Social Studies. The Social Studies test provides evidence of a candidate’s ability to analyze and evaluate various kinds of social studies information. The test uses materials from a variety of content areas, including history, political science, psychology, sociology, anthropology, geography, and economics.
a. This test has 50 multiple-choice questions (70 minutes). Content categories include history (45%); civics/government (30%); economics (15%); and geography (10%). Process categories include the following: interpret and apply; analyze; and evaluate and generalize.
Social Studies. Social studies education involves the exploration of the social sciences and humanities, including geography, civics and government, economics, and history in order to develop responsible, informed, and engaged citizens. Effective teaching and learning in social studies rely heavily on the usage of multiple primary and secondary sources and research. While the Provider is not required to provide educational content, Bidders must describe the tools and functionalities included in the solution that will support the teaching of and learning of the outcomes described by Maine’s Learning Results for Social Studies with a particular emphasis on fostering civic, global, historical, geographic, and economic literacy and the development of critical thinking and problem-solving skills; investigation, research and reading skills; oral and written communication; presentation skills; and collaboration skills.
Social Studies. 24 semester hours in social studies, distributed appropriately in the subjects to which the teacher is assigned. Teachers of highly specialized elective subjects shall have had training and/or experience sufficient to qualify them for assignment to teach such specialized electives, subject to the approval of the State Committee.
Social Studies. Category - maximum of 6 semester classes for this category 4 U.S. History
Social Studies. Electives (i.e. Foreign Language, Business, GED, Art, Physical Education, Computers, Health, Personal Development, etc.)
Social Studies. How do people interact with the environment? Choose two places in North Carolina from the “360cities” website: xxxxx://xxx.xx/3fGAxY1 Examine the pictures of the places you selected. Consider how these places have been impacted by people. • What do you see in the pictures that is natural? • What do you see that is man-made? • How do people help and harm the environment? Consider your own neighborhood. Draw a picture or make a list of ways people interact with the environment where you live. Some examples are planting, cutting trees, constructing buildings, and feeding birds.
Social Studies. North Carolina has three distinct geographic regions: the coastal region, the piedmont region, and the mountains. People have to interact with their environment to be able to settle and live in an area. Create a cartoon strip that illustrates how people interact with their regions. Write a two or three sentence caption for each cartoon illustration. Use the following link as a resource on the three regions: xxxxx://xxx.xxxxx.xxx/divisions/ publications/kids_page_geography Baking can be very similar to a science experiment. You monitor and adjust your ingredients based on how they may react while cooking. Cake batter recipes often include water or milk. Explain what happens to the liquid when you bake the cake. Where did it go? Is it possible to cool the cake down and get the liquid back? Why or why not? How could you test your prediction? When our interactions with others are limited, what are ways that you can interact with others when you cannot meet with them face to face? A few examples might be: • Write a letter to a loved one and mail it to them. • Color a picture for a neighbor and place it in that person’s mailbox with a friendly note. • Make an effort to be kind to the people with whom you live (ex: tell your sister that you like her hair, thank your mom for making dinner, offer to let your brother play with your toy, etc.).
Social Studies. Students follow the basic elements of the Idaho State Department of Education curriculum with a focus on local, state, national, and world history. Additionally, there is an emphasis on community service and humanitarian projects in all grades giving the students the opportunity to apply their understanding of, and contributions to, the world around them. Students discover and experience their responsibilities and rights as members of our democratic community.
Social Studies. The Founding Fathers created a system of federalism through the Constitution. The United States has shared powers between the federal, state, and local governments. Look at how these groups interact and impact the daily lives of citizens. Watch the video that is linked below to review the basics of federalism. Link: xxxxx://xxxxxxxxxxxxxxxxxx.xxx/learn/hall-pass/ federalism Think about the ways each level of government affects educational policies. How do you think federal, state, and local governments should interact regarding education policy?
Social Studies. The School will deliver a Social Studies curriculum that will prepare students to achieve mastery of Social Science ICS as well as content area literacy standards for all grades. Social Studies education will promote loyalty and love of country and community, and it will prepare students to participate intelligently in public affairs. Its component disciplines xxxxxx in students the knowledge and skills needed to understand current political and social issues. Social Studies education will provide students with an understanding of the democratic principles and ideals upon which good citizenship is founded and an understanding of the world beyond their borders. The comprehensive Social Studies program will: • Emphasize content, concepts, and skills from the social sciences, the humanities, and, where appropriate, mathematics, and the natural sciences; • Reflect a clear commitment to democratic beliefs and values; • Encourage civic responsibility and active participation; • Promote high expectations for all students; • Incorporate a multicultural perspective; • Reinforce the development of a global perspective; • Promote understanding of social, political, and economic institutions; • Encourage student involvement in community service; • Focus on the identification of the potential solutions to local, national, and world problems; • Involve students in their learning by using a variety of teaching strategies and instructional materials; and • Promote an interdisciplinary approach to learning. The school will use school-created pacing guides for K-8 to support mastery of ICS and incorporate the following topics in the Social Science curriculum: • African-American History (K-8) • Holocaust Education (K-8) • Hispanic Contributions to the United States (K-8) • Women’s Contributions to the United States (K-8) • Sacrifices made by veterans in protecting democratic values (K-8) • History of Idaho (K-8) • History and content of the Declaration of Independence and the U.S. Constitution (K-8) • Digital Citizenship (K-5) • Multicultural education (K-8) • Character Education (K-8) • Economic Education (6-8) • History of the U.S., including the period of discovery, early colonies, the War for Independence, the Civil War, the expansion of the U.S. to its present boundaries, he world wars, and the civil rights movement to the present (Grade 8) Claim Evidence Reasoning (C-E-R) - requiring students to state a claim (may be in response to a question); to provide evidence to s...
