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 Microsoft Word - historysol2008.doc
cultural, economic, and social conditions in developed and developing nations of the contemporary world by a) identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/religious conflicts, and the impact of technology, including chemical and biological...
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cultural, economic, and social conditions in developed and developing nations of the contemporary world by a) identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/religious conflicts, and the impact of technology, including chemical and biological technologies; b) assessing the impact of economic development and global population growth on the environment and society, including an understanding of the links between economic and political freedom; c
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=34
www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=34
cultural, economic, and social conditions in developed and developing nations of the contemporary world by a) identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/religious conflicts, and the impact of technology, including chemical and <span class="highlight">biological</span> technologies; b) assessing the impact of economic development and global population growth on the environment and society, including <span class="highlight">an</span> understanding of the links between economic and political freedom; c
Microsoft Word - sciencesol.doc
working with high pressures; • working with biological cultures including their appropriate disposal and recombinant DNA; • handling power equipment/motors; • working with high voltage/exposed wiring; and • working with laser beam, UV, and other radiation. The use of huma...
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working with high pressures; • working with biological cultures including their appropriate disposal and recombinant DNA; • handling power equipment/motors; • working with high voltage/exposed wiring; and • working with laser beam, UV, and other radiation. The use of human body fluids or tissues is generally prohibited for classroom lab activities. Further guidance from the following sources may be referenced: • OSHA (Occupational Safety and Health Administration); • ISEF (International Science and
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http://www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=7
www.doe.virginia.gov/VDOE/Superintendent/Sols/sciencesol.pdf#page=7
working with high pressures; • working with <span class="highlight">biological</span> cultures including their appropriate disposal and recombinant DNA; • handling power equipment/motors; • working with high voltage/exposed wiring; and • working with laser beam, UV, and other radiation. The use of human body fluids or tissues is generally prohibited for classroom lab activities. Further guidance from the following sources may be referenced: • OSHA (Occupational Safety and Health Administration); • ISEF (<span class="highlight">International</span> Science and
Microsoft Word - CIV-STDR.doc
the influence of United States political ideas on other nations and the influence of other nations' ideas on the United States; describing diplomatic strategies in which agencies of the United States government have sought to help resolve an international problem and/or pursue our nati...
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the influence of United States political ideas on other nations and the influence of other nations' ideas on the United States; describing diplomatic strategies in which agencies of the United States government have sought to help resolve an international problem and/or pursue our national interest or concern (for example, American diplomats have sought to mediate disputes in Bosnia, Northern Ireland, and the Middle East, participation of United States government officials in international conferences on
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/civics.pdf#page=14
www.cde.state.co.us/cdeassess/documents/OSA/standards/civics.pdf#page=14
the world today, citizens need to be able to determine what course their foreign policy* should take. <span class="highlight">An</span> understanding of the role of the United States in the world arena and the processes by which foreign policy* is made and implemented provides the necessary foundation for making judgments about the direction of United States foreign policy*. To take part in analyzing and evaluating proposals for dealing with <span class="highlight">international</span> issues, citizens need to be aware of worldwide developments and their effects
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/civics.pdf#page=16
www.cde.state.co.us/cdeassess/documents/OSA/standards/civics.pdf#page=16
the influence of United States political ideas on other nations and the influence of other nations' ideas on the United States; describing diplomatic strategies in which agencies of the United States government have sought to help resolve <span class="highlight">an</span> <span class="highlight">international</span> problem and/or pursue our national interest or concern (for example, American diplomats have sought to mediate disputes in Bosnia, Northern Ireland, and the Middle East, participation of United States government officials in <span class="highlight">international</span> conferences on
Microsoft Word - ssstd7.docssstd7.pdf
8/9/2005 Page 182 of 298 Economics Seventh Grade Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living...
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8/9/2005 Page 182 of 298 Economics Seventh Grade Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world. Benchmark 3: The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence
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http://www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016&forcedownload=true#page=8
www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016...
8/9/2005 Page 182 of 298 Economics Seventh Grade Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in <span class="highlight">an</span> interdependent world. Benchmark 3: The student analyzes how different incentives, economic systems and their institutions, and local, national, and <span class="highlight">international</span> interdependence
Microsoft Word - ssstd5.docssstd5.pdf
8/9/2005 Page 130 of 298 Civics-Government Fifth Grade Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rul...
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8/9/2005 Page 130 of 298 Civics-Government Fifth Grade Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy. Benchmark 1: The student
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http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=1
www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...
8/9/2005 Page 130 of 298 Civics-Government Fifth Grade Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with <span class="highlight">an</span> emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy. Benchmark 1: The student
Microsoft Word - RI_Civics_GSEs_HS-_9-12__Final_Version
Point • Volunteer army • Ratification of RI Constitution • Whaling industry b. analyzing how an historical development (e.g. cycle of poverty or prosperity, low educational attainment, “Independent Man”) has contributed to current social, economic, or political patt...
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Point • Volunteer army • Ratification of RI Constitution • Whaling industry b. analyzing how an historical development (e.g. cycle of poverty or prosperity, low educational attainment, “Independent Man”) has contributed to current social, economic, or political patterns b. presenting an analysis of an historical development to a public forum How are current problems related to historical developments? How much does an historical development contribute to current problems? • Institutional
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http://www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Version.pdf#page=10
www.ride.ri.gov/Instruction/DOCS/CIVICS/RI_Civics_GSEs_HS-_9-12__Final_Ve...
Point • Volunteer army • Ratification of RI Constitution • Whaling industry b. analyzing how <span class="highlight">an</span> historical development (e.g. cycle of poverty or prosperity, low educational attainment, “Independent Man”) has contributed to current social, economic, or political patterns b. presenting <span class="highlight">an</span> analysis of <span class="highlight">an</span> historical development to a public <span class="highlight">forum</span> How are current problems related to historical developments? How much does <span class="highlight">an</span> historical development contribute to current problems? • Institutional
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