U. S. History I: The Revolution through Reconstruction, 1763-1877 69-75
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Connections to Mathematics
Connections to Mathematics
A Sample Lesson Linking Geography, Economics, and Mathematics In this unit, which might be used in a Grade 6 World Geography course, students discuss an American student who plans to travel in another country. They learn about foreign exchange and compare exchange rates to determine if one currency has appreciated or depreciated against another currency. Using proportional reasoning, they determine the monetary effects of currency appreciation and depreciation. They analyze how changes in exchange rates affect the prices of goods and services from another country. Adapted from Mathematics and Economics: Connections for Life, Grades 6-8 (New York: National Council on Economic Education, 2002) 15-25. Connections to Mathematics
Sample Unit on Supply and Demand for a High School Economics Elective In an introductory set of four lessons, students learn about the economic concepts of demand, supply, equilibrium, and the factors that cause a change in supply and/or demand. Given hypothetical situations of making decisions about buying, pricing, and selling CDs, electronic equipment, oil, or other products, students develop an “economic way of thinking.” They use graphical and algebraic models to illustrate the concepts of supply and demand. Written at an Algebra I level, these lessons give students experience in writing equations, defining variables, and graphing relationships such as supply and demand curves, as well as discussing and presenting their economic conclusions. Other lessons in the series explore economic applications from everyday life, including games of chance, current and future value of money, implicit and explicit costs of owning and operating an automobile, taxes, savings, and credit card use. Adapted from Mathematics and Economics: Connections for Life (New York: National Council on Economic Education, 2001) viii-xii. Appendix H: Regions and States of the U.S. New England Connecticut Maine Massachusetts New Hampshire Rhode Island Vermont
Delaware
New Jersey New York
Pennsylvania Atlantic Coast and Appalachian States Kentucky
Maryland North Carolina Tennessee Virginia
West Virginia Southeast and Gulf States Alabama
Florida Georgia
Mississippi South Carolina South Central States Arkansas
Louisiana Oklahoma
Texas Great Lakes States Illinois
Indiana Michigan
Minnesota Ohio
Wisconsin Plains States Iowa
Kansas Missouri
Nebraska North Dakota South Dakota
Colorado
Idaho Montana
Utah Wyoming
Arizona Nevada
New Mexico Pacific States Alaska
California Hawaii
Oregon Washington History and Social Science Curriculum Framework Acknowledgments The 2003 History and Social Science Curriculum Framework is the result of the contributions of many history, geography, economics, and civics educators throughout the Commonwealth of Massachusetts and the United States. The Department of Education wishes to thank all the people who contributed to the development and revision of this framework. The Framework Review Panel Elementary and secondary educators and administrators who reviewed successive drafts, submitted written comment, completed surveys of high school course patterns, and discussed the drafts at public forums College and university historians, geographers, economists, and political scientists who provided expert review of the standards Educators from museums, historical societies, archives, and libraries who provided expertise on collections and resources for history, geography, economics, and civics Department of Education Staff Sandra Stotsky, Senior Associate Commissioner, Center for Teaching and Learning Anders Lewis, Historian and staff writer Susan Wheltle, Administrator, Office for the Humanities John Chiang Keh, History and social science specialist
LMY Studio, Inc. This document and all Department documents and publications are also available on our website at http://www.doe.mass.edu Endnotes Excerpted and adapted from Education for Democracy: A Statement of Principles. Publication of the Education for Democracy Project, a joint project of the American Federation of Teachers, the Education Excellence Network, and Freedom House (Washington, D.C.: American Federation of Teachers, 1987). Some districts may wish to teach the grade 6 standards, skills, and concepts in grade 7, and the grade 7 standards, skills, and concepts in grade 6. The planned MCAS at the end of grade 7 will accommodate this change. Districts, schools, and teachers may address these standards in grade 4 or grade 6. Under Pathway 1, the MCAS assessment in U.S. History would be administered at the end of grade 11. Under Pathway 2, the MCAS assessment in U.S. History would be administered at the end of grade 10. Under Pathway 3, the MCAS assessment in U.S. History would be administered at the end of grade 11. Under Pathway 4, the MCAS assessment in U.S. History would be administered at the end of grade 11. Under Pathway 5, the MCAS assessment in U.S. History would be administered at the end of grade 10. Though this unit on government is placed here, it can be studied at any juncture during the course of this set of standards. Most of the world history documents can be found in Diane Ravitch and Abigail Thernstrom eds., The Democracy Reader: Classic and Modern Speeches, Essays, Poems, Declarations, and Documents on Freedom and Human Rights Worldwide (New York: HarperCollins, 1992). The regional classification of American states used in this appendix is taken from Michael Berson, ed., Harcourt Horizons: States and Regions (New York, 2003). 1 Massachusetts General Laws, Chapter 69, Section 1D. 2 The six themes contained in the Bradley Commission report are 1) civilization, cultural diffusion, and innovation, 2) human interaction with the environment, 3) values, beliefs, political ideas, and institutions, 4) conflict and cooperation, 5) comparative history of major developments, and 6) patterns of social and political interaction. See the Bradley Commission, Building a History Curriculum: Guidelines for Teaching History in Schools (Educational Excellence Network, 1988). The four themes contained in the National Center for History in the Schools report are 1) the development and changing character of human societies, 2) the economic and technological development of human societies, resulting from humankind’s increasing control of the environment, in the quest to sustain and improve the quality of life, 3) people’s development and representation of their understandings of themselves, their moral imperatives, and their place in the universe (a theme concerned with people’s quest for meaning as they confront the great questions of human existence and give such meanings cultural expression), and 4) the development of political theories and organization, variously expressed in people’s quest for effective power and for just and humane relationships. See the National Center for History in the Schools, Lessons from History: Essential Understandings and Historical Perspectives (University of California, Los Angeles, 1992). 3 The grade 12 economic standards are a revision of Indiana’s Academic Standards for Economics, adopted by Indiana’s Board of Education in 2001. 4 The grade 12 U.S. government standards are a revision of Indiana’s Academic Standards for U.S. government, adopted by Indiana’s Board of Education in 2001. 5 The list of sources on American history and civics is based, in part, on “September 11: What Our Children Need to Know,” published by the Thomas B. Fordham Foundation, September, 2002. See the full report at www.edexcellence.net/Sept11/September11.pdf Directory: files -> quia -> users users -> L y aura un quiz sur le vocabulaire users -> 007. Explain and demonstrate basic cad commands and techniques users -> Vocabulary review users -> Three Approaches to Defining Jazz Mark Gridley, Robert Maxham and Robert Hoff Copyright 1989 by Oxford University Press users -> Inventions and Inventors Web Quest Introduction users -> How do we handle these contacts? users -> A brief History of the Personal Computer users -> Lecture #13 the civil war from The Election of Lincoln to the Surrender at Appomattox Election of 1860 users -> Hours: 05 Term: Winter/Spring 2005 Days users -> Ch. 1 Thinking Geographically Download 0.93 Mb. Share with your friends:
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