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Correlations to Standards by State by Academic Discipline

New York Learning Standards for Social Studies - Intermediate 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:

• explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and

• traditions that help define it and unite all Americans

• interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and United States Constitution, Bill of Rights, and other important historical documents.

This is evident, for example, when students:

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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:

• describe the reasons for periodizing history in different ways

• investigate key turning points in New York State and United States history and explain why these events or developments are significant

• understand the relationship between the relative importance of United States domestic and foreign policies over time

• analyze the role played by the United States in international politics, past and present.

This is evident, for example, when students:

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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:

• complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations

• gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States

• describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents

• classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious.

This is evident, for example, when students:

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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:

• consider the sources of historic documents, narratives, or artifacts and evaluate their reliability

• understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives

• compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts

• describe historic events through the eyes and experiences of those who were there. (Taken from National Standards for History for Grades K-4)

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.

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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:

• know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations

• know some important historic events and developments of past civilizations

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

This is evident, for example, when students:

  • propose a list of characteristics to define the concepts of culture and civilization, explaining how civilizations develop and change

  • investigate the important achievements and accomplishments of the world's early civilizations (e.g., African, Greek, Roman, Egyptian, Indian, Chinese)

  • analyze how the natural environments of the Tigris-Euphrates, Nile, and Indus valleys shaped the early development of civilization (Taken from National Standards for World History)

  • research an important event or development in world history and include information about how different people viewed the same event (e.g., the French Revolution as witnessed by members of the ruling classes, the revolutionaries, members of the Estates General, and the Church)

  • identify different ethnic, religious, and socioeconomic groups throughout the world and analyze their varying perspectives on the same historic events and contemporary issues. Explain how these different perspectives developed.

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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:

• develop timelines by placing important events and developments in world history in their correct chronological order

• measure time periods by years, decades, centuries, and millennia

• study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes.

This is evident, for example, when students:

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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:

• investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout world history

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

• classify historic information according to the type of activity or practice: social/cultural, political, economic, geographic, scientific, technological, and historic.

This is evident, for example, when students:

  • read historic narratives, biographies, literature, diaries, and letters to learn about the important accomplishments and roles played by individuals and groups throughout world history explain some of the following practices as found in particular civilizations and cultures throughout world history: social customs, child-rearing practices, government, ways of making a living and distributing goods and services, language and literature, education and socialization practices, values and traditions, gender roles, foods, and religious/spiritual beliefs and practices

  • develop a map of Europe, the Mediterranean world, India, South and Southeast Asia, and China to show the extent of the spread of Buddhism, Christianity, Hinduism, and Confucianism; explain how the spread of these religions changed the lives of people living in these areas of the world (Adapted from National Standards for World History)

  • write diary accounts, journal entries, letters, or news accounts from the point of view of a young person living during a particular time period in world history, focusing on an important historic, political, economic, or religious event or accomplishment

  • study the historical writings of important figures in world history to learn about their goals, motivations, intentions, influences, and strengths and weaknesses.

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:

• explain the literal meaning of a historical passage or primary source document, identifying who was involved, what happened, where it happened, what events led up to these developments, and what consequences or outcomes followed (Taken from National Standards for World History)

• analyze different interpretations of important events and themes in world history and explain the various frames of reference expressed by different historians

• view history through the eyes of those who witnessed key events and developments in world history by analyzing their literature, diary accounts, letters, artifacts, art, music, architectural drawings, and other documents

• investigate important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause-and-effect relationships, testing these hypotheses, and forming conclusions.

This is evident, for example, when students:

  • examine documents related to significant developments in world history (e.g., excerpts from sacred texts of the world's great religions, important political statements or decrees, literary works, and historians' commentaries); employ the skills of historical analysis and interpretation in probing the meaning and importance of the documents by:

    - identifying authors and sources for the historical documents

    Students can use the content, links and pictures from the program listed above to help achieve this standard.

    - comparing and contrasting differing sets of ideals and values contained in each historical documents.

    - considering multiple perspectives presented in the documents

    - evaluating major debates among historians about the meaning of each historical document

    - hypothesizing about the influence of each document on present-day activities and debates in the international arena. (Adapted from National Standards in World History)

  • study about an event or development in world history (e.g., the early civilizations, the age of exchange and global expansion, the industrial revolution, political and social revolutions, imperialism and colonization, case studies of genocide and human rights violations, world wars) by analyzing accounts written by eyewitnesses to the event or development; compare the eyewitness accounts with reports and narratives written by historians after the event or development

    • America in the First World War AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ush11/10.asp
    • Early Modern Europe PROGRAM
      http://www.beyondbooks.com/eur11/index.asp
      Students can use the content, links and pictures from the programs listed above to help achieve this standard.

  • trace the impacts of different technological innovations and advances ( e.g., in transportation and communication, agriculture, health and science, commerce and industry) over time by analyzing the effects of technology on the lives of people.

