Learning Standards for Social Studies at Three Levels
Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Standard 1—History of the United States and
New York
Elementary
1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
Students:
· know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it
· understand the basic ideals of America democracy as explained in the Declaration of independence and the Constitution and other important documents
· explain those values, practices, and traditions that unite all Americans.
This is evident, for example, when students:
read stories about the early days of American society and discuss the way of life of those times
discuss how basic ideals of American democracy are shown in such speeches as Lincoln’s Gettysburg Address and Martin Luther King’s "I Have a Dream" speech
explain ways that families long ago expressed and transmitted their beliefs and values through oral traditions, literature, songs, art, religion, community celebrations, mementos, food, and language (Taken from National Standards for History for Grades K-4)
compare the characters and events described in historical fiction with primary sources such as historic sites themselves; artifacts of the time found in museums and at state historic sites; journals, diaries, and photographs of the historical figures in stories; and news articles and other records from the period in order to judge the historical accuracy and determine the variety of perspectives included in the story. (Adapted from National Standards for History for Grades K-4).
2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
Students:
· gather and organize information about the traditions transmitted by various groups living in their neighborhood and community
· recognize how traditions and practices were passed from
one generation to the next
· distinguish between near and distant past and interpret simple timelines.
This is evident, for example, when students:
conduct interviews with family members, collect family memorabilia such as letters, diaries, stories, photographs, and keepsakes; classify information by type of activity: social, political, economic, cultural, or religious; discuss how traditions and practices were passed from one generation to the next; determine the extent to which the traditions and practices are shared by other members of the class
study the history and traditions of their neighborhood, and local communities. Consider the school and school community by describing who attends school (diversity, demographic.); the histories of their schools and school communities (then and now); what was taught; and rights, rules, and responsibilities (then and now).
research the neighborhood or local community, considering location and the significance of its location; its demographics (e.g., ethnicity, languages, religions, levels of education, age groups); the history of why it was settled, when and by whom; economic patterns and changes in employment; social and cultural life; and government and politics
create personal and family timelines to distinguish between near and distant past and identify family origins; interpret simple timelines by recognizing correct chronological order of major events such as Native American settlement of North America, Columbus’s voyage in 1492, the American Revolution, writing the Constitution, the presidency of Abraham Lincoln, World War I, and the beginning of space exploration.
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Elementary
3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves leaning about the important roles and contributions of individuals and groups.
Students:
· gather and organize information about the important accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and communities
· classify information by type of activity: social, political, economic, technological, scientific, cultural, or religious
· identify individuals who have helped to strengthen democracy in the United States and throughout the world.
This is evident, for example, when students:
listen to and participate in classroom debates and discussions of important events and people in U. S. history and New York history, and examine more than one viewpoint on some events and people
discuss heroes, why some people are heroes and why some individuals might be heroes to certain groups and not to others
conduct a historical case study about an important environmental concern affecting their city’s or neighborhood’s water supply, housing accommodations, or transportation system, and examine competing views on the issues
investigate the importance of scientific and technological inventions such as the compass, steam engine, internal combustion engine, and computer chip.
4. The skills of historical analysis include the ability to: explain the significance of historical evidence weigh the importance, reliability and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
Students:
· consider different interpretations of key events and/or issues in history and understand the differences in these accounts
· explore different experiences, beliefs, motives, and traditions of people living in their neighborhoods, communities, and State
· view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.
This is evident, for example, when students:
read historical narratives, literature, and many kinds of documents and investigate building , tools, clothing, and artwork to explore key events and/or issues in the history of their city, community, neighborhood, state, and nation; summarize the main ideas evident in the source and identify the purpose or point of view from which the source was created; discuss how interpretations or perspective develop and change as new information is learned. (Based on National Standards for History Grades K-4)
visit historic sites, museums, libraries, and memorials to gather information about important events that affected their neighborhoods, communities, or region
explore the literature, oral traditions, drama, art, architecture, music, dance, and other primary sources of a particular historic period.
Standard 1—History of the United States
and Now York
Intermediate
1. The study of New York State and United State. history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
Students:
· explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans
· interpret the ideas, values, and beliefs contained in the
Declaration of Independence and the New York State
Constitution and United States Constitution, Bill of
Rights, and other important historical documents.
