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22 Physics: Nature of Science Science Curriculum Framework Revision 2005 Arkansas Department of Education Key: NS.18.P.1 = Nature of Science. Standard 18. Physics. 1 st Student Learning Expectation Strand: Nature of Science Standard 18: Students shall demonstrate an...
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22 Physics: Nature of Science Science Curriculum Framework Revision 2005 Arkansas Department of Education Key: NS.18.P.1 = Nature of Science. Standard 18. Physics. 1 st Student Learning Expectation Strand: Nature of Science Standard 18: Students shall demonstrate an understanding of historical trends in physics. NS.18.P.1 Recognize that theories are scientific explanations that require empirical data, verification and peer review NS.18.P.2 Research historical and current events
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http://arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=23
arkansased.org/teachers/pdf/physics_9-12_2005_060608.pdf#page=23
22 Physics: Nature <span class="highlight">of</span> Science Science Curriculum Framework Revision 2005 Arkansas Department <span class="highlight">of</span> Education Key: NS.18.P.1 = Nature <span class="highlight">of</span> Science. Standard 18. Physics. 1 st Student Learning Expectation Strand: Nature <span class="highlight">of</span> Science Standard 18: Students shall demonstrate an understanding <span class="highlight">of</span> historical trends <span class="highlight">in</span> physics. NS.18.P.1 Recognize that theories are scientific explanations that require empirical data, verification and peer <span class="highlight">review</span> NS.18.P.2 Research historical and <span class="highlight">current</span> events
K-12 Mathematics
the economic environment is more competitive, the workforce is more mobile, and developments in technology are changing rapidly. The level of mathematics needed for both intelligent citizenship and the workplace has increased dramatically. Although the acquisition of co...
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the economic environment is more competitive, the workforce is more mobile, and developments in technology are changing rapidly. The level of mathematics needed for both intelligent citizenship and the workplace has increased dramatically. Although the acquisition of computational skills remains important, it is not sufficient. The definition of basics skills in mathematics must change to include mathematical problem solving, reasoning, the ability to communicate, and the use of appropriate
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12MathematicsFramework_000.pdf#page=5
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
the economic environment is more competitive, the workforce is more <span class="highlight">mobile</span>, and developments <span class="highlight">in</span> technology are changing rapidly. The level <span class="highlight">of</span> mathematics needed for both intelligent citizenship and the workplace has increased dramatically. Although the acquisition <span class="highlight">of</span> computational skills remains important, it is not sufficient. The definition <span class="highlight">of</span> basics skills <span class="highlight">in</span> mathematics must change to include mathematical problem solving, reasoning, the ability to communicate, and the use <span class="highlight">of</span> appropriate
Science
modified or expanded using additional empirical data, verification, and peer review NS.11.PS.3 Summarize the development of the current atomic theory NS.11.PS.4 Analyze the development of the periodic table NS.11.PS.5 Research historical events in physical scien...
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modified or expanded using additional empirical data, verification, and peer review NS.11.PS.3 Summarize the development of the current atomic theory NS.11.PS.4 Analyze the development of the periodic table NS.11.PS.5 Research historical events in physical science NS.11.PS.6 Research current events and topics in physical science
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http://arkansased.org/teachers/pdf/physical_sci_9-12_050508.pdf#page=14
arkansased.org/teachers/pdf/physical_sci_9-12_050508.pdf#page=14
modified or expanded using additional empirical data, verification, and peer <span class="highlight">review</span> NS.11.PS.3 Summarize the development <span class="highlight">of</span> the <span class="highlight">current</span> atomic theory NS.11.PS.4 Analyze the development <span class="highlight">of</span> the periodic table NS.11.PS.5 Research historical events <span class="highlight">in</span> physical science NS.11.PS.6 Research <span class="highlight">current</span> events and topics <span class="highlight">in</span> physical science
History Social Science Content Standards - Content Standards (CA Dept of Education)
role of the United States in world affairs after World War II. 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. 1. Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover. 2....
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role of the United States in world affairs after World War II. 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. 1. Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover. 2. Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and
56
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http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=56
www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=56
role <span class="highlight">of</span> the United States <span class="highlight">in</span> world affairs after World War II. 11.5 Students analyze the major political, social, economic, technological, and cultural developments <span class="highlight">of</span> the 1920s. 1. Discuss the policies <span class="highlight">of</span> Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover. 2. Analyze the international and domestic events, interests, and philosophies that prompted <span class="highlight">attacks</span> on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and
Colorado Model Content Standards
• describing the processes of cultural diffusion*; and • describing the effect of technology on the development and change of cultures. 4.3 Students know the patterns and networks of economic interdependence. GRADES K-4 In grades K-4, what students...
