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 Microsoft Word - Completed Reading.rtf
Booklist magazine reviews books, electronic media, and reference works for both adults and children. Both periodicals are published by the American Library Association, 50 E. Huron Street, Chicago, IL 60611 (http://www.ala.org/booklinks). Bulletin of the Center for Children&rsq...
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Booklist magazine reviews books, electronic media, and reference works for both adults and children. Both periodicals are published by the American Library Association, 50 E. Huron Street, Chicago, IL 60611 (http://www.ala.org/booklinks). Bulletin of the Center for Children’s Books This journal provides critical annotations, indications of grade level/age, and reviews of children’s literature. It is published by Graduate School of Library and Information Science, University of Illinois and University of
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=94
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
Booklist magazine reviews books, electronic media, <span class="highlight">and</span> reference works for both adults <span class="highlight">and</span> children. Both periodicals are published by the American Library Association, 50 E. Huron Street, Chicago, IL 60611 (http://www.ala.org/booklinks). Bulletin <span class="highlight">of</span> the Center for Children’s Books This <span class="highlight">journal</span> provides critical annotations, indications <span class="highlight">of</span> grade level/age, <span class="highlight">and</span> reviews <span class="highlight">of</span> children’s literature. It is published by Graduate School <span class="highlight">of</span> Library <span class="highlight">and</span> Information <span class="highlight">Science</span>, University <span class="highlight">of</span> Illinois <span class="highlight">and</span> University <span class="highlight">of</span>
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=95
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
95 Phi Delta Kappan Reading Research Quarterly Published by <span class="highlight">International</span> Reading Association The Reading Teacher (elementary) Published by the <span class="highlight">International</span> Reading Association. School Library <span class="highlight">Journal</span> Both the print <span class="highlight">and</span> the online versions review professional reading, books for children <span class="highlight">and</span> young adults, audiovisual materials, <span class="highlight">and</span> <span class="highlight">computer</span> software. The address for the print version is P.O. Box 16388, North Hollywood, CA 91615-6388. The online version is at http://www.slj.com. Voices
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112 Task(s) groups <span class="highlight">and</span> at least two items <span class="highlight">of</span> food in each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire <span class="highlight">of</span> 10 questions would you ask shoppers in a supermarket if you were doing a survey <span class="highlight">of</span> what food they eat. about what the people in this class eat for breakfast. <span class="highlight">and</span> dance to sell bananas. about 10 important eating habits that would be suitable for the whole school to follow in order to eat
Science.qxd
for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle Scho...
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for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle School Years: IEA’s Third International Mathematics and Science Study, Boston, Center for the Study of Testing, Evaluation, and Educational Policy, Boston College, 1996. International Technology Education Association
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=69
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=69
Revised 2004 65 Grade 6 <span class="highlight">Science</span> 5.03 Relate the influence <span class="highlight">of</span> the sun <span class="highlight">and</span> the moon’s orbit to the gravitational effects produced on Earth. • Solar storms. • Tides. 5.04 Describe space explorations <span class="highlight">and</span> the understandings gained from them including: • N.A.S.A. • Technologies used to explore space. • Historic timeline. • Apollo mission to the moon. • Space Shuttle. • <span class="highlight">International</span> Space Station. • Future goals. 5.05 Describe the setting <span class="highlight">of</span> the solar system in the universe including: • Galaxy. • Size
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www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=13...
