Beyond Books homepage
Hello, GUEST
Log in
Teacher Door Home
TEACHER RESOURCES
Lesson Plans
Correlations
Teacher Guides
TEACHER SUPPORT
User Guide
Strategies
General Applications
Useful Tips
Teacher Links
Contact Us
Search BB
Beyond Books Home Programs Your Desk Portfolios Help
Beyond Books Teacher Door
Correlations to Standards by State by Academic Discipline

New York Learning Standards for Social Studies - Commencement Level

Standard 1 - History of the United States and New York

1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

Students:

• analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed over time and how they unite all Americans

• describe the evolution of American democratic values and beliefs as expressed in the Declaration of Independence, the New York State Constitution, the United States Constitution, the Bill of Rights, and other important historical documents.

This is evident, for example, when students:

Investigate decisions and actions such as:

RETURN TO TOP

2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

Students:

• discuss several schemes for periodizing the history of New York State and the United States

• develop and test hypotheses about important events, eras, or issues in New York State and United States history, setting clear and valid criteria for judging the importance and significance of these events, eras, or issues

• compare and contrast the experiences of different groups in the United States

• examine how the Constitution, United States law, and the rights of citizenship provide a major unifying factor in bringing together Americans from diverse roots and traditions

• analyze the United States involvement in foreign affairs and a willingness to engage in international politics, examining the ideas and traditions leading to these foreign policies

• compare and contrast the values exhibited and foreign policies implemented by the United States and other nations over time with those expressed in the United Nations Charter and international law.

This is evident, for example, when students:

RETURN TO TOP

3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

Students:

• compare and contrast the experiences of different ethnic, national, and religious groups, including Native American Indians, in the United States, explaining their contributions to American society and culture

• research and analyze the major themes and developments in New York State and United States history (e.g., colonization and settlement; Revolution and New National Period; immigration; expansion and reform era; Civil War and Reconstruction; The American labor movement; Great Depression; World Wars; contemporary United States)

• prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history

• understand the interrelationships between world events and developments in New York State and the United States (e.g., causes for immigration, economic opportunities, human rights abuses, and tyranny versus freedom).

This is evident, for example, when students:

RETURN TO TOP

4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

Students:

• analyze historical narratives about key events in New York State and United States history to identify the facts and evaluate the authors' perspectives

• consider different historians' analyses of the same event or development in United States history to understand how different viewpoints and/or frames of reference influence historical interpretations

• evaluate the validity and credibility of historical inter-pretations of important events or issues in New York State or United States history, revising these interpreta-tions as new information is learned and other interpretations are developed. (Adapted from National Standards for United States History)

This is evident, for example, when students:

• Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

RETURN TO TOP

Standard 2 - World History

1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space, and the ways different people view the same event or issue from a variety of perspectives.

Students:

• define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices

• understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of the world and over time

• analyze historic events from around the world by examining accounts written from different perspectives

• understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras

• analyze changing and competing interpretations of issues, events, and developments throughout world history.

This is evident, for example, when students:

  • analyze important events and developments in world history through the eyes and experiences of those who were there, as reported in their literature, diaries, letters, debates, art and music, and artifacts (Taken from National Standards for World History )

  • compare two or more historical interpretations of an important event in world history, differentiate fact from opinion, and deter-mine which facts are most significant in the historian's judgment and why (Taken from National Standards for World History )

    • Modern European History PROGRAM
      http://www.beyondbooks.com/eur12/index.asp
      Students can use the content and links from this program to help achieve this standard.

  • Explain how an important event or development from world history can be viewed from multiple perspectives, noting how different values, motives, beliefs, frames of reference, and perspectives influence interpretations of the past

    • Modern European History PROGRAM
      http://www.beyondbooks.com/eur12/index.asp
    • Ancient Civilizations PROGRAM
      http://www.beyondbooks.com/wcu81/index.asp
      Students can use the content from the programs listed above to help achieve this standard.

