iSEEK - Education

limitations of Progressive reform in the following areas major changes in the Constitution, including 16th, 17th, 18th, and 19th Amendments new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts) the Supreme Court’s role in supporting or slowing reform role of reform organizations, movements and individuals in promoting change (e.g., Women’s Christian Temperance Union, settlement house movement, conservation movement, and the National Association for the

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Democracy 2.1 Origins 2.2 Foundational Values and Principles C3 Structure and Functions of Government 3.1 Structure and Functions 3.2 Powers and Limits 3.3 State and Local Governments 3.4 System of Law and Laws 3.5 The Policy Process 3.6 Characteristics of Nation States C4 Relationship of the United States to Other Nations and World Affairs 4.1 U.S. Foreign Policy 4.2 International Institutions and Affairs 4.3

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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

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limitations of Progressive reform in the following areas major changes in the Constitution, including 16th, 17th, 18th, and 19th Amendments new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts) the Supreme Court’s role in supporting or slowing reform role of reform organizations, movements and individuals in promoting change (e.g., Women’s Christian Temperance Union, settlement house movement, conservation movement, and the National Association for the

50 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=50 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=50

Government Origins of American Constitutional Government Foundational Values and Constitutional Principles of American Government Structure, Functions, and Enumerated Powers of National Government Powers and Limits on Powers Structure and Functions of State and Local Governments System of Law and Laws Other Actors in the Policy Process Formation and Implementation of U.S. Foreign Policy U.S. Role in International Institutions and Affairs The Meaning of Citizenship in the United States of

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of Law and Laws 3.5 Other Actors in the Policy Process C4 – THE UNITED STATES OF AMERICA AND WORLD AFFAIRS 4.1 Formation and Implementation of U.S. Foreign Policy 4.2 U.S. Role in International Institutions and Affairs C5 – CITIZENSHIP IN THE UNITED STATES OF AMERICA 5.1 The Meaning of Citizenship in the United States of America 5.2 Becoming a Citizen 5.3 Rights of Citizenship 5.4 Responsibilities of Citizenship 5.5 Dispositions of Citizenship C6 – CITIZENSHIP IN ACTION 6.1 Civic Inquiry

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its enumerated powers? 3.1.1 Analyze the purposes, organization, functions, and processes of the legislative branch as enumerated in Article I of the Constitution. 3.1.2 Analyze the purposes, organization, functions, and processes of the executive branch as enumerated in Article II of the Constitution. 3.1.3 Analyze the purposes, organization, functions, and processes of the judicial branch as enumerated in Article III of the Constitution. 3.1.4 Identify the role of independent regulatory agencies

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current public policy issue, and examine ways to participate in the decision making process about the issue. 3.5.9 In making a decision on a public issue, analyze various forms of political communication (e.g., political cartoons, campaign advertisements, political speeches, and blogs) using criteria like logical validity, factual accuracy and/or omission, emotional appeal, distorted evidence, and appeals to bias or prejudice. C4 THE UNITED STATES OF AMERICA AND WORLD AFFAIRS 4.1 Formation and

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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

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become independent members of society (e.g., self-discipline, self-governance, and a sense of individual responsibility) and thought to foster respect for individual worth and human dignity (e.g., respect for individual rights and choice, and concern for the well-being of others). 5.5.2 Describe the dispositions thought to encourage citizen involvement in public affairs (e.g., “civic virtue” or attentiveness to and concern for public affairs; patriotism or loyalty to values and principles underlying

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Microsoft Word - ssstdh.docssstdh.pdf

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Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers of the World, Eugene Debs, strikes). 3. (A) analyzes the key ideas of William Jennings Bryan and other populists (e.g., free coinage of silver, government ownership of railroads, graduated income tax, direct election of senators, election reform). 4.▲ (A) examines the emergence of the United States in international affairs at the turn of the 20 th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama

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structure (e.g., Municipal Courts, District Courts, Court of Appeals, Supreme Court). • Research current laws that impact students, such as: driving restrictions, liquor laws, drug laws, seat belt mandates. (1) See also: EB1I4 Resource: www.kscourts.org • Research court cases that overrule government action to protect individual rights. (Example: Research court cases that interpret the Bill of Rights through the 14 th amendment. Any 4 th Amendment search and seizure case or a “Miranda” case would work

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understands how the United States Constitution allocates power and responsibility in the government. High School Knowledge and/or Application Indicators High School Instructional Suggestions The student: 1. (K) describes the purposes, organization, and functions of the three branches of government and independent regulatory agencies in relation to the United States Constitution. 2.▲ (K) explains Constitutional powers (e.g., ▲ expressed/enumerated, ▲ implied, inherent, ▲ reserved, concurrent). 3. (K

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Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers of the World, Eugene Debs, strikes). 3. (A) analyzes the key ideas of William Jennings Bryan and other populists (e.g., free coinage of silver, government ownership of railroads, graduated income tax, direct election of senators, election reform). 4.▲ (A) examines the emergence of the United States in international affairs at the turn of the 20 th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama

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that lead to a breakdown of order among nation-states (e.g., conflicts about national interests, ethnicity, and religion; competition for territory or resources; absence of effective means to enforce international law) and describe the consequences of the breakdown of order. 3. Compare and contrast the powers the Constitution gives to Congress, the President, the Senate Foreign Relations Committee, and the federal judiciary regarding foreign affairs. 4. Evaluate current United States foreign policy issues and

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 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

11 0 http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=11 www.nj.gov/education/cccs/2004/s6_ss.pdf#page=11

that lead to a breakdown of order among nation-states (e.g., conflicts about national interests, ethnicity, and religion; competition for territory or resources; absence of effective means to enforce international law) and describe the consequences of the breakdown of order. 3. Compare and contrast the powers the Constitution gives to Congress, the President, the Senate Foreign Relations Committee, and the federal judiciary regarding foreign affairs. 4. Evaluate current United States foreign policy issues and

30 0 http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=30 www.nj.gov/education/cccs/2004/s6_ss.pdf#page=30

6.4.12 L. Contemporary America (1968-present) 1. Examine the administration of American presidents, beginning with President Richard M. Nixon, as a means to analyze political and economic issues in contemporary America, including domestic policy and international affairs. 2. Investigate the economic and social patterns in contemporary New Jersey, including shifts in immigration patterns, urban decline and renewal, important New Jersey Supreme Court rulings (e.g., Mount Laurel decision), and the issue of

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Standard 4 ~ Government ~ Using the State Curriculum ~ School Improvement in Maryland

national agencies and state and local agencies can be used, but information will be provided in the item. Objectives Describe the role of regulatory agencies in carrying out the policies of the executive on the national and state level (Unit 4) Describe the purpose, roles and re...

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Minnesota Academic Standards

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Minnesota Department of Education May 15, 2004, 9:45 p.m. 80 VII. GOVERNMENT AND CITIZENSHIP D. Governmental Processes and Institutions The student will analyze the relationships and interactions between the United States and other nations and evaluate the role of the U.S. in world affairs. 1. Students will describe how the world is aligned politically and give examples of the ways nation states interact. 2. Students will compare and contrast the structure and organization of various forms of political

80 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=80 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

Minnesota Department of Education May 15, 2004, 9:45 p.m. 80 VII. GOVERNMENT AND CITIZENSHIP D. Governmental Processes and Institutions The student will analyze the relationships and interactions between the United States and other nations and evaluate the role of the U.S. in world affairs. 1. Students will describe how the world is aligned politically and give examples of the ways nation states interact. 2. Students will compare and contrast the structure and organization of various forms of political

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ACKNOWLEDGEMENTS

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Examine the impact of technological changes on economic, social, and cultural life in the United States. COMPETENCY GOAL 8: The Great War and Its Aftermath (1914-1930) - The learner will analyze United States involvement in World War I and the war’s influence on international affairs during the 1920s. Objectives 8.01 Examine the reasons why the United States remained neutral at the beginning of World War I but later became involved. 8.02 Identify political and military turning points of the war and

71 0 http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=71 www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...

Examine the impact of technological changes on economic, social, and cultural life in the United States. COMPETENCY GOAL 8: The Great War and Its Aftermath (1914-1930) - The learner will analyze United States involvement in World War I and the war’s influence on international affairs during the 1920s. Objectives 8.01 Examine the reasons why the United States remained neutral at the beginning of World War I but later became involved. 8.02 Identify political and military turning points of the war and

72 0 http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=72 www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...

analyze United States involvement in World War II and the war’s influence on international affairs in the following decades. Objectives 10.01 Elaborate on the causes of World War II and reasons for the United States’ entry into the war. 10.02 Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict. 10.03 Describe and analyze the effects of the war on American economic, social, political, and cultural life

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Indiana Academic Standards-US Government

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treaties, sanctions and military intervention USG.4.7 Describe the influence individuals, businesses, labor and other organizations exercise on United States foreign policy. (Economics; Individuals, Society and Culture) Example: Corporate lobbyists, unions, citizen groups, educational institutions, media and world institutions USG.4.8 Provide examples of non-governmental international organizations and explain their role in international affairs. (Economics; Individuals, Society and Culture) Example: The

7 0 http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-usgovt.pdf#page=7 dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...

treaties, sanctions and military intervention USG.4.7 Describe the influence individuals, businesses, labor and other organizations exercise on United States foreign policy. (Economics; Individuals, Society and Culture) Example: Corporate lobbyists, unions, citizen groups, educational institutions, media and world institutions USG.4.8 Provide examples of non-governmental international organizations and explain their role in international affairs. (Economics; Individuals, Society and Culture) Example: The

