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N.NCHS.National Center for History in Schools (NCHS)
National Center for History in Schools (NCHS)
NCHS.HT. Historical Thinking StandardsHT.1. Chronological ThinkingHT.1.A. Distinguish between past, present, and future time.
HT.1.B. Identify the temporal structure of a historical narrative or story.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
HT.1.E. Interpret data presented in time lines and create time lines.Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology
HT.1.F. Reconstruct patterns of historical succession and duration; explain historical continuity and change.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
HT.1.G. Compare alternative models for periodization.Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology
HT.2. Historical ComprehensionHT.2.B. Reconstruct the literal meaning of a historical passage.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization Quiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide Inventors Quiz, Flash Cards, Worksheet, Game Iroquois Quiz, Flash Cards, Worksheet, Game & Study Guide Pioneer Life Quiz, Flash Cards, Worksheet, Game & Study Guide The Alamo Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya Quiz, Flash Cards, Worksheet, Game & Study Guide TVA Quiz, Flash Cards, Worksheet, Game & Study Guide Urbanization Quiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
HT.2.C. Identify the central question(s) the historical narrative addresses.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
HT.2.D. Differentiate between historical facts and historical interpretations.
HT.3. Historical Analysis and InterpretationHT.3.A. Compare and contrast differing sets of ideas.
HT.3.C. Analyze cause-and-effect relationships and multiple causation, including the importance of the individual, the influence of ideas.Quiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide Urbanization Quiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
HT.3.D. Draw comparisons across eras and regions in order to define enduring issues.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
HT.3.E. Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence.
HT.3.G. Challenge arguments of historical inevitability.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
HT.3.H. Hold interpretations of history as tentative.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
HT.4. Historical Research CapabilitiesHT.4.A. Formulate historical questions.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
HT.4.B. Obtain historical data from a variety of sources.
HT.4.E. Employ quantitative analysis.
HT.5. Historical Issues-Analysis and Decision-MakingHT.5.A. Identify issues and problems in the past.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
HT.5.C. Identify relevant historical antecedents.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
NCHS.USH. United States History Content StandardsUSH.1. Era 1: Three Worlds Meet (Beginnings to 1620)USH.1.1. Comparative characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450.USH.1.1A. The student understands the patterns of change in indigenous societies in the Americas up to the Columbian voyages.
USH.1.1B. The student understands changes in Western European societies in the age of exploration.Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration
USH.1.1D. The student understands the differences and similarities among Africans, Europeans, and Native Americans who converged in the western hemisphere after 1492.Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya
USH.1.2. How early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples.USH.1.2A. The student understands the stages of European oceanic and overland exploration, amid international rivalries, from the 9th to 17th centuries.Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya
USH.1.2B. The student understands the Spanish and Portuguese conquest of the Americas.Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs
USH.10. Era 10: Contemporary United States (1968 to the present)USH.10.1. Recent developments in foreign and domestic politics.USH.10.1B. The student understands domestic politics in contemporary society.Quiz, Flash Cards, Worksheet, Game & Study Guide TVA
USH.10.2. Economic, social, and cultural developments in contemporary United States.USH.10.2A. The student understands economic patterns since 1968.
USH.2. Era 2: Colonization and Settlement (1585-1763)USH.2.1. Why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control of North America and the Caribbean.USH.2.1A. The student understands how diverse immigrants affected the formation of European colonies.
USH.2.1B. The student understands the European struggle for control of North America.
USH.2.2. How political, religious, and social institutions emerged in the English colonies.USH.2.2A. The student understands the roots of representative government and how political rights were defined.Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization
USH.2.2B. The student understands religious diversity in the colonies and how ideas about religious freedom evolved.Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization
USH.2.2C. The student understands social and cultural change in British America.Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization
USH.2.3. How the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the Americas.USH.2.3A. The student understands colonial economic life and labor systems in the Americas.Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization
USH.2.3B. The student understands economic life and the development of labor systems in the English colonies.Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization
USH.2.3C. The student understands African life under slavery.
USH.3. Era 3: Revolution and the New Nation (1754-1820s)USH.3.1. The causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory.USH.3.1A. The student understands the causes of the American Revolution.
USH.3.1B. The student understands the principles articulated in the Declaration of Independence.
USH.3.1C. The student understands the factors affecting the course of the war and contributing to the American victory.
USH.3.2. The impact of the American Revolution on politics, economy, and society.USH.3.2A. The student understands revolutionary government-making at national and state levels.
USH.3.2B. The student understands the economic issues arising out of the Revolution.
USH.3.3. The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights.USH.3.3A. The student understands the issues involved in the creation and ratification of the United States Constitution and the new government it established.
USH.3.3B. The student understands the guarantees of the Bill of Rights and its continuing significance.
USH.4. Era 4: Expansion and Reform (1801-1861)USH.4.1. United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans.USH.4.1A. The student understands the international background and consequences of the Louisiana Purchase, the War of 1812, and the Monroe Doctrine.
USH.4.1B. The student understands federal and state Indian policy and the strategies for survival forged by Native Americans.
USH.4.1C. The student understands the ideology of Manifest Destiny, the nation's expansion to the Northwest, and the Mexican-American War.Quiz, Flash Cards, Worksheet, Game & Study Guide The Alamo
USH.4.2. How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions.USH.4.2A. The student understands how the factory system and the transportation and market revolutions shaped regional patterns of economic development.
USH.4.2B. The student understands the first era of American urbanization.Quiz, Flash Cards, Worksheet, Game & Study Guide Urbanization
USH.4.2C. The student understands how antebellum immigration changed American society.Quiz, Flash Cards, Worksheet, Game & Study Guide Pioneer Life Quiz, Flash Cards, Worksheet, Game & Study Guide The Alamo
USH.4.2D. The student understands the rapid growth of "the peculiar institution" after 1800 and the varied experiences of African Americans under slavery.
USH.4.2E. The student understands the settlement of the West.Quiz, Flash Cards, Worksheet, Game & Study Guide Pioneer Life Quiz, Flash Cards, Worksheet, Game & Study Guide The Alamo
USH.4.3. The extension, restriction, and reorganization of political democracy after 1800.USH.4.3A. The student understands the changing character of American political life in "the age of the common man."
USH.4.3B. The student understands how the debates over slavery influenced politics and sectionalism.
USH.4.4. The sources and character of cultural, religious, and social reform movements in the antebellum period.USH.4.4A. The student understands the abolitionist movement.
USH.4.4B. The student understands how Americans strived to reform society and create a distinct culture.
USH.4.4C. The student understands changing gender roles and the ideas and activities of women reformers.
USH.5. Era 5: Civil War and Reconstruction (1850-1877)USH.5.1. The causes of the Civil War.USH.5.1A. The student understands how the North and South differed and how politics and ideologies led to the Civil War.
USH.5.2. The course and character of the Civil War and its effects on the American people.USH.5.2A. The student understands how the resources of the Union and Confederacy affected the course of the war.
USH.5.2B. The student understands the social experience of the war on the battlefield and homefront.
USH.5.3. How various reconstruction plans succeeded or failed.USH.5.3B. The student understands the Reconstruction programs to transform social relations in the South.
USH.5.3C. The student understands the successes and failures of Reconstruction in the South, North, and West.
USH.6. Era 6: The Development of the Industrial United States (1870-1900)USH.6.1. How the rise of corporations, heavy industry, and mechanized farming transformed the American people.USH.6.1A. The student understands the connections among industrialization, the advent of the modern corporation, and material well-being.Quiz, Flash Cards, Worksheet, Game & Study Guide Urbanization
USH.6.1B. The student understands the rapid growth of cities and how urban life changed.Quiz, Flash Cards, Worksheet, Game & Study Guide Urbanization
USH.6.1C. The student understands how agriculture, mining, and ranching were transformed.
USH.6.2. Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity.USH.6.2A. The student understands the sources and experiences of the new immigrants.Quiz, Flash Cards, Worksheet, Game & Study Guide Urbanization
USH.6.2B. The student understands "scientific racism", race relations, and the struggle for equal rights.
USH.6.2C. The student understands how new cultural movements at different social levels affected American life.Quiz, Flash Cards, Worksheet, Game & Study Guide Urbanization
USH.6.3. The rise of the American labor movement and how political issues reflected social and economic changes.USH.6.3A. The student understands how the "second industrial revolution" changed the nature and conditions of work.
USH.6.3B. The student understands the rise of national labor unions and the role of state and federal governments in labor conflicts.
USH.6.3C. The student understands how Americans grappled with social, economic, and political issues.Quiz, Flash Cards, Worksheet, Game & Study Guide Urbanization
USH.6.4. Federal Indian policy and United States foreign policy after the Civil War.USH.6.4A. The student understands various perspectives on federal Indian policy, westward expansion, and the resulting struggles.