  • Use dramatizations, timelines, debates, and other research reports to explain how different observations of the same event or issue develop

    • Early Modern Europe PROGRAM
      http://www.beyondbooks.com/eur11/index.asp
      Students can use the content from this program to help achieve this standard.
    • Modern European History PROGRAM
      http://www.beyondbooks.com/eur12/index.asp
      Students can use the content and links from this program to help achieve this standard.

  • analyze important developments and turning points in world history; hypothesize what might have happened if decisions or circumstances had been different; investigate such developments and turning points as:

    -the development of the early civilizations

    • Ancient Civilizations PROGRAM
      http://www.beyondbooks.com/wcu81/index.asp
      Students can use the content from this program to help achieve this standard.

    -the development of the Roman Empire

    • Ancient Rome AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/wcu81/6.asp

    -the emergence of the world's great religions: Buddhism, Christianity, Hinduism, Islam, Judaism, and Taoism

    -the rise of the Mongol Empire in China

    -the Mali Empire in West Africa

    -the age of exploration and the age of enlightenment

    -the rise and fall of European colonialism

    -global interactions and migration

    • Early Modern Europe PROGRAM
      http://www.beyondbooks.com/eur11/index.asp
      Students can use the content from this program to help achieve this standard.
    • Ancient Civilizations PROGRAM
      http://www.beyondbooks.com/wcu81/index.asp
      Students can use the content from this program to help achieve this standard.

    -the formation and unification of major European nations (Germany, Italy, Great Britain, and France)

    -the emergence and global influence of American civilization.

RETURN TO TOP

2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

Students:

• distinguish between the past, present, and future by creating multiple-tier timelines that display important events and developments from world history across time and place

• evaluate the effectiveness of different models for the periodization of important historic events, identifying the reasons why a particular sequence for these events was chosen

• analyze evidence critically and demonstrate an understanding of how circumstances of time and place influence perspective

• explain the importance of analyzing narratives drawn from different times and places to understand historical events

• investigate key events and developments and major turning points in world history to identify the factors that brought about change and the long-term effects of these changes.

This is evident, for example, when students:

  • develop composite timelines for different areas of the world (e.g., the Middle East, South and Southeast Asia, Africa south of the Sahara, the Americas), showing important events at any given time

    • Early Modern Europe PROGRAM
      http://www.beyondbooks.com/eur11/index.asp
    • Ancient Civilizations PROGRAM
      http://www.beyondbooks.com/wcu81/index.asp
      Students can use the content from the programs listed above to help achieve this standard.

  • discuss models for periodizing events from world history, the development of the major civilizations, and the history of other cultures throughout the world. Explain the underlying principles for these models and make a case for why others might want to periodize these events differently

  • analyze historical narratives, biographies, or stories to determine their temporal structure. Select an important event from world history and follow it forward over time to determine its consequences and trace it backward to identify its causes

  • construct timelines that display key events and developments in world history and which describe the important facts about the event/ development and link the event/development to other important events which took place somewhere else in the world

    • Early Modern Europe PROGRAM
      http://www.beyondbooks.com/eur11/index.asp
    • Ancient Civilizations PROGRAM
      http://www.beyondbooks.com/wcu81/index.asp
      Students can use the content from the programs listed above to help achieve this standard.

  • analyzing historical narratives about the movements of people and ideas over time and place, including reports about the beginnings of human society in Africa, Mesopotamia, Indus, and China.

    • Ancient Civilizations PROGRAM
      http://www.beyondbooks.com/wcu81/index.asp
      Students can use the content from this program to help achieve this standard.

RETURN TO TOP

3. Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

Students:

• analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities

• explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world

• examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures.

This is evident, for example, when students:

  • investigate how groups of people living in different geographic regions throughout the world (e.g., Africa, the Middle East, Eastern Europe and the former Soviet Union, China) interacted with and structured their natural environments to accommodate their varied lifestyles

    • Ancient Civilizations PROGRAM
      http://www.beyondbooks.com/wcu81/index.asp
      Students can use the content from this program to help achieve this standard.