that encourages students to work collaboratively in groups to design investigations, formulate hypotheses, collect data, reach conclusions, <span class="highlight">and</span> present their findings to their classmates. The content studied in physical <span class="highlight">science</span> is an opportunity to present <span class="highlight">science</span> as a basis for engineering, electronics, <span class="highlight">computer</span> <span class="highlight">science</span>, astronomy <span class="highlight">and</span> the technical trades. The diversity <span class="highlight">of</span> physical <span class="highlight">science</span> content allows for looking at <span class="highlight">science</span> as a vocation. Scientist, artist, <span class="highlight">and</span> technician are just a few <span class="highlight">of</span> the many careers
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Revised 2004 <span class="highlight">Science</span> 172 BIBLIOGRAPHY Aikenhead. G. & Solomon, J. (Edts.), STS Education: <span class="highlight">International</span> Perspectives On Reform, New York, Teachers College Press, 1994 Allen, N.L., Swinton, S.S., Ishman, S.P., Zelenak, C.A., Technical Report <span class="highlight">of</span> the NAEP 1996 State Assessment Program in <span class="highlight">Science</span>, Washington, D.C., National Center for Education Statistics, 1997. American Association for the Advancement <span class="highlight">of</span> <span class="highlight">Science</span>, Benchmarks for <span class="highlight">Science</span> Literacy, Project 2061, New York, Oxford University
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www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., <span class="highlight">Science</span> matters: Achieving Scientific Literacy, New York, Doubleday, 1991. <span class="highlight">International</span> Association for the Evaluation <span class="highlight">of</span> Educational Achievement, <span class="highlight">Science</span> Achievement in the Middle School Years: IEA’s Third <span class="highlight">International</span> Mathematics <span class="highlight">and</span> <span class="highlight">Science</span> Study, Boston, Center for the Study <span class="highlight">of</span> Testing, Evaluation, <span class="highlight">and</span> Educational Policy, Boston College, 1996. <span class="highlight">International</span> Technology Education Association
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<span class="highlight">of</span> U.S. Fourth-Grade Mathematics <span class="highlight">And</span> <span class="highlight">Science</span> Achievement in <span class="highlight">International</span> Context, Washington, D.C., U.S. Government Printing Office, 1997. U.S. Department <span class="highlight">of</span> Education, National Center for Education Statistics, Pursuing Excellence, NCES 97-198, Washington, D.C., U.S. Government Printing Office, 1996. U.S. Department <span class="highlight">of</span> Education, Office <span class="highlight">of</span> Educational Research <span class="highlight">and</span> Improvement, Attaining Excellence: A Video Presentation <span class="highlight">of</span> Pursuing Excellence: U.S. Eighth Grade Findings From the Third
Standard 2 ~ Government ~ Using the State Curriculum ~ School Improvement in Maryland
Contemporary concerns which affect international relationships including : national security, economic well-being, the spread of democracy , developing nations, weapons of mass destruction, terrorism, and global economic conditions. Objectives Explain how the execu...
Microsoft Word - ssstdh.docssstdh.pdf
oral testimony). Region - an area with one or more common characteristics or features which make it different from surrounding areas. Technology - science applied to achieve practical purposes. Trade-off - getting less of one thing in order to get a little more of another. Unite...
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oral testimony). Region - an area with one or more common characteristics or features which make it different from surrounding areas. Technology - science applied to achieve practical purposes. Trade-off - getting less of one thing in order to get a little more of another. United Nations Declaration of Human Rights- an organization of independent states formed in 1945 to promote international peace and security
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totalitarianism; ideology: fascism, socialism, communism). 2. (K) discusses the structure <span class="highlight">of</span> <span class="highlight">international</span> relations both regional <span class="highlight">and</span> world-wide (e.g., trade, economic <span class="highlight">and</span> defense alliances, regional <span class="highlight">security</span>). 3.▲ (A) examines the purpose <span class="highlight">and</span> functions <span class="highlight">of</span> multi-national organizations (e.g., United Nations, NATO, <span class="highlight">International</span> Red Cross). 4. explains the changing roles <span class="highlight">of</span> the United States Government in the <span class="highlight">international</span> community (e.g., treaties, NATO, UN, exploitative, altruistic, benign). 5. (A
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which government controls resources <span class="highlight">and</span> industries. Sovereignty - ultimate, supreme power in a state; in the United States, sovereignty rests with the people. Totalitarianism- a form <span class="highlight">of</span> government in which the political authority exercises absolute <span class="highlight">and</span> centralized control over all aspects <span class="highlight">of</span> life Trade - the exchange <span class="highlight">of</span> goods or services for other goods <span class="highlight">and</span> services or money. United Nations Declaration <span class="highlight">of</span> Human Rights- an organization <span class="highlight">of</span> independent states formed in 1945 to promote <span class="highlight">international</span> peace <span class="highlight">and</span>