USH.6.4B. The student understands the roots and development of American expansionism and the causes and outcomes of the Spanish-American War.
USH.7. Era 7: The Emergence of Modern America (1890-1930)USH.7.1. How Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption.USH.7.1A. The student understands the origin of the Progressives and the coalitions they formed to deal with issues at the local and state levels.
USH.7.1B. The student understands Progressivism at the national level.
USH.7.1C. The student understands the limitations of Progressivism and the alternatives offered by various groups.
USH.7.2. The changing role of the United States in world affairs through World War I.USH.7.2A. The student understands how the American role in the world changed in the early 20th century.Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
USH.7.2B. The student understands the causes of World War I and why the United States intervened.Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
USH.7.3. How the United States changed from the end of World War I to the eve of the Great Depression.USH.7.3C. The student understands how new cultural movements reflected and changed American society.
USH.7.3D. The student understands politics and international affairs in the 1920s.Quiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
USH.8. Era 8: The Great Depression and World War II (1929-1945)USH.8.1. The causes of the Great Depression and how it affected American society.USH.8.1A. The student understands the causes of the crash of 1929 and the Great Depression.Quiz, Flash Cards, Worksheet, Game & Study Guide TVA
USH.8.1B. The student understands how American life changed during the 1930s.Quiz, Flash Cards, Worksheet, Game & Study Guide TVA
USH.8.2. How the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state.USH.8.2A. The student understands the New Deal and the presidency of Franklin D. Roosevelt.Quiz, Flash Cards, Worksheet, Game & Study Guide TVA
USH.8.2B. The student understands the impact of the New Deal on workers and the labor movement.
USH.8.2C. The student understands opposition to the New Deal, the alternative programs of its detractors, and the legacy of the New Deal.
USH.8.3. The causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs.USH.8.3B. The student understands World War II and how the Allies prevailed.Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
USH.9. Era 9: Postwar United States (1945 to early 1970s)USH.9.3. Domestic policies after World War II.USH.9.3A. The student understands the political debates of the post-World War II era.
USH.9.4. The struggle for racial and gender equality and the extension of civil liberties.USH.9.4A. The student understands the “Second Reconstruction” and its advancement of civil rights.
NCHS.WH. World History Content StandardsWH.2. Era 2: Early Civilizations and the Emergence of Pastoral Peoples, 4000-1000 BCEWH.2.1. The major characteristics of civilization and how civilizations emerged in Mesopotamia, Egypt, and the Indus valley.WH.2.1A. The student understands how Mesopotamia, Egypt, and the Indus valley became centers of dense population, urbanization, and cultural innovation in the fourth and third millennia BCE.Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology
WH.2.1B. The student understands how commercial and cultural interactions contributed to change in the Tigris-Euphrates, Indus, and Nile regions.Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology
WH.2.2. How agrarian societies spread and new states emerged in the third and second millennia BCE.WH.2.2B. The student understands how new centers of agrarian society arose in the third and second millennia BCE.Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology
WH.2.3. The political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE.WH.2.3B. The student understands the social and cultural effects that militarization and the emergence of new kingdoms had on peoples of Southwest Asia and Egypt in the second millennium BCE.Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology
WH.2.4. Major trends in Eurasia and Africa from 4000-1000 BCE.WH.2.4A. The student understands major trends in Eurasia and Africa from 4000 to 1000 BCE.Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology
WH.3. Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-300 CEWH.3.1. Innovation and change from 1000-600 BCE horses, ships, iron, and monotheistic faith.WH.3.1C. The student understands how states developed in the upper Nile valley and Red Sea region and how iron technology contributed to the expansion of agricultural societies in Sub-Saharan Africa.Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology
WH.3.2. The emergence of Aegean civilization and how interrelations developed among peoples of the eastern Mediterranean and Southwest Asia, 600-200 BCE.WH.3.2A. The student understands the achievements and limitations of the democratic institutions that developed in Athens and other Aegean city-states.
WH.3.2B. The student understands the major cultural achievements of Greek civilization.
WH.3.2D. The student understands Alexander of Macedon’s conquests and the interregional character of Hellenistic society and culture.
WH.3.3. How major religions and large-scale empires arose in the Mediterranean basin, China, and India, 500 BCE-300 CE.WH.3.3A. The student understands the causes and consequences of the unification of the Mediterranean basin under Roman rule.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome
WH.3.3B. The student understands the emergence of Christianity in the context of the Roman Empire.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome
WH.3.5. Major global trends from 1000 BCE-300 CE.WH.3.5A. The student understands major global trends from 1000 BCE to 300 CE.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome
WH.4. Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CEWH.4.1. Imperial crises and their aftermath, 300-700 CE.WH.4.1A. The student understands the decline of the Roman and Han empires.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome
WH.4.2. Causes and consequences of the rise of Islamic civilization in the 7th-10th centuries.WH.4.2C. The student understands the consolidation of the Byzantine state in the context of expanding Islamic civilization.
WH.4.4. The search for political, social, and cultural redefinition in Europe, 500-1000 CE.WH.4.4A. The student understands the foundations of a new civilization in Western Christendom in the 500 years following the breakup of the western Roman Empire.
WH.4.4B. The student understands the coalescence of political and social order in Europe.Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration
WH.4.6. The rise of centers of civilization in Mesoamerica and Andean South America in the first millennium CE.WH.4.6A. The student understands the origins, expansion, and achievements of Maya civilization.Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya
WH.4.7. Major global trends from 300-1000 CE.WH.4.7A. The student understands major global trends from 300 to 1000 CE.Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya
WH.5. Era 5: Intensified Hemispheric Interactions 1000-1500 CEWH.5.1. The maturing of an interregional system of communication, trade, and cultural exchange in an era of Chinese economic power and Islamic expansion.WH.5.1C. The student understands how pastoral migrations and religious reform movements between the 11th and 13th centuries contributed to the rise of new states and the expansion of Islam.
WH.5.1D. The student understands how interregional communication and trade led to intensified cultural exchanges among diverse peoples of Eurasia and Africa.
WH.5.2. The redefining of European society and culture, 1000-1300 CE.WH.5.2A. The student understands feudalism and the growth of centralized monarchies and city-states in Europe.
WH.5.2B. The student understands the expansion of Christian Europe after 1000.
WH.5.2C. The student understands the patterns of social change and cultural achievement in Europe’s emerging civilizations.
WH.5.5. Patterns of crisis and recovery in Afro-Eurasia, 1300-1450WH.5.5B. The student understands transformations in Europe following the economic and demographic crises of the 14th century.
WH.5.6. The expansion of states and civilizations in the Americas, 1000-1500.WH.5.6A. The student understands the development of complex societies and states in North America and Mesoamerica.Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs
WH.5.6B. The student understands the development of the Inca empire in Andean South America.Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas
WH.5.7. Major global trends from 1000-1500 CE.WH.5.7A. The student understands major global trends from 1000 to 1500 CE.
WH.6. Era 6: The Emergence of the First Global Age, 1450-1770WH.6.1. How the transoceanic interlinking of all major regions of the world from 1450-1600 led to global transformations.WH.6.1A. The student understands the origins and consequences of European overseas expansion in the 15th and 16th centuries.Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration
WH.6.1B. The student understands the encounters between Europeans and peoples of Sub-Saharan Africa, Asia, and the Americas in the late 15th and early 16th centuries.Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration
WH.6.2. How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750.WH.6.2A. The student understands demographic, economic, and social trends in Europe.
WH.6.2B. The student understands the Renaissance, Reformation, and Catholic Reformation.
WH.6.2D. The student understands how the Scientific Revolution contributed to transformations in European society.
WH.6.4. Economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas, 1500-1750.WH.6.4A. The student understands how states and peoples of European descent became dominant in the Americas between the 16th and 18th centuries.Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs
WH.6.6. Major global trends from 1450-1770.WH.6.6A. The student understands major global trends from 1450 to 1770.Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs
WH.7. Era 7: An Age of Revolutions, 1750-1914WH.7.2. The causes and consequences of the agricultural and industrial revolutions, 1700-1850.WH.7.2A. The student understands the early industrialization and the importance of developments in England.
WH.7.2B. The student understands how industrial economies expanded and societies experienced transformations in Europe and the Atlantic basin.
WH.7.2C. The student understands the causes and consequences of the abolition of the trans-Atlantic slave trade and slavery in the Americas.