This is evident, for example, when students:
explain the ideas embodied in the Declaration of Independence, the United States Constitution, the Bill of Rights, and the New York State Constitution and show how these documents express fundamental and enduring ideas and beliefs
describe how massive immigration, forced migration, changing roles for women, and internal migration led to new social patterns and conflicts; and identify ideas of national unity that developed amidst growing cultural diversity (Adapted from National Standards for U. S. History)
2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of
perspectives.
Students:
· describe the reasons for periodizing history in different ways
This is evident, for example, when students:
use demographic information, mapping exercises, photographs, interviews, population graphs, church records, newspaper accounts, and other sources to conduct case studies of particular groups in the history of the State or nation and classify information according to type of activity: social, political, economic, cultural, or religious
use a variety of sources to study historic and contemporary events in the United States; investigate different interpretations of the events and identify circumstances of time and place that influence the authors’ perspectives (Adapted from National Standards for US. History)
recognize the reasons for periodizing history and know some designations of historical periods; discuss the usefulness of the following periods:
undertake case studies to research violations of basic civil and human rights and case studies of genocide. Use examples from United States, New York State, and world history Case studies might include chattel slavery and the Nazi Holocaust. Other civil and human rights violations might focus on the mass starvation in Ireland (1845-50), the forced relocation of Native American Indians, and the internment of Japanese Americans during World War II
trace the tension between arguments for United States isolation versus engagement during the following time periods: up to 1941, from 1941-1975, and from 1976 to the present.
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Intermediate
3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
Students:
· complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations
· classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious
This is evident, for example, when students:
research major events and themes from New York State and United States history (e.g., the American Revolution, new national period, Civil War, age of industrialization, westward movement and territorial expansion, the World Wars) to develop and test hypotheses and develop conclusions about the roles played by individuals and groups
after reading about ordinary people in historic time periods, such as a Revolutionary War soldier, a suffragist, or a child laborer during the 1800s, write a short story or diary account explaining how this individual fought to support democratic values and beliefs (Adapted from National Standards for History for Grades K-4)
explain the importance of different inventions and scientific and technological innovations in agriculture and industry describing how these inventions and innovations resulted in improved production of certain products.
4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
Students:
· consider the sources of historic documents, narratives, or artifacts and evaluate their reliability
This is evident, for example, when students:
Standard 1—History of the United States and New York
Commencement
1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
Students:
This is evident, for example, when students:
- the signing of the Declaration of Independence in 1776
- the forced relocation of Native American Indians
- the Mexican-American War
- Lincoln’s resolve to sustain the Union
- Plessy v. Ferguson Supreme Court decision
- Progressive reforms
- United States entry into World Wars I and II
- the decision to refrain from joining the League of Nations
- ratification of the Nineteenth Amendment
- Roosevelt’s New Deal
- the decision to drop the atomic bomb on Japan in 1945
- Rosa Parks’ decision to challenge the Jim Crow laws in Alabama in 1955
- American involvement in Southeast Asia in the 1960s and 1970s
- the end of the Cold War and the democratic revolutions in Eastern European countries
read Dr. Martin Luther King’s "Letter from Birmingham Jail" and discuss how this letter expresses the basic ideas, values, and beliefs found in the United States Constitution and Bill of Rights.
2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
Students:
· discuss several schemes for periodizing the history of New York State and the United States
· develop and test hypotheses about important events, eras, or issues in New York State and United States history, setting clear and valid criteria for judging the importance and significance of these events, eras, or issues
This is evident, for example, when students:
discuss several schemes for periodizing the history of the United States; explain the usefulness of each scheme; comment on why another person might want to use other approaches to periodization; make a case for the scheme that seems best
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Commencement
3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
Students:
· compare and contrast the experiences of different ethnic, national, and religious groups, including Native American Indians. In the United States, explaining their contributions to American society and culture
· research and analyze the major themes and developments in New York State and United States history (e.g. colonization and settlement; Revolution and New National Period; immigration; expansion and reform era; Civil War and Reconstruction; The American labor movement; Great Depression; World Wars; contemporary United States)
· prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history
· understand the interrelationships between world events and developments in New York State and the United States (e.g., causes for immigration, economic opportunities, human rights abuses, and tyranny versus freedom).
