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
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
Key Idea - SS.9.1: DEVELOPMENT OF CIVILIZATION: The development of agriculture enabled the rise of the first civilizations, located primarily along river valleys; these complex societies were influenced by geographic conditions and shared a number of defining political, social, and economic characteristics.
Key Idea - SS.9.1: DEVELOPMENT OF CIVILIZATION: The development of agriculture enabled the rise of the first civilizations, located primarily along river valleys; these complex societies were influenced by geographic conditions and shared a number of defining political, social, and economic characteristics.
Key Idea - SS.9.2: BELIEF SYSTEMS: RISE AND IMPACT: The emergence and spread of belief systems influenced and shaped the development of cultures, as well as their traditions and identities. Important similarities and differences between these belief systems are found in their core beliefs, ethical codes, practices, and social relationships.
Key Idea - SS.9.2: BELIEF SYSTEMS: RISE AND IMPACT: The emergence and spread of belief systems influenced and shaped the development of cultures, as well as their traditions and identities. Important similarities and differences between these belief systems are found in their core beliefs, ethical codes, practices, and social relationships.
Key Idea - SS.9.3: CLASSICAL CIVILIZATIONS: EXPANSION, ACHIEVEMENT, DECLINE: Classical civilizations in Eurasia and Mesoamerica employed a variety of methods to expand and maintain control over vast territories. They developed lasting cultural achievements. Both internal and external forces led to the eventual decline of these empires.
Key Idea - SS.9.3: CLASSICAL CIVILIZATIONS: EXPANSION, ACHIEVEMENT, DECLINE: Classical civilizations in Eurasia and Mesoamerica employed a variety of methods to expand and maintain control over vast territories. They developed lasting cultural achievements. Both internal and external forces led to the eventual decline of these empires.
Key Idea - SS.9.4: RISE OF TRANSREGIONAL TRADE NETWORKS: During the classical and postclassical eras, transregional trade networks emerged and/or expanded. These networks of exchange influenced the economic and political development of states and empires.
Key Idea - SS.9.4: RISE OF TRANSREGIONAL TRADE NETWORKS: During the classical and postclassical eras, transregional trade networks emerged and/or expanded. These networks of exchange influenced the economic and political development of states and empires.
Key Idea - SS.9.5: POLITICAL POWERS AND ACHIEVEMENTS: New power arrangements emerged across Eurasia. Political states and empires employed a variety of techniques for expanding and maintaining control. Periods of relative stability allowed for significant cultural, technological, and scientific innovations.
Key Idea - SS.9.5: POLITICAL POWERS AND ACHIEVEMENTS: New power arrangements emerged across Eurasia. Political states and empires employed a variety of techniques for expanding and maintaining control. Periods of relative stability allowed for significant cultural, technological, and scientific innovations.
Key Idea - SS.9.6: SOCIAL AND CULTURAL GROWTH AND CONFLICT: During the postclassical era, the growth of transregional empires and the use of trade networks influenced religions and spread disease. These cross‐cultural interactions also led to conflict and demographic impacts.
Key Idea - SS.9.6: SOCIAL AND CULTURAL GROWTH AND CONFLICT: During the postclassical era, the growth of transregional empires and the use of trade networks influenced religions and spread disease. These cross‐cultural interactions also led to conflict and demographic impacts.
Key Idea - SS.9.7: THE OTTOMAN EMPIRE AND THE MING DYNASTY PRE‐1600: Islam, Neo‐Confucianism, and Christianity each influenced the development of regions and shaped key centers of power in the world between 1368 and 1683. The Ottoman Empire and the Ming Dynasty were two powerful states, each with a view of itself and its place in the world.
Key Idea - SS.9.7: THE OTTOMAN EMPIRE AND THE MING DYNASTY PRE‐1600: Islam, Neo‐Confucianism, and Christianity each influenced the development of regions and shaped key centers of power in the world between 1368 and 1683. The Ottoman Empire and the Ming Dynasty were two powerful states, each with a view of itself and its place in the world.
Conceptual Understanding - SS.9.7.a: Three belief systems influenced numerous powerful states and empires across the Eastern Hemisphere.