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

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Nevada

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the United Nations, World Bank, Amnesty International, and the International Red Cross. C16.[9-12].1 Summarize and evaluate the significant characteristics of the world‘s major political systems: Monarchy Totalitarian dictatorship Democratic systems o presidential systems o parliamentary systems Socialism Communism C16.[9-12].2 Analyze the conflict between U.S. policies of isolationism versus intervention in world affairs. C16.[9-12].3 Identify and analyze U.S. foreign policy in

2 0 http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=2 www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...

frame, analyze and solve problems and to make complex choices both inside and outside the classroom. In addition, students will need to learn how to articulate their thoughts and ideas effectively through multimedia communication for a variety of audiences. Being literate in social studies is essential if students are to leave school with the ability to participate responsibly in local, national, and international affairs as global citizens and pursue a high standard of living. Through the study of

32 0 http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=32 www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...

December 2008 Nevada Social Studies Standards Content Standard H4.0 - International Relationships & Power - Students understand the interaction and interdependence of nations around the world. Students understand the impact of economics, politics, religion, and culture on international relationships. At a minimum, students will maintain previous content and attain the following: H4 .0 I nt er nat ion al Relat ions hip s & P ow er Benchmarks: Grades 6 – 8

62 0 http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=62 www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...

the United Nations, World Bank, Amnesty International, and the International Red Cross. C16.[9-12].1 Summarize and evaluate the significant characteristics of the world‘s major political systems: Monarchy Totalitarian dictatorship Democratic systems o presidential systems o parliamentary systems Socialism Communism C16.[9-12].2 Analyze the conflict between U.S. policies of isolationism versus intervention in world affairs. C16.[9-12].3 Identify and analyze U.S. foreign policy in

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Core Content For Mathematics Assessment

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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

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1.1.8 Students will identify behavior choices (tobacco, alcohol, illegal drug use) that result in negative consequences. DOK 1 PL-05-1.1.8 Students will explain risks associated with unhealthy habits and behaviors (tobacco, alcohol, illegal drug use). DOK 2 PL-EP-1.1.9 Students will describe social (e.g., getting along with others, serving as team members) and emotional (e.g., expressing feelings, self-concept) health. DOK 1 PL-04-1.1.9 Students will describe symptoms of common social and

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CCA 4.1 Elementary Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 99 Italics – Supporting Content Standard PL-04-1.1.10 Begins in 6 th Grade PL-05-1.1.10 Students will identify resources (e.g. guidance counselors, drug counselors, parents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g. drug addiction, eating disorders). PL-04-1.1.11 Students will identify self-management and

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CCA 4.1 Middle School Practical Living/Vocational Studies AUGUST 2006 Bold – State Assessment Content Standard 111 Italics – Supporting Content Standard PL-06-1.1.8 Students will explain risks associated with unhealthy habits and behaviors (e.g., substance use/abuse of tobacco, alcohol, illegal drugs, prescription drugs, dietary habits/eating disorders, irregular exercise habits, sexual activity). DOK 2 PL-07-1.1.8 Students will explain risks associated with unhealthy habits and behaviors

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habits and behaviors (e.g., dietary, physical activity, tobacco, alcohol, steroids, other substance abuse, sexual activity, violent/aggressive behavior). DOK 2 PL-HS-1.1.9 Students will compare causes, symptoms, consequences and treatments of mental and emotional problems (e.g., depression, anxiety, drug abuse, addictions, eating disorders, aggressive behaviors) for individuals and families. DOK 2 PL-HS-1.1.10 Students will recommend interventions (e.g., cease enabling activities), treatments (e.g., AA

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

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Social Studies Booklet

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and J. D. Andrews. eds. Children of 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official Journal of the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies and the Young Learner. A Quarterly for Creative Teaching in Grades K-6. National Council for the Social Studies. 3501 Newark Street, NW, Washington, DC. Reading Teacher. A Journal of the International Reading Association. 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 Young Children

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American, Women, Native American. • 1960s social programs (Great Society, affirmative action), student, and counter-culture movements. • Watergate and economic crises of the 1970s (inflation, fuel crises). • Rise of the political right in the 1980s: issues of abortion, prayer in school, family values. • Contemporary issues: environment, racial tensions, violence, immigration, post-Cold War international affairs. WORLD HISTORY: • Hunter-gatherer bands and the beginnings of human communities. • Early river

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• Analyze and evaluate the interconnections of local and regional issues with global challenges and how this changes over time and with technology. • Explain the United States’ changing role in international policies and relations and the strength and limitations of US influence on foreign affairs. • Debate positions on issues regarding rights and responsibilities, come to consensus on the issues, and take action to gain larger community involvement on the issues, e.g., a service-learning project

17 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=17 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

and J. D. Andrews. eds. Children of 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official Journal of the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies and the Young Learner. A Quarterly for Creative Teaching in Grades K-6. National Council for the Social Studies. 3501 Newark Street, NW, Washington, DC. Reading Teacher. A Journal of the International Reading Association. 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 Young Children

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