This document outlines the Texas Essential Knowledge and Skills (TEKS) for the 4th grade social studies curriculum. It covers topics such as Texas history, geography, economics, government and citizenship. Some key events and people discussed include the Texas Revolution, establishment of the Republic of Texas, annexation to the US, cattle industry pioneers, and notable 20th century Texans. It also outlines skills students should learn like using maps, analyzing regions, and understanding economic and political systems.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for teaching 7th grade Texas history and social studies. It provides an overview of the course content, which covers Texas history from early times to the present day divided into eras. It also outlines the knowledge and skills students should develop in history, geography, economics, and government. Key objectives include understanding Texas government and the factors that led to Texas transitioning from an agrarian to urban society.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a 5th grade social studies curriculum. It covers topics including United States history from colonization to present day, geography, economics, government, citizenship, and culture. The curriculum is designed to teach students about important people, events, ideas and principles in US history through an integrated study of social studies disciplines.
The document provides the Texas Essential Knowledge and Skills (TEKS) for teaching 8th grade United States history from early colonial period through Reconstruction. It outlines 19 key strands including history, geography, economics, government, and citizenship. Students are expected to understand events, documents, individuals, economic and political systems during this period in American history.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a United States History course covering the period from 1877 to the present. It provides 13 strands covering topics like key historical eras and events, civil rights movements, geography, and immigration. Teachers are to use primary and secondary sources to help students understand historical context and multiple perspectives on history.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for teaching 6th grade social studies in Magnolia ISD. It details 23 standards covering history, geography, economics, government, citizenship, culture, science/technology, and social studies skills. The standards address topics like world regions, influences on societies, geographic tools, economic systems, types of government, citizenship roles, cultural institutions, and impacts of technology.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for the 3rd grade social studies curriculum. It details 19 strands that students are expected to learn, covering history, geography, economics, government, citizenship, culture, and social studies skills. Key areas of focus include how individuals have influenced communities, characteristics of different communities, basic map reading skills, and an understanding of civic participation and responsibilities.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a United States Government course, beginning with the 2011-2012 school year. It provides general requirements and an introduction to the course, focusing on the principles and structures of US government at the national, state, and local levels. It also lists key concepts and historical figures to be examined, and requires students to analyze how individuals and groups influence public policy and political systems.
The document outlines the Texas Essential Knowledge and Skills (TEKS) for social studies curriculum in Grade 2. It covers key topics like history, geography, economics, and government. For history, students learn about landmarks, celebrations, and historical figures important to their community and nation. For geography, they learn map skills and the characteristics of places. For economics, they learn about producers, consumers, and the value of work. For government, they learn about the functions and services of local, state, and national governments.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for teaching 7th grade Texas history and social studies. It provides an overview of the course content, which covers Texas history from early times to the present day divided into eras. It also outlines the knowledge and skills students should develop in history, geography, economics, and government. Key objectives include understanding Texas government and the factors that led to Texas transitioning from an agrarian to urban society.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a 5th grade social studies curriculum. It covers topics including United States history from colonization to present day, geography, economics, government, citizenship, and culture. The curriculum is designed to teach students about important people, events, ideas and principles in US history through an integrated study of social studies disciplines.
The document provides the Texas Essential Knowledge and Skills (TEKS) for teaching 8th grade United States history from early colonial period through Reconstruction. It outlines 19 key strands including history, geography, economics, government, and citizenship. Students are expected to understand events, documents, individuals, economic and political systems during this period in American history.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a United States History course covering the period from 1877 to the present. It provides 13 strands covering topics like key historical eras and events, civil rights movements, geography, and immigration. Teachers are to use primary and secondary sources to help students understand historical context and multiple perspectives on history.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for teaching 6th grade social studies in Magnolia ISD. It details 23 standards covering history, geography, economics, government, citizenship, culture, science/technology, and social studies skills. The standards address topics like world regions, influences on societies, geographic tools, economic systems, types of government, citizenship roles, cultural institutions, and impacts of technology.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for the 3rd grade social studies curriculum. It details 19 strands that students are expected to learn, covering history, geography, economics, government, citizenship, culture, and social studies skills. Key areas of focus include how individuals have influenced communities, characteristics of different communities, basic map reading skills, and an understanding of civic participation and responsibilities.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a United States Government course, beginning with the 2011-2012 school year. It provides general requirements and an introduction to the course, focusing on the principles and structures of US government at the national, state, and local levels. It also lists key concepts and historical figures to be examined, and requires students to analyze how individuals and groups influence public policy and political systems.
The document outlines the Texas Essential Knowledge and Skills (TEKS) for social studies curriculum in Grade 2. It covers key topics like history, geography, economics, and government. For history, students learn about landmarks, celebrations, and historical figures important to their community and nation. For geography, they learn map skills and the characteristics of places. For economics, they learn about producers, consumers, and the value of work. For government, they learn about the functions and services of local, state, and national governments.
The document outlines the Texas Essential Knowledge and Skills (TEKS) for teaching social studies in 1st grade. It covers topics like history, geography, economics, government, and citizenship. Students learn about important figures and events in US and Texas history. They study maps, goods and services, rules and laws, and the roles of citizens and government officials. The TEKS aim to teach students to be responsible citizens and understand American beliefs, customs, and patriotic symbols and traditions.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a World Geography Studies course, including:
1) The course provides an overview of world geography from spatial and ecological perspectives, examining physical processes, landforms, climates, ecosystems, cultural patterns, population trends, and economic and political relationships between humans and the environment.
2) Students analyze how location affects economic activities and compare global trade patterns, and learn to think geographically by interpreting maps and asking geographic questions.
3) The TEKS cover geographic concepts like regions, as well as knowledge in history, economics, government, citizenship, culture, science and technology. Students are expected to apply critical thinking and communication skills to
Idaho Content Standards - U.S. History Standards (Grade 6-12)boat6195
The document outlines the content standards and objectives for U.S. History I courses in Idaho between grades 6-12. It includes 5 standards: History, Geography, Economics, Civics and Government, and Global Perspectives. The key goals are to understand the cultural, social, political and economic development of the U.S. from early cultures through the Civil War era, by studying topics like migration, expansion, industrialization, and the roles of various groups. Students are expected to learn about the foundations of U.S. government and analyze historical events from multiple perspectives.
This document discusses the history, present, and future of Latinos in higher education in the United States. It describes how Latinos faced segregation and barriers to equal education historically. Currently, Latinos have lower college enrollment and degree attainment rates than other groups. While enrollment is increasing, many Latinos attend community college part-time due to financial pressures. Looking ahead, it will be important to improve Latino student success in higher education to accommodate their growing population.
Westward Expansion by Edna Kovacs, Ph.D.PoetinEden
This curriculum matrix outlines a 2-3 week unit on Westward Expansion taught from multiple perspectives to 8th grade students. Students will study the period through literature, create a newspaper project incorporating different voices, and use maps and primary sources to understand local and national impacts. Assessment will examine both academic achievement and effort using standardized procedures.