Conceptual Understanding - SS.9.7.a: Three belief systems influenced numerous powerful states and empires across the Eastern Hemisphere.
Content Specification - SS.9.7.a.1: Students will map the extent of the Muslim, Neo‐Confucian, and Christian realms and compare the relative size and power of these realms ca. 1400.
Content Specification - SS.9.7.a.1: Students will map the extent of the Muslim, Neo‐Confucian, and Christian realms and compare the relative size and power of these realms ca. 1400.
Content Specification - SS.9.7.a.2: Students will map the extent of the Ottoman Empire and Ming Dynasty at the height of their power.
Content Specification - SS.9.7.a.2: Students will map the extent of the Ottoman Empire and Ming Dynasty at the height of their power.
Conceptual Understanding - SS.9.7.b: The dominant belief system and the ethnic and religious composition of the Ottoman Empire and the Ming Dynasty affected their social, political, and economic structures and organization.
Conceptual Understanding - SS.9.7.b: The dominant belief system and the ethnic and religious composition of the Ottoman Empire and the Ming Dynasty affected their social, political, and economic structures and organization.
Content Specification - SS.9.7.b.1: Students will analyze how the ethnic and religious composition of the Ottoman Empire and the Ming Dynasty were reflected in their political and societal organization.
Content Specification - SS.9.7.b.1: Students will analyze how the ethnic and religious composition of the Ottoman Empire and the Ming Dynasty were reflected in their political and societal organization.
Conceptual Understanding - SS.9.7.c: The Ottoman Empire and the Ming Dynasty had different views of the world and their place in it. Islam under the Ottoman Empire and Neo‐Confucianism under the Ming Dynasty influenced the political, economic, military, and diplomatic interactions with others outside of their realm.
Conceptual Understanding - SS.9.7.c: The Ottoman Empire and the Ming Dynasty had different views of the world and their place in it. Islam under the Ottoman Empire and Neo‐Confucianism under the Ming Dynasty influenced the political, economic, military, and diplomatic interactions with others outside of their realm.
Content Specification - SS.9.7.c.1: Students will examine Ming interactions with European traders and Christian missionaries.
Content Specification - SS.9.7.c.1: Students will examine Ming interactions with European traders and Christian missionaries.
Content Specification - SS.9.7.c.2: Students will examine how the Ottomans interacted with Europeans noting the role of Suleiman the Magnificent.
Content Specification - SS.9.7.c.2: Students will examine how the Ottomans interacted with Europeans noting the role of Suleiman the Magnificent.
Key Idea - SS.9.8: AFRICA AND THE AMERICAS PRE‐1600: The environment, trade networks, and belief systems influenced the development of complex societies and civilizations in Africa and the Americas ca. 1325–1600.
Key Idea - SS.9.8: AFRICA AND THE AMERICAS PRE‐1600: The environment, trade networks, and belief systems influenced the development of complex societies and civilizations in Africa and the Americas ca. 1325–1600.
Key Idea - SS.9.9: TRANSFORMATION OF WESTERN EUROPE AND RUSSIA: Western Europe and Russia transformed politically, economically, and culturally ca. 1400–1750. This transformation included state building, conflicts, shifts in power and authority, and new ways of understanding their world.
Key Idea - SS.9.9: TRANSFORMATION OF WESTERN EUROPE AND RUSSIA: Western Europe and Russia transformed politically, economically, and culturally ca. 1400–1750. This transformation included state building, conflicts, shifts in power and authority, and new ways of understanding their world.
Key Idea - SS.9.10: INTERACTIONS AND DISRUPTIONS: Efforts to reach the Indies resulted in the encounter between the people of Western Europe, Africa, and the Americas. This encounter led to a devastating impact on populations in the Americas, the rise of the transatlantic slave trade, and the reorientation of trade networks.
Key Idea - SS.9.10: INTERACTIONS AND DISRUPTIONS: Efforts to reach the Indies resulted in the encounter between the people of Western Europe, Africa, and the Americas. This encounter led to a devastating impact on populations in the Americas, the rise of the transatlantic slave trade, and the reorientation of trade networks.
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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