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
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
Standard Area - ARTS: The Arts (1996)
Standard Area - ARTS: The Arts (1996)
Standard Area - ELA: English Language Arts (NYS P-12 Common Core)
Standard Area - ELA: English Language Arts (NYS P-12 Common Core)
Standard Area - LOTE: NYS Languages Other Than English
Standard Area - LOTE: NYS Languages Other Than English
Standard Area - LHSS: Literacy in History/Social Studies (NYS 5-12 Common Core)
Standard Area - LHSS: Literacy in History/Social Studies (NYS 5-12 Common Core)
Standard Area - LSTS: Literacy in Science and Technical Subjects (NYS 6-12 Common Core)
Standard Area - LSTS: Literacy in Science and Technical Subjects (NYS 6-12 Common Core)
Standard Area - ELA: English Language Arts (2005)
Standard Area - ELA: English Language Arts (2005)
Standard Area - ESL: English as a Second Language
Standard Area - ESL: English as a Second Language
Standard Area - NLA: Native Language Arts
Standard Area - NLA: Native Language Arts
Standard Area - Math: Mathematics (NYS P-12 Common Core)
Standard Area - Math: Mathematics (NYS P-12 Common Core)
Standard Area - MST: Math, Science & Technology
Standard Area - MST: Math, Science & Technology
Standard Area - SS: Social Studies
Standard Area - SS: Social Studies
Academic Level - SS.E: Elementary
Academic Level - SS.E: Elementary
Standard - SS.E.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.
Standard - SS.E.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.
Standard - SS.E.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.
Standard - SS.E.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.
Standard - SS.E.3: Geography 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.
Standard - SS.E.3: Geography 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.
Standard - SS.E.4: Economics 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.
Standard - SS.E.4: Economics 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.
Standard - SS.E.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.
Standard - SS.E.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.
Key Idea - SS.E.5.1: Civics, Citizenship, and Government 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.
Key Idea - SS.E.5.1: Civics, Citizenship, and Government 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.
Performance Indicator - SS.E.5.1A: Students know the meaning of key terms and concepts related to government including democracy, power, citizenship, nation-state, and justice.
Performance Indicator - SS.E.5.1A: Students know the meaning of key terms and concepts related to government including democracy, power, citizenship, nation-state, and justice.
Performance Indicator - SS.E.5.1B: Students explain the probable consequences of the absence of government and rules.
Performance Indicator - SS.E.5.1B: Students explain the probable consequences of the absence of government and rules.
Performance Indicator - SS.E.5.1C: Students describe the basic purposes of government and the importance of civic life.
Performance Indicator - SS.E.5.1C: Students describe the basic purposes of government and the importance of civic life.
Performance Indicator - SS.E.5.1D: Students understand that social and political systems are based upon people's beliefs.
Performance Indicator - SS.E.5.1D: Students understand that social and political systems are based upon people's beliefs.
Performance Indicator - SS.E.5.1E: Students discuss how and why the world is divided into nations and what kinds of governments other nations have.
Performance Indicator - SS.E.5.1E: Students discuss how and why the world is divided into nations and what kinds of governments other nations have.
Key Idea - SS.E.5.2: Civics, Citizenship, and Government 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.
Key Idea - SS.E.5.2: Civics, Citizenship, and Government 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.
Performance Indicator - SS.E.5.2A: Students explain how the Constitution of New York State and the United States and the Bill of Rights are the basis for democratic values in the United States.
Performance Indicator - SS.E.5.2A: Students explain how the Constitution of New York State and the United States and the Bill of Rights are the basis for democratic values in the United States.
Performance Indicator - SS.E.5.2B: Students understand the basic civil values that are the foundation of American constitutional democracy.
Performance Indicator - SS.E.5.2B: Students understand the basic civil values that are the foundation of American constitutional democracy.
Performance Indicator - SS.E.5.2C: Students know what the United States Constitution is and why it is important.
Performance Indicator - SS.E.5.2C: Students know what the United States Constitution is and why it is important.
Performance Indicator - SS.E.5.2D: Students understand that the United States Constitution and the Constitution of the State of New York are written plans for organizing the functions of government.
