U.S. National Standards
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N.NCHS.National Center for History in Schools (NCHS)
National Center for History in Schools (NCHS)
NCHS.HT. Historical Thinking Standards
HT.1. Chronological Thinking
HT.1.B. Identify the temporal structure of a historical narrative or story.
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HT.1.F. Reconstruct patterns of historical succession and duration; explain historical continuity and change.
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HT.2. Historical Comprehension
HT.2.B. Reconstruct the literal meaning of a historical passage.
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Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Greece
Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Israel
Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome
Quiz, Flash Cards, Worksheet, Game & Study Guide Canada
Quiz, Flash Cards, Worksheet, Game & Study Guide Central America
Quiz, Flash Cards, Worksheet, Game & Study Guide Civil Rights
Quiz, Flash Cards, Worksheet, Game & Study Guide Egypt
Quiz, Flash Cards, Worksheet, Game & Study Guide Expansionism
Quiz, Flash Cards, Worksheet, Game & Study Guide Industrial Growth
Quiz, Flash Cards, Worksheet, Game & Study Guide Mesopotamia
Quiz, Flash Cards, Worksheet, Game & Study Guide Mexico
Quiz, Flash Cards, Worksheet, Game & Study Guide Phoenicia
Quiz, Flash Cards, Worksheet, Game & Study Guide Progressive Era
Quiz, Flash Cards, Worksheet, Game & Study Guide Reconstruction after the Civil War
Quiz, Flash Cards, Worksheet, Game South America
Quiz, Flash Cards, Worksheet, Game & Study Guide The Cold War
Quiz, Flash Cards, Worksheet, Game & Study Guide The Great Depression
Quiz, Flash Cards, Worksheet, Game & Study Guide The New Millennium
Quiz, Flash Cards, Worksheet, Game & Study Guide The Roaring Twenties
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HT.2.C. Identify the central question(s) the historical narrative addresses.
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Quiz, Flash Cards, Worksheet, Game & Study Guide World War II
HT.3. Historical Analysis and Interpretation
HT.3.A. Compare and contrast differing sets of ideas.
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HT.3.C. Analyze cause-and-effect relationships and multiple causation, including the importance of the individual, the influence of ideas.
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Quiz, Flash Cards, Worksheet, Game & Study Guide The Great Depression
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HT.3.D. Draw comparisons across eras and regions in order to define enduring issues.
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HT.3.G. Challenge arguments of historical inevitability.
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HT.3.H. Hold interpretations of history as tentative.
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HT.4. Historical Research Capabilities
HT.4.A. Formulate historical questions.
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HT.5. Historical Issues-Analysis and Decision-Making
HT.5.A. Identify issues and problems in the past.
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HT.5.C. Identify relevant historical antecedents.
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NCHS.USH. United States History Content Standards
USH.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.1.1D. The student understands the differences and similarities among Africans, Europeans, and Native Americans who converged in the western hemisphere after 1492.
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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.
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USH.1.2B. The student understands the Spanish and Portuguese conquest of the Americas.
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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.
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USH.10.1C. The student understands major foreign policy initiatives.
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USH.10.2. Economic, social, and cultural developments in contemporary United States.
USH.10.2A. The student understands economic patterns since 1968.
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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.2.1B. The student understands the European struggle for control of North America.
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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.
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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.
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USH.4.1C. The student understands the ideology of Manifest Destiny, the nation's expansion to the Northwest, and the Mexican-American War.
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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.
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USH.5. Era 5: Civil War and Reconstruction (1850-1877)
USH.5.3. How various reconstruction plans succeeded or failed.
USH.5.3A. The student understands the political controversy over Reconstruction.
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USH.5.3B. The student understands the Reconstruction programs to transform social relations in the South.
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USH.5.3C. The student understands the successes and failures of Reconstruction in the South, North, and West.
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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.
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USH.6.2. Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity.
USH.6.2C. The student understands how new cultural movements at different social levels affected American life.
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USH.6.3. The rise of the American labor movement and how political issues reflected social and economic changes.
USH.6.3B. The student understands the rise of national labor unions and the role of state and federal governments in labor conflicts.
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USH.6.3C. The student understands how Americans grappled with social, economic, and political issues.
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USH.6.4. Federal Indian policy and United States foreign policy after the Civil War.
USH.6.4B. The student understands the roots and development of American expansionism and the causes and outcomes of the Spanish-American War.
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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.
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USH.7.1B. The student understands Progressivism at the national level.
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USH.7.1C. The student understands the limitations of Progressivism and the alternatives offered by various groups.
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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.
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USH.7.2B. The student understands the causes of World War I and why the United States intervened.
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USH.7.2C. The student understands the impact at home and abroad of the United States involvement in World War I.
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USH.7.3. How the United States changed from the end of World War I to the eve of the Great Depression.
USH.7.3A. The student understands social tensions and their consequences in the postwar era.