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3. (K) distinguishes between government debt <span class="highlight">and</span> government budget deficit. 4.▲ (A) evaluates the costs <span class="highlight">and</span> benefits <span class="highlight">of</span> governmental economic <span class="highlight">and</span> social policies on society (e.g., minimum wage laws, anti-trust laws, EPA Regulations, Social <span class="highlight">Security</span>, farm subsidies, <span class="highlight">international</span> sanctions on agriculture, Medicare, unemployment insurance, corporate tax credits, public work projects). • Research goods <span class="highlight">and</span> services provided by the government, choose one <span class="highlight">and</span> report on why the government is involved. (1
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Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers <span class="highlight">of</span> the World, Eugene Debs, strikes). 3. (A) analyzes the key ideas <span class="highlight">of</span> William Jennings Bryan <span class="highlight">and</span> other populists (e.g., free coinage <span class="highlight">of</span> silver, government ownership <span class="highlight">of</span> railroads, graduated income tax, direct election <span class="highlight">of</span> senators, election reform). 4.▲ (A) examines the emergence <span class="highlight">of</span> the United States in <span class="highlight">international</span> affairs at the turn <span class="highlight">of</span> the 20 th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama
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oral testimony). Region - an area with one or more common characteristics or features which make it different from surrounding areas. Technology - <span class="highlight">science</span> applied to achieve practical purposes. Trade-off - getting less <span class="highlight">of</span> one thing in order to get a little more <span class="highlight">of</span> another. United Nations Declaration <span class="highlight">of</span> Human Rights- an organization <span class="highlight">of</span> independent states formed in 1945 to promote <span class="highlight">international</span> peace <span class="highlight">and</span> <span class="highlight">security</span>
2006 Science and Technology/Engineering Curriculum Framework
General Science and Technology/Engineering Resources (cont.) Website Vermont Institutes www.vermontinstitutes.org Wright Center for Science Education, Tufts University www.tufts.edu/as/wright_center/ Earth and Space Science Website Center for International...
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General Science and Technology/Engineering Resources (cont.) Website Vermont Institutes www.vermontinstitutes.org Wright Center for Science Education, Tufts University www.tufts.edu/as/wright_center/ Earth and Space Science Website Center for International Earth Science Information Network (CIESIN) www.ciesin.org/ Christa Corrigan McAuliffe Center for Education and Teaching Excellence www.christa.org Incredible Journey/Project WET www.montana.edu/wwwwet/journey.html Learning Adventures
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=96
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=96
Technology/Engineering, Grades 6–8 LEARNING STANDARDS SUGGESTED LEARNING ACTIVITIES 3. Communication Technologies Central Concept: Ideas can be communicated though engineering drawings, written reports, <span class="highlight">and</span> pictures. 3.1 Identify <span class="highlight">and</span> explain the components <span class="highlight">of</span> a communication system, i.e., source, encoder, transmitter, receiver, decoder, storage, retrieval, <span class="highlight">and</span> destination. 3.2 Identify <span class="highlight">and</span> explain the appropriate tools, machines, <span class="highlight">and</span> electronic devices (e.g., drawing tools, <span class="highlight">computer</span>- aided
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=159
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=159
Heinemann, 2001. <span class="highlight">International</span> Society for Technology in Education. National Educational Technology Standards for Students. Eugene, OR : <span class="highlight">International</span> Society for Technology in Education. 2006. <span class="highlight">International</span> Technology Education Association <span class="highlight">and</span> National <span class="highlight">Science</span> Foundation. Standards for Technological Literacy: Content for the Study <span class="highlight">of</span> Technology. Reston, VA: ITEA, 2000. —————. Technology for All Americans Project, A Rationale <span class="highlight">and</span> Structure for the Study <span class="highlight">of</span> Technology, Reston, VA : ITEA,1996. Keeley, Page
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=162
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=162
General <span class="highlight">Science</span> <span class="highlight">and</span> Technology/Engineering Resources (cont.) Website Vermont Institutes www.vermontinstitutes.org Wright Center for <span class="highlight">Science</span> Education, Tufts University www.tufts.edu/as/wright_center/ Earth <span class="highlight">and</span> Space <span class="highlight">Science</span> Website Center for <span class="highlight">International</span> Earth <span class="highlight">Science</span> Information Network (CIESIN) www.ciesin.org/ Christa Corrigan McAuliffe Center for Education <span class="highlight">and</span> Teaching Excellence www.christa.org Incredible Journey/Project WET www.montana.edu/wwwwet/journey.html Learning Adventures
Microsoft Word - ssstdg.docssstdg.pdf
and services or money. Trade barriers - something that prohibits trade. Trade-off - getting less of one thing in order to get a little more of another. U United Nations Declaration of Human Rights- an organization of independent states formed in 1945 to promote...
