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

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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

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Minnesota Academic Standards

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Minnesota Department of Education May 15, 2004, 9:45 p.m. 31 III. WORLD HISTORY E. Global Encounters, Exchanges, and Conflicts, 500 AD -1500 AD The student will demonstrate a knowledge of overseas trade, exploration, and expansion in the Mediterranean, Indian, and Atlantic Oceans, 1000-1500 AD. 1. Students will compare the Indian Ocean region with the Mediterranean Sea region in terms of economic, political, and cultural interactions, and analyze the nature of their interactions after 1250 CE. 2. Students

25 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=25 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

wheel, agriculture, iron tools, governmental structures, city-building, art and architecture, writing, textile production III. WORLD HISTORY B. Classical Civilizations and World Religions 1000 BC - 600 AD The student will describe classical civilizations in Africa, Asia, and Mesoamerica. 1. Students will describe the emergence of states in Sub-Saharan Africa and explains how iron working diffused in Africa. 2. Students will describe how the Chinese Empire was united. 3. Students will analyze the relationship

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political and cultural life. 3. Students will describe the formation of states in sub-Saharan Africa and the Americas. 1. Islamic law, family life, government, architecture, science 2. Buddhism and Confucianism, Chinese conquest of Vietnam; relations between China and Japan, China and Indian Ocean exploration 3. Ethiopia, Ghana, Zimbabwe, Mali, Benin; Swahili towns, Aztec Empire, Anasazi, Pueblos, Mayans, Incas III. WORLD HISTORY E. Western Civilizations, Renaissance and Reformation 1000 AD - 1700 AD The student

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Minnesota Department of Education May 15, 2004, 9:45 p.m. 27 III. WORLD HISTORY G. Western Civilizations, Age of Revolution and Reaction, 1640- 1920 AD The student will demonstrate knowledge of the rise of colonialism and its effects worldwide. 1. Students will examine the effects of imperialism on the colonial societies of the 18th, 19th and 20th Centuries. 1. Imperialism, mercantile economies; policies in Africa, Asia, America; social consequences, slave trade WORLD HISTORY GRADES 9-12 Strand Sub-Strand

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demonstrate knowledge of ancient Rome from about 500 BC - 500 AD and its influence in relation to other contemporary civilizations. 1. Students will analyze the influence of geography on Roman economic, social and political development, and compare its social and political structure to other contemporary civilizations. 2. Students will compare Roman military conquests and empire building with those of other contemporary civilizations. 3. Students will analyze the influence of Roman civilization, including the

29 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=29 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

400 AD - 1000 AD The student will demonstrate knowledge of Europe during the Middle Ages from about 500 - 1000 AD in terms of its impact on Western civilization. 1. Students will describe the spread and influence of Christianity throughout Europe and analyze its impact. 2. Students will explain the structure of feudal society and analyze how it impacted all aspects of feudal life. 1. Catholic Church, monasticism, schism 2. Vassals, Fiefs, Manor Serf, Knight, Investiture, Lords, homage, Frankish kings, and Age

30 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=30 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

Timbuktu III. WORLD HISTORY E. Global Encounters, Exchanges, and Conflicts, 500 AD - 1500 AD The student will demonstrate knowledge of the interactions between Christendom and the Islamic world, 750 - 1500 AD. 1. Students will describe the emergence of European states of Christendom and analyze the conflicts among them and other Eurasian powers. 2. Students will describe the emergence of Islamic states in Africa, the Near East, Iberia and India, and analyze the conflicts among them and other Eurasian powers. 3

31 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=31 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

Minnesota Department of Education May 15, 2004, 9:45 p.m. 31 III. WORLD HISTORY E. Global Encounters, Exchanges, and Conflicts, 500 AD -1500 AD The student will demonstrate a knowledge of overseas trade, exploration, and expansion in the Mediterranean, Indian, and Atlantic Oceans, 1000-1500 AD. 1. Students will compare the Indian Ocean region with the Mediterranean Sea region in terms of economic, political, and cultural interactions, and analyze the nature of their interactions after 1250 CE. 2. Students

32 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=32 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