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USH.7.3C. The student understands how new cultural movements reflected and changed American society.
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USH.7.3D. The student understands politics and international affairs in the 1920s.
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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.
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USH.8.1B. The student understands how American life changed during the 1930s.
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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.
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USH.8.2B. The student understands the impact of the New Deal on workers and the labor movement.
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USH.8.2C. The student understands opposition to the New Deal, the alternative programs of its detractors, and the legacy of the New Deal.
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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.8.3A. The student understands the international background of World War II.
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USH.8.3B. The student understands World War II and how the Allies prevailed.
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USH.9. Era 9: Postwar United States (1945 to early 1970s)
USH.9.2. How the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics.
USH.9.2A. The student understands the international origins and domestic consequences of the Cold War.
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USH.9.2B. The student understands United States foreign policy in Africa, Asia, the Middle East, and Latin America.
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USH.9.2C. The student understands the foreign and domestic consequences of U.S. involvement in Vietnam.
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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.
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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.
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NCHS.WH. World History Content Standards
WH.2. Era 2: Early Civilizations and the Emergence of Pastoral Peoples, 4000-1000 BCE
WH.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 Ancient Israel
Quiz, Flash Cards, Worksheet, Game & Study Guide Egypt
Quiz, Flash Cards, Worksheet, Game & Study Guide Mesopotamia
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 Ancient Israel
Quiz, Flash Cards, Worksheet, Game & Study Guide Egypt
Quiz, Flash Cards, Worksheet, Game & Study Guide Mesopotamia
WH.2.2. How agrarian societies spread and new states emerged in the third and second millennia BCE.
WH.2.2A. The student understands how civilization emerged in northern China in the second millennium BCE.
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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 Egypt
Quiz, Flash Cards, Worksheet, Game & Study Guide Mesopotamia
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 Ancient China
Quiz, Flash Cards, Worksheet, Game & Study Guide Egypt
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.
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Quiz, Flash Cards, Worksheet, Game & Study Guide Egypt
Quiz, Flash Cards, Worksheet, Game & Study Guide Mesopotamia
WH.3. Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-300 CE
WH.3.1. Innovation and change from 1000-600 BCE horses, ships, iron, and monotheistic faith.
WH.3.1B. The student understands the emergence of Judaism and the historical significance of the Hebrew kingdoms.
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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.
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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.
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WH.3.2B. The student understands the major cultural achievements of Greek civilization.
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WH.3.2C. The student understands the development of the Persian (Achaemenid) empire and the consequences of its conflicts with the Greeks.
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WH.3.2D. The student understands Alexander of Macedon’s conquests and the interregional character of Hellenistic society and culture.
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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.
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WH.3.3B. The student understands the emergence of Christianity in the context of the Roman Empire.
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WH.3.3C. The student understands how China became unified under the early imperial dynasties.
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WH.3.4. The development of early agrarian civilizations in Mesoamerica.
WH.3.4A. The student understands the achievements of Olmec civilization.
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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.
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WH.4. Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE
WH.4.1. Imperial crises and their aftermath, 300-700 CE.
WH.4.1A. The student understands the decline of the Roman and Han empires.
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Quiz, Flash Cards, Worksheet, Game & Study Guide Ancient Rome
WH.4.1B. The student understands the expansion of Christianity and Buddhism beyond the lands of their origin.
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WH.4.1D. The student understands the expansion of Hindu and Buddhist traditions in Southeast Asia in the first millennium CE.
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WH.5. Era 5: Intensified Hemispheric Interactions 1000-1500 CE
WH.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.5.1D. The student understands how interregional communication and trade led to intensified cultural exchanges among diverse peoples of Eurasia and Africa.
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WH.5.7. Major global trends from 1000-1500 CE.
WH.5.7A. The student understands major global trends from 1000 to 1500 CE.
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WH.6. Era 6: The Emergence of the First Global Age, 1450-1770
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.
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WH.6.6. Major global trends from 1450-1770.
WH.6.6A. The student understands major global trends from 1450 to 1770.
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WH.7. Era 7: An Age of Revolutions, 1750-1914
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.
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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.
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WH.7.6. Major global trends from 1750-1914.
WH.7.6A. The student understands major global trends from 1750 to 1914.
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WH.8. Era 8: A Half-Century of Crisis and Achievement, 1900-1945
WH.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.
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WH.8.1B. The student understands the causes and consequences of important resistance and revolutionary movements of the early 20th century.
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WH.8.2. The causes and global consequences of World War I.
WH.8.2A. The student understands the causes of World War I.
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WH.8.2B. The student understands the global scope, outcome, and human costs of the war.
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WH.8.2C. The student understands the causes and consequences of the Russian Revolution of 1917.
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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.
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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.
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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.
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WH.8.4. The causes and global consequences of World War II.
WH.8.4A. The student understands the causes of World War II.
