History–Social Science Standards
Results
Showing 101 - 200 of 618 Standards
Standard Identifier: HSS-4.3.4
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.3 Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood.
Standard:
Study the lives of women who helped build early California (e.g., Biddy Mason).
HSS-4.3 Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood.
Standard:
Study the lives of women who helped build early California (e.g., Biddy Mason).
Standard Identifier: HSS-4.3.5
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.3 Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood.
Standard:
Discuss how California became a state and how its new government differed from those during the Spanish and Mexican periods.
HSS-4.3 Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood.
Standard:
Discuss how California became a state and how its new government differed from those during the Spanish and Mexican periods.
Standard Identifier: HSS-4.4
Grade:
4
Course:
California: A Changing State, Grade 4
Standard:
Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard Identifier: HSS-4.4.1
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Understand the story and lasting influence of the Pony Express, Overland Mail Service, Western Union, and the building of the transcontinental railroad, including the contributions of Chinese workers to its construction.
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Understand the story and lasting influence of the Pony Express, Overland Mail Service, Western Union, and the building of the transcontinental railroad, including the contributions of Chinese workers to its construction.
Standard Identifier: HSS-4.4.2
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people.
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people.
Standard Identifier: HSS-4.4.3
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
Standard Identifier: HSS-4.4.4
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Describe rapid American immigration, internal migration, settlement, and the growth of towns and cities (e.g., Los Angeles).
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Describe rapid American immigration, internal migration, settlement, and the growth of towns and cities (e.g., Los Angeles).
Standard Identifier: HSS-4.4.5
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California.
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California.
Standard Identifier: HSS-4.4.6
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Describe the development and locations of new industries since the turn of the century, such as the aerospace industry, electronics industry, large-scale commercial agriculture and irrigation projects, the oil and automobile industries, communications and defense industries, and important trade links with the Pacific Basin.
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Describe the development and locations of new industries since the turn of the century, such as the aerospace industry, electronics industry, large-scale commercial agriculture and irrigation projects, the oil and automobile industries, communications and defense industries, and important trade links with the Pacific Basin.
Standard Identifier: HSS-4.4.7
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Trace the evolution of California’s water system into a network of dams, aqueducts, and reservoirs.
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Trace the evolution of California’s water system into a network of dams, aqueducts, and reservoirs.
Standard Identifier: HSS-4.4.8
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Describe the history and development of California’s public education system, including universities and community colleges.
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Describe the history and development of California’s public education system, including universities and community colleges.
Standard Identifier: HSS-4.4.9
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Analyze the impact of twentieth-century Californians on the nation’s artistic and cultural development, including the rise of the entertainment industry (e.g., Louis B. Meyer, Walt Disney, John Steinbeck, Ansel Adams, Dorothea Lange, John Wayne).
HSS-4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
Standard:
Analyze the impact of twentieth-century Californians on the nation’s artistic and cultural development, including the rise of the entertainment industry (e.g., Louis B. Meyer, Walt Disney, John Steinbeck, Ansel Adams, Dorothea Lange, John Wayne).
Standard Identifier: HSS-4.5
Grade:
4
Course:
California: A Changing State, Grade 4
Standard:
Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.
Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.
Standard Identifier: HSS-4.5.1
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.
Standard:
Discuss what the U.S. Constitution is and why it is important (i.e., a written document that defines the structure and purpose of the U.S. government and describes the shared powers of federal, state, and local governments).
HSS-4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.
Standard:
Discuss what the U.S. Constitution is and why it is important (i.e., a written document that defines the structure and purpose of the U.S. government and describes the shared powers of federal, state, and local governments).
Standard Identifier: HSS-4.5.2
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.
Standard:
Understand the purpose of the California Constitution, its key principles, and its relationship to the U.S. Constitution.
HSS-4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.
Standard:
Understand the purpose of the California Constitution, its key principles, and its relationship to the U.S. Constitution.
Standard Identifier: HSS-4.5.3
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.
Standard:
Describe the similarities (e.g., written documents, rule of law, consent of the governed, three separate branches) and differences (e.g., scope of jurisdiction, limits on government powers, use of the military) among federal, state, and local governments.
HSS-4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.
Standard:
Describe the similarities (e.g., written documents, rule of law, consent of the governed, three separate branches) and differences (e.g., scope of jurisdiction, limits on government powers, use of the military) among federal, state, and local governments.
Standard Identifier: HSS-4.5.4
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.
