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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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