Performance Indicator - SS.E.5.2D: Students understand that the United States Constitution and the Constitution of the State of New York are written plans for organizing the functions of government.
Performance Indicator - SS.E.5.2E: Students understand the structure of New York State and local governments, including executive, legislative, and judicial branches.
Performance Indicator - SS.E.5.2E: Students understand the structure of New York State and local governments, including executive, legislative, and judicial branches.
Performance Indicator - SS.E.5.2F: Students identify their legislative and executive representatives at the local, state, and national governments.
Performance Indicator - SS.E.5.2F: Students identify their legislative and executive representatives at the local, state, and national governments.
Key Idea - SS.E.5.3: Civics, Citizenship, and Government 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.
Key Idea - SS.E.5.3: Civics, Citizenship, and Government 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.
Performance Indicator - SS.E.5.3A: Students understand that citizenship includes an awareness of the holidays, celebrations, and symbols of our nation.
Performance Indicator - SS.E.5.3A: Students understand that citizenship includes an awareness of the holidays, celebrations, and symbols of our nation.
Performance Indicator - SS.E.5.3B: Students examine what it means to be a good citizen in the classroom, school, home, and community.
Performance Indicator - SS.E.5.3B: Students examine what it means to be a good citizen in the classroom, school, home, and community.
Performance Indicator - SS.E.5.3C: Students identify and describe the rules and responsibilities students have at home, in the classroom, and at school.
Performance Indicator - SS.E.5.3C: Students identify and describe the rules and responsibilities students have at home, in the classroom, and at school.
Performance Indicator - SS.E.5.3D: Students examine the basic principles of the Declaration of Independence and the Constitutions of the United States and New York State.
Performance Indicator - SS.E.5.3D: Students examine the basic principles of the Declaration of Independence and the Constitutions of the United States and New York State.
Performance Indicator - SS.E.5.3E: Students understand that effective, informed citizenship is a duty of each citizen, demonstrated by jury service, voting, and community service.
Performance Indicator - SS.E.5.3E: Students understand that effective, informed citizenship is a duty of each citizen, demonstrated by jury service, voting, and community service.
Performance Indicator - SS.E.5.3F: Students identify basic rights that students have and those that they will acquire as they age.
Performance Indicator - SS.E.5.3F: Students identify basic rights that students have and those that they will acquire as they age.
Key Idea - SS.E.5.4: Civics, Citizenship, and Government 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.
Key Idea - SS.E.5.4: Civics, Citizenship, and Government 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.
Performance Indicator - SS.E.5.4A: Students show a willingness to consider other points of view before drawing conclusions or making judgments.
Performance Indicator - SS.E.5.4A: Students show a willingness to consider other points of view before drawing conclusions or making judgments.
Performance Indicator - SS.E.5.4B: Students participate in activities that focus on a classroom, school, or community issue or problem.
Performance Indicator - SS.E.5.4B: Students participate in activities that focus on a classroom, school, or community issue or problem.
Performance Indicator - SS.E.5.4C: Students suggest alternative solutions or courses of action to hypothetical or historic problems.
Performance Indicator - SS.E.5.4C: Students suggest alternative solutions or courses of action to hypothetical or historic problems.
Performance Indicator - SS.E.5.4D: Students evaluate the consequences for each alternative solution or course of action.
Performance Indicator - SS.E.5.4D: Students evaluate the consequences for each alternative solution or course of action.
Performance Indicator - SS.E.5.4E: Students prioritize the solutions based on established criteria.
Performance Indicator - SS.E.5.4E: Students prioritize the solutions based on established criteria.
Performance Indicator - SS.E.5.4F: Students propose an action plan to address the issue of how to solve the problem.
Performance Indicator - SS.E.5.4F: Students propose an action plan to address the issue of how to solve the problem.
Academic Level - SS.I: Intermediate
Academic Level - SS.I: Intermediate
Academic Level - SS.C: Commencement
Academic Level - SS.C: Commencement
Alternate Standards - SS.Alt: Alternate Standards
Alternate Standards - SS.Alt: Alternate Standards
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