Seattle Public Schools

3K-12 Social Studies Standards (Civics)

*Please select a grade below*
Kindergarten	Grade 1	Grade 2	Grade 3	Grade 4
Grade 5	Grade 6	Grade 7	Grade 8	Grade 9
Grade 10	Grade 11	Grade 12

Kindergarten

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student understands and can explain the core values and democratic principles of the United States as set forth in foundational documents, including the Declaration of Independence and the Constitution.

1.1 CIVICS - Understands and interprets the major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents
* Is aware that rights and responsibilities can be described in written documents such as classroom rules, school pledges, etc.

1.2 CIVICS - Examines key ideals of United States democracy
* Is aware of and demonstrates democratic ideals (e.g., taking turns, sharing, fairness, equality)
* Is aware of and demonstrates the characteristics of a responsible citizen (e.g., daily chores, contributes to the good of the class, takes care of own and school property)

1.3 CIVICS - Examines representative government and citizen participation
* Is aware of democratic processes (e.g., classroom voting, class meetings, making up class rules) as examples of the rights and responsibilities of citizenship

Social Studies Skills
1. Inquiry and Information
* Identifies key points
* Locates particular facts from information presented; identifies main idea
* Uses graphic organizers

2. Interpersonal and Group Process Skills
* Serves as a contributing member of different groups (e.g., family, classroom, small/large group)

3. Critical Thinking Skills
* Identifies central issue; asks appropriate questions
* Compares pros and cons, suggests solutions, chooses appropriate solution
* Explores cause and effect relationships in the family and classroom
* Listens to others

Instructional Support Materials

Instructional Strategies

* Discuss expectations for the classroom, using a Bubble Map. What are the students' rights and responsibilities? How do we know what the expectations are?
* Develop a list of rules for use in the classroom. Why are these rules important?

Assessment

* Anecdotal records
* Teacher/student conference
* Record of activities
* Students choose/assigned jobs that show collaborative work ethic

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.2 CIVICS - Understands the function and effect of law
* Is aware of and demonstrates the purpose of rules (e.g., safety, classroom, family)

2.3 CIVICS - Compares and contrasts democracies with other forms of government
* Is aware that countries have governments

Social Studies Skills
1. Inquiry and Information
* Identifies key points
* Uses basic research skills; learning from books, newspapers, magazines, videos, people
* Locates particular facts from information presented; identifies main idea
* Uses graphic organizers

2. Interpersonal and Group Process Skills
* Serves as a contributing member of different groups (e.g., family, classroom, small/large group)

Instructional Support Materials

Instructional Strategies

* Establish classroom rules. Discuss reasons for rules and effects of various rules
* Invite police officers and elected officials as guest speakers
* Examine the difference between a king/queen and a president, using a Double Bubble Map. Read biographies of a few major presidents such as Abraham Lincoln and George Washington and compare them with stories of kings. How are their roles the same or different?

Assessment

* Discussion
* Participation in suggested activities
* Role playing of governmental structure

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 CIVICS - Understands how the world is organized politically and how nations interact
* Is aware of how their family, classroom and school is organized

3.2 CIVICS - Recognizes factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations
* Is aware of examples of conflict and cooperation among individuals and groups

Social Studies Skills
1. Inquiry and Information
* Uses graphic organizers

2. Interpersonal and Group Process Skills
* Serves as a contributing member of different groups (e.g., family, classroom, small/large group)

Instructional Support Materials

Instructional Strategies

* Discuss how their family, class, and school is organized-is there a need for a "head/boss"-what would happen if there wasn't a head?

Assessment

* Discuss the need for a head and how to resolve conflict cooperatively within their family, class, and school

Standard 4. The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.

4.2 CIVICS - Identifies and demonstrates right of United States citizenship related to school, local, state, national, and international issues
* Is aware of issues that affect their immediate lives
* Is aware of rights and responsibilities that affect their immediate lives

4.3 CIVICS - Explains how various stakeholders influence public policy
* Is aware of how an individual can make a difference in their family and school
* Is aware of community helpers and how they help

Social Studies Skills
1. Inquiry and Information
* Identifies key points
* Asks questions that guide the study
* Uses basic research skills; learning from books, newspapers, magazines, videos, people
* Uses graphic organizers

2. Interpersonal and Group Process Skills
* Serves as a contributing member of different groups (e.g., family, classroom, small/large group)

Instructional Support Materials

Instructional Strategies

* Resolve situations where exercising individual participation, rights, and responsibilities make a difference

Assessment

* Anecdotal records

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Grade 1

Standard (Curriculum)

Instruction and Assessment

1.1 CIVICS - Understands and interprets the major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents
* Experiences democracy through classroom voting
* Understands that individuals have rights (e.g., privacy, opinions, equal treatment)
* Understands that value of having rights and responsibilities outlined in written documents

1.2 CIVICS - Examines key ideals of United States democracy
* Explores how democratic ideals positively affect the classroom environment
* Identifies traits of responsible classroom and school citizens
* Identifies rules which are important in working with others

1.3 CIVICS - Examines representative government and citizen participation
* Describes the importance of individuals' opinions and of exercising responsibilities of classroom citizenship (e.g., voting, taking on classroom jobs)

Social Studies Skills
1. Inquiry and Information
* Identifies key points to research
* Uses basic research skills, such as library research, interviews, reading, listing to books and videos
* Locates relevant facts; cross-checks facts, distinguishes between fact, fiction, or fantasy
* Uses graphic organizers
* Makes a presentation (e.g., report, dramatic presentation, classroom projects, construction, artwork) to an audience

