We believe that Christian people should make a positive contribution
within a local community and global society. In our Social Studies
program, students will examine historical and current events, as well
as global, environmental and social justice issues. Based on the
developmental levels, needs and concerns of the students, our Social
Studies program utilizes a broad range of teaching strategies, learning
activities and resources. Our Social Studies program will provide
opportunities for students to think critically, appreciate the
diversity of humanity, and function as a responsible individual within
our changing world. Standard 1. Understands ideas about civic life, politics, and government Benchmark 1. Knows various people and groups who make, apply, and enforce rules and laws for others (e.g., adult family members, teachers, city councils, governors, tribal governments, national governments) and who manage disputes about rules and laws (e.g., courts at all levels) Knowledge/skill statements 1. Knows various people who make laws for others 2. Knows various people who apply laws for others 3. Knows various people who enforce rules and laws for others 4. Knows various groups who make laws for others 5. Knows various groups who apply laws for others 6. Knows various groups who enforce rules and laws for others 7. Knows that adult family members make, apply, and enforce rules 8. Knows that teachers make, apply, and enforce rules 9. Knows that city councils make, apply, and enforce laws 10. Knows that governors make, apply, and enforce laws 11. Knows that tribal governments make, apply, and enforce laws 12. Knows that national governments make, apply, and enforce laws 13. Knows various people who manage disputes about rules and laws 14. Knows various groups who manage disputes about rules and laws 15. Knows that the courts manage disputes about rules and laws Benchmark 2. Knows the difference between power (e.g., the capacity to direct or control something or someone) and authority (e.g., power that people have the right to use because of custom, law, or the consent of the governed) Knowledge/skill statements 1. Knows the difference between power and authority 2. Knows that power is the capacity to direct or control something or someone 3. Knows that authority is the power that people have the right to use because of custom, law, or the consent of the governed Benchmark 3. Knows ways in which authority is used (e.g., parents have authority to direct and control their children, governors of states have the authority to carry out and enforce laws) and ways in which power can be used without authority (e.g., a bully forcing smaller children to give up their lunch money, a robber holding up a bank) Knowledge/skill statements 1. Knows ways in which authority is used 2. Knows ways in which power can be used without authority 3. Knows that parents have the authority to direct and control their children 4. Knows that governors of states have the authority to carry out and enforce laws 5. Knows that a bully forcing smaller children to give up their lunch money is an example of power without authority 6. Knows that a robber holding up a bank is an example of power without authority Benchmark 4. Understands the concept of a constitution, the various purposes that constitutions serve, and the conditions that contribute to the establishment and maintenance of constitutional government Knowledge/skill statements 1. Knows possible consequences of the absence of government 2. Knows possible consequences of the absence of rules and laws 3. Knows that without government, the strong may take advantage of the weak 4. Knows that without government, people may feel insecure 5. Knows that without government, people may be unable to plan for the future 6. Knows that without rules and laws, the strong may take advantage of the weak 7. Knows that without rules and laws, people may feel insecure 8. Knows that without rules and laws, people may be unable to plan for the future Benchmark 5. Knows the basic purposes of government in the United States (e.g., to protect the rights of individuals, to promote the common good) Knowledge/skill statements 1. Knows that one purpose of the United States’ government in the is to protect the rights of individuals 2. Knows that one purpose of the United States’ government is to promote the common good Benchmark 6. Knows the major things governments do in one's school, community, state, and nation (e.g., make, carry out, and enforce laws; manage conflicts; provide national security) Knowledge/skill statements 1. Knows the major things the government does in one’s school 2. Knows the major things the government does in one’s community 3. Knows the major things the government does in one’s state 4. Knows the major things the government does in one’s nation 5. Knows that the government one’s community, state, and nation makes, carries out, and enforces laws 6. Knows that the government in one’s school, community, state, and nation manages conflicts 7. Knows that the government in one’s nation provides national security Benchmark 7. Knows how government makes it possible for people to work together to accomplish goals they could not achieve individually Knowledge/skill statements 1. Knows that government makes it possible for people to work together to accomplish goals 2. Knows that some goals cannot be accomplished individually Standard 2. Understands the essential characteristics of limited and unlimited governments Benchmark 1. Knows the basic conditions necessary to support a limited government (e.g., everyone, including all the people in positions of authority, must obey the laws) Knowledge/skill statements 1. Knows that everyone, including all the people in positions of authority, must obey the laws in a limited government 2. Understands the concept of a limited government Benchmark 2. Knows how laws can limit the power of people in government (e.g., laws that prohibit a teacher from releasing personal information about students to people other than the students' parents or guardians; laws that prohibit governments from discriminating against people because of their religious or political beliefs) Knowledge/skill statements 1. Knows that laws prohibit a teacher from releasing personal information about students to people other than the students’ parents or guardians 2. Knows that laws prohibit governments from discriminating against people because of their religious or political beliefs 3. Knows that some laws limit the power of others Benchmark 3. Knows the general characteristics of unlimited government (e.g., a dictatorship in which there are no effective controls over the powers of its rulers; the rulers cannot be easily removed from office by peaceful, legal means) Knowledge/skill statements 1. Knows that a dictatorship, in which there are no effective controls over the powers of its rulers, is an unlimited government 2. Knows that if the rulers cannot be easily removed from office by peaceful, legal means, it is an unlimited government 3. Understands the concept of an unlimited government Benchmark 4. Understands how limited government helps to protect personal rights (e.g., to choose friends, to practice the religion of one's choice), political rights (e.g., to express opinions, to vote), and economic rights (e.g., to own property, to choose the kind of work one pleases) Knowledge/skill statements 1. Understands how limited