Browse Standards
View all PreK-12 NYS Learning Standards in a dropdown list format.
Standard Area - ARTS: NYS The Arts
Standard Area - ARTS: NYS The Arts
Standard Area - CDOS: NYS Career Development and Occupational Studies
Standard Area - CDOS: NYS Career Development and Occupational Studies
Standard Area - CSDF: NYS Computer Science and Digital Fluency
Standard Area - CSDF: NYS Computer Science and Digital Fluency
Standard Area - ELA: NYS Next Generation English Language Arts
Standard Area - ELA: NYS Next Generation English Language Arts
Standard Area - HPF: NYS Health, Physical Education, and Family and Consumer Sciences
Standard Area - HPF: NYS Health, Physical Education, and Family and Consumer Sciences
Standard Area - NY-MATH: NYS Next Generation Mathematics
Standard Area - NY-MATH: NYS Next Generation Mathematics
Standard Area - PE: NYS Physical Education
Standard Area - PE: NYS Physical Education
Standard Area - S: NYS Science
Standard Area - S: NYS Science
Standard Area - SEL: NYS Social Emotional Learning Benchmarks
Standard Area - SEL: NYS Social Emotional Learning Benchmarks
Standard Area - SS: NYS Social Studies Framework
Standard Area - SS: NYS Social Studies Framework
Grade Level - SS.K: Kindergarten
Grade Level - SS.K: Kindergarten
Grade Level - SS.1: Grade 1
Grade Level - SS.1: Grade 1
Grade Level - SS.2: Grade 2
Grade Level - SS.2: Grade 2
Grade Level - SS.3: Grade 3
Grade Level - SS.3: Grade 3
Grade Level - SS.4: Grade 4
Grade Level - SS.4: Grade 4
Key Idea - SS.4.1: GEOGRAPHY OF NEW YORK STATE: New York State has a diverse geography. Various maps can be used to represent and examine the geography of New York State.
Key Idea - SS.4.1: GEOGRAPHY OF NEW YORK STATE: New York State has a diverse geography. Various maps can be used to represent and examine the geography of New York State.
Key Idea - SS.4.2: NATIVE AMERICAN GROUPS AND THE ENVIRONMENT: Native American groups, chiefly the Iroquois (Haudenosaunee) and Algonquian-speaking groups, inhabited the region that became New York. Native American Indians interacted with the environment and developed unique cultures.
Key Idea - SS.4.2: NATIVE AMERICAN GROUPS AND THE ENVIRONMENT: Native American groups, chiefly the Iroquois (Haudenosaunee) and Algonquian-speaking groups, inhabited the region that became New York. Native American Indians interacted with the environment and developed unique cultures.
Key Idea - SS.4.3: COLONIAL AND REVOLUTIONARY PERIOD IN NEW YORK: European exploration led to the colonization of the region that became New York State. Beginning in the early 1600s, colonial New York was home to people from many different countries. Colonial New York was important during the Revolutionary Period.
Key Idea - SS.4.3: COLONIAL AND REVOLUTIONARY PERIOD IN NEW YORK: European exploration led to the colonization of the region that became New York State. Beginning in the early 1600s, colonial New York was home to people from many different countries. Colonial New York was important during the Revolutionary Period.
Key Idea - SS.4.4: GOVERNMENT: There are different levels of government within the United States and New York State. The purpose of government is to protect the rights of citizens and to promote the common good. The government of New York State establishes rights, freedoms, and responsibilities for its citizens.
Key Idea - SS.4.4: GOVERNMENT: There are different levels of government within the United States and New York State. The purpose of government is to protect the rights of citizens and to promote the common good. The government of New York State establishes rights, freedoms, and responsibilities for its citizens.
Key Idea - SS.4.5: IN SEARCH OF FREEDOM AND A CALL FOR CHANGE: Different groups of people did not have equal rights and freedoms. People worked to bring about change. The struggle for rights and freedoms was one factor in the division of the United States that resulted in the Civil War.
Key Idea - SS.4.5: IN SEARCH OF FREEDOM AND A CALL FOR CHANGE: Different groups of people did not have equal rights and freedoms. People worked to bring about change. The struggle for rights and freedoms was one factor in the division of the United States that resulted in the Civil War.
Key Idea - SS.4.6: WESTWARD MOVEMENT AND INDUSTRIALIZATION: New York State played an important role in the growth of the United States. During the 1800s, people traveled west looking for opportunities. Economic activities in New York State are varied and have changed over time with improvements in transportation and technology.
Key Idea - SS.4.6: WESTWARD MOVEMENT AND INDUSTRIALIZATION: New York State played an important role in the growth of the United States. During the 1800s, people traveled west looking for opportunities. Economic activities in New York State are varied and have changed over time with improvements in transportation and technology.