WH.7.4. Patterns of nationalism, state-building, and social reform in Europe and the Americas, 1830-1914.WH.7.4D. The student understands the political, economic, and social transformations in the Americas in the 19th century.Quiz, Flash Cards, Worksheet, Game & Study Guide Urbanization
WH.7.5. Patterns of global change in the era of Western military and economic domination, 1800-1914.WH.7.5A. The student understands connections between major developments in science and technology and the growth of industrial economy and society.Quiz, Flash Cards, Worksheet, Game & Study Guide Inventors Quiz, Flash Cards, Worksheet, Game & Study Guide Urbanization
WH.7.5B. The student understands the causes and consequences of European settler colonization in the 19th century.Quiz, Flash Cards, Worksheet, Game & Study Guide Urbanization
WH.7.6. Major global trends from 1750-1914.WH.7.6A. The student understands major global trends from 1750 to 1914.Quiz, Flash Cards, Worksheet, Game & Study Guide Urbanization
WH.8. Era 8: A Half-Century of Crisis and Achievement, 1900-1945WH.8.1. Reform, revolution, and social change in the world economy of the early century.WH.8.1A. The student understands the world industrial economy emerging in the early 20th century.Quiz, Flash Cards, Worksheet, Game & Study Guide Urbanization
WH.8.2. The causes and global consequences of World War I.WH.8.2B. The student understands the global scope, outcome, and human costs of the war.Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
WH.8.3. The search for peace and stability in the 1920s and 1930s.WH.8.3A. The student understands postwar efforts to achieve lasting peace and social and economic recovery.Quiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
WH.8.3C. The student understands the interplay between scientific or technological innovations and new patterns of social and cultural life between 1900 and 1940.Quiz, Flash Cards, Worksheet, Game & Study Guide Inventors
WH.8.3D. The student understands the interplay of new artistic and literary movements with changes in social and cultural life in various parts of the world in the post-war decades.
WH.8.4. The causes and global consequences of World War II.WH.8.4B. The student understands the global scope, outcome, and human costs of the war.Quiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
WH.8.5. Major global trends from 1900 to the end of World War II.WH.8.5A. The student understands major global trends from 1900 to the end of World War II.Quiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
WH.9. Era 9: The 20th Century Since 1945: Promises and ParadoxesWH.9.2. The search for community, stability, and peace in an interdependent world.WH.9.2B. The student understands how increasing economic interdependence has transformed human society.
WH.9.2C. The student understands how liberal democracy, market economies, and human rights movements have reshaped political and social life.
WH.9.2D. The student understands major sources of tension and conflict in the contemporary world and efforts that have been made to address them.
WH.9.3. Major global trends since World War II.WH.9.3A. The student understands major global trends since World War II.
N.NCSE.National Content Standards in Economics (NCSE)
National Content Standards in Economics (NCSE)
NCSE.1. Scarcity Students will understand that productive resources are limited. Therefore, people cannot have all the goods and services they want; as a result, they must choose some things and give up others. Students will be able to use this knowledge to identify what 1.1. At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:1.1.1. Scarcity is the condition of not being able to have all of the goods and services that one wants. It exists because human wants for goods and services exceed the quantity of goods and services that can be produced using all available resources. Scarcity i
NCSE.10. Institutions Students will understand that institutions evolve and are created to help individuals and groups accomplish their goals. Banks, labor unions, markets, corporations, legal systems, and not-for-profit organizations are examples of important institutions. A 10.2 At the completion of Grade 8, students will use this knowledge to:10.2.3. Read about the establishment of a labor union and explain why it emerged, how it influenced the U.S. economy, and what procedures it used to gain benefits for its members and workers in general.
NCSE.16. Role of Government and Market Failure Students will understand that there is an economic role for government in a market economy whenever the benefits of a government policy outweigh its costs. Governments often provide for national defense, address environmental concerns, define and protect 16.1 At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:16.1.3. Most federal government tax revenue comes from personal income and payroll taxes. Payments to Social Security recipients, the costs of national defense and homeland security, medical expenditures (such as Medicare), transfers to state and local government
16.2 At the completion of Grade 8, students will use this knowledge to:16.2.4. Compare the various sources of state and local revenues and various categories of state and local expenditures in their state and community with those of the U.S. federal government.
NCSE.18. Economic Fluctuations Students will understand that fluctuations in a nation’s overall levels of income, employment, and prices are determined by the interaction of spending and production decisions made by all households, firms, government agencies, and others in the economy.18.1 At the completion of Grade 8, students will know that:18.1.3. Net exports equal the value of exports (goods and services sold to other countries) minus the value of imports (goods and services bought from other countries). Net exports can be either positive (trade surplus) or negative (trade deficit).
18.2 At the completion of Grade 8, students will use this knowledge to:18.2.3. Calculate what has happened to net U.S. exports because of changes in exports and imports over the last 10 years. Identify whether there has been a trade surplus or trade deficit over these years.
NCSE.19. Unemployment and Inflation Students will understand that unemployment imposes costs on individuals and the overall economy. Inflation, both expected and unexpected, also imposes costs on individuals and the overall economy. Unemployment increases during recessions and decreases dur19.1 At the completion of Grade 8, students will know the Grade 4 benchmark for this standard, and also that:19.1.3. The unemployment rate is the percentage of the labor force that is willing and able to work, does not currently have a job, and is actively looking for work.
19.1. At the completion of Grade 8, students will know the Grade 4 benchmark for this standard, and also that:19.1.1. To be counted as unemployed, a person must be in the labor force. The labor force consists of people age 16 and over who are employed or actively seeking work. Thus the labor force is the sum of total employment and total unemployment.
NCSE.3. Allocation Students will understand that different methods can be used to allocate goods and services. People acting individually or collectively must choose which methods to use to allocate different kinds of goods and services. Students will be able to use this kn3.1 At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:3.1.2. There are essential differences between a market economy, in which allocations result from individuals making decisions as buyers and sellers, and a command economy, in which resources are allocated according to central authority.
3.1.4. National economies vary in the extent to which they rely on government directives (central planning) and signals (prices) from private markets to allocate scarce goods, services, and productive resources.
3.1.5. As consumers, people use resources in different ways to satisfy different wants. Productive resources can be used in different ways to produce different goods and services.
3.1. At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:3.1.1. Scarcity requires the use of some distribution method to allocate goods, services, and resources, whether the method is selected explicitly or not.
3.2 At the completion of Grade 8, students will use this knowledge to:3.2.5. List the resources used to produce some item and identify other items that could have been made from these resources. Repeat the exercise for household production.
NCSE.5. Trade Students will understand that voluntary exchange occurs only when all participating parties expect to gain. This is true for trade among individuals or organizations within a nation, and among individuals or organizations in different nations. Students wi5.1 At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:5.1.2. Free trade increases worldwide material standards of living.
5.1.3. The gains from free trade are not distributed equally, and some individuals or groups may lose more than they gain when trade barriers are reduced.
5.1.4. Despite the mutual benefits from trade among people in different countries, many nations employ trade barriers to restrict free trade for national defense reasons, to protect key industries, or because some companies and workers are hurt by free trade.
5.1.5. Imports are foreign goods and services that are purchased from sellers in other nations.
5.1.6. Exports are domestic goods and services that are sold to buyers in other nations.
5.2 At the completion of Grade 8, students will use this knowledge to:5.2.4. Look at historical examples of periods when the United States has imposed trade barriers and explain why the U.S. government would impose trade barriers given the mutual benefits of free trade.
5.2.6. Determine what major products are produced in their community or state for export and the countries to which they are exported.
NCSE.6. Specialization Students will understand that when individuals, regions, and nations specialize in what they can produce at the lowest cost and then trade with others, both production and consumption increase. Students will be able to use this knowledge to explain how th6.1 At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:6.1.3. As a result of growing international economic interdependence, economic conditions and policies in one nation increasingly affect economic conditions and policies in other nations.
NCSE.7. Markets and Prices Students will understand that a market exists when buyers and sellers interact. This interaction determines market prices and thereby allocates scarce goods and services. Students will be able to use this knowledge to identify markets in which they have p7.2 At the completion of Grade 8, students will use this knowledge to:7.2.2. Explain what will happen to the relative price of a good if it becomes increasingly scarce.
7.2.4. Identify examples of products for which the price fell because sellers did not sell all they had produced at the initial price; identify examples of other products for which the price rose because consumers wanted to buy more than producers were producing
NCSE.8. Role of Prices Students will understand that prices send signals and provide incentives to buyers and sellers. When supply or demand changes, market prices adjust, affecting incentives. Students will be able to use this knowledge to predict how changes in factors such a8.1 At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:8.1.2. An increase in the price of a good or service encourages producers to supply more, and vice versa. This relationship between price and quantity supplied is normally true as long as other factors influencing costs of production and supply do not change.
8.1. At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:8.1.1. An increase in the price of a good or service encourages people to look for substitutes, causing the quantity demanded to decrease, and vice versa. This well- established relationship between price and quantity demanded, known as the law of demand, exists
N.NCSS.National Curriculum Standards for Social Studies (NCSS)
National Curriculum Standards for Social Studies (NCSS)
NCSS.1. CULTURE SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF CULTURE AND CULTURAL DIVERSITY.1.1. KNOWLEDGE - Learners will understand:1.1.1. 'Culture'' refers to the socially transmitted behaviors, beliefs, values, traditions, institutions, and ways of living together of a group of people.Quiz, Flash Cards, Worksheet, Game Iroquois
1.1.2. Concepts such as beliefs, values, institutions, cohesion, diversity, accommodation, adaptation, assimilation, and dissonance.