government helps to protect personal rights 2. Understands how limited government helps to protect political rights 3. Understands how limited government helps to protect economic rights 4. Knows that the right to choose friends is a personal right 5. Knows that the right to practice the religion of one’s choice is a personal right 6. Knows that the right to express opinions is a political right 7. Knows that the right to vote is a political right 8. Knows that the right to own property is an economic right 9. Knows that the right to choose the kind of work one pleases is an economic right Standard 3. Understands the sources, purposes, and functions of law, and the importance of the rule of law for the protection of individual rights and the common good Benchmark 1. Knows common ways in which rules and laws can be used (e.g., to describe how people should behave; to provide order, predictability, and security; to protect rights; to provide benefits; to assign burdens or responsibilities; to limit the power of people in authority) Knowledge/skill statements 1. Knows common uses of rules 2. Knows common uses of laws 3. Knows that rules and laws describe how people should behave 4. Knows that rules and laws provide order, predictability, and security 5. Knows that rules and laws protect rights 6. Knows that rules and laws provide benefits 7. Knows that rules and laws assign burdens or responsibilities 8. Knows that rules and laws limit the power of people in authority Benchmark 2. Knows the characteristics of an effective rule or law (e.g., well designed to achieve its purposes, understandable, possible to follow, fair, designed to protect individual rights and promote the common good) Knowledge/skill statements 1. Knows the characteristics of an effective rule 2. Knows the characteristics of an effective law 3. Knows that an effective rule or law is well designed to achieve its purposes 4. Knows that an effective rule or law is understandable 5. Knows that an effective rule or law is possible to follow 6. Knows that an effective rule or law is fair 7. Knows that an effective rule or law is designed to protect individual rights 8. Knows that an effective rule or law is designed to promote the common good Standard 4. Understands the concept of a constitution, the various purposes that constitutions serve, and the conditions that contribute to the establishment and maintenance of constitutional government Not appropriate for this level Standard 5. Understands the major characteristics of systems of shared powers and of parliamentary systems Not appropriate for this level Standard 6. Understands the advantages and disadvantages of federal, confederal, and unitary systems of government Not appropriate for this level Standard 7. Understands alternative forms of representation and how they serve the purposes of constitutional government Not appropriate for this level Standard 8. Understands the central ideas of American constitutional government and how this form of government has shaped the character of American society Benchmark 1. Knows the fundamental values of American democracy (e.g., individual rights to life, liberty, property, and the pursuit of happiness; the public or common good; justice; equality of opportunity; diversity; truth; patriotism) Knowledge/skill statements 1. Understands the right to life as a value of American democracy 2. Understands the right to liberty as a value of American democracy 3. Understands the right to the pursuit of happiness as a value of American democracy 4. Understands the right to own property as a value of American democracy 5. Understands the public or common good as a value of American democracy 6. Understands justice as a value of American democracy 7. Understands equality of opportunity as a value of American democracy 8. Understands diversity as a value of American democracy 9. Understands truth as a value of American democracy 10. Understands patriotism as a value of American democracy Benchmark 2. Knows the fundamental principles of American democracy (e.g., the people are sovereign; the power of government is limited by law; people exercise their authority directly through voting; people exercise their authority indirectly through elected representatives) Knowledge/skill statements 1. Knows that the people are sovereign in the American democracy 2. Knows that the power of government is limited by law in the American democracy 3. Knows that people exercise their authority directly through voting in the American democracy 4. Knows that people exercise their authority indirectly through elected representatives in the American democracy Benchmark 3. Knows how fundamental values and principles of American democracy are expressed in documents such as the Declaration of Independence, the Preamble to the United States Constitution, and the Bill of Rights, as well as in American songs, stories, and speeches Knowledge/skill statements 1. Knows how the fundamental values of American democracy are expressed in a variety of documents 2. Knows how the fundamental principles of American democracy are expressed in a variety of documents 3. Knows how the fundamental values and principles of American democracy are expressed in the Declaration of Independence 4. Knows how the fundamental values and principles of American democracy are expressed in the Preamble to the United States Constitution 5. Knows how the fundamental values and principles of American democracy are expressed in the Bill of Rights 6. Knows how the fundamental values and principles of American democracy are expressed in American songs, stories, and speeches Benchmark 4. Understands the focus on "the individual" in American society (e.g., a primary purpose of government is to protect the rights of the individual to life, liberty, property, and the pursuit of happiness; individuals have the right to differ about politics, religion, or any other matter; the vote of one individual should count as much as another's) Knowledge/skill statements 1. Understands that a primary purpose of government is to protect the rights of the individual to life, liberty, property, and the pursuit of happiness 2. Understands that individuals have the right to differ about politics, religion, or any other matter 3. Understands that the vote of one individual should count as much as another’s Benchmark 5. Understands the focus on the school, community, state, and nation in American society (e.g., people should try to improve the quality of life in their schools, communities, states, and nation; people should help others who are less fortunate than they and assist them in times of need, emergency, or natural disaster) Knowledge/skill statements 1. Understands the focus on the school in American society 2. Understands the focus on the community in American society 3. Understands the focus on the state in American society 4. Understands the focus on the nation in American society 5. Understands that in American society, people should try to improve the quality of life 6. Understands that in American society, people should help others who are less fortunate than they 7. Understands that in American society, people should assist others in times of need, emergency, or natural disaster Benchmark 6. Understands the importance of equality of opportunity and equal protection of the law as a characteristic of American society (e.g., all people have a right to equal opportunity in