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Wyoming Social Studies Content and Performance Standards Adopted 11/19/08 23 CONTENT STANDARD 4. TIME, CONTINUITY AND CHANGE Students demonstrate an understanding of the people, events, problems, ideas, and cultures that were significant in the history of our community, state, nation and world. CODE GRADE 8 BENCHMARKS SS8.4.1 Students identify people, events, problems, conflicts, and ideas and explain their historical significance. SS8.4.2 Students discuss current events to better

5 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=5 www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=5

current knowledge about the development of the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with current knowledge around the cognitive development and learning in the standards and the implementation of the standards? • What improvements are needed? 8. The Board believes that more meaningful and robust learning happens when young people are appropriately challenged to think in more cognitively complex ways

23 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=23 www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=2...

Wyoming Social Studies Content and Performance Standards Adopted 11/19/08 23 CONTENT STANDARD 4. TIME, CONTINUITY AND CHANGE Students demonstrate an understanding of the people, events, problems, ideas, and cultures that were significant in the history of our community, state, nation and world. CODE GRADE 8 BENCHMARKS SS8.4.1 Students identify people, events, problems, conflicts, and ideas and explain their historical significance. SS8.4.2 Students discuss current events to better

www.k12.wy.us/SA/standards/Standards%202008%20Social%20Studies.pdf#page=2...

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Minnesota

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DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 38 of 42 DRAFT for rulemaking process 7.15.09 9.4.4.1.1 Describe the social, economic and ecological risks and benefits of biotechnology in agriculture and medicine. For example: Selective breeding, genetic engineering, and antibiotic development and use. 9.4.4.1.2 Describe the social, economic and ecological risks and benefits of changing a natural ecosystem as a result of

39 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/Publication/013906.pdf#page=39 education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...

DRAFT Minnesota Academic Standards in Science Strand Substrand Standard Understand that... Code Benchmark Page 38 of 42 DRAFT for rulemaking process 7.15.09 9.4.4.1.1 Describe the social, economic and ecological risks and benefits of biotechnology in agriculture and medicine. For example: Selective breeding, genetic engineering, and antibiotic development and use. 9.4.4.1.2 Describe the social, economic and ecological risks and benefits of changing a natural ecosystem as a result of

education.state.mn.us/mdeprod/groups/Standards/documents/Publication/0139...

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WYOMING LANGUAGE ARTS

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and supporting documents should align with current knowledge about the development of the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with current knowledge around the cognitive development and learning in the standards and the implementation of the standards? • What improvements are needed? 8. The Board believes that more meaningful and robust learning happens when young people are appropriately challenged to

5 0 http://www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=5 www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=5

and supporting documents should align with current knowledge about the development of the brain and learning. • What evidence is there that the standards and supporting documents are written so that there is alignment with current knowledge around the cognitive development and learning in the standards and the implementation of the standards? • What improvements are needed? 8. The Board believes that more meaningful and robust learning happens when young people are appropriately challenged to

www.k12.wy.us/SA/standards/Standards%202008%20Math.pdf#page=5

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Nevada

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Vietnam to 9/11/2001. H4.[9-12].5 Discuss the impact of conflicts on U.S. economic, political, and social position in the world, i.e., Korea, Vietnam, Persian Gulf, Iraq, and the War on Terror. H4.[9-12].6 Analyze how major sources of tension or conflict influenced the current political climate in the United States, i.e., September 11th, Patriot Act, and security issues. H4.[9-12].7 Describe the United States‘ policy concerning strategic, political, and economic interests on the Middle East

32 0 http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=32 www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...

Vietnam to 9/11/2001. H4.[9-12].5 Discuss the impact of conflicts on U.S. economic, political, and social position in the world, i.e., Korea, Vietnam, Persian Gulf, Iraq, and the War on Terror. H4.[9-12].6 Analyze how major sources of tension or conflict influenced the current political climate in the United States, i.e., September 11th, Patriot Act, and security issues. H4.[9-12].7 Describe the United States‘ policy concerning strategic, political, and economic interests on the Middle East

www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...