Adolescent students' intercultural awareness when using culture based materia...dhtic_UCC
This document summarizes a qualitative case study conducted with 51 eighth grade students in Bogota, Colombia who had little exposure to English. The study explored how the students understood and made sense of culture-based materials used in their English lessons, and described their perceptions of foreign cultures presented. Various data collection methods were used including video/audio recordings, surveys, field notes, and student work. The document outlines the conceptual framework on culture and materials, describes the pedagogical design which implemented 8 criteria for cultural content in lessons/tasks, and provides examples of some lessons and materials used including about US/UK cultures, history, and institutions. The goals were to help students broaden their world views and analyze their understanding of their own
The document outlines a social studies teaching unit for 8th grade students that focuses on major historical events and ideologies from the 18th and 19th centuries. The unit has three main goals: (1) identify the legacies of different social, political, economic, and cultural forces as sources of identity and development; (2) recognize the interaction between geography and humanity; and (3) critically analyze concepts of rights and identity. The unit covers topics on the Enlightenment, French Revolution, Napoleonic Era, Industrial Revolution, liberalism, nationalism, and imperialism through various activities assessing students' competencies in social thinking and interpreting perspectives. Student understanding is evaluated through performances like creating memes, writing letters, completing work
This document provides a summary of Harold W. Moses' education and experience. He holds a Ph.D. in Political Science from Southern Illinois University, as well as other degrees. His experience includes teaching political science and French at various universities and schools. He has also worked in transportation, research, grant writing, and radio hosting. Moses has participated in many conferences and published several journal articles and book reviews. He has received various honors and fellowships throughout his career.
This unit focuses on the Reconstruction era (1865-1877) through an interdisciplinary study of history and English language arts. Students will analyze speeches, writings, and primary sources from the period to understand perspectives on social and political issues. They will examine rhetorical devices and how authors conveyed meaning and perspective. Key concepts include change, context, and rhetoric. Students will analyze how Reconstruction impacted American life through constitutional amendments and policies. The unit aims to develop students' skills in rhetorical analysis, historical thinking, and perspective-taking.
This document is a syllabus for a summer course on the history of the U.S.-Mexico border from the 1820s to the 1990s. The course will use an interdisciplinary approach to examine the social, economic, and political organization of the borderlands. It will cover topics like the various cultures that interacted in the border region, the militarization of the border in recent decades, and representations of the border experience. The syllabus outlines the course topics by week, assigned readings, and documentary films. It also lists the course requirements as a midterm exam, final exam, and papers.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a World History Studies course, beginning with the 2011-2012 school year. It provides 3 learning periods to structure the course: 8000 BC-500 BC, 500 BC-AD 600, and 600-1450. Key topics include the development of early civilizations, classical empires, medieval Europe, Islamic caliphates, the Mongol invasions, European exploration and expansion. Causes and effects of events are examined, along with geographic, economic, and social impacts on history.
Bridging the Curriculum through Art and Texas HistoryNancy Walkup
This document provides resources for teaching Texas history through art, including reproductions in textbooks, historical artworks, and art-based activities. It lists several museums and websites that feature Texas art and provide distance learning opportunities. Suggested art-based activities include having students analyze reproductions by writing descriptive words on sticky notes, comparing and contrasting artworks using a Venn diagram, and writing illustrated letters from the point of view of a Texas history figure. The goal is to use visual art to help students explore and understand events in Texas' past.
This document outlines the fifth grade social studies curriculum standards for the unit on culture in Tennessee. It includes four content standards: culture, economics, geography, and governance and civics. For each standard, it lists learning expectations and accomplishments/objectives for students, along with performance indicators assessed by the state and teachers. The overall summary is that this document defines the key concepts fifth graders in Tennessee are expected to understand about culture, economics, geography, and civics through specific learning goals and assessment benchmarks.
Running Head: GUIDED RESPONSE 1
GUIDED RESPONSE 73
Title of Paper
Student’s Name
Instructor’s Name
Course Title
Date
See the attached example. Please list five significant historical events/leaders from this era (Chapters Three and Four) and choose two to compare and contrast. Your Discussion Forum response will satisfy the following requirements:
a. Five events and the date each event occurred is listed.
b. Two events are chosen and a Venn Diagram is completed showing (at least three in each category) the similarities and differences of each chosen event.
c. Three of the following five questions have been answered.
· These events are still significant today because____.
· If I could change the outcome of one of my listed events I would change___ because____.
· If only one of these events/individuals could have taken place; I would chose ___ because____.
· If I could change the outcome of one of my chosen events I would choose___ because____.
· What would you say is the most important result of each of your chosen events?
Chaper 3
3.1 Education Under the Articles of Confederation and the Constitution
The first attempt at self-governance, the Articles of Confederation and Perpetual Union, were adopted by the Continental Congress and went into effect after their ratification in 1781. With the Articles of Confederation, Congress attempted to organize the 13 separate colonies under a national government that was given little authority and included no executive or judicial branches. It was also unable to tax, regulate commerce, or enforce civil law. This weak government could not bring 13 disparate governments into a unified whole, and popular unrest, particularly over issues of money and debt, erupted with increasing frequency.
Fearing that the confederation would collapse and that anarchy would prevail, delegates from each state (except Rhode Island, which declined to send any representatives) met in the summer of 1787 and drafted the Constitution. After its ratification in 1789, it launched the new republic.
Neither the Articles of Confederation nor the Constitution mention education. It is thus one of the powers reserved to the states by the 10th Amendment, which states: "The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people." And, in fact, by 1800, 7 of the then 16 states had adopted constitutions that contained formal statements regarding their responsibility for education. Eventually, all the states adopted specific provisions for education. The language of these provisions range from a very general statement that the state provides a system of free public schools to very specific provisions specifying sch ...
Disciplinary vocabulary lesson plan fred thomasjosephbulls
This document provides a list of vocabulary terms and concepts for an 8th grade social studies unit on US migration and immigration, along with classroom activities to help students understand the terms. It includes 20 key terms related to immigration, migration within the US, and the experiences of different immigrant groups. The activities focus on having students analyze primary sources and maps, define important concepts, and discuss how migration has impacted American society.
Welcome to Mexican American History I (HIST 2327). This.docxhelzerpatrina
Welcome to Mexican American History I (HIST 2327). This packet contains introductory reading and will assist
you with this week’s activities. In this first reading assignment students will explore information about identity,
the Mexican American Studies Program, the historian’s purpose, and the course learning objectives.