  • prepare narratives that describe important historic events and developments (e.g., beginnings of human societies; global exploration and expansion; scientific, technological, and intellectual achievements; social and political reform; revolution; case studies of genocide and human rights violations) from the perspectives of the individuals and groups who witnessed them

  • investigate the lives of important political and social reformers by describing the conditions they were attempting to improve and evaluating the success of their efforts

  • report on the spread of Christianity and Islam throughout world history, identify regions where these religions spread, and describe the effects on the lives of the people who lived in these regions

  • trace the experiences of different emigrant groups throughout world history, identify the factors that caused these groups to leave their homelands, and describe the social and economic effects on their new homelands.

RETURN TO TOP

4. The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

Students:

• identify historical problems, pose analytical questions or hypotheses, research analytical questions or test hypotheses, formulate conclusions or generalizations, raise new questions or issues for further investigation

• interpret and analyze documents and artifacts related to significant developments and events in world history

• plan and organize historical research projects related to regional or global interdependence

• analyze different interpretations of important events, issues, or developments in world history by studying the social, political, and economic context in which they were developed; by testing the data source for reliability and validity, credibility, authority, authenticity, and completeness; and by detecting bias, distortion of the facts, and propaganda by omission, suppression, or invention of facts. (Taken from National Standards for World History)

This is evident, for example, when students:

  • complete historical/social science research projects focusing on topics and issues drawn from world history; organize data according to the following activities: social, political, economic, cultural, and religious; consider multiple perspectives in interpreting the past and explain how different motives, beliefs, interests, and perspectives influence interpretations of the past (Adapted from National Standards for World History)

  • apply the skills of historiography by analyzing different interpretations of key events and developments in world history (e.g., the development of the world's great empires; the emergence of feudalism; encounters between Europeans and the peoples of sub-Saharan Africa, Asia, and the Americas; nationalism and its global effects). Analyze competing narratives by comparing and contrasting historians' selection of analytical questions, frames of reference, and values/beliefs to show how different interpretations develop

    • Early Modern Europe PROGRAM
      http://www.beyondbooks.com/eur11/index.asp
    • Modern European History PROGRAM
      http://www.beyondbooks.com/eur12/index.asp
    • Ancient Civilizations PROGRAM
      http://www.beyondbooks.com/wcu81/index.asp
      Students can use the content and links from the programs listed above to help achieve this standard.

  • evaluate the validity and credibility of historical interpretations, including new or changing interpretations that have developed as new information about events or developments in world history is learned, and new interpretations and methodologies are developed (Taken from National Standards for World History)

    • Early Modern Europe PROGRAM
      http://www.beyondbooks.com/eur11/index.asp
    • Modern European History PROGRAM
      http://www.beyondbooks.com/eur12/index.asp
      Students can use the content and links from the programs listed above to help achieve this standard.

  • complete social science research projects focusing on topics and issues drawn from world history (e.g., causes of major revolutions, effects of imperialism, causes and consequences of the Industrial Revolution, social reform movements, and global consequences of World Wars I and II). Consider multiple perspectives in interpreting past events and describe how different values, frames of reference, beliefs, and motives influence interpretations of topics and issues.

  • Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

RETURN TO TOP

Standard 3 - Geography

1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards,1994: Geography for Life)

Students:

• understand how to develop and use maps and other graphic representations to display geographic issues, problems, and questions

• describe the physical characteristics of the Earth's surface and investigate the continual reshaping of the surface by physical processes and human activities

• investigate the characteristics, distribution, and migration of human populations on the Earth's surface (Taken from National Geography Standards, 1994)

• understand the development and interactions of social/cultural, political, economic, and religious systems in different regions of the world

• analyze how the forces of cooperation and conflict among people influence the division and control of the Earth's surface (Taken from National Geography Standards, 1994)

• explain how technological change affects people, places, and regions.

