Education
Web
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a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, video, and computer). • 3.5.tpi.8. cr...
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a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas and ideas that create a history of a place. • 3.5.tpi.7. assemble historical information using a variety of sources (e.g., newspaper, book, video, and computer). • 3.5.tpi.8. create a journal entry about a major historical event or figure. • 3.5.tpi.9. create a "then" and "now" class museum. at Level 3, the student is able to • 3.5.tpi.10. choose a favorite historical event and research it using computer and media.
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_3.pdf#page=11
www.state.tn.us/education/ci/ss/doc/SS_Grade_3.pdf#page=11
a field trip to a historical place. • 3.5.tpi.6. identify people, events, areas <span class="highlight">and</span> ideas that create a history <span class="highlight">of</span> a place. • 3.5.tpi.7. assemble historical information using a variety <span class="highlight">of</span> sources (e.g., newspaper, book, video, <span class="highlight">and</span> computer). • 3.5.tpi.8. create a <span class="highlight">journal</span> entry about a major historical event or figure. • 3.5.tpi.9. create a "then" <span class="highlight">and</span> "now" class museum. at Level 3, the student is able to • 3.5.tpi.10. choose a favorite historical event <span class="highlight">and</span> <span class="highlight">research</span> it using computer <span class="highlight">and</span> media.
Social Studies Booklet
and J. D. Andrews. eds. Children of 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official Journal of the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies and the Young Learner. A Quarterly for Creati...
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and J. D. Andrews. eds. Children of 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official Journal of the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies and the Young Learner. A Quarterly for Creative Teaching in Grades K-6. National Council for the Social Studies. 3501 Newark Street, NW, Washington, DC. Reading Teacher. A Journal of the International Reading Association. 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 Young Children
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=17
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
<span class="highlight">and</span> J. D. Andrews. eds. Children <span class="highlight">of</span> 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official <span class="highlight">Journal</span> <span class="highlight">of</span> the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies <span class="highlight">and</span> the Young Learner. A Quarterly for Creative Teaching in Grades K-6. National Council for the Social Studies. 3501 Newark Street, NW, Washington, DC. Reading Teacher. A <span class="highlight">Journal</span> <span class="highlight">of</span> the International Reading Association. 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 Young Children
19
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=19
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
Doing history: Rather than memoriz- ing names <span class="highlight">and</span> dates from history texts, students <span class="highlight">research</span> historical questions, analyze their findings <span class="highlight">and</span> present them in a form appropriate to class assign- ments (written, oral, visual, or dramat- ics). Students conduct oral histories, write firsthand accounts <span class="highlight">of</span> potentially significant historical events, puzzle over documents <span class="highlight">and</span> artifacts, <span class="highlight">research</span> sec- ondary sources, consider the subjective nature <span class="highlight">of</span> the information they uncov- er, <span class="highlight">and</span> interpret information. To
Microsoft Word - RI_Civics_GSEs_HS-_9-12__Final_Version
are interconnected by… C&G 5 (Ext) – 1 Students demonstrate an understanding of the many ways Earth’s people are interconnected by Related GLEs/GSEs: R-15 Reading for Research a. identifying the ways the world is organized: politically, socially, culturally, eco...
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are interconnected by… C&G 5 (Ext) – 1 Students demonstrate an understanding of the many ways Earth’s people are interconnected by Related GLEs/GSEs: R-15 Reading for Research a. identifying the ways the world is organized: politically, socially, culturally, economically, environmentally (e.g. nation- state) How is the world organized? In what ways is the world organized? • Model UN • Capital Forum • Formal and informal organizations: ex: Nation- State, WTO, IMF, Transnational
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http://www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Version.pdf#page=7
www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Ve...
are interconnected by… C&G 5 (Ext) – 1 Students demonstrate an understanding <span class="highlight">of</span> the many ways Earth’s people are interconnected by Related GLEs/GSEs: R-15 Reading for <span class="highlight">Research</span> a. identifying the ways the world is organized: politically, socially, culturally, economically, environmentally (e.g. nation- state) How is the world organized? In what ways is the world organized? • Model UN • Capital Forum • Formal <span class="highlight">and</span> informal organizations: ex: Nation- State, WTO, IMF, Transnational
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Ch. 113, TEKS for Social Studies. Page B-8 Texas Education Agency (6.22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main and supporting ideas in verbal ...