Minnesota Department of Education May 15, 2004, 9:45 p.m. 32 III. WORLD HISTORY E, Global Encounters, Exchanges, and Conflicts, 500 AD - 1500 AD The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period. 1. Students will describe the emergence of European states and analyze the impact. 2. Students will explain conflicts among Eurasian powers. 3. Students will identify patterns of crisis and recovery related to the Black Death

33 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=33 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

Minnesota Department of Education May 15, 2004, 9:45 p.m. 33 III. WORLD HISTORY F. Emergence of a Global Age, 1450 AD - 1800 AD III. WORLD HISTORY F. Emergence of a Global Age, 1450 AD - 1800 AD The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 AD. 1. Students will identify and explain the impact of exploration on culture and economies. 2. Students will describe the location and development of the Ottoman Empire. 1. Spice trade

34 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=34 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

and Revolutions, 1640 AD - 1920 AD The student will demonstrate knowledge of political and philosophical developments in Europe during the 19th century. 1. Students will analyze the Napoleonic Wars and the Concert of Europe. 2. Students will describe the factors leading to the Revolutions of 1830 and 1848, and describe their long-term impact on the expansion of political rights in Europe. 3. Students will describe major scientific, technological, and philosophical developments of the 19 th Century and analyze

35 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=35 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

Minnesota Department of Education May 15, 2004, 9:45 p.m. 35 III. WORLD HISTORY G. Age of Empires and Revolutions, 1640 AD - 1920 AD The student will demonstrate knowledge of European and American expansion. 1. Students will explain the rise of U.S. influence in the Americas and the Pacific. 2. Students will analyze the motives and consequences of European imperialism in Africa and Asia. 3. Students will compare motives and methods of various forms of colonialism and various colonial powers. 1. Mexican War

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Minnesota Department of Education May 15, 2004, 9:45 p.m. 36 III. WORLD HISTORY H. Global Conflict, 1914AD - 1945 AD The student will demonstrate knowledge of the worldwide impact of World War I. 1. Students will analyze the economic and political causes of World War I and how they interacted as well as the impact of technology on the war. 2. Students will examine the Treaty of Versailles and analyze the impact of its consequences. 3. Students will analyze causes and consequences of the Russian Revolution

37 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=37 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

Minnesota Department of Education May 15, 2004, 9:45 p.m. 37 leaders of this time period. III. WORLD HISTORY I. The Post-War Period, 1945 AD - Present The student will demonstrate knowledge of political, economic, social and cultural aspects of independence movements and development efforts. 1. Students will analyze the independence movement in India, the role of Gandhi, and the effectiveness of civil disobedience in this revolution. 2. Students will analyze the struggle for independence in African nations

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emotional appeals, bias and prejudice. 3. Students will know and analyze the points of access and influence people can use to affect elections and public policy decisions. 4. Students will understand the importance of informed decision making and the roles of public speaking, conducting a public meeting, letter writing, petition signing, negotiation, active listening, conflict resolution, and mediation, defending a public policy position in a civil conversation. 2. Web pages, editorials, letters to the editor

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STATE BOARD OF EDUCATION

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verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally match the grade level expectations Strand 1: American History Strand 2: World History Strand 3: Civics/Government Strand 4: Geography Strand 5: Economics Clinton. PO 7. Describe events (e.g., September 11 Terrorist Attacks, Afghanistan, Iraq War) of the presidency of George W. Bush. PO 8. Describe current events using information from class discussions an various resources

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information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). motorized vehicle, aircraft). PO 2. Describe changes over time in communication networks (e.g., telegraph, telephone, postal, internet). PO 3. Recognize there are differences in political units and hierarchies (i.e., community, city, county, state, country, continent). PO 4. Describe elements of culture of a community or nation (e.g., food, clothing, housing

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___ Concept 9: Postwar United States No performance objectives at this grade. ___ Concept 10: Contemporary United States PO 1. Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, powder/fireworks, compass) d. Central and South America (i.e., astronomy, agriculture) Connect with: Strand 5 Concept 2 PO 7. Describe the development of the following types of government and citizenship in ancient

