History–Social Science Standards
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Showing 301 - 400 of 618 Standards
Standard Identifier: HSS-8.1.3
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
Standard:
Analyze how the American Revolution affected other nations, especially France.
HSS-8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
Standard:
Analyze how the American Revolution affected other nations, especially France.
Standard Identifier: HSS-8.1.4
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
Standard:
Describe the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions.
HSS-8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
Standard:
Describe the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions.
Standard Identifier: HSS-8.10
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Standard:
Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Standard Identifier: HSS-8.10.1
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Standard:
Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.
HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Standard:
Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.
Standard Identifier: HSS-8.10.2
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Standard:
Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.
HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Standard:
Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.
Standard Identifier: HSS-8.10.3
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Standard:
Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Standard:
Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
Standard Identifier: HSS-8.10.4
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Standard:
Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Standard:
Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
Standard Identifier: HSS-8.10.5
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Standard:
Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.
HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Standard:
Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.
Standard Identifier: HSS-8.10.6
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Standard:
Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox.
HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Standard:
Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox.
Standard Identifier: HSS-8.10.7
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Standard:
Explain how the war affected combatants, civilians, the physical environment, and future warfare.
HSS-8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Standard:
Explain how the war affected combatants, civilians, the physical environment, and future warfare.
Standard Identifier: HSS-8.11
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Standard:
Students analyze the character and lasting consequences of Reconstruction.
Students analyze the character and lasting consequences of Reconstruction.
Standard Identifier: HSS-8.11.1
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.11 Students analyze the character and lasting consequences of Reconstruction.
Standard:
List the original aims of Reconstruction and describe its effects on the political and social structures of different regions.
HSS-8.11 Students analyze the character and lasting consequences of Reconstruction.
Standard:
List the original aims of Reconstruction and describe its effects on the political and social structures of different regions.
Standard Identifier: HSS-8.11.2
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.11 Students analyze the character and lasting consequences of Reconstruction.
Standard:
Identify the push-pull factors in the movement of former slaves to the cities in the North and to the West and their differing experiences in those regions (e.g., the experiences of Buffalo Soldiers).
HSS-8.11 Students analyze the character and lasting consequences of Reconstruction.
Standard:
Identify the push-pull factors in the movement of former slaves to the cities in the North and to the West and their differing experiences in those regions (e.g., the experiences of Buffalo Soldiers).
Standard Identifier: HSS-8.11.3
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.11 Students analyze the character and lasting consequences of Reconstruction.
Standard:
Understand the effects of the Freedmen’s Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and “Jim Crow” laws.
HSS-8.11 Students analyze the character and lasting consequences of Reconstruction.
Standard:
Understand the effects of the Freedmen’s Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and “Jim Crow” laws.
Standard Identifier: HSS-8.11.4
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.11 Students analyze the character and lasting consequences of Reconstruction.
Standard:
Trace the rise of the Ku Klux Klan and describe the Klan’s effects.
HSS-8.11 Students analyze the character and lasting consequences of Reconstruction.
Standard:
Trace the rise of the Ku Klux Klan and describe the Klan’s effects.
Standard Identifier: HSS-8.11.5
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.11 Students analyze the character and lasting consequences of Reconstruction.
Standard:
Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction.
HSS-8.11 Students analyze the character and lasting consequences of Reconstruction.
Standard:
Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction.
Standard Identifier: HSS-8.12
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Standard:
Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard Identifier: HSS-8.12.1
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Trace patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets, and trade and locate such development on a map.
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Trace patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets, and trade and locate such development on a map.
Standard Identifier: HSS-8.12.2
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Identify the reasons for the development of federal Indian policy and the wars with American Indians and their relationship to agricultural development and industrialization.
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Identify the reasons for the development of federal Indian policy and the wars with American Indians and their relationship to agricultural development and industrialization.
Standard Identifier: HSS-8.12.3
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Explain how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies.
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Explain how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies.
Standard Identifier: HSS-8.12.4
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford).
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford).
Standard Identifier: HSS-8.12.5
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement).
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement).
Standard Identifier: HSS-8.12.6
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.
Standard Identifier: HSS-8.12.7
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism.
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism.
Standard Identifier: HSS-8.12.8
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Identify the characteristics and impact of Grangerism and Populism.
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Identify the characteristics and impact of Grangerism and Populism.
Standard Identifier: HSS-8.12.9
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Name the significant inventors and their inventions and identify how they improved the quality of life (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright).
HSS-8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Standard:
Name the significant inventors and their inventions and identify how they improved the quality of life (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright).
Standard Identifier: HSS-8.2
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Standard:
Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Standard Identifier: HSS-8.2.1
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Standard:
Discuss the significance of the Magna Carta, the English Bill of Rights, and the Mayflower Compact.
HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Standard:
Discuss the significance of the Magna Carta, the English Bill of Rights, and the Mayflower Compact.
Standard Identifier: HSS-8.2.2
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Standard:
Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence.
HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Standard:
Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence.
