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| In the New York State Learning Standards, statements are arranged within standard areas from the very broad standard statements to the less general key ideas down to more specific performance indicators. |
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| Curriculum > Keyword Search > Search Results |
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| Search NYS Standards by - Social Studies - Kindergarten |
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| Standard Area SS:
Social Studies |
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Level K: Self and Others (Click for content understandings) |
| The social studies program at the kindergarten level focuses on helping students develop awareness of themselves as growing individuals. Children’s unique qualities as well as similarities to others are stressed. Children learn about values, ideas, customs, and traditions through folktales, legends, music, and oral histories. In addition, children’s relationships with others in the classroom and the school become sources for social studies learning. Social interaction skills are integral to the kindergarten program. Emphasis is placed on using content that is relevant and personally meaningful. A wide range of interdisciplinary activities can help children grow and develop and gain knowledge and skills. Children also begin to learn about their role as citizens by accepting rights and responsibilities in the classroom and by learning about rules and laws. |
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Standard SS1: History of the United States and New York |
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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. |
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Key Idea SS1.1: |
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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. |
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Performance Indicator SS1.E.1A: |
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Students know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it. |
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Performance Indicator SS1.E.1C: |
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Students explain those values, practices, and traditions that unite all Americans. |
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Key Idea SS1.2: |
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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. |
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Performance Indicator SS1.E.2A: |
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Students gather and organize information about the traditions transmitted by various groups living in their neighborhood and communities. |
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Performance Indicator SS1.E.2B: |
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Students recognize how traditions and practices were passed from one generation to the next. |
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Performance Indicator SS1.E.2C: |
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Students distinguish between near and distant past and interpret simple timelines. |
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Key Idea SS1.3: |
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Study about how 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. |
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Performance Indicator SS1.E.3C: |
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Students identify individuals who have helped to strengthen democracy in the United States and throughout the world. |
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Key Idea SS1.4: |
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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. |
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Performance Indicator SS1.E.4C: |
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Students view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts. |
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Standard SS2: World History |
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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. |
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Key Idea SS2.1: |
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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. |
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Performance Indicator SS2.E.1A: |
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Students read historical narratives, myths, legends, biographies, and autobiographies to learn about how historical figures lived, their motivations, hopes, fears, strengths, and weaknesses. |
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Performance Indicator SS2.E.1B: |
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Students explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop. |
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Performance Indicator SS2.E.1C: |
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Students study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions. |
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Key Idea SS2.2: |
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Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations. |
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Performance Indicator SS2.E.2C: |
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Students measure and understand the meaning of calendar time in terms of years, decades, centuries, and millennia, using BC and AD as reference points. |
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Performance Indicator SS2.E.2D: |
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Students compare important events and accomplishments from different time periods in world history. |
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Key Idea SS2.3: |
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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. |
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Performance Indicator SS2.E.3A: |
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Students understand the roles and contributions of individuals and groups to social, political, economic, cultural, scientific, technological, and religious practices and activities. |
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Performance Indicator SS2.E.3B: |
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Students gather and present information about important developments from world history. |
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Performance Indicator SS2.E.3C: |
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Students understand how the terms social, political, economic, and cultural can be used to describe human activities or practices. |
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Key Idea SS2.4: |
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The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time. |
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Performance Indicator SS2.E.4A: |
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Students consider different interpretations of key events and developments in world history and understand the differences in these accounts. |
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Standard SS3: Geography |
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Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface. |
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Key Idea SS3.1: |
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Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. |
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Performance Indicator SS3.E.1A: |
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Students study how people live, work, and utilize natural resources. |
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Performance Indicator SS3.E.1B: |
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Students draw maps and diagrams that serve as representations of places, physical features, and objects. |
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Performance Indicator SS3.E.1C: |
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Students locate places within the local community, state, and nation; locate the earth's continents in relation to each other and to principal parallels and meridians. |
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Performance Indicator SS3.E.1E: |
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Students investigate how people depend on and modify the physical environment. |
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Key Idea SS3.2: |
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Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. |
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Performance Indicator SS3.E.2A: |
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Students ask geographic questions about where places are located; why they are located where they are, what is important about their locations, and how their locations are related to the location of other people and places. |
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Performance Indicator SS3.E.2B: |
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Students gather and organize geographic information from a variety of sources and display in a number of ways. |
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Standard SS4: Economics |
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Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms. |
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Key Idea SS4.1: |
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The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world. |
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Performance Indicator SS4.E.1A: |
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Students know some ways individuals and groups attempt to satisfy their basic needs and wants by utilizing scarce resources. |
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Performance Indicator SS4.E.1B: |
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Students explain how people's wants exceed their limited resources and that this condition defines scarcity. |
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Performance Indicator SS4.E.1E: |
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Students understand how societies organize their economies to answer three fundamental economic questions: What goods and services shall be produced and what quantities? How shall goods and services be produced? For whom shall goods and services be produced? |
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Performance Indicator SS4.E.1F: |
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Students investigate how production, distribution, exchange, and consumption of goods and services are economic decisions with which all societies and nations must deal. |
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Key Idea SS4.2: |
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Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life. |
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Performance Indicator SS4.E.2D: |
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Students present economic information by developing charts, tables, diagrams and simple graphs. |
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Standard SS5: Civics, Citizenship, and Government |
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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. |
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Key Idea SS5.1: |
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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. |
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Performance Indicator SS5.E.1A: |
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Students know the meaning of key terms and concepts related to government including democracy, power, citizenship, nation-state, and justice. |
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Performance Indicator SS5.E.1B: |
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Students explain the probable consequences of the absence of government and rules. |
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Performance Indicator SS5.E.1C: |
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Students describe the basic purposes of government and the importance of civic life. |
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Key Idea SS5.2: |
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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. |
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Performance Indicator SS5.E.2B: |
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Students understand the basic civil values that are the foundation of American constitutional democracy. |
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Key Idea SS5.3: |
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Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and responsibilities. |
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Performance Indicator SS5.E.3A: |
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Students understand that citizenship includes an awareness of the holidays, celebrations, and symbols of our nation. |
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Performance Indicator SS5.E.3B: |
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Students examine what it means to be a good citizen in the classroom, school, home, and community. |
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Performance Indicator SS5.E.3C: |
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Students identify and describe the rules and responsibilities students have at home, in the classroom, and at school. |
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Performance Indicator SS5.E.3E: |
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Students understand that effective, informed citizenship is a duty of each citizen, demonstrated by jury service, voting, and community service. |
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Performance Indicator SS5.E.3F: |
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Students identify basic rights that students have and those that they will acquire as they age. |
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Key Idea SS5.4: |
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The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills. |
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Performance Indicator SS5.E.4B: |
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Students participate in activities that focus on a classroom, school, or community issue or problem. |
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Performance Indicator SS5.E.4C: |
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Students suggest alternative solutions or courses of action to hypothetical or historic problems. |
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Performance Indicator SS5.E.4D: |
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Students evaluate the consequences for each alternative solution or course of action. |
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Performance Indicator SS5.E.4E: |
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Students prioritize the solutions based on established criteria. |
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Performance Indicator SS5.E.4F: |
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Students propose an action plan to address the issue of how to solve the problem. |
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