Social Studies Worksheets and Study Guides Seventh Grade. Women's Rights

The resources above correspond to the standards listed below:

U.S. National Standards

N.NCSS. National Curriculum Standards for Social Studies (NCSS)
NCSS.1. CULTURE
SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF CULTURE AND CULTURAL DIVERSITY.
1.1. KNOWLEDGE - Learners will understand:
1.1.6. That culture may change in response to changing needs, concerns, social, political, and geographic conditions.
NCSS.2. TIME, CONTINUITY, AND CHANGE
SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF THE PAST AND ITS LEGACY.
2.1. KNOWLEDGE - Learners will understand:
2.1.5. Key historical periods and patterns of change within and across cultures (e.g., the rise and fall of ancient civilizations, the development of technology, the rise of modern nation-states, and the establishment and breakdown of colonial systems).
NCSS.5. INDIVIDUALS, GROUPS, AND INSTITUTIONS
SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF INTERACTIONS AMONG INDIVIDUALS, GROUPS, AND INSTITUTIONS.
5.1. KNOWLEDGE - Learners will understand:
5.1.2. Concepts such as: mores, norms, status, role, socialization, ethnocentrism, cultural diffusion, competition, cooperation, conflict, race, ethnicity, and gender.
5.1.5. That groups and institutions change over time.
5.2. PROCESSES - Learners will be able to:
5.2.6. Analyze the role of institutions in furthering both continuity and change.
N.NSCG. National Standards for Civics and Government (NSCG)
II.B. What are the foundations of the American political system? What are the distinctive characteristics of American society?
II.B.3. Diversity in American society. Students should be able to evaluate, take, and defend positions on the value and challenges of diversity in American life. To achieve this standard, students should be able to
II.B.3.3. Explain why conflicts have arisen from diversity, using historical and contemporary examples, e.g., North/South conflict; conflict about land, suffrage, and other rights of Native Americans; Catholic/Protestant conflicts in the nineteenth century; conflict about civil rights of minorities and women; present day ethnic conflict in urban settings
II.C. What are the foundations of the American political system? What is American political culture?
II.C.2. The character of American political conflict. Students should be able to describe the character of American political conflict and explain factors that usually prevent violence or that lower its intensity. To achieve this standard, students should be able to
II.C.2.1. Describe political conflict in the United States both historically and at present, such as conflict about
II.C.2.1.d. Extending the franchise
II.D. What are the foundations of the American political system? What values and principles are basic to American constitutional democracy?
II.D.1. Fundamental values and principles. Students should be able to explain the meaning and importance of the fundamental values and principles of American constitutional democracy. To achieve this standard, students should be able to
II.D.1.1. Identify fundamental values and principles as expressed in
II.D.1.1.c. Individual and group actions that embody fundamental values and principles, e.g., suffrage and civil rights movements
II.D.3. Disparities between ideals and reality in American political and social life. Students should be able to evaluate, take, and defend positions on issues concerning ways and means to reduce disparities between American ideals and realities. To achieve this standard, students should be able to
II.D.3.4. Describe historical and contemporary efforts to reduce discrepancies between ideals and the reality of American public life, e.g., abolition, suffrage, civil rights, and environmental protection movements
III.F. How does the government established by the constitution embody the purposes, values, and principles of American democracy? How does the American political system provide for choice and opportunities for participation?
III.F.4. Associations and groups. Students should be able to explain how interest groups, unions, and professional organizations provide opportunities for citizens to participate in the political process. To achieve this standard, students should be able to
III.F.4.1. Describe the historical roles of prominent associations and groups in local, state, or national politics, e.g., abolitionists, suffragists, labor unions, agricultural organizations, civil rights groups, religious organizations
V.E. What are the roles of the citizen in American democracy? How can citizens take part in civic life?
V.E.3. Forms of political participation. Students should be able to describe the means by which Americans can monitor and influence politics and government. To achieve this standard, students should be able to
V.E.3.2. Describe historical and current examples of citizen movements seeking to promote individual rights and the common good, e.g., abolition, suffrage, labor and civil rights movements

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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