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WH.8.4B. The student understands the global scope, outcome, and human costs of the war.
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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.
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WH.9. Era 9: The 20th Century Since 1945: Promises and Paradoxes
WH.9.1. How post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up.
WH.9.1A. The student understands major political and economic changes that accompanied post-war recovery.
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WH.9.1B. The student understands why global power shifts took place and the Cold War broke out in the aftermath of World War II.
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WH.9.2. The search for community, stability, and peace in an interdependent world.
WH.9.2A. The student understands how population explosion and environmental change have altered conditions of life around the world.
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WH.9.2B. The student understands how increasing economic interdependence has transformed human society.
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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.
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WH.9.2E. The student understands major worldwide scientific and technological trends of the second half of the 20th century.
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WH.9.3. Major global trends since World War II.
WH.9.3A. The student understands major global trends since World War II.
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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 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also that:
1.1.2. Choices made by individuals, firms, or government officials often have long run unintended consequences that can partially or entirely offset or supplement the initial effects of the decision.
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1.1. At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also that:
1.1.1. Choices made by individuals, firms, or government officials are constrained by the resources to which they have access.
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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
10.1 At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also that:
10.1.2. Incorporation allows firms to accumulate sufficient financial capital to make large-scale investments and achieve economies of scale. Incorporation also reduces the risk to investors by limiting stockholders’ liability to their share of ownership of the c
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NCSE.11. Money and Inflation
Students will understand that money makes it easier to trade, borrow, save, invest, and compare the value of goods and services. The amount of money in the economy affects the overall price level. Inflation is an increase in the overall price level that r
11.1 At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also that:
11.1.1. . The basic money supply in the United States consists of currency, coins, and checking account deposits.
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11.1.2. In many economies, when banks make loans, the money supply increases; when loans are paid off, the money supply decreases.
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11.2. At the completion of Grade 12, students will use this knowledge to:
11.2.1. Explain why deposits in checking accounts are considered money but assets such as stocks and bonds are not. Also explain why a credit card should not be considered money.
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NCSE.13. Income
Students will understand that income for most people is determined by the market value of the productive resources they sell. What workers earn primarily depends on the market value of what they produce. Students will be able to use this knowledge to pred
13.1 At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also that:
13.1.4. Changes in the prices of productive resources affect the incomes of the owners of those productive resources and the combination of those resources used by firms.
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NCSE.14. Entrepreneurship
Students will understand that entrepreneurs take on the calculated risk of starting new businesses, either by embarking on new ventures similar to existing ones or by introducing new innovations. Entrepreneurial innovation is an important source of econom
14.1 At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also that:
14.1.2. Entrepreneurial decisions are influenced by tax, regulatory, education, and research support policies.
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14.1.3. Productivity and efficiency gains that result from innovative practices of entrepreneurs foster long term economic growth.
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14.1. At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also that:
14.1.1. Entrepreneurial decisions affect job opportunities.
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14.2. At the completion of Grade 12, students will use this knowledge to:
14.2.1. Identify an entrepreneur and describe how the entrepreneur’s decisions affect job opportunities.
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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 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also that:
16.1.10. Different tax structures affect consumers and producers differently.
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16.2 At the completion of Grade 12, students will use this knowledge to:
16.2.8. Explain how the Civil Rights Act of 1964 has affected labor markets.
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NCSE.2. Decision Making
Students will understand that effective decision making requires comparing the additional costs of alternatives with the additional benefits. Many choices involve doing a little more or a little less of something: few choices are “all or nothing” decision
2.1 At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also that:
2.1.3. To compare marginal benefits with marginal costs that are realized at different times, benefits and costs must be adjusted to reflect their values at the time a decision is made about them. The adjustment reflects expected returns to investment compounded
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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 kn
3.1. At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also that:
3.1.1. Comparing the benefits and costs of different allocation methods in order to choose the method that is most appropriate for some specific problem can result in more effective allocations and a more effective overall allocation system.
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NCSE.4. Incentives
Students will understand that people usually respond predictably to positive and negative incentives. Students will be able to use this knowledge to identify incentives that affect people’s behavior and explain how incentives affect their own behavior.
4.1 At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also that:
4.1.2. Decision-making in small and large firms, labor unions, educational institutions, and not-for-profit organizations has different goals and faces different rules and constraints. These goals, rules, and constraints influence the benefits and costs of those
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4.1. At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also that:
4.1.1. Acting as consumers, producers, workers, savers, investors, and citizens, people respond to incentives in order to allocate their scarce resources in ways that provide them the highest possible net benefits.
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4.2. At the completion of Grade 12, students will use this knowledge to:
4.2.1. Analyze competing viewpoints about the impact (on consumers, producers, workers, savers, and investors) of an increase in the minimum wage, a new tax policy, and a change in interest rates.
