Expectations of Excellence: Curriculum Standards for Social Studies defines what students should know and be able to do in social studies at each educational level. This lesson correlates to the following standards for high school students:
IV. Individual Development and Identity
Examine the interactions of ethnic, national, or cultural influences in specific situations or events; analyze the role of perceptions, attitudes, values, and beliefs in the development of personal identity; compare and evaluate the impact of stereotyping, conformity, acts of altruism, and other behaviors on individuals and groups.
V. Individuals, Groups, and Institutions
Identify and analyze examples of tensions between expressions of individuality and efforts used to promote social conformity by groups and institutions; describe and examine belief systems basic to specific traditions and laws in contemporary and historical movements; analyze the extent to which groups and institutions meet individual needs and promote the common good in contemporary and historical settings.
VI. Power, Authority, and Governance
Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare; explain the purpose of government and analyze how its powers are acquired, used, and justified; analyze and explain ideas and mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, establish order and security, and balance competing conceptions of a just society; compare different political systems (their ideologies, structure, institutions, processes, and political cultures) with that of the United States, and identify representative political leaders from selected historical and contemporary settings.
History, Civics, Economics, Psychology