This is evident, for example, when students:
major political developments in New York State and United
States history, such as the ratification of the United States
Constitution, Reconstruction, the New Deal, and the Great
Society programs of the 1960s
research how leaders, such as Frederick Douglass, Harriet
Tubman, Theodore Parker, Sojourner Truth, David Walker, and Sarah and Angelina Grimke, fought for the rights of African Americans.
4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
Students:
· analyze historical narratives about key events in New York State and United States history to identify the facts and evaluate the authors’ perspectives
· consider different historians’ analyses of the same event or development in United States history to understand how different viewpoints and/or frames of reference influence historical interpretations
· evaluate the validity and credibility of historical interpretations of important events or issues in New York State or United States history, revising these interpretations as new information is learned and other interpretations are developed. (Adapted from National Standards for United States History)
This is evident, for example, when students:
Standard 2—World History
Elementary
1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
Students:
· read historical narratives; myths, legends, biographies, and autobiographies to learn about how historical figures lived, their motivations, hopes, fears, strengths, and weaknesses
This is evident, for example, when students:
focusing on the early civilizations that developed in Mesopotamia, Egypt, and the Indus Valley
analyze pictures and maps of the civilizations of Kush and
Egypt, including information about their architectural, artistic, and technological achievements
civilization (e.g., West African, Japanese, Chinese, European).
2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.
Students:
This is evident, for example, when students:
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Elementary
3. Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.
Students:
· understand the roles and contributions of individuals and groups to social, political, economic, cultural, scientific, technological, and religious practices and activities
· gather and present information about important developments from world history
· understand how the terms social, political, economic, and cultural can be used to describe human activities or practices.
This is evident, for example, when students:
read historical stories, myths, legends, and fables to learn how individuals have solved problems, made important contributions, and influenced the lives of others
listen to historical narratives about the history of children and families in different cultures throughout the world to learn about different family structures; children’s, women’s, and men’s roles; daily life; religious or spiritual beliefs and practices; customs and traditions
Students:
This is evident, for example, when students:
Standard 2—World History
Intermediate
1. The study of world history requires an understanding at world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
Students:
The is evident, for example, when students:
identify different ethnic, religious, and socioeconomic groups throughout the world and analyze their varying perspectives on the same historic events and contemporary issues. Explain how those different perspectives developed.
2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilization
Students:
· develop timelines by placing important events and developments in world history in their correct chronological order
measure time periods by years, decade, centuries, and millennia
This is evident, for example, when students:
(Adapted from National Standards for World History)
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Intermediate
3. Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.
Students:
This is evident, for example, when students:
4. The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.
Students:
· explain the literal meaning of a historical passage or primary source document, identifying who was involved, what happened, where it happened, what events led up to these developments, and what consequences or outcomes followed (Taken from National Standards for World History)
· analyze different interpretations of important events and themes in world history and explain the various frames of reference expressed by different historians
· view history through the eyes of those who witnessed key events and developments in world history by analyzing their literature, diary accounts, letters, artifacts, art, music, architectural drawings, and other documents
· investigate important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause-and-effect relationships, testing these hypotheses, and forming conclusions.
This is evident, for example, when students:
study about an event or development in world history (e.g., the early civilizations, the age of exchange and global expansion, the industrial revolution, political and social revolutions, imperialism and colonization, case studies of genocide and human rights violations, world wars) by analyzing accounts written by eyewitnesses to the event or development; compare the eyewitness accounts with reports and narratives written by historians after the event or development
trace the impacts of different technological innovations and advances (e.g., in transportation and communication, agriculture, health and science, commerce and industry) over time by analyzing the effects of technology on the lives of people.
Standard 2—World History
Commencement
1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space, and the ways different people view the same event or issue from a variety of perspectives.
Students:
· understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of the world and over time
· analyze historic events from around the world by examining accounts written from different perspectives
· understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras
· analyze changing and competing interpretations of issues, events, and developments throughout world history.
This is evident, for example, when students:
through the eyes and experiences of those who were there, as reported in their literature, diaries, letters, debates, art and music, and artifacts (‘Taken from National Standards for World History)
2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.
Students
· distinguish between the past, present, and future by creating multiple-tier timelines that display important events and developments from world history across time and place
· evaluate the effectiveness of different models for the periodization of important historic events, identifying the reasons why a particular sequence for these events was chosen
· analyze evidence critically and demonstrate an understanding of how circumstances of time and place influence perspective
· explain the importance of analyzing narratives drawn from different times and places to understand historical events
· investigate key events and developments and major turning points in world history to identify the factors that brought about change and the long-term effects of these changes.
