National Content Standards
have been provided for USA Schools.

The National Council of the Social Studies has identified ten themes in their document, "Curriculum Standards for Social Studies," six of which can be addressed by participation in this project. 

Social Studies programs should include experiences that provide for the study of:

  • Time,Continuity and Change: Human beings seek to understand their historical roots and to locate themselves in time. Knowing how to read and reconstruct the past allows one to develop a historical perspective and to answer questions such as: Who am I?  What happened in the past?  How am I connected to those in the past?  How has the world changed and how might it change in the future?  Why does our personal sense of relatedness to the past change? 
  • Individuals, Groups and Institutions:Institutions such as schools, churches, families, government agencies, and the courts play an integral role in people‚Äôs lives.  It is important that students learn how institutions are formed, what controls and influences them, how they influence individuals and culture, and how they are maintained or changed.  Students may address questions such as: What is the role of institutions in this and other societies?  How am I influenced by institutions?  How do institutions change?  What is my role in institutional change? 
  • Power, Authority and Governance: Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence.  In exploring this theme, students confront questions such as: What is power?  What forms does it take?  Who holds it?  How is it gained, used, and justified?  What is legitimate authority? How are governments created, structured, maintained, and changed?  How can individual rights be protected within the context of majority rule? 
  • Science, Technology and Society: Modern life as we know it would be impossible without technology and the science that supports it.  But technology brings with it many questions: Is new technology always better than old?  What can we learn from the past about how new technologies result in broader social change, some of which is unanticipated?  How can we cope with the ever-increasing pace of change?  How can we manage technology so that the greatest number of people benefit from it? How can we preserve our fundamental values and beliefs in the midst of technological change? 
  • Global Connections: The realities of global interdependence require understanding the increasingly important and diverse global connections among world societies and the frequent tension between national interests and global priorities.  Students will need to be able to address such international issues as health care, the environment, human rights, economic competition and interdependence, age-old ethnic enmities, and political and military alliances. 
  • Civic Ideals and Practices: An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose for the social studies.  Students confront such questions as: What is civic participation and how can I be involved? How has the meaning of citizenship evolved? What is the balance between rights and responsibilities?  What is the role of the citizen in the community and the nation, and as a member of the world community? How can I make a positive difference? 
  • National Social Studies Standards: Learn more


    ISTE (International Society for Technology in Education) NETS Standards have identified the following standards, all of which can be addressed through participation in this project:

    Basic operations and concepts:

    • Students demonstrate a sound understanding of the nature and operation of technology systems.
    • Students are proficient in the use of technology.

    Social, ethical, and human issues:

    • Students understand the ethical, cultural, and societal issues related to technology.
    • Students practice responsible use of technology systems, information, and software.
    • Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

    Technology productivity tools:

    • Students use technology tools to enhance learning, increase productivity, and promote creativity.
    • Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

    Technology communications tools:

    • Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
    • Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

    Technology research tools:

    • Students use technology to locate, evaluate, and collect information from a variety of sources.
    • Students use technology tools to process data and report results.
    • Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

    Technology problem-solving and decision-making tools:

    • Students use technology resources for solving problems and making  informed decisions.
    • Students employ technology in the development of strategies for solving problems in the real world.

    ISTE (International Society for Technology in Education) NETS Standards: Learn more