1.1.3. How culture influences the ways in which human groups solve the problems of daily living.Quiz, Flash Cards, Worksheet, Game Iroquois
1.1.4. That the beliefs, values, and behaviors of a culture form an integrated system that helps shape the activities and ways of life that define a culture.
1.1.6. That culture may change in response to changing needs, concerns, social, political, and geographic conditions.Quiz, Flash Cards, Worksheet, Game Iroquois
1.1.7. How people from different cultures develop different values and ways of interpreting experience.Quiz, Flash Cards, Worksheet, Game Iroquois
1.1.8. That language, behaviors, and beliefs of different cultures can both contribute to and pose barriers to cross--cultural understanding.
1.2. PROCESSES - Learners will be able to:1.2.1. Ask and find answers to questions related to culture.Quiz, Flash Cards, Worksheet, Game Iroquois
1.2.7. Draw inferences from data about the ways in which given cultures respond to persistent human issues, and how culture influences those responses.Quiz, Flash Cards, Worksheet, Game Iroquois
NCSS.10. CIVIC IDEALS AND PRACTICES SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF THE IDEALS, PRINCIPLES, AND PRACTICES OF CITIZENSHIP IN A DEMOCRATIC REPUBLIC.10.1. KNOWLEDGE - Learners will understand:10.1.2. Concepts and ideals such as: individual dignity, liberty, justice, equality, individual rights, responsibility, majority and minority rights, and civil dissent.
10.1.3. Key practices involving the rights and responsibilities of citizenship and the exercise of citizenship (e.g., respecting the rule of law and due process, voting, serving on a jury, researching issues, making informed judgments, expressing views on issues,
10.1.5. Key documents and excerpts from key sources that define and support democratic ideals and practices (e.g., the U.S. Declaration of Independence, the U.S. Constitution, the Gettysburg Address, the Letter from Birmingham Jail; and international documents su
10.1.6. The origins and function of major institutions and practices developed to support democratic ideals and practices.
10.1.7. Key past and present issues involving democratic ideals and practices, as well as the perspectives of various stakeholders in proposing possible solutions to these issues.
10.2. PROCESSES - Learners will be able to:10.2.2. Identify and describe the role of citizen in various forms of government, past and present.
10.2.3. Analyze and evaluate the effectiveness of various forms of civic action influencing public policy decisions that address the realization of civic ideals.
NCSS.2. TIME, CONTINUITY, AND CHANGE SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF THE PAST AND ITS LEGACY.2.1. KNOWLEDGE - Learners will understand:2.1.1. The study of the past provides a representation of the history of communities, nations, and the world.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
2.1.2. Concepts such as: chronology, causality, change, conflict, complexity, multiple perspectives, primary and secondary sources, and cause and effect.Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology Quiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide Urbanization Quiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
2.1.3. That learning about the past requires the interpretation of sources, and that using varied sources provides the potential for a more balanced interpretive record of the past.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
2.1.4. That historical interpretations of the same event may differ on the basis of such factors as conflicting evidence from varied sources, national or cultural perspectives, and the point of view of the researcher.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
2.1.5. Key historical periods and patterns of change within and across cultures (e.g., the rise and fall of ancient civilizations, the development of technology, the rise of modern nation-states, and the establishment and breakdown of colonial systems).Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
2.1.6. The origins and influences of social, cultural, political, and economic systems.Quiz, Flash Cards, Worksheet, Game Iroquois
2.1.7. The contributions of key persons, groups, and events from the past and their influence on the present.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide Inventors Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
2.1.8. The history of democratic ideals and principles, and how they are represented in documents, artifacts and symbols.
2.1.9. The influences of social, geographic, economic, and cultural factors an the history of local areas, states, nations, and the world.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome Quiz, Flash Cards, Worksheet, Game & Study Guide Archaeology Quiz, Flash Cards, Worksheet, Game & Study Guide Exploration Quiz, Flash Cards, Worksheet, Game & Study Guide The Aztecs Quiz, Flash Cards, Worksheet, Game & Study Guide The Incas Quiz, Flash Cards, Worksheet, Game & Study Guide The Maya Quiz, Flash Cards, Worksheet, Game & Study Guide World War I
2.2. PROCESSES - Learners will be able to:2.2.1. Formulate questions about topics in history, predict possible answers, and use historical methods of inquiry and literacy skills to locate, organize, analyze, and interpret sources, and present supported findings.
2.2.2. Identify and use a variety of primary and secondary sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and other sources.
2.2.3. Research and analyze past periods, events, and issues, using a variety of primary sources (e.g., documents, letters, artifacts, and testimony) as well as secondary sources; validate and weigh evidence for claims, and evaluate the usefulness and degree of
2.3. PRODUCTS - Learners demonstrate understanding by:2.3.6. Developing an illustrated timeline of a sequence of events representing an important historic era.
2.3.7. Writing historical accounts of events and developments based on evidence from primary and secondary sources, and identifying different perspectives on these events and developments.
NCSS.3. PEOPLE, PLACES, AND ENVIRONMENTS SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF PEOPLE, PLACES, AND ENVIRONMENTS.3.1. KNOWLEDGE - Learners will understand:3.1.1. The theme of people, places, and environments involves the study of the relationships between human populations in different locations and geographic phenomena such as climate, vegetation, and natural resources.
3.1.2. Concerts such as: location, region, place, and migration, as well as human and physical systems.
3.1.3. Past and present changes in physical systems, such as seasons, climate, and weather, and the water cycle, in both national and global contexts.
3.1.5. The concept of regions identifies links between people in different locations according to specific criteria (e.g., physical, economic, social, cultural, or religious).Quiz, Flash Cards, Worksheet, Game & Study Guide Geography
3.1.6. Patterns of demographic and political change, and cultural diffusion in the past and present (e.g., changing national boundaries, migration, and settlement, and the diffusion of and changes in customs and ideas).
3.1.7. Human modifications of the environment.Quiz, Flash Cards, Worksheet, Game & Study Guide TVA
3.1.8. Factors that contribute to cooperation and conflict among peoples of the nation and world, including language, religion, and political beliefs.Quiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
3.1.9. The use of a variety of maps, globes, graphic representations, and geospatial technologies to help investigate the relationships among people, places, and environments.
3.2. PROCESSES - Learners will be able to:3.2.1. Ask and find answers to geographic questions related to regions, nations, and the world in the past and present.
3.2.2. Research, organize, analyze, synthesize, and evaluate information from atlases, data bases, grid systems, charts, graphs, maps, geospatial technologies, and other tools to interpret relationships among geographic factors and historic events.
3.2.5. Identify and interpret ''push'' and ''pull'' factors involved in the migrations of people in this nation and other parts of the world.
3.2.6. Evaluate the consequences of human actions in environmental terms.
3.3. PRODUCTS - Learners demonstrate understanding by:3.3.2. Constructing a map depicting the historical expansion of a nation or empire that demonstrates an understanding of relative location, distance, direction, boundaries, major physical features, size, and shape.Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome
3.3.6. Graphing patterns of human migration in a selected place on the globe.
NCSS.5. INDIVIDUALS, GROUPS, AND INSTITUTIONS SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF INTERACTIONS AMONG INDIVIDUALS, GROUPS, AND INSTITUTIONS.5.1. KNOWLEDGE - Learners will understand:5.1.2. Concepts such as: mores, norms, status, role, socialization, ethnocentrism, cultural diffusion, competition, cooperation, conflict, race, ethnicity, and gender.Quiz, Flash Cards, Worksheet, Game Iroquois Quiz, Flash Cards, Worksheet, Game & Study Guide Urbanization
5.1.5. That groups and institutions change over time.
5.1.8. That when two or more groups with differing norms and beliefs interact, accommodation or conflict may result.Quiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
5.1.9. That groups and institutions influence culture in a variety of ways.Quiz, Flash Cards, Worksheet, Game Iroquois
5.2. PROCESSES - Learners will be able to:5.2.2. Analyze the effects of interactions between and among individuals, groups, and institutions.Quiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
5.2.3. Identify and analyze the impact of tensions between and among individuals, groups, and institutions.Quiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
5.2.6. Analyze the role of institutions in furthering both continuity and change.
NCSS.6. POWER, AUTHORITY, AND GOVERNANCE SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF HOW PEOPLE CREATE, INTERACT WITH, AND CHANGE STRUCTURES OF POWER, AUTHORITY, AND GOVERNANCE.6.1. KNOWLEDGE - Learners will understand:6.1.1. Rights are guaranteed in the U.S. Constitution, the supreme law of the land.