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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 p
7.1 At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also that:
7.1.4. Shortages of a product usually result in price increases in a market economy; surpluses usually result in price decreases.
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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 a
8.1 At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also that:
8.1.3. Changes in supply or demand cause relative prices to change; in turn, buyers and sellers adjust their purchase and sales decisions.
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NCSE.9.1. Competition and Market Structure
Students will understand that competition among sellers usually lowers costs and prices, and encourages producers to produce what consumers are willing and able to buy. Competition among buyers increases prices and allocates goods and services to those pe
9.1. At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also that:
9.1.1. The pursuit of self-interest in competitive markets usually leads to choices and behavior that also promote the national level of well-being.
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N.NCSS.National Curriculum Standards for Social Studies (NCSS)
National Curriculum Standards for Social Studies (NCSS)
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:
10.1.3. 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,
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10.1.4. Scholarly interpretations of key documents that define and support democratic ideals and practices (e.g., the U.S. Declaration of Independence, the U.S. Constitution, the Declaration of Sentiments in Seneca Falls, New York, the Gettysburg Address, the Let
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10.2. PROCESSES - Learners will be able to:
10.2.8. Evaluate the effectiveness and importance of public opinion in influencing and shaping public policy development and decision-making.
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10.2.9. Evaluate the degree to which public policies and citizen behaviors reflect or foster their stated civic ideals.
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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. Different interpretations of the history of societies, cultures, and humankind.
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2.1.2. Concepts such as: era, chronology, causality, change, continuity, conflict, historiography, historical method, primary and secondary sources, cause and effect, and multiple perspectives.
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2.1.3. That knowledge of the past is influenced by the questions investigated, the sources used, and the perspective of the historian.
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2.1.4. Different interpretations of key historical periods and patterns of change within and across nations, cultures, and time periods (e.g., the history of democratic principles and institutions, the development of political and economic philosophies; the rise
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2.1.5. The impact across time and place of key historical forces, such as nationalism, imperialism, globalization, leadership, revolution, wars, concepts of rights and responsibilities, and religion.
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2.1.6. Different interpretations of the influences of social, geographic, economic, and cultural factors on the history of local areas, states, nations, and the world.
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2.1.7. The contributions of philosophies, ideologies, individuals, institutions, and key events and turning points in shaping history.
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2.1.8. The importance of knowledge of the past to an understanding of the present and to informed decision-making about the future.
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2.2. PROCESSES - Learners will be able to:
2.2.4. Use historical facts, concepts, and methods to evaluate an issue of importance today, and make informed decisions as responsible citizens to propose policies, and take action on it.
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2.3. PRODUCTS - Learners demonstrate understanding by:
2.3.8. Evaluating different interpretations of historic developments or transformations that occurred at the same time but in different regions of the world.
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NCSS.3. PEOPLE, PLACES, AND ENVIRONMENTS
SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OP 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 regional and global geographic phenomena, such as landforms, soils, climate, vegetation, and natural resources.
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3.1.2. Concepts such as: location, physical and human characteristics of national and global regions in the past and present, and the interactions of humans with the environment.
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3.1.4. The causes and impact of resource management, as reflected in land use, settlement patterns, and ecosystem changes.
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3.1.7. Factors that contribute to cooperation and conflict among peoples of the nation and world, including language, religion, and political beliefs.
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3.2. PROCESSES - Learners will be able to:
3.2.6. Evaluate the consequences of human actions in environmental terms.
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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:
5.1.3. The influence of individuals, groups, and institutions on people and events in historical and contemporary settings.
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5.1.5. The impact of tensions and examples of cooperation between individuals, groups, and institutions, with their different belief systems.
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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.
6.2. PROCESSES - Learners will be able to:
6.2.2. Examine persistent issues involving the rights, responsibilities, roles, and status of individuals and groups in relation to the general welfare.
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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.
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6.2.4. Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation among groups and nations.
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6.2.5. Evaluate the role of technology in communications, transportation, information-processing, weapons development, and other areas as it contributes to conflict and cooperation among groups and nations.
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NCSS.7. PRODUCTIONS, 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. Scarcity and the uneven distribution of resources result in economic decisions, and foster consequences that may support cooperation or conflict.
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7.1.4. Entrepreneurial decisions are influenced by factors such as supply and demand, government regulatory policy, and the economic climate.
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7.2. PROCESSES - Learners will be able to:
7.2.3. Apply the concepts of marginal cost and marginal benefit to the analysis of social problems.
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7.2.4. Analyze complex aspects of production, distribution, and consumption, and evaluate the market forces and government policies that affect these aspects.
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7.2.5. Analyze how the trade off between risk and return is played out in the marketplace.
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7.2.7. Compare and contrast market economies with other types of economies.
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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:
8.1.12. Developments in science and technology may help to address global issues.
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8.1.2. Science and technology have had both positive and negative impacts upon individuals, societies, and the environment in the past and present.