Identity
While this course is titled Mexican American History, the topics explored in this course will extend beyond the
Mexican-American experience of residents in the United States southwest. We will study the caste system in
New Spain, otherwise known as colonial Mexico. As we progress through the course students will develop an
understanding of ethnic distinctions, how different groups self-identify, and the historical aspects of institutions
governing these diverse groups. This class will explore the experiences of Puerto Ricans, Cubans, Philippinos; we
will investigate United States’ policies in Latin America. This course is not just a study of the Mexican-American
experience along the contemporary U.S.-Mexico border because doing so would undermine the importance of
recognizing similarities of life experiences among the broader Hispanic/Latino population. Based on the 2010
Census, one in four children in the United States is Hispanic. While the census data does reduce identity more
finely to account for distinction of native country, most day-to-day experiences with language, learning,
interactions with law enforcement, representation, etc. are experiences shared by all Latino/as, regardless of
national origin. The following passage, written by Puerto-Rican born Angel Oquendo, illustrates the importance
of broadening the scope of our course study:
Categorizing on the basis of physical features, of course is an
accepted practice in the United States. In fact, this society
has primarily used physiognomy to create the “Hispanic”
category. Yet what really unites Latino/as is their unique
history of oppression. Unlike other immigrant groups, the
largest Latino/as groups—Mexicans and Puerto Ricans—did
not come into the United States via Ellis Island; they entered
through the brutal process of U.S. imperial expansion. They
were militarily attacked, invaded, colonized, and annexed.
This common experience has caused them to form a unified
community, which now includes other people of Latin
American ancestry.1
In truth, most people who self-identify as Latino/a in the United States have entered the country due to U.S.
imperial activity in their native country, as we will see in later in the course. Those who did not enter the United
States, but instead witnessed the United States passing over into their country and annexing them have also
1 Angel R. Oquendo, “Re-imagining the Latino/a Race,” reprinted in A Critical Reader: The Latino Condition, edited by
Richard Delgado and Jean Stefan ...
Do you want your students to leave your classroom with a deeper, longer lasting understanding of Social Studies? This session will enable you to develop your student’s critical thinking skills by immersing them in the inquiry process using primary source documents. Resources will be shared.
This document outlines the goals and standards of California's history-social science framework for K-12 education. It emphasizes developing geographic literacy by teaching students to understand relationships between people and places over time. Key goals include developing students' sense of place and awareness of physical and human geography. The framework takes a multicultural approach and incorporates chronological and spatial thinking skills into grade-level standards covering topics in world history, US history, and geography.
Assignment 2.2Liberty Challenged in Nineteenth Century America Fi.docxursabrooks36447
Assignment 2.2:Liberty Challenged in Nineteenth Century America Final Paper
Due Week 10 and worth 140 points
You have already developed a thesis statement and an outline in which you explored the peculiar institution known as slavery. Now you will develop the final paper in which you explore your main points in detail.
1. Introduce your paper with your previously crafted thesis statement.
2. Describe two (2) outcomes of the 3/5ths Compromise, Missouri Compromise of 1820, Compromise of 1850, Kansas-Nebraska Act, and the Dred Scott Decision. Note: Be sure to provide two (2) outcomes for each legislation.
3. Suggest three (3) reasons why slavery was, and is, incompatible with our political and economic system.
4. List three to five (3-5) driving forces that led to the Civil War.
5. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other similar websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· This course requires use of Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
The specific course learning outcomes associated with this assignment are:
· Recognize the main factors that led to America’s early development.
· Identify and discuss the different ways that the heritages of slavery, the Civil War, and Reconstruction have shaped America's history.
· Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
· Examine how changes in social and economic conditions and technology can cause corresponding changes in the attitudes of the people and policies of the government.
· Specify ways that women and minorities have responded to challenges and made contributions to American culture.
· Use technology and information resources to research issues in American History to 1865.
· Write clearly and concisely about American History to 1865 using proper writing mechanics.
.
Assignment 2.2Liberty Challenged in Nineteenth Century America Fi.docxbraycarissa250
This document provides instructions for Assignment 2.2, the final paper for a course on liberty being challenged in 19th century America. The paper requires students to:
1) Introduce their thesis statement on how they will explore the institution of slavery.
2) Describe outcomes of several legislative acts and court decisions regarding slavery.
3) Suggest reasons why slavery was incompatible with the US political and economic systems.
4) List driving forces that led to the Civil War.
5) Cite at least three academic references.
The assignment aims to help students recognize factors in America's early development and discuss how slavery, the Civil War, and Reconstruction shaped US history.
below is a detailed information regarding the structure of the.docxwrite31
The document provides instructions for writing a paper on the Spanish colonization of Texas. It outlines three topics to discuss: 1) the Iberian background and how it influenced Spanish society and institutions in Texas, 2) the factors leading to Spain's discovery, conquest and exploration of America, and 3) the main colonial institutions and societies Spain established in Texas. The instructions emphasize organizing the response around the topics, including analysis of how historical events were shaped by ideas and beliefs from the time period, and supporting arguments with specific examples from the lecture materials.
The document outlines a teacher's lesson plan for several days in September and October. It includes activities for students such as answering Texas trivia questions, reviewing for tests on Texas geography, and learning about the branches of government. Vocabulary terms and concepts are introduced, like the bicameral legislature, civil and criminal law, and the seven principles of government. The document provides context and instructions for multiple lessons on Texas history and civics.
The document outlines the Texas Essential Knowledge and Skills (TEKS) for teaching social studies in 1st grade. It covers topics like history, geography, economics, government, and citizenship. Students learn about important figures and events in US and Texas history. They study maps, goods and services, rules and laws, and the roles of citizens and government officials. The TEKS aim to teach students to be responsible citizens and understand American beliefs, customs, and patriotic symbols and traditions.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a World Geography Studies course, including:
1) The course provides an overview of world geography from spatial and ecological perspectives, examining physical processes, landforms, climates, ecosystems, cultural patterns, population trends, and economic and political relationships between humans and the environment.
2) Students analyze how location affects economic activities and compare global trade patterns, and learn to think geographically by interpreting maps and asking geographic questions.
3) The TEKS cover geographic concepts like regions, as well as knowledge in history, economics, government, citizenship, culture, science and technology. Students are expected to apply critical thinking and communication skills to
Idaho Content Standards - U.S. History Standards (Grade 6-12)boat6195
The document outlines the content standards and objectives for U.S. History I courses in Idaho between grades 6-12. It includes 5 standards: History, Geography, Economics, Civics and Government, and Global Perspectives. The key goals are to understand the cultural, social, political and economic development of the U.S. from early cultures through the Civil War era, by studying topics like migration, expansion, industrialization, and the roles of various groups. Students are expected to learn about the foundations of U.S. government and analyze historical events from multiple perspectives.
This document discusses the history, present, and future of Latinos in higher education in the United States. It describes how Latinos faced segregation and barriers to equal education historically. Currently, Latinos have lower college enrollment and degree attainment rates than other groups. While enrollment is increasing, many Latinos attend community college part-time due to financial pressures. Looking ahead, it will be important to improve Latino student success in higher education to accommodate their growing population.
Westward Expansion by Edna Kovacs, Ph.D.PoetinEden
This curriculum matrix outlines a 2-3 week unit on Westward Expansion taught from multiple perspectives to 8th grade students. Students will study the period through literature, create a newspaper project incorporating different voices, and use maps and primary sources to understand local and national impacts. Assessment will examine both academic achievement and effort using standardized procedures.