This is evident, for example, when students:
develop composite timelines for different areas of the world (e.g., the Middle East, South and Southeast Asia, Africa south of the Sahara, the Americas), showing important events at any given time
discuss models for periodizing events from world history, the development of the major civilizations, and the history of other cultures throughout the world. Explain the underlying principles for these models and make a case for why others might want to periodize these events differently
analyze historical narratives, biographies, or stories to determine their temporal structure. Select an important event from world history and follow it forward over time to determine its consequences and trace it backward to identify its causes
construct timelines that display key events and developments in world history and which describe the important facts about the event/development and link the event/development to other important events which took place somewhere else in the world
analyzing historical narratives about the movements of people and ideas over time and place, including reports about the beginnings of human society in Africa, Mesopotamia, Indus, and China.
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Commencement
3. Study of the major social, political, cultural, and religious developments in world history involves learning shout the important roles and contributions of individuals and groups.
Students:
· analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities
· explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural change throughout the world
· examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures.
This is evident, for example, when students:
investigate how groups of people living in different geographic regions throughout the world (e.g., Africa, the Middle East, Eastern Europe and the former Soviet Union, China) interacted with and structured their natural environments to accommodate their varied lifestyles
prepare narratives that describe important historic events and developments (e.g., beginnings of human societies; global exploration and expansion; scientific, technological, and intellectual achievements; social and political reform; revolution; case studies of genocide and human rights violations) from the perspectives of the individuals and groups who witnessed them
4. The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.
Students:
· plan and organize historical research projects related to regional or global interdependence
· analyze different interpretations of important events, issues, or developments in world history by studying the social, political, and economic context in which they were developed; by testing the data source for reliability and validity, credibility, authority, authenticity, and completeness; and by detecting bias, distortion of the facts, and propaganda by omission, suppression, or invention of facts. (Taken National Standards for World History)
This is evident, for example, when students:
evaluate the validity and credibility of historical interpretations, including new or changing interpretations that have developed as new information about events or developments in world history is learned, and new interpretations and methodologies are developed (Taken from National Standards for World History)
complete social science research projects focusing on topics and issues drawn from world history (e.g., causes of major revolutions, effects of imperialism, causes and consequences of the Industrial Revolution, social reform movements, and global consequences of World Wars I and II). Consider multiple perspectives in interpreting past events and describe how different values, frames of reference, beliefs, and motives influence interpretations of topics and laws.
Standard 3—Geography
Elementary
1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)
Students:
· study about how people live, work, and utilize natural resources
· draw maps and diagrams that serve as representations of places, physical features, and objects
· locate places within the local community, State, and nation; locate the Earth’s continents in relation to each other and to principal parallels and meridians. (Adapted from National Geography Standards, 1994)
· identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted
· investigate how people depend on and modify the physical environment.
This is evident, for example, when students:
draw simple maps of their communities or regions showing the major landmarks, industries, residential areas, business districts, transportation network., health and educational facilities, and recreation areas
examine different kinds of maps to identify and define their components, including key, title, legend, cardinal and intermediate directions, scale, and grid
use cardboard, wood, clay, or other materials to make a model of their community or region showing their physical characteristics (Taken from National Geography Standards, 1994)
read about children living in other cultures to learn about their customs, beliefs, and traditions; natural resource use; food; shelter, socialization and schooling; and other important components of culture
draw maps and pictures showing how people make use of and modify their physical environments (e.g.. land use for agriculture, mining, residential developments, transportation networks, recreation).
2. Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from: The National Geography Standards, 1994: Geography for Life)
Students.
· ask geographic questions about where places are located; why they are located where they are; what is important about their locations; and how their locations are related to the location of other people and places (Adapted from National Geography Standards, 1994)
This is evident, for example. when students:
read historical narratives and talk about the importance of where places are located, try to determine why they are located where they are, and assess the relationship of location to other locations and people in the story
use a map grid (e.g., latitude and longitude or an alphanumerical system) to answer questions about location and place
use different types of map scales (linear, fractional, and word) to measure the distance between two places
map the locations of places in the community or region, using appropriate symbols (e.g., dots or points for cities and towns; different shapes for residential and business areas; lines for transportation networks)
present oral and written reports using maps, charts, tables, graphs, and other visual displays showing spatial relationships, locations, and other geographic information.
