iSEEK - Education

laws. 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: • participate as informed citizens in the political justice system and processes of the United States, including voting • evaluate, take, and defend positions on what the fundamental values and principles of American

34 0 http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=34 www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=34

laws. 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: • participate as informed citizens in the political justice system and processes of the United States, including voting • evaluate, take, and defend positions on what the fundamental values and principles of American

www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=34

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ACKNOWLEDGEMENTS

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War. 3.02 Analyze and assess the causes of the Civil War. 3.03 Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict. 3.04 Analyze the political, economic, and social impact of Reconstruction on the nation and identify the reasons why Reconstruction came to an end. 3.05 Evaluate the degree to which the Civil War and Reconstruction proved to be a test of the supremacy of the national government. COMPETENCY GOAL 4: The Great West

70 0 http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=70 www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...

War. 3.02 Analyze and assess the causes of the Civil War. 3.03 Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict. 3.04 Analyze the political, economic, and social impact of Reconstruction on the nation and identify the reasons why Reconstruction came to an end. 3.05 Evaluate the degree to which the Civil War and Reconstruction proved to be a test of the supremacy of the national government. COMPETENCY GOAL 4: The Great West

www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...

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Environment and Society 3 Spatial Dynamics and Connections 4 U.S./Global Issues and Events Era 2 (Grade 5) Colonization and Settlement (1585 – 1763) ➤ European Struggle for Control of North America Atlantic Slave Trade and Origins of Black America Comparative Life in North America Era 4 (Grade 8) Expansion and Reform (1792 – 1861) ➤ Political, Economic, and Regional Growth Regional and Economic Growth Reform Movements Era 5 (Grade 8) Civil War and Reconstruction (1850 – 1877) ➤ Abolition and

35 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=35 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=35

various environmental, human, and social forces that have infl uenced and continues to infl uence America and Americans. Studying United States History and Geography connects us to people and events across time and space, illuminating the range and depth of human experience on grand as well as local scales. It involves an analytical study of the nation’s political ideals, or times and places where people or events challenged, violated, or expanded those ideas. This offers Michigan teachers and students both

37 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=37 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=37

Environment and Society 3 Spatial Dynamics and Connections 4 U.S./Global Issues and Events Era 2 (Grade 5) Colonization and Settlement (1585 – 1763) ➤ European Struggle for Control of North America Atlantic Slave Trade and Origins of Black America Comparative Life in North America Era 4 (Grade 8) Expansion and Reform (1792 – 1861) ➤ Political, Economic, and Regional Growth Regional and Economic Growth Reform Movements Era 5 (Grade 8) Civil War and Reconstruction (1850 – 1877) ➤ Abolition and

www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=37

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K-12 Social Studies

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New Hampshire Curriculum Framework Social Studies US / NH History (HI:5) The study of New Hampshire and United States History is important in helping citizens understand and appreciate the legacy of our republic, and to develop the empathy and analytical skills needed to participate intelligently and responsibly in our ongoing democratic experiment. Historical study exposes students to the enduring themes and issues of our past and emboldens them to courageously and compassionately meet the

33 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=33 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

New Hampshire Curriculum Framework Social Studies US / NH History (HI:1) The study of New Hampshire and United States History is important in helping citizens understand and appreciate the legacy of our republic, and to develop the empathy and analytical skills needed to participate intelligently and responsibly in our ongoing democratic experiment. Historical study exposes students to the enduring themes and issues of our past and emboldens them to courageously and compassionately meet the

34 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=34 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

New Hampshire Curriculum Framework Social Studies US / NH History (HI:2) The study of New Hampshire and United States History is important in helping citizens understand and appreciate the legacy of our republic, and to develop the empathy and analytical skills needed to participate intelligently and responsibly in our ongoing democratic experiment. Historical study exposes students to the enduring themes and issues of our past and emboldens them to courageously and compassionately meet the

35 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=35 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

New Hampshire Curriculum Framework Social Studies US / NH History (HI:3) The study of New Hampshire and United States History is important in helping citizens understand and appreciate the legacy of our republic, and to develop the empathy and analytical skills needed to participate intelligently and responsibly in our ongoing democratic experiment. Historical study exposes students to the enduring themes and issues of our past and emboldens them to courageously and compassionately meet the

36 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=36 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

New Hampshire Curriculum Framework Social Studies US / NH History (HI:4) The study of New Hampshire and United States History is important in helping citizens understand and appreciate the legacy of our republic, and to develop the empathy and analytical skills needed to participate intelligently and responsibly in our ongoing democratic experiment. Historical study exposes students to the enduring themes and issues of our past and emboldens them to courageously and compassionately meet the

37 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=37 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

New Hampshire Curriculum Framework Social Studies US / NH History (HI:5) The study of New Hampshire and United States History is important in helping citizens understand and appreciate the legacy of our republic, and to develop the empathy and analytical skills needed to participate intelligently and responsibly in our ongoing democratic experiment. Historical study exposes students to the enduring themes and issues of our past and emboldens them to courageously and compassionately meet the

61 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=61 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

63 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=63 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

65 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=65 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

66 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=66 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

67 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=67 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

92 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=92 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

94 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=94 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

95 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=95 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

96 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12SocialStudiesFramework.pdf#page=96 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

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Microsoft Word - historysol2008.doc

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USII.2 The student will use maps, globes, photographs, pictures, or tables for a) explaining how physical features and climate influenced the movement of people westward; b) explaining relationships among natural resources, transportation, and industrial development after 1865; c) locating the 50 states and the cities most significant to the historical development of the United States. Reconstruction: 1865 to 1877 USII.3 The student will demonstrate knowledge of the effects of Reconstruction on