Adolescent students' intercultural awareness when using culture based materia...dhtic_UCC
This document summarizes a qualitative case study conducted with 51 eighth grade students in Bogota, Colombia who had little exposure to English. The study explored how the students understood and made sense of culture-based materials used in their English lessons, and described their perceptions of foreign cultures presented. Various data collection methods were used including video/audio recordings, surveys, field notes, and student work. The document outlines the conceptual framework on culture and materials, describes the pedagogical design which implemented 8 criteria for cultural content in lessons/tasks, and provides examples of some lessons and materials used including about US/UK cultures, history, and institutions. The goals were to help students broaden their world views and analyze their understanding of their own
The document outlines a social studies teaching unit for 8th grade students that focuses on major historical events and ideologies from the 18th and 19th centuries. The unit has three main goals: (1) identify the legacies of different social, political, economic, and cultural forces as sources of identity and development; (2) recognize the interaction between geography and humanity; and (3) critically analyze concepts of rights and identity. The unit covers topics on the Enlightenment, French Revolution, Napoleonic Era, Industrial Revolution, liberalism, nationalism, and imperialism through various activities assessing students' competencies in social thinking and interpreting perspectives. Student understanding is evaluated through performances like creating memes, writing letters, completing work
This document provides a summary of Harold W. Moses' education and experience. He holds a Ph.D. in Political Science from Southern Illinois University, as well as other degrees. His experience includes teaching political science and French at various universities and schools. He has also worked in transportation, research, grant writing, and radio hosting. Moses has participated in many conferences and published several journal articles and book reviews. He has received various honors and fellowships throughout his career.
This unit focuses on the Reconstruction era (1865-1877) through an interdisciplinary study of history and English language arts. Students will analyze speeches, writings, and primary sources from the period to understand perspectives on social and political issues. They will examine rhetorical devices and how authors conveyed meaning and perspective. Key concepts include change, context, and rhetoric. Students will analyze how Reconstruction impacted American life through constitutional amendments and policies. The unit aims to develop students' skills in rhetorical analysis, historical thinking, and perspective-taking.
This document is a syllabus for a summer course on the history of the U.S.-Mexico border from the 1820s to the 1990s. The course will use an interdisciplinary approach to examine the social, economic, and political organization of the borderlands. It will cover topics like the various cultures that interacted in the border region, the militarization of the border in recent decades, and representations of the border experience. The syllabus outlines the course topics by week, assigned readings, and documentary films. It also lists the course requirements as a midterm exam, final exam, and papers.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a World History Studies course, beginning with the 2011-2012 school year. It provides 3 learning periods to structure the course: 8000 BC-500 BC, 500 BC-AD 600, and 600-1450. Key topics include the development of early civilizations, classical empires, medieval Europe, Islamic caliphates, the Mongol invasions, European exploration and expansion. Causes and effects of events are examined, along with geographic, economic, and social impacts on history.
Bridging the Curriculum through Art and Texas HistoryNancy Walkup
This document provides resources for teaching Texas history through art, including reproductions in textbooks, historical artworks, and art-based activities. It lists several museums and websites that feature Texas art and provide distance learning opportunities. Suggested art-based activities include having students analyze reproductions by writing descriptive words on sticky notes, comparing and contrasting artworks using a Venn diagram, and writing illustrated letters from the point of view of a Texas history figure. The goal is to use visual art to help students explore and understand events in Texas' past.
This document outlines the fifth grade social studies curriculum standards for the unit on culture in Tennessee. It includes four content standards: culture, economics, geography, and governance and civics. For each standard, it lists learning expectations and accomplishments/objectives for students, along with performance indicators assessed by the state and teachers. The overall summary is that this document defines the key concepts fifth graders in Tennessee are expected to understand about culture, economics, geography, and civics through specific learning goals and assessment benchmarks.
Running Head: GUIDED RESPONSE 1
GUIDED RESPONSE 73
Title of Paper
Student’s Name
Instructor’s Name
Course Title
Date
See the attached example. Please list five significant historical events/leaders from this era (Chapters Three and Four) and choose two to compare and contrast. Your Discussion Forum response will satisfy the following requirements:
a. Five events and the date each event occurred is listed.
b. Two events are chosen and a Venn Diagram is completed showing (at least three in each category) the similarities and differences of each chosen event.
c. Three of the following five questions have been answered.
· These events are still significant today because____.
· If I could change the outcome of one of my listed events I would change___ because____.
· If only one of these events/individuals could have taken place; I would chose ___ because____.
· If I could change the outcome of one of my chosen events I would choose___ because____.
· What would you say is the most important result of each of your chosen events?
Chaper 3
3.1 Education Under the Articles of Confederation and the Constitution
The first attempt at self-governance, the Articles of Confederation and Perpetual Union, were adopted by the Continental Congress and went into effect after their ratification in 1781. With the Articles of Confederation, Congress attempted to organize the 13 separate colonies under a national government that was given little authority and included no executive or judicial branches. It was also unable to tax, regulate commerce, or enforce civil law. This weak government could not bring 13 disparate governments into a unified whole, and popular unrest, particularly over issues of money and debt, erupted with increasing frequency.
Fearing that the confederation would collapse and that anarchy would prevail, delegates from each state (except Rhode Island, which declined to send any representatives) met in the summer of 1787 and drafted the Constitution. After its ratification in 1789, it launched the new republic.
Neither the Articles of Confederation nor the Constitution mention education. It is thus one of the powers reserved to the states by the 10th Amendment, which states: "The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people." And, in fact, by 1800, 7 of the then 16 states had adopted constitutions that contained formal statements regarding their responsibility for education. Eventually, all the states adopted specific provisions for education. The language of these provisions range from a very general statement that the state provides a system of free public schools to very specific provisions specifying sch ...
Disciplinary vocabulary lesson plan fred thomasjosephbulls
This document provides a list of vocabulary terms and concepts for an 8th grade social studies unit on US migration and immigration, along with classroom activities to help students understand the terms. It includes 20 key terms related to immigration, migration within the US, and the experiences of different immigrant groups. The activities focus on having students analyze primary sources and maps, define important concepts, and discuss how migration has impacted American society.
Welcome to Mexican American History I (HIST 2327). This.docxhelzerpatrina
Welcome to Mexican American History I (HIST 2327). This packet contains introductory reading and will assist
you with this week’s activities. In this first reading assignment students will explore information about identity,
the Mexican American Studies Program, the historian’s purpose, and the course learning objectives.