This is evident, for example, when students:

  • evaluate the applications of geographic tools and supporting technologies to serve particular purposes by collecting, comparing, and explaining the significance of maps from different sources and different points of view to illustrate the same phenomena. (Taken from National Geography Standards, 1994)

  • choose and give reasons for using different technologies to analyze selected geographic problems. Use aerial photographs, satellite-produced imagery, and geographic information systems (GIS) to define, analyze, and propose solutions to global environmental problems (e.g., deforestation, overpopulation, water pollution, resource depletion)

  • complete an in-depth geographic study of a world region by analyzing demographic data (e.g., birth rate, literacy rates for females, infant mortality) and draw conclusions about the influence of these factors on the characteristics of that region; for example, study migration patterns and culture change in and around large cities in Europe, Africa, Latin America, and Asia, with a focus on cities near international borders and in major manufacturing centers; explain how different cultural groups shape the character of these cities and how culture influences conflict, cooperation, and group identity. (Based on National Geography Standards, 1994)

  • draw from memory a map of the world; outline the relative location of continents, oceans, major river systems, nations in the news, and important cities

  • demonstrate the ability to interpret sophisticated information about people, places, and regions; use a topographical map to lay out a five-mile hike through the countryside or local community; note such items as elevation, slope, distance, direction, and geographic features along the route. (Taken from National Geography Standards, 1994)

  • explain the relationship between the geographic setting (ecosystems, spatial distribution of resources, ease of transportation and communication) and the spatial development of societies (e.g., how Africa's physical geography, vegetation, and technology affect cross-cultural contacts and economic development; the relationship between topography and drainage systems in China and the development of civilization there; the impact of Japan's insular geography upon its history, cultural identity, and patterns of selective borrowing from other cultures; the impact of the diversity of the physical environment, including the range of climates, in Latin America; the effects of the lack of water on the historic and economic development of the Middle East; the relationship between the physical geography and the historic and economic development of Eastern Europe and Russia; and the influence of the frontier in United States history).

RETURN TO TOP

2. Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from The National Geography Standards, 1994 Geography for Life)

Students:

• plan, organize, and present geographic research projects

• locate and gather geographic information from a variety of primary and secondary sources (Taken from National Geography Standards, 1994)

• select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information

• analyze geographic information by developing and testing inferences and hypotheses, and formulating conclusions from maps, photographs, computer models, and other geographic representations (Adapted from National Geography Standards, 1994)

• develop and test generalizations and conclusions and pose analytical questions based on the results of geographic inquiry.

This is evident, for example, when students:

  • examine a collection of maps, photographs, satellite-produced images, databases, graphs, firsthand accounts, and other sources to generate questions and pose problems for investigation

  • organize primary and secondary geographic sources to investigate local, national, and international environmental problems and issues; determine the many perspectives that individuals and groups advocate as they seek to resolve these problems or issues; apply a geographic perspective along with others in reaching conclusions on the issues. (Based on National Geography Standards, 1994)

  • analyze geographic information contained in a spatial database or geographic information system (GIS) to answer questions concerning land use, economic development, population shifts, and transportation networks

  • use maps showing family income, transportation systems, natural resources, recreation areas, educational and health facilities and other data to develop hypotheses about why some regions prosper and others do not (Adapted from National Geography Standards, 1994)

  • use a variety of research skills to locate and collect descriptive and statistical data and to use the data and maps to collect and compile information (e.g., the use of specific purpose maps to show various geographic aspects of the Earth's surface and explain the geographic variables that serve as criteria for grouping countries into regions; the use of technology to moderate geographic condition)

  • complete a geographic study of a world region, analyzing demographic data (e.g., birth rate, literacy rates for females, infant mortality) to determine how groups and cultures influence the characteristics of that region. For example, study migration patterns and cultural change in and around large cities in Europe, Africa, Latin America, and Asia, focusing on cities near international borders and in major manufacturing centers. Explain how different cultural groups shape the character of these cities and how culture influences conflict, cooperation, and group identity. (Adapted from National Geography Standards, 1994)

  • identify the characteristics and distribution of ecosystems, and the changes in meaning, distribution, and importance of resources (e.g., how Africa's physical geography, vegetation, and technology affect cross-cultural contacts and economic development; the relationship between topography and drainage systems in China and the development of civilization there; the impact of Japan's insular geography upon its history, cultural identity, and patterns of selective borrowing from other cultures; the diversity of the physical environment, including the tremendous range of climates, in areas referred to as Latin America; the effects physical geography-especially the lack of water-have upon the historic and economic development of the Middle East; the relationship between the physical geography and the historic and economic development of Eastern Europe and Russia; and the influence of the frontier in United States history).

  • Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global - including the distribution of people, places, and environments over the Earth's surface.

RETURN TO TOP

Standard 4 - Economics

1. The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.

Students:

• analyze the effectiveness of varying ways societies, nations, and regions of the world attempt to satisfy their basic needs and wants by utilizing scarce resources

• define and apply basic economic concepts such as scarcity, supply/demand, opportunity costs, production, resources, money and banking, economic growth, markets, costs, competition, and world economic systems

• understand the nature of scarcity and how nations of the world make choices which involve economic and social costs and benefits

• describe the ideals, principles, structure, practices, accomplishments, and problems related to the United States economic system

• compare and contrast the United States economic system with other national economic systems, focusing on the three fundamental economic questions

• explain how economic decision making has become global as a result of an interdependent world economy

• understand the roles in the economic system of consumers, producers, workers, investors, and voters.

This is evident, for example, when students:

  • through the use of market case studies of the U.S. economy and the economies of other countries, investigate how values and incentives influence people's choices, how the economic system affects people's incentives, how people gain from voluntary trade, and how people's choices influence the value of a good or service

  • examine current and historical economic data (e.g., workforce composition and participation, natural resource deposits, industrial base, financial institutions, state's gross domestic product) to create an economic profile of the New York State and United States economies; investigate the role of government (state and national) with particular attention to services provided that foster economic activity and regulations designed to protect the environment

  • complete a case study of a nation or society, focusing on the fundamental economic questions: What goods and services are produced and in what quantities? How are these goods and services produced? For whom are these goods and services produced?

  • investigate one or more current economic issues in the United States, including their historical antecedents; issues may include, but are not limited to: impact of fiscal policy, the role of Federal Reserve and monetary policy, corporate downsizing and unemployment, economic growth and the information age, welfare policy, health care policy, the national debt, defense spending, foreign aid, affirmative action; consider policy positions, and the possible conflicting goals of government, such as full employment, price stability, economic justice, economic freedom, and economic security

  • recognize why international trade takes place (because of comparative advantage) and the role of exchange rates in fostering or inhibiting trade; become familiar with the basics of the balance of payments and international capital flows; investigate the importance of New York City as a primary world financial center and how the City's financial role is enhanced by technology

  • graph textbook or teacher-developed data to display supply/demand schedules. Interpret graphs identifying prices and situations that would cause the demand and supply schedules to change

  • describe a list of economic decisions students will make during the coming year, explaining how the concept of scarcity is involved in each decision. For each decision, discuss a possible opportunity cost involved. Research newspapers, periodicals, and computer databases to compile a list of local, State, or federal government economic decisions explaining how the concept of scarcity affected each decision

  • interpret and analyze the graphic information included in the annual Economic Report of the President, describing federal and state expenditures s analyze how traditional, command, market, and mixed economies would address the following issues: health care for individuals with special needs (i.e., elderly, people with disabilities), price supports for farmers, aid to education, and environmental controls of industries

  • examine the nature and functions of money in an economy; understand the basics of banking, including the role of the Federal Reserve Bank system; investigate how forms of money and the nature of credit have changed over time; recognize how technology increases the flow of financial information and increases the speed of financial transactions

  • conduct an in-depth investigation and analysis of the economic and historical impact of one of the following: the era of Adam Smith and the emergence of capitalism, the Industrial Revolution, Karl Marx and the emergence of communism, the fall of the Berlin Wall, the "opening up" of former communist countries to capitalism, and how economic change has affected families throughout history.

RETURN TO TOP

2. Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.