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8.1.4. Consequences of science and technology for individuals and societies.
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8.1.6. Prediction, modeling, and planning are used to focus advances in science and technology for positive ends.
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8.2. PROCESSES - Learners will be able to:
8.2.1. Ask and find answers to questions about the impact of science and technology in the past and present, and in different places and societies.
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8.2.3. Seek and evaluate varied perspectives when weighing how specific applications of science and technology have impacted individuals and societies in an interdependent world.
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8.2.4. Identify and select appropriate information from multiple sources with varied perspectives for research into issues related to science and technology.
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8.2.5. Identify the purposes, points of view, biases, and intended audience of reports and discussions related to issues involving science and technology.
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8.2.6. Select, organize, analyze, and evaluate information, and communicate findings regarding the impact of science or technology on a society today or in the past.
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8.2.7. Identify and analyze reactions to science and technology from the past or present, and predict ongoing effects in economic, geographical, social, political, and cultural areas of life.
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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 are rapidly accelerating across cultures and nations, and can have both positive and negative effects on nations and individuals.
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9.1.2. The solutions to global issues may involve individual decisions and actions, but also require national and international approaches (e.g., agreements, negotiations, policies, or laws).
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9.1.3. Conflict and cooperation among the peoples of the earth influence the division and control of the earth's surface.
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9.1.4. The actions of people, communities, and nations have both short- and long-term effects on the biosphere and its ability to sustain life.
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9.1.5. The causes and consequences of various types of global connections.
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9.1.6. Technological advances can both improve and detract from the quality of life.
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9.1.7. Individuals, organizations, nations, and international entities can work to increase the positive effects of global connections, and address the negative impacts of global issues.
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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.
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9.2.11. Identify the roles of international and multinational organizations.
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9.2.4. Describe and explain conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations.
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9.2.6. Analyze the causes and consequences of persistent, contemporary, and emerging global issues, and evaluate possible solutions.
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9.2.7. Analyze the relationships and tensions between national sovereignty and global interests, in matters such as territorial rights, economic development, the use of natural resources, and human rights.
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9.2.8. Describe and evaluate the role of international and multinational organizations in the global arena.
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9.3. PRODUCTS - Learners demonstrate understanding by:
9.3.2. Using GIS and other spatial technology to explore and document on a map areas of the earth at environmental risk.
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N.NSCG.National Standards for Civics and Government (NSCG)
National Standards for Civics and Government (NSCG)
I.D. What are civic life, politics, and government? What are alternative ways of organizing constitutional governments?
I.D.2. Confederal, federal, and unitary systems. Students should be able to explain the advantages and disadvantages of federal, confederal, and unitary systems of government. To achieve this standard, students should be able to
I.D.2.1. Define confederal, federal, and unitary systems of government
I.D.2.1.b. Federal system--a system in which a national government shares powers with state governments, but the national government may act directly on individuals within the states, e.g., national government may require individuals to pay income taxes
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II.A. What are the foundations of the American political system? What is the American idea of constitutional government?
II.A.2. How American constitutional government has shaped the character of American society. Students should be able to explain the extent to which Americans have internalized the values and principles of the Constitution and attempted to make its ideals realitie
II.A.2.2. Explain ways in which the Constitution has encouraged Americans to engage in commercial and other productive activities
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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 explain how the following characteristics tend to distinguish American society from most other societies. To achieve this standard, students should be able to
II.B.1.1. Explain important factors that have helped shape American society, such as
II.B.1.1.e. Relative geographic isolation
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II.B.3. The role of organized groups in political life. Students should be able to evaluate, take, and defend positions on the contemporary role of organized groups in American social and political life. To achieve this standard, students should be able to
II.B.3.1. Identify examples of organized groups and discuss their historical and contemporary role in local, state, and national politics, e.g., unions, professional organizations; religious, charitable, service, and civic groups
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II.B.4. Diversity in American society. Students should be able to evaluate, take and defend positions on issues regarding diversity in American life. To achieve this standard, students should be able to
II.B.4.2. Explain the impact on American politics, both historically and at present, of the racial, religious, socioeconomic, regional, ethnic, and linguistic diversity of American society
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II.B.4.3. Explain alternative ideas about the role and value of diversity in American life both historically and at present
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II.B.4.4. Describe conflicts that have arisen from diversity and explain the means by which some have been managed and explain why some conflicts have persisted unabated
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II.B.4.5. Explain the importance of adhering to constitutional values and principles in managing conflicts over diversity
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II.C. What are the foundations of the American political system? What is American political culture?