Identity
While this course is titled Mexican American History, the topics explored in this course will extend beyond the
Mexican-American experience of residents in the United States southwest. We will study the caste system in
New Spain, otherwise known as colonial Mexico. As we progress through the course students will develop an
understanding of ethnic distinctions, how different groups self-identify, and the historical aspects of institutions
governing these diverse groups. This class will explore the experiences of Puerto Ricans, Cubans, Philippinos; we
will investigate United States’ policies in Latin America. This course is not just a study of the Mexican-American
experience along the contemporary U.S.-Mexico border because doing so would undermine the importance of
recognizing similarities of life experiences among the broader Hispanic/Latino population. Based on the 2010
Census, one in four children in the United States is Hispanic. While the census data does reduce identity more
finely to account for distinction of native country, most day-to-day experiences with language, learning,
interactions with law enforcement, representation, etc. are experiences shared by all Latino/as, regardless of
national origin. The following passage, written by Puerto-Rican born Angel Oquendo, illustrates the importance
of broadening the scope of our course study:
Categorizing on the basis of physical features, of course is an
accepted practice in the United States. In fact, this society
has primarily used physiognomy to create the “Hispanic”
category. Yet what really unites Latino/as is their unique
history of oppression. Unlike other immigrant groups, the
largest Latino/as groups—Mexicans and Puerto Ricans—did
not come into the United States via Ellis Island; they entered
through the brutal process of U.S. imperial expansion. They
were militarily attacked, invaded, colonized, and annexed.
This common experience has caused them to form a unified
community, which now includes other people of Latin
American ancestry.1
In truth, most people who self-identify as Latino/a in the United States have entered the country due to U.S.
imperial activity in their native country, as we will see in later in the course. Those who did not enter the United
States, but instead witnessed the United States passing over into their country and annexing them have also
1 Angel R. Oquendo, “Re-imagining the Latino/a Race,” reprinted in A Critical Reader: The Latino Condition, edited by
Richard Delgado and Jean Stefan ...
Do you want your students to leave your classroom with a deeper, longer lasting understanding of Social Studies? This session will enable you to develop your student’s critical thinking skills by immersing them in the inquiry process using primary source documents. Resources will be shared.
This document outlines the goals and standards of California's history-social science framework for K-12 education. It emphasizes developing geographic literacy by teaching students to understand relationships between people and places over time. Key goals include developing students' sense of place and awareness of physical and human geography. The framework takes a multicultural approach and incorporates chronological and spatial thinking skills into grade-level standards covering topics in world history, US history, and geography.
Assignment 2.2Liberty Challenged in Nineteenth Century America Fi.docxursabrooks36447
Assignment 2.2:Liberty Challenged in Nineteenth Century America Final Paper
Due Week 10 and worth 140 points
You have already developed a thesis statement and an outline in which you explored the peculiar institution known as slavery. Now you will develop the final paper in which you explore your main points in detail.
1. Introduce your paper with your previously crafted thesis statement.
2. Describe two (2) outcomes of the 3/5ths Compromise, Missouri Compromise of 1820, Compromise of 1850, Kansas-Nebraska Act, and the Dred Scott Decision. Note: Be sure to provide two (2) outcomes for each legislation.
3. Suggest three (3) reasons why slavery was, and is, incompatible with our political and economic system.
4. List three to five (3-5) driving forces that led to the Civil War.
5. Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other similar websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· This course requires use of Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
The specific course learning outcomes associated with this assignment are:
· Recognize the main factors that led to America’s early development.
· Identify and discuss the different ways that the heritages of slavery, the Civil War, and Reconstruction have shaped America's history.
· Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
· Examine how changes in social and economic conditions and technology can cause corresponding changes in the attitudes of the people and policies of the government.
· Specify ways that women and minorities have responded to challenges and made contributions to American culture.
· Use technology and information resources to research issues in American History to 1865.
· Write clearly and concisely about American History to 1865 using proper writing mechanics.
.
Assignment 2.2Liberty Challenged in Nineteenth Century America Fi.docxbraycarissa250
This document provides instructions for Assignment 2.2, the final paper for a course on liberty being challenged in 19th century America. The paper requires students to:
1) Introduce their thesis statement on how they will explore the institution of slavery.
2) Describe outcomes of several legislative acts and court decisions regarding slavery.
3) Suggest reasons why slavery was incompatible with the US political and economic systems.
4) List driving forces that led to the Civil War.
5) Cite at least three academic references.
The assignment aims to help students recognize factors in America's early development and discuss how slavery, the Civil War, and Reconstruction shaped US history.
below is a detailed information regarding the structure of the.docxwrite31
The document provides instructions for writing a paper on the Spanish colonization of Texas. It outlines three topics to discuss: 1) the Iberian background and how it influenced Spanish society and institutions in Texas, 2) the factors leading to Spain's discovery, conquest and exploration of America, and 3) the main colonial institutions and societies Spain established in Texas. The instructions emphasize organizing the response around the topics, including analysis of how historical events were shaped by ideas and beliefs from the time period, and supporting arguments with specific examples from the lecture materials.
The document outlines a teacher's lesson plan for several days in September and October. It includes activities for students such as answering Texas trivia questions, reviewing for tests on Texas geography, and learning about the branches of government. Vocabulary terms and concepts are introduced, like the bicameral legislature, civil and criminal law, and the seven principles of government. The document provides context and instructions for multiple lessons on Texas history and civics.
This course examines the social, economic, and political development of America through an interdisciplinary study of literature, culture, and history. It analyzes how conflict and cooperation among groups shaped American national identity and citizenship over time. Key topics include the cultural formations that emerged from interactions between Native Americans, Anglo-Americans, and Mexican Americans; representations of "the American experience" in public policy, literature, film, and academia; and the rise of industry, capitalism, and economic integration from the colonial period to the 21st century. The goal is to understand the interplay between diverse populations, institutions, and economic forces in the development of North America and the business of America.
Chicano Studies 168
Dr. Raúl Moreno Campos
UCSB
Student Learning Objectives (Weeks 1-2)
Readings Weeks 1: Almaguer (2018)
Readings Week 2: Ruiz (2009), introduction and chapter one.
I. Overview and central thematic preoccupations of Chicana/o History.
Understanding of what history is (inquiry)
Understanding of the interplay between structure and agency in the shaping of historical processes.
Understanding of the term “Chicana/o”, and the distinction to “Hispanic” and Latina/o”
Central structural forces that have shaped Chicana/o history
Central themes in Chicana/o history
Student Learning Objectives (Weeks 1-2)
II. The Mexican American War of 1846-1848
Background of the Spanish Empire and the “first colonization”
Understand the centrality of racial difference to Spanish colonial administration and society
Understand the concepts of limpieza de sangre, castas, and mestizaje in the context of colonial Mexico
Background of U.S. imperialist expansion and the economic, political, and ideological reasons behind the war of 1846-1848 with Mexico.
The “second colonization” and the origins of Chicano peoples.
Understand the concepts of race and racialization.
Student Learning Objectives (Weeks 1-2)
IIIII. The Legacies of the War
Economic, political, and social marginalization
The creation of early Chicana/o communities
Agenda
Chicano Studies and Chicano History: Central Thematic Preoccupations
Racial Fault Lines: Conquest, Colonization, and the making of Chicanos in the U.S. Southwest
The Legacies of 1848
I.
Basic Framing
History (Gr. historia “ a learning or knowing by inquiry”- generally entailed an account of one’s inquiries, record, narrative. Derived from historein “inquiry” )
Sense of narrative record and relation of past events.