6.1.2. Fundamental ideas that are the foundation of American constitutional democracy (including those of the U.S. Constitution, popular sovereignty, the rule of law, separation of powers, checks and balances, minority rights, the separation of church and state,
6.1.3. Fundamental values of constitutional democracy (e.g., the common good, liberty, justice, equality, and individual dignity).
6.1.4. The ideologies and structures of political systems that differ from those of the United States.
6.1.5. The ways in which governments meet the needs and wants of citizens, manage conflict, and establish order and security.
6.2. PROCESSES - Learners will be able to:6.2.1. Ask and find answers to questions about power, authority and governance in the region, nation, and world.
6.2.2. Examine persistent issues involving the rights of individuals and groups in relation to the general welfare.Quiz, Flash Cards, Worksheet, Game Iroquois
6.2.3. Compare and analyze the ways in which groups and nations respond to the richness of unity and diversity, as well as tensions and conflicts associated with unity and diversity.
6.2.4. Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation among groups and nations.Quiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
6.2.5. Evaluate the role of technology as it contributes to conflict and cooperation among nations and groups, and as it contributes to or detracts from systems of power, authority, and governance.Quiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
NCSS.7. PRODUCTION, DISTRIBUTION, AND CONSUMPTION SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF HOW PEOPLE ORGANIZE FOR THE PRODUCTION, DISTRIBUTION, AND CONSUMPTION OF GOODS AND SERVICES.7.1. KNOWLEDGE - Learners will understand:7.1.1. Individuals, government, and society experience scarcity because human wants and needs exceed what can be produced from available resources.
7.1.7. How markets bring buyers and sellers together to exchange goods and services.
7.1.8. How goods and services are allocated in a market economy through the influence of prices on decisions about production and consumption.
NCSS.8. SCIENCE, TECHNOLOGY, AND SOCIETY SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF RELATIONSHIPS AMONG SCIENCE, TECHNOLOGY, AND SOCIETY.8.1. KNOWLEDGE - Learners will understand:8.1.2. Society often turns to science and technology to solve problems.
8.1.4. Science and technology have had both positive and negative impacts upon individuals, societies, and the environment in the past and present.
8.1.5. Science and technology have changed peoples' perceptions of the social and natural world, as well as their relationship to the land, economy and trade, their concept of security, and their major daily activities.
8.1.6. Values, beliefs, and attitudes that have been influenced by new scientific and technological knowledge (e.g., invention of the printing press, conceptions of the universe, applications of atomic energy, and genetic discoveries).Quiz, Flash Cards, Worksheet, Game & Study Guide Inventors
8.2. PROCESSES - Learners will be able to:8.2.1. Ask and find answers to questions about the ways in which science and technology affect peoples' lives today in different places, and have done so in the past.
8.2.3. Seek and evaluate varied perspectives when weighing how specific applications of science and technology have impacted individuals and society.
8.2.4. Review sources to identify the purposes, points of view, biases, and intended audiences of reports and discussions of science and technology.
8.2.5. Select, organize, evaluate, and communicate information about the impact of science or technology on a society today or in the past.
8.3. PRODUCTS - Learners demonstrate understanding by:8.3.1. Discussing current and past issues involving science and technology, and their consequences for society.
NCSS.9. GLOBAL CONNECTIONS SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF GLOBAL CONNECTIONS AND INTERDEPENDENCE.9.1. KNOWLEDGE - Learners will understand:9.1.1. Global connections have existed in the past and increased rapidly in current times.
9.1.2. Global factors such as cultural, economic, and political connections are changing the places in which people live (e.g., through trade, migration, increased travel, and communication).
9.1.5. Global connections may make cultures more alike or increase their sense of distinctiveness.
9.2. PROCESSES - Learners will be able to:9.2.1. Ask and find answers to questions about the ways in which people and societies are connected globally today and were connected in the past.
9.2.2. Use maps, charts, and databases to explore patterns and predict trends regarding global connections at the community, state, or national level.
9.2.3. Investigate and explain the ways in which aspects of culture, such as language, beliefs, and traditions, may facilitate understanding, or lead to misunderstanding between cultures.Quiz, Flash Cards, Worksheet, Game Iroquois
9.2.4. Analyze examples of conflict, cooperation, and interdependence among groups, com-munities, regions, societies, and nations.Quiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
9.2.7. Describe and explain the relationships and tensions between national sovereignty and global interests in such matters as territorial rights, natural resources, trade, the different uses of technology, and the welfare of people.Quiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
N.NSCG.National Standards for Civics and Government (NSCG)
National Standards for Civics and Government (NSCG)
I.A. What are civic life, politics, and government? What is civic life? What is politics? What is government? Why are government and politics necessary? What purposes should government serve?I.A.1. Defining civic life, politics, and government. Students should be able to explain the meaning of the terms civic life, politics, and government. To achieve this standard, students should be able toI.A.1.2. Describe politics as the ways people whose ideas may differ reach agreements that are generally regarded as binding on the group, e.g., presenting information and evidence, stating arguments, negotiating, compromising, voting
I.A.1.5. Identify institutions with authority to direct or control the behavior of members of a society, e.g., a school board, city council, state legislature, courts, Congress
I.A.2. Necessity and purposes of government. Students should be able to evaluate, take, and defend positions on why government is necessary and the purposes government should serve. To achieve this standard, students should be able toI.A.2.2. Evaluate competing ideas about the purposes government should serve, e.g.,I.A.2.2.e. Furthering the interests of a particular class or group
I.A.2.2.f. Promoting a particular religion
I.B. What are civic life, politics, and government? What are the essential characteristics of limited and unlimited government?I.B.1. Limited and unlimited governments. Students should be able to describe the essential characteristics of limited and unlimited governments. To achieve this standard, students should be able toI.B.1.1. Describe the essential characteristics of limited and unlimited governmentsI.B.1.1.a. Limited governments have established and respected restraints on their power, e.g., constitutional governments--governments characterized by legal limits on political power
I.B.1.1.b. Unlimited governments are those in which there are no effective means of restraining their power, e.g. authoritarian systems--governments in which political power is concentrated in one person or a small group, and individuals and groups are subordinated
I.B.1.2. Identify historical and contemporary examples of limited and unlimited governments and justify their classification, e.g.,I.B.1.2.a. Limited governments--United States, Great Britain, Botswana, Japan, Israel, Chile
I.B.1.2.b. Unlimited governments--Nazi Germany, Imperial Japan, Spain under Franco, Argentina under Peron, Iraq under Hussein, IranQuiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
I.C. What are civic life, politics, and government? What are the nature and purposes of constitutions?I.C.1. Concepts of ''constitution.'' Students should be able to explain alternative uses of the term constitution'' and to distinguish between governments with a constitution and a constitutional government. To achieve this standard, students should be able toI.C.1.1. Distinguish among the following uses of the term constitutionI.C.1.1.b. Constitution as a document
I.C.1.1.c. Constitution as a higher law limiting the powers of government, i.e., a constitutional or limited government
I.C.1.2. Identify historical and contemporary nations with constitutions that in reality do not limit power, e.g., former Soviet Union, Nazi Germany, Iraq under Saddam HusseinQuiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
I.C.1.3. Identify historical and contemporary nations with constitutions that in reality do limit power, e.g., United States, United Kingdom, Germany, Japan, Botswana, Chile
I.C.2. Purposes and uses of constitutions. Students should be able to explain the various purposes constitutions serve. To achieve this standard, students should be able toI.C.2.1. Explain how constitutionsI.C.2.1.a. Set forth the purposes of government
I.C.2.1.b. Describe the way a government is organized and how power is allocated
I.C.2.1.c. Define the relationship between a people and their government
I.C.2.3. Describe historical and contemporary examples of how constitutions have been used to protect individual rights and promote the common good, e.g., United States Constitution ''Congress shall make no law respecting an establishment of religion, (First Amend
I.D. What are civic life, politics, and government? What are alternative ways of organizing constitutional governments?I.D.1. Shared powers and parliamentary systems. Students should be able to describe the major characteristics of systems of shared powers and of parliamentary systems. To achieve this standard, students should be able toI.D.1.1. Describe the major characteristics of systems of shared powers, e.g., in the United StatesI.D.1.1.a. The president and members of the Cabinet cannot be members of Congress
I.D.1.1.b. Powers are separated among branches, each branch has primary responsibility for certain functions, e.g., legislative, executive, and judicial
I.D.1.1.c. Each branch also shares the powers and functions of the other branches, e.g., Congress may pass laws, but the president may veto them; the president nominates certain public officials, but the Senate needs to approve them; Congress may pass laws, but the
I.D.2. Confederal, federal, and unitary systems. Students should be able to explain the advantages and disadvantages of confederal, federal, and unitary systems of government. To achieve this standard, students should be able toI.D.2.2. Identify examples of confederal, federal, and unitary systems in the history of the United States, e.g.,I.D.2.2.a. Confederal system--the United States under the Articles of Confederation and the Confederate States of America