Standard:
Explain the structures and functions of state governments, including the roles and responsibilities of their elected officials.
HSS-4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.
Standard:
Explain the structures and functions of state governments, including the roles and responsibilities of their elected officials.
Standard Identifier: HSS-4.5.5
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.
Standard:
Describe the components of California’s governance structure (e.g., cities and towns, Indian rancherias and reservations, counties, school districts).
HSS-4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.
Standard:
Describe the components of California’s governance structure (e.g., cities and towns, Indian rancherias and reservations, counties, school districts).
Standard Identifier: HSS-5.1
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Standard:
Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.
Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.
Standard Identifier: HSS-5.1.1
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.
Standard:
Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils.
HSS-5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.
Standard:
Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils.
Standard Identifier: HSS-5.1.2
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.
Standard:
Describe their varied customs and folklore traditions.
HSS-5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.
Standard:
Describe their varied customs and folklore traditions.
Standard Identifier: HSS-5.1.3
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.
Standard:
Explain their varied economies and systems of government.
HSS-5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.
Standard:
Explain their varied economies and systems of government.
Standard Identifier: HSS-5.2
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Standard:
Students trace the routes of early explorers and describe the early explorations of the Americas.
Students trace the routes of early explorers and describe the early explorations of the Americas.
Standard Identifier: HSS-5.2.1
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.
Standard:
Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).
HSS-5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.
Standard:
Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).
Standard Identifier: HSS-5.2.2
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.
Standard:
Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).
HSS-5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.
Standard:
Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).
Standard Identifier: HSS-5.2.3
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.
Standard:
Trace the routes of the major land explorers of the United States, the distances traveled by explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe.
HSS-5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.
Standard:
Trace the routes of the major land explorers of the United States, the distances traveled by explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe.
Standard Identifier: HSS-5.2.4
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.
Standard:
Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia.
HSS-5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.
Standard:
Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia.
Standard Identifier: HSS-5.3
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Standard:
Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Standard Identifier: HSS-5.3.1
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Standard:
Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America.
HSS-5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Standard:
Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America.
Standard Identifier: HSS-5.3.2
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Standard:
Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural interchanges).
HSS-5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Standard:
Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural interchanges).
Standard Identifier: HSS-5.3.3
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Standard:
Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip’s Wars in New England, the Powhatan Wars in Virginia, the French and Indian War).
HSS-5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Standard:
Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip’s Wars in New England, the Powhatan Wars in Virginia, the French and Indian War).
Standard Identifier: HSS-5.3.4
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Standard:
Discuss the role of broken treaties and massacres and the factors that led to the Indians’ defeat, including the resistance of Indian nations to encroachments and assimilation (e.g., the story of the Trail of Tears).
HSS-5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Standard:
Discuss the role of broken treaties and massacres and the factors that led to the Indians’ defeat, including the resistance of Indian nations to encroachments and assimilation (e.g., the story of the Trail of Tears).
Standard Identifier: HSS-5.3.5
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Standard:
Describe the internecine Indian conflicts, including the competing claims for control of lands (e.g., actions of the Iroquois, Huron, Lakota [Sioux]).
HSS-5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Standard:
Describe the internecine Indian conflicts, including the competing claims for control of lands (e.g., actions of the Iroquois, Huron, Lakota [Sioux]).
Standard Identifier: HSS-5.3.6
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Standard:
Explain the influence and achievements of significant leaders of the time (e.g., John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, Sequoyah).
HSS-5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
Standard:
Explain the influence and achievements of significant leaders of the time (e.g., John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, Sequoyah).
Standard Identifier: HSS-5.4
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Standard:
Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Standard Identifier: HSS-5.4.1
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Standard:
Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.
HSS-5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Standard:
Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.
Standard Identifier: HSS-5.4.2
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Standard:
Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
HSS-5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Standard:
Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
Standard Identifier: HSS-5.4.3
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Standard:
Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).
HSS-5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Standard:
Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).
Standard Identifier: HSS-5.4.4
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Standard:
Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion.
HSS-5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Standard:
Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion.
Standard Identifier: HSS-5.4.5
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Standard:
Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems.
HSS-5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Standard:
Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems.
Standard Identifier: HSS-5.4.6
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Standard:
Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.
HSS-5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Standard:
Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.
Standard Identifier: HSS-5.4.7
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Standard:
Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings.
HSS-5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
Standard:
Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings.
Standard Identifier: HSS-5.5
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Standard:
Students explain the causes of the American Revolution.
Students explain the causes of the American Revolution.