Students:

  • identify, locate, and evaluate economic information from standard reference works, newspapers, periodicals, computer databases, monographs, textbooks, government publications, and other primary and secondary sources

  • use economic information by identifying similarities and differences in trends; inferring relationships between various elements of an economy: organizing and arranging information in charts, tables, and graphs; extrapolating and making conclusions about economic questions, issues, and problems

  • apply a problem-solving model to identify economic problems or issues, generate hypotheses, test hypotheses, investigate and analyze selected data, consider alternative solutions or positions, and make decisions about the best solution or position

  • present economic information and conclusions in different formats, including graphic representations, computer models, research reports, and oral presentations.

This is evident, for example, when students:

  • analyze graphs and charts describing federal, state, and local government expenditures in different categories (e.g., education, police and fire, health care, welfare, transportation) and design a graphic representation or computer model that compares/contrasts these expenditures

  • construct a personal budget showing how they would spend a particular income for a period of months. Classify the expenditures and present this information in graphic form

  • research the early struggles of organized labor, including topics such as labor conditions in specific industries in the nineteenth century, important pieces of labor legislation, and major labor conflicts. Prepare an oral or research report that summarizes the findings and evaluates the effectiveness of the solutions to these problems, conflicts, or conditions

  • list problems which affect the environment and the quality of life in the United States. Research federal, state, and local government programs developed to resolve these problems.

  • evaluate the costs and benefits of each governmental action and propose additional actions

  • prepare a series of questions for an interview with a commercial banker focusing on the relationship of that bank with the Federal Reserve System and how and why interest rates change.

  • graph interest rates for a two-year period and explain how and why they might have changed

  • research periodicals, computer databases, and government publications to investigate different views on the role of the government in the economy. Take and defend a position on what role government should play in managing the economy.

  • Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

RETURN TO TOP

Standard 5 - Civics, Citizenship, and Government

1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)

Students:

• analyze how the values of a nation and international organizations affect the guarantee of human rights and make provisions for human needs

• consider the nature and evolution of constitutional democracies throughout the world

• compare various political systems with that of the United States in terms of ideology, structure, function, institutions, decision-making processes, citizenship roles, and political culture

• identify and analyze advantages and disadvantages of various governmental systems.

This is evident, for example, when students:

  • analyze excerpts from the writings of Hobbes, Locke, Rousseau, and others of the Enlightenment Period

  • explain what the term "social contract" means and how it was applied to the establishment of civil society and legitimate government in many areas of the world

  • compare various political systems throughout the world with that of the United States in terms of their ideologies, structures, functions, institutions, decision-making processes, citizenship roles, and political cultures. (Adapted from Curriculum Standards for the Social Studies, NCSS)

  • compare and contrast the American federal system with that of other democratic nations.

RETURN TO TOP

2. The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994)

Students:

• trace the evolution of American values, beliefs, and institutions

• analyze the disparities between civic values expressed in the United States Constitution and the United Nation Universal Declaration of Human Rights and the realities as evidenced in the political, social, and economic life in the United States and throughout the world

• identify, respect, and model those core civic values inherent in our founding documents that have been forces for unity in American society

• compare and contrast the Constitutions of the United States and New York State

• understand the dynamic relationship between federalism and state's rights.

This is evident, for example, when students:

RETURN TO TOP

3. Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen's rights and responsibilities.

Students:

• understand how citizenship includes the exercise of certain personal responsibilities, including voting, considering the rights and interests of others, behaving in a civil manner, and accepting responsibility for the consequences of one's actions (Adapted from The National Standards for Civics and Government, 1994)

• analyze issues at the local, state, and national levels and prescribe responses that promote the public interest or general welfare, such as planning and carrying out a voter registration campaign

• describe how citizenship is defined by the Constitution and important laws

• explore how citizens influence public policy in a representative democracy.

This is evident, for example, when students:

  • compare basic British political documents with the United States Constitution, identifying how each system defines leadership, a citizen's rights and responsibilities, and powers of the government

  • outline how one can become a citizen and analyze the rights and responsibilities of citizenship

  • plan and implement a voter registration campaign or other voluntary activity in the community

  • implement a student court to adjudicate in-school offenses

  • volunteer and support conflict mediation programs within the school

  • investigate local environmental issues and propose solutions based on state and federal environmental laws