education, employment, housing, and to equal access to public facilities; all people have a right to participate in political life by expressing their opinions and trying to persuade others; everyone has the right to be treated equally in the eyes of the law) Knowledge/skill statements 1. Understands the importance of equality of opportunity as a characteristic of American society 2. Understands the importance of equal protection under law as a character of American society 3. Understands that all people have a right to equal opportunity in education 4. Understands that all people have a right to equal opportunity in employment 5. Understands that all people have a right to equal opportunity in housing 6. Understands that all people have a right to equal access of public facilities 7. Understands that all people have a right to participate in political life by expressing their opinions and trying to persuade others 8. Understands that everyone has the right to be treated equally in the eyes of the law Benchmark 7. Understands the importance of respect for the law as a characteristic of American society (e.g., everyone, including government officials, must obey the law; people have the right to work together to see that laws they consider unfair or unwise are changed by peaceful means) Knowledge/skill statements 1. Understands that everyone, including government officials, must obey the law 2. Understands that people have the right to work together to see that laws they consider unfair or unwise are changed by peaceful means Benchmark 8. Understands the importance of education as a characteristic of American society (e.g., education is essential for informed and effective citizenship; education is important for earning a living; everyone has a right to public education; people with special needs should be provided with appropriate educational opportunities) Knowledge/skill statements 1. Understands that education is essential for informed and effective citizenship 2. Understands that education is important for earning a living 3. Understands that everyone has the right to public education 4. Understands that people with special needs should be provided with appropriate educational opportunities Benchmark 9. Understands the importance of work as a characteristic of American society (e.g., work is important to a person's independence and self-esteem; work is important to the well-being of the family, community, state, and nation; all honest work is worthy of respect) Knowledge/skill statements 1. Understands that work is important to a person’s independence and self- esteem 2. Understands that work is important to the well-being of the family, community, state, and nation 3. Understands that work is worthy of respect Standard 9. Understands the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy Benchmark 1. Understands how Americans are united by the values, principles, and beliefs they share rather than by ethnicity, race, religion, class, language, gender, or national origin Knowledge/skill statements 1. Understands how Americans are more united by shared values, principles, and beliefs than by ethnicity 2. Understands how Americans are more united by shared values, principles, and beliefs than by race 3. Understands how Americans are more united by shared values, principles, and beliefs than by religion 4. Understands how Americans are more united by shared values, principles, and beliefs than by class 5. Understands how Americans are more united by shared values, principles, and beliefs than by language 6. Understands how Americans are more united by shared values, principles, and beliefs than by gender 7. Understands how Americans are more united by shared values, principles, and beliefs than by national origin Benchmark 2. Understands how shared values, principles, and beliefs contribute to the continuation and improvement of American democracy Knowledge/skill statements 1. Understands how shared values, principles, and beliefs contribute to the continuation of the American democracy 2. Understands how shared values, principles, and beliefs contribute to the improvement of the American democracy Benchmark 3. Knows how specific documents in American history set forth shared values, principles, and beliefs (e.g., Declaration of Independence, United States Constitution and Bill of Rights, Pledge of Allegiance) Knowledge/skill statements 1. Knows how the Declaration of Independence sets forth shared values, principles, and beliefs 2. Knows how the United States Constitution sets forth shared values, principles, and beliefs 3. Knows how the Bill of Rights sets forth shared values, principles, and beliefs 4. Knows how the Pledge of Allegiance sets forth shared values, principles, and beliefs Benchmark 4. Knows how various symbols are used to depict Americans' shared values, principles, and beliefs and explain their meaning (e.g., the flag, Statue of Liberty, Statue of Justice, Uncle Sam, great seal, national anthem, oaths of office, mottoes such as E Pluribus Unum) Knowledge/skill statements 1. Knows how various symbols are used to depict Americans’ shared values, principles, and beliefs 2. Understands the meaning of various American symbols 3. Understands the symbolism and meaning of the American flag 4. Understands the symbolism and meaning of the Statue of Liberty 5. Understands the symbolism and meaning of the Statue of Justice 6. Understands the symbolism and meaning of Uncle Sam 7. Understands the symbolism and meaning of the great seal 8. Understands the symbolism and meaning of the national anthem 9. Understands the symbolism and meaning of the oaths of office 10. Understands the symbolism and meaning of mottoes such as "E Pluribes Unum" Benchmark 5. Knows how various American holidays reflect the shared values, principles, and beliefs of Americans (e.g., Fourth of July; Labor Day; Memorial Day; Presidents' Day; Columbus Day; Thanksgiving; Veterans Day; Martin Luther King, Jr.'s Birthday) Knowledge/skill statements 1. Knows how the Fourth of July reflects the shared values, principles, and beliefs of Americans 2. Knows how Labor Day reflects the shared values, principles, and beliefs of Americans 3. Knows how Memorial Day reflects the shared values, principles, and beliefs of Americans 4. Knows how Presidents’ Day reflects the shared values, principles, and beliefs of Americans 5. Knows how Columbus Day reflects the shared values, principles, and beliefs of Americans 6. Knows how Thanksgiving reflects the shared values, principles, and beliefs of Americans 7. Knows how Veterans Day reflects the shared values, principles, and beliefs of Americans 8. Knows how Martin Luther King, Jr. Day reflects the shared values, principles, and beliefs of Americans Benchmark 6. Knows how the values and principles of American democracy can be promoted through respecting the rights of others (e.g., being open to opposing views, not invading others' privacy, not discriminating unfairly against others) Knowledge/skill statements 1. Knows that by being open to opposing views, the values and principles of American democracy are promoted 2. Knows that by not invading others’ privacy, the values and principles of American democracy are promoted 3. Knows that by not discriminating unfairly against others, the values and principles of American democracy are promoted Benchmark 7. Knows how the values and principles of American democracy can be fostered through