2. Interpersonal and Group Process Skills
* Communicates own feelings and beliefs; listens to others' viewpoints
* Identifies roles of different members of a group; serves in different roles in groups (family, classroom, student body, teams, other activities)
* Interviews appropriate people to gain information and records answers (e.g., family, histories, surveys, research projects)

3. Critical Thinking Skills
* Identifies the problem
* Defines fact and opinion
* Compares pros/cons of different solutions; decides course of action
* Explores cause and effect relationships in family and classroom interactions
* Places some events in past, present, and future; sequence events
* Listens to others' points of view

Instructional Support Materials

Storypath
* Families In Their Neighborhoods
* The Parade

Harcourt Brace
* My World

Nystrom Geography
* Exploring Where and Why
* Neighbors Near and Far
* Block Buddy Atlas
* World/US Desk Maps
* Globes

Instructional Strategies

* Create class rules and ways to solve conflicts
* Vote on student council representatives
* Vote on some chapter books to be read aloud; then decide how to make it fair for those who lose out on their choice
* Hold regular class meetings to deal with classroom/playground conflicts
* Hold organizational meetings in Parade unit to plan the parade
* Hold mock town meetings in Neighborhoods unit to solve crises (littering, traffic speeding)

Assessment

* Students write rules for classroom behavior
* Students perform classroom jobs

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 CIVICS - Understands and explains the organization of government at the federal, state, and local level (e.g., executive, legislative, judicial branches)
* Understands that there is a federal government that makes and enforces laws
* Is aware of government leaders (e.g., president, governor, mayor)

2.2 CIVICS - Understands the function and effect of law
* Understands the purpose of classroom and community rules

2.3 CIVICS - Compares and contrasts democracies with other forms of government
* Describes the basic purposes and organization of a democracy

Instructional Support Materials\

Storypath
* Families In Their Neighborhoods
* The Parade

Harcourt Brace
* My World

Nystrom Geography
* Exploring Where and Why
* Neighbors Near and Far
* Block Buddy Atlas
* World/US Desk Maps
* Globes

Instructional Strategies

* Role-play different types of government-democracy vs. monarchy*. Get background information from videos, books, and students' families' interviews (e.g., Viet Nam, China, Canada) *king declares no recess except for the royal family; everyone else cleans the room

Assessment

* Compare/contrast monarchy and democracy using a Double Bubble Map

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 CIVICS - Understands how the world is organized politically and how nations interact
* Describes how classrooms and schools are organized (principal's role, teacher's role, students' role)

3.2 CIVICS - Recognizes factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations
* Recognizes the values of cooperation, conflict resolution, and communication through classroom and school interaction

Social Studies Skills
1. Inquiry and Information
* Identifies key points to research
* Uses basic research skills, such as library research, interviews, reading, listing to books and videos
* Locates relevant facts; cross-checks facts, distinguishes between fact, fiction, or fantasy
* Uses graphic organizers
* Presents product (e.g., report, dramatic presentation, classroom projects, construction, artwork) to an audience

Instructional Support Materials

Storypath
* Families In Their Neighborhoods
* The Parade

Harcourt Brace
* My World

Nystrom Geography
* Exploring Where and Why
* Neighbors Near and Far
* Block Buddy Atlas
* World/US Desk Maps
* Globes

Instructional Strategies

* Write (as a class) job descriptions for principal, student, or teacher using a Bubble Map
* Discuss job of president. What qualities are important? How did Washington and Lincoln meet the qualifications?

Assessment

* Write about the president's job twice, once before unit, second time, after the unit
* Write about how to resolve conflicts when no adult is around

Standard 4. The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.

4.1 CIVICS - Understands individual rights and their accompanying responsibilities (e.g., problem-solving and decision-making at the local, state, national, and international level)
* Identifies individual right and the responsibilities they imply (e.g., classroom rules, family obligation, traffic safety, voting)

4.2 CIVICS - Identifies and demonstrates right of United States citizenship related to school, local, state, national, and international issues
* Participates in discussions pertaining to classroom and school issues
* Exercises rights and responsibilities related to classroom and school issues

4.3 CIVICS - Explains how various stakeholders influence public policy
* Understands how each persons' vote is important and how it can change the outcome
* Discusses types of jobs public servants hold (e.g., police, firefighter)

Instructional Support Materials

Storypath
* Families In Their Neighborhoods
* The Parade

Harcourt Brace
* My World

Nystrom Geography
* Exploring Where and Why
* Neighbors Near and Far
* Block Buddy Atlas
* World/US Desk Maps
* Globes

Instructional Strategies

* Hold class meetings to solve classroom problems
* Research public service jobs (firefighter, police officer, mail carrier). How do they impact daily life? What if they weren't there?

