New York Standards
NY.1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
1.1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
1.1.2. Students interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and United States Constitution, Bill of Rights, and other important historical documents.
1.2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
1.2.1. Students describe the reasons for periodizing history in different ways.
1.2.2. Students investigate key turning points in New York State and United States history and explain why these events or developments are significant.
1.3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
1.3.2. Students gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States.
1.3.3. Students describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents.
1.3.4. Students classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious.
1.4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
1.4.2. Students understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives.
1.4.3. Students compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts.
1.4.4. Students describe historic events through the eyes and experiences of those who were there. (Taken from National Standards for History for Grades K-4).
NY.2. World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
2.1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
2.1.3. Students interpret and analyze documents and artifacts related to significant developments and events in world history.
2.3. Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.
2.3.2. Students interpret and analyze documents and artifacts related to significant developments and events in world history.
NY.5. Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
5.1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994).
5.1.4. Students analyze the sources of a nation's values as embodied in its constitution, statutes, and important court cases.
5.2. The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994).
5.2.1. Students understand how civic values reflected in United States and New York State Constitutions have been implemented through laws and practices.
5.2.2. Students understand that the New York State Constitution, along with a number of other documents, served as a model for the development of the United States Constitution.
5.2.3. Students compare and contrast the development and evolution of the constitutions of the United States and New York State.
5.2.4. Students define federalism and describe the powers granted the national and state governments by the United States Constitution.
5.2.5. Students value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality.
5.2.6. Students understand how the United States and New York State Constitutions support majority rule but also protect the rights of the minority.
NY.CC.6-8.RH. Reading Standards for Literacy in History/Social Studies
Craft and Structure
6-8.RH.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
6-8.RH.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Range of Reading and Level of Text Complexity
6-8.RH.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.