II.C.1. American national identity and political culture. Students should be able to explain the importance of shared political and civic beliefs and values to the maintenance of constitutional democracy in an increasingly diverse American society. To achieve thi
II.C.1.2. Explain the shared ideas and values of American political culture as set forth in
II.C.1.2.b. Other sources such as The Federalist and Anti-federalist writings, the Declaration of Sentiments of the Seneca Falls Convention of 1848, Abraham Lincoln's ''Gettysburg Address,'' Woodrow Wilson's ''Fourteen Points,'' Franklin Roosevelt's ''Four Freedoms,'
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II.C.2. Character of American political conflict. Students should be able to describe the character of American political conflict and explain factors that usually tend to prevent it or lower its intensity. To achieve this standard, students should be able to
II.C.2.1. Describe political conflict in the United States both historically and at present, such as conflict about
II.C.2.1.e. Extending civil rights to all Americans
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II.C.2.2. Explain some of the reasons why political conflict in the United States, with notable exceptions such as the Civil War, nineteenth century labor unrest, the 1950s and 1960s civil rights struggles, and the opposition to the war in Vietnam, has generally be
II.C.2.2.c. The concept of a loyal opposition
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II.D. What are the foundations of the American political system? What values and principles are basic to American constitutional democracy?
II.D.1. Liberalism and American constitutional democracy. Students should be able to explain the meaning of the terms ''liberal'' and ''democracy'' in the phrase ''liberal democracy.'' To achieve this standard, students should be able to
II.D.1.1. Explain that the term ''liberal'' is derived from ''liberty'' and refers to a form of government in which individual rights and freedoms are protected
II.D.1.1.d. Explain the difference between the use of the term ''liberal'' when it is referring to the American form of government and the use of the terms ''liberal'' and ''conservative'' in referring to positions on the spectrum of American politics
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II.D.1.2. Explain that the term ''democracy'' is derived from the Greek word for ''rule by the people''
II.D.1.2.b. Explain the difference between the use of the term ''democratic'' to refer to the American form of government and the use of the term to refer to the Democratic Party in the United States
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II.D.2. Republicanism and American constitutional democracy. Students should be able to explain how and why ideas of classical republicanism are reflected in the values and principles of American constitutional democracy. To achieve this standard, students should
II.D.2.4. Explain the difference between the use of the term ''republican'' to refer to the American form of government and the use of the term to refer to the Republican Party in the United States
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II.D.2.5. Explain why classical republicanism and liberalism are potentially in conflict, e.g., the primary purpose of government--promotion of the public or common good vs. protection of individual rights
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II.D.3. Fundamental values and principles. Students should be able to evaluate, take, and defend positions on what the fundamental values and principles of American political life are and their importance to the maintenance of constitutional democracy. To achieve
II.D.3.1. Explain the following values which are widely considered to be fundamental to American civic life
II.D.4. 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 may be in conflict. To achieve this standard, students should
II.D.4.1. Describe historical and contemporary issues which involve conflicts among fundamental values and principles and explain how these conflicts might be resolved
II.D.4.1.c. Individual rights and the common good
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II.D.5. Disparities between ideals and reality in American political and social life. Students should be able to evaluate, take, and defend positions about issues concerning the disparities between American ideals and realities. To achieve this standard, students
II.D.5.3. Describe historical and contemporary efforts to reduce discrepancies between ideals and reality in American public life, e.g., abolitionists; suffrage, union, and civil rights movements; government programs such as Head Start; civil rights legislation and
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III.B. How does the government established by the constitution embody the purposes, values, and principles of American democracy? How is the national government organized and what does it do?
III.B.2. Major responsibilities of the national government in domestic and foreign policy. Students should be able to evaluate, take, and defend positions on issues regarding the major responsibilities of the national government for domestic and foreign policy. To
III.B.2.1. Explain the major responsibilities of the national government for domestic policy and how domestic policies affect their everyday lives and their community
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III.B.2.2. Explain the major responsibilities of the national government for foreign policy and how foreign policies, including trade policy and national security, affect their everyday lives and their community
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III.B.2.3. Evaluate competing arguments about the proper role of government in major areas of domestic and foreign policy, e.g., health care, education, child care, regulation of business and industry, foreign aid, intervention abroad
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III.B.3. Financing government through taxation. Students should be able to evaluate, take, and defend positions on issues regarding how government should raise money to pay for its operations and services. To achieve this standard, students should be able to
III.B.3.1. Explain the history of taxation in the United States and why taxation is necessary to pay for government
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III.B.3.2. Explain provisions of the United States Constitution that authorize the national government to collect taxes, i.e., Article I, Sections 7 and 8, Sixteenth Amendment
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III.B.3.3. 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
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III.B.3.4. 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), interstate highways, national defense, interest on the federal deb
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III.B.3.5. Explain why there is often a tension between citizens' desire for government services and benefits and their unwillingness to pay taxes for them
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III.B.3.6. Evaluate the equity of various kinds of taxes
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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.3. Major responsibilities of state and local governments. Students should be able to identify the major responsibilities of their state and local governments and evaluate how well they are being fulfilled. To achieve this standard, students should be able to
