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Browse Standards
View all PreK-12 NYS Learning Standards in a dropdown list format.
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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
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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
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Grade Level - SS.K: Kindergarten
Grade Level - SS.1: Grade 1
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Grade Level - SS.1: Grade 1
Grade Level - SS.2: Grade 2
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Grade Level - SS.2: Grade 2
Grade Level - SS.3: Grade 3
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Grade Level - SS.3: Grade 3
Grade Level - SS.4: Grade 4
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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.
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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.
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Conceptual Understanding - SS.4.1.a:
Physical and thematic maps can be used to explore New York State’s diverse geography.
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Conceptual Understanding - SS.4.1.a:
Physical and thematic maps can be used to explore New York State’s diverse geography.
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Conceptual Understanding - SS.4.1.b:
New York State can be represented using a political map that shows cities, capitals, and boundaries.
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Conceptual Understanding - SS.4.1.b:
New York State can be represented using a political map that shows cities, capitals, and boundaries.
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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.
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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.
Educational Resources
Conceptual Understanding - SS.4.2.a:
Geographic factors often influenced locations of early settlements. People made use of the resources and the lands around them to meet their basic needs of food, clothing, and shelter.
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Conceptual Understanding - SS.4.2.a:
Geographic factors often influenced locations of early settlements. People made use of the resources and the lands around them to meet their basic needs of food, clothing, and shelter.
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Conceptual Understanding - SS.4.2.b:
Native American groups developed specific patterns of organization and governance to manage their societies.
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Conceptual Understanding - SS.4.2.b:
Native American groups developed specific patterns of organization and governance to manage their societies.
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Conceptual Understanding - SS.4.2.c:
Each Native American group developed a unique way of life with a shared set of customs, beliefs, and values.
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Conceptual Understanding - SS.4.2.c:
Each Native American group developed a unique way of life with a shared set of customs, beliefs, and values.
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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.
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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.
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Conceptual Understanding - SS.4.3.a:
Europeans in search of a route to Asia explored New York’s waterways. Early settlements began as trading posts or missions.
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Conceptual Understanding - SS.4.3.a:
Europeans in search of a route to Asia explored New York’s waterways. Early settlements began as trading posts or missions.
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Conceptual Understanding - SS.4.3.b:
Colonial New York became home to many different peoples including European immigrants, and free and enslaved Africans. Colonists developed different lifestyles.
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Conceptual Understanding - SS.4.3.b:
Colonial New York became home to many different peoples including European immigrants, and free and enslaved Africans. Colonists developed different lifestyles.
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Conceptual Understanding - SS.4.3.c:
In the mid-1700s, England and France competed against each other for control of the land and wealth in North America. The English, French, and their Native American allies fought the French and Indian War. Several major battles were fought in New York.
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Conceptual Understanding - SS.4.3.c:
In the mid-1700s, England and France competed against each other for control of the land and wealth in North America. The English, French, and their Native American allies fought the French and Indian War. Several major battles were fought in New York.
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Conceptual Understanding - SS.4.3.d:
Growing conflicts between England and the 13 colonies over issues of political and economic rights led to the American Revolution. New York played a significant role during the Revolution in part due to its geographic location.
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Conceptual Understanding - SS.4.3.d:
Growing conflicts between England and the 13 colonies over issues of political and economic rights led to the American Revolution. New York played a significant role during the Revolution in part due to its geographic location.
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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.
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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.
Educational Resources
Conceptual Understanding - SS.4.4.a:
After the Revolution, the United States of America established a federal government; colonies established state governments.
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Conceptual Understanding - SS.4.4.a:
After the Revolution, the United States of America established a federal government; colonies established state governments.
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Conceptual Understanding - SS.4.4.b:
The New York State Constitution establishes the basic structure of government for the state. The government of New York creates laws to protect the people and interests of the state.
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Conceptual Understanding - SS.4.4.b:
The New York State Constitution establishes the basic structure of government for the state. The government of New York creates laws to protect the people and interests of the state.
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Conceptual Understanding - SS.4.4.c:
Government in New York is organized into counties, cities, towns, and villages.
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Conceptual Understanding - SS.4.4.c:
Government in New York is organized into counties, cities, towns, and villages.
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Conceptual Understanding - SS.4.4.d:
New Yorkers have rights and freedoms that are guaranteed in the United States Constitution, in the New York State Constitution, and by state laws.
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Conceptual Understanding - SS.4.4.d:
New Yorkers have rights and freedoms that are guaranteed in the United States Constitution, in the New York State Constitution, and by state laws.
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Conceptual Understanding - SS.4.4.e:
Citizens of the State of New York have responsibilities that help their nation, their state, and their local communities function. Some responsibilities are stated in laws.