21 0 http://www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=21 www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=21

USII.2 The student will use maps, globes, photographs, pictures, or tables for a) explaining how physical features and climate influenced the movement of people westward; b) explaining relationships among natural resources, transportation, and industrial development after 1865; c) locating the 50 states and the cities most significant to the historical development of the United States. Reconstruction: 1865 to 1877 USII.3 The student will demonstrate knowledge of the effects of Reconstruction on

www.doe.virginia.gov/VDOE/Superintendent/Sols/historysol2008.pdf#page=21

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Massachusetts History and Social Science Curriculum Framework: August 2003

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USI.39 Leaders Battles USI.40 USI.41 Explain the policies and consequences of Reconstruction. (H, C) the presidential election of 1876 and the end of Reconstruction (1896) U.S. History I Learning Standards (continued) Analyze the roles and policies of various Civil War leaders and describe the important Civil War battles and events. (H) A. Jefferson Davis B. Ulysses S. Grant C. Robert E. Lee A. the Massachusetts 54th Regiment and the Battle at Fort Wagner B. Antietam C. Vicksburg D

70 0 http://www.doe.mass.edu/frameworks/hss/final.pdf#page=70 www.doe.mass.edu/frameworks/hss/final.pdf#page=70

of America government such as popular sovereignty, federalism, separation of powers, and individual rights. Students study America’s westward expansion, the establishment of political parties, and economic and social change. Finally, students will learn about the growth of sectional conflict, how sectional conflict led to the Civil War, and the consequences of the Civil War, including Reconstruction. The reading of primary source documents is a key feature of the two-year set of U.S. history standards

77 0 http://www.doe.mass.edu/frameworks/hss/final.pdf#page=77 www.doe.mass.edu/frameworks/hss/final.pdf#page=77

USI.39 Leaders Battles USI.40 USI.41 Explain the policies and consequences of Reconstruction. (H, C) the presidential election of 1876 and the end of Reconstruction (1896) U.S. History I Learning Standards (continued) Analyze the roles and policies of various Civil War leaders and describe the important Civil War battles and events. (H) A. Jefferson Davis B. Ulysses S. Grant C. Robert E. Lee A. the Massachusetts 54th Regiment and the Battle at Fort Wagner B. Antietam C. Vicksburg D

www.doe.mass.edu/frameworks/hss/final.pdf#page=77

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§113.24. Social Studies, Grade 8. September 1997 Original Page B-17 §113.24. Social Studies, Grade 8. (a) Introduction. (1) In Grade 8, students study the history of the United States from the early colonial period through Reconstruction. The knowledge and skills in subsection (b) of this section comprise the first part of a two-year study of U.S. history. The second part, comprising U.S. history since Reconstruction to the present, is provided in §113.32 of this title (relating to United States

17 0 http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=17 ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=17

§113.24. Social Studies, Grade 8. September 1997 Original Page B-17 §113.24. Social Studies, Grade 8. (a) Introduction. (1) In Grade 8, students study the history of the United States from the early colonial period through Reconstruction. The knowledge and skills in subsection (b) of this section comprise the first part of a two-year study of U.S. history. The second part, comprising U.S. history since Reconstruction to the present, is provided in §113.32 of this title (relating to United States

21 0 http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=21 ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=21

§113.24. Social Studies, Grade 8. September 1997 Original Page B-21 (C) analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address. (8.9) History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to: (A) evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state

ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.pdf#page=17

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• 5.4.tpi.12. research and evaluate selected court cases of the 20 th century to illustrate due process. History Content Standard: 5.0 History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based. Learning Expectations: Era 5 - Civil War and Reconstruction (1850-1877) • 5.01

11 0 http://www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=11 www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=11

• 5.4.tpi.12. research and evaluate selected court cases of the 20 th century to illustrate due process. History Content Standard: 5.0 History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based. Learning Expectations: Era 5 - Civil War and Reconstruction (1850-1877) • 5.01

12 0 http://www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=12 www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=12

• 5.13 Understand developments in foreign policy and domestic policies between the Nixon and Clinton presidencies. • 5.14 Understand economic, social, and cultural developments in the contemporary United States. Accomplishments Era 5 - Civil War and Reconstruction (1850-1877) 5.5.01 Understand the causes, course, and consequences of the Civil War. a. Identify the locations of the southern and northern states. b. Identify the advantages and disadvantages of northern and southern economic resources

www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=11

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Indiana Academic Standards-Social Studies-Grade 8

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Approved October 2007 Grade 8, Page 1 GRADE 8 United States History – Growth and Development In Grade 8, students focus upon United States history, beginning with a brief review of early history, including the Revolution and Founding Era, and the principles of the United States and Indiana constitutions, as well as other founding documents and their applications to subsequent periods of national history and to civic and political life. Students then study national development, westward expansion

1 0 http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-grade08.pdf#page=1 dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...

Approved October 2007 Grade 8, Page 1 GRADE 8 United States History – Growth and Development In Grade 8, students focus upon United States history, beginning with a brief review of early history, including the Revolution and Founding Era, and the principles of the United States and Indiana constitutions, as well as other founding documents and their applications to subsequent periods of national history and to civic and political life. Students then study national development, westward expansion

dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...

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Microsoft Word - ssstd8.docssstd8.pdf

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8/9/2005 Page 220 of 298 Kansas, United States, and World History Eighth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and the causes and effects of the Civil

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016&forcedownload=true#page=20 www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016...

8/9/2005 Page 220 of 298 Kansas, United States, and World History Eighth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and the causes and effects of the Civil

www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016...

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