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Standard 2 ~ Government ~ Using the State Curriculum ~ School Improvement in Maryland
relationship of United States politics and government to world affairs. Topic B. Cultural Diffusion : Foreign Policy Indicator 1. The student will analyze economic, political, social issues and their effect on foreign policies of the United States (2.1.1) Assessment limits: Poli...
Microsoft Word - ssstdh.docssstdh.pdf
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 case...
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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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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=1
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
structure (e.g., Municipal Courts, District Courts, Court <span class="highlight">of</span> Appeals, Supreme Court). • Research current laws that impact students, such as: driving restrictions, liquor laws, <span class="highlight">drug</span> 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 <span class="highlight">of</span> Rights through the 14 th amendment. Any 4 th Amendment search and seizure case or a “Miranda” case would work
 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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advertising. � Discuss bias and identify how media reports, analysis, and editorials are diferent. 8.3.3 Students will compare the policy making proces at the local, state, and national levels of government. Example Indicators: � Chart the basic law making proc...
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advertising. � Discuss bias and identify how media reports, analysis, and editorials are diferent. 8.3.3 Students will compare the policy making proces at the local, state, and national levels of government. Example Indicators: � Chart the basic law making proces within the respective legislative bodies. � Explain the interaction between the chief executives and the legislative bodies. � Explain the functions of departments, agencies, and regulatory bodies. � Describe the rol es of political
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http://www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf#page=14
www.nde.state.ne.us/SS/DOCUMENTS/TheHistory-SocialStudiesStandardsPDF.pdf...
advertising. � Discuss bias and identify how media reports, analysis, and editorials are diferent. 8.3.3 Students will compare the policy ­making proces at the local, state, and national levels <span class="highlight">of</span> government. Example Indicators: � Chart the basic law­ making proces within the respective legislative bodies. � Explain the interaction between the chief executives and the legislative bodies. � Explain the functions <span class="highlight">of</span> departments, agencies, and <span class="highlight">regulatory</span> bodies. � Describe the rol es <span class="highlight">of</span> political
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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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