Entails
1) Process of examination into past events and the narrative of a record
“The archive”- vast array of documents, artifacts, oral narratives, etc. that comprise a record
2) Understanding of change and continuity over time
I.
3) Structure and Agency
“[Human beings] make their own history, but they do not make it just as they please; they do not make it under circumstances chosen by themselves, but under circumstances existing already, given and transmitted form the past.” – Karl Marx
Agency- volition and the power to think and act independently and freely in order to shape experience and life history
Structure- set of existing complex of social relations, forces, and institutions that synergistically shape (or limit, constraint) thought, behavior, choices, and overall life histories of people
I.
The central task of narration, as storytelling, is a principal component of how we make sense of the world around us.
Implies relations of power and interests involved in the creation of disciplines as ordered bodies of knowledge
Eminently political
At the outset, therefore, we must ask: if we are concerned with Chicano history, what then is the task at hand?
1) Who are the Chican ...
Assignment 2.2Liberty Challenged in Nineteenth Century America .docxursabrooks36447
Assignment 2.2:
Liberty Challenged in Nineteenth Century America Final Paper
Due Week 10 and worth 140 points
You have already developed a thesis statement and an outline in which you explored the peculiar institution known as slavery. Now you will develop the final paper in which you explore your main points in detail.
Introduce your paper with your previously crafted thesis statement.
Describe two (2) outcomes of the 3/5ths Compromise, Missouri Compromise of 1820, Compromise of 1850, Kansas-Nebraska Act, and the Dred Scott Decision.
Note:
Be sure to provide two (2) outcomes for each legislation.
Suggest three (3) reasons why slavery was, and is, incompatible with our political and economic system.
List three to five (3-5) driving forces that led to the Civil War.
Use at least three (3) academic references besides or in addition to the textbook.
Note:
Wikipedia and other similar websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
This course requires use of
Strayer Writing Standards
(SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
The specific course learning outcomes associated with this assignment are:
Recognize the main factors that led to America’s early development.
Identify and discuss the different ways that the heritages of slavery, the Civil War, and Reconstruction have shaped America's history.
Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
Examine how changes in social and economic conditions and technology can cause corresponding changes in the attitudes of the people and policies of the government.
Specify ways that women and minorities have responded to challenges and made contributions to American culture.
Use technology and information resources to research issues in American History to 1865.
Write clearly and concisely about American History to 1865 using proper writing mechanics.
.
Vietnam War Essay | Essay on Vietnam War for Students and Children in .... Essay websites: Vietnam war photo essay. why did the us lose the vietnam war essay. Apush Dbq Vietnam War Free Essays. 002 Essay Example Vietnam War Essays Week Lecture Outline The Great .... Vietnam Question 2 - A-Level History - Marked by Teachers.com. Vietnam 2 - GCSE History - Marked by Teachers.com. The Vietnam War Essay - PHDessay.com. Formidable Vietnam War Essay ~ Thatsnotus. (DOC) Vietnam Homefornt Essay | trw thrn et - Academia.edu. Vietnam Essays. Vietnam-Essay-Note - History Grade 12 Vietnam essay - “America failed .... Why Couldn’t America Defeat The Viet Cong In The War Of Vietnam Essay .... Introduction To The Vietnam War History Free Essay Example. War Essay: Topics You Can Use. Results Declaration of Viet Nam India Friendship Essay Contest 2022 .... A Comparison of Vietnamese and American Writing-Pedagogy Free Essay Example. Research paper: Essay on the vietnam war. vietnam essay. Vietnam Culture Essay Example. The Vietnam War In History - Free Essay Example | PapersOwl.com. Vietnam War Essay - Monica Zolczer (mnz20) – Churchill College 1 From .... The Vietnam War in U.S history - Free Essay Example | PapersOwl.com. History Coursework - Vietnam Assignment - A-Level History - Marked by .... Vietnam Essay Question 2021 PDF (2)-converted (Autosaved) - Summary of .... Argumentative essay on vietnam war - Dental Vantage - Dinh Vo DDS. The Vietnam War - A-Level History - Marked by Teachers.com. Information about Vietnam India Friendship Essay Contest 2022 - Vietnam .... ISSUE 4- Vietnam War essay - YouTube. The Vietnam War And The U.S. Government - Free Essay Example .... Vietnam War Essay | Modern History - Year 11 HSC | Thinkswap. Vietnam research project. - A-Level History - Marked by Teachers.com. The Vietnam War Essay Example | Topics and Well Written Essays - 750 words.
Assignment 2.2Liberty Challenged in Nineteenth Century Amer.docxannrodgerson
Assignment 2.2:
Liberty Challenged in Nineteenth Century America Final Paper
Due Week 10 and worth 140 points
You have already developed a thesis statement and an outline in which you explored the peculiar institution known as slavery. Now you will develop the final paper in which you explore your main points in detail.
Introduce your paper with your previously crafted thesis statement.
(Check uploaded files).
Describe two (2) outcomes of the 3/5ths Compromise, Missouri Compromise of 1820, Compromise of 1850, Kansas-Nebraska Act, and the Dred Scott Decision.
Note:
Be sure to provide two (2) outcomes for each legislation.
Suggest three (3) reasons why slavery was, and is, incompatible with our political and economic system.
List three to five (3-5) driving forces that led to the Civil War.
Use at least three (4) academic references besides or in addition to the textbook.
Note:
Wikipedia and other similar websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
This course requires use of
Strayer Writing Standards
(SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
(Check uploaded files).
The specific course learning outcomes associated with this assignment are:
Recognize the main factors that led to America’s early development.
Identify and discuss the different ways that the heritages of slavery, the Civil War, and Reconstruction have shaped America's history.
Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
Examine how changes in social and economic conditions and technology can cause corresponding changes in the attitudes of the people and policies of the government.
Specify ways that women and minorities have responded to challenges and made contributions to American culture.
Use technology and information resources to research issues in American History to 1865.
Write clearly and concisely about American History to 1865 using proper writing mechanics.
(PLEASE CITE IF YOU USE ANY REFERENCE FROM MY UPLOADED PAPER)
...
This document is a course syllabus for a United States History II class at Shore Regional High School taught by Mr. Miers. The course will explore American history from the Post-Reconstruction era to the modern day through primary sources and historical concepts to give students a thorough understanding of political, social, economic and foreign policies over time. An emphasis will be placed on the evolving American government and an individual's role in democracy. Students will also stay up to date on current events to better understand historical parallels and the class goals are to understand diversity in America and develop research skills and critical thinking.
This document outlines vocabulary strategies and lesson plans for an 8th grade social studies unit on the economics of immigration. It includes key vocabulary terms related to economics like scarcity, incentives, supply and demand, and opportunity costs. It describes using the book "Journey of Dreams" to teach students about the economic hardships faced by Central American refugees immigrating to the United States. Lesson plans include having students trace the route taken in the book and calculate costs, watch a video on global economic refugees, and write an essay connecting the story to economic concepts. Additional resources for teaching about Mexican immigration and economics are also provided.
