iSEEK - Education

HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 58 CIVICS 4.2 U.S. Role in International Institutions and Affairs Identify the roles of the United States of America in international institutions and affairs through the investigation of such questions as: What is the role of the United States in international institutions and affairs? 4.2.1 Describe how different political systems interact in world affairs with respect to

7 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=7 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=7

and Foundations of the Government of the United States of America C3 Government in the United States of America C4 The Relationship of the United States to Other Nations and World Affairs C5 Citizenship in the United States C6 Citizenship in Action Economics Knowledge Intellectual Skills Economic Literacy E1 The Market Economy E2 The National Economy E3 International Economy High School Content Expectations The High School Standards and Content Expectations for Social Studies

58 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=58 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=58

HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 58 CIVICS 4.2 U.S. Role in International Institutions and Affairs Identify the roles of the United States of America in international institutions and affairs through the investigation of such questions as: What is the role of the United States in international institutions and affairs? 4.2.1 Describe how different political systems interact in world affairs with respect to

www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=58

Average Rating (0 votes)

Core Content For Mathematics Assessment

1 0

influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions). SS-HS-3.3.3 Students will explain how the level of competition in a market is largely determined by the number of buyers and sellers. SS-HS-3.3.4 Students will explain how laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) have been adopted to maintain competition in the United States and in the global marketplace. Production, Distribution, and Consumption SS-HS

259 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=259 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=259

influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions). SS-HS-3.3.3 Students will explain how the level of competition in a market is largely determined by the number of buyers and sellers. SS-HS-3.3.4 Students will explain how laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) have been adopted to maintain competition in the United States and in the global marketplace. Production, Distribution, and Consumption SS-HS

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=259

Average Rating (0 votes)

Indiana Academic Standards-US Government

1 0

Approved October 2007 United States Government, Page 9 Example: Whitney v. California (1927), Stromberg v. California (1931), Near v. Minnesota (1931), Mapp v. Ohio (1961), Brandenburg v. Ohio (1969), Wisconsin v. Yoder (1972), Roe v. Wade (1973), Texas v. Johnson (1989) and Reno v. American Civil Liberties Union (1997) USG.5.11 Give examples of the role that individual citizens can play in world affairs. Example: Join international aid organizations such as the Peace Corps or Habitat for Humanity

9 0 http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-usgovt.pdf#page=9 dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...

Approved October 2007 United States Government, Page 9 Example: Whitney v. California (1927), Stromberg v. California (1931), Near v. Minnesota (1931), Mapp v. Ohio (1961), Brandenburg v. Ohio (1969), Wisconsin v. Yoder (1972), Roe v. Wade (1973), Texas v. Johnson (1989) and Reno v. American Civil Liberties Union (1997) USG.5.11 Give examples of the role that individual citizens can play in world affairs. Example: Join international aid organizations such as the Peace Corps or Habitat for Humanity

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

Average Rating (0 votes)

STANDARDS.05

1 0

nations have influenced the politics and society of the United States; 3) understand how national politics and international affairs are interrelated with the politics and interests of the state; 4) understand the purpose and function of international government and non- governmental organizations in the world today; and 5) analyze the causes, consequences, and possible solutions to current international issues. A student who meets the content standard should: 1) know the important characteristics of

21 0 http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=21 www.eed.state.ak.us/standards/pdf/standards.pdf#page=21

nations have influenced the politics and society of the United States; 3) understand how national politics and international affairs are interrelated with the politics and interests of the state; 4) understand the purpose and function of international government and non- governmental organizations in the world today; and 5) analyze the causes, consequences, and possible solutions to current international issues. A student who meets the content standard should: 1) know the important characteristics of

www.eed.state.ak.us/standards/pdf/standards.pdf#page=21

Average Rating (0 votes)

Massachusetts History and Social Science Curriculum Framework: August 2003

70 70

78 78

1 0

sectionalism in American history. The standards address the political and economic differences between the North and the South, the Civil War and its aftermath, and the continued importance of sectionalism through the 20th century. The rise and continuing international influence of the United States. The U.S. history standards in grade 5 and the standards for U.S. history I and II address the rise and growing role of the United States in world affairs to the present day. The standards address the reasons for and

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

sectionalism in American history. The standards address the political and economic differences between the North and the South, the Civil War and its aftermath, and the continued importance of sectionalism through the 20th century. The rise and continuing international influence of the United States. The U.S. history standards in grade 5 and the standards for U.S. history I and II address the rise and growing role of the United States in world affairs to the present day. The standards address the reasons for and

78 0 http://www.doe.mass.edu/frameworks/hss/final.pdf#page=78 www.doe.mass.edu/frameworks/hss/final.pdf#page=78

The rise and continuing international influence of the United States. The U.S. history standards in grade 5 and the standards for U.S. history I and II address the rise and growing role of the United States in world affairs to the present day. The standards address the reasons for and the consequences of America’s rise to hemispheric influence in the 19th century, and America’s rise to global influence in the 20th century. Massachusetts History and Social Science Curriculum Framework August 2003 72

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

Average Rating (0 votes)

History Social Science Content Standards - Content Standards (CA Dept of Education)

1 0

role of the United States in world affairs after World War II. 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. 1. Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover. 2. Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and

56 0 http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=56 www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=56

role of the United States in world affairs after World War II. 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. 1. Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover. 2. Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and

www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=56

Average Rating (0 votes)

Back to search results

Total time to process: 4755ms - Cache load: 0ms.

All Subjects
Art/Dance
Career Education
Civics/Government
Economics
English Language Arts
English as a Second Language
Foreign Languages
Global Studies
Health/Physical Education
History/Geography
Mathematics
Music/Theater
Philosophy
Psychology
Professional Development
Religion
School Adminstration
Special Education
Earth Science
Life Science
Physical Science
Technology