I.D.2.2.c. Unitary system--state governments of the United States
I.D.2.3. Explain the major advantages and disadvantages of confederal, federal, and unitary systems
II.A. What are the foundations of the American political system? What is the American idea of constitutional government?II.A.1. The American idea of constitutional government. Students should be able to explain the essential ideas of American constitutional government. To achieve this standard, students should be able toII.A.1.1. Explain essential ideas of American constitutional government as expressed in the Declaration of Independence, the Constitution, and other writings, e.g.,II.A.1.1.a. The people are sovereign; they are the ultimate source of power
II.A.1.1.b. The Constitution is a higher law that authorizes a government of limited powers
II.A.1.1.c. The purposes of government, as stated in the Preamble to the Constitution, are to form a more perfect union; establish justice; insure domestic tranquility; provide for the common defense; promote the general welfare; secure the blessings of liberty to ou
II.A.1.2. Explain how the following provisions of the United States Constitution give government the power it needs to fulfill the purposes for which it was establishedII.A.1.2.a. Delegated or enumerated powers, e.g., to lay and collect taxes, to make treaties, to decide cases and controversies between two or more states (Articles I, II & III)
II.A.1.2.b. The general welfare provision (Article I, Section 8)
II.A.1.2.c. The necessary and proper clause (Article I, Section 8, Clause 18)
II.A.1.3. Explain the means of limiting the powers of government under the United States ConstitutionII.A.1.3.a. Separation and sharing of powers
II.A.1.3.b. Checks and balances
II.A.1.3.c. Bill of Rights
II.A.1.4. Explain how specific provisions of the United States Constitution, including the Bill of Rights, limit the powers of government in order to protect the rights of individuals, e.g., habeas corpus; trial by jury; ex post facto; freedom of religion, speech,
II.A.1.5. Evaluate, take, and defend positions on current issues involving constitutional protection of individual rights, such asII.A.1.5.a. Limits on speech, e.g., ''hate speech,'' advertising, libel and slander, ''fighting words''
II.A.1.5.b. Separation of church and state, e.g., school vouchers, prayer in public schools
II.A.1.5.c. Cruel and unusual punishment, e.g., death penalty
II.A.1.5.d. Search and seizure, e.g., warrantless searches
II.A.1.5.e. Privacy, e.g., fingerprinting of children, national identification cards, wiretapping, DNA banks
II.B. What are the foundations of the American political system? What are the distinctive characteristics of American society?II.B.1. Distinctive characteristics of American society. Students should be able to identify and explain the importance of historical experience and geographic, social, and economic factors that have helped to shape American society. To achieve this standard, stuII.B.1.1. Explain important factors that have helped shape American societyII.B.1.1.b. Religious freedom
II.B.1.1.d. A history of slavery
II.B.1.1.g. Social, economic, and geographic mobilityQuiz, Flash Cards, Worksheet, Game & Study Guide Urbanization
II.B.1.1.h. Effects of a frontierQuiz, Flash Cards, Worksheet, Game & Study Guide Pioneer Life Quiz, Flash Cards, Worksheet, Game & Study Guide The Alamo
II.B.1.1.i. Large scale immigrationQuiz, Flash Cards, Worksheet, Game & Study Guide Urbanization
II.B.1.1.m. Market economy
II.B.3. Diversity in American society. Students should be able to evaluate, take, and defend positions on the value and challenges of diversity in American life. To achieve this standard, students should be able toII.B.3.3. Explain why conflicts have arisen from diversity, using historical and contemporary examples, e.g., North/South conflict; conflict about land, suffrage, and other rights of Native Americans; Catholic/Protestant conflicts in the nineteenth century; conflic
II.B.3.4. Evaluate ways conflicts about diversity can be resolved in a peaceful manner that respects individual rights and promotes the common good
II.C. What are the foundations of the American political system? What is American political culture?II.C.1. American identity. Students should be able to explain the importance of shared political values and principles to American society. To achieve this standard, students should be able toII.C.1.1. Explain that an American's identity stems from belief in and allegiance to shared political values and principles rather than from ethnicity, race, religion, class, language, gender, or national origin, which determine identity in most other nations
II.C.1.2. Identify basic values and principles Americans share as set forth in such documents as the Declaration of Independence, the United States Constitution, the Gettysburg Address
II.C.1.3. Explain why it is important to the individual and society that Americans understand and act on their shared political values and principles
II.C.2. The character of American political conflict. Students should be able to describe the character of American political conflict and explain factors that usually prevent violence or that lower its intensity. To achieve this standard, students should be ableII.C.2.1. Describe political conflict in the United States both historically and at present, such as conflict aboutII.C.2.1.a. Geographic and sectional interests
II.C.2.1.b. Slavery and indentured servitude
II.C.2.1.d. Extending the franchise
II.C.2.1.e. Extending civil rights to all Americans
II.C.2.1.f. The role of religion in American public life
II.C.2.1.g. Engaging in warsQuiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
II.C.2.2. Explain some of the reasons why political conflict in the United States, with notable exceptions such as the Civil War, labor unrest, civil rights struggles, and the opposition to the war in Vietnam generally has been less divisive than in many other natiII.C.2.2.a. A shared respect for the Constitution and its principles
II.C.2.2.c. Many opportunities to influence government and to participate in it
II.C.2.2.e. Acceptance of the idea of majority rule tempered by a respect for minority rights
II.D. What are the foundations of the American political system? What values and principles are basic to American constitutional democracy?II.D.1. Fundamental values and principles. Students should be able to explain the meaning and importance of the fundamental values and principles of American constitutional democracy. To achieve this standard, students should be able toII.D.1.1. Identify fundamental values and principles as expressed inII.D.1.1.a. Basic documents, e.g., Declaration of Independence and United States Constitution
II.D.1.1.b. Significant political speeches and writings, e.g., The Federalist, Washington's Farewell Address, Lincoln's Gettysburg Address, King's ''I Have a Dream'' speech
II.D.1.1.c. Individual and group actions that embody fundamental values and principles, e.g., suffrage and civil rights movements
II.D.1.2. Explain the meaning and importance of each of the following values considered to be fundamental to American public lifeII.D.1.2.g. Openness and free inquiry
II.D.1.2.i. Patriotism
II.D.1.3. Explain the meaning and importance of the following fundamental principles of American constitutional democracyII.D.1.3.a. Popular sovereignty--the concept that ultimate political authority rests with the people who create and can alter or abolish governments
II.D.1.3.b. Constitutional government which includes the rule of law; representative institutions; shared powers; checks and balances; individual rights; separation of church and state; federalism; civilian control of the military
II.D.2. Conflicts among values and principles in American political and social life. Students should be able to evaluate, take, and defend positions on issues in which fundamental values and principles are in conflict. To achieve this standard, students should beII.D.2.1. Describe conflicts among fundamental values and principles and give historical and contemporary examples of these conflicts, such asII.D.2.1.a. Conflicts between liberty and equality, e.g., liberty to exclude others from private clubs and the right of individuals to be treated equally
II.D.2.2. Explain why people may agree on values or principles in the abstract but disagree when they are applied to specific issuesII.D.2.2.a. Agreement on the value of freedom of expression but disagreement about the extent to which expression of unpopular and offensive views should be tolerated, e.g., neo-Nazi demonstrations, racial slurs, profanity, lyrics that advocate violenceQuiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
II.D.3. Disparities between ideals and reality in American political and social life. Students should be able to evaluate, take, and defend positions on issues concerning ways and means to reduce disparities between American ideals and realities. To achieve this II.D.3.1. Identify some important American ideals, e.g., liberty and justice for all, an informed citizenry, civic virtue or concern for the common good, respect for the rights of others
II.D.3.2. Explain the importance of ideals as goals, even if they are not fully achieved
II.D.3.3. Explain, using historical and contemporary examples, discrepancies between American ideals and the realities of political and social life in the United States, e.g., the ideal of equal justice for all and the reality that the poor may not have equal acces
II.D.3.4. Describe historical and contemporary efforts to reduce discrepancies between ideals and the reality of American public life, e.g., abolition, suffrage, civil rights, and environmental protection movements
II.D.3.5. Explain ways in which discrepancies between reality and the ideals of American constitutional democracy can be reduced byII.D.3.5.a. Individual action
II.D.3.5.c. Political action
III.A. How does the government established by the constitution embody the purposes, values, and principles of American democracy? How are power and responsibility distributed, shared, and limited in the government established by the United States Constitution?III.A.1. Distributing, sharing, and limiting powers of the national government. Students should be able to explain how the powers of the national government are distributed, shared, and limited. To achieve this standard, students should be able toIII.A.1.1. Explain how the three opening words of the Preamble to the Constitution, ''We the People...,'' embody the principle of the people as sovereign--the ultimate source of authority
III.A.1.2. Explain how legislative, executive, and judicial powers are distributed and shared among the three branches of the national governmentIII.A.1.2.a. Legislative power--although primary legislative power lies with Congress, it is shared with the other branches, e.g., the executive branch can submit bills for consideration and can establish regulations, the Supreme Court can interpret laws and can decla