helping to promote the common good (e.g., volunteer work) Knowledge/skill statements 1. Understands that as a volunteer, one is helping to promote the common good Benchmark 8. Knows how the values and principles of American democracy can be promoted through participating in government (e.g., voting, keeping informed about public issues, writing to legislators, serving on juries) Knowledge/skill statements 1. Knows that voting is one way to participate in government and promote the values and principles of American democracy 2. Knows that keeping informed about public issues is one way to participate in government and promote the values and principles of American democracy 3. Knows that writing to legislators is one way to participate in government and promote the values and principles of American democracy 4. Knows that serving on juries is one way to participate in government and promote the values and principles of American democracy Standard 10. Understands the roles of voluntarism and organized groups in American social and political life Benchmark 1. Understands the importance of voluntarism as a characteristic of American society (e.g., people should volunteer to help others in their family, schools, communities, state, nation, and the world; volunteering is a source of individual satisfaction and fulfillment) Knowledge/skill statements 1. Understands that people should volunteer to help others in their family, schools, communities, state, nation, and the world 2. Understands that volunteering is a source of individual satisfaction and fulfillment Benchmark 2. Knows services that are provided by charitable, religious, and civic groups in the community (e.g., health, child, and elderly care; disaster relief; counseling; tutoring; basic needs such as food, clothing, shelter) Knowledge/skill statements 1. Knows services that are provided by charitable groups in the community 2. Knows services that are provided by religious groups in the community 3. Knows services that are provided by civics groups in the community 4. Knows that health, child, and elderly care are provided by various groups in the community 5. Knows that disaster relief is provided by various groups in the community 6. Knows that counseling is provided by various groups in the community 7. Knows that tutoring is provided by various groups in the community 8. Knows that basic needs such as food, clothing, and shelter are provided by various groups in the community Benchmark 3. Knows volunteer opportunities that exist in one's own school and community Knowledge/skill statements 1. Knows volunteer opportunities that exist in one’s own school 2. Knows volunteer opportunities that exist in one’s own community Standard 11. Understands the role of diversity in American life and the importance of shared values, political beliefs, and civic beliefs in an increasingly diverse American society Benchmark 1. Understands the concept of diversity Knowledge/skill statements 1. Understands a diverse society is a society with people having many different characteristics and backgrounds Benchmark 2. Knows some common forms of diversity in the United States (e.g., ethnic, racial, religious, class, linguistic, gender, national origin) Knowledge/skill statements 1. Knows that ethnic diversity is one type of diversity in the United States 2. Knows that racial diversity is one type of diversity in the United States 3. Knows that religious diversity is one type of diversity in the United States 4. Knows that class diversity is one type of diversity in the United States 5. Knows that linguistic diversity is one type of diversity in the United States 6. Knows that gender diversity is one type of diversity in the United States 7. Knows that diversity of national origin is one type of diversity in the United States Benchmark 3. Knows reasons why diversity is so prevalent in the United States Knowledge/skill statements 1. Knows that the United States is a country of diversity Benchmark 4. Knows some of the benefits of diversity (e.g., it fosters a variety of viewpoints, new ideas, and fresh ways of looking at and solving problems; it provides people with choices in the arts, music, literature, and sports; it helps people appreciate cultural traditions and practices other than their own) Knowledge/skill statements 1. Knows that diversity is fosters a variety of viewpoints, new ideas, and fresh ways of looking at and solving problems 2 Knows that diversity provides people with choices in the arts, music, literature, and sports 3. Knows that diversity helps people appreciate cultural traditions and practices other than their own Benchmark 5. Knows some of the costs of diversity (e.g., people sometimes discriminate unfairly against others on the basis of age, religious beliefs, race, or disability; members of different groups sometimes misunderstand each other and conflicts subsequently arise) Knowledge/skill statements 1. Knows that diversity has a cost to society 2. Knows that members of different groups sometimes misunderstand each other and conflicts subsequently arise 3. Knows that people sometimes discriminate unfairly against others on the basis of age 4. Knows that people sometimes discriminate unfairly against others on the basis of religious beliefs 5. Knows that people sometimes discriminate unfairly against others on the basis of race Benchmark 6. Knows conflicts that are caused by diversity (e.g., unfair discrimination on the basis of race, ethnicity, religion, language, and gender; alienation of one group from another; efforts to impose beliefs and customs on others) Knowledge/skill statements 1. Knows that conflicts are caused by unfair discrimination on the basis of race, ethnicity, religion, language, and gender 2. Knows that conflicts are caused by alienation of one group from another 3. Knows that conflict are caused by efforts to impose beliefs and customs on others Benchmark 7. Knows ways in which conflicts about diversity can be prevented (e.g., encouraging communication among different groups; identifying common beliefs, interests, and goals; learning about others' customs, beliefs, history, and problems; listening to different points of view; adhering to the values and principles of American democracy) Knowledge/skill statements 1. Knows that conflicts about diversity can be prevented by encouraging communication among different groups 2. Knows that conflicts about diversity can be prevented by identifying common beliefs, interests, and goals 3. Knows that conflicts about diversity can be prevented by learning about others’ customs, beliefs, history, and problems 4. Knows that conflicts about diversity can be prevented by listening to different points of view 5. Knows that conflicts about diversity can be prevented by adhering to the values and principles of American democracy Benchmark 8. Knows ways in which conflicts about diversity can be managed fairly when they occur (e.g., provide opportunities for people to present their points of view; arrange for an impartial individual or group to listen to all sides of a conflict and suggest solutions to problems) Knowledge/skill statements 1. Knows that by providing opportunities for people to present their points of view, conflicts about diversity can be managed fairly 2. Knows that by arranging for an impartial individual or group to listen to all sides of a conflict and suggest solutions, conflicts about diversity can be managed