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Conceptual Understanding - SS.4.4.e:
Citizens of the State of New York have responsibilities that help their nation, their state, and their local communities function. Some responsibilities are stated in laws.
Educational Resources
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.
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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.
Educational Resources
Conceptual Understanding - SS.4.5.a:
There were slaves in New York State. People worked to fight against slavery and for change.
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Conceptual Understanding - SS.4.5.a:
There were slaves in New York State. People worked to fight against slavery and for change.
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Conceptual Understanding - SS.4.5.b:
Women have not always had the same rights as men in the United States and New York State. They sought to expand their rights and bring about change.
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Conceptual Understanding - SS.4.5.b:
Women have not always had the same rights as men in the United States and New York State. They sought to expand their rights and bring about change.
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Conceptual Understanding - SS.4.5.c:
The United States became divided over several issues including slavery resulting in the Civil War. New York State supported the Union and played an important role in this war.
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Conceptual Understanding - SS.4.5.c:
The United States became divided over several issues including slavery resulting in the Civil War. New York State supported the Union and played an important role in this war.
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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.
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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.
Educational Resources
Conceptual Understanding - SS.4.6.a:
After the Revolution, New Yorkers began to move and settle further west, using roads many of which had begun as Native American trails.
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Conceptual Understanding - SS.4.6.a:
After the Revolution, New Yorkers began to move and settle further west, using roads many of which had begun as Native American trails.
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Conceptual Understanding - SS.4.6.b:
In order to connect the Great Lakes with the Atlantic Ocean, the Erie Canal was built. Existing towns expanded and new towns grew along the canal. New York City became the busiest port in the country.
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Conceptual Understanding - SS.4.6.b:
In order to connect the Great Lakes with the Atlantic Ocean, the Erie Canal was built. Existing towns expanded and new towns grew along the canal. New York City became the busiest port in the country.
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Conceptual Understanding - SS.4.6.c:
Improved technology such as the steam engine and the telegraph made transportation and communication faster and easier. Later developments in transportation and communication technology had an impact on communities, the state, and the world.
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Conceptual Understanding - SS.4.6.c:
Improved technology such as the steam engine and the telegraph made transportation and communication faster and easier. Later developments in transportation and communication technology had an impact on communities, the state, and the world.
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Conceptual Understanding - SS.4.6.d:
Farming, mining, lumbering, and finance are important economic activities associated with New York State.
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Conceptual Understanding - SS.4.6.d:
Farming, mining, lumbering, and finance are important economic activities associated with New York State.
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Conceptual Understanding - SS.4.6.e:
Entrepreneurs and inventors associated with New York State have made important contributions to business and technology.
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Conceptual Understanding - SS.4.6.e:
Entrepreneurs and inventors associated with New York State have made important contributions to business and technology.
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Conceptual Understanding - SS.4.6.f:
Between 1865 and 1915, rapid industrialization occurred in New York State. Over time, industries and manufacturing continued to grow.
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Conceptual Understanding - SS.4.6.f:
Between 1865 and 1915, rapid industrialization occurred in New York State. Over time, industries and manufacturing continued to grow.
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Conceptual Understanding - SS.4.6.g:
As manufacturing moved out of New York State, service industries and high-technology industries have grown.
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Conceptual Understanding - SS.4.6.g:
As manufacturing moved out of New York State, service industries and high-technology industries have grown.
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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.
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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.
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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.
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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.
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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.
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Grade Level - SS.5: Grade 5
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Grade Level - SS.5: Grade 5
Grade Level - SS.6: Grade 6
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Grade Level - SS.6: Grade 6
Grade Level - SS.7: Grade 7
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Grade Level - SS.7: Grade 7
Grade Level - SS.8: Grade 8
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Grade Level - SS.8: Grade 8
Grade Level - SS.9: Grade 9: Global History and Geography I
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Grade Level - SS.9: Grade 9: Global History and Geography I
Grade Level - SS.10: Grade 10: Global History and Geography II
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Grade Level - SS.10: Grade 10: Global History and Geography II
Grade Level - SS.11: Grade 11: United States History and Government
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Grade Level - SS.11: Grade 11: United States History and Government
Grade Level - SS.12G: Grade 12: Participation in Government and Civics
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Grade Level - SS.12G: Grade 12: Participation in Government and Civics
Grade Level - SS.12E: Grade 12: Economics, the Enterprise System, and Finance
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Grade Level - SS.12E: Grade 12: Economics, the Enterprise System, and Finance
Social Studies Practice Standards - SS.SSP: Standards for Social Studies Practice
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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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