III.C.3.2. Identify the major sources of revenue for state and local governments, e.g., property, sales, and income taxes; fees and licenses; taxes on corporations and businesses; inheritance taxes
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III.C.3.3. Evaluate the equity of major sources of revenue for state and local governments
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III.D. 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.D.1. The place of law in American society. Students should be able to evaluate, take, and defend positions on the role and importance of law in the American political system. To achieve this standard, students should be able to
III.D.1.4. Explain, using historical and contemporary examples, the meaning and significance of the idea of equal protection of the laws for all persons, e.g., the Fourteenth Amendments, Americans with Disabilities Act, equal opportunity legislation
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III.D.2. Judicial protection of the rights of individuals. Students should be able to evaluate, take, and defend positions on current issues regarding the judicial protection of individual rights. To achieve this standard, students should be able to
III.D.2.2. Explain the importance of the right to due process of law for individuals accused of crimes, e.g., habeas corpus, presumption of innocence, impartial tribunal, trial by jury, right to counsel, right against self-incrimination, protection against double je
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III.D.2.4. Describe historical and contemporary instances in which judicial protections have been extended to those deprived of them in the past
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III.E. 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.E.1. The public agenda. Students should be able to evaluate, take, and defend positions about how the public agenda is set. To achieve this standard, students should be able to
III.E.1.1. Explain that the ''public agenda'' consists of those matters that occupy public attention at any particular time, e.g., crime, health care, education, abortion, national debt, environmental protection, international intervention
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III.E.1.2. Describe how the public agenda is shaped by political leaders, political institutions, political parties, interest groups, the media, individual citizens
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III.E.1.3. Explain how individuals can help to shape the public agenda, e.g., joining interest groups or political parties, making presentations at public meetings, writing letters to newspapers and government officials
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III.E.1.4. Explain why issues important to some groups and the nation do not become a part of the public agenda
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III.E.3. Political communication: television, radio, the press, and political persuasion. Students should be able to evaluate, take, and defend positions on the influence of the media on American political life. To achieve this standard, students should be able to
III.E.3.5. Evaluate historical and contemporary political communication using such criteria as logical validity, factual accuracy, emotional appeal, distorted evidence, appeals to bias or prejudice, e.g.,
III.E.3.5.b. Government wartime information programs, campaign advertisements
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III.E.4. Political parties, campaigns, and elections. Students should be able to evaluate, take, and defend positions about the roles of political parties, campaigns, and elections in American politics. To achieve this standard, students should be able to
III.E.4.2. Evaluate the role of third parties in the United States
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III.E.4.3. Explain how and why American political parties differ from ideological parties in other countries
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III.E.4.4. Explain the major characteristics of American political parties, how they vary by locality, and how they reflect the dispersion of power providing citizens numerous opportunities for participation
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III.E.4.5. Describe the role of political parties in channeling public opinion, allowing people to act jointly, nominating candidates, conducting campaigns, and training future leaders
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III.E.4.6. Explain why political parties in the United States are weaker today than they have been at some times in the past
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III.E.5. Associations and groups. Students should be able to evaluate, take, and defend positions about the contemporary roles of associations and groups in American politics. To achieve this standard, students should be able to
III.E.5.1. Identify and explain the historical role of various associations and groups active in American politics, e.g., political organizations, political action committees (PACs), interest groups, voluntary and civic associations, professional organizations, unio
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III.E.5.3. Describe the contemporary roles of associations and groups in local, state, and national politics
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III.E.5.4. Evaluate the degree to which associations and groups enhance citizen participation in American political life
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III.E.6. Forming and carrying out public policy. Students should be able to evaluate, take, and defend positions about the formation and implementation of public policy. To achieve this standard, students should be able to
III.E.6.1. Describe a current issue of public policy at local, state, or national level
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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. Interactions among nation-states. Students should be able to explain how nation-states interact with each other. To achieve this standard, students should be able to
IV.A.2.1. Describe the most important means nation-states use to interact with one another
IV.A.2.1.f. Military force and the threat of force
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IV.A.2.2. Explain common reasons for the breakdown of order among nation-states, e.g., conflicts about national interests, ethnicity, and religion; competition for resources and territory; the absence of effective means to enforce international law
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IV.A.2.3. Explain the consequences of the breakdown of order among nation-states
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IV.A.3. International organizations. Students should be able to evaluate, take, and defend positions on the purposes and functions of international organizations in the world today. To achieve this standard, students should be able to
IV.A.3.1. Describe the purposes and functions of the major governmental international organizations, e.g., United Nations, NATO, World Court, Organization of American States
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IV.B. What is the relationship of the United States to other nations and to world affairs? How do the domestic politics and constitutional principles of the United States affect its relations with the world?