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Massachusetts History and Social Science Curriculum Framework: August 2003

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Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades. (H, E) Kuwait, and others the increase in terrorist attacks against Israel and the United States WHII.48 World History II Learning Standards (continued) A. Mikhail Gorbachev D. Aleksander Solzhenitsyn B. Vaclav Havel E. Lech Walesa C. Andrei Sakharov Analyze the consequences of the Soviet Union’s breakup. (H, E) A. the development of market economies B

52 0 http://www.doe.mass.edu/frameworks/hss/final.pdf#page=52 www.doe.mass.edu/frameworks/hss/final.pdf#page=52

7.26 and explain the democratic political concepts developed in ancient Greece. (H, C) 7.27 7.28 7.29 marathons. (H) 7.30 and Sparta. (H) 7.31 7.32 Describe the myths and stories of classical Greece; give examples of Greek gods and 7.33 Explain why the city-states of Greece instituted a tradition of athletic competitions and describe the kinds of sports they featured. (H) 7.34 Describe the purposes and functions of development of Greek institutions such as the ments of the ancient Greeks. (H

69 0 http://www.doe.mass.edu/frameworks/hss/final.pdf#page=69 www.doe.mass.edu/frameworks/hss/final.pdf#page=69

Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades. (H, E) Kuwait, and others the increase in terrorist attacks against Israel and the United States WHII.48 World History II Learning Standards (continued) A. Mikhail Gorbachev D. Aleksander Solzhenitsyn B. Vaclav Havel E. Lech Walesa C. Andrei Sakharov Analyze the consequences of the Soviet Union’s breakup. (H, E) A. the development of market economies B

www.doe.mass.edu/frameworks/hss/final.pdf#page=69

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Standard Three: Forms of Energy

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9 Standard 3: Energy and Its Effects, Grade Level Expectations Grades K-3 Essential Question: How do we know that things have energy? Essential Question: How can energy be transferred from one material to another? What happens to a material when energy is transferred to it? Essential Questions: What happens to the energy in a system — where does this energy come from, how is it changed within the system, and where does it ultimately go? How does the flow of energy affect the materials in the

9 0 http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard3.pdf#page=9 www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

9 Standard 3: Energy and Its Effects, Grade Level Expectations Grades K-3 Essential Question: How do we know that things have energy? Essential Question: How can energy be transferred from one material to another? What happens to a material when energy is transferred to it? Essential Questions: What happens to the energy in a system — where does this energy come from, how is it changed within the system, and where does it ultimately go? How does the flow of energy affect the materials in the

www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...

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SOCIAL STUDIES

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States, 1939-1961 13. Contemporary United States, 1961-Present Eras in World History 1. The Emergence of Civilization to 1000 BC 2. The Classical Civilizations of the Mediterranean Basin, India, and China, 1000 BC – 600 AD 3. The Expansion and Interaction of Civilizations, 600 AD – 1450 AD 4. The Early Modern World, 1450 – 1800 5. The World in the Nineteenth Century 6. The World in the Contemporary Era Maine Native Americans - The phrase Maine Native Americans refers to the four Maine Native

2 0 http://www.maine.gov/education/lres/pei/ss102207.pdf#page=2 www.maine.gov/education/lres/pei/ss102207.pdf#page=2

States, 1939-1961 13. Contemporary United States, 1961-Present Eras in World History 1. The Emergence of Civilization to 1000 BC 2. The Classical Civilizations of the Mediterranean Basin, India, and China, 1000 BC – 600 AD 3. The Expansion and Interaction of Civilizations, 600 AD – 1450 AD 4. The Early Modern World, 1450 – 1800 5. The World in the Nineteenth Century 6. The World in the Contemporary Era Maine Native Americans - The phrase Maine Native Americans refers to the four Maine Native

www.maine.gov/education/lres/pei/ss102207.pdf#page=2

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Contemporary United States History

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10 Contemporary United States History: Glossary Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Glossary for Contemporary United States History Association of Southeastern Asian Nations It was established in 1967 by ten Southeast Asian nations. They agreed to cooperate in a joint effort to establish peace, freedom, and prosperity in the region. Baby Boom The sharp increase in the United States birthrate following World War II Counter Culture Sub group that

11 0 http://arkansased.org/teachers/pdf/contemp_ushist_2006.pdf#page=11 arkansased.org/teachers/pdf/contemp_ushist_2006.pdf#page=11

10 Contemporary United States History: Glossary Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Glossary for Contemporary United States History Association of Southeastern Asian Nations It was established in 1967 by ten Southeast Asian nations. They agreed to cooperate in a joint effort to establish peace, freedom, and prosperity in the region. Baby Boom The sharp increase in the United States birthrate following World War II Counter Culture Sub group that

arkansased.org/teachers/pdf/contemp_ushist_2006.pdf#page=11

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