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• describing the processes of cultural diffusion*; and • describing the effect of technology on the development and change of cultures. 4.3 Students know the patterns and networks of economic interdependence. GRADES K-4 In grades K-4, what students know and are able to do includes • identifying the location and distribution of major economic activities in Colorado; and • describing economic networks used in daily life (for example, transportation and communication networks). GRADES 5-8 As students in grades 5-8
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=17
www.cde.state.co.us/cdeassess/documents/OSA/standards/geogrphy.pdf#page=1...
• describing the processes <span class="highlight">of</span> cultural diffusion*; and • describing the effect <span class="highlight">of</span> technology on the development and change <span class="highlight">of</span> cultures. 4.3 Students know the patterns and <span class="highlight">networks</span> <span class="highlight">of</span> economic interdependence. GRADES K-4 <span class="highlight">In</span> grades K-4, what students know and are able to do includes • identifying the location and distribution <span class="highlight">of</span> major economic activities <span class="highlight">in</span> Colorado; and • describing economic <span class="highlight">networks</span> used <span class="highlight">in</span> daily life (for example, transportation and communication <span class="highlight">networks</span>). GRADES 5-8 As students <span class="highlight">in</span> grades 5-8
Microsoft Word - Completed Reading.rtf
112 Task(s) groups and at least two items of food in each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire of 10 questions would you ask shoppers in a supermarket if you were doing a survey ...
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112 Task(s) groups and at least two items of food in each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire of 10 questions would you ask shoppers in a supermarket if you were doing a survey of what food they eat. about what the people in this class eat for breakfast. and dance to sell bananas. about 10 important eating habits that would be suitable for the whole school to follow in order to eat
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=112
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
112 Task(s) groups and at least two items <span class="highlight">of</span> food <span class="highlight">in</span> 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 <span class="highlight">in</span> a supermarket if you were doing a survey <span class="highlight">of</span> what food they eat. about what the people <span class="highlight">in</span> this class eat for breakfast. and dance to sell bananas. about 10 important eating habits that would be suitable for the whole school to follow <span class="highlight">in</span> order to eat
Colorado Model Content Standards
Classical Civilizations of the Mediterranean The Revolutionary Era, 1754 - 1783 Basin, India, and China, 1000 BC - 600 AD Nation Building, 1783 - 1815 The Expansion and Interaction of Civilizations, The Expanding Nation, 1815 - 1850 600 AD - 1450 AD Civil War and R...
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Classical Civilizations of the Mediterranean The Revolutionary Era, 1754 - 1783 Basin, India, and China, 1000 BC - 600 AD Nation Building, 1783 - 1815 The Expansion and Interaction of Civilizations, The Expanding Nation, 1815 - 1850 600 AD - 1450 AD Civil War and Reconstruction, 1850 - 1877 Development of the Industrial The Early Modern World, 1450-1800 United States, 1865 -1914 The Progressive Era, 1890 - 1914 Emergence of the United States as a World Power, 1890 - 1920 The World in the 19th Century The 20’s
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=6
www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf#page=6
Classical Civilizations <span class="highlight">of</span> the Mediterranean The Revolutionary Era, 1754 - 1783 Basin, India, and China, 1000 BC - 600 <span class="highlight">AD</span> Nation Building, 1783 - 1815 The Expansion and Interaction <span class="highlight">of</span> Civilizations, The Expanding Nation, 1815 - 1850 600 <span class="highlight">AD</span> - 1450 <span class="highlight">AD</span> Civil War and Reconstruction, 1850 - 1877 Development <span class="highlight">of</span> the Industrial The Early Modern World, 1450-1800 United States, 1865 -1914 The Progressive Era, 1890 - 1914 Emergence <span class="highlight">of</span> the United States as a World Power, 1890 - 1920 The World <span class="highlight">in</span> the 19th Century The 20’s
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STANDARD 6.3 World History ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF WORLD HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND THE FUTURE. Descriptive Statement: This standard includes content relating to eight periods of wor...