III.A.1.2.b. Executive power--although primary executive power is with the executive branch, it is shared by the other branches, e.g., congressional committees have authority to review actions of the executive branch, the Senate must approve appointments and ratify tr
III.A.1.2.c. Judicial power--although primary judicial power is with the federal judiciary, it is shared with other branches, e.g., the president appoints federal judges, the Senate can approve or refuse to confirm federal court appointees, the executive branch can ho
III.A.1.3. Explain how each branch of government can check the powers of the other branchesIII.A.1.3.a. Legislative branch has the power to establish committees to oversee activities of the executive branch; impeach the president, other members of the executive branch, and federal judges; pass laws over the president's veto by two-thirds majority vote of bo
III.A.1.3.b. Executive branch has the power to veto laws passed by Congress; nominate members of the federal judiciary
III.A.1.3.c. Judicial branch has the power to overrule decisions made by lower courts; declare laws made by Congress to be unconstitutional; declare actions of the executive branch to be unconstitutional
III.A.2. Sharing of powers between the national and state governments. Students should be able to explain how and why powers are distributed and shared between national and state governments in the federal system. To achieve this standard, students should be able III.A.2.1. Identify the major parts of the federal systemIII.A.2.1.a. National government
III.A.2.1.b. State governments
III.A.2.1.c. Other governmental units, e.g., District of Columbia; American tribal governments; territories of Puerto Rico, Guam, American Samoa; Virgin IslandsQuiz, Flash Cards, Worksheet, Game Iroquois
III.A.2.2. Describe how some powers are shared between the national and state governments, e.g., power to tax, borrow money, regulate voting
III.A.2.3. Describe functions commonly and primarily exercised by state governments, e.g., education, law enforcement, health and hospitals, roads and highways
III.A.2.4. Identify powers prohibited to state governments by the United States Constitution, e.g., coining money, conducting foreign relations, interfering with interstate commerce, raising an army and declaring war (Article I, Section 10)
III.A.2.5. Explain how and why the United States Constitution provides that laws of the national government and treaties are the supreme law of the land
III.B. How does the government established by the constitution embody the purposes, values, and principles of American democracy? What does the national government do?III.B.1. Major responsibilities for domestic and foreign policy. Students should be able to explain the major responsibilities of the national government for domestic and foreign policy. To achieve this standard, students should be able toIII.B.1.1. Identify historical and contemporary examples of important domestic policies, e.g., Pure Food and Drug Act, Environmental Protection Act, civil rights laws, child labor laws, minimum wage laws, Aid to Families with Dependent Children, Social Security
III.B.1.2. Explain how and why domestic policies affect their lives
III.B.1.3. Identify historical and contemporary examples of important foreign policies, e.g., Monroe Doctrine, Marshall Plan, immigration acts, foreign aid, arms control, promoting democracy and human rights throughout the worldQuiz, Flash Cards, Worksheet, Game & Study Guide Urbanization
III.B.2. Financing government through taxation. Students should be able to explain the necessity of taxes and the purposes for which taxes are used. To achieve this standard, students should be able toIII.B.2.1. Explain why taxation is necessary to pay for government
III.B.2.2. Identify provisions of the United States Constitution that authorize the national government to collect taxes, i.e., Article One, Sections 7 and 8; Sixteenth Amendment
III.B.2.3. Identify major sources of revenue for the national government, e.g., individual income taxes, social insurance receipts (Social Security and Medicare), borrowing, taxes on corporations and businesses, estate and excise taxes, tariffs on foreign goods
III.B.2.4. Identify major uses of tax revenues received by the national government, e.g., direct payment to individuals (Social Security, Medicaid, Medicare, Aid to Families with Dependent Children), national defense, interest on the federal debt, interstate highway
III.C. How does the government established by the constitution embody the purposes, values, and principles of American democracy? How are state and local governments organized and what do they do?III.C.1. State governments. Students should be able to explain why states have constitutions, their purposes, and the relationship of state constitutions to the federal constitution. To achieve this standard, students should be able toIII.C.1.3. Identify and explain the basic similarities and differences between their state constitution and the United States Constitution
III.C.1.4. Explain why state constitutions and state governments cannot violate the United States Constitution
III.C.2. Organization and responsibilities of state and local governments. Students should be able to describe the organization and major responsibilities of state and local governments. To achieve this standard, students should be able toIII.C.2.1. Identify major responsibilities of their state and local governments, e.g., education, welfare, streets and roads, parks, recreation, and law enforcement
III.C.2.2. Describe the organization of their state and local governments, e.g., legislative, executive, and judicial functions at state and local levels
III.C.2.3. Identify major sources of revenue for state and local governments, e.g., property, sales, and income taxes; fees and licenses; taxes on corporations and businesses; borrowing
III.C.2.4. Explain why state and local governments have an important effect on their own lives
III.D. How does the government established by the constitution embody the purposes, values, and principles of American democracy? Who represents you in local, state, and national governments?III.D.1. Who represents you in legislative and executive branches of your local, state, and national governments? Students should be able to identify their representatives in the legislative branches as well as the heads of the executive branches of their local, sIII.D.1.1. Name the persons representing them at state and national levels in the legislative branches of government, i.e., representatives and senators in their state legislature and in Congress
III.D.1.2. Name the persons representing them at local, state, and national levels in the executive branches of government, e.g., mayor, governor, president
III.E. How does the government established by the constitution embody the purposes, values, and principles of American democracy? What is the place of law in the American constitutional system?III.E.3. Judicial protection of the rights of individuals. Students should be able to evaluate, take, and defend positions on current issues regarding judicial protection of individual rights. To achieve this standard, students should be able toIII.E.3.1. Explain the basic concept of due process of law, i.e., government must use fair procedures to gather information and make decisions in order to protect the rights of individuals and the interests of society
III.E.3.2. Explain the importance to individuals and to society of major due process protectionsIII.E.3.2.a. Habeas corpus
III.E.3.2.b. Presumption of innocence
III.E.3.2.d. Impartial tribunal
III.E.3.2.e. Speedy and public trials
III.E.3.2.f. Right to counsel
III.E.3.2.g. Trial by jury
III.E.3.2.h. Right against self-incrimination
III.E.3.2.i. Protection against double jeopardy
III.E.3.2.j. Right of appeal
III.E.3.3. Explain why due process rights in administrative and legislative procedures are essential for the protection of individual rights and the maintenance of limited government, e.g., the right to adequate notice of a hearing that may affect one's interests, t
III.F. How does the government established by the constitution embody the purposes, values, and principles of American democracy? How does the American political system provide for choice and opportunities for participation?III.F.3. Political parties, campaigns, and elections. Students should be able to explain how political parties, campaigns, and elections provide opportunities for citizens to participate in the political process. To achieve this standard, students should be able tIII.F.3.1. Describe the role of political parties
III.F.3.3. Explain ways individuals can participate in political parties, campaigns, and elections
III.F.4. Associations and groups. Students should be able to explain how interest groups, unions, and professional organizations provide opportunities for citizens to participate in the political process. To achieve this standard, students should be able toIII.F.4.1. Describe the historical roles of prominent associations and groups in local, state, or national politics, e.g., abolitionists, suffragists, labor unions, agricultural organizations, civil rights groups, religious organizations
III.F.5. Forming and carrying out public policy. Students should be able to explain how public policy is formed and carried out at local, state, and national levels and what roles individuals can play in the process. To achieve this standard, students should be abIII.F.5.1. Define public policy and identify examples at local, state, and national levels
III.F.5.2. Describe how public policies are formed and implemented
IV.A. What is the relationship of the United States to other nations and to world affairs? How is the world organized politically?IV.A.2. Interaction among nation-states. Students should be able to explain how nation-states interact with each other. To achieve this standard, students should be able toIV.A.2.1. Describe the most important means nation-states use to interact with one anotherIV.A.2.1.c. Treaties and agreements
IV.A.2.1.e. Economic incentives and sanctions
IV.A.2.1.f. Military force and the threat of forceQuiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
IV.A.2.2. Explain reasons for the breakdown of order among nation-states, e.g., conflicts about national interests, ethnicity, and religion; competition for resources and territory; absence of effective means to enforce international lawQuiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
IV.A.2.3. Explain the consequences of the breakdown of order among nation-statesQuiz, Flash Cards, Worksheet, Game & Study Guide Holocaust Quiz, Flash Cards, Worksheet, Game & Study Guide World War I Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