This document outlines the assessment calendar for 2011-2012 for an elementary school district. It includes the administration dates for 3 benchmark assessments to be given in October-November, January-February, and May for various subjects and grade levels. It also lists the dates for the state standardized STAAR tests in March-April. Several reading, math, and language screeners are outlined along with their grade level focus and administration windows. The calendar provides the planned delivery dates for test materials and scantrons to support each assessment period.
This document provides annotations for notable social studies trade books for young people published in 2009. It begins by explaining the selection criteria and review process carried out by the National Council for the Social Studies Book Review Committee. The annotated list that follows includes summaries of over 30 books, arranged by subject category. Each summary includes the book title, author, publisher details, a brief descriptive annotation, and notation of relevant thematic strands from the NCSS social studies standards.
The new issue of History Now focuses on religion in colonial America. It features four articles by scholars on the Puritans and dissenters, early Jewish settlers, Pennsylvania Quakers, and Thomas Jefferson's deism. The issue highlights the important role of religion in colonial lives and America's resulting multicultural heritage. It also provides podcasts and other resources on religion in colonial America available on the Gilder Lehrman Institute website.
This professional development program provides a video conference for teachers to learn about teaching the history of the Holocaust through the experiences of noted experts. Participants will engage in hands-on learning activities led by site facilitators. The program aims to explore methodologies and rationales for Holocaust education and examine contemporary issues related to its history. It is made possible by a grant from the Dallas Area Friends of the United States Holocaust Memorial Museum.
This document provides released test questions from the 2011 STAAR U.S. History exam for grade 8 in Texas. The questions cover a range of topics in U.S. history, from early 20th century events like the Supreme Court's Plessy v. Ferguson decision to late 20th century topics like the Vietnam War and Watergate scandal. The questions are multiple choice and assess student understanding of key people, policies, events, and historical reasoning skills.
This document provides information about a workshop on January 26-27, 2012 presented by the Education Service Center Region VI. The workshop will be led by Barbara Taylor, the Education Specialist for Social Studies, and will provide 12 hours of social studies or continuing professional education credits for a fee of $125, which includes lunch on Thursday. Participants can register and find more details on the ESC Region VI website at http://www.esc6.net or by contacting Barbara Taylor at btaylor@esc6.net or 936-435-8366.
The document summarizes the causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War. It then provides a sample test question about the Proclamation of 1763 and the correct answer choice along with rationales for the distractors.
This document discusses readiness standards, sample items, answer choices, and rationales for formative assessments. It examines distracter factors in questions and implications for using assessment results to guide classroom instruction.
This document provides guidance for ensuring a test is properly aligned to what was taught to students. It recommends checking that the test assesses the intended Texas Essential Knowledge and Skills (TEKS), that distractors are plausible, and that most items require students to apply their learning in new examples. The test should include items addressing all student expectations covered, and many items should require students to use skills and demonstrate understanding of content, including through graphic organizers.
What will our new unit planners look like? bmarfin
1) This document provides a template for curriculum units using the Understanding by Design (UbD) framework, with sections for describing the overall topics, enduring understandings, essential questions, desired student outcomes, and teacher resources.
2) The template guides teachers to identify the big ideas and universal truths that students should understand from the unit, as well as formulate questions to guide student inquiry.
3) Sections are also included to outline what students will know and be able to do, such as locate places on a map, explain why Spain designed communities in a certain way, and explain the significance of important dates.
The document provides guidelines for developing hooks to engage students in learning. It suggests that hooks should be open-ended questions or statements that reference the unit's themes. Hooks can be used before, during, and after a unit to initially prompt students and check their understanding. At the start of a unit, hooks can inspire quick writes or discussions. During a unit, hooks should be prominently displayed to focus learning. At the end, students should deeply engage with the hook by synthesizing and showing their learning.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Pride Month Slides 2024 David Douglas School District
TEKS FOURTH GRADE 2011 2012
1. Magnolia ISD<br />Department of History and Social Sciences<br />Texas Essential Knowledge and Skills<br />for<br />Grade 4<br />§113.10. Implementation of Texas Essential Knowledge and Skills for Social Studies, Elementary, Beginning with School Year 2011-2012.<br />The provisions of §§113.11-113.16 of this subchapter shall be implemented by school districts beginning with the 2011-2012 school year and at that time shall supersede §§113.2-113.7 of this subchapter.<br />Source: The provisions of this §113.10 adopted to be effective August 23, 2010, 35 TexReg 7232.<br />§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.<br />(a) Introduction.<br />(1) In Grade 4, students examine the history of Texas from the early beginnings to the present within the context of influences of North America. Historical content focuses on Texas history, including the Texas Revolution, establishment of the Republic of Texas, and subsequent annexation to the United States. Students discuss important issues, events, and individuals of the 19th, 20th, and 21st centuries. Students conduct a thorough study of regions in Texas and North America resulting from human activity and from physical features. The location, distribution, and patterns of economic activities and settlement in Texas further enhance the concept of regions. Students describe how early American Indians in Texas and North America met their basic economic needs. Students identify motivations for European exploration and colonization and reasons for the establishment of Spanish settlements and missions. Students explain how American Indians governed themselves and identify characteristics of Spanish colonial and Mexican governments in Texas. Students recite and explain the meaning of the Pledge to the Texas Flag. Students identify the contributions of people of various racial, ethnic, and religious groups to Texas and describe the impact of science and technology on life in the state. Students use critical-thinking skills to identify cause-and-effect relationships, compare and contrast, and make generalizations and predictions.<br />(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as documents, biographies, novels, speeches, letters, poetry, songs, and artworks is encouraged. Where appropriate, local topics should be included. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.<br />(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word quot;
includingquot;
reference content that must be mastered, while those containing the phrase quot;
such asquot;
are intended as possible illustrative examples.<br />(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.<br />(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).<br />(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.<br />(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.<br />(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.<br />(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: quot;
We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed.quot;
<br />(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.<br />(b) Knowledge and skills.<br />(1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The student is expected to:<br />(A) explain the possible origins of American Indian groups in Texas and North America;<br />(B) identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano;<br />(C) describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo; and<br />(D) compare the ways of life of American Indian groups in Texas and North America before European exploration.<br />(2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The student is expected to:<br />(A) summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion;<br />(B) identify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the settlement of Texas;<br />(C) explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as important individuals such as José de Escandón;<br />(D) identify Texas' role in the Mexican War of Independence and the war's impact on the development of Texas; and<br />(E) identify the accomplishments and explain the economic motivations and impact of significant empresarios, including Stephen F. Austin and Martín de León, on the settlement of Texas.<br />(3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to:<br />(A) analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto;<br />(B) summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David Crockett, George Childress, and Sidney Sherman; Tejanos Juan Antonio Padilla, Carlos Espalier, Juan N. Seguín, Plácido Benavides, and José Francisco Ruiz; Mexicans Antonio López de Santa Anna and Vicente Filisola; and non-combatants Susanna Dickinson and Enrique Esparza;<br />(C) identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones;<br />(D) describe the successes, problems, and organizations of the Republic of Texas such as the establishment of a constitution, economic struggles, relations with American Indians, and the Texas Rangers; and<br />(E) explain the events that led to the annexation of Texas to the United States, including the impact of the U.S.