Government

Social Studies Standard: Grade 12

Government/Civics for the 21st Century is a semester social studies course that focuses on the foundations of government and responsible participatory citizenship. A deeper understanding of government will be achieved through analyzing the political process, political ideologies, the Constitution and Bill of Rights, the three branches of government, as well as the rights and responsibilities of individuals in our government system. Throughout this course, students will consistently be asked to analyze the various roles of individual citizens and groups in the political process as well as how America's founding ideals (Democracy, Opportunity, Liberty, Equality and Rights) as outlined by the framers have shaped and continue to shape American government. As with the other social studies courses this course will include learning essential content, fostering the ability to think analytically including identifying themes, patterns, and trends of change, and finally, developing and finally, developing and refining essential reading, writing, speaking, and research abilities to competently convey this knowledge.

1. Reading for Research 1.12.1Conduct more sustained, extensive multi-media research projects that include multiple sources (ENG 5.12.1) 1.12.2 Synthesize multiple sources (print and electronic media) on the subject, demonstrating understanding of the subject under investigation with sources of increasing complexity and difficulty (ENG 5.12.2)

1.12.3Assess the strengths and limitations of each source and apply strategies to draw conclusions from information to relate knowledge to curricular areas, real-world situations, and further investigations (ENG 5.12.3) 1.12.4Evaluate primary source documents to use as a resource for supporting an argument, taking into consideration the political, historical, social, and cultural influences of the period (ENG 5.12.4) 2. Reading Informational Texts 2.12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain (ENG 8.12.1) 2.12.2Evaluate the relevance of information presented in charts and graphs from multiple sources to address a question or solve a problem (ENG 8.12.3) 2.12.3Identify two or more major ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex analysis (ENG 8.12.4)

GOVERNMENT (2010) PG.1

2.12.4Evaluate the effectiveness of an authors efforts to achieve his or her purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or eloquence of the text (ENG 8.12.8) 2.12.5Analyze motivation behind bias in texts and infer what information was added or omitted as a result (ENG 8.12.11) 3. Writing for Research 3.12.1Create a concise thesis for research that introduces a complex topic and multiple claims (ENG 6.12.1) 3.12.2Choose the most effective system of organization to sequence complex ideas, concepts, and information to make important connections and distinctions (ENG 6.12.2) 3.12.3Develop each paragraph thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotation, paraphrase, or other information and examples appropriate to the audiences knowledge of the topic (ENG 6.12.4) 3.12.4Connect evidence to topic sentences with commentary to clarify the relationships among complex ideas and concepts (ENG 6.12.5) 3.12.5Use varied transitions in conjunction with topic sentences to link the major sections of the text to achieve cohesion (ENG 6.12.6) 3.12.6Compose a concluding section that synthesizes claims and evidence to support the thesis and presents implications of the findings (ENG 6.12.9) 3.12.7Independently develop and strengthen writing by revising, editing, rewriting, or trying a new approach focusing on addressing what is most significant for a specific purpose or audience (ENG 6.12.10) 4. Listening and Speaking Skills 4.12.1Adapt speech to a variety of contexts and tasks to deliver effective formal and informal presentations engaging the audience (encouraging participation when appropriate) and using eye contact, gestures, direct address, and direct reference to specific audience members (ENG 4.12.1) 4.12.2Present information, findings, and supporting evidence, conveying a clear and distinct perspective such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks (e.g. the Aristotelian triad of ethos, logos, and pathos) (ENG 4.12.2) 4.12.3Facilitate a formal discussion among peers that requires use of evidence to support positions and to respond to other opinions (ENG 4.12.3) 5. Historical Periodization and Perspective