Assessment

* Write about the rights and responsibilities of first graders, using a Tree Map

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Grade 2

Standard (Curriculum)

Instruction and Assessment

1.1 CIVICS - Understands and interprets the major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents
* Understands the concept of democracy
* Understands what it means to be a productive member of a group
(e.g., family, school, neighborhood)

1.2 CIVICS - Examines key ideals of United States democracy
* Identifies key elements of a democracy
* Explains what it means to be a responsible citizen in a democratic society and how that applies to family, school, and communities

1.3 CIVICS - Examines representative government and citizen participation
* Explores the rights and responsibilities of citizenship as it applies to family, home, and school

Social Studies Skills
1. Inquiry and Information
* Identifies social studies topic and asks questions relevant to topic
* Identifies key words
* Uses varied resources
* Uses basic research skills
* Uses index and table of contents to help search
* Locates facts
* Presents a product (e.g., model, such as a map) that demonstrates an understanding of information and responds to central question
* Presents product to an audience/public

3. Critical Thinking Skills
* Identifies the problem
* Explores fact vs. opinion
* Identifies solutions to problems; explores the choices involved in taking particular actions
* Recognizes and defines cause and effect relationships
* Places items in proper sequence on timeline
* Recognizes other peoples' points of view

Instructional Support Materials

Storypath
* The Wampanoags and the First Thanksgiving
* Main Street

Harcourt Brace
* Meeting Many People

Nystrom Geography
* Exploring Where and Why
* Communities Here and There
* Nystronaut Atlas
* World/US Desk Maps
* Globes

Instructional Strategies

* Hold class meeting to make decisions
* Discuss expectations for the classroom. What are the students' rights and responsibilities? How do we know what the expectations are?
* Examine many of the diverse cultures found in Washington State at the turn of the century. How were they unique? What were their commonalities? Extend to study of cultures today
* Provide opportunities for students to self-govern using the democratic vote
* Sit in groups. Rotate through the group having one person be the "representative" to organize a group vote and bring that vote back to the whole class as part of an all-group decision making process

Assessment

* Listen to a discussion. Look over a list and examine the key elements of a democracy
* Students provide an example of how they can be a responsible citizen in their family, school, or community through their writing
* Give students strips of colored paper shaped like crayons. Have them write a contribution they make to family (or school) to make a complete set of crayons

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 CIVICS - Understands and explains the organization of government at the federal, state, and local level (e.g., executive, legislative, judicial branches)

* Understands that there are groups of people who devise and implement the laws
* Identifies the roles of important political leaders within the federal, state, and local government

2.2 CIVICS - Understands the function and effect of law
* Identifies examples of rules in the family, classroom, school, and neighborhood and understands the need for them

2.3 CIVICS - Compares and contrasts democracies with other forms of government
* Explores various forms of government in different countries

Social Studies Skills
1. Inquiry and Information
* Identifies social studies topic and asks questions relevant to topic
* Identifies key words
* Uses varied resources
* Uses basic research skills
* Uses index and table of contents to help search
* Familiar with index and table of contents to help search
* Locates facts
* Presents a product (e.g., model, such as a map) that demonstrates an understanding of information and responds to central question
* Presents product to an audience/public

Instructional Support Materials

Storypath
* The Wampanoags and the First Thanksgiving
* Main Street

Harcourt Brace
* Meeting Many People

Nystrom Geography
* Exploring Where and Why
* Communities Here and There
* Nystronaut Atlas
* World/US Desk Maps
* Globes

Instructional Strategies

* Create a chart showing responsibilities of classroom members, family members, and community members
* Take a trip around the world on a mission to find examples of predesignated and defined types of governments. Have individual passports or game cards to fill out when governments are found and where
* Examine difference between king/queen and a president, using a Double Bubble Map. Read biographies of a few major presidents (e.g., Abraham Lincoln, George Washington) and compare them with stories of kings and queens (real or imagined). How are their roles the same or different? What would it be like to be a citizen/subject? What is the difference between a citizen and a subject?
* Learn about and identify the president, vice president, first lady, governor, and mayor. Place pictures/biographies of each on a map of the US

Assessment

* Cut/paste on a chart as appropriate, pictures of government officials at federal, state, and local level including the executive, legislative, and judicial branches
* Make a poster listing rules at home, in the classroom, school, and community on a Tree Map
* Given five different previously studied past or present countries, identify the type of government

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 CIVICS - Understands how the world is organized politically and how nations interact
* Recognizes that there are boundaries between cities, states, and nations

3.2 CIVICS - Recognizes factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations
* Understands the importance of developing interdependence within the family, school, and neighborhood

Social Studies Skills
1. Inquiry and Information
* Identifies social studies topic and asks questions relevant to topic
* Identifies key words
* Uses varied resources
* Uses basic research skills
* Uses index and table of contents to help search
* Familiar with index and table of contents to help search
* Locates facts
* Presents a product (e.g., model, such as a map) that demonstrates an understanding of information and responds to central question
* Presents product to an audience/public

Instructional Support Materials

Storypath
* The Wampanoags and the First Thanksgiving
* Main Street

Harcourt Brace
* Meeting Many People

Nystrom Geography
* Exploring Where and Why
* Communities Here and There
* Nystronaut Atlas
* World/US Desk Maps
* Globes

Instructional Strategies

* Have each student create a design on a 5x8 card. Then connect cards together to make a class quilt. Make thick black lines bordering each card so that it can be seen as individuals coming together to make one
* Draw the boundaries of the United States on a blank map of North America. Compare that drawing to a map depicting the actual boundaries
* Write/draw about something done that contributes to the class. Turn into a class book
* Provide students with a colorless map of the US Highlight the borders and use 4 colors to color each state, making sure no two colors touch
* Identify the northern and southern boundaries of the US, naming the two countries
* Divide paper into four sections. In each section, draw and write about how students contribute to the class

Assessment

Standard 4. The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.