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verbatim from year to year; it is understood that the depth, complexity, and difficulty level developmentally match the grade level expectations Strand 1: American History Strand 2: World History Strand 3: Civics/Government Strand 4: Geography Strand 5: Economics Clinton. PO 7. Describe events (e.g., September 11 Terrorist Attacks, Afghanistan, Iraq War) of the presidency of George W. Bush. PO 8. Describe current events using information from class discussions an various resources

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Mathematics Content Standards - Curriculum Frameworks (CA Dept of Education)

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State Board of Education; Sue Stickel, a member of the Curriculum Development and Supplemental Materials Commission; and internationally recognized mathematicians Drs. Gunar Carlsson, David Geary, R. James Milgram, Richard Askey, and H-H. Wu. Their service and contributions to the mathematics ad hoc committee deserve special recognition. Ordering Information Copies of this publication are available for $8.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may

3 0 http://www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=3 www.cde.ca.gov/be/st/ss/documents/mathstandard.pdf#page=3

State Board of Education; Sue Stickel, a member of the Curriculum Development and Supplemental Materials Commission; and internationally recognized mathematicians Drs. Gunar Carlsson, David Geary, R. James Milgram, Richard Askey, and H-H. Wu. Their service and contributions to the mathematics ad hoc committee deserve special recognition. Ordering Information Copies of this publication are available for $8.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may

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English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)

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English-Language Arts ad-hoc committee deserve special recognition. Ordering Information Copies of this publication are available for $12.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent to CDE Press, Sales Office, California Department of Education, 1430 N Street, Suite 3207, Sacramento, CA 95814-5901, FAX (916) 323- 0823. See page 86 for complete information on payment, including credit card purchases, and an order blank. Prices on all publications are

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English-Language Arts ad-hoc committee deserve special recognition. Ordering Information Copies of this publication are available for $12.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent to CDE Press, Sales Office, California Department of Education, 1430 N Street, Suite 3207, Sacramento, CA 95814-5901, FAX (916) 323- 0823. See page 86 for complete information on payment, including credit card purchases, and an order blank. Prices on all publications are

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Glossary active voice A verb form in which the subject of the verb carries out some action. Example: He hit the ball. affix A bound (nonword) morpheme that changes the meaning or function of a root or stem to which it is attached, such as the prefix ad-and the suffix -ing in adjoining. alliteration The repetition of the same sound, usually of a consonant, at the begin- ning of two or more words immediately succeeding each other or at short intervals. Example: The repetition of f and g in fields

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GLOSSARY appeal to pathos (pity) appositive archetypal criticism archetype attack ad hominem bandwagon base word blend boundary climax clustering complement A common fallacy in arguments, the ad misericordiam approach is a special case of the appeal to emotion in which the altruism and mercy of the audience are the special emotions to which the speaker appeals. A word or phrase that restates or modifies an immediately preceding noun. Note: An appositive is often useful as a context clue

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Social Studies Curriculum Framework

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54 History: History 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: H.6.5.19 = History. Standard 6. Grade 5. 19 th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade

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54 History: History 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: H.6.5.19 = History. Standard 6. Grade 5. 19 th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade

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c. Describe how the rise and decline of military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade networks affected societies. World History Standards Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD) 6.5.11 Understand feudalism and the rise of the Christian church a dominant factor in Medieval Europe. a. Identify the spread of Christian belief in Europe. b. Diagram the social structure of medieval society. c. Explain the

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civilizations. • 5.05 Understand the place of historical events in the context of past, present and future. • 5.06 Identify how to use historical information acquired from a variety of sources. World History Standards Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD) • 5.07 Recognize the influence of major religions between both ancient eastern and western cultures. • 5.08 Understand the place of historical events in the context of past, present, and future. • 5.09 Identify

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c. Describe how the rise and decline of military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade networks affected societies. World History Standards Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD) 6.5.11 Understand feudalism and the rise of the Christian church a dominant factor in Medieval Europe. a. Identify the spread of Christian belief in Europe. b. Diagram the social structure of medieval society. c. Explain the

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Science

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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

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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

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Microsoft Word - IAF_Soc_Sci_9_2007.rtf

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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

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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

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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

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