fairly Standard 12. Understands the relationships among liberalism, republicanism, and American constitutional democracy 1. Not appropriate for this level Standard 13. Understands the character of American political and social conflict and factors that tend to prevent or lower its intensity 1. Not appropriate for this level Standard 14. Understands issues concerning the disparities between ideals and reality in American political and social life 1. Not appropriate for this level Standard 15. Understands how the United States Constitution grants and distributes power and responsibilities to national and state government and how it seeks to prevent the abuse of power Benchmark 1. Understands that the Constitution is a written document which states that the fundamental purposes of American government are to protect individual rights and promote the common good Knowledge/skill statements 1. Knows that the Constitution is a written document 2. Knows the Constitution states that one of the fundamental purposes of American government is to protect individual rights 3. Knows the Constitution states that one of the fundamental purposes of American government is to promote the common good Benchmark 2. Knows that the Constitution describes how the government is organized, defines and limits the powers of government, and is the highest law in the land Knowledge/skill statements 1. Knows that the Constitution describes how the government is organized 2. Knows that the Constitution defines and limits the powers of government 3. Knows that the Constitution is the highest law in the land Benchmark 3. Knows that the government was created by people who had the following beliefs: the government is established by and for the people, the people have the right to choose their representatives, and the people have the right to change their government and the Constitution Knowledge/skill statements 1. Knows that the government was created by people who had certain beliefs 2. Knows that people who created the government believed that the government is established by and for the people 3. Knows that people who created the government believed that the people have the right to choose their representatives 4. Knows that people who created the government believed that the people have the right to change their government and the Constitution Benchmark 4. Knows that Congress passes laws to protect individual rights (e.g., laws protecting freedom of religion and expression, and preventing unfair discrimination) and promote the common good (e.g., laws providing for clean air, national parks, and the defense of the nation) Knowledge/skill statements 1. Knows that Congress passes laws to protect individual rights 2. Knows that Congress passes laws that protect freedom of religion and expression 3. Knows that Congress passes laws that prevent unfair discrimination 5. Knows that Congress passes laws that provide for clean air 6. Knows that Congress passes laws that provide for national parks 7. Knows that Congress passes laws that provide for the defense of the nation Benchmark 5. Knows that the executive branch carries out and enforces laws to protect individual rights (e.g., voting rights, equal opportunities to attain an education) and promote the common good (e.g., enforcement of pure food and drug laws, enforcement of clean air laws) Knowledge/skill statements 1. Knows that the executive branch carries out and enforces laws to protect individual rights 2. Knows that the executive branch carries out and enforces voting rights 3. Knows that the executive branch carries out and enforces equal opportunities to attain an education 4. Knows that the executive branch carries out and enforces laws to promote the common good 5. Knows that the executive branch enforces pure food and drug laws 6. Knows that the executive branch enforces clean air laws Benchmark 6. Knows that the judicial branch, headed by the Supreme Court, makes decisions concerning the law that aim to protect individual rights (e.g., the right to a fair trial, to vote, to practice one's religious beliefs) and promote the common good (e.g., upholding laws that protect the rights of all people to equal opportunity) Knowledge/skill statements 1. Knows that the judicial branch makes decisions concerning the law that aim to protect individual rights 2. Knows that the judicial branch is headed by the Supreme Court 3. Knows that the judicial branch makes decisions concerning the law that 4. Knows that the judicial branch makes decisions concerning the law that aim to protect individual rights, such as the right to vote 5. Knows that the judicial branch makes decisions concerning the law that aim to protect individual rights, such as the right to practice one’s religious beliefs 6. Knows that the judicial branch makes decisions concerning the law that aim to promote the common good 7. Knows that the judicial branch upholds laws that protect the rights of all people to equal opportunity Standard 16. Understands the major responsibilities of the national government for domestic and foreign policy, and understands how government is financed through taxation 1. Not appropriate for this level Standard 17. Understands issues concerning the relationship between state and local governments and the national government and issues pertaining to representation at all three levels of government Benchmark 1. Knows how to distinguish among national, state, and local governments Knowledge/skill statements 1. Knows characteristics of the national government 2. Knows characteristics of the state government 3. Knows characteristics of the local government Benchmark 2. Knows the major responsibilities of the legislative, executive, and judicial branches of his/her state government Knowledge/skill statements 1. Knows the major responsibilities of the legislative branch of his/her state government 2. Knows the major responsibilities of the executive branch of his/her state government 3. Knows the major responsibilities of the judicial branch of his/her state government Benchmark 3. Knows major services provided by national, state, and local governments (e.g., state services such as education and health services and local services such as transportation, education, recreation, public safety, public utilities), and knows how these services are paid for (e.g., taxes, fees, licenses) Knowledge/skill statements 1. Knows major services provided by national government 2. Knows major services provided by state government 3. Knows major services provided by local government 4. Knows that the state provides services in education and health 5. Knows that the local government provides services in transportation, education, recreation, public safety, and public utilities 6. Knows how the services provided by the national government are paid for 7. Knows how the services provided by the state government are paid for 8. Knows how the services provided by the local government are paid for 9. Knows that taxes pay for the services provided by the national, state, and local governments 10. Knows that fees pay for the services provided by the national, state, and local governments 11. Knows that licenses pay for the services provided by the national, state, and local governments Benchmark 4. Knows how state and local government officials are chosen (i.e., by election or appointment) Knowledge/skill statements 1. Knows how state government officials are chosen 2. Knows how local government officials are chosen 3. Knows that some state government officials are chosen by election 4. Knows that some state government officials are appointed 5. Knows that some local government officials are chosen by election 6. Knows that some local government officials are appointed Benchmark 5. Knows how people can participate in their state and local government (e.g., being informed, taking part in discussing issues, voting, volunteering their time), and understands why it is important that people participate in their state and local government (e.g., improve the quality of life in their community, gain personal satisfaction, prevent officials from abusing power) Knowledge/skill statements 1. Knows how people can participate in their state government 2. Knows how people can participate in their local government 3. Knows that people can participate in their state and local governments by being informed 4. Knows that people can participate in their state and local governments by taking part in discussing issues 5. Knows that people can participate in their state and local governments by voting 6. Knows that people can participate in their state and local governments by volunteering their time 7. Understands why it is important that people participate in their state government 8. Understands why it is important that people participate in their local government 9. Understands that by participating in the state and local governments, the quality of life in the community can be improved 10. Understands that by participating in the state and local governments, one can gain personal satisfaction 11. Understands that by participating in the state and local governments, officials can be prevented from abusing power Benchmark 6. Knows the names of his/her legislators at the state and national levels (e.g., representatives and senators in his/her state legislature and in Congress) and the names of his/her representatives in the executive branches of government at the national, state, and local levels (e.g., mayor, governor, president) Knowledge/skill statements 1. Knows the names of his/her representatives and senators in the state legislature 2. Knows the names of his/her representatives and senators in Congress 3. Knows names of his/her representatives in the executive branches of government at the national, state, and local levels 4. Knows the name of the U.S. President 5. Knows the name of his/her state’s governor 6. Knows the name of his/her city’s mayor Benchmark 7. Knows how to contact his/her representatives and which levels of government he/she should contact to express his/her opinions or get help on a specific problem (e.g., the environment, crime, stray or wild animals) Knowledge/skill statements 1. Knows how to contact his/her representatives 2. Knows which levels of government to contact to express personal opinions 3. Knows which levels of government to contact to get help on a specific problem 4. Knows which levels of government to contact about issues concerning the environment 5. Knows which levels of government to contact about issues concerning crime 6. Knows which levels of government to contact about issues concerning stray or wild animals Standard 18. Understands the role and importance of law in the American constitutional system and issues regarding the judicial protection of individual rights Benchmark 1. Knows that the judicial branch, headed by the Supreme Court, makes decisions concerning the law that aim to protect individual rights (e.g., the right to a fair trial, to vote, to practice one's religious beliefs) and promote the common good (e.g., upholding laws that protect the rights of all people to equal opportunity) Knowledge/skill statements 1. Knows that the judicial branch makes decisions concerning the law that aim to protect individual rights 2. Knows that the judicial branch is headed by the Supreme Court 3. Knows that the judicial branch makes decisions concerning the law that aim to protect individual rights, such as the right to a fair trial 4. Knows that the judicial branch makes decisions concerning the law that aim to protect individual rights, such as the right to vote 5. Knows that the judicial branch makes decisions concerning the law that aim to protect individual rights, such as the right to practice one’s religious beliefs 6. Knows that the judicial branch makes decisions concerning the law that aim to promote the common good 7. Knows that the judicial branch upholds laws that protect the rights of all people to equal opportunity Standard 19. Understands what is meant by "the public agenda," how it is set, and how it is influenced by public opinion and the media 1.Not appropriate for this level Standard 20. Understands the roles of political parties, campaigns, elections, and associations and groups in American politics 1. Not appropriate for this level Standard 21. Understands the formation and implementation of public policy 1. Not appropriate for this level Standard 22. Understands how the world is organized politically into nation-states, how nation-states interact with one another, and issues surrounding U.S. foreign policy Benchmark 1. Knows that the world is divided into many different nations with each one having its own government, and knows that a nation consists of its territory, people, laws, and government Knowledge/skill statements 1. Knows that the world is divided into many different nations 2. Knows that each nation of the world has its own government 3. Knows a nation consists of its territory, people, laws, and government Benchmark 2. Knows that the United States is one nation and that it interacts with every other nation in the world Knowledge/skill statements 1. Knows that the United States is one nation 2. Knows that the United States interacts with every other nation in the world Benchmark 3. Knows the major ways nations interact with each other such as trade, diplomacy, cultural contacts, treaties or agreements, and use of military force Knowledge/skill statements 1. Knows that nations interact with each other through trade 2. Knows that nations interact with each other through diplomacy 3. Knows that nations interact with each other through cultural contacts 4. Knows that nations interact with each other through treaties or agreements 5. Knows that nations interact with one another through the use of military force Benchmark 4. Understands why it is important for nations to try to resolve problems peacefully (e.g., people's standard of living will improve due to increased trade, people's health will improve due to the exchange of medical and scientific knowledge) Knowledge/skill statements 1. Understands that it is important for nations to try to resolve problems peacefully because people’s standard of living will improve due to increased trade 2. Understands that it is important for nations to try to resolve problems peacefully because people’s health will improve due to the exchange of medical and scientific knowledge Standard 23. Understands the impact of significant political and nonpolitical developments on the United States and other nations 1. Not appropriate for this level Standard 24. Understands the meaning of citizenship in the United States, and knows the requirements for citizenship and naturalization Benchmark 1. Knows that a citizen is a legally recognized member of the United States who has certain rights and privileges and certain responsibilities (e.g., privileges such as the right to vote and hold public office and responsibilities such as respecting the law, voting, paying taxes, serving on juries) Knowledge/skill statements 1. Knows that a citizen is a legally recognized member of the United States 2. Knows that a citizen of the U.S. has certain rights 3. Knows that a citizen of the U.S. has certain privileges 4. Knows that a citizen of the U.S. has certain responsibilities 5. Knows that the rights to vote and hold public office are privileges of U.S. citizens 6. Knows that respecting the law, voting, paying taxes, and serving on juries are responsibilities of U.S. citizens Benchmark 2. Knows that citizens owe allegiance or loyalty to the United States and in turn they receive protection and other services from the government Knowledge/skill statements 1. Knows that citizens owe allegiance or loyalty to the U.S. 2. Knows that citizens receive protection and other service from the U.S. government Benchmark 3. Knows the difference between a citizen and a non-citizen (alien), and knows that people become citizens by birth or naturalization Knowledge/skill statements 1. Knows the difference between a citizen and non-citizen 2. Knows that a non-citizen is called an "alien" 3. Knows that people become citizens by birth 4. Knows that people can become citizens by naturalization Standard 25. Understands issues regarding personal, political, and economic rights Benchmark 1. Knows what constitutes personal rights and why they are important (e.g., to associate with whomever one chooses, practice the religion of one’s choice) Knowledge/skill statements 1. Knows examples of personal rights 2. Knows why personal rights are important 3. Knows that the right to associate with whomever one chooses is a personal right 4. Knows that the right to practice the religion of one’s choice is a personal right Benchmark 2. Knows what constitutes political rights and why they are important (e.g., to speak freely, criticize the government, join political parties or organizations that strive to influence government policies, seek and hold political office) Knowledge/skill statements 1. Knows examples of political rights 2. Knows the importance of political rights 3. Knows that the right to speak freely is a political right 4. Knows that the right to criticize the government is a political right 5. Knows that the right to join political parties or organizations that strive to influence government policies is a political right 6. Knows that the right to seek and hold political office is a political right Benchmark 3. Knows what constitutes economic rights and why they are important (e.g., to own property, choose one's work) Knowledge/skill statements 1. Knows examples of economic rights 2. Knows the importance of economic rights 3. Knows that the right to own property is an economic right 4. Knows that the right to choose one’s work is an economic right Benchmark 4. Knows contemporary issues regarding rights (e.g., school prayer, equal pay for equal work, welfare) Knowledge/skill statements 1. Knows that school prayer is a contemporary issue concerning rights 2. Knows that equal pay for equal work is a contemporary issue concerning rights 3. Knows that welfare is a contemporary issue concerning rights Standard 26. Understands issues regarding the proper scope and limits of rights and the relationships among personal, political, and economic rights Benchmark 1. Knows criteria necessary for analyzing and evaluating conflicts over privacy (e.g., how and why something is kept secret; possible reasons why it should not be kept secret) Knowledge/skill statements 1. Knows criteria for analyzing conflicts over privacy 2. Knows criteria for evaluating conflicts over privacy Standard 27. Understands how certain character traits enhance citizens' ability to fulfill personal and civic responsibilities Benchmark 1. Understands why personal responsibility is important, and knows examples of personal responsibility (e.g., taking advantage of the opportunity to be educated) Knowledge/skill statements 1. Understands why personal responsibility is important 2. Knows examples of personal responsibility 3. Knows that taking advantage of the opportunity to be educated is an example of personal responsibility Benchmark 2. Understands why civic responsibility is important, and knows examples of civic responsibility (e.g., obeying the law, respecting the rights of others) Knowledge/skill statements 1. Understands why civic responsibility is important 2. Knows examples of civic responsibility 3. Knows that obeying the law is a civic responsibility 4. Knows that respecting the rights of others is a civic responsibility Benchmark 3. Knows private character traits that contribute to the health of American democracy such as individual responsibility, self-discipline/self-governance, honesty, persistence, and compassion Knowledge/skill statements 1. Knows private character traits that contribute to the health of American democracy 2. Knows that people can contribute to the health of American democracy 3. Knows that individual responsibility contributes to the health of American democracy 4. Knows that self-discipline and self-governance contribute to the health of American democracy 5. Knows that honesty contributes to the health of American democracy 6. Knows that persistence contributes to the health of American democracy 7. Knows that compassion contributes to the health of American democracy Benchmark 4. Knows public character traits that contribute to the health of American democracy such as civility, respect for the rights of other individuals, respect for the law, open mindedness, critical mindedness, negotiation and compromise, civic mindedness, and patriotism Knowledge/skill statements 1. Knows public character traits that contribute to the health of American democracy 2. Knows that civility contributes to the health of American democracy 3. Knows that respecting the rights of others contributes to the health of American democracy 4. Knows that respecting the law contributes to the health of American democracy 5. Knows that open mindedness contributes to the health of American democracy 6. Knows that critical mindedness contributes to the health of American democracy 7. Knows that negotiation and compromise contribute to the health of American democracy 8. Knows that civic mindedness contributes to the health of American democracy 9. Knows that patriotism contributes to the health of American democracy Standard 28. Understands how participation in civic and political life can help citizens attain individual and public goals Benchmark 1. Understands why it is important for citizens to monitor their local, state, and national governments; and knows ways people can monitor the decisions and actions of their government such as reading about public issues, watching television news programs, discussing public issues, and communicating with public officials Knowledge/skill statements 1. Understands why it is important for citizens to monitor their local governments 2. Understands why it is important for citizens to monitor their state governments 3. Understands why it is important for citizens to monitor their national government 4. Knows various ways citizens can monitor the decisions and actions of their government 5. Knows that reading about public issues is a way that citizens can monitor the decisions and actions of their government 6. Knows that watching television news programs is a way that citizens can monitor the decisions and actions of their government 7. Knows that discussing public issues is a way that citizens can monitor the decisions and actions of their government 8. Knows that communicating with public officials is a way that citizens can monitor the decisions and actions of their government Benchmark 2. Knows ways people can influence the decisions and actions of their government such as voting; taking an active role in interest groups, political parties, and other organizations that attempt to influence public policy and elections; attending meetings of governing agencies (e.g., city council, school board); working in campaigns, circulating and signing petitions; taking part in peaceful demonstrations; and contributing money to political parties, candidates, or causes Knowledge/skill statements 1. Knows ways that people can influence the decisions and actions of their government 2. Knows that people can influence the decisions and actions of their government by voting 3. Knows that people can influence the decisions and actions of their government by taking an active role in interest groups 4. Knows that people can influence the decisions and actions of their government by taking an active role in political parties 5. Knows that people can influence the decisions and actions of their government by taking an active role in organizations that attempt to influence public policy and elections 6. Knows that people can influence the decisions and actions of their government by attending meetings of government agencies 7. Knows that people can influence the decisions and actions of their government by working on campaigns 8. Knows that people can influence the decisions and actions of their government by circulating and signing petitions 9. Knows that people can influence the decisions and actions of their government by taking part in peaceful demonstrations 10. Knows that people can influence the decisions and actions of their government by making financial contributions to political parties, candidates, or causes Benchmark 3. Knows individuals or groups who monitor and influence the decisions and actions of their local, state, tribal, and national governments (e.g., the media, labor unions, P.T.A., Chamber of Commerce, taxpayer associations, civilian review boards) Knowledge/skill statements 1. Knows individuals and groups who monitor and influence the decision and actions of their local government 2. Knows individuals and groups who monitor and influence the decisions and actions of their state government 3. Knows individuals and groups who monitor and influence the decisions and actions of their tribal government 4. Knows individuals and groups who monitor and influence the decisions and actions of their national government 5. Knows that the media can monitor and influence the decisions and actions of the government 6. Knows that labor unions can monitor and influence the decisions and actions of local the government 7. Knows that the P.T.A. can monitor and influence the decisions and actions of the government 8. Knows that the Chamber of Commerce can monitor and influence the decisions and actions of the government 9. Knows that taxpayer associations can monitor and influence the decisions and actions of the government 10. Knows that civilian review boards can monitor and influence the decisions and actions of the government Standard 29. Understands the importance of political leadership, public service, and a knowledgeable citizenry in American constitutional democracy Benchmark 1. Knows what political leaders do and why leadership is necessary in a democracy Knowledge/skill statements 1. Knows general responsibilities of political leaders 2. Knows why leadership is necessary in a democracy Benchmark 2. Knows opportunities for leadership and public service in the student’s own classroom, school, community, state, and the nation; and understands why leadership and public service are important to the continuance and improvement of American democracy Knowledge/skill statements 1. Knows opportunities for leadership and public service in the classroom 2. Knows opportunities for leadership and public service in the school 3. Knows opportunities for leadership and public service in the community 4. Knows opportunities for leadership and public service in the state 5. Knows opportunities for leadership and public service in the nation 6. Understands why leadership and public service are needed to continue the American democracy 7. Understands why leadership and public service are an important part of improving the American democracy Benchmark 3. Understands the importance of individuals working cooperatively with their elected leaders Knowledge/skill statements 1. Knows that some leaders are elected by the people 2. Knows that leaders work with the people who elect them Benchmark 4. Knows the major duties, powers, privileges, and limitations of a position of leadership (e.g., class president, mayor, state senator, tribal chairperson, president of the United States); and knows how to evaluate the strengths and weaknesses of candidates in terms of the qualifications required for a particular leadership role Knowledge/skill statements 1. Knows the major duties, powers, privileges, and limitations of a class president 2. Knows the major duties, powers, privileges, and limitations of a mayor 3. Knows the major duties, powers, privileges, and limitations of a state senator 4. Knows the major duties, powers, privileges, and limitations of a tribal chairperson 5. Knows the major duties, powers, privileges, and limitations of the president of the United States 6. Knows how to evaluate a candidate’s strengths and weaknesses 7. Knows that the qualifications required for a particular leadership role may be different from those required by a different leadership role 8. Knows that candidates should be evaluated based on the requirements for a particular leadership role Benchmark 5. Knows qualities leaders should have such as commitment to the values and principles of constitutional democracy, respect for the rights of others, ability to work with others, reliability or dependability, courage, honesty, ability to be fair, intelligence, willingness to work hard, and special knowledge or skills Knowledge/skill statements 1. Knows that leaders should be committed to the value and principle of constitutional democracy 2. Knows that leaders should respect the rights of others 3. Knows that leaders should be able to work with others 4 Knows that leaders should be reliable and dependable 5. Knows that leaders should be courageous 6. Knows that leaders should be honest 7. Knows that leaders should be fair 8. Knows that leaders should be intelligent 9. Knows that leaders should be willing to work hard 10. Knows that leaders may have special knowledge or skills Benchmark 6. Knows the criteria necessary for evaluating the strengths and weaknesses of candidates in relation to the qualifications required for a particular leadership role Knowledge/skill statements 1. Knows how to evaluate a candidate’s strengths and weaknesses 2. Knows that the qualifications required for a particular leadership role ma be different from those required by a different leadership role 3. Knows that candidates should be evaluated based on the requirements for a particular leadership role |
3-5 Civics |