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its enumerated powers? 3.1.1 Analyze the purposes, organization, functions, and processes of the legislative branch as enumerated in Article I of the Constitution. 3.1.2 Analyze the purposes, organization, functions, and processes of the executive branch as enumerated in Article...
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its enumerated powers? 3.1.1 Analyze the purposes, organization, functions, and processes of the legislative branch as enumerated in Article I of the Constitution. 3.1.2 Analyze the purposes, organization, functions, and processes of the executive branch as enumerated in Article II of the Constitution. 3.1.3 Analyze the purposes, organization, functions, and processes of the judicial branch as enumerated in Article III of the Constitution. 3.1.4 Identify the role of independent regulatory agencies
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http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=55
www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=55
its enumerated powers? 3.1.1 Analyze the purposes, organization, functions, and processes <span class="highlight">of</span> the legislative branch as enumerated in Article I <span class="highlight">of</span> the Constitution. 3.1.2 Analyze the purposes, organization, functions, and processes <span class="highlight">of</span> the executive branch as enumerated in Article II <span class="highlight">of</span> the Constitution. 3.1.3 Analyze the purposes, organization, functions, and processes <span class="highlight">of</span> the judicial branch as enumerated in Article III <span class="highlight">of</span> the Constitution. 3.1.4 Identify the role <span class="highlight">of</span> independent <span class="highlight">regulatory</span> agencies
Massachusetts History and Social Science Curriculum Framework: August 2003
and industrial growth D. Japan’s growing role in international affairs Identify major developments of African history in the 19th and early 20th centuries. A. Africa’s interaction with imperialism B. agricultural changes improvements and new patterns of employ...
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and industrial growth D. Japan’s growing role in international affairs Identify major developments of African history in the 19th and early 20th centuries. A. Africa’s interaction with imperialism B. agricultural changes improvements and new patterns of employment C. the origins of African nationalism Massachusetts History and Social Science Curriculum Framework August 2003 58
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=64
www.doe.mass.edu/frameworks/hss/final.pdf#page=64
and industrial growth D. Japan’s growing role in <span class="highlight">international</span> <span class="highlight">affairs</span> Identify major developments <span class="highlight">of</span> African history in the 19th and early 20th centuries. A. Africa’s interaction with imperialism B. agricultural changes improvements and new patterns <span class="highlight">of</span> employment C. the origins <span class="highlight">of</span> African nationalism Massachusetts History and Social Science Curriculum Framework August 2003 58
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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 <span class="highlight">of</span> Teachers, “Education for Democracy: A Statement <span class="highlight">of</span> 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
Core Content For Mathematics Assessment
habits and behaviors (e.g., dietary, physical activity, tobacco, alcohol, steroids, other substance abuse, sexual activity, violent/aggressive behavior). DOK 2 PL-HS-1.1.9 Students will compare causes, symptoms, consequences and treatments of mental and emotional problems (e.g., depression, a...
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habits and behaviors (e.g., dietary, physical activity, tobacco, alcohol, steroids, other substance abuse, sexual activity, violent/aggressive behavior). DOK 2 PL-HS-1.1.9 Students will compare causes, symptoms, consequences and treatments of mental and emotional problems (e.g., depression, anxiety, drug abuse, addictions, eating disorders, aggressive behaviors) for individuals and families. DOK 2 PL-HS-1.1.10 Students will recommend interventions (e.g., cease enabling activities), treatments (e.g., AA
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=126
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=126
habits and behaviors (e.g., dietary, physical activity, tobacco, alcohol, steroids, other substance abuse, sexual activity, violent/aggressive behavior). DOK 2 PL-HS-1.1.9 Students will compare causes, symptoms, consequences and treatments <span class="highlight">of</span> mental and emotional problems (e.g., depression, anxiety, <span class="highlight">drug</span> abuse, addictions, eating disorders, aggressive behaviors) for individuals and families. DOK 2 PL-HS-1.1.10 Students will recommend interventions (e.g., cease enabling activities), treatments (e.g., AA
K-12 Social Studies
New Hampshire Curriculum Framework Social Studies Civics and Governments (CV:3) The goal of Civics is to educate students to understand the purpose, structure, and functions of government; the political process; the rule of law; and world affairs. Civics builds on a found...