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STANDARD 6.3 World History ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF WORLD HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND THE FUTURE. Descriptive Statement: This standard includes content relating to eight periods of world history, including: . The Birth of Civilization to 1000 BCE (BC); . Early Human Societies to 500 CE (AD); . Developing Human Societies to 1400 CE (AD); . The Age of Global Encounters (1400-1750); . The Age of Revolutionary Change
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http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=4
www.nj.gov/education/cccs/2004/s6_ss.pdf#page=4
F-3 INTR ODUCTION SOCIAL STUDIES 200 4 NEW JERSEY C O RE CURRICUL UM C ONTENT S T AND A RDS These standards and their associated strands are: 6.1 Social Studies Skills 6.2 Civics A. Civic Life, Politics, and Government B. American Values and Principles C. The Constitution and American Democracy D. Citizenship E. International Education: Global Challenges, Cultures, and Connections 6.3 World History A. The Birth <span class="highlight">of</span> Civilization to 1000 BCE (BC) B. Early Human Societies to 500 CE (<span class="highlight">AD</span>) C. Expanding
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http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=14
www.nj.gov/education/cccs/2004/s6_ss.pdf#page=14
interconnections can have both positive and negative consequences (e.g., international companies, transfer <span class="highlight">of</span> jobs to foreign plants, international security and access to transportation). 6. Investigate a global challenge (e.g., hunger, AIDS, nuclear defense, global warming) <span class="highlight">in</span> depth and over time, predict the impact if the <span class="highlight">current</span> situation does not change, and offer possible solutions. 7. Participate <span class="highlight">in</span> events to acquire understanding <span class="highlight">of</span> complex global problems (e.g., Model United Nations, international simulations
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http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=15
www.nj.gov/education/cccs/2004/s6_ss.pdf#page=15
STANDARD 6.3 World History ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE <span class="highlight">OF</span> WORLD HISTORY <span class="highlight">IN</span> ORDER TO UNDERSTAND LIFE AND EVENTS <span class="highlight">IN</span> THE PAST AND HOW THEY RELATE TO THE PRESENT AND THE FUTURE. Descriptive Statement: This standard includes content relating to eight periods <span class="highlight">of</span> world history, including: . The Birth <span class="highlight">of</span> Civilization to 1000 BCE (BC); . Early Human Societies to 500 CE (<span class="highlight">AD</span>); . Developing Human Societies to 1400 CE (<span class="highlight">AD</span>); . The Age <span class="highlight">of</span> Global Encounters (1400-1750); . The Age <span class="highlight">of</span> Revolutionary Change
History Standard One: Students will employ chronological concepts in analyzing historical ...
HISTORY History organizes events and phenomena in terms of when they occur. Students study the ways in which individuals and societies have changed and interacted over time. They practice the skills of gathering historical data, and examining, analyzing, and interpreting...
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HISTORY History organizes events and phenomena in terms of when they occur. Students study the ways in which individuals and societies have changed and interacted over time. They practice the skills of gathering historical data, and examining, analyzing, and interpreting these data. They learn to organize events through chronologies, and to suggest and evaluate cause-and-effect relationships among those events. Before choosing a position or acting, citizens need to be able to research issues in order
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http://www.doe.k12.de.us/infosuites/staff/ci/DRC/pcs_History.pdf#page=5
www.doe.k12.de.us/infosuites/staff/ci/DRC/pcs_History.pdf#page=5
HISTORY History organizes events and phenomena <span class="highlight">in</span> terms <span class="highlight">of</span> when they occur. Students study the ways <span class="highlight">in</span> which individuals and societies have changed and interacted over time. They practice the skills <span class="highlight">of</span> gathering historical data, and examining, analyzing, and interpreting these data. They learn to organize events through chronologies, and to suggest and evaluate cause-and-effect relationships among those events. Before choosing a position or acting, citizens need to be able to research issues <span class="highlight">in</span> order
Microsoft Word - Content Area Reading Middle School.doc
58 RAFT Description: The RAFT strategy (Santa, 1988) encourages students to process information as opposed to simply answer questions. This writing-to-learn strategy enhances the reading of informational text by involving students personally and allowing them to respond creatively. Instead...
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58 RAFT Description: The RAFT strategy (Santa, 1988) encourages students to process information as opposed to simply answer questions. This writing-to-learn strategy enhances the reading of informational text by involving students personally and allowing them to respond creatively. Instead of students responding to text and explaining concepts through the more traditional means of essays and open-ended questions, RAFT encourages creative thinking by motivating students to reflect in
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=58
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
58 RAFT Description: The RAFT strategy (Santa, 1988) encourages students to process information as opposed to simply answer questions. This writing-to-learn strategy enhances the reading <span class="highlight">of</span> informational text by involving students personally and allowing them to respond creatively. Instead <span class="highlight">of</span> students responding to text and explaining concepts through the more traditional means <span class="highlight">of</span> essays and open-ended questions, RAFT encourages creative thinking by motivating students to reflect <span class="highlight">in</span>
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