History–Social Science Standards
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World History and Geography: Ancient Civilizations, Grade 6
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United States History and Geography: Growth and Conflict, Grade 8
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World History, Culture, and Geography: The Modern World, Grade 10
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United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
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Showing 131 - 140 of 279 Standards
Standard Identifier: HSS-8.9.1
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Standard:
Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).
HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Standard:
Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).
Standard Identifier: HSS-8.9.2
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Standard:
Discuss the abolition of slavery in early state constitutions.
HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Standard:
Discuss the abolition of slavery in early state constitutions.
Standard Identifier: HSS-8.9.3
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Standard:
Describe the significance of the Northwest Ordinance in education and in the banning of slavery in new states north of the Ohio River.
HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Standard:
Describe the significance of the Northwest Ordinance in education and in the banning of slavery in new states north of the Ohio River.
Standard Identifier: HSS-8.9.4
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Standard:
Discuss the importance of the slavery issue as raised by the annexation of Texas and California’s admission to the union as a free state under the Compromise of 1850.
HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Standard:
Discuss the importance of the slavery issue as raised by the annexation of Texas and California’s admission to the union as a free state under the Compromise of 1850.
Standard Identifier: HSS-8.9.5
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Standard:
Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858).
HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Standard:
Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858).
Standard Identifier: HSS-8.9.6
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Standard:
Describe the lives of free blacks and the laws that limited their freedom and economic opportunities.
HSS-8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Standard:
Describe the lives of free blacks and the laws that limited their freedom and economic opportunities.
Standard Identifier: HSS-10.1
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Standard:
Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
Standard Identifier: HSS-10.1.1
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
Standard:
Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
HSS-10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
Standard:
Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
Standard Identifier: HSS-10.1.2
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
Standard:
Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato’s Republic and Aristotle’s Politics.
HSS-10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
Standard:
Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato’s Republic and Aristotle’s Politics.
Standard Identifier: HSS-10.1.3
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
Standard:
Consider the influence of the U.S. Constitution on political systems in the contemporary world.
HSS-10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
Standard:
Consider the influence of the U.S. Constitution on political systems in the contemporary world.
Showing 131 - 140 of 279 Standards
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