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live – local, national, and global – including the distribution of people, places, and environments over the Earth’s surface.
Intermediate
1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)
Students:
· map information about people, places, and environments
· understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models (Taken from National Geography Standards, 1994)
· investigate why people and places are located where they are located and what patterns can be perceived in these locations
· describe the relationships between people and environments and the connections between people and places.
This is evident, for example, when students:
investigate how groups of people living in different geographic regions throughout the world interacted with and structured their natural environments to accommodate their varied lifestyles and economies; discuss national, regional, and
draw from memory a map of the world on a single sheet of paper and outline and label the major physical features (e.g., continents, oceans, major mountain ranges, significant desert regions, and river systems) and important human features (e.g., major cities of the world, imaginary lines such as the prime meridian and the equator). (Taken from National Geography Standards, 1994)
apply the five themes of geography to their
study of communities and regions throughout the world. Describe how location, place, relationships within places, movement, and regions can be used to analyze different cultures and societies complete a geographic/historic study of their community or a region of New York State by focusing on the following questions: Where is your community or region located? How did it get there? What is it like to live and work there? What are its physical characteristics (e.g., climate, elevation, population density, size)?
2.
Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from The National Geography Standards, 1994: Geography for Life)
Students:
· formulate geographic questions and define geographic issues and problems
· use a number of research skills
· present geographic information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer-generated models
· interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems.
This is evident, for example, when students:
Standard 3—Geography
Commencement
1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)
Students:
· understand how to develop and use maps and other
graphic representations to display geographic issues, problems, and questions
· understand the development and interactions of social/cultural political, economic, and religious systems in different regions of the world
· analyze how the forces of cooperation and conflict among people influence the division and control of the Earth’s surface (Taken from National Geography Standards, 1994)
· explain how technological change affects people, places, and regions.
This is evident, for example, when students:
0
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live – local, national, and global – including the distribution of people, places, and environments over the Earth’s surface.
Commencement
2. Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from The National Geography Standards, 1994 Geography for Life)
Students:
· plan, organize, and present geographic research projects
· locate and gather geographic information from a variety of primary and secondary sources (Taken from National Geography Standards, 1994)
· select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information
· analyze geographic information by developing and testing inferences and hypotheses, and formulating conclusions from maps, photographs, computer models, and other geographic representations (Adapted from National Geography Standards, 1994)
· develop and test generalizations and conclusions and pose analytical questions based on the results of geographic inquiry.
This is evident, for example, when students:
Standard 4—Economics
Elementary
1. The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.
Students:
For whom shall goods and services be produced?
· investigate how production, distribution, exchange, and consumption of goods and services are economic decisions with which all societies and nations must deal.
This is evident, for example, when students:
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U. S. and other national economics, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
Elementary
2. Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.
Students:
· locate economic information, using card catalogues, computer databases, indices, and library guides
· collect economic information from textbooks, standard references, newspapers, periodicals, and other primary
and secondary sources
developing new ones when necessary
This is evident, for example, when students:
Standard 4—Economics
Intermediate
1. The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.
Students:
· understand how scarcity requires people and nations to make choices which involve costs and future considerations
· understand how people in the United States and throughout the world are both producers and consumers of goods and services
· investigate how people in the United States and
throughout the world answer the three fundamental economic questions and solve basic economic problems
This is evident, for example, when students:
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and of the societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U. S. and other national economics, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
Intermediate
2. Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.
Students:
· identify and collect economic information from standard reference works, newspapers, periodicals, computer databases, textbooks, and other primary and secondary sources
· organize and classify economic information by distinguishing relevant from irrelevant information, placing ideas in chronological order, and selecting appropriate labels for data
· evaluate economic data by differentiating fact from opinion and identifying frame of reference
· develop conclusions about economic issues and problems by creating broad statements which summarize findings and solutions
· present economic information by using media and other appropriate visuals such as tables, charts, and graphs to communicate ideas and conclusions.
This is evident, for example, when students:
Standard 4—Economics
Commencement
1. The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making and the interdependence of economics and economic systems throughout the world.