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and services or money. Trade barriers - something that prohibits trade. Trade-off - getting less of one thing in order to get a little more of another. U United Nations Declaration of Human Rights- an organization of independent states formed in 1945 to promote international peace and security Urbanization - the growth of cities. W Wages - payment for labor or services to a worker, usually on an hourly, daily, or weekly basis, or by the piece. Wants - desires that can be satisfied by
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<span class="highlight">and</span> services or money. Trade barriers - something that prohibits trade. Trade-off - getting less <span class="highlight">of</span> one thing in order to get a little more <span class="highlight">of</span> another. U United Nations Declaration <span class="highlight">of</span> Human Rights- an organization <span class="highlight">of</span> independent states formed in 1945 to promote <span class="highlight">international</span> peace <span class="highlight">and</span> <span class="highlight">security</span> Urbanization - the growth <span class="highlight">of</span> cities. W Wages - payment for labor or services to a worker, usually on an hourly, daily, or weekly basis, or by the piece. Wants - desires that can be satisfied by
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 <span class="highlight">International</span> Reading Association. 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 Young Children
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United Nations is the international organization comprising most of the nations of the world, formed in 1945 to promote peace, security, and economic development. Veto is a Constitutional power of the president to refuse to sign a bill passed by Congress, th...
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United Nations is the international organization comprising most of the nations of the world, formed in 1945 to promote peace, security, and economic development. Veto is a Constitutional power of the president to refuse to sign a bill passed by Congress, thereby preventing it from becoming a law. The president's veto may be overridden by a two-thirds vote of both the Senate and House of Representatives. Virginia Plan was James Madison's proposal during the Constitutional Convention of shifting power
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http://www.state.tn.us/education/ci/ss/doc/SS_Glossary.pdf#page=15
www.state.tn.us/education/ci/ss/doc/SS_Glossary.pdf#page=15
United Nations is the <span class="highlight">international</span> organization comprising most <span class="highlight">of</span> the nations <span class="highlight">of</span> the world, formed in 1945 to promote peace, <span class="highlight">security</span>, <span class="highlight">and</span> economic development. Veto is a Constitutional power <span class="highlight">of</span> the president to refuse to sign a bill passed by Congress, thereby preventing it from becoming a law. The president's veto may be overridden by a two-thirds vote <span class="highlight">of</span> both the Senate <span class="highlight">and</span> House <span class="highlight">of</span> Representatives. Virginia Plan was James Madison's proposal during the Constitutional Convention <span class="highlight">of</span> shifting power
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New Hampshire Curriculum Framework Science June 2006 Science Process Skills, K-4 Page 24 of 123 Science Process Skills SPS4– Science Skills for Information, Communication and Media Literacy (from ICT Literacy Map for Science, www.21stcenturyskil...
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New Hampshire Curriculum Framework Science June 2006 Science Process Skills, K-4 Page 24 of 123 Science Process Skills SPS4– Science Skills for Information, Communication and Media Literacy (from ICT Literacy Map for Science, www.21stcenturyskills.org) By the end of Grade 2, all students will… By the end of Grade 4, all students will apply skills from previous grades and… 1. INFORMATION AND MEDIA LITERACY S:SPS4:2:1.1 Have experience with a variety of media sources. S:SPS4:2:1.2 Use tools
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=24
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework <span class="highlight">Science</span> June 2006 <span class="highlight">Science</span> Process Skills, K-4 Page 24 <span class="highlight">of</span> 123 <span class="highlight">Science</span> Process Skills SPS4– <span class="highlight">Science</span> Skills for Information, Communication <span class="highlight">and</span> Media Literacy (from ICT Literacy Map for <span class="highlight">Science</span>, www.21stcenturyskills.org) By the end <span class="highlight">of</span> Grade 2, all students will… By the end <span class="highlight">of</span> Grade 4, all students will apply skills from previous grades <span class="highlight">and</span>… 1. INFORMATION <span class="highlight">AND</span> MEDIA LITERACY S:SPS4:2:1.1 Have experience with a variety <span class="highlight">of</span> media sources. S:SPS4:2:1.2 Use tools
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=25
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework <span class="highlight">Science</span> June 2006 <span class="highlight">Science</span> Process Skills, K-4 Page 25 <span class="highlight">of</span> 123 <span class="highlight">Science</span> Process Skills SPS4– <span class="highlight">Science</span> Skills for Information, Communication <span class="highlight">and</span> Media Literacy (from ICT Literacy Map for <span class="highlight">Science</span>, www.21stcenturyskills.org) By the end <span class="highlight">of</span> Grade 2, all students will… By the end <span class="highlight">of</span> Grade 4, all students will apply skills from previous grades <span class="highlight">and</span>… 6. INTERPERSONAL <span class="highlight">AND</span> COLLABORATIVE SKILLS S:SPS4:2:6.1 Plan <span class="highlight">and</span> carry out simple activities with a group. S:SPS4:4:6.1
K-12 Social Studies
systems and practices are nationalism, capitalism, urbanization, and monotheism. • This theme explores such essential questions as: What is the role of tradition? How has ethnocentrism impacted history? How does global transformation impact cultures? Theme F: Global Tra...
