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 Microsoft Word - IAF_Soc_Sci_9_2007.rtf
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, Judais...
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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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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=45
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=45
that religious beliefs spread <span class="highlight">in</span> the ancient world. 16.8.60 Identify the spread <span class="highlight">of</span> 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 <span class="highlight">of</span> the decline <span class="highlight">of</span> the Roman Empire. 16.8.61 Identify the causes <span class="highlight">of</span> the decline <span class="highlight">of</span> the Roman Empire (e.g., tribal migration and <span class="highlight">attacks</span>, loss <span class="highlight">of</span> trade, and other threats to the cohesion <span class="highlight">of</span> the Empire). 16.5.61 Know that the Eastern Roman
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=48
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=48
empires. 16.11.67 Identify how the spread <span class="highlight">of</span> different religions influenced political and social conditions <span class="highlight">in</span> various regions (e.g., geographic distribution <span class="highlight">of</span> Christianity, Judaism, Islam, Hinduism, and Buddhism to 1000 <span class="highlight">AD</span>; how the beliefs <span class="highlight">of</span> Christianity, Judaism, Islam, Hinduism, Buddhism, Confucianism, and Taoism have influenced the development <span class="highlight">of</span> different societies). 16.5.71 Identify basic achievements and contributions <span class="highlight">of</span> Mayan, Aztec, and Incan society (e.g., <span class="highlight">in</span> astronomy, mathematics, the
Microsoft Word - historysol2008.doc
the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; c) describing the unique influence of urban areas and some challenges they face. WG.12 The student will apply geography to interp...
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the concepts of site and situation to major cities in each region; b) explaining how the functions of towns and cities have changed over time; c) describing the unique influence of urban areas and some challenges they face. WG.12 The student will apply geography to interpret the past, understand the present, and plan for the future by a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions; b) relating current events to the physical and human characteristics of
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=36
www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=36
the concepts <span class="highlight">of</span> site and situation to major cities <span class="highlight">in</span> each region; b) explaining how the functions <span class="highlight">of</span> towns and cities have changed over time; c) describing the unique influence <span class="highlight">of</span> urban areas and some challenges they face. WG.12 The student will apply geography to interpret the past, understand the present, and plan for the future by a) using geographic knowledge, skills, and perspectives to analyze problems and make decisions; b) relating <span class="highlight">current</span> events to the physical and human characteristics <span class="highlight">of</span>
Microsoft Word - ssstdh.docssstdh.pdf
communication, and transportation. 3. (A) researches major contemporary social issues. 4. (A) describes how changes in the national and global economy have influenced the work place. 5. (A) examines United States immigration policy to understand the affects of legal and illegal immigra...
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communication, and transportation. 3. (A) researches major contemporary social issues. 4. (A) describes how changes in the national and global economy have influenced the work place. 5. (A) examines United States immigration policy to understand the affects of legal and illegal immigration (e.g., political, social, economic). • Using newspapers and news magazines, read articles about acts of terrorism in the United States and around the world. Identify commonalities and differences in these attacks in terms
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=37
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
communication, and transportation. 3. (A) researches major contemporary social issues. 4. (A) describes how changes <span class="highlight">in</span> the national and global economy have influenced the work place. 5. (A) examines United States immigration policy to understand the affects <span class="highlight">of</span> legal and illegal immigration (e.g., political, social, economic). • Using newspapers and news magazines, read articles about acts <span class="highlight">of</span> terrorism <span class="highlight">in</span> the United States and around the world. Identify commonalities and differences <span class="highlight">in</span> these <span class="highlight">attacks</span> <span class="highlight">in</span> terms
Microsoft Word - K-12 doc.doc
values and their exchange rates with many significant errors. 7.3.3 Explain patterns and networks (e.g., patterns of trade, human migration, cultural and political alliances/sanctions) of economic and global interdependence in a changing world Students provide an insight...
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values and their exchange rates with many significant errors. 7.3.3 Explain patterns and networks (e.g., patterns of trade, human migration, cultural and political alliances/sanctions) of economic and global interdependence in a changing world Students provide an insightful explanation of patterns and networks of economic and global interdependence in a changing world. Students provide a relevant explanation of patterns and networks of economic and global interdependence in a changing world
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http://www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=38
www.dpi.state.nd.us/standard/content/sstudies/SS.pdf#page=38
values and their exchange rates with many significant errors. 7.3.3 Explain patterns and <span class="highlight">networks</span> (e.g., patterns <span class="highlight">of</span> trade, human migration, cultural and political alliances/sanctions) <span class="highlight">of</span> economic and global interdependence <span class="highlight">in</span> a changing world Students provide an insightful explanation <span class="highlight">of</span> patterns and <span class="highlight">networks</span> <span class="highlight">of</span> economic and global interdependence <span class="highlight">in</span> a changing world. Students provide a relevant explanation <span class="highlight">of</span> patterns and <span class="highlight">networks</span> <span class="highlight">of</span> economic and global interdependence <span class="highlight">in</span> a changing world
Microsoft Word - ssstd1.docssstd1.pdf
Grade Knowledge and/or Application Indicators First Grade Instructional Suggestions The student: 1.#0;�(K) - ($) describes the needs of a family (e.g., food, shelter). 2. (K) describes the different foods produced in Kansas over time (e.g., wheat, corn, soybeans, sunflowers, liv...
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Grade Knowledge and/or Application Indicators First Grade Instructional Suggestions The student: 1.#0;�(K) - ($) describes the needs of a family (e.g., food, shelter). 2. (K) describes the different foods produced in Kansas over time (e.g., wheat, corn, soybeans, sunflowers, livestock). 3. (A) compares at least two types of shelter used by families today (e.g., apartment, frame house, mobile home, duplex). 4.#0;�(A) compares types of shelter used by American Indians in Kansas over time (e.g., grass
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http://www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016&forcedownload=true#page=17
www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016...
Grade Knowledge and/or Application Indicators First Grade Instructional Suggestions The student: 1.#0;�(K) - ($) describes the needs <span class="highlight">of</span> a family (e.g., food, shelter). 2. (K) describes the different foods produced <span class="highlight">in</span> Kansas over time (e.g., wheat, corn, soybeans, sunflowers, livestock). 3. (A) compares at least two types <span class="highlight">of</span> shelter used by families today (e.g., apartment, frame house, <span class="highlight">mobile</span> home, duplex). 4.#0;�(A) compares types <span class="highlight">of</span> shelter used by American Indians <span class="highlight">in</span> Kansas over time (e.g., grass
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