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New Hampshire Curriculum Framework Social Studies Civics and Governments (CV:3) The goal of Civics is to educate students to understand the purpose, structure, and functions of government; the political process; the rule of law; and world affairs. Civics builds on a foundation of history, geography, and economics to teach students to become responsible, knowledgeable citizens, committed to participation in public affairs. Standard Grades K-2 Grades 3-4 SS:CV:3: The World and the United States' Place
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=17
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Social Studies Civics and Governments (CV:2) The goal <span class="highlight">of</span> Civics is to educate students to understand the purpose, structure, and functions <span class="highlight">of</span> government; the political process; the rule <span class="highlight">of</span> law; and world <span class="highlight">affairs</span>. Civics builds on a foundation <span class="highlight">of</span> history, geography, and economics to teach students to become responsible, knowledgeable citizens, committed to participation in public <span class="highlight">affairs</span>. Standard Grades K-2 Grades 3-4 SS:CV:2: Structure and Function <span class="highlight">of</span> United
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=18
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Social Studies Civics and Governments (CV:3) The goal <span class="highlight">of</span> Civics is to educate students to understand the purpose, structure, and functions <span class="highlight">of</span> government; the political process; the rule <span class="highlight">of</span> law; and world <span class="highlight">affairs</span>. Civics builds on a foundation <span class="highlight">of</span> history, geography, and economics to teach students to become responsible, knowledgeable citizens, committed to participation in public <span class="highlight">affairs</span>. Standard Grades K-2 Grades 3-4 SS:CV:3: The World and the United States' Place
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=19
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Social Studies Civics and Governments (CV:4) The goal <span class="highlight">of</span> Civics is to educate students to understand the purpose, structure, and functions <span class="highlight">of</span> government; the political process; the rule <span class="highlight">of</span> law; and world <span class="highlight">affairs</span>. Civics builds on a foundation <span class="highlight">of</span> history, geography, and economics to teach students to become responsible, knowledgeable citizens, committed to participation in public <span class="highlight">affairs</span>. Standard Grades K-2 Grades 3-4 SS:CV:4: Rights and Responsibilities Students
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=46
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Social Studies Civics and Governments (CV:3) The goal <span class="highlight">of</span> Civics is to educate students to understand the purpose, structure, and functions <span class="highlight">of</span> government; the political process; the rule <span class="highlight">of</span> law; and world <span class="highlight">affairs</span>. Civics builds on a foundation <span class="highlight">of</span> history, geography, and economics to teach students to become responsible, knowledgeable citizens, committed to participation in public <span class="highlight">affairs</span>. Standard Grades 5-6 Grades 7-8 SS:CV:3: The World and the United States' Place
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=80
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Social Studies Civics and Governments (CV:4) The goal <span class="highlight">of</span> Civics is to educate students to understand the purpose, structure, and functions <span class="highlight">of</span> government; the political process; the rule <span class="highlight">of</span> law; and world <span class="highlight">affairs</span>. Civics builds on a foundation <span class="highlight">of</span> history, geography, and economics to teach students to become responsible, knowledgeable citizens, committed to participation in public <span class="highlight">affairs</span>. Standard Grades 9-12 SS:CV:4: Rights and Responsibilities Students will
K-1
know that: Students are expected to: 9-12 SYSA Feedback is a process in which the output of a system provides information used to regulate the operation of the system. Positive feedback increases the disturbance to a system. Negative feedback reduces the disturbance to a system. Give e...
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know that: Students are expected to: 9-12 SYSA Feedback is a process in which the output of a system provides information used to regulate the operation of the system. Positive feedback increases the disturbance to a system. Negative feedback reduces the disturbance to a system. Give examples of a positive feedback system and explain its regulatory mechanism (e.g., global warming causes Earth’s ice caps to melt, reflecting less energy to space, increasing temperatures).*a Give examples of a
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=88
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
know that: Students are expected to: 9-12 SYSA Feedback is a process in which the output <span class="highlight">of</span> a system provides information used to regulate the operation <span class="highlight">of</span> the system. Positive feedback increases the disturbance to a system. Negative feedback reduces the disturbance to a system. Give examples <span class="highlight">of</span> a positive feedback system and explain its <span class="highlight">regulatory</span> mechanism (e.g., global warming causes Earth’s ice caps to melt, reflecting less energy to space, increasing temperatures).*a Give examples <span class="highlight">of</span> a
K-12 Reading
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing...
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New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-of-school, and during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: Journal
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=33
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, and during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=49
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 6-8 Page 49 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 6 Grade 7 Grade 8 W:HW:6:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, and during the summer (Local) W:HW:6:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:6:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=65
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 9-12 Page 65 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 8 Grade 10 Grade 12 W:HW:8:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, and during the summer (Local) W:HW:8:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:8:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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