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Ch. 113, TEKS for Social Studies. Page B-8 Texas Education Agency (6.22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main and supporting ideas in verbal and written communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
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http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=8
ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=8
Ch. 113, TEKS for Social Studies. Page B-8 Texas Education Agency (6.22) Social studies skills. The student communicates in written, oral, <span class="highlight">and</span> visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main <span class="highlight">and</span> supporting ideas in verbal <span class="highlight">and</span> written communication; (C) express ideas orally based on <span class="highlight">research</span> <span class="highlight">and</span> experiences; (D) create written <span class="highlight">and</span> visual material such as <span class="highlight">journal</span> entries, reports, graphic organizers, outlines, <span class="highlight">and</span> bibliographies
American History
10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Stu...
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10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Students shall examine the impact of westward migration during the Gilded Age. PO.9.AH.1 Identify the significance of the Exodusters PO.9.AH.2 Analyze life on the Great Plains using primary and
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http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=11
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=11
10 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department <span class="highlight">of</span> Education Key: PO.9.AH.1 = Populism. Standard 9. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 9: Students shall examine the impact <span class="highlight">of</span> westward migration during the Gilded Age. PO.9.AH.1 Identify the significance <span class="highlight">of</span> the Exodusters PO.9.AH.2 Analyze life on the Great Plains using primary <span class="highlight">and</span>
Contemporary United States History
4 Contemporary United States History: Technology Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: T.3.CH.1 = Technology. Standard 3. Contemporary United States History. 1st Student Learning Expectation Strand: Technology Content Standard 3: Students sha...
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4 Contemporary United States History: Technology Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: T.3.CH.1 = Technology. Standard 3. Contemporary United States History. 1st Student Learning Expectation Strand: Technology Content Standard 3: Students shall investigate the role of technology in a changing society. T.3.CH.1 Investigate the role technology has played in improved health care (e.g., Human Genome Project, vaccinations, food preparation and
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http://arkansased.org/teachers/pdf/contemp_ushist_2006.pdf#page=5
arkansased.org/teachers/pdf/contemp_ushist_2006.pdf#page=5
4 Contemporary United States History: Technology Social Studies Curriculum Framework Revision 2006 Arkansas Department <span class="highlight">of</span> Education Key: T.3.CH.1 = Technology. Standard 3. Contemporary United States History. 1st Student Learning Expectation Strand: Technology Content Standard 3: Students shall investigate the role <span class="highlight">of</span> technology in a changing society. T.3.CH.1 Investigate the role technology has played in improved health care (e.g., Human Genome Project, vaccinations, food preparation <span class="highlight">and</span>
Core Content For Mathematics Assessment
Science for All Americans, which also were published by the American Association for the Advancement of Science (http://www.aaas.org) and the National Science Education Standards (National Research Council, 1996). SUBDOMAINS with related ORGANIZERS Subdomain Organizers Subdoma...
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Science for All Americans, which also were published by the American Association for the Advancement of Science (http://www.aaas.org) and the National Science Education Standards (National Research Council, 1996). SUBDOMAINS with related ORGANIZERS Subdomain Organizers Subdomain Organizers Physical Science • Structure and Transformation of Matter • Motion and Forces Earth/Space Science • The Earth and the Universe Biological Science • Unity and Diversity • Biological Change Unifying Concepts • Energy
168
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=168
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=168
Science for All Americans, which also were published by the American Association for the Advancement <span class="highlight">of</span> Science (http://www.aaas.org) <span class="highlight">and</span> the National Science Education Standards (National <span class="highlight">Research</span> Council, 1996). SUBDOMAINS with related ORGANIZERS Subdomain Organizers Subdomain Organizers Physical Science • Structure <span class="highlight">and</span> Transformation <span class="highlight">of</span> Matter • Motion <span class="highlight">and</span> Forces Earth/Space Science • The Earth <span class="highlight">and</span> the Universe <span class="highlight">Biological</span> Science • Unity <span class="highlight">and</span> Diversity • <span class="highlight">Biological</span> Change Unifying Concepts • Energy
199
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=199
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=199
CCA 4.1 Middle School Science AUGUST 2006 Bold – State Assessment Content Standard 196 Italics – Supporting Content Standard SC-08-3.4.4 Students will describe <span class="highlight">and</span> explain patterns found within groups <span class="highlight">of</span> organisms in order to make <span class="highlight">biological</span> classifications <span class="highlight">of</span> those organisms. Observations <span class="highlight">and</span> patterns found within groups <span class="highlight">of</span> organisms allow for <span class="highlight">biological</span> classifications based on how organisms are related. DOK 2 SC-08-3.4.5 Students will understand that multicellular animals have
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