-Mexican War.<br />(4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to:<br />(A) describe the impact of the Civil War and Reconstruction on Texas;<br />(B) explain the growth, development, and impact of the cattle industry, including contributions made by Charles Goodnight, Richard King, and Lizzie Johnson;<br />(C) identify the impact of railroads on life in Texas, including changes to cities and major industries; and<br />(D) examine the effects upon American Indian life resulting from changes in Texas, including the Red River War, building of U.S. forts and railroads, and loss of buffalo.<br />(5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The student is expected to:<br />(A) identify the impact of various issues and events on life in Texas such as urbanization, increased use of oil and gas, the Great Depression, the Dust Bowl, and World War II;<br />(B) explain the development and impact of the oil and gas industry upon industrialization and urbanization in Texas, including important places and people such as Spindletop and Pattillo Higgins; and<br />(C) identify the accomplishments of notable individuals such as John Tower, Scott Joplin, Audie Murphy, Cleto Rodríguez, Stanley Marcus, Bessie Coleman, Raul A. Gonzalez Jr., and other local notable individuals.<br />(6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:<br />(A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; and<br />(B) translate geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps.<br />(7) Geography. The student understands the concept of regions. The student is expected to:<br />(A) describe a variety of regions in Texas and the United States such as political, population, and economic regions that result from patterns of human activity;<br />(B) identify, locate, and compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their landforms, climate, and vegetation; and<br />(C) compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains) with regions of the United States and other parts of the world.<br />(8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:<br />(A) identify and explain clusters and patterns of settlement in Texas at different time periods such as prior to the Texas Revolution, after the building of the railroads, and following World War II;<br />(B) describe and explain the location and distribution of various towns and cities in Texas, past and present; and<br />(C) explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present.<br />(9) Geography. The student understands how people adapt to and modify their environment. The student is expected to:<br />(A) describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams;<br />(B) identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities; and<br />(C) compare the positive and negative consequences of human modification of the environment in Texas, past and present, both governmental and private, such as economic development and the impact on habitats and wildlife as well as air and water quality.<br />(10) Economics. The student understands the basic economic activities of early societies in Texas and North America. The student is expected to:<br />(A) explain the economic activities various early American Indian groups in Texas and North America used to meet their needs and wants such as farming, trading, and hunting; and<br />(B) explain the economic activities early immigrants to Texas used to meet their needs and wants.<br />(11) Economics. The student understands the characteristics and benefits of the free enterprise system in Texas. The student is expected to:<br />(A) describe the development of the free enterprise system in Texas;<br />(B) describe how the free enterprise system works, including supply and demand; and<br />(C) give examples of the benefits of the free enterprise system such as choice and opportunity.<br />(12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to:<br />(A) explain how people in different regions of Texas earn their living, past and present, through a subsistence economy and providing goods and services;<br />(B) explain how geographic factors such as climate, transportation, and natural resources have influenced the location of economic activities in Texas;<br />(C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas;<br />(D) describe the impact of mass production, specialization, and division of labor on the economic growth of Texas;<br />(E) explain how developments in transportation and communication have influenced economic activities in Texas; and<br />(F) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of Texas.<br />(13) Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent. The student is expected to:<br />(A) identify ways in which technological changes in areas such as transportation and communication have resulted in increased interdependence among Texas, the United States, and the world;<br />(B) identify oil and gas, agricultural, and technological products of Texas that are purchased to meet needs in the United States and around the world; and<br />(C) explain how Texans meet some of their needs through the purchase of products from the United States and the rest of the world.<br />(14) Government. The student understands how people organized governments in different ways during the early development of Texas. The student is expected to:<br />(A) compare how various American Indian groups such as the Caddo and the Comanche governed themselves; and<br />(B) identify and compare characteristics of the Spanish colonial government and the early Mexican governments and their influence on inhabitants of Texas.<br />(15) Government. The student understands important ideas in historical documents of Texas and the United States. The student is expected to:<br />(A) identify the purposes and explain the importance of the Texas Declaration of Independence, the Texas Constitution, and other documents such as the Meusebach-Comanche Treaty;<br />(B) identify and explain the basic functions of the three branches of government according to the Texas Constitution; and<br />(C) identify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights (Celebrate Freedom Week).<br />(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:<br />(A) explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the San Jacinto Monument, the Alamo, and various missions;<br />(B) sing or recite quot;
Texas, Our Texasquot;
;<br />(C) recite and explain the meaning of the Pledge to the Texas Flag; and<br />(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.<br />(17) Citizenship. The student understands the importance of active individual participation in the democratic process. The student is expected to:<br />(A) identify important individuals who have participated voluntarily in civic affairs at state and local levels such as Adina de Zavala and Clara Driscoll;<br />(B) explain how individuals can participate voluntarily in civic affairs at state and local levels through activities such as holding public officials to their word, writing letters, and participating in historic preservation and service projects;<br />(C) explain the duty of the individual in state and local elections such as being informed and voting;<br />(D) identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Sam Rayburn, Henry B. González, James A. Baker III, Wallace Jefferson, and other local individuals; and<br />(E) explain how to contact elected and appointed leaders in state and local governments.<br />(18) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:<br />(A) identify leaders in state, local, and national governments, including the governor, local members of the Texas Legislature, the local mayor, U.S. senators, local U.S. representatives, and Texans who have been president of the United States; and<br />(B) identify leadership qualities of state and local leaders, past and present.<br />(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:<br />(A) identify the similarities and differences among various racial, ethnic, and religious groups in Texas;<br />(B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio; and<br />(C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas such as Lydia Mendoza, Chelo Silva, and Julius Lorenzo Cobb Bledsoe.<br />(20) Science, technology, and society. The student understands the impact of science and technology on life in Texas. The student is expected to:<br />(A) identify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael DeBakey, and Millie Hughes-Fulford and their contributions;<br />(B) describe how scientific discoveries and innovations such as in aerospace, agriculture, energy, and technology have benefited individuals, businesses, and society in Texas; and<br />(C) predict how future scientific discoveries and technological innovations might affect life in Texas.<br />(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:<br />(A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas;<br />(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;<br />(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;<br />(D) identify different points of view about an issue, topic, historical event, or current event; and<br />(E) use appropriate mathematical skills to interpret social studies information such as maps and graphs.<br />(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:<br />(A) use social studies terminology correctly;<br />(B) incorporate main and supporting ideas in verbal and written communication;<br />(C) express ideas orally based on research and experiences;<br />(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and<br />(E) use standard grammar, spelling, sentence structure, and punctuation.<br />(23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:<br />(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and<br />(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.<br />Source: The provisions of this §113.15 adopted to be effective August 23, 2010, 35 TexReg 7232.<br />