• 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.

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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:

• map information about people, places, and environments

• understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models (Taken from National Geography Standards, 1994)

• investigate why people and places are located where they are located and what patterns can be perceived in these locations

• describe the relationships between people and environments and the connections between people and places.

This is evident, for example, when students:

  • investigate how groups of people living in different geographic regions throughout the world interacted with and structured their natural environments to accommodate their varied lifestyles and economies; discuss national, regional, and global interactions

  • draw from memory a map of the world on a single sheet of paper and outline and label the major physical features (e.g., continents, oceans, major mountain ranges, significant desert regions, and river systems) and important human features (e.g., major cities of the world, imaginary lines such as the prime meridian and the equator). (Taken from National Geography Standards, 1994)

  • apply the five themes of geography to their study of communities and regions throughout the world. Describe how location, place, relationships within places, movement, and regions can be used to analyze different cultures and societies

  • complete a geographic/historic study of their community or a region of New York State by focusing on the following questions: Where is your community or region located? How did it get there? What is it like to live and work there? What are its physical characteristics (e.g., climate, elevation, population density, size)?

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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:

• formulate geographic questions and define geographic issues and problems

• use a number of research skills (e.g., computer databases, periodicals, census reports, maps, standard reference works, interviews, surveys) to locate and gather geographical information about issues and problems (Adapted from National Geography Standards, 1994)

• present geographic information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer-generated models

• interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems.

This is evident, for example, when students:

  • plan and execute an inquiry to answer these questions about a region of the world: How does the shape of the Earth and the natural environment influence where people live? What natural processes change the shape of the Earth's surface? How has human habitation changed the surface of the Earth? Derive generalizations and conclusions supported by evidence. (Based on National Geography Standards, 1994)

  • pose analytical questions concerning a geographic issue or problem affecting their community, region, or New York State (e.g., issues related to environmental problems and concerns, transportation and traffic needs, land use, housing, natural resource use)

  • use a variety of research skills to locate, collect, and organize geographic data related to a geographic or environmental issue, problem, or question; organize the data in logical and meaningful ways; present written and oral reports that include geographic conclusions and generalizations supported by the data collected; propose new questions for further investigation

  • develop and present a multimedia report on a geographic topic, issue, problem, or question (e.g., deforestation, energy consumption, resource depletion, natural hazards, major geographic events), making use of maps, graphs, photographs, videos, computer-generated models, and other appropriate sources

  • use a variety of maps to answer geographic questions about people, places, and regions.

  • 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.

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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:

• explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources

• define basic economic concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth, and systems

• understand how scarcity requires people and nations to make choices which involve costs and future considerations

• understand how people in the United States and throughout the world are both producers and consumers of goods and services

• investigate how people in the United States and throughout the world answer the three fundamental economic questions and solve basic economic problems

• describe how traditional, command, market, and mixed economies answer the three fundamental economic questions

• explain how nations throughout the world have joined with one another to promote economic development and growth.

This is evident, for example, when students:

  • investigate how different countries in Europe and the Middle East solve problems related to satisfying basic needs. Compile a list of available resources, industries, modes of transportation, and economic problems

  • define and apply basic economic concepts such as supply and demand, price, market, and economic growth in an investigation of a national or regional economic question or problem

  • understand the concept of opportunity cost (the highest valued alternative not chosen) and how the concept applies to personal and business decision making

  • consider case studies comparing economic decisions and choices made by groups and nations involving questions about scarce resources

  • compare basic economic systems throughout the world, classifying them as traditional, command, market, or mixed. Focus on questions such as: What is produced? How is it produced, distributed, and consumed? Which natural, capital, and human resources are available? How are prices set? What is meant by economic growth?

  • identify the basic ideas and values of the United States economic system (e.g., individual entrepreneurship, private ownership of property, laissez-faire economics, cheap labor supply, free enterprise, monopolies, and governmental regulation) and how these factors contributed to the American economic system; compare these ideas and values to those of other economic systems

  • define and apply the concepts of inflation, deflation, depression, fiscal policies, and monetary policy in the context in which these terms are used; examine the historical context of at least one of these concepts during an important event in United States history (e.g., industrialization of America and the rise of the labor movement, the Great Depression, the 1970s inflation)

  • develop a case study of a New York-produced product to show how the State participates in a world economy

  • investigate the economy of the United States and determine how decisions are made about what goods and services are to be produced, and how they are distributed; compare how these decisions are made in other countries; identify the major imports/exports of the country and explain the effects of international trade on the American and other national economies; discuss how values may influence the economy.

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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 and collect economic information from standard reference works, newspapers, periodicals, computer databases, textbooks, and other primary and secondary sources

• organize and classify economic information by distinguishing relevant from irrelevant information, placing ideas in chronological order, and selecting appropriate labels for data

• evaluate economic data by differentiating fact from opinion and identifying frames of reference

• develop conclusions about economic issues and problems by creating broad statements which summarize findings and solutions

• present economic information by using media and other appropriate visuals such as tables, charts, and graphs to communicate ideas and conclusions.