Standard Identifier: HSS-5.5.1
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.5 Students explain the causes of the American Revolution.
Standard:
Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).
HSS-5.5 Students explain the causes of the American Revolution.
Standard:
Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).
Standard Identifier: HSS-5.5.2
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.5 Students explain the causes of the American Revolution.
Standard:
Know the significance of the first and second Continental Congresses and of the Committees of Correspondence.
HSS-5.5 Students explain the causes of the American Revolution.
Standard:
Know the significance of the first and second Continental Congresses and of the Committees of Correspondence.
Standard Identifier: HSS-5.5.3
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.5 Students explain the causes of the American Revolution.
Standard:
Understand the people and events associated with the drafting and signing of the Declaration of Independence and the document’s significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain.
HSS-5.5 Students explain the causes of the American Revolution.
Standard:
Understand the people and events associated with the drafting and signing of the Declaration of Independence and the document’s significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain.
Standard Identifier: HSS-5.5.4
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.5 Students explain the causes of the American Revolution.
Standard:
Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).
HSS-5.5 Students explain the causes of the American Revolution.
Standard:
Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).
Standard Identifier: HSS-5.6
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Standard:
Students understand the course and consequences of the American Revolution.
Students understand the course and consequences of the American Revolution.
Standard Identifier: HSS-5.6.1
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.6 Students understand the course and consequences of the American Revolution.
Standard:
Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders’ alliances on both sides.
HSS-5.6 Students understand the course and consequences of the American Revolution.
Standard:
Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders’ alliances on both sides.
Standard Identifier: HSS-5.6.2
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.6 Students understand the course and consequences of the American Revolution.
Standard:
Describe the contributions of France and other nations and of individuals to the outcome of the Revolution (e.g., Benjamin Franklin’s negotiations with the French, the French navy, the Treaty of Paris, The Netherlands, Russia, the Marquis Marie Joseph de Lafayette, Tadeusz Kościuszko, Baron Friedrich Wilhelm von Steuben).
HSS-5.6 Students understand the course and consequences of the American Revolution.
Standard:
Describe the contributions of France and other nations and of individuals to the outcome of the Revolution (e.g., Benjamin Franklin’s negotiations with the French, the French navy, the Treaty of Paris, The Netherlands, Russia, the Marquis Marie Joseph de Lafayette, Tadeusz Kościuszko, Baron Friedrich Wilhelm von Steuben).
Standard Identifier: HSS-5.6.3
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.6 Students understand the course and consequences of the American Revolution.
Standard:
Identify the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher, Phillis Wheatley, Mercy Otis Warren).
HSS-5.6 Students understand the course and consequences of the American Revolution.
Standard:
Identify the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher, Phillis Wheatley, Mercy Otis Warren).
Standard Identifier: HSS-5.6.4
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.6 Students understand the course and consequences of the American Revolution.
Standard:
Understand the personal impact and economic hardship of the war on families, problems of financing the war, wartime inflation, and laws against hoarding goods and materials and profiteering.
HSS-5.6 Students understand the course and consequences of the American Revolution.
Standard:
Understand the personal impact and economic hardship of the war on families, problems of financing the war, wartime inflation, and laws against hoarding goods and materials and profiteering.
Standard Identifier: HSS-5.6.5
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.6 Students understand the course and consequences of the American Revolution.
Standard:
Explain how state constitutions that were established after 1776 embodied the ideals of the American Revolution and helped serve as models for the U.S. Constitution.
HSS-5.6 Students understand the course and consequences of the American Revolution.
Standard:
Explain how state constitutions that were established after 1776 embodied the ideals of the American Revolution and helped serve as models for the U.S. Constitution.
Standard Identifier: HSS-5.6.6
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.6 Students understand the course and consequences of the American Revolution.
Standard:
Demonstrate knowledge of the significance of land policies developed under the Continental Congress (e.g., sale of western lands, the Northwest Ordinance of 1787) and those policies’ impact on American Indians’ land.
HSS-5.6 Students understand the course and consequences of the American Revolution.
Standard:
Demonstrate knowledge of the significance of land policies developed under the Continental Congress (e.g., sale of western lands, the Northwest Ordinance of 1787) and those policies’ impact on American Indians’ land.
Standard Identifier: HSS-5.6.7
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.6 Students understand the course and consequences of the American Revolution.
Standard:
Understand how the ideals set forth in the Declaration of Independence changed the way people viewed slavery.
HSS-5.6 Students understand the course and consequences of the American Revolution.
Standard:
Understand how the ideals set forth in the Declaration of Independence changed the way people viewed slavery.
Standard Identifier: HSS-5.7
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Standard:
Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
Standard Identifier: HSS-5.7.1
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
Standard:
List the shortcomings of the Articles of Confederation as set forth by their critics.
HSS-5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
Standard:
List the shortcomings of the Articles of Confederation as set forth by their critics.
Standard Identifier: HSS-5.7.2
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
Standard:
Explain the significance of the new Constitution of 1787, including the struggles over its ratification and the reasons for the addition of the Bill of Rights.
HSS-5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
Standard:
Explain the significance of the new Constitution of 1787, including the struggles over its ratification and the reasons for the addition of the Bill of Rights.
Standard Identifier: HSS-5.7.3
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
Standard:
Understand the fundamental principles of American constitutional democracy, including how the government derives its power from the people and the primacy of individual liberty.
HSS-5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
Standard:
Understand the fundamental principles of American constitutional democracy, including how the government derives its power from the people and the primacy of individual liberty.
Standard Identifier: HSS-5.7.4
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
Standard:
Understand how the Constitution is designed to secure our liberty by both empowering and limiting central government and compare the powers granted to citizens, Congress, the president, and the Supreme Court with those reserved to the states.
HSS-5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
Standard:
Understand how the Constitution is designed to secure our liberty by both empowering and limiting central government and compare the powers granted to citizens, Congress, the president, and the Supreme Court with those reserved to the states.
Standard Identifier: HSS-5.7.5
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
Standard:
Discuss the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law, and to preserve the Constitution.
HSS-5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
Standard:
Discuss the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law, and to preserve the Constitution.
Standard Identifier: HSS-5.7.6
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
Standard:
Know the songs that express American ideals (e.g., “America the Beautiful,” “The Star Spangled Banner”).
HSS-5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
Standard:
Know the songs that express American ideals (e.g., “America the Beautiful,” “The Star Spangled Banner”).
Standard Identifier: HSS-5.8
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Standard:
Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Standard Identifier: HSS-5.8.1
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Standard:
Discuss the waves of immigrants from Europe between 1789 and 1850 and their modes of transportation into the Ohio and Mississippi Valleys and through the Cumberland Gap (e.g., overland wagons, canals, flatboats, steamboats).
HSS-5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Standard:
Discuss the waves of immigrants from Europe between 1789 and 1850 and their modes of transportation into the Ohio and Mississippi Valleys and through the Cumberland Gap (e.g., overland wagons, canals, flatboats, steamboats).
Standard Identifier: HSS-5.8.2
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Standard:
Name the states and territories that existed in 1850 and identify their locations and major geographical features (e.g., mountain ranges, principal rivers, dominant plant regions).
HSS-5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Standard:
Name the states and territories that existed in 1850 and identify their locations and major geographical features (e.g., mountain ranges, principal rivers, dominant plant regions).
Standard Identifier: HSS-5.8.3
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Standard:
Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Zebulon Pike, John Fremont).
HSS-5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Standard:
Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Zebulon Pike, John Fremont).
Standard Identifier: HSS-5.8.4
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Standard:
Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).
HSS-5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Standard:
Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).
Standard Identifier: HSS-5.8.5
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Standard:
Describe the continued migration of Mexican settlers into Mexican territories of the West and Southwest.
HSS-5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Standard:
Describe the continued migration of Mexican settlers into Mexican territories of the West and Southwest.
Standard Identifier: HSS-5.8.6
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Overarching Standard:
HSS-5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Standard:
Relate how and when California, Texas, Oregon, and other western lands became part of the United States, including the significance of the Texas War for Independence and the Mexican-American War.
HSS-5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
Standard:
Relate how and when California, Texas, Oregon, and other western lands became part of the United States, including the significance of the Texas War for Independence and the Mexican-American War.
Standard Identifier: HSS-5.9
Grade:
5
Course:
United States History and Geography: Making a New Nation, Grade 5
Standard:
Students know the location of the current 50 states and the names of their capitals.
Students know the location of the current 50 states and the names of their capitals.
Standard Identifier: HSS-6.1
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Standard:
Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
Standard Identifier: HSS-6.1.1
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
Standard:
Describe the hunter-gatherer societies, including the development of tools and the use of fire.
HSS-6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
Standard:
Describe the hunter-gatherer societies, including the development of tools and the use of fire.