Standard Identifier: HSS-8.2.3
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Standard:
Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause.
HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Standard:
Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause.
Standard Identifier: HSS-8.2.4
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Standard:
Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers (authored by James Madison, Alexander Hamilton, and John Jay) and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the Constitution.
HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Standard:
Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers (authored by James Madison, Alexander Hamilton, and John Jay) and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the Constitution.
Standard Identifier: HSS-8.2.5
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Standard:
Understand the significance of Jefferson’s Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state.
HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Standard:
Understand the significance of Jefferson’s Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state.
Standard Identifier: HSS-8.2.6
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Standard:
Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights.
HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Standard:
Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights.
Standard Identifier: HSS-8.2.7
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Standard:
Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights.
HSS-8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
Standard:
Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights.
Standard Identifier: HSS-8.3
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Standard:
Students understand the foundation of the American political system and the ways in which citizens participate in it.
Students understand the foundation of the American political system and the ways in which citizens participate in it.
Standard Identifier: HSS-8.3.1
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
Standard:
Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed.
HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
Standard:
Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed.
Standard Identifier: HSS-8.3.2
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
Standard:
Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states.
HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
Standard:
Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states.
Standard Identifier: HSS-8.3.3
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
Standard:
Enumerate the advantages of a common market among the states as foreseen in and protected by the Constitution’s clauses on interstate commerce, common coinage, and full-faith and credit.
HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
Standard:
Enumerate the advantages of a common market among the states as foreseen in and protected by the Constitution’s clauses on interstate commerce, common coinage, and full-faith and credit.
Standard Identifier: HSS-8.3.4
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
Standard:
Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt).
HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
Standard:
Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt).
Standard Identifier: HSS-8.3.5
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
Standard:
Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays’ Rebellion, the Whiskey Rebellion).
HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
Standard:
Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays’ Rebellion, the Whiskey Rebellion).
Standard Identifier: HSS-8.3.6
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
Standard:
Describe the basic law-making process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups).
HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
Standard:
Describe the basic law-making process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups).
Standard Identifier: HSS-8.3.7
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
Standard:
Understand the functions and responsibilities of a free press.
HSS-8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
Standard:
Understand the functions and responsibilities of a free press.
Standard Identifier: HSS-8.4
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Standard:
Students analyze the aspirations and ideals of the people of the new nation.
Students analyze the aspirations and ideals of the people of the new nation.
Standard Identifier: HSS-8.4.1
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.4 Students analyze the aspirations and ideals of the people of the new nation.
Standard:
Describe the country’s physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents.
HSS-8.4 Students analyze the aspirations and ideals of the people of the new nation.
Standard:
Describe the country’s physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents.
Standard Identifier: HSS-8.4.2
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.4 Students analyze the aspirations and ideals of the people of the new nation.
Standard:
Explain the policy significance of famous speeches (e.g., Washington’s Farewell Ad-dress, Jefferson’s 1801 Inaugural Address, John Q. Adams’s Fourth of July 1821 Address).
HSS-8.4 Students analyze the aspirations and ideals of the people of the new nation.
Standard:
Explain the policy significance of famous speeches (e.g., Washington’s Farewell Ad-dress, Jefferson’s 1801 Inaugural Address, John Q. Adams’s Fourth of July 1821 Address).
Standard Identifier: HSS-8.4.3
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.4 Students analyze the aspirations and ideals of the people of the new nation.
Standard:
Analyze the rise of capitalism and the economic problems and conflicts that accompanied it (e.g., Jackson’s opposition to the National Bank; early decisions of the U.S. Supreme Court that reinforced the sanctity of contracts and a capitalist economic system of law).
HSS-8.4 Students analyze the aspirations and ideals of the people of the new nation.
Standard:
Analyze the rise of capitalism and the economic problems and conflicts that accompanied it (e.g., Jackson’s opposition to the National Bank; early decisions of the U.S. Supreme Court that reinforced the sanctity of contracts and a capitalist economic system of law).
Standard Identifier: HSS-8.4.4
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.4 Students analyze the aspirations and ideals of the people of the new nation.
Standard:
Discuss daily life, including traditions in art, music, and literature, of early national America (e.g., through writings by Washington Irving, James Fenimore Cooper).
HSS-8.4 Students analyze the aspirations and ideals of the people of the new nation.
Standard:
Discuss daily life, including traditions in art, music, and literature, of early national America (e.g., through writings by Washington Irving, James Fenimore Cooper).
Standard Identifier: HSS-8.5
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Standard:
Students analyze U.S. foreign policy in the early Republic.
Students analyze U.S. foreign policy in the early Republic.
Standard Identifier: HSS-8.5.1
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.5 Students analyze U.S. foreign policy in the early Republic.
Standard:
Understand the political and economic causes and consequences of the War of 1812 and know the major battles, leaders, and events that led to a final peace.
HSS-8.5 Students analyze U.S. foreign policy in the early Republic.
