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
Grade Level - SS.5: Grade 5
Grade Level - SS.5: Grade 5
Grade Level - SS.6: Grade 6
Grade Level - SS.6: Grade 6
Key Idea - SS.6.1: PRESENT-DAY EASTERN HEMISPHERE GEOGRAPHY: The diverse geography of the Eastern Hemisphere has influenced human culture and settlement patterns in distinct ways. Human communities in the Eastern Hemisphere have adapted to or modified the physical environment.
Key Idea - SS.6.1: PRESENT-DAY EASTERN HEMISPHERE GEOGRAPHY: The diverse geography of the Eastern Hemisphere has influenced human culture and settlement patterns in distinct ways. Human communities in the Eastern Hemisphere have adapted to or modified the physical environment.
Key Idea - SS.6.2: THE FIRST HUMANS THROUGH THE NEOLITHIC REVOLUTION IN THE EASTERN HEMISPHERE: The first humans modified their physical environment as well as adapted to their environment.
Key Idea - SS.6.2: THE FIRST HUMANS THROUGH THE NEOLITHIC REVOLUTION IN THE EASTERN HEMISPHERE: The first humans modified their physical environment as well as adapted to their environment.
Key Idea - SS.6.3: EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
Key Idea - SS.6.3: EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
Key Idea - SS.6.4: COMPARATIVE WORLD RELIGIONS (ca. 2000 B.C.E – ca. 630 C.E): Major religions and belief systems developed in the Eastern Hemisphere. There were important similarities and differences between these belief systems.
Key Idea - SS.6.4: COMPARATIVE WORLD RELIGIONS (ca. 2000 B.C.E – ca. 630 C.E): Major religions and belief systems developed in the Eastern Hemisphere. There were important similarities and differences between these belief systems.
Key Idea - SS.6.5: COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements.
Key Idea - SS.6.5: COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements.
Key Idea - SS.6.6: MEDITERRANEAN WORLD: FEUDAL WESTERN EUROPE, THE BYZANTINE EMPIRE, AND THE ISLAMIC CALIPHATES (ca. 600 C.E. – ca. 1450): The Mediterranean world was reshaped with the fall of the Roman Empire. Three distinct cultural regions developed: feudal Western Europe, the Byzantine Empire, and the Islamic caliphates. These regions interacted with each other and clashed over control of holy lands.
Key Idea - SS.6.6: MEDITERRANEAN WORLD: FEUDAL WESTERN EUROPE, THE BYZANTINE EMPIRE, AND THE ISLAMIC CALIPHATES (ca. 600 C.E. – ca. 1450): The Mediterranean world was reshaped with the fall of the Roman Empire. Three distinct cultural regions developed: feudal Western Europe, the Byzantine Empire, and the Islamic caliphates. These regions interacted with each other and clashed over control of holy lands.
Conceptual Understanding - SS.6.6.a: Overexpansion, corruption, invasions, civil wars, and discord led to the fall of Rome. Feudalism developed in Western Europe in reaction to a need for order and to meet basic needs.
Conceptual Understanding - SS.6.6.a: Overexpansion, corruption, invasions, civil wars, and discord led to the fall of Rome. Feudalism developed in Western Europe in reaction to a need for order and to meet basic needs.
Content Specification - SS.6.6.a.1: Students will examine reasons for the fall of the Roman Empire and the development of feudalism in Western Europe, including efforts to restore the empire, the decentralization of political authority, and the role of the Christian Church in providing some measure of central authority.
Content Specification - SS.6.6.a.1: Students will examine reasons for the fall of the Roman Empire and the development of feudalism in Western Europe, including efforts to restore the empire, the decentralization of political authority, and the role of the Christian Church in providing some measure of central authority.
Conceptual Understanding - SS.6.6.b: The Byzantine Empire preserved elements of the Roman Empire, controlled lands within the Mediterranean basin, and began to develop Orthodox Christianity.
Conceptual Understanding - SS.6.6.b: The Byzantine Empire preserved elements of the Roman Empire, controlled lands within the Mediterranean basin, and began to develop Orthodox Christianity.
Content Specification - SS.6.6.b.1: Students will examine how the Byzantine Empire preserved elements of the Roman Empire by blending Roman traditions with Greek culture and developed a Christian faith, known as Orthodox Christianity, which united Church and state authority in the person of the emperor.
Content Specification - SS.6.6.b.1: Students will examine how the Byzantine Empire preserved elements of the Roman Empire by blending Roman traditions with Greek culture and developed a Christian faith, known as Orthodox Christianity, which united Church and state authority in the person of the emperor.
Conceptual Understanding - SS.6.6.c: Islam spread within the Mediterranean region from southwest Asia to northern Africa and the Iberian Peninsula.
Conceptual Understanding - SS.6.6.c: Islam spread within the Mediterranean region from southwest Asia to northern Africa and the Iberian Peninsula.
Content Specification - SS.6.6.c.1: Students will examine the Umayyad and Abbasid caliphates, noting how the introduction of Islam changed the societies and cultures each conquered, blending with those societies and cultures and creating dynamic new Islamic societies and cultures.
Content Specification - SS.6.6.c.1: Students will examine the Umayyad and Abbasid caliphates, noting how the introduction of Islam changed the societies and cultures each conquered, blending with those societies and cultures and creating dynamic new Islamic societies and cultures.
Conceptual Understanding - SS.6.6.d: Competition and rivalry over religious, economic, and political control over the holy lands led to conflict such as the Crusades.
Conceptual Understanding - SS.6.6.d: Competition and rivalry over religious, economic, and political control over the holy lands led to conflict such as the Crusades.
Content Specification - SS.6.6.d.1: Students will examine the three distinct cultural regions of the Mediterranean world in terms of their location, the extent of each region at the height of its power, and the political, economic, and social interactions between these regions.
Content Specification - SS.6.6.d.1: Students will examine the three distinct cultural regions of the Mediterranean world in terms of their location, the extent of each region at the height of its power, and the political, economic, and social interactions between these regions.
Content Specification - SS.6.6.d.2: Students will examine the conflict of the Crusades from three different perspectives: feudal Europe, Byzantine, and Islamic.
Content Specification - SS.6.6.d.2: Students will examine the conflict of the Crusades from three different perspectives: feudal Europe, Byzantine, and Islamic.
Key Idea - SS.6.7: INTERACTIONS ACROSS THE EASTERN HEMISPHERE (ca. 600 C.E. – ca. 1450): Trade networks promoted the exchange and diffusion of language, belief systems, tools, intellectual ideas, inventions, and diseases.
Key Idea - SS.6.7: INTERACTIONS ACROSS THE EASTERN HEMISPHERE (ca. 600 C.E. – ca. 1450): Trade networks promoted the exchange and diffusion of language, belief systems, tools, intellectual ideas, inventions, and diseases.
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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