Standard Identifier: HSS-6.1.2
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
Standard:
Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments.
HSS-6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
Standard:
Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments.
Standard Identifier: HSS-6.1.3
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
Standard:
Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter.
HSS-6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
Standard:
Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter.
Standard Identifier: HSS-6.2
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Standard:
Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard Identifier: HSS-6.2.1
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.
Standard Identifier: HSS-6.2.2
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.
Standard Identifier: HSS-6.2.3
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.
Standard Identifier: HSS-6.2.4
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Know the significance of Hammurabi’s Code.
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Know the significance of Hammurabi’s Code.
Standard Identifier: HSS-6.2.5
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Discuss the main features of Egyptian art and architecture.
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Discuss the main features of Egyptian art and architecture.
Standard Identifier: HSS-6.2.6
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley.
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley.
Standard Identifier: HSS-6.2.7
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Understand the significance of Queen Hatshepsut and Ramses the Great.
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Understand the significance of Queen Hatshepsut and Ramses the Great.
Standard Identifier: HSS-6.2.8
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt.
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt.
Standard Identifier: HSS-6.2.9
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Trace the evolution of language and its written forms.
HSS-6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Standard:
Trace the evolution of language and its written forms.
Standard Identifier: HSS-6.3
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Standard:
Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Standard Identifier: HSS-6.3.1
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Standard:
Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity.
HSS-6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Standard:
Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity.
Standard Identifier: HSS-6.3.2
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Standard:
Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries): belief in God, observance of law, practice of the concepts of righteousness and justice, and importance of study; and describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization.
HSS-6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Standard:
Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries): belief in God, observance of law, practice of the concepts of righteousness and justice, and importance of study; and describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization.
Standard Identifier: HSS-6.3.3
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Standard:
Explain the significance of Abraham, Moses, Naomi, Ruth, David, and Yohanan ben Zaccai in the development of the Jewish religion.
HSS-6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Standard:
Explain the significance of Abraham, Moses, Naomi, Ruth, David, and Yohanan ben Zaccai in the development of the Jewish religion.
Standard Identifier: HSS-6.3.4
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Standard:
Discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people.
HSS-6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Standard:
Discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people.
Standard Identifier: HSS-6.3.5
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Standard:
Discuss how Judaism survived and developed despite the continuing dispersion of much of the Jewish population from Jerusalem and the rest of Israel after the destruction of the second Temple in A.D. 70.
HSS-6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
Standard:
Discuss how Judaism survived and developed despite the continuing dispersion of much of the Jewish population from Jerusalem and the rest of Israel after the destruction of the second Temple in A.D. 70.
Standard Identifier: HSS-6.4
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Standard:
Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Standard Identifier: HSS-6.4.1
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Standard:
Discuss the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.
HSS-6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Standard:
Discuss the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.
Standard Identifier: HSS-6.4.2
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Standard:
Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles’ Funeral Oration).
HSS-6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Standard:
Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles’ Funeral Oration).
Standard Identifier: HSS-6.4.3
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Standard:
State the key differences between Athenian, or direct, democracy and representative democracy.
HSS-6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Standard:
State the key differences between Athenian, or direct, democracy and representative democracy.
Standard Identifier: HSS-6.4.4
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Standard:
Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer’s Iliad and Odyssey, and from Aesop’s Fables.
HSS-6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Standard:
Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer’s Iliad and Odyssey, and from Aesop’s Fables.
Standard Identifier: HSS-6.4.5
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Standard:
Outline the founding, expansion, and political organization of the Persian Empire.
HSS-6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Standard:
Outline the founding, expansion, and political organization of the Persian Empire.
Standard Identifier: HSS-6.4.6
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Standard:
Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars.
HSS-6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Standard:
Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars.
Standard Identifier: HSS-6.4.7
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Standard:
Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.
HSS-6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Standard:
Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.
Standard Identifier: HSS-6.4.8
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Overarching Standard:
HSS-6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Standard:
Describe the enduring contributions of important Greek figures in the arts and sciences (e.g., Hypatia, Socrates, Plato, Aristotle, Euclid, Thucydides).
HSS-6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
Standard:
Describe the enduring contributions of important Greek figures in the arts and sciences (e.g., Hypatia, Socrates, Plato, Aristotle, Euclid, Thucydides).
Standard Identifier: HSS-6.5
Grade:
6
Course:
World History and Geography: Ancient Civilizations, Grade 6
Standard:
Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
Showing 101 - 200 of 618 Standards
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