Students:
· analyze the effectiveness of varying ways societies, nations, and regions of the world attempt to satisfy their basic needs and wants by utilizing scarce resources
This is evident, for example, when students:
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U. S. and other national economics, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
Commencement
2. Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.
Students
This is evident, for example, when students:
particular income for a period of months. Classify the
expenditures and present this information in graphic form
Standard 5——Civics, Citizenship, and
Government
1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)
Students:
This is evident, for example, when students:
2. The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards. for Civics and Government, 1994)
Students:
· understand the basic civil values that are the foundation of American constitutional democracy
· know what the United States Constitution is and why it is important. (Adapted from The National Standards for Civics and Government, 1994)
· understand that the United States Constitution and the Constitution of the State of New York are written plans for organizing the functions of government
· understand the structure of New York State and local governments, including executive, legislative, and judicial branches
· identify their legislative and executive representatives at the local, state, and national governments. (Adapted from The National Standards for Civics and Government, 1994)
This a evident, for example, when students:
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U. S. and other nations; the U. S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Elementary
3. Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of. citizen’s rights and responsibilities.
Students:
· identify and describe the rules and responsibilities students have at home, in the classroom, and at school
· identify basic rights that students have and those that they will acquire as they age.
This is evident, for example, when students:
4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.
Students:
· show a willingness to consider other points of view before drawing conclusions or making judgments
· participate in activities that focus on a classroom, school, or community issue or problem
· suggest alternative solutions or courses of action to hypothetical or historic problems
· evaluate the consequences for each alternative solution or course of action
· prioritize the solutions based on established criteria
· propose an action plan to address the issue of how to solve the problem.
This is evident, for example, when students:
Standard 5—Civics, Citizenship, and Government
1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)
Students:
· analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs
· consider the nature and evolution of constitutional democracies
· explore the rights of citizens in other parts of the hemisphere and determine how they are similar to and different from the rights of American citizens
· analyze the sources of a nation’s values as embodied in its constitution, statutes, and important court cases.
This, is evident, for example, when students:
2. The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self and others, and property), principles, and practices and establish a system of shared and limited government (Adapted from The National Standards for Civics and Government, 1994)
Students:
· understand how civic values reflected in United States and New York State Constitutions have been implemented through laws and practices
· understand that the New York State Constitution, along with a number of other documents, served as a model for the development of the United States Constitution
· value the principles, ideals, and core values of the American democratic system based upon the praises of human dignity, liberty, justice, and equality
· understand how the United States and New York State Constitutions support majority rule but also protect the rights of the minority.
This is evident, for example, when students:
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U. S. and other nations; the U. S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Intermediate
3. Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and responsibilities.
Students:
· explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State over time
· explain how Americans are citizens of their states and of the United States.
This is evident, for example, when students:
in which the rights of citizenship can be lost
a scale showing the gradations from minimal to basic (voting, jury, voluntary activities) to more complex responsibilities (organizing a reform movement)
protests.
4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.
Students:
· respect the rights of others in discussions and classroom debates regardless of whether or not one agree with their viewpoint
· explain the role that civility plays in promoting effective citizenship in preserving democracy
· participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems.
This is evident, for example, when students:
Standard 5—-Civics, Citizenship, and Government
Commencement
1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)
Students:
· identify and analyze advantages and disadvantages of various governmental systems.
This is evident, for example, when students:
2. The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994)
Students:
· compare and contrast the Constitutions of the United States and New York State
· understand the dynamic relationship between federalism and state’s rights.
This is evident, for example, when students:
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U. S. and other nations; the U. S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Commencement
3. Central to civics anal citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and responsibilities.
Students:
· understand how citizenship includes certain personal responsibilities, including voting, considering the rights and interests of others, behaving in a civil manner, and accepting responsibility for the consequences of one’s actions (Adapted from The National Standards for Civics and Government, 1994)
This is evident, for example, when students:
school
4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.
Students:
· evaluate, take, and defend positions on what the fundamental values and principles of American political life are and their importance to the maintenance of constitutional democracy (Adapted from The National Standards for Civics and Government, 1994)
· take, defend, and evaluate positions about attitudes that facilitate thoughtful and effective participation in public affairs
· consider the need to respect the rights of others, to respect others’ points of view (Adapted from The National Standards for Civics and Government, 1994)
· explain how democratic principles have been used in resolving an issue or problem.
This is evident, for example, when students: