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. Distinguishes between private life and civic life (e.g., private life concerns the personal life of the individual such as being with family and friends or practicing one's religious beliefs, civic life concerns taking part in government such as helping to find solutions to problems or helping to make rules and laws) Knowledge/skill statements 1. Knows the characteristics of one’s private life 2. Knows what constitutes one’s civic life 3. Knows that one’s private life concerns the personal life of the individual, such as being with family and friends 4. Knows that one’s private life concerns the personal life of the individual, such as practicing one’s religious beliefs 5. Knows that one’s civic life concerns taking part in the government, such as helping to find solutions to problems 6. Knows that one’s civic life concerns taking part in the government, such as helping to make rules and laws Benchmark 2. Understands how politics enables people with differing ideas to reach binding agreements (e.g., presenting information and evidence, stating arguments, negotiating, compromising, voting) Knowledge/skill statements 1. Knows the characteristics of politics 2. Knows that politics often include presenting information and evidence to reach a binding agreement 3. Knows that politics often include stating arguments to reach a binding agreement 4. Knows that politics often include negotiating to reach a binding agreement 5. Knows that politics often include compromising to reach a binding 6. Knows that politics often include voting to reach a binding agreement 7. Understands the concept of a binding agreement Benchmark 3. Knows institutions that have the authority to direct or control the behavior of members of a society (e.g., a school board, state legislature, courts, Congress) Knowledge/skill statements 1. Knows that some institutions have the authority to direct or control the behavior of members of a society 2. Knows that a school board has the authority to direct and control the behavior of others 3. Knows that a state legislature has the authority to direct and control the behavior of others 4. Knows that the courts have the authority to direct and control the behavior of others 5. Knows that Congress has the authority to direct and control the behavior of others Benchmark 4. Understands major ideas about why government is necessary (e.g., people's lives, liberty, and property would be insecure without government; individuals by themselves cannot do many of the things they can do collectively such as create a highway system, provide armed forces for the security of the nation, or make and enforce laws) Knowledge/skill statements 1. Knows that without government, people’s lives, liberty, and property would be insecure 2. Knows that without government, certain accomplishments that require collaboration, such as building a highway system, would be difficult 3. Knows that without government, certain accomplishments that require collaboration, such as providing armed forces, would be difficult 4. Knows that without government, certain accomplishments that require collaboration, such as making and enforcing, would be difficult Benchmark 5. Understands competing ideas about the purposes government should serve (e.g., whether government should protect individual rights, promote the common good, provide economic security, mold the character of citizens, promote a particular religion) Knowledge/skill statements 1. Knows that not everyone agrees on the purposes government should serve 2. Knows that some believe the government should protect the individual rights of citizens 3. Knows that some believe the government should promote the common good 4. Knows that some believe the government should provide economic security 5. Knows that some believe the government should mold the character of citizens 6. Knows that some believe the government should promote a particular religion Standard 2: Understands the essential characteristics of limited and unlimited governments Benchmark 1. Knows some of the restraints placed on a limited government's power (e.g., the legal limits placed on the political power of constitutional government) Knowledge/skill statements 1. Knows the legal limits placed on the political power of constitutional government Benchmark 2. Understands the basic structure of authoritarian systems and totalitarian systems, and how these systems are considered unlimited governments Knowledge/skill statements 1. Understands the structure of an authoritarian system 2. Understands the structure of an totalitarian system 3. Knows the authoritarian system is considered an unlimited government 4. Knows the totalitarian system is considered an unlimited government 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. Understands the difference between the "rule of law" and the "rule of men" (e.g., government decisions and actions made according to established laws vs. arbitrary action or decree) Knowledge/skill statements 1. Understands the "rule of law" 2. Understands the "rule of man" 3. Understands that the "rule of law" and the "rule of man" are different 4. Knows that the "rule of law" can be described as government decisions and actions made according to established laws 5. Knows that the "rule of man" can be described as arbitrary action or decree Benchmark 2. Understands how and why the rule of law can be used to restrict the actions of private citizens and government officials Knowledge/skill statements 1. Understands how the rule of law can be used to restrict the actions of private citizens 2. Understands why the rule of law restricts the actions of private citizens 3. Understands how the rule of law can be used to restrict the actions of government officials 4. Understands why the rule of law restricts the actions of government officials Benchmark 3. Understands the possible consequences of the absence of a rule of law (e.g., anarchy, arbitrary and capricious rule, absence of predictability, disregard for established and fair procedures) Knowledge/skill statements 1. Understands anarchy as a possible consequence of the absence of rule of law 2. Understands arbitrary and capricious rule as a possible consequence of the absence of rule of law 3. Understands the lack of predictability as a possible consequence of the absence of rule of law 4. Understands the disregard for established and fair procedures as a possible consequence of the absence of rule of law 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 Benchmark 1. Knows various uses of the term "constitution" (e.g., as a description of a form of government; as a document; as a higher law limiting the powers of government) Knowledge/skill statements 1. Knows that the term "constitution" can be used in various ways 2. Knows that the term "constitution" can be used to describe a form of government 3. Knows that the term "constitution" can mean a document 4. Knows that the term "constitution" can be used to mean a higher law limiting the powers of government Benchmark 2. Understands how a government with a constitution but without effective ways to enforce it may still have unlimited power (e.g., former Soviet Union, Nazi Germany, Iraq under Saddam Hussein) Knowledge/skill statements 1. Knows that some governments with constitutions still have unlimited power 2. Knows that the government of the former Soviet Union still had unlimited power with a constitution 3. Knows that the government of Nazi Germany still had unlimited power with a constitution 4. Knows that the government of Iraq under Saddam Hussein still had unlimited power with a constitution Benchmark 3. Knows past and present examples of countries with constitutions that actually did limit the power of government (e.g., United States, United Kingdom, Germany, Japan, Botswana, Chile) Knowledge/skill statements 1. Knows past examples of countries with constitutions that actually did limit the power of government 2. Knows present examples of countries with constitutions that actually do limit the power of government 3. Knows that the United States is an example of a country with both a constitution and a government with limited power 4. Knows that the United Kingdom is an example of a country with both a constitution and a government with limited power 5. Knows that Germany is an example of a country with both a constitution and a government with limited power 6. Knows that Japan is an example of a country with both a constitution and a government with limited power 7. Knows that Botswana is an example of a country with both a constitution and a government with limited power 8. Knows that Chile is an example of a country with both a constitution and a government with limited power Benchmark 4. Knows some basic uses of constitutions (e.g., to set forth the purposes of government, to describe the way a government is organized and how power is allocated, to define the relationship between a people and their government) Knowledge/skill statements 1. Knows that constitutions set forth the purpose of government 2. Knows that constitutions describe the way a government is organized and how power is allocated 3. Knows that constitutions define the relationship between a people and their government Benchmark 5. Knows how constitutions have been used to promote the interests of a particular group, class, religion, or political party (e.g., the People's Republic of China, Kenya, Mexico) Knowledge/skill statements 1. Knows how constitutions have been used to promote the interests of a particular group 2. Knows how constitutions have been used to promote the interests of a particular class 3. Knows how constitutions have been used to promote the interests of a particular religion 4. Knows how constitutions have been used to promote the interests of a particular political party 5. Knows how the constitution in the People’s Republic of China was used to promote the interests of particular people 6. Knows how the constitution in Kenya was used to promote the interests of particular people 7. Knows how the constitution in Mexico was used to promote the interest of particular people Benchmark 6. Knows how constitutions have been used to protect individual rights and promote the common good (e.g., First Amendment, Nineteenth Amendment in the United States Constitution) Knowledge/skill statements 1. Knows how constitutions have been used to protect individual rights 2. Knows how constitutions have been used to promote the common good 3. Understands the First Amendment of the United States Constitution 4. Understands the Nineteenth Amendment of the United States Constitution Benchmark 7. Knows the type of citizenry needed to establish and maintain constitutional government (e.g., citizens should be educated and enjoy a reasonable standard of living, understand and support the constitution and its values and principles, willingly assume the responsibilities of citizenship, insist that government officials respect limitations the constitution places on their authority) Knowledge/skill statements 1. Knows the type of citizenry needed to establish a constitutional government 2. Knows the type of citizenry needed to maintain a constitutional government 3. Knows that to establish and maintain a constitutional government, citizens should be educated and enjoy a reasonable standard of living 4. Knows that to establish and maintain a constitutional government, citizens should understand and support the constitution 5. Knows that to establish and maintain a constitutional government, citizens should willingly assume the responsibilities of citizenship 6. Knows that to establish and maintain a constitutional government, citizens should insist that government officials respect limitations the constitution places on their authority Benchmark 8. Knows the type of public servants needed to help establish and maintain constitutional government (e.g., persons serving in government should understand and support the constitution and its values and principles, respect limitations the constitution places on their authority) Knowledge/skill statements 1. Knows the type of public servants needed to help establish a constitutional government 2. Knows the type of public servants needed to help maintain a constitutional government 3. Knows that to establish and maintain a constitutional government, persons serving in government must understand and support the constitution 4. Knows that to establish and maintain a constitutional government, persons serving in government must respect limitations the constitution places on their authority Standard 5: Understands the major characteristics of systems of shared powers and of parliamentary systems Benchmark 1. Understands the primary responsibilities of each branch of government in a system of shared powers (e.g., legislative, executive, judicial) and ways in which each branch shares the powers and functions of the other branches Knowledge/skill statements 1. Understands the primary responsibilities of each branch of government in a system of shared powers 2. Understands ways in which each branch shares the powers and functions of other branches 3. Understands the primary responsibilities of the legislative branch in a system of shared powers 4. Understands the primary responsibilities of the executive branch in a system of shared powers 5. Understands the primary responsibilities of the judicial branch in a system of shared powers Benchmark 2. Understands characteristics of systems of shared powers (e.g., in the United States the president and members of the president’s Cabinet cannot be members of Congress) Knowledge/skill statements 1. Understands characteristics of systems of shared powers 2. Knows that in the United States, the president and member’s of the Cabinet cannot also be member of Congress Benchmark 3. Understands characteristics of parliamentary systems (e.g., in the United Kingdom a legislature called Parliament assumes authority, the political party or parties that can form a majority in Parliament select the prime minister, and the prime minister selects cabinet members; the prime minister and members of the cabinet must all be members of Parliament) Knowledge/skill statements 1. Understands characteristics of parliamentary systems 2. Knows that in a parliamentary system, a legislature called the Parliament assumes authority 3. Knows that in a parliamentary system, the political party or parties that form a majority selects the prime minister, and the prime minister selects cabinet members 4. Knows that in a parliamentary system, the prime minister and members of the cabinet must all be members of Parliament 5. Knows that the United Kingdom has a parliamentary system Benchmark 4. Understands that in parliamentary systems the prime minister and cabinet direct the administration of the government, but the prime minister and cabinet may be replaced by Parliament if a majority votes "no confidence" in the government Knowledge/skill statements 1. Understands that in parliamentary systems the prime minister and cabinet direct the administration of the government 2. Understands that the prime minister and cabinet may be replaced by Parliament if a majority votes "no confidence" in the government Standard 6: Understands the advantages and disadvantages of federal, confederal, and unitary systems of government Benchmark 1. Knows the basic characteristics of a confederal system of government (e.g., sovereign states delegate powers to a national government for specific purposes), and knows examples of this system of government (e.g., the United States under the Articles of Confederation and the Confederate States of America) Knowledge/skill statements 1. Knows the basic characteristics of a confederal system of government 2. Knows that in a confederal system, sovereign states delegate powers to a national government for specific purposes 3. Knows examples of confederal systems of government 4. Knows that the United States, under the Articles of Confederation, is an example of a confederal system 5. Knows that the United States, under the Confederate States of America, is an example of a confederal system Benchmark 2. Knows the basic characteristics of a federal system of government (e.g., power is divided and shared between national and state governments), and knows examples of this system of government (e.g., the government of the United States) Knowledge/skill statements 1. Knows the basic characteristics of a federal system of government 2. Knows that in a federal system, the power is divided and shared between national and state governments 3. Knows examples of federal systems of government 4. Knows that the government of the United States is a federal system Benchmark 3. Knows the basic characteristics of a unitary system of government (e.g., power is concentrated in a central government; state and local governments can exercise only those powers given to them by the central government), and knows examples of this system of government (e.g., state governments of the United States) Knowledge/skill statements 1. Knows the basic characteristics of a unitary system of government 2. Knows that in a unitary system, the power is concentrated in a central government 3. Knows that in a unitary system, state and local governments can exercise only those powers given to them by the central government 4. Knows examples of unitary systems of government 5. Knows that the state governments of the United States are unitary systems Standard 7: Understands alternative forms of representation and how they serve the purposes of constitutional government 1. 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 essential ideas of American constitutional government that are expressed in the Declaration of Independence, the Constitution, and other writings (e.g., the Constitution is a higher law that authorizes a government of limited powers; the Preamble to the Constitution states the purposes of government such as to form a more perfect union, establish justice, provide for the common defense, and promote the general welfare) Knowledge/skill statements 1. Knows the essential ideas of American constitutional government that are expressed in the Declaration of Independence 2. Knows the essential ideas of American constitutional government that are expressed in the Constitution 3. Knows the essential ideas of American constitutional government that are expressed in a variety of writings 4. Knows that the Constitution is a higher law that authorizes a government of limited powers 5. Knows that the Preamble to the Constitution states the purposes of government 6. Knows that the Preamble to the Constitution states one purpose of the government is to form a more perfect union 7. Knows that the Preamble to the Constitution states one purpose of government is to establish justice 8. Knows that the Preamble to the Constitution states one purpose of government is to provide for the common defense 9. Knows that the Preamble to the Constitution states one purpose of government is to promote the general welfare of society Benchmark 2. Knows how certain provisions of the United States Constitution give government the necessary power to fulfill its purposes (e.g., delegated or enumerated powers as stated in Articles I, II, and III; the general welfare provision as stated in Article I, Section 8; the necessary and proper clause as stated in Article I, Section 8, Clause 18) Knowledge/skill statements 1. Understands the provision of delegated or enumerated powers as stated in Articles I, II, and III 2. Understands the general welfare provision as stated in Article I, Section 8 3. Understands the necessary and proper clause as stated in Article I, Section 8, Clause 18 Benchmark 3. Understands how the United States Constitution serves to limit the powers of government (e.g., separation and sharing of powers, checks and balances, Bill of Rights) Knowledge/skill statements 1. Understands that United States Constitution serves to limit the powers of government with the separation and sharing of powers 2. Understands that United States Constitution serves to limit the powers of government with checks and balances 3. Understands that United States Constitution serves to limit the powers of government with the Bill of Rights Benchmark 4. Understands how specific provisions of the United States Constitution (including the Bill of Rights) limit the powers of government in order to protect the rights of individuals (e.g., habeas corpus; trial by jury; ex post facto; freedom of religion, speech, press, and assembly; equal protection of the law; due process of law; right to counsel) Knowledge/skill statements 1. Understands that specific provisions of the United States Constitution, such as habeas corpus, limits the power of the government to protect the rights of individuals 2. Understands that specific provisions of the United States Constitution, such as trial by jury, limits the power of the government to protect the rights of individuals 3. Understands that specific provisions of the United States Constitution, such as ex post facto, limits the power of the government to protect the rights of individuals 4. Understands that specific provisions of the United States Constitution, such as freedom of religion, limits the power of the government to protect the rights of individuals 5. Understands that specific provisions of the United States Constitution, such as freedom of speech, limits the power of the government to protect the rights of individuals 6. Understands that specific provisions of the United States Constitution, such as freedom of the press, limits the power of the government to protect the rights of individuals 7. Understands that specific provisions of the United States Constitution, such as freedom of assembly, limits the power of the government to protect the rights of individuals 8. Understands that specific provisions of the United States Constitution, such as equal protection of the law, limits the power of the government to protect the rights of individuals 9. Understands that specific provisions of the United States Constitution, such as due process of law, limits the power of the government to protect the rights of individuals 10. Understands that specific provisions of the United States Constitution, such as right to counsel, limits the power of the government to protect the rights of individuals Benchmark 5. Knows opposing positions on current issues involving constitutional protection of individual rights such as limits on speech (e.g., "hate speech," advertising), separation of church and state (e.g., school vouchers, prayer in public schools), cruel and unusual punishment (e.g., death penalty), search and seizure (e.g., warrantless searches), and privacy (e.g., national identification cards, wiretapping) Knowledge/skill statements 1. Knows opposing positions on current issues involving limiting speech, such as hate speech 2. Knows opposing positions on current issues involving limiting speech, such as advertising 3. Knows opposing positions on current issues involving the separation of church and state, such as school vouchers 4. Knows opposing positions on current issues involving the separation of church and state, such as prayer in public schools 5. Knows opposing positions on current issues involving cruel and unusual punishment, such as the death penalty 6. Knows opposing positions on current issues involving search and seizure, such as warrentless searches 7. Knows opposing positions on current issues involving privacy, such as national ID cards 8. Knows opposing positions on current issues involving privacy, such as wiretapping Benchmark 6. Understands important factors that have helped shape American society (e.g., absence of a nobility or an inherited caste system; religious freedom; abundance of land and widespread ownership of property; large scale immigration; diversity of the population; market economy; relative social equality; universal public education) Knowledge/skill statements 1. Knows that the absence of a nobility has helped shape American society 2. Knows that the absence of an inherited caste system has helped shape American society 3. Knows that religious freedom has helped shape American society 4. Knows that the abundance of land and widespread ownership of property has helped shape American society 5. Knows that large scale immigration has helped shape American society 6. Knows that diversity of the population has helped shape American society 7. Knows that the market economy has helped shape American society 8. Knows that relative social equality has helped shape American society 9. Knows that universal public education has helped shape American society Standard 9. Understands the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy Benchmark 1. Identifies fundamental values and principles that are expressed in basic documents (e.g., Declaration of Independence, United States Constitution), significant political speeches and writings (e.g., The Federalist, King's "I Have a Dream" speech), and individual and group actions that embody fundamental values and principles (e.g., suffrage and civil rights movements) Knowledge/skill statements 1. Knows the fundamental values and principles that are expressed in basic documents 2. Knows the fundamental values and principles that are expressed in significant political speeches and writings 3. Knows the fundamental values and principles that are expressed in individual and group actions 4. Knows the fundamental values and principles that are expressed in the Declaration of Independence 5. Knows the fundamental values and principles that are expressed in the United States Constitution 6. Knows the fundamental values and principles that are expressed in "The Federalist" 7. Knows the fundamental values and principles that are expressed in King’s "I Have a Dream" speech 8. Knows the fundamental values and principles that are embodied by the suffrage movement 9. Knows the fundamental values and principles that are embodied by the civil rights movement Benchmark 2. Understands how certain values (e.g., individual rights, the common good, self government, justice, equality, diversity, openness and free inquiry, truth, patriotism) are fundamental to American public life Knowledge/skill statements 1. Understands how individual rights are fundamental to American public life 2. Understands how the common good is fundamental to American public life 3. Understands how self government is fundamental to American public life 4. Understands how justice is fundamental to American public life 5. Understands how equality is fundamental to American public life 6. Understands how openness and free inquiry are fundamental to American public life 7. Understands how diversity is fundamental to American public life 8. Understands how truth is fundamental to American public life 9. Understands how patriotism is fundamental to American public life Benchmark 3. Understands popular sovereignty as opposed to state sovereignty (e.g., ultimate political authority rests with the people who create and can alter or abolish governments; citizens are not the same as subjects), and knows that popular sovereignty is a fundamental principle of American constitutional democracy Knowledge/skill statements 1. Understands the difference between popular and state sovereignty 2. Knows that in popular sovereignty, the ultimate political authority rests with the people 3. Knows that in popular sovereignty, the people create and can alter or abolish governments 4. Knows that in popular sovereignty, citizens are not the same as subjects 5. Understands that popular sovereignty is a fundamental principle of American constitutional democracy Benchmark 4. Knows that constitutional government is a fundamental principle of American democracy (e.g., the rule of law, representative institutions, shared powers, checks and balances, individual rights, separation of church and state, federalism, civilian control of the military) Knowledge/skill statements 1. Knows that the rule of law is a fundamental principle of American democracy 2. Knows that representative institutions are a fundamental principle of American democracy 3. Knows that shared powers are a fundamental principle of American democracy 4. Knows that checks and balances are a fundamental principle of American democracy 5. Knows that individual rights are a fundamental principle of American democracy 6. Knows that separation of church and state is a fundamental principle of American democracy 7. Knows that federalism is a fundamental principle of American democracy 8. Knows that civilian control of the military is a fundamental principle of American democracy Standard 10: Understands the roles of voluntarism and organized groups in American social and political life Benchmark 1. Knows factors that have influenced American voluntarism (e.g., colonial conditions, frontier traditions, religious beliefs) Knowledge/skill statements 1. Knows that colonial conditions have influenced American voluntarism 2. Knows that frontier traditions have influenced American voluntarism 3. Knows that religious beliefs have influenced American voluntarism 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. Knows a variety of forms of diversity in American society (e.g., regional, linguistic, socioeconomic) Knowledge/skill statements 1. Knows that regional diversity is one type of diversity in American society 2. Knows that linguistic diversity is one type of diversity in American society 3. Knows that socioeconomic diversity is one type of diversity in American society Benchmark 2. Knows how diversity encourages cultural creativity Knowledge/skill statements 1. Knows examples of cultural creativity 2. Knows that cultural creativity is connected to diversity Benchmark 3. Knows major conflicts in American society that have arisen from diversity (e.g., North/South conflict; conflict about land, suffrage, and other rights of Native Americans; Catholic/Protestant conflicts in the nineteenth century; conflict about civil rights of minorities and women; present day ethnic conflict in urban settings) Knowledge/skill statements 1. Knows that the North/South conflict arose from diversity 2. Knows that conflicts over the rights of Native American arose from diversity 3. Knows that Catholic/Protestant conflicts in the nineteenth century arose from diversity 4. Knows that conflicts over the civil rights of minorities and women arose from diversity 5. Knows there are present day ethnic conflicts in urban settings Benchmark 4. Knows ways in which conflicts about diversity can be resolved in a peaceful manner that respects individual rights and promotes the common good Knowledge/skill statements 1. Knows ways in which conflicts about diversity can be resolved in a peaceful manner that respects individual rights 2. Knows ways in which conflicts about diversity can be resolved in a peaceful manner that promotes the common good Benchmark 5. Knows how an American's identity stems from belief in and allegiance to shared political values and principles, and how this identity differs from that of most other nations, which often base their identity on such things as ethnicity, race, religion, class, language, gender, or national origin Knowledge/skill statements 1. Knows that the American identity stems from belief in and allegiance to shared political values and principles 2. Knows how the American identity differs from that of most other nations 3. Knows that in other nations, identity is often based on ethnicity, race, religion, class, language, gender, or national origin Benchmark 6. Knows basic values and principles that Americans share (e.g., as set forth in documents such as the Declaration of Independence, the United States Constitution, the Gettysburg Address) Knowledge/skill statements 1. Knows the basic values that Americans share as set forth in historic documents 2. Knows the basic principles that Americans share as set forth in historic documents 3. Knows basic values and principles that Americans share as set forth in the Declaration of Independence 4. Knows basic values and principles that Americans share as set forth in the United States Constitution and Bill of Rights 5. Knows basic values and principles that Americans share as set forth in the Gettysburg Address Benchmark 7. Knows why it is important to the individual and society that Americans understand and act on their shared political values and principles Knowledge/skill statements 1. Knows why it is important to the individual that Americans understand their shared political values and principles 2. Knows why it is important to society that Americans understand their shared political values and principles 3. Knows why it is important to the individual that Americans act on their shared political values and principles 4. Knows why it is important to society that Americans act on their shared political values and principles 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 Benchmark 1. Knows conflicts that have arisen regarding fundamental values and principles (e.g., conflicts between liberty and equality, conflicts between individual rights and the common good, conflicts between majority rule and minority rights) Knowledge/skill statements 1. Knows that conflicts have arisen between liberty and equality 2. Knows that conflicts have arisen between individual rights and the common good 3. Knows that conflicts have arisen between majority rule and minority rights 4. Knows conflicts that have arisen regarding fundamental values 5. Knows conflicts that have arisen regarding fundamental principles Benchmark 2. Knows how disagreements regarding specific issues may arise between people even though the people agree on values or principles in the abstract (e.g., people may agree on the value of freedom of expression but disagree about the extent to which expression of unpopular and offensive views should be tolerated; people may agree on the value of equality but disagree about affirmative action programs) Knowledge/skill statements 1. Knows that people may agree on the value of freedom of expression but disagree about the extent to which expression of unpopular and offensive views should be tolerated 2. Knows that people may agree on the value of equality but disagree about affirmative action programs 3. Knows how disagreements regarding specific issues may arise between people even though the people agree on values in the abstract 4. Knows how disagreements regarding specific issues may arise between people even though the people agree on principles in the abstract Benchmark 3. Knows sources of political conflict that have arisen in the United States historically as well as in the present (e.g., geographic and sectional interests, slavery and indentured servitude, national origins, extending the franchise, extending civil rights to all Americans, the role of religion in American public life, engaging in wars) Knowledge/skill statements 1. Knows historic sources of political conflict in the United States 2. Knows current sources of political conflict in the United States 3. Knows that in the past, geographic and sectional interests have led to political conflict in the United States 4. Knows that in the past, slavery and indentured servitude have led to political conflict in the United States 5. Knows that in the past, the issue of extending the franchise has led to political conflict in the United States 6. Knows that issues of national origin can be a source of political conflict in the United States 7. Knows that extending civil rights to all Americans can be a source of political conflict in the United States 8. Knows that the role of religion in American public can be a source of political conflict in the United States 9. Knows that U.S. involvement in wars can be a source of political conflict in the United States Benchmark 4. Knows reasons why most political conflict in the United States has generally been less divisive than in many other nations (e.g., a shared respect for the Constitution and its principles, a sense of unity within diversity, willingness to relinquish power when voted out of office, willingness to use the legal system to manage conflicts, opportunities to improve one's economic condition) Knowledge/skill statements 1. Knows that a shared respect for the Constitution and its principles has made American political conflict less divisive 2. Knows that a sense of unity within diversity has made American political conflict less divisive 3. Knows that a willingness to relinquish power when voted out of office has made American political conflict less divisive 4. Knows that a willingness to use the legal system to manage conflicts has made American political conflict less divisive 5. Knows that opportunities to improve one’s economic condition has made American political conflict less divisive Benchmark 5. Knows instances in which political conflict in the United States has been divisive and reasons for this division (e.g., the Civil War, labor unrest, civil rights struggles, opposition to the war in Vietnam) Knowledge/skill statements 1. Knows instances in which political conflict in the United States has been divisive 2. Knows reasons for the divisiveness of some American political conflicts 3. Knows that the Civil War was a divisive American political conflict 4. Understands why the Civil War was a divisive American political conflict 5. Knows that labor unrest was a divisive American political conflict 6. Understands why labor unrest was a divisive American political conflict 7. Knows that the civil rights struggles were divisive American political conflicts 8. Understands why the civil rights struggles were divisive American political conflicts 9. Knows that opposition to war in Vietnam was a divisive American political conflict 10. Understands why opposition to war in Vietnam was a divisive American political conflict Standard 14. Understands issues concerning the disparities between ideals and reality in American political and social life Benchmark 1. Knows some important American ideals (e.g., liberty and justice for all, an informed citizenry, civic virtue or concern for the common good, respect for the rights of others) Knowledge/skill statements 1. Knows that liberty and justice for all is a common American ideal 2. Knows that an informed citizenry for is a common American ideal 3. Knows that civic virtue or concern for the common good for is a common American ideal 4. Knows that respect for the rights of others is a common American ideal Benchmark 2. Knows why political and social ideals are important, even if they cannot be fully achieved Knowledge/skill statements 1. Knows why political ideals are important, even if they cannot be fully achieved 2. Knows why social ideals are important, even if they cannot be fully achieved Benchmark 3. Knows some of the discrepancies that have arisen between American ideals and the realities of political and social life in the United States (e.g., the ideal of equal justice for all and the reality that the poor may not have equal access to the judicial system) Knowledge/skill statements 1. Knows some of the discrepancies that have arisen between American ideals and the realities of political life in the United States 2. Knows some of the discrepancies that have arisen between American ideals and the realities of social life in the United States 3. Understands the ideal of equal justice for all, but the reality that the poor may not have equal access to the judicial system Benchmark 4. Knows some of the efforts that have been put forth to reduce discrepancies between ideals and the reality of American public life (e.g., abolition, suffrage, civil rights, environmental protection movements) Knowledge/skill statements 1. Knows that the abolition effort strived to reduce discrepancies between ideals and the reality of American public life 2. Knows that suffrage efforts strived to reduce discrepancies between ideals and the reality of American public life 3. Knows that civil rights efforts strived to reduce discrepancies between ideals and the reality of American public life 4. Knows that environmental protection movements strive to reduce discrepancies between ideals and the reality of American public life Benchmark 5. Knows how various individual actions, social actions, and political actions can help to reduce discrepancies between reality and the ideals of American constitutional democracy Knowledge/skill statements 1. Knows how individual actions can help to reduce discrepancies between reality and the ideals of American constitutional democracy 2. Knows how social actions can help to reduce discrepancies between reality and the ideals of American constitutional democracy 3. Knows how social actions can help to reduce discrepancies between reality and the ideals of American constitutional democracy 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 how the first three words of the Preamble to the Constitution, "We the People...," embodies the principle of the people as the ultimate source of sovereignty Knowledge/skill statements 1. Understands the principle that the people are the ultimate source of sovereignty 2. Understands how the Preamble to the U.S. Constitution embodies the principles of American democracy Benchmark 2. Understands how the legislative, executive, and judicial branches share power and responsibilities (e.g., each branch has varying degrees of legislative, executive, and judicial powers and responsibilities) Knowledge/skill statements 1. Understands how the legislative, executive, and judicial branches share power 2. Understands how the legislative, executive, and judicial branches share responsibilities 3. Understands that each branch of the government has varying degrees powers and responsibilities Benchmark 3. Understands how the legislative branch can check the powers of the executive and judicial branches by establishing committees to oversee the executive branch's activities; impeaching the president, other members of the executive branch, and federal judges; overriding presidential vetoes; disapproving presidential appointments; and proposing amendments to the Constitution Knowledge/skill statements 1. Understands how the legislative branch can check the power of the executive branch 2. Understands how the legislative branch can check the power of the judicial branch 3. Knows that the legislative branch can check the power of the executive branch by establishing committees to oversee the executive branch’s activities 4. Knows that the legislative branch can check the power of the executive branch by impeaching the president 5. Knows that the legislative branch can check the power of the executive branch by impeaching members of the executive branch 6. Knows that the legislative branch can check the power of the judicial branch by impeaching federal judges 7. Knows that the legislative branch can check the powers of the executive branch by overriding presidential vetoes 8. Knows that the legislative branch can check the power of the executive branch by disapproving presidential appointments 9. Knows that the legislative branch can check the power of the executive and judicial branches by proposing amendments to the Constitution Benchmark 4. Understands how the executive branch can check the powers of the legislative and judicial branches by vetoing laws passed by Congress and nominating members of the federal judiciary Knowledge/skill statements 1. Understands how the executive branch can check the power of the legislative branch 2. Understands how the executive branch can check the power of the judicial branch 3. Knows the executive branch can check the power of the legislative branch by vetoing laws passed by Congress 4. Knows the executive branch can check the power of the judicial branch by nominating members of the federal judiciary Benchmark 5. Understands how the judicial branch can check the powers of the executive and legislative branches by overruling decisions made by lower courts and ruling on the constitutionality of laws made by Congress and the actions of the executive branch Knowledge/skill statements 1. Understands how the judicial branch can check the power of the executive branch 2. Understands how the judicial branch can check the power of the legislative branch 3. Knows that the judicial branch can check the powers of the executive and legislative branches by overruling decisions made by lower courts 4. Knows that the judicial branch can check the power of the legislative branch by ruling on the constitutionality of laws made by Congress 5. Knows that the judicial branch can check the power of the executive branch by ruling on the constitutionality of the branch’s actions Benchmark 6. Knows the major parts of the federal system including the national government, state governments, and other governmental units (e.g., District of Columbia, American tribal governments, Virgin Islands) Knowledge/skill statements 1. Knows the major parts of the federal system 2. Knows that the national government is one part of the federal system 3. Knows that the state governments are one part of the federal system 4. Knows that other governmental units are part of the federal system 5. Knows that the District of Columbia is part of the federal system 6. Knows that American tribal governments are part of the federal system 7. Knows that the Virgin Islands are part of the federal system Benchmark 7. Knows which powers are primarily exercised by the state governments (e.g., education, law enforcement, roads), which powers are prohibited to state governments (e.g., coining money, conducting foreign relations, interfering with interstate commerce), and which powers are shared by state and national governments (e.g., power to tax, borrow money, regulate voting) Knowledge/skill statements 1. Knows which powers are primarily exercised by the state governments 2. Knows which powers are prohibited to state governments 3. Knows which powers are shared by state and national government 4. Knows that education is primarily run by state governments 5. Knows that law enforcement is primarily run by state governments 6. Knows that road construction and maintenance is primarily powered by state governments 7. Knows that state governments are not allowed to coin money 8. Knows that state governments are not allowed to conduct foreign r relations 9. Knows that state governments are not allowed to interfere with interstate commerce 10. Knows that both the state and national governments have the power to tax 11. Knows that both the state and national governments have the power to borrow money 12. Knows that both the state and national governments have the power to regulate voting Benchmark 8. Understands how the distribution and sharing of power between the national and state governments increases opportunities for citizens to participate and hold their governments accountable Knowledge/skill statements 1. Understands how the distribution of power between the national and state governments increases opportunities for citizens to participate 2. Understands how the sharing of power between the national and state governments increases opportunities for citizens to participate 3. Understands how the distribution of power between the national and state governments increases opportunities for citizens to hold their governments accountable 4. Understands how the sharing of power between the national and state governments increases opportunities for citizens to hold their governments accountable Standard 16. Understands the major responsibilities of the national government for domestic and foreign policy, and understands how government is financed through taxation Benchmark 1. Understands how and why domestic policies affect American citizens' lives, and knows historical and contemporary examples of important domestic policies (e.g., Pure Food and Drug Act, Environmental Protection Act, civil rights laws, minimum wage laws, Social Security) Knowledge/skill statements 1. Understands how domestic policies affect American citizens’ lives 2. Understands why domestic policies affect American citizens’ lives 3. Knows historical examples of important domestic policies 4. Knows contemporary examples of important domestic policies 5. Understands the Pure Food and Drug Act 6. Understands the Environmental Protection Act 7. Understands civil rights laws 8. Understands minimum wage laws 9. Understands Social Security policies Benchmark 2. Understands how and why foreign policies affect the lives of American citizens, and knows historical and contemporary examples of important foreign policies (e.g., Monroe Doctrine, Marshall Plan, immigration acts, arms control, promoting democracy and human rights throughout the world) Knowledge/skill statements 1. Understands how foreign policies affect the lives of American citizens 2. Understands why foreign policies affect the lives of American citizens 3. Knows historical examples of important foreign policies 4. Knows contemporary examples of important foreign policies 5. Understands the Monroe Doctrine 6. Understands the Marshall Plan 7. Understands the immigration acts 8. Understands arms control policies 9. Understands the policy of promoting democracy and human rights throughout the world Benchmark 3. Understands why taxation is necessary to pay for government, and knows which provisions of the United States Constitution give the national government the right to collect taxes (i.e., Article One, Sections 7 and 8; Sixteenth Amendment) Knowledge/skill statements 1. Understands why taxation is necessary to pay for government 2. Knows which provisions of the United States Constitution give the national government the right to collect taxes 3. Knows that Article One, Sections 7 and 8 of the U.S. Constitution gives the national government the right to collect taxes 4. Knows that the Sixteenth Amendment gives the national government the right to collect taxes Benchmark 4. Knows major sources of revenue for the national government (e.g., individual income taxes, social insurance receipts such as Social Security and Medicare, borrowing, taxes on corporations and businesses, estate and excise taxes, tariffs on foreign goods) Knowledge/skill statements 1. Knows that individual income taxes are a major source of revenue for the national government 2. Knows that social insurance receipts, such as Social Security and Medicare, are a major source of revenue for the national government 3. Knows that borrowed money is major source of revenue for the national government 4. Knows that taxes on corporations and businesses are major sources of revenue for the national government 5. Knows that estate and excise taxes are major sources of revenue for the national government 6. Knows that tariffs on foreign goods are a major source of revenue for the national government Benchmark 5. Knows major uses of tax revenues received by the national government (e.g. direct payments to individuals such as Social Security, Medicaid, Medicare, and Aid to Families with Dependent Children; national defense; interest on the federal debt; interstate highways) Knowledge/skill statements 1. Knows that the national government uses tax revenue to make direct payments to individuals such as Social Security, Medicaid, Medicare, and Aid to Families with Dependent Children 2. Knows that the national government uses tax revenue for national defense 3. Knows that the national government uses tax revenue to pay interest on the federal debt 4. Knows that the national government uses tax revenue to build interstate highway systems 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. Understands that his/her state has a constitution because the United States is a federal system Knowledge/skill statements 1. Understands that his/her state has a constitution 2. Knows that the United States is a federal system 3. Knows that federal systems require constitutions Benchmark 2. Knows the major purposes of his/her state constitution, the process by which citizens can change their state constitution, and the basic similarities and differences between his/her state constitution and the United States Constitution Knowledge/skill statements 1. Knows the major purposes of his/her state constitution 2. Knows the process by which citizens can change their state constitution 3. Knows the basic similarities between his/her state constitution and the United States Constitution 4. Know the basic differences between his/her state constitution and the United States Constitution Benchmark 3. Understands why the United States Constitution cannot be violated by state constitutions and state governments Knowledge/skill statements 1. Understands why the United States Constitution cannot be violated by state constitutions 2. Understands why the United States Constitution cannot be violated by state governments Benchmark 4. Understands the process by which citizens can change their state constitution and cite examples of changes Knowledge/skill statements 1. Understands the process by which citizens can change their state constitution 2. Knows examples of changes made to state constitutions by the citizens Benchmark 5. Knows the major responsibilities of his/her state and local governments (e.g., education, welfare, streets and roads, parks, recreation, law enforcement), and understands the organization of his/her state and local governments (e.g., legislative, executive, and judicial functions at state and local levels) Knowledge/skill statements 1. Knows the major responsibilities of his/her state government 2. Knows the major responsibilities of his/her local government 3. Understands the organization of his/her state government 4. Understands the organization of his/her local government 5. Knows that his/her state and local governments are responsible for education 6. Knows that his/her state and local governments are responsible for welfare 7. Knows that his/her state and local governments are responsible for streets and roads 8. Knows that his/her state and local governments are responsible for parks and recreation 9. Knows that his/her state and local governments are responsible for law enforcement 10. Knows the legislative functions at the state and local levels 11. Knows the judicial functions at the state and local levels 12. Knows the executive functions at the state and local levels Benchmark 6. Knows major sources of revenue for state and local governments (e.g., property, sales, and income taxes; fees and licenses; taxes on corporations and businesses; borrowing) Knowledge/skill statements 1. Knows major sources of revenue for state governments 2. Knows major sources of revenue for local governments 3. Knows that property, sales, and income taxes are sources of revenue for the state and local governments 4. Knows that fees and licenses are a sources of revenue for the state and local governments 5. Knows that taxes on corporations and businesses are sources of revenue for the state and local governments 6. Knows that borrowing is a source of revenue for the state and local governments Benchmark 7. Understands how he/she can contact his/her representatives and why it is important to do so, and knows which level of government he/she should contact to express his/her opinions or to get help on a specific problem (e.g., opinions about a curfew for juveniles, an increase in state sales tax, aid to another country; problems with street lights, driver’s license, federal income taxes) Knowledge/skill statements 1. Knows how to contact his/her representatives 2. Understands why it is important to contact one’s representatives 3. Knows which levels of government to contact to get help on a specific problem 4. Knows which levels of government to contact to express personal opinions 5. Knows which levels of government to contact to express opinions about a curfew for juveniles 6. Knows which levels of government to contact to express opinions about an increase in state sales tax 7. Knows which levels of government to contact to express opinions about aid to another country 8. Knows which levels of government to contact to report problems with street lights 9. Knows which levels of government to contact to report problems with a driver’s license 10. Knows which levels of government to contact to report problems with federal income taxes 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. Understands the importance of the rule of law in establishing limits on both those who govern and the governed, protecting individual rights, and promoting the common good Knowledge/skill statements 1. Understands the importance of the rule of law in establishing limits on both those who govern and the governed 2. Understands the importance of the rule of law in protecting individual rights 3. Understands the importance of the rule of law in promoting the common good Benchmark 2. Knows historical and contemporary examples of the rule of law (e.g., Marbury v. Madison, Brown v. Board of Education, U.S. v. Nixon) Knowledge/skill statements 1. Knows historical examples of the rule of law 2. Knows contemporary examples of the rule of law 3. Knows that Marbury v. Madison is an historical example of the rule of law 4. Knows that Brown v. Board of Education is an historical example of the rule of law 5. Knows that the U.S. v. Nixon is an historical example of the rule of law Benchmark 3. Knows principal varieties of law (e.g., constitutional, criminal, civil), and understands how the principal varieties of law protect individual rights and promote the common good Knowledge/skill statements 1. Knows principal varieties of law 2. Knows that constitutional law is a principal variety of law 3. Knows that criminal law is a principal variety of law 4. Knows that civil law is a principal variety of law 5. Understands how the principal varieties of law protect individual rights 6. Understands how the principal varieties of law promote the common good Benchmark 4. Understands criteria for evaluating the strengths and weaknesses of a rule or law by determining if it is understandable (i.e., clearly written with explicit requirements), possible to follow (i.e., does not demand the impossible), fair, well designed to achieve its purposes, and designed to protect individual rights and to promote the common good Knowledge/skill statements 1. Understands criteria for evaluating the strengths and weaknesses of a rule 2. Understands criteria for evaluating the strengths and weaknesses of a law 3. Understands criteria for evaluating the strengths and weaknesses of a rule or law by determining if it is understandable 4. Knows that a rule or law is understandable if it is clearly written with explicit requirements 5. Understands criteria for evaluating the strengths and weaknesses of a rule or law by determining if it is possible to follow 6. Knows that a rule or law is possible to follow if it does not demand the impossible 7. Understands criteria for evaluating the strengths and weaknesses of a rule or law by determining if it is fair 8. Understands criteria for evaluating the strengths and weaknesses of a rule or law by determining if it is well designed to achieve its purposes 9. Understands criteria for evaluating the strengths and weaknesses of a rule or law by determining if it is designed to protect individual rights 10. Understands criteria for evaluating the strengths and weaknesses of a rule or law by determining if it is designed to promote the common good Benchmark 5. Understands the process necessary for drafting rules in his/her school or community that meets the criteria for a well-constructed rule or law Knowledge/skill statements 1. Understands the process necessary for drafting rules in his/her school that meets the criteria for a well constructed rule or law 2. Understands the process necessary for drafting rules in his/her community that meets the criteria for a well constructed rule or law Benchmark 6. Understands the basic concept of due process of law (i.e., government must use fair procedures to gather information and make decisions in order to protect the rights of individuals and the interests of society) Knowledge/skill statements 1. Understands that under due process of law the government must use fair procedures to gather information in order to protect the rights of individuals and the interests of society 2. Understands that under due process of law the government must use fair procedures to make decisions in order to protect the rights of individuals and the interests of society Benchmark 7. Understands the importance to individuals and to society of major due process protections such as habeas corpus, presumption of innocence, fair notice, impartial tribunal, speedy and public trials, right to counsel, trial by jury, right against self incrimination, protection against double jeopardy, right of appeal Knowledge/skill statements 1. Understands the importance to individuals and society of major due process protections such as habeas corpus 2. Understands the importance to individuals and society of major due process protections such as presumption of innocence 3. Understands the importance to individuals and society of major due process protections such as fair notice 4. Understands the importance to individuals and society of major due process protections such as impartial tribunal 5. Understands the importance to individuals and society of major due process protections such as speedy and public trial 6. Understands the importance to individuals and society of major due process protections such as trial by jury 7. Understands the importance to individuals and society of major due process protections such as right against self incrimination 8. Understands the importance to individuals and society of major due process protections such as protection against double jeopardy 9. Understands the importance to individuals and society of major due process protections such as right of appeal Benchmark 8. Understands why due process rights in administrative and legislative procedures are essential for the protection of individual rights and the maintenance of limited government (e.g., the right to adequate notice of a hearing that may affect one’s interests, the right to counsel in legislative hearings) Knowledge/skill statements 1. Understands why due process rights in administrative procedures are essential for the protection of individual rights 2. Understands why due process rights in legislative procedures are essential for the protection of individual rights 3. Understands why due process rights in administrative procedures are essential for the maintenance of limited government 4. Understands why due process rights in legislative procedures are essential for the maintenance of limited government 5. Knows that the right to adequate notice of a hearing that may affect one’s interests is an example of due process rights in administrative procedures 6. Knows that the right to counsel in legislative hearings is an example of due process rights in legislative procedures Benchmark 9. Understands the advantages and disadvantages of the adversary system and the advantages and disadvantages of alternative means of conflict management (e.g., negotiation, mediation, arbitration, and litigation) Knowledge/skill statements 1. Understands the advantages of the adversary system 2. Understands the disadvantages of the adversary system 3. Understands the advantages of alternative means of conflict management 4. Understands the disadvantages of alternative means of conflict management 5. Knows that negotiation is an alternative means of conflict management 6. Knows that mediation is an alternative means of conflict management 7. Knows that arbitration is an alternative means of conflict management 8. Knows that litigation is an example of the adversary system Benchmark 10. Knows the basic principles of the juvenile system and the major differences between the due process rights of juveniles and adults Knowledge/skill statements 1. Knows the basic principles of the juvenile system 2. Knows the major differences between the due process rights of juveniles and adults Benchmark 11. Understands current issues regarding judicial protection of the rights of individuals Knowledge/skill statements 1. Knows that people may disagree about how the judiciary protects individual’s rights 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 Benchmark 1. Knows that the public agenda consists of those matters that occupy public attention at any particular time (e.g., crime, health care education, child care, environmental protection, drug abuse) Knowledge/skill statements 1. Knows that crime is a public agenda issue 2. Knows that health care education is a public agenda issue 3. Knows that child care is a public agenda issue 4. Knows that environmental protection is a public agenda issue 5. Knows that drug abuse is a public agenda issue Benchmark 2. Knows how the public agenda is shaped by political leaders, interest groups, and state and federal courts; and understands how individual citizens can help shape the public agenda (e.g., by joining interest groups or political parties, making presentations at public meetings, writing letters to government officials and to newspapers) Knowledge/skill statements 1. Knows how public agenda is shaped by political leaders 2. Knows how public agenda is shaped by interest groups 3. Knows how public agenda is shaped by political leaders 4. Knows how public agenda is shaped by interest groups 5. Knows how public agenda is shaped by state and federal courts 6. Understands how individual citizens can help shape the public agenda 7. Knows that individual citizens can help shape public agenda by joining interest groups and political parties 8. Knows that individual citizens can help shape public agenda by making presentations at public meetings 9. Knows that individual citizens can help shape public agenda by writing letters to government officials and newspapers Benchmark 3. Understands the importance of freedom of the press to informed participation in the political system; and understands the influence of television, radio, the press, newsletters, and emerging means of electronic communication on American politics Knowledge/skill statements 1. Understands the importance of freedom of the press to informed participation in the political system 2. Understands the influence of television on American politics 3. Understands the influence of radio on American politics 4. Understands the influence of the press on American politics 5. Understands the influence of newsletters on American politics 6. Understands the influence of the internet and email on American politics Benchmark 4. Knows how Congress, the president, the Supreme Court, and state and local public officials use the media to communicate with the citizenry Knowledge/skill statements 1. Knows how Congress uses the media to communicate with the citizenry 2. Knows how the president uses the media to communicate with the citizenry 3. Knows how the Supreme Court uses the media to communicate with the citizenry 4. Knows how state and local public officials use the media to communicate with the citizenry Benchmark 5. Understands how citizens can evaluate information and arguments received from various sources so that they can make reasonable choices on public issues and among candidates for political office Knowledge/skill statements 1. Understands how citizens can evaluate information received from various sources 2. Understands how citizens can evaluate arguments received from various sources 3. Understands how citizens can evaluate information so that they can make reasonable choices on public issues and among candidates for political office 4. Understands how citizens can evaluate arguments so that they can make reasonable choices on public issues and among candidates for political office Benchmark 6. Understands the opportunities that the media provides for individuals to monitor the actions of their government (e.g., televised broadcasts of proceedings of governmental agencies such as Congress and the courts, public officials' press conferences) and communicate their concerns and positions on current issues (e.g., letters to the editor, talk shows, "op-ed pages," public opinion polls) Knowledge/skill statements 1. Understands the opportunities that the media provided for individuals to monitor the actions of their government 2. Knows that individuals can monitor the actions of the government through televised broadcasts of proceedings of Congress 3. Knows that individuals can monitor the actions of the government through televised broadcasts of proceedings of the courts 4. Knows that individuals can monitor the actions of the government through televised broadcasts of public officials’ press conferences 5. Understands opportunities that the media provides for individuals to communicate their concerns and positions on current issues 6. Knows that individuals can communicate their concerns and positions on current issues through letters to the editor 7. Knows that individuals can communicate their concerns and positions on current issues on talk shows 8. Knows that individuals can communicate their concerns and positions on current issues through public opinion polls 9. Knows that individuals can communicate their concerns and positions on current issues through opinion-editorial pages Standard 20: Understands the roles of political parties, campaigns, elections, and associations and groups in American politics Benchmark 1. Understands the role of political parties (e.g., structure the vote for the electorate, present issues, link government to the citizenry, organize the legislative and executive branches) Knowledge/skill statements 1. Knows that structuring the vote for the electorate is one role of political parties 2. Knows that presenting issues is one role of political parties 3. Knows that linking government to the citizenry is one role of political parties 4. Knows that organizing the legislative and executive branches are roles of political parties Benchmark 2. Knows the various kinds of elections (e.g., primary and general, local and state, congressional, presidential, recall) Knowledge/skill statements 1. Knows what a general election is 2. Knows what a primary election is 3. Knows what a local election is 4. Knows what a state election is 5. Knows what a congressional election is 6. Knows what a presidential election is 7. Knows what a recall election is Benchmark 3. Understands the ways in which individuals can participate in political parties, campaigns, and elections Knowledge/skill statements 1. Understands the ways in which individuals can participate in political parties 2. Understands the ways in which individuals can participate in campaigns 3. Understands the ways in which individuals can participate in elections Benchmark 4. Understands the historical and contemporary roles of prominent associations and groups in local, state, and national politics (e.g., historical associations such as abolitionists, suffragists, labor unions, civil rights groups; religious organizations and contemporary associations such as AFL-CIO, National Education Association, Common Cause, League of Women Voters, Greenpeace, National Association for the Advancement of Colored People) Knowledge/skill statements 1. Understands the historical roles of prominent associations and groups in local, state, and national politics 2. Understands contemporary roles of prominent associations in local, state, and national politics 3. Understands the role of historical associations such as the abolitionists in local, state, and national politics 4. Understands the role of historical associations such as the suffragists in local, state, and national politics 5. Understands the role of historical associations such as labor unions in local, state, and national politics 6. Understands the role of historical associations such as civil rights groups in local, state, and national politics 7. Understands the role of religious associations in local, state, and national politics 8. Understands the role of contemporary associations such as the AFL-CIO in local, state, and national politics 9. Understands the role of contemporary associations such as the National Education Association in local, state, and national politics 10. Understands the role of contemporary associations such as Common Cause in local, state, and national politics 11. Understands the role of contemporary associations such as the League of Women Voters in local, state, and national politics 12. Understands the role of contemporary associations such as Greenpeace in local, state, and national politics 13. Understands the role of contemporary associations such as the National Association for the Advancement of Colored People in local, state, and national politics Benchmark 5. Knows how and why Americans become members of associations and groups, and understands how membership in these associations provides individuals with opportunities to participate in the political process. Knowledge/skill statements 1. Knows how Americans become members of political associations and groups 2. Knows why Americans become members of political associations and groups 3. Understands how membership in political associations provides individuals with opportunities to participate in the political process Standard 21. Understands the formation and implementation of public policy Benchmark 1. Understands what public policy is and knows examples at local, state, and national levels Knowledge/skill statements 1. Understands what public policy is 2. Knows examples of local level public policy 3. Knows examples of state level public policy 4. Knows examples of national level public policy Benchmark 2. Knows how public policies are formed and implemented, and understands how citizens can monitor and influence policies Knowledge/skill statements 1. Knows how public policies are formed 2. Knows how public policies are implemented 3. Understands how citizens can monitor policies 4. Understands how citizens can influence policies Benchmark 3. Understands why conflicts about values, principles, and interests may make agreement difficult or impossible on certain issues of public policy (e.g., affirmative action, gun control, environmental protection, capital punishment, equal rights) Knowledge/skill statements 1. Understands why conflicts about values, principles, and interests may make agreement difficult or impossible on the issue of affirmative action 2. Understands why conflicts about values, principles, and interests may make agreement difficult or impossible on the issue of gun control 3. Understands why conflicts about values, principles, and interests may make agreement difficult or impossible on the issue of environmental protection 4. Understands why conflicts about values, principles, and interests may make agreement difficult or impossible on the issue of capital punishment 5. Understands why conflicts about values, principles, and interests may make agreement difficult or impossible on the issue of equal rights 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 nation-states that claim sovereignty over a defined territory and jurisdiction over everyone within it, and understands why the nation-state is the most powerful form of political organization at the international level Knowledge/skill statements 1. Knows that the world is divided into nation-states 2. Knows that nation-states claim sovereignty over a defined territory 3. Knows that nation-states claim jurisdiction over the people within their territory 4. Understands why the nation-state is the most powerful form of political organization at the international level Benchmark 2. Knows the most important means used by nation-states to interact with one another (e.g., trade, diplomacy, treaties and agreements, humanitarian aid, economic incentives and sanctions, military force and the threat of force) Knowledge/skill statements 1. Knows that nation-states interact with one another through trade 2. Knows that nation-states interact with one another through diplomacy 3. Knows that nation-states interact with one another through treaties and agreements 4. Knows that nation-states interact with one another through humanitarian aid 5. Knows that nation-states interact with one another through economic incentives and sanctions 6. Knows that nation-states interact with one another through military force and the threat of force Benchmark 3. Knows reasons for the breakdown of order among nation-states (e.g., conflicts about national interests, ethnicity, and religion; competition for resources and territory; absence of effective means to enforce international law), and understands the consequences of the breakdown of order among nation-states Knowledge/skill statements 1. Knows reasons for the breakdown of order among nation-states 2. Knows that conflict about national interests is a reason for the breakdown of order among nation-states 3. Knows that conflict about ethnicity is a reason for the breakdown of order among nation-states 4. Knows that conflict about religion is a reason for the breakdown of order among nation-states 5. Knows that competition for resources and territory is a reason for the breakdown of order among nation-states 6. Knows that the absence of an effective means to enforce international law is a reason for the breakdown of order among nation-states 7. Understands the consequences of the breakdown of order among nation-states Benchmark 4. Knows the most important powers the United States Constitution gives to the Congress, president, and federal judiciary in foreign affairs (e.g., Congress can declare war, raise and support armies, provide a navy [Article I, Section 8] and the Senate can approve treaties; the president is Commander in Chief and can make treaties and appoint ambassadors [Article II]; the federal judiciary can decide cases affecting treaties and ambassadors, and those involving treason [Article III]) Knowledge/skill statements 1. Knows the most important powers that the United States Constitution grants to Congress in foreign affairs 2. Knows the most important powers the United States Constitution gives to the president in foreign affairs 3. Knows the most important powers the United States Constitution gives to the federal judiciary in foreign affairs 4. Knows that the United States Constitution gives Congress the power to declare war [Article I, Section 8] 5. Knows that the United States Constitution gives Congress the power to raise and support armies [Article I, Section 8] 6. Knows that the United States Constitution gives Congress the power to provide a navy [Article I, Section 8] 7. Knows that the United States Constitution gives the Senate the power to approve treaties 8. Knows that the United States Congress makes the president the Commander in Chief [Article II] 9. Knows that the United States Constitution gives the president the power to make treaties and appoint ambassadors [Article II] 10 Knows that the United States Constitution gives the federal judiciary the power to decide cases affecting treaties and ambassadors [Article II] 11. Knows that the United States Constitution gives the federal judiciary the power to decide cases involving treason [Article III] Benchmark 5. Knows various means used to attain the ends of United States foreign policy (e.g., diplomacy; economic, military, and humanitarian aid; treaties; trade agreements; incentives; sanctions; military intervention; covert action) Knowledge/skill statements 1. Knows that diplomacy is a means used to attain ends of U.S. foreign policy 2. Knows that economic, military, and humanitarian aid are means used to attain ends of U.S. foreign policy 3. Knows that treaties are means used to attain ends of U.S. foreign policy 4. Knows that trade agreements are means used to attain ends of U.S. foreign policy 5. Knows that incentives are means used to attain ends of U.S. foreign policy 6. Knows that sanctions are means used to attain ends of U.S. foreign policy 7. Knows that military intervention is a means used to attain ends of U.S. foreign policy 8. Knows that covert action is a means used to attain ends of U.S. foreign policy Benchmark 6. Knows examples of important current foreign policy issues and the means the United States is using to deal with them Knowledge/skill statements 1. Knows examples of current foreign policy issues 2. Knows means the U.S. is using to deal with current foreign policy issues Benchmark 7. Knows the purposes and functions of major governmental international organizations (e.g., UN, NATO, OAS, World Court) and nongovernmental international organizations (e.g., International Red Cross, World Council of Churches, Amnesty International) Knowledge/skill statements 1. Knows the purposes and functions of major governmental international organizations 2. Knows the purposes and functions of major nongovernmental international organizations 3. Knows that the UN is a governmental international organization 4. Knows that NATO is a governmental international organization 5. Knows that the OAS is a governmental international organization 6. Knows that the World Court is a governmental international organization 7. Knows that the International Red Cross is a nongovernmental international organization 8. Knows that the World Council of Churches is a nongovernmental international organization 9. Knows that Amnesty International is a nongovernmental international organization Standard 23: Understands the impact of significant political and nonpolitical developments on the United States and other nations Benchmark 1. Understands the impact that the American Revolution and the values and principles expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights has had on other nations Knowledge/skill statements 1. Understands the impact that the American Revolution has had on other nations 2. Understands the impact that the values and principles expressed in the Declaration of Independence has had on other nations 3. Understands the impact that the values and principles of the U.S. Constitution has had on other nations 4. Understands that the impact that the values and principles expressed in the Bill of Rights has had on other nations Benchmark 2. Understands the influence that American ideas about rights have had on other nations and international organizations (e.g., French Revolution; democracy movements in Eastern Europe, People’s Republic of China, Latin America, South Africa; United Nations Charter; Universal Declaration of Human Rights) Knowledge/skill statements 1. Understands the influence that American ideas about rights have had on other nations 2. Understands the influence that American ideas about rights have had on international organizations 3. Understands the influence that American ideas about rights had on the French Revolution 4. Understands the influence that American ideas about rights have had on democracy movements in Eastern Europe 5. Understands the influence that American ideas about rights have had on the People’s Republic of China 6. Understands the influence that American ideas about rights have had on Latin America 7. Understands the influence that American ideas about rights have had on South Africa 8. Understands the influence that American ideas about rights have had on the United Nations Charter 9. Understands the influence that American ideas about rights have had on the Universal Declaration of Human Rights Benchmark 3. Understands the impact that other nations' ideas about rights have had on the United States (e.g., natural rights in the seventeenth and eighteenth centuries, social and economic rights in the twentieth century) Knowledge/skill statements 1. Understands the impact of natural rights of the seventeenth and eighteenth centuries on the United States 2. Understands the impact of social and economic rights in the twentieth century on the United States Benchmark 4. Understands the impact that current political developments around the world have on the United States (e.g., conflicts within and among other nations, efforts to establish democratic governments) Knowledge/skill statements 1. Understands the impact that conflicts within and among other nations have had on the United States 2. Understands the impact that efforts to establish democratic governments in other nations have had on the United States Benchmark 5. Understands the impact of major demographic trends on the United States (e.g., population growth, increase in immigration and refugees) Knowledge/skill statements 1. Understands the impact of population growth on the U.S. 2. Understands the impact of increases in immigration and refugees on the U.S. Benchmark 6. Knows examples of environmental conditions that affect the United States' domestic and foreign policies (e.g., destruction of rain forests and animal habitats, depletion of fishing grounds, air and water pollution) Knowledge/skill statements 1. Knows examples of environmental conditions that affect U.S. domestic policies 2. Knows examples of environmental conditions that affect U.S. foreign policies 3. Knows that the destruction of rain forests and animal habitats is an environmental condition that affects U.S. domestic and foreign policies 4. Knows that the depletion of fishing grounds is an environmental condition that affects U.S. domestic and foreign policies 5. Knows that air and water pollution are environmental conditions that affect U.S. domestic and foreign policies Standard 24: Understands the meaning of citizenship in the United States, and knows the requirements for citizenship and naturalization Benchmark 1. Understands that American citizenship is legally recognized full membership in a self-governing community that confers equal rights under the law; is not dependent on inherited, involuntary groupings such as race, gender, or ethnicity; and confers certain rights and privileges (e.g., the right to vote, to hold public office, to serve on juries) Knowledge/skill statements 1. Understands that American citizenship is legally recognized full membership in a self-governing community 2. Understands that American citizenship confers equal rights under the law 3. Knows that American citizenship is not dependent on inherited, involuntary groupings such as race, gender, or ethnicity 4. Knows that American citizenship confers certain rights 5. Knows that American citizenship confers certain privileges Benchmark 2. Knows that Americans are citizens of both their state and the United States Knowledge/skill statements 1. Knows that Americans are citizens of their state 2. Knows that Americans are citizens of the United States Benchmark 3. Understands what constitutes citizenship by birth in the United States Knowledge/skill statements 1. Knows that a person born in the United States is a citizen Benchmark 4. Understands the distinction between citizens and noncitizens (aliens) and the process by which noncitizens may become citizens Knowledge/skill statements 1. Knows the difference between a citizen and non-citizen 2. Understands the process by which noncitizens may become citizens Benchmark 5. Knows how naturalization in the United States compares with naturalization in other nations Knowledge/skill statements 1. Understands the U.S. naturalization process 2. Understands the naturalization processes of nations other than the U.S. Benchmark 6. Knows the criteria established by law that are used for admission to citizenship in the United States such as five years of residence in the U.S.; ability to read, write, and speak English; proof of good moral character; knowledge of the history of the U.S.; knowledge of and support for American constitutional democracy Knowledge/skill statements 1. Knows that the ability to read, write, and speak English is a criteria for U.S. citizenship 2. Knows that proof of a good moral character is a criteria for U.S. citizenship 3. Knows that knowledge of the history of the U.S. is a criteria for U.S. citizenship 4. Knows that knowledge of and support for American constitutional democracy is a criteria for U.S. citizenship 6. Knows that the criteria for U.S. citizenship is established by law Standard 25: Understands issues regarding personal, political, and economic rights Benchmark 1. Knows what constitutes personal rights (e.g., freedom of conscience, freedom to marry whom one chooses, to have children, to associate with whomever one pleases, to live where one chooses, to travel freely, to emigrate) and the major documentary sources of personal rights (e.g., Declaration of Independence, United States Constitution including the Bill of Rights, state constitutions) Knowledge/skill statements 1. Knows examples of personal rights 2. Knows major documentary sources of personal rights 3. Knows that documentation of personal rights can be found in the Declaration of Independence 4. Knows that documentation of personal rights can be found in the U.S. Constitution, including the Bill of Rights 5. Knows that documentation of personal rights can be found in state constitutions Benchmark 2. Understands the importance to individuals and society of such personal rights as freedom of conscience and religion, freedom of expression and association, freedom of movement and residence, and privacy Knowledge/skill statements 1. Understands the importance to individuals and society of personal rights 2. Understands the importance to individuals and society of the freedom of conscience and religion 3. Understands the importance to individuals and society of the freedom of 4. Understands the importance to individuals and society of the freedom of movement and residence 5. Understands the importance to individuals and society of the right to privacy Benchmark 3. Knows what constitutes political rights (e.g., the right to vote, petition, assembly, freedom of press), and knows the major documentary sources of political rights such as the Declaration of Independence, United States Constitution including the Bill of Rights, state constitutions, and civil rights legislation Knowledge/skill statements 1. Knows examples of political rights 2. Knows major documentary sources of political rights 3. Knows that documentation of political rights can be found in the Declaration of Independence 4. Knows that documentation of political rights can be found in the U.S. Constitution including the Bill of Rights 5. Knows that documentation of political rights can be found in state constitutions 6. Knows that documentation of political rights can be found in civil rights legislation Benchmark 4. Understands the importance to individuals and society of such political rights as the right to vote and run for public office and the freedom of speech, press, assembly, and petition Knowledge/skill statements 1. Understands the importance to individuals and society of political rights 2. Understands the importance to individuals and society of the right to vote 3. Understands the importance to individuals and society of the right to run for public office 4. Understands the importance to individuals and society of the freedom of speech 5. Understands the importance to individuals and society of the freedom of press 6. Understands the importance to individuals and society of the freedom of assembly 7. Understands the importance to individuals and society of the freedom of petition Benchmark 5. Knows important economic rights (e.g., the right to own property, choose one's work, change employment, join a labor union, establish a business), and knows statements of economic rights in the United States Constitution (e.g., requirement of just compensation, contracts, copyright, patents) Knowledge/skill statements 1. Knows important economic rights 2. Knows that the right to own property is an important economic right 3. Knows that the right to choose one’s work is an important economic right 4. Knows that the right to change employment is an important economic right 5. Knows that the right to join a labor union is an important economic right 6. Knows that the right to establish a business is an important economic right 7. Knows statements of economic rights in the U.S. Constitution 8. Knows that the requirement of just compensation is an economic right stated in the Constitution 9. Knows that the right to enter into a lawful contract is an economic right stated in the Constitution 10. Knows that the right to copyright is an economic right stated in the Constitution 11. Knows that the right to a patent is an economic right stated in the Constitution Benchmark 6. Understands the importance to individuals and society of such economic rights as the right to acquire, use, transfer, and dispose of property; choose one's work and change employment; join labor unions and professional associations; establish and operate a business; copyright and patent; and enter into lawful contracts Knowledge/skill statements 1. Understands the importance to individuals and society of the right to acquire, use, transfer, and dispose of property 2. Understands the importance to individuals and society of the right to choose one’s work 3. Understands the importance to individuals and society of the right to change employment 4. Understands the importance to individuals and society of the right to join labor unions and professional organizations 5. Understands the importance to individuals and society of the right to establish and operate a business 6. Understands the importance to individuals and society of the right to copyright and patent 7. Understands the importance to individuals and society of the right to enter into lawful contracts Benchmark 7. Understands basic contemporary issues involving personal, political, and economic rights (e.g., personal rights issues such as dress codes, curfews, sexual harassment; political rights issues such as hate speech, fair trial, free press; economic rights issues such as welfare, minimum wage, health care, equal pay for equal work) Knowledge/skill statements 1. Understands basic contemporary issues involving personal rights 2. Understands basic contemporary issues concerning political rights 3. Understands basic contemporary issues concerning economic rights 4. Knows that dress code is an example of a contemporary issue concerning personal rights 5. Knows that curfew is an example of a contemporary issue concerning personal rights 6. Knows that sexual harassment is an example of a contemporary issue concerning personal rights 7. Knows that hate speech is a contemporary issue concerning political rights 8. Knows that fair trial is a contemporary issue concerning political rights 9. Knows that free press is a contemporary issue concerning political rights 10. Knows that welfare is a contemporary issue concerning economic rights 11. Knows that minimum wage is a contemporary issue concerning economic rights 12. Knows that health care is a contemporary issue concerning economic rights 13. Knows that equal pay for equal work is a contemporary issue concerning economic rights Standard 26: Understands issues regarding the proper scope and limits of rights and the relationships among personal, political, and economic rights Benchmark 1. Understands what is meant by the "scope and limits" of a right (e.g., the scope of one's right to free speech in the United States is extensive and protects almost all forms of political expression, but the right to free speech can be limited if it seriously harms or endangers others) Knowledge/skill statements 1. Understands what is meant by scope of a right 2. Understands what is meant by limit of a right 3. Knows that a right can be limited if it harms or endangers others Benchmark 2. Understands the argument that all rights have limits, and knows criteria commonly used in determining what limits should be placed on specific rights (e.g., clear and present danger rule, compelling government interest test, national security, libel or slander, public safety, equal opportunity) Knowledge/skill statements 1. Understands the argument that all rights have limits 2. Knows criteria commonly used to determine what limits should be placed on specific rights 3. Knows that the clear and present danger rule is commonly used to determine what limits should be placed on specific rights 4. Knows that compelling government interest is a common criteria used to determine what limits should be placed on specific rights 5. Knows that national security is a common criteria used to determine what limits should be placed on specific rights 6. Knows that libel or slander are common criteria used to determine what limits should be placed on specific rights 7. Knows that public safety is a common criteria used to determine what limits should be placed on specific rights 8. Knows that equal opportunity is a common criteria used to determine what limits should be placed on specific rights Benchmark 3. Understands different positions on a contemporary conflict between rights (e.g., right of a fair trial and right to a free press; right to privacy and right to freedom of expression) Knowledge/skill statements 1. Understands different positions on a conflict between the right of a fair trial and right to a free press 2. Understands different positions on a conflict between right to privacy and right to freedom of expression Benchmark 4. Understands different positions on a contemporary conflict between rights and other social values and interests (e.g., the right of the public to know what their government is doing versus the need for national security; the right to property versus the protection of the environment) Knowledge/skill statements 1. Understands different positions on a contemporary conflict between rights and other social values 2. Understands different positions on a contemporary conflict between rights and other interests 3. Understands different positions in a conflict concerning the right of the public to know what their government is doing versus the need for national security 4. Understands different positions in a conflict concerning the right to property