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 Minnesota Academic Standards
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 ...
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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
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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 <span class="highlight">of</span> 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 <span class="highlight">of</span> the U.S. in world <span class="highlight">affairs</span>. 1. Students will describe how the world is aligned politically and give examples <span class="highlight">of</span> the ways nation states interact. 2. Students will compare and contrast the structure and organization <span class="highlight">of</span> various forms <span class="highlight">of</span> political
ACKNOWLEDGEMENTS
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 ...
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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
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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 <span class="highlight">of</span> 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 <span class="highlight">international</span> <span class="highlight">affairs</span> during the 1920s. Objectives 8.01 Examine the reasons why the United States remained neutral at the beginning <span class="highlight">of</span> World War I but later became involved. 8.02 Identify political and military turning points <span class="highlight">of</span> the war and
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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 <span class="highlight">international</span> <span class="highlight">affairs</span> in the following decades. Objectives 10.01 Elaborate on the causes <span class="highlight">of</span> World War II and reasons for the United States’ entry into the war. 10.02 Identify military, political, and diplomatic turning points <span class="highlight">of</span> the war and determine their significance to the outcome and aftermath <span class="highlight">of</span> the conflict. 10.03 Describe and analyze the effects <span class="highlight">of</span> the war on American economic, social, political, and cultural life
Core Content For Mathematics Assessment
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 gove...
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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
259
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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 <span class="highlight">of</span> competition in a market is largely determined by the number <span class="highlight">of</span> buyers and sellers. SS-HS-3.3.4 Students will explain how laws and government mandates (e.g., anti-trust legislation, tariff policy, <span class="highlight">regulatory</span> policy) have been adopted to maintain competition in the United States and in the global marketplace. Production, Distribution, and Consumption SS-HS
STANDARDS.05
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 govern...
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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
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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 <span class="highlight">of</span> the United States; 3) understand how national politics and <span class="highlight">international</span> <span class="highlight">affairs</span> are interrelated with the politics and interests <span class="highlight">of</span> the state; 4) understand the purpose and function <span class="highlight">of</span> <span class="highlight">international</span> government and non- governmental organizations in the world today; and 5) analyze the causes, consequences, and possible solutions to current <span class="highlight">international</span> issues. A student who meets the content standard should: 1) know the important characteristics <span class="highlight">of</span>
Microsoft Word - CIV-STDR.doc
Adopted 09/10/98 Civics 15 STANDARD 3: Students know the political relationship of the United States and its citizens to other nations and to world affairs. RATIONALE The United States is part of an interconnected world, where the actions of one nation* can affect the...
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Adopted 09/10/98 Civics 15 STANDARD 3: Students know the political relationship of the United States and its citizens to other nations and to world affairs. RATIONALE The United States is part of an interconnected world, where the actions of one nation* can affect the well-being of other nations. To make judgments about the role of the United States in
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http://www.cde.state.co.us/cdeassess/documents/OSA/standards/civics.pdf#page=14
www.cde.state.co.us/cdeassess/documents/OSA/standards/civics.pdf#page=14
Adopted 09/10/98 Civics 15 STANDARD 3: Students know the political relationship <span class="highlight">of</span> the United States and its citizens to other nations and to world <span class="highlight">affairs</span>. RATIONALE The United States is part <span class="highlight">of</span> an interconnected world, where the actions <span class="highlight">of</span> one nation* can affect the well-being <span class="highlight">of</span> other nations. To make judgments about the role <span class="highlight">of</span> the United States in
STATE BOARD OF EDUCATION
Fifth, Sixth, Seventh, and Eighth Amendments c. protection provided by the Fourteenth Amendment PO 3. Examine various sources of government funding: a. federal - income tax, duties , excise taxes, corporate tax b. state - income tax, sales tax c. local - property tax, sales tax PO 4. Des...
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Fifth, Sixth, Seventh, and Eighth Amendments c. protection provided by the Fourteenth Amendment PO 3. Examine various sources of government funding: a. federal - income tax, duties , excise taxes, corporate tax b. state - income tax, sales tax c. local - property tax, sales tax PO 4. Describe the regulatory functions of government pertaining to consumer protection, environment, health, labor, transportation, and communication. PO 5. Describe the factors and processes that
149
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=149
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
Fifth, Sixth, Seventh, and Eighth Amendments c. protection provided by the Fourteenth Amendment PO 3. Examine various sources <span class="highlight">of</span> government funding: a. federal - income tax, duties , excise taxes, corporate tax b. state - income tax, sales tax c. local - property tax, sales tax PO 4. Describe the <span class="highlight">regulatory</span> functions <span class="highlight">of</span> government pertaining to consumer protection, environment, health, labor, transportation, and communication. PO 5. Describe the factors and processes that
History Social Science Content Standards - Content Standards (CA Dept of Education)
on world affairs. 7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics. 8....
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on world affairs. 7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics. 8. Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States. 10.10 Students analyze instances of nation-building in the contemporary
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http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=53
www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf#page=53
on world <span class="highlight">affairs</span>. 7. Analyze the reasons for the collapse <span class="highlight">of</span> the Soviet Union, including the weakness <span class="highlight">of</span> the command economy, burdens <span class="highlight">of</span> military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics. 8. Discuss the establishment and work <span class="highlight">of</span> the United Nations and the purposes and functions <span class="highlight">of</span> the Warsaw Pact, SEATO, NATO, and the Organization <span class="highlight">of</span> American States. 10.10 Students analyze instances <span class="highlight">of</span> nation-building in the contemporary
Social Studies Booklet
• 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...
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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
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=9
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
• Analyze and evaluate the interconnections <span class="highlight">of</span> local and regional issues with global challenges and how this changes over time and with technology. • Explain the United States’ changing role in <span class="highlight">international</span> policies and relations and the strength and limitations <span class="highlight">of</span> US influence on foreign <span class="highlight">affairs</span>. • 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
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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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