History–Social Science Standards
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World History and Geography: Ancient Civilizations, Grade 6
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World History and Geography: Medieval and Early Modern Times, Grade 7
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United States History and Geography: Growth and Conflict, Grade 8
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United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
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Showing 201 - 210 of 292 Standards
Standard Identifier: HSS-8.8.6
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.
Standard:
Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today.
HSS-8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.
Standard:
Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today.
Standard Identifier: HSS-8.9
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Standard:
Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
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-11.1
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Standard:
Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Standard Identifier: HSS-11.1.1
Grade:
11
Course:
United States History and Geography: Continuity and Change in the Twentieth Century, Grade 11
Overarching Standard:
HSS-11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Standard:
Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.
HSS-11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
Standard:
Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.
Showing 201 - 210 of 292 Standards
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