versus the protection of the environment Standard 27: Understands how certain character traits enhance citizens' ability to fulfill personal and civic responsibilities Benchmark 1. Understands the importance for individuals and society of commonly held personal responsibilities such as taking care of one's self, supporting one's family, accepting responsibility for the consequences of one's actions, adhering to moral principles, considering the rights and interests of others, and behaving in a civil manner Knowledge/skill statements 1. Understands the importance for individuals of commonly held personal responsibilities 2. Understands the importance for society of commonly held personal responsibilities 3. Knows that taking care of one’s self is a commonly held personal responsibility 4. Knows that supporting one’s family is a commonly held personal responsibility 5. Knows that accepting responsibility for the consequences of one’s actions is a commonly held personal responsibility 6. Knows that adhering to moral principles is a commonly held personal responsibility 7. Knows that considering the rights and interests of others is a commonly held personal responsibility 8. Knows that behaving in a civil manner is a commonly held personal responsibility Benchmark 2. Understands contemporary issues that involve personal responsibilities (e.g., failure to provide adequate support or care for one's children, cheating on examinations, lack of concern for the less fortunate) Knowledge/skill statements 1. Knows contemporary examples of issues involving personal responsibility 2. Knows that the failure to provide adequate support and care for one’s children is a contemporary example of an issue involving personal responsibility 3. Knows that cheating on examinations is a contemporary example of an issue involving personal responsibility 4. Knows that the lack of concern for the less fortunate is a contemporary example of an issue involving personal responsibility Benchmark 3. Understands the importance for individuals and society of commonly held civic responsibilities such as paying taxes, being informed and attentive to public issues, monitoring political leaders and governmental agencies and taking appropriate action if their adherence to constitutional principles is lacking, deciding whether and how to vote, participating in civic groups, performing public service, serving as a juror, and serving in the armed forces Knowledge/skill statements 1. Understands the importance for individuals of commonly held civic responsibilities 2. Understands the importance for society of commonly held civic responsibilities 3. Knows that paying taxes is a commonly held civic responsibility 4. Knows that being informed and attentive to public issues is a commonly held civic responsibility 5. Knows that monitoring political leaders and governmental agencies and taking appropriate action if their adherence to constitutional principles is lacking is a commonly held civic responsibility 6. Knows that deciding whether and how to vote is a commonly held civic responsibility 7. Knows that participating in civic groups is a commonly held civic responsibility 8. Knows that performing public service is a commonly held civic responsibility 9. Knows that serving as a juror is a commonly held civic responsibility 10. Knows that serving in the armed forces is a commonly held civic responsibility Benchmark 4. Understands the meaning of civic responsibilities as distinguished from personal responsibilities, and understands contemporary issues that involve civic responsibilities (e.g., low voter participation, avoidance of jury duty, failure to be informed about public issues) Knowledge/skill statements 1. Understands the meaning of civic responsibility 2. Understands the meaning of personal responsibility 3. Understands contemporary issues that involve civic responsibilities 4. Knows that low voter participation is a contemporary issue that involves civic responsibility 5. Knows that avoidance of jury duty is a contemporary issue that involves civic responsibility 6. Knows that the failure to be informed about public issues is a contemporary issue that involves civic responsibility Benchmark 5. Understands how citizens' responsibilities as Americans could require the subordination of their personal rights and interests to the public good Knowledge/skill statements 1. Understands how citizens’ responsibilities as Americans could require the subordination of personal rights to the public good 2. Understands how citizens’ responsibilities as Americans could require the subordination of their personal interests to the public good Standard 28. Understands how participation in civic and political life can help citizens attain individual and public goals Benchmark 1. Understands how participation in civic and political life can help bring about the attainment of individual and public goals (e.g., personal goals such as living in a safe and orderly neighborhood, obtaining a good education, living in a healthy environment; public goals such as increasing the safety of the community, improving local transportation facilities, providing opportunities for education and recreation) Knowledge/skill statements 1. Understands how participation in civic and political life can help bring about the attainment of individual goals 2. Understands how participation in civic and political life can help bring about the attainment of political goals 3. Understands how participation in civic and political life can help create safe and orderly neighborhoods 4. Understands how participation in civic and political life can help people obtain a good education 5. Understands how participation in civic and political life can help create a healthy living environment 6. Understands how participation in civic and political life can help increase the safety of the community 7. Understands how participation in civic and political life can help to improve local transportation facilities 8. Understands how participation in civic and political life can help to provide opportunities for education and recreation Benchmark 2. Understands the importance of both political and social participation and what distinguishes one from the other (e.g., participating in a campaign to change laws regulating the care of children as opposed to volunteering to care for children), and knows opportunities for both political and social participation in the local community Knowledge/skill statements 1. Understands the importance of political participation 2. Understands the importance of social participation 3. Understands the differences between political and social participation 4. Knows opportunities for political participation in the local community 5. Knows opportunities for social participation in the local community Benchmark 3. Understands how Americans can use the following means to monitor and influence politics and government at local, state, and national levels: joining political parties, interest groups, and other organizations that attempt to influence public policy and elections; voting; taking part in peaceful demonstrations; circulating and signing petitions Knowledge/skill statements 1. Knows ways that Americans can monitor and influence politics and local, state, and national governments 2. Understands how Americans can use membership in political parties to monitor and influence politics and government at the local, state, and national levels 3. Understands how Americans can use membership in interest groups to monitor and influence politics and government at the local, state, and national levels 4. Understands how Americans can use membership in organizations that attempt to influence public policy and elections to monitor and influence politics and government at the local, state, and national levels 5. Understands how Americans can use voting to monitor and influence politics and government at the local, state, and national levels 6. Understands how Americans can use peaceful demonstrations to monitor and influence politics and government at the local, state, and national levels 7. Understands how Americans can use petitions to monitor and influence politics and government at the local, state, and national levels Benchmark 4. Knows historical and contemporary examples of citizen movements seeking to promote individual rights and the common good (e.g., abolition, suffrage, labor and civil rights movements) Knowledge/skill statements 1. Knows historical examples of citizen movements seeking to promote individual rights and the common good 2. Knows contemporary examples of citizen movements seeking to promote individual rights and common good 3. Knows that the abolition movement is an example of a citizen movement 4. Knows that the suffrage movement is an example of a citizen movement 5. Knows that the labor rights movement is an example of a citizen movement 6. Knows that the civil rights movement is an example of a citizen movement Benchmark 5. Understands what civil disobedience is, how it differs from other forms of protest, what its consequences might be, and circumstances under which it might be justified Knowledge/skill statements 1. Understands what civil disobedience is 2. Understands how civil disobedience differs from other forms of protest 3. Understands the possible consequences of civil disobedience 4. Understands the circumstances under which civil disobedience might be justified Benchmark 6. Understands why becoming knowledgeable about public affairs and the values and principles of American constitutional democracy and communicating that knowledge to others is a form a political participation Knowledge/skill statements 1. Understands why becoming knowledgeable about public affairs is a form of political participation 2. Understands why becoming knowledgeable about the values and principles of American constitutional democracy is a form of political participation 3. Understands why communicating knowledge about public affairs is a form of political participation 4. Understands why communicating knowledge about the values and principles of American constitutional democracy is a form of political participation Standard 29: Understands the importance of political leadership, public service, and a knowledgeable citizenry in American constitutional democracy Benchmark 1. Understands the functions of political leadership and why leadership is a vital necessity in a constitutional democracy Knowledge/skill statements 1. Understands the function of political leadership 2. Knows why it is necessary to have political leadership in a constitutional democracy Benchmark 2. Knows personal qualities necessary for political leadership, and understands ethical dilemmas that might confront political leaders Knowledge/skill statements 1. Knows personal qualities necessary for political leadership 2. Understands ethical dilemmas that might confront political leaders Benchmark 3. Knows opportunities for political leadership in the student’s own school, community, state, and the nation; and understands the importance of individuals working cooperatively with their elected leaders Knowledge/skill statements 1. Knows opportunities for political leadership in the school 2. Knows opportunities for political leadership in the community 3. Knows opportunities for political leadership in the state 4. Knows opportunities for political leadership in the nation 5. Understands the importance of individuals working cooperatively with their elected leaders Benchmark 4. Understands the importance of public service in a constitutional democracy Knowledge/skill statements 1. Knows why public service is important 2. Understands the relationship between public service and constitutional democracy Benchmark 5. Knows opportunities for public service in the student’s own school, community, state, and nation; and knows career opportunities in public service Knowledge/skill statements 1. Knows career opportunities in public service 2. Knows opportunities for public service in the school 3. Knows opportunities for public service in the community 4. Knows opportunities for public service in the state 5. Knows opportunities for public service in the nation Benchmark 6. Understands the role of "the loyal opposition" in a constitutional democracy Knowledge/skill statements 1. Understands the meaning of "loyal opposition" 2. Understands the purpose of "loyal opposition" Benchmark 7. Understands why becoming knowledgeable about public affairs and the values and principles of American constitutional democracy and communicating that knowledge to others is an important form of participation, and understands the argument that constitutional democracy requires the participation of an attentive, knowledgeable, and competent citizenry Knowledge/skill statements 1. Understands why becoming knowledgeable about public affairs is an important form of civic participation 2. Understands why becoming knowledgeable about the values and principles of American constitutional democracy is an important form of civic participation 3. Understands why communicating knowledge about public affairs is an important form of civic participation 4. Understands why communicating knowledge about the values and principles of American constitutional democracy is an important form of civic participation 5. Understands the argument that constitutional democracy requires the participation of an attentive, knowledgeable, and competent citizenry Benchmark 8. Understands how awareness of the nature of American constitutional change gives citizens the ability to reaffirm or change fundamental constitutional values Knowledge/skill statements 1. Understands how awareness of the nature of American constitutional change gives citizens the ability to reaffirm fundamental constitutional values 2. Understands the nature of American constitutional change 3. Understands how awareness of the nature of American constitutional change gives citizens the ability to change fundamental constitutional values |
6-8 Civics |