4.2 CIVICS - Identifies and demonstrates right of United States citizenship related to school, local, state, national, and international issues
* Participates in discussions dealing with issues in the classroom
(e.g., class meetings)
* Understands that there are rights and responsibilities in the classroom

4.3 CIVICS - Explains how various stakeholders influence public policy
* Understands that individuals can make a difference in the school and neighborhood

Social Studies Skills
1. Inquiry and Information
* Identifies social studies topic and asks questions relevant to topic
* Identifies key words
* Uses varied resources
* Uses basic research skills
* Uses index and table of contents to help search
* Familiar with index and table of contents to help search
* Locates facts
* Presents a product (e.g., model, such as a map) that demonstrates an understanding of information and responds to central question
* Presents product to an audience/public

Instructional Support Materials

Storypath
* The Wampanoags and the First Thanksgiving
* Main Street

Harcourt Brace
* Meeting Many People

Nystrom Geography
* Exploring Where and Why
* Communities Here and There
* Nystronaut Atlas
* World/US Desk Maps
* Globes

Instructional Strategies

* What types of behaviors are valued at home, at school, and in the community? Are they the same or different? How do we know what behaviors are valued? Folklore is a valuable key to understanding values
* Identify changes needed to make school a better place and perform a service (e.g., pick up litter, plant flowers) using a Bubble Map
* Students participate in developing class rules

Assessment

* Participate in class meetings
* Reflect on community service for the school, writing about how they made a difference and what else could be done and what other places in the community could use volunteer services
* Choose a class rule and write about why it is important

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Grade 3

Standard (Curriculum)

Instruction and Assessment

1.1 CIVICS - Understands and interprets the major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents
* Describes characteristics of common good
* Understands that democratic governments create rules and laws to protect individuals and promote the common good
Understands that they are citizens of the United States, and this citizenship includes rights and responsibilities

1.2 CIVICS - Examines key ideals of United States democracy
* Gives examples of how the United States government is organized to serve the needs of the people
* Identifies and defines citizenship skills appropriate to democracy

1.3 CIVICS - Examines representative government and citizen participation
* Identifies and describes the rights and responsibilities of citizenship in a community environment

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic and explores that topic guided by central questions
* Identifies key words
* Identifies appropriate and varied sources
* Uses basic research skills
* Uses table of contents and indexes in social studies reference material
* Locates particular facts
* Depicts data using graphic organizers (e.g., timelines, maps, tables, charts)
* Presents a product (e.g., models, reports, newspapers) that demonstrates understanding of information and responds to central question
* Presents product to an audience/public

3. Critical Thinking Skills
* Identifies central issue
* Recognizes fact and opinion, recognizes point of view, identifies main message
* Suggests solutions to problems describing why to take a specific course of action
* Recognizes cause and effect relationships and explores the impacts
* Constructs a timeline and places events (past, present, and future) in chronological order
* Recognizes and values other peoples' points of view

Instructional Support Materials

Storypath
* Communities and Their Decisions
* Radio Station
* Toy Company

Harcourt Brace
* Living In Our World

Nystrom Geography
* Exploring Where and Why
* People and Place Everywhere
* Map Champ Atlas
* World/US Desk Maps
* Globes
* World/US Map Skills

Instructional Strategies

* Hold class meetings to make decisions. Explore meaning of common good. Why is it important to be honest, kind, and caring?
* What is the meaning of the Pledge of Allegiance? Break it down, identify words that need to be defined, jigsaw, come together
* Do the values of people in different cultures vary? (Compare folklore from various cultures.)
* Establish classroom rules. Discuss reasons for rules and effects of various rules
* Students develop a set of rules for the classroom
* Needs: following lesson/unit on animals or plants, identify basic human needs. Discuss how government meets those needs
* Discuss difference between rules and laws. Brainstorm examples of each to form a chart. Have half the class make a sign that is a law and the other half make a sign that is a rule. Post and discuss (e.g., STOP sign vs. no running in the hall) what it has to do with the community and school

Assessment

* Given a list of various signs illustrating rules and laws, circle the laws in one color, and the rules in another color
* Make a flow chart, illustrating cyclical relationship of student, their needs, working, and the government

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 CIVICS - Understands and explains the organization of government at the federal, state, and local level (e.g., executive, legislative, judicial branches)
* Understands the local government by describing its attributes
* Understands that there are different levels within the government: local, state, and national

2.2 CIVICS - Understands the function and effect of law
* Demonstrates knowledge and need for rules and how they affect the family, classroom, and local community

2.3 CIVICS - Compares and contrasts democracies with other forms of government
* Compares and contrasts another government with a democracy

Instructional Support Materials

Storypath
* Communities and Their Decisions
* Radio Station
* Toy Company

Harcourt Brace
* Living In Our World

Nystrom Geography
* Exploring Where and Why
* People and Place Everywhere
* Map Champ Atlas
* World/US Desk Maps
* Globes
* World/US Map Skills

Instructional Strategies

* Identify the essential individuals within each level of the government (local, state, and national)
* Research to identify the Mayor, how he/she has been so, how he/she was elected, and what groups make laws or rules in the community
* Make a tree with three branches and three labels-Executive, Judicial, and Legislative to glue on the branches. Identify function of each, which they write on three leaves. Then on flowers on each branch, write the key people in each (e.g., House of Representatives-one or more from each state; Senate-two from each state) and how long are their terms of office
* Study various forms of government (e.g., monarchy, democracy). Compare/contrast attributes of each. Put on plays, have students take on role of essential political leaders; act out an issue to deepen understanding
* Define attributes of local government. Who is who and what do they do?