Standard:
Understand the political and economic causes and consequences of the War of 1812 and know the major battles, leaders, and events that led to a final peace.
Standard Identifier: HSS-8.5.2
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.5 Students analyze U.S. foreign policy in the early Republic.
Standard:
Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War.
HSS-8.5 Students analyze U.S. foreign policy in the early Republic.
Standard:
Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War.
Standard Identifier: HSS-8.5.3
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.5 Students analyze U.S. foreign policy in the early Republic.
Standard:
Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties.
HSS-8.5 Students analyze U.S. foreign policy in the early Republic.
Standard:
Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties.
Standard Identifier: HSS-8.6
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Standard:
Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Standard Identifier: HSS-8.6.1
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Standard:
Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).
HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Standard:
Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).
Standard Identifier: HSS-8.6.2
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Standard:
Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay’s American System).
HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Standard:
Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay’s American System).
Standard Identifier: HSS-8.6.3
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Standard:
List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine).
HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Standard:
List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine).
Standard Identifier: HSS-8.6.4
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Standard:
Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities.
HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Standard:
Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities.
Standard Identifier: HSS-8.6.5
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Standard:
Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann’s campaign for free public education and its assimilating role in American culture.
HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Standard:
Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann’s campaign for free public education and its assimilating role in American culture.
Standard Identifier: HSS-8.6.6
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Standard:
Examine the women’s suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).
HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Standard:
Examine the women’s suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).
Standard Identifier: HSS-8.6.7
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Standard:
Identify common themes in American art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow).
HSS-8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
Standard:
Identify common themes in American art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow).
Standard Identifier: HSS-8.7
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Standard:
Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
Standard Identifier: HSS-8.7.1
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
Standard:
Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin.
HSS-8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
Standard:
Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin.
Standard Identifier: HSS-8.7.2
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
Standard:
Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).
HSS-8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
Standard:
Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).
Standard Identifier: HSS-8.7.3
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
Standard:
Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War.
HSS-8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
Standard:
Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War.
Standard Identifier: HSS-8.7.4
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Overarching Standard:
HSS-8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
Standard:
Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.
HSS-8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
Standard:
Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.
Standard Identifier: HSS-8.8
Grade:
8
Course:
United States History and Geography: Growth and Conflict, Grade 8
Standard:
Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.
Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.
Standard Identifier: HSS-8.8.1
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:
Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court).
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:
Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court).
Standard Identifier: HSS-8.8.2
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 purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears,” settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades.
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 purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears,” settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades.
Standard Identifier: HSS-8.8.3
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 role of pioneer women and the new status that western women achieved (e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869).
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 role of pioneer women and the new status that western women achieved (e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869).
Standard Identifier: HSS-8.8.4
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:
Examine the importance of the great rivers and the struggle over water rights.
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:
Examine the importance of the great rivers and the struggle over water rights.
Standard Identifier: HSS-8.8.5
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:
Discuss Mexican settlements and their locations, cultural traditions, attitudes toward slavery, land-grant system, and economies.
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:
Discuss Mexican settlements and their locations, cultural traditions, attitudes toward slavery, land-grant system, and economies.
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-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.
Standard Identifier: HSS-10.10
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Standard:
Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.
Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.
Standard Identifier: HSS-10.10.1
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.
Standard:
Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
HSS-10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.
Standard:
Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
Standard Identifier: HSS-10.10.2
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.
Standard:
Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
HSS-10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.
Standard:
Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
Standard Identifier: HSS-10.10.3
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.
Standard:
Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
HSS-10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.
Standard:
Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
Standard Identifier: HSS-10.11
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Standard:
Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).
Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).
Standard Identifier: HSS-10.2
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Standard:
Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Standard Identifier: HSS-10.2.1
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Standard:
Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).
HSS-10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Standard:
Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).
Standard Identifier: HSS-10.2.2
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Standard:
List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
HSS-10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Standard:
List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
Standard Identifier: HSS-10.2.3
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Standard:
Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.
HSS-10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Standard:
Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.
Standard Identifier: HSS-10.2.4
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Standard:
Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
HSS-10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Standard:
Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
Standard Identifier: HSS-10.2.5
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Standard:
Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
HSS-10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Standard:
Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
Standard Identifier: HSS-10.3
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Standard:
Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Standard Identifier: HSS-10.3.1
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Standard:
Analyze why England was the first country to industrialize.
HSS-10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Standard:
Analyze why England was the first country to industrialize.
Standard Identifier: HSS-10.3.2
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Standard:
Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
HSS-10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Standard:
Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
Standard Identifier: HSS-10.3.3
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Standard:
Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
HSS-10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Standard:
Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
Standard Identifier: HSS-10.3.4
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Standard:
Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
HSS-10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Standard:
Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
Standard Identifier: HSS-10.3.5
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Standard:
Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
HSS-10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Standard:
Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
Standard Identifier: HSS-10.3.6
Grade:
10
Course:
World History, Culture, and Geography: The Modern World, Grade 10
Overarching Standard:
HSS-10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Standard:
Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
HSS-10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Standard:
Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
Showing 301 - 400 of 618 Standards
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