Key Idea - SS.4.7: IMMIGRATION AND MIGRATION FROM THE EARLY 1800S TO THE PRESENT: Many people have immigrated and migrated to New York State contributing to its cultural growth and development.
Key Idea - SS.4.7: IMMIGRATION AND MIGRATION FROM THE EARLY 1800S TO THE PRESENT: Many people have immigrated and migrated to New York State contributing to its cultural growth and development.
Conceptual Understanding - SS.4.7.a: Immigrants came to New York State for a variety of reasons. Many immigrants arriving in New York City were greeted by the sight of the Statue of Liberty and were processed through Ellis Island.
Conceptual Understanding - SS.4.7.a: Immigrants came to New York State for a variety of reasons. Many immigrants arriving in New York City were greeted by the sight of the Statue of Liberty and were processed through Ellis Island.
Content Specification - SS.4.7.a.1: Students will trace the arrival of various immigrant groups to New York State in the mid-1800s, 1890s, 1920s, mid-1900s, 1990s, and today, examining why they came and where they settled, noting the role of the Irish potato famine.
Content Specification - SS.4.7.a.1: Students will trace the arrival of various immigrant groups to New York State in the mid-1800s, 1890s, 1920s, mid-1900s, 1990s, and today, examining why they came and where they settled, noting the role of the Irish potato famine.
Content Specification - SS.4.7.a.2: Students will explore the experiences of immigrants being processed at Ellis Island and what challenges immigrants faced.
Content Specification - SS.4.7.a.2: Students will explore the experiences of immigrants being processed at Ellis Island and what challenges immigrants faced.
Content Specification - SS.4.7.a.3: Students will investigate factory conditions experienced by immigrants by examining sweatshops, the Triangle Shirtwaist Fire, the use child labor, and the formation of labor unions.
Content Specification - SS.4.7.a.3: Students will investigate factory conditions experienced by immigrants by examining sweatshops, the Triangle Shirtwaist Fire, the use child labor, and the formation of labor unions.
Content Specification - SS.4.7.a.4: Students will investigate the requirements for becoming a United States citizen.
Content Specification - SS.4.7.a.4: Students will investigate the requirements for becoming a United States citizen.
Content Specification - SS.4.7.a.5: Students will research an immigrant group in their local community or nearest city in terms of where that group settled, what types of jobs they held, and what services were available to them such as ethnic social clubs and fraternal support organizations.
Content Specification - SS.4.7.a.5: Students will research an immigrant group in their local community or nearest city in terms of where that group settled, what types of jobs they held, and what services were available to them such as ethnic social clubs and fraternal support organizations.
Conceptual Understanding - SS.4.7.b: Beginning in the 1890s, large numbers of African Americans migrated to New York City and other northern cities to work in factories.
Conceptual Understanding - SS.4.7.b: Beginning in the 1890s, large numbers of African Americans migrated to New York City and other northern cities to work in factories.
Content Specification - SS.4.7.b.1: Students will investigate the reasons African Americans moved into northern cities.
Content Specification - SS.4.7.b.1: Students will investigate the reasons African Americans moved into northern cities.
Content Specification - SS.4.7.b.2: Students will investigate artists, writers, and musicians associated with the Harlem Renaissance.
Content Specification - SS.4.7.b.2: Students will investigate artists, writers, and musicians associated with the Harlem Renaissance.
Grade Level - SS.5: Grade 5
Grade Level - SS.5: Grade 5
Grade Level - SS.6: Grade 6
Grade Level - SS.6: Grade 6
Grade Level - SS.7: Grade 7
Grade Level - SS.7: Grade 7
Grade Level - SS.8: Grade 8
Grade Level - SS.8: Grade 8
Grade Level - SS.9: Grade 9: Global History and Geography I
Grade Level - SS.9: Grade 9: Global History and Geography I
Grade Level - SS.10: Grade 10: Global History and Geography II
Grade Level - SS.10: Grade 10: Global History and Geography II
Grade Level - SS.11: Grade 11: United States History and Government
Grade Level - SS.11: Grade 11: United States History and Government
Grade Level - SS.12G: Grade 12: Participation in Government and Civics
Grade Level - SS.12G: Grade 12: Participation in Government and Civics
Grade Level - SS.12E: Grade 12: Economics, the Enterprise System, and Finance
Grade Level - SS.12E: Grade 12: Economics, the Enterprise System, and Finance
Social Studies Practice Standards - SS.SSP: Standards for Social Studies Practice
Social Studies Practice Standards - SS.SSP: Standards for Social Studies Practice
Standard Area - TECH: Learning Standards for Technology (see MST standards under Previous Standard Versions)
Standard Area - TECH: Learning Standards for Technology (see MST standards under Previous Standard Versions)
Standard Area - WL: World Languages
Standard Area - WL: World Languages
Standard Area - Previous Standards Versions
Standard Area - Previous Standards Versions
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