GOVERNMENT (2010) PG.2

5.12.1Compare competing models of periodization (the American Government course could also be organized by other essential themes, by the progressive study of separate institutions of government, etc.) 5.12.2Analyze and explain the differences between the thoughts and actions of figures in history and those of contemporary figures, as influenced by our different cultural perspectives and time periods 5.12.3Explain how and why historical significance varies over time and from group to group 6. Historical Analysis 6.12.1Evaluate the evidence used to support competing historical interpretations 6.12.2Analyze patterns of continuity and change in the development of significant themes across several eras 6.12.3Evaluate the relative validity of competing historical narratives 6.12.4Differentiate between primary and secondary causes, and between single and multiple effects 6.12.5Evaluate alternative historical decisions and courses of action 7. Geographic Thinking 7.12.1Use maps and other geographical tools to predict historical events and change 7.12.2Evaluate the relative role of geography among other factors in a historical event or in the development of a civilization 7.12.3Evaluate the characteristics of major global environmental changes and assess whether the changes are a result of human action, natural causes, or a combination of both 8. Content Measurement Topic Principles of American Government 8.12.1Analyze the influence of Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolo Machiavelli, and William Blackstone on the development of American government 8.12.2Compare and contrast democratic and non-democratic forms of government (e.g. oligarchy, monarchy, democracy, dictatorship, republic, aristocracy, autocracy, confederation, presidential government, parliamentary government) 8.12.3Analyze the political theories and arguments contained within the Declaration of Independence 9. Content Measurement Topic The Constitution and Bill of Rights

GOVERNMENT (2010) PG.3

9.12.1Identify the weaknesses of the Articles of the Confederation, which led to the Constitutional Convention and how the Constitution was intended to address those weaknesses 9.12.2Explain how the US Constitution reflects the balance between individual rights and the common good. Discuss how the basic principles of democracy are expressed in the Declaration of Independence as selfevident truths 9.12.3Describe the six basic principles of the American Constitution: individual rights, popular sovereignty, limited government, separation of powers, checks and balances, and federalism 9.12.4Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how they have been interpreted over time (e.g. Freedom of religion, speech, press, assembly, privacy) 9.12.5Explain how the Founding Fathers view of human nature led to the establishment of a constitutional system that limited the power of those that govern and the governed as articulated in the Federalist 9.12.6Analyze the systems of separated and shared powers, the role of factions (Federalist #10), checks and balances (Federalist #51), the importance of an independent judiciary (Federalist #78), enumerated powers, rule of law, federalism, and civilian control of the military 10. Content Measurement Topic The Three Branches of Government: Legislative, Executive and Judicial 10.12.1 Analyze Article I of the Constitution as it relates to the legislative branch, including eligibility for office and length of terms of representatives and senators; election to office, the roles of the House and Senate; impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law 10.12.2 Explain the processes by which the Constitution can be amended 10.12.3 Analyze Article II of the Constitution as it relates to the executive branch, including the eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers 10.12.4 Analyze Article III of the Constitution as it relates to the judicial branch, including the length of terms of judges, the jurisdiction of the federal courts and the processes of selection and the confirmation of Supreme Court justices 11. Content Measurement Topic Landmark Supreme Court Interpretations of the Constitution 11.12.1 Analyze the changing interpretations of the Constitution over time, including interpretation of the basic freedoms (religion, speech, press, assembly, and petition) articulated in the First Amendment and the due

GOVERNMENT (2010) PG.4

process and equal protection of the law clauses of the Fourteenth Amendment 11.12.2 Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g. Warren and Rehnquist courts) 11.12.3 Evaluate the effects of the Courts interpretations of the Constitution in Marbury v Madison (judicial review), McCulloch v Maryland (federal supremacy), and the United States v Nixon (executive privilege) with emphasis on the arguments espoused in these cases 11.12.4 Analyze the shift in interpretations of civil rights and the controversies resulting from cases such as Plessey v. Ferguson, Brown v. Bd. of Education, Miranda v. Arizona, and Regents of the University of California v. Bakke

12. Content Measurement Topic Politics 12.12.1 Analyze the origin, development, and role of political parties

12.12.2 Compare and contrast the party platforms of the two major parties over time including conservative and liberal positions on common issues 12.12.3 Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections 12.12.4 Evaluate the roles of polls, interest groups, media, and campaign funding on the electoral process 13. Content Measurement Topic Rights and Obligations of Citizens 13.12.1 Define citizenship, process of naturalization, and the controversies surrounding this issue throughout Americas history 13.12.2 Describe the opportunities that citizens have to participate in the political process (e.g. voting, campaigning, lobbying, demonstrating, petitioning, picketing, running for political office) 13.12.3 Analyze the individuals legal obligations including obeying the law, serving as a juror, and paying taxes 13.12.4 Analyze the reciprocity between rights and responsibilities. Examine how enjoyment of ones rights entails respect for the rights of others

GOVERNMENT (2010) PG.5

GOVERNMENT (2010) PG.6