Assessment

* Create a mock city council and have students create rules and problem-solve
* Reflect and answer: What would it be like to live in a ___(monarchy, democracy, oligarchy)
* Identify three branches of government and name the function for each (e.g., Executive Branch enforces the laws)

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 CIVICS - Understands how the world is organized politically and how nations interact
* Begins to understand the role people play within a political boundary
* Begins to understand political boundaries such as those that define cities, states, and nations
* Examines the role people play defining political boundaries
(e.g., our changing maps)

3.2 CIVICS - Recognizes factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations
* Demonstrates skills in conflict resolution, cooperation, and interdependence among individuals and groups

Instructional Support Materials

Storypath
* Communities and Their Decisions
* Radio Station
* Toy Company

Harcourt Brace
* Living In Our World

Nystrom Geography
* Exploring Where and Why
* People and Place Everywhere
* Map Champ Atlas
* World/US Desk Maps
* Globes
* World/US Map Skills

Instructional Strategies

* Have students take a piece of yarn and make a border around their desks. Divide students into groups, each group creating their own "nation" by making a boundary for themselves. Each group names their nation, designs a flag, and develops their own set of rules. Come together as a class for a discussion on how each group organized their nation. Discuss what these boundaries mean. What function they perform. Connect to the world map
* Assign roles (e.g., recorder, go-getter, organizer, distributor). Work together to perform an investigation/experiment

Assessment

* Write about what desk boundaries mean to them
* Work together cooperatively in their "nation", science groups, etc.
* Construct a diagram representing the interdependence of their group

Standard 4. The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.

4.1 CIVICS - Understands individual rights and their accompanying responsibilities (e.g., problem-solving and decision-making at the local, state, national, and international level)
* Demonstrates knowledge of rights and responsibilities and how they relate to classroom, family, and community
* Demonstrates an understanding of their own rights and rights of others

4.2 CIVICS - Identifies and demonstrates right of United States citizenship related to school, local, state, national, and international issues
* Participates in discussions pertaining to school issues
* Understands importance of rights and responsibilities of the individual in the community

4.3 CIVICS - Explains how various stakeholders influence public policy
* Describes how individuals serve in their school or community
(e.g., community service)

Instructional Support Materials

Storypath
* Communities and Their Decisions
* Radio Station
* Toy Company

Harcourt Brace
* Living In Our World

Nystrom Geography
* Exploring Where and Why
* People and Place Everywhere
* Map Champ Atlas
* World/US Desk Maps
* Globes
* World/US Map Skills

Instructional Strategies

* What does it mean to be honest, tolerant, civil, respectful, fair, and to have integrity? How does a person develop these qualities? Second step is a program that looks at conflict resolution and making choices. When shown a picture, the students

• State the problem
• Brainstorm possible solutions
• Choose the best way to solve the problem

* Class meetings
* Explore folklore, identify/examine values. Are these values those we consider important in mainstream America?
* During a unit on plants, study honeybees and the three types of bees that make up a hive (queen, drone, and worker). Discuss each of their roles and responsibilities. Connect to key players in the family or school and discuss roles of each person

Assessment

* Participate in community service or service learning project, etc. (e.g., growing food for the hungry, making books for sick children at the hospital)
* Construct Venn Diagram to represent similarities and differences of values of one culture with another
* Participate in class meetings
* Make a poster identifying rights/responsibilities they have as a community member

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Grade 4

Standard (Curriculum)

Instruction and Assessment

1.2 CIVICS - Examines key ideals of United States democracy
* Identifies and explores the key terms: democracy, leadership, responsibility, freedom, civil rights, discrimination, liberty, and justice
* Applies these terms to the role of being a citizen of the United States
* Compares and contrasts the role of citizenship in the United States to that in other countries

1.3 CIVICS - Examines representative government and citizen participation
* Analyzes how citizen participation is essential in a community
(e.g., classroom, family, and community)

Social Studies Skills
1. Inquiry and Information
* Identifies key words, appropriate and varied sources
* Uses basic research skills
* Locates particular facts in social studies documents
* Identifies main idea
* Presents a product that demonstrates understanding of information and responds to central question

2. Interpersonal and Group Process Skills
* Identifies roles of different members of a group; serves in different roles in a group

3. Critical Thinking Skills
* Identifies central issues, formulates appropriate questions
* Compares advantages and disadvantages, suggests solutions, decides appropriate course of action

Instructional Support Materials

Storypath
* Early Northwest Coast People
* Travel Agency

Harcourt Brace
* States and Regions

Discovering Washington. Ruth Pelz Peregrine Smith Books. 1997

Nystrom Geography
* Washington State Hands On Geography
* Washington State Desk Maps
* Geo Themes Atlas
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Hold a classroom election. One of the best ways for students to understand the government is to actually participate in the process. Elected classroom positions enable younger students to see the process used in a democracy
* Develop a list of rules or a class constitution for use in the classroom. How does this create order in the environment? Why is it important? How will classroom rules/constitution be enforced?
* Create a building-wide student government. To expand upon the example of classroom government, a student council with elected representatives should take on some of the school governance
* Research to investigate types of government
* Research and compare governmental power in various governments. Use cooperative learning groups as a parallel to government to see how working together to accomplish a task is a reason for each branch to serve a particular function

Assessment

* Design an imaginative law. Trace this law as it is handled by the three branches of government. In which branch is the law initiated? Which branch decides the constitutionality of the law?
* List the ways in which a citizen demonstrates responsible citizenship