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systems and practices are nationalism, capitalism, urbanization, and monotheism. • This theme explores such essential questions as: What is the role of tradition? How has ethnocentrism impacted history? How does global transformation impact cultures? Theme F: Global Transformation • This theme seeks to bring meaning to the exchanges among civilizations from earliest times through the gradual growth of global interactions. • Examples of this theme include international organizations, competition and
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=8
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
systems <span class="highlight">and</span> practices are nationalism, capitalism, urbanization, <span class="highlight">and</span> monotheism. • This theme explores such essential questions as: What is the role <span class="highlight">of</span> tradition? How has ethnocentrism impacted history? How does global transformation impact cultures? Theme F: Global Transformation • This theme seeks to bring meaning to the exchanges among civilizations from earliest times through the gradual growth <span class="highlight">of</span> global interactions. • Examples <span class="highlight">of</span> this theme include <span class="highlight">international</span> organizations, competition <span class="highlight">and</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=25
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
providing effective ways to examine many <span class="highlight">of</span> the “why questions in history, politics, geography, business, <span class="highlight">and</span> <span class="highlight">international</span> relations. Standard Grades K-2 Grades 3-4 SS:EC:5: <span class="highlight">International</span> Economics <span class="highlight">and</span> Trade Students will recognize the importance <span class="highlight">of</span> <span class="highlight">international</span> trade <span class="highlight">and</span> how economies are affected by it. SS:EC:2:5.1: Define the term resources, e.g., trees, books (Themes: D: Material Wants <span class="highlight">and</span> Needs, G: <span class="highlight">Science</span>, Technology, <span class="highlight">and</span> Society) SS:EC:4:5.1: Describe that countries have different kinds
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=52
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
G: <span class="highlight">Science</span>, Technology, <span class="highlight">and</span> Society) SS:EC:8:5.2: Identify <span class="highlight">and</span> explain the impact on trade <span class="highlight">of</span> government policies, e.g., tariffs, quotas, or embargoes. (Themes: A: Conflict <span class="highlight">and</span> Cooperation, F: Global Transformation) SS:EC:8:5.3: Recognize the role <span class="highlight">of</span> economics in <span class="highlight">international</span> diplomacy <span class="highlight">and</span> war, e.g., the United States Civil War, foreign aid, or conflict over natural resources. (Themes: A: Conflict <span class="highlight">and</span> Cooperation, C: People, Places <span class="highlight">and</span> Environment, F: Global Transformation) SS:EC:8
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=85
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
<span class="highlight">Science</span>, Technology, <span class="highlight">and</span> Society) SS:EC:12:5.2: Analyze the reasons for changes in <span class="highlight">international</span> currency values, e.g., interest rates or the balance <span class="highlight">of</span> trade. (Themes: E: Cultural Development, Interaction, <span class="highlight">and</span> Change, F: Global Transformation) SS:EC:12:5.3: Examine how various national economic policies have led to changes in the <span class="highlight">international</span> economy, e.g., mercantilism or privatization. (Themes: E: Cultural Development, Interaction, <span class="highlight">and</span> Change, F: Global Transformation) June 2006 Social
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