – At Level 1, the student is able to • 4.3.tpi.1. draw lines of latitude and longitude on <span class="highlight">an</span> inflated balloon. At Level 2, the student is able to • 4.3.tpi.2. create a paper mache' globe including major landforms, bodies of water, and the equator. • 4.3.tpi.3. write a <span class="highlight">journal</span>
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