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.2 CIVICS - Understands the function and effect of law
* Identifies the role of rules and laws in a community

2.3 CIVICS - Compares and contrasts democracies with other forms of government
* Explores ways in which political groups organize to perform tasks to meet the needs of citizens

2. Interpersonal and Group Process Skills
* Identifies roles of different members of a group; serves in different roles in a group

3. Critical Thinking Skills
* Identifies central issues, formulates appropriate questions
* Investigates cause and effect relationships and their impact on people, environment, economic systems

Instructional Support Materials

Storypath
* Early Northwest Coast People
* Travel Agency

Harcourt Brace
* States and Regions

Discovering Washington. Ruth Pelz Peregrine Smith Books. 1997

Nystrom Geography
* Washington State Hands On Geography
* Washington State Desk Maps
* Geo Themes Atlas
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Explore the role of state, city government. Take a field trip to Olympia
* View the National Geographic filmstrip on the American Government. How does government serve the needs of the people? What con government do that individuals cannot?
* Examine examples of monarchies, democracies, oligarchies, etc. In some cases, examples taken from children's literature will help with understanding

Assessment

* Lists, charts, poster, etc. defining human needs
* Select a local or state issue and organize political groups to perform tasks to meet citizens' needs

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 CIVICS - Understands how the world is organized politically and how nations interact
* Describes an understands the commonality that runs through regions to unite them into a nation

3.2 CIVICS - Recognizes factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations
* Provides examples of conflict, cooperation, and interdependence among regions and states

2. Interpersonal and Group Process Skills
* Identifies roles of different members of a group; serves in different roles in a group

3. Critical Thinking Skills
* Identifies central issues, formulates appropriate questions
* Compares advantages and disadvantages, suggests solutions, decides appropriate course of action

Instructional Support Materials

Storypath
* Early Northwest Coast People
* Travel Agency

Harcourt Brace
* States and Regions

Discovering Washington. Ruth Pelz Peregrine Smith Books. 1997

Nystrom Geography
* Washington State Hands On Geography
* Washington State Desk Maps
* Geo Themes Atlas
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Interview members of the community who have come from different countries about the structure of the government in their home country
* Find newspaper articles that discuss foreign policy issues. Discuss in small groups
* Research the function of the United Nations
* Create a class simulation in which groups of students take on the roles of fictional countries. Present them with the scenario in which they must interact over a difficult issue

Assessment

* Presentations to class on a foreign policy issue in the news
* Predict issues that may arise between countries in the future
* Write a letter from the perspective of a leader of a foreign country to the President of the United States, proposing a solution to a foreign policy issue

Standard 4. The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.

4.2 CIVICS - Identifies and demonstrates right of United States citizenship related to school, local, state, national, and international issues
* Explains the importance of being a participating member of a group
* Participates in discussions on issues concerning the local community

4.3 CIVICS - Explains how various stakeholders influence public policy
* Demonstrates how one's own participation in a group can make a difference

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic; asks questions to identify such topics
* Identifies key words, appropriate and varied sources
* Uses basic research skills
* Locates particular facts in social studies documents
* Identifies main idea
* Depicts data using graphic organizers

2. Interpersonal and Group Process Skills
* Identifies roles of different members of a group; serves in different roles in a group

3. Critical Thinking Skills
* Identifies central issues, formulates appropriate questions
* Compares advantages and disadvantages, suggests solutions, decides appropriate course of action
* Investigates cause and effect relationships and their impact on people, environments, and economic systems

Instructional Support Materials

Storypath
* Early Northwest Coast People
* Travel Agency

Harcourt Brace
* States and Regions

Discovering Washington. Ruth Pelz Peregrine Smith Books. 1997

Nystrom Geography
* Washington State Hands On Geography
* Washington State Desk Maps
* Geo Themes Atlas
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Hold regular class meetings with students filling the jobs of Secretary of Transportation (bus monitor), Secretary of Labor (sets up regular classroom jobs), Secretary of Treasury (lunch money or school supplies), Secretary of State (student council representative), Attorney General (makes sure classroom rules are followed
* Explore the meaning of "common good". Why is it important to be honest, kind, and caring? What are some of the repercussions of not functioning for the common good?
* Examine a variety of articles to see if they show examples of people working for/against the common good. Give examples of how these ideals are valued by the community
* Write firsthand accounts of responsible citizenship role-play
* Reading a biography, then give examples of personal traits that are valued in that culture

Assessment

* Read/listen to several biographies. Give examples of people who show the traits of honesty, tolerance, civility, respect, fairness, and integrity

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Grade 5

Standard (Curriculum)

Instruction and Assessment

1.1 CIVICS - Understands and interprets the major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents
* Analyzes the key components of the Declaration of Independence and Constitution

1.2 CIVICS - Examines key ideals of United States democracy
* Applies knowledge of key ideals of United States' democracy in specific situations

1.3 CIVICS - Examines representative government and citizen participation
* Applies examples of rights and responsibilities of citizenship to specific situations

By the end of fifth grade, the student:
1.1
* Identifies and describes the essential characteristics of the Declaration of Independence
*Identifies and describes the essential characteristics of the Constitution
1.2
* Identifies key democratic ideals of US government
* Identifies the traits of responsible citizenship and explains how they contribute to the democratic ideal
1.3
* Identifies examples of rights and responsibilities of citizenship

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic; asks questions to identify subtopics
* Identifies key words, identifies appropriate and varied sources; uses basic research skills; uses table of contents and indices as a social studies reference materials
* Locates particular facts in social studies documents; identifies the main idea
* Locates data into graphic organizers
* Creates a product that demonstrates understanding of information and responds to central questions; presents product to meaningful audience

2. Interpersonal and Group Process Skills
* Communicates own feelings and beliefs; listens to viewpoints on social studies issues
* Identifies roles of different members of a group; serves in different roles in a group
* Identifies appropriate people to gain needed information, asks relevant questions, records answers

3. Critical Thinking Skills
* Identifies central issues, formulates appropriate questions
* Distinguishes between fact and opinion, clarifies point of view; identifies main message and target audience
* Compares advantages and disadvantages, suggests solutions, decides appropriate course of action
* Investigates cause and effect relationships and their impact on people, environments, and economic systems
* Groups human and natural events into broadly defined eras and places in proper sequence on a timeline
* Assumes and portrays others' points of view

Instructional Support Materials

Storypath
* Colonial Boston and the Struggle for Independence
* Oregon Trail
* Museum

Harcourt Brace
* America's Story

Nystrom Geography
* US Hands On Geography
* United States Desk Maps
* Exploring Our Country Atlas
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Rewrite the Declaration of Independence using their own words
* Write a class constitution then compare/contrast to the US Constitution
* Explore the meaning of common "good". Why is it important to be honest, kind, and caring? Present scenarios/reader's theater presenting repercussions of not functioning for the common good
* Examine historic and current newspaper articles or documents to identify firsthand accounts of the rights of responsible citizenship
* Create a Tree Map describing the essential components of the Declaration of Independence and the Constitution
* Have students read the Declaration of Independence then create picture panels to illustrate each section

Assessment

* Be a citizen of the time. Write a letter to your relatives explaining what the Declaration of Independence is and why it is important
* Write a class constitution that includes a Bill of Rights for students

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 CIVICS - Understands and explains the organization of government at the federal, state, and local level (e.g., executive, legislative, judicial branches)
* Identifies and describes the three branches of government and major individuals within
* Distinguishes between local, state, and national government and identifies representatives from each

2.2 CIVICS - Understands the function and effect of law
* Analyzes the role of rules and laws in a community

2.3 CIVICS - Compares and contrasts democracies with other forms of government
* Explains what governments are and their importance to citizens

By the end of fifth grade, the student:
2.1
* Identifies the people and entities who make, apply, and enforce rules and laws
* Distinguishes among local, state, and national public servants
2.2
* Explains the purpose of rules and laws
2.3
* Explains what government is and what governments do
* Understands that different societies have different forms of government

Instructional Support Materials

Storypath
* Colonial Boston and the Struggle for Independence
* Oregon Trail
* Museum

Harcourt Brace
* America's Story

Nystrom Geography
* US Hands On Geography
* United States Desk Maps
* Exploring Our Country Atlas
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Choose a bill in the State Legislature or the Congress and follow the bill through the legislative process to its conclusion. Use a Flow Map to organize this process and to record findings
* If possible, visit City Hall, State Capitol, etc.
* Simulate a current public hearing/town meeting by having members in the class represent a variety of opinions

Assessment

* Design an imaginative law. Trace this law as it is handled by the three branches of government
* Report on or reenact various types of government

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 CIVICS - Understands how the world is organized politically and how nations interact
* Identifies the specific kinds of roles individuals might play when interacting with other nations (e.g., the president, a peace corps volunteer, an interpreter)

3.2 CIVICS - Recognizes factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations
* Explains why regions and states would want to develop relationships with other nations

By the end of fifth grade, the student:
3.1
* Explains what a nation is and how the world is divided into many nations
3.2
* Provides examples of conflict, cooperation, and interdependence among individuals, groups, and nations
* Explains why a nation would want to develop relationships with other nations

Instructional Support Materials

Storypath
* Colonial Boston and the Struggle for Independence
* Oregon Trail
* Museum

Harcourt Brace
* America's Story

Nystrom Geography
* US Hands On Geography
* United States Desk Maps
* Exploring Our Country Atlas
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Develop questions and write letters to (or interview if possible) people who work in government jobs that involve working with other countries (e.g., peace corps volunteers, ambassadors, military attaches) asking about the purpose of their work
* Divide into groups and take on the role of different nations. Research the political structure of those countries. Then present scenarios where the "nations" have to interact

Assessment

* Write to prompt "When nations interact..."
* Portray different individuals who work in positions to interact with other nations on a panel where they answer questions from an audience

Standard 4. The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.

4.2 CIVICS - Identifies and demonstrates right of United States citizenship related to school, local, state, national, and international issues
* Demonstrates an understanding of the importance of citizenship by voicing an opinion and casting a vote

4.3 CIVICS - Explains how various stakeholders influence public policy
* Describes how one person can make a difference in school or the local community (e.g., holding school office, organizing a food drive)

By the end of fifth grade, the student:
4.1
* Identifies individual rights and the responsibilities they imply and the importance of respecting the rights of others
4.2
* Participates in civic discussion pertaining to public issues at school and in the local community
* Explains the important characteristics of US citizenship
4.3
* Describes how one person can make a difference in school or the local community

Instructional Support Materials

Storypath
* Colonial Boston and the Struggle for Independence
* Oregon Trail
* Museum

Harcourt Brace
* America's Story

Nystrom Geography
* US Hands On Geography
* United States Desk Maps
* Exploring Our Country Atlas
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Follow a local election in newspaper and have candidates visit classrooms
* Hold elections for class jobs and offices
* Assign students to prepare a report on a person in their community who is making a difference
* Develop a "how to" book for how to be a good citizen

