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Education
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nation, state and local communities. In addition, students must also be prepared to serve as global citizens; that is, students must be aware that the United States has a significant impact on the rest of the world, and conversely, the rest of the world impacts the United States. Techn...
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nation, state and local communities. In addition, students must also be prepared to serve as global citizens; that is, students must be aware that the United States has a significant impact on the rest of the world, and conversely, the rest of the world impacts the United States. Technological advances bring the world to our doorstep. International education enables students to broaden their understanding of global issues that impact their life as Americans. The study of politics, government, and society should
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http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=8
www.nj.gov/education/cccs/2004/s6_ss.pdf#page=8
nation, state and local communities. In addition, students must also be prepared to serve as global citizens; that is, students must be aware that the United States has a significant impact on the rest <span class="highlight">of</span> the world, and conversely, the rest <span class="highlight">of</span> the world impacts the United States. Technological advances bring the world to our doorstep. <span class="highlight">International</span> education enables students to broaden their understanding <span class="highlight">of</span> global issues that impact their life as Americans. The study <span class="highlight">of</span> politics, government, and society should
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tions as new information is learned and other interpreta- tions are developed. (Adapted from National Standards for United States History) This is evident, for example, when students: s analyze important debates in American history (e.g., ratification of the United States Constitution, abolit...
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tions as new information is learned and other interpreta- tions are developed. (Adapted from National Standards for United States History) This is evident, for example, when students: s analyze important debates in American history (e.g., ratification of the United States Constitution, abolition of slavery, regulation of big business, restrictions on immigration, the New Deal legislation, women’s suffrage, United States involvement in foreign affairs and wars), focusing on the opposing positions and the
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http://www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=12
www.emsc.nysed.gov/ciai/socst/documents/sslearn.pdf#page=12
tions as new information is learned and other interpreta- tions are developed. (Adapted from National Standards for United States History) This is evident, for example, when students: s analyze important debates in American history (e.g., ratification <span class="highlight">of</span> the United States Constitution, abolition <span class="highlight">of</span> slavery, regulation <span class="highlight">of</span> big business, restrictions on immigration, the New Deal legislation, women’s suffrage, United States involvement in foreign <span class="highlight">affairs</span> and wars), focusing on the opposing positions and the
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