IV.B.1. The historical context of United States foreign policy. Students should be able to explain the principal foreign policy positions of the United States and evaluate their consequences. To achieve this standard, students should be able to
IV.B.1.1. Explain the significance of principal policies and events in the United States' relations with the world, e.g., the American Revolution, Monroe Doctrine, Mexican and Spanish American Wars, World Wars I and II, formation of the United Nations, Marshall Pla
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IV.B.1.2. Explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today
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IV.B.1.3. Evaluate the major foreign policy positions that have characterized the United States' relations with the world, e.g., isolated nation, imperial power, and world leader
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IV.B.2. Making and implementing United States foreign policy. Students should be able to evaluate, take, and defend positions about how United States foreign policy is made and the means by which it is carried out. To achieve this standard, students should be abl
IV.B.2.4. Describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action
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IV.B.2.5. Explain how and why domestic politics may impose constraints or obligations on the ways in which the United States acts in the world, e.g., long-standing commitments to certain nations, lobbying efforts of domestic groups, economic needs
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IV.B.3. The ends and means of United States foreign policy. Students should be able to evaluate, take, and defend positions on foreign policy issues in light of American national interests, values, and principles. To attain this standard, students should be able
IV.B.3.2. Evaluate the use of the national interest as a criterion for American foreign policy
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IV.B.3.3. Explain the influence of American constitutional values and principles on American foreign policy, e.g., a commitment to the self-determination of nations
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IV.C. 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.C.2. Political developments. Students should be able to evaluate, take, and defend positions about the effects of significant international political developments on the United States and other nations. To achieve this standard, students should be able to
IV.C.2.1. Explain the effects on the United States of significant world political developments, e.g., the French, Russian, and Chinese Revolutions; rise of nationalism; World Wars I and II; decline of colonialism; terrorism; multiplication of nation-states and the
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IV.C.2.2. Explain the effects on other nations of significant American political developments, e.g., immigration policies; opposition to communism; promotion of human rights; foreign trade; economic, military, and humanitarian aid
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IV.C.2.4. Explain why transnational loyalties sometimes supersede loyalty to a nation-state, e.g., Communist International, Islam, Christianity
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IV.C.3. Economic, technological, and cultural developments. Students should be able to evaluate, take, and defend positions about the effects of significant economic, technological, and cultural developments in the United States and other nations. To achieve this
IV.C.3.3. Economic conditions, e.g., multinational corporations, internationalization of capital, migration of labor, and other effects of an interdependent world economy
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IV.C.3.4. Technological developments, e.g., fax machines, electronic communications networks, jet air travel, personal computers, television, motion pictures
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IV.C.3.5. Cultural developments, e.g., religious movements, resurgence of ethnic consciousness, mass markets, sports
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IV.C.5. United States and international organizations. Students should be able to evaluate, take, and defend positions about what the relationship of the United States should be to international organizations. To achieve this standard, students should be able to
IV.C.5.1. Describe the role of the United States in establishing and maintaining principal international organizations, e.g., UN, UNICEF, GATT, World Bank, NATO, OAS, International Monetary Fund
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IV.C.5.2. Identify some important bilateral and multilateral agreements to which the United States is signatory, e.g., NAFTA, Helsinki Accord, Antarctic Treaty, Most Favored Nation Agreements
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IV.C.5.3. Evaluate the role of the United States in international organizations
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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 regarding personal rights. To achieve this standard, students should be able to
V.B.1.3. Explain the importance to the individual and to society of such personal rights as
V.B.1.3.e. Right to due process of law and equal protection of the law
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V.B.3. Economic rights. Students should be able to evaluate, take, and defend positions on issues regarding economic rights. To achieve this standard, students should be able to
V.B.3.3. Explain the importance to the individual and society of such economic rights as the right to
V.B.3.3.c. Join labor unions and professional associations
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V.B.3.3.d. Establish and operate a business
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V.B.3.6. Evaluate contemporary issues that involve economic rights, e.g., minimum wages, consumer product safety, taxation, affirmative action, eminent domain, zoning, copyright, patents
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V.B.4. Relationships among personal, political, and economic rights. Students should be able to evaluate, take, and defend positions on the relationships among personal, political, and economic rights. To achieve this standard, students should be able to
V.B.4.2. Explain the relationship of economic rights such as the right to choose one's work, to change employment, and to join a labor union and other lawful associations to political rights
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V.B.5. 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 to
V.B.5.4. Evaluate positions on contemporary conflicts between rights, e.g., the right to a fair trial and the right to a free press, the right to privacy and the right to freedom of expression, one person's right to free speech versus another's right to be heard
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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 evaluate, take, and defend positions about the means that citizens should use to monitor and influence the formation and implementation of public policy. To achieve this standard, students shoul
V.E.3.2. Describe historical and current examples of citizen movements seeking to expand liberty, to insure the equal rights of all citizens, and/or to realize other values fundamental to American constitutional democracy, such as the suffrage and civil rights mov
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