This is evident, for example, when students:

  • research a number of economic conditions (e.g., availability of resources, size and distribution of population, degree of technology, political structure) about a particular nation in Europe, Africa, or the Middle East

  • organize economic information about different kinds of economic systems (i.e., traditional, market, command) in terms of what to produce, how to produce it, and for whom to produce the product

  • investigate different societies and groups living in Africa, Asia, and the Middle East to determine their available resources, industries, and problems in meeting basic needs. List alternative ways to resolve their economic problems and evaluate the effectiveness of each proposed solution

  • design a class-size mural that shows how people living in Europe, Asia, and Africa produce and consume various resources, goods, and services. Indicate how these ways of making a living have changed over time

  • research a major United States industry such as steel, automobile, mining, farming, or banking to determine the governmental controls placed on it either directly or indirectly. Determine the extent to which the federal government interacts with and controls these industries

    • The Gilded Age AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ush11/1.asp
    • Western Folkways
      http://www.beyondbooks.com/ush11/6.asp
    • The Age of the Automobile
      http://www.beyondbooks.com/ush11/11a.asp
      Students can use the content, links, and pictures from the Beyond Books foci listed above to help achieve this standard.

  • prepare a classroom questionnaire that asks the historical/economic question: What makes a nation an industrial leader? Survey adults to determine their opinions on the question, categorize the findings, and draw conclusions.

  • 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.

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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 affect the guarantee of human rights and make provisions for human needs

• consider the nature and evolution of constitutional democracies

• explore the rights of citizens in other parts of the hemisphere and determine how they are similar to and different from the rights of American citizens

• analyze the sources of a nation's values as embodied in its constitution, statutes, and important court cases.

This is evident, for example, when students:

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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:

• understand how civic values reflected in United States and New York State Constitutions have been implemented through laws and practices

• understand that the New York State Constitution, along with a number of other documents, served as a model for the development of the United States Constitution

• compare and contrast the development and evolution of the constitutions of the United States and New York State

• define federalism and describe the powers granted the national and state governments by the United States Constitution

• value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality

• understand how the United States and New York State Constitutions support majority rule but also protect the rights of the minority.

This is evident, for example, when students:

  • create a list of basic civic values and explore how these values are reflected in key United States Supreme Court decisions

  • explore laws dealing with the rights and responsibilities of young people to determine the underlying values on which these young people's rights are based

  • examine core values supporting our system of justice and compare these values to those of other nations

  • consider examples from the history of the United States which show the changing nature of federalism, separation of powers, protection of individual rights, and the amendment process

  • working in small groups, examine a copy of the original New York State Constitution and a copy of the present State constitution and identify changes that have been made and discuss possible reasons for the changes

  • analyze an excerpt written by Alexander Hamilton, John Jay, or James Madison dealing with federalism. Explain the positions each take

  • analyze key Supreme Court cases to determine how they embody constitutional values; apply these values to real life situations.

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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:

• explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State over time

• understand that the American legal and political systems guarantee and protect the rights of citizens and assume that citizens will hold and exercise certain civic values and fulfill certain civic responsibilities

• discuss the role of an informed citizen in today's changing world

• explain how Americans are citizens of their states and of the United States.

This is evident, for example, when students:

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4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.

Students:

• respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their viewpoint

• explain the role that civility plays in promoting effective citizenship in preserving democracy

• participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems.

This is evident, for example, when students:

  • use value-based dilemmas to provide students with open-ended situations (e.g., witnessing a crime, serving on a jury in a murder trial) that could force them to evaluate their feelings concerning the difficult responsibilities of citizenship

    • American Government PROGRAM
      http://www.beyondbooks.com/gov91/index.asp
      Poll questions designed to elicit value-based responses are located throughout this Beyond Books program.

  • discuss the options open to people who disagree with a particular political solution to an issue

  • conduct mock local, state, and national elections, compare the school's results with the real outcome of the election

  • analyze how complex issues can be addressed when individuals are willing to try to come to agreement through negotiation and compromise (Adapted from The National Standards for Civics and Government, 1994)

    • American Government PROGRAM
      http://www.beyondbooks.com/gov91/index.asp
      Students can use the content, links and pictures from this program to help achieve this standard.

  • describe how citizens can participate in governmental decisions and how they can monitor and influence their actions and policies

  • using historic and current issues or incidents and actual Supreme Court decisions hold mini model trials, appellate arguments, or debates to enhance citizenship skills and knowledge.

  • Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

    • American Government PROGRAM
      http://www.beyondbooks.com/gov91/index.asp
      Students can use the content, links and pictures from this program to help achieve this standard.
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