Assessment

* Prepare a graphic representation (Flow Map) of the process of an election
* Evaluate student reports/books using rubric

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Grade 6

Standard (Curriculum)

Instruction and Assessment

1.1 CIVICS - Understands and interprets the major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents
* Develops an awareness of and examines foundational documents of early civilizations

1.2 CIVICS - Examines key ideals of United States democracy
* Examines the origins of early forms of government, especially democracy

1.3 CIVICS - Examines representative government and citizen participation
* Identifies individual rights
* Examines responsibilities of citizenship in a variety of cultures

Social Studies Skills
1. Inquiry and Information
* Gathers information from a variety of sources (e.g., primary documents, interviews, reference materials, periodicals)
* Draws conclusions based on text

2. Interpersonal and Group Process Skills
* Listens critically
* Participates in group presentation

3. Critical Thinking Skills
* Identifies central issues
* Identifies multiple perspectives

Instructional Support Materials

Silver Burdett Ginn
* The World and Its People

Instructional Strategies

* Work in groups to construct a foundational document for a classroom government
* Test the foundational document for the classroom for validity and purpose
* Examine foundational documents (relating to early civilizations) to seek out commonalities. Students use compare/contrast thinking map, such as a Double Bubble Map
* Compare/contrast different forms of government
* Students work in groups to study rights and responsibilities of citizenship in different cultures

Assessment

* Class discussion
* Classroom presentation
* Compare/contrast paper on different types of government
* Panel presentation

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 CIVICS - Understands and explains the organization of government at the federal, state, and local level (e.g., executive, legislative, judicial branches)
* Examines the underlying political structures of a variety of cultures

2.2 CIVICS - Understands the function and effect of law
* Recognizes the purpose of rules and laws in many cultures

2.3 CIVICS - Compares and contrasts democracies with other forms of government
* Compares and contrasts a variety of political systems

Social Studies Skills
1. Inquiry and Information
* Uses a variety of strategies to generate and narrow a focus on a specific topic
* Draws conclusions based on text

2. Interpersonal and Group Process Skills
* Listens critically
* Participates in group presentation

3. Critical Thinking Skills
* Compares advantages, disadvantages, and suggests alternate solutions
* Understands and takes perspective based on the time period, group of people, and social hierarchy being studied

Instructional Support Materials

Silver Burdett Ginn
* The World and Its People

Instructional Strategies

* Look at a specific time in history to see why a certain law was established. What needed piece of information did it offer to the citizens?
* Study laws still on the books but not enforced and discuss why
* Construct a chart of their individual family unit and the underlying structure that makes it work
* Create a fictitious town which needs to elect leaders and conduct general business
* Compare a democracy with other forms of government

Assessment

* Brainstorm
* Chart of family organization
* Simulation
* Compare/contrast political systems

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 CIVICS - Understands how the world is organized politically and how nations interact
* Understands the progression of how the world is organized politically from city-states, to empires, to nations

3.2 CIVICS - Recognizes factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations
* Identifies current global issues which affect all individuals, groups, and environments

2. Interpersonal and Group Process Skills
* Listens critically
* Participates in group presentation

3. Critical Thinking Skills
* Identifies central issues
* Identifies multiple perspectives
* Analyzes and evaluates the impact of ideas, events, and/or people on groups, environments, economic systems, and/or subsequent events

Instructional Support Materials

Silver Burdett Ginn
* The World and Its People

Instructional Strategies

* Research and study examples of monarchies, democracies, oligarchies, etc.
* Experiment in the classroom with mini simulations of running the classroom using different types of government and looking at the advantages/disadvantages
* Work in cooperative groups to learn how different segments of the same organization (e.g., PTSA, school board, superintendent, SEA) work separately and together to accomplish the task of educating Seattle's students
* Brainstorm global issues having worldwide impact, and study the development of foreign policy to address these issues (e.g., terrorism)

Assessment

* Discussion
* Group work
* Flow map/chart of an organization

Standard 4. The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.

4.2 CIVICS - Identifies and demonstrates right of United States citizenship related to school, local, state, national, and international issues
* Compares the rights of United States citizens to other citizens in the world

4.3 CIVICS - Explains how various stakeholders influence public policy
* Recognizes that individuals may or may not have the opportunity to influence public policy in various world cultures

Social Studies Skills
1. Inquiry and Information
* Gathers information from a variety of sources
* Uses ideas and perspective to produce a product with focus on details, organization, and voice

2. Interpersonal and Group Process Skills
* Listens critically
* Participates in group presentation
* Identifies appropriate people to gain needed information

3. Critical Thinking Skills
* Identifies multiple perspectives
* Compares advantages, disadvantages, and suggests alternate solutions
* Understands and takes perspective based on the time period, group of people, and social hierarchy being studied

Instructional Support Materials

Silver Burdett Ginn
* The World and Its People

Instructional Strategies

* Discuss and chart the rights/responsibilities of people in the school community
* Set up scenarios where rights, roles, and status of an individual in the school community pose problems for others
* Compare the reasons for difference in rights and responsibilities of different key people in the school via interviews
* Collect current events to study rights and responsibilities of citizens in different parts of the world
* Conduct a panel discussion

Assessment

* Discussion
* Group simulation
* Compare/contrast chart and/or paper
* Panel

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Grade 7

Standard (Curriculum)

Instruction and Assessment

1.