IV.A.3. United States' relations with other nation-states. Students should be able to explain how United States foreign policy is made and the means by which it is carried out. To achieve this standard, students should be able toIV.A.3.2. Describe various means used to attain the ends of United States foreign policy, e.g., diplomacy; economic, military, and humanitarian aid; treaties; trade agreements; incentives; sanctions; military intervention; covert action
IV.A.4. International organizations. Students should be able to explain the role of major international organizations in the world today. To achieve this standard, students should be able toIV.A.4.1. Describe the purposes and functions of major governmental international organizations, e.g., UN, NATO, OAS, World Court
IV.B. What is the relationship of the United States to other nations and to world affairs? How has the United States influenced other nations and how have other nations influenced American politics and society?IV.B.1. Impact of the American concept of democracy and individual rights on the world. Students should be able to describe the influence of American political ideas on other nations. To achieve this standard, students should be able toIV.B.1.1. Describe the impact on other nations of the American Revolution and of the values and principles expressed in the Declaration of Independence and the United States Constitution, including the Bill of Rights
IV.B.1.2. Describe the influence American ideas about rights have had on other nations and international organizations, e.g., French Revolution; democracy movements in Eastern Europe, People's Republic of China, Latin America, South Africa; United Nations Charter; Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
V.A. What are the roles of the citizen in American democracy? What is citizenship?V.A.1. The meaning of citizenship. Students should be able to explain the meaning of American citizenship. To achieve this standard, students should be able toV.A.1.1. Explain the important characteristics of citizenship in the United States. Specifically, citizenshipV.A.1.1.a. Is legally recognized membership in a self-governing community
V.A.1.1.b. Confers full membership in a self-governing community--there are no degrees of citizenship or of legally tolerated states of inferior citizenship in the United States
V.A.1.1.c. Confers equal rights under the law
V.A.1.1.d. Is not dependent on inherited, involuntary groupings such as race, gender, or ethnicity
V.A.1.1.e. Confers certain rights and privileges, e.g., the right to vote, to hold public office, to serve on juries
V.A.1.2. Explain that Americans are citizens of both their state and the United States
V.A.2. Becoming a citizen. Students should be able to explain how one becomes a citizen of the United States. To achieve this standard, students should be able toV.A.2.1. Explain that anyone born in the United States is a U.S. citizen
V.A.2.2. Explain the distinction between citizens and noncitizens (aliens)
V.B. What are the roles of the citizen in American democracy? What are the rights of citizens?V.B.1. Personal rights. Students should be able to evaluate, take, and defend positions on issues involving personal rights. To achieve this standard, students should be able toV.B.1.1. Identify personal rights, e.g., freedom of conscience, freedom to marry whom one chooses, to have children, to associate with whomever one pleases, to live where one chooses, to travel freely, to emigrate
V.B.1.2. Identify the major documentary sources of personal rights, e.g., Declaration of Independence, United States Constitution, including the Bill of Rights, state constitutions
V.B.1.3. Explain the importance to the individual and to society of such personal rights asV.B.1.3.a. Freedom of conscience and religion
V.B.1.3.b. Freedom of expression and association
V.B.1.3.c. Freedom of movement and residence
V.B.1.4. Identify and evaluate contemporary issues that involve personal rights, e.g., restricting membership in private organizations, school prayer, dress codes, curfews, sexual harassment, the right to refuse medical care
V.B.2. Political rights. Students should be able to evaluate, take, and defend positions on issues involving political rights. To achieve this standard, students should be able toV.B.2.1. Identify political rights, e.g., the right to vote, petition, assembly, freedom of press
V.B.2.2. Explain the meaning of political rights as distinguished from personal rights, e.g., the right of free speech for political discussion as distinct from the right of free speech to express personal tastes and interests, the right to register to vote as dis
V.B.2.3. Identify major statements of political rights in documents such as the Declaration of Independence, United States Constitution, including the Bill of Rights, state constitutions, and civil rights legislation
V.B.2.4. Explain the importance to the individual and society of such political rights asV.B.2.4.a. Freedom of speech, press, assembly, and petition
V.B.2.4.b. Right to vote and to seek public office
V.B.2.5. Identify and evaluate contemporary issues that involve political rights, e.g., hate speech, fair trial, free press
V.B.3. Economic rights. Students should be able to evaluate, take, and defend positions on issues involving economic rights. To achieve this standard, students should be able toV.B.3.2. Identify statements of economic rights in the United States Constitution, e.g., requirement of just compensation, contracts, copyright, patents
V.B.3.3. Explain the importance to the individual and to society of such economic rights as the right toV.B.3.3.b. Choose one's work, change employment
V.B.3.3.e. Copyright and patent
V.B.3.3.f. Enter into lawful contracts
V.B.3.4. Identify and evaluate contemporary issues regarding economic rights, e.g., employment, welfare, social security, minimum wage, health care, equal pay for equal work, freedom of contract
V.B.4. Scope and limits of rights. Students should be able to evaluate, take, and defend positions on issues regarding the proper scope and limits of rights. To achieve this standard, students should be able toV.B.4.1. Explain what is meant by the ''scope and limits'' of a right, e.g., the scope of one's right to free speech in the United States is extensive and protects almost all forms of political expression. The right to free speech, however, can be limited if and w
V.B.4.2. Explain the argument that all rights have limits
V.B.4.3. Explain criteria commonly used in determining what limits should be placed on specific rights, e.g.,V.B.4.3.a. Clear and present danger rule
V.B.4.3.b. Compelling government interest test
V.B.4.3.c. National security
V.B.4.3.d. Libel or slander
V.B.4.3.f. Equal opportunity
V.B.4.4. Identify and evaluate positions on a contemporary conflict between rights, e.g., right to a fair trial and right to a free press, right to privacy and right to freedom of expression
V.B.4.5. Identify and evaluate positions on a contemporary conflict between rights and other social values and interests, e.g., the right of the public to know what their government is doing versus the need for national security, the right to property versus the p
V.C. What are the roles of the citizen in American democracy? What are the responsibilities of citizens?V.C.1. Personal responsibilities. Students should be able to evaluate, take, and defend positions on the importance of personal responsibilities to the individual and to society. To achieve this standard, students should be able toV.C.1.1. Evaluate the importance of commonly held personal responsibilities, such asV.C.1.1.a. Taking care of one's self
V.C.1.1.b. Supporting one's family
V.C.1.1.d. Adhering to moral principles
V.C.1.2. Identify and evaluate contemporary issues that involve personal responsibilities, e.g., failure to provide adequate support or care for one's children, cheating on examinations, lack of concern for the less fortunate
V.C.2. Civic responsibilities. Students should be able to evaluate, take, and defend positions on the importance of civic responsibilities to the individual and society. To achieve this standard, students should be able toV.C.2.1. Evaluate the importance of commonly held civic responsibilities, such asV.C.2.1.a. Obeying the law
V.C.2.1.c. Respecting the rights of others
V.C.2.1.f. Deciding whether and how to vote
V.C.2.1.i. Serving as a juror
V.C.2.4. Evaluate the importance for the individual and society of fulfilling civic responsibilities
V.C.2.5. Identify and evaluate contemporary issues that involve civic responsibilities, e.g., low voter participation, avoidance of jury duty, failure to be informed about public issues
V.D. What are the roles of the citizen in American democracy? What dispositions or traits of character are important to the preservation and improvement of American constitutional democracy?V.D.1. Dispositions that enhance citizen effectiveness and promote the healthy functioning of American constitutional democracy. Students should be able to evaluate, take, and defend positions on the importance of certain dispositions or traits of character to tV.D.1.1. Explain the importance to the individual and society of the following dispositions or traits of characterV.D.1.1.a. Individual responsibility--fulfilling the moral and legal obligations of membership in society
V.D.1.1.n. Patriotism--being loyal to the values and principles underlying American constitutional democracy, as distinguished from jingoism and chauvinism
V.E. What are the roles of the citizen in American democracy? How can citizens take part in civic life?V.E.3. Forms of political participation. Students should be able to describe the means by which Americans can monitor and influence politics and government. To achieve this standard, students should be able toV.E.3.1. Explain how Americans can use the following means to monitor and influence politics and government at local, state, and national levelsV.E.3.1.e. Joining political parties, interest groups, and other organizations that attempt to influence public policy and elections
V.E.3.2. Describe historical and current examples of citizen movements seeking to promote individual rights and the common good, e.g., abolition, suffrage, labor and civil rights movements
V.E.4. Political leadership and public service. Students should be able to explain the importance of political leadership and public service in a constitutional democracy. To achieve this standard, students should be able toV.E.4.4. Identify opportunities for political leadership in their own school, community, state, and the nation
V.E.4.6. Evaluate the role of ''the loyal opposition'' in a constitutional democracy
V.E.5. Knowledge and participation. Students should be able to explain the importance of knowledge to competent and responsible participation in American democracy. To achieve this standard, students should be able toV.E.5.3. Evaluate the claim that constitutional democracy requires the participation of an attentive, knowledgeable, and competent citizenry