|
Education
Web
Viewing 1-7 of 7 total results
 Indiana Academic Standards-US Government
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 L...
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 <span class="highlight">of</span> the role that individual citizens can play in world <span class="highlight">affairs</span>. Example: Join <span class="highlight">international</span> aid organizations such as the Peace Corps or Habitat for Humanity
Microsoft Word - ssstd8.docssstd8.pdf
understands various systems of governments and how nations and international organizations interact. Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional Suggestions The student: 1. (A) examines government responses to international affairs fro...
1
0
understands various systems of governments and how nations and international organizations interact. Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional Suggestions The student: 1. (A) examines government responses to international affairs from an historical perspective (e.g., immigration, Spanish-American war,). • Take opposing viewpoints and discuss a foreign-related topic: Should the United States participate in foreign wars? Should we limit immigration? When is it
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016...
understands various systems <span class="highlight">of</span> governments and how nations and <span class="highlight">international</span> organizations interact. Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional Suggestions The student: 1. (A) examines government responses to <span class="highlight">international</span> <span class="highlight">affairs</span> from an historical perspective (e.g., immigration, Spanish-American war,). • Take opposing viewpoints and discuss a foreign-related topic: Should the United States participate in foreign wars? Should we limit immigration? When is it
Microsoft Word - GLEsocstuALL.doc
awareness of social problems among Americans in the United States (e.g., Muckrakers, Presidents Roosevelt, Taft, and Wilson, Jane Adams) (H-1B-H8) 26. Evaluate the Progressive movement in terms of its goals and resulting accomplishments (e.g., Sixteenth through Nineteenth Amendments,...
1
0
awareness of social problems among Americans in the United States (e.g., Muckrakers, Presidents Roosevelt, Taft, and Wilson, Jane Adams) (H-1B-H8) 26. Evaluate the Progressive movement in terms of its goals and resulting accomplishments (e.g., Sixteenth through Nineteenth Amendments, Pure Food and Drug Act, advances in land conservation) (H-1B-H8) 27. Describe problems facing farmers and laborers, the ways they sought to enact change, and the responses of the government and business community (e.g
30
0
http://www.doe.state.la.us/lde/uploads/3948.pdf#page=30
www.doe.state.la.us/lde/uploads/3948.pdf#page=30
awareness <span class="highlight">of</span> social problems among Americans in the United States (e.g., Muckrakers, Presidents Roosevelt, Taft, and Wilson, Jane Adams) (H-1B-H8) 26. Evaluate the Progressive movement in terms <span class="highlight">of</span> its goals and resulting accomplishments (e.g., Sixteenth through Nineteenth Amendments, Pure Food and <span class="highlight">Drug</span> Act, advances in land conservation) (H-1B-H8) 27. Describe problems facing farmers and laborers, the ways they sought to enact change, and the responses <span class="highlight">of</span> the government and business community (e.g
null
Era 9 - Postwar United States (1945-1970's) 5.5.10 Understand the economic growth and social transformation of post WWII. a. Explain how the American economy changed after World War II. b. Describe the influences of World War II on American society. 5.5.11 Understand how the Cold War i...
1
0
Era 9 - Postwar United States (1945-1970's) 5.5.10 Understand the economic growth and social transformation of post WWII. a. Explain how the American economy changed after World War II. b. Describe the influences of World War II on American society. 5.5.11 Understand how the Cold War influenced domestic and international politics. a. Describe the role United Nations in international affairs. b. Explain United States' involvement in Korea and Vietnam. c. Describe the Soviet and American relationship
14
0
http://www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=14
www.state.tn.us/education/ci/ss/doc/SS_Grade_5.pdf#page=14
Era 9 - Postwar United States (1945-1970's) 5.5.10 Understand the economic growth and social transformation <span class="highlight">of</span> post WWII. a. Explain how the American economy changed after World War II. b. Describe the influences <span class="highlight">of</span> World War II on American society. 5.5.11 Understand how the Cold War influenced domestic and <span class="highlight">international</span> politics. a. Describe the role United Nations in <span class="highlight">international</span> <span class="highlight">affairs</span>. b. Explain United States' involvement in Korea and Vietnam. c. Describe the Soviet and American relationship
American History
culture Big Stick diplomacy The catch-phrase for describing U.S. President Theodore Roosevelt's corollary to the Monroe Doctrine, which stated that the United States should assume international police power in the Western Hemisphere Captains of Industry A business leader whose means ...
1
0
culture Big Stick diplomacy The catch-phrase for describing U.S. President Theodore Roosevelt's corollary to the Monroe Doctrine, which stated that the United States should assume international police power in the Western Hemisphere Captains of Industry A business leader whose means of amassing a personal fortune contributes positively to the country in some way Communism Authoritarian socialism; economic and political system in which governments own the means of production and control economic planning De
25
0
http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=25
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=25
culture Big Stick diplomacy The catch-phrase for describing U.S. President Theodore Roosevelt's corollary to the Monroe Doctrine, which stated that the United States should assume <span class="highlight">international</span> police power in the Western Hemisphere Captains <span class="highlight">of</span> Industry A business leader whose means <span class="highlight">of</span> amassing a personal fortune contributes positively to the country in some way Communism Authoritarian socialism; economic and political system in which governments own the means <span class="highlight">of</span> production and control economic planning De
null
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...
1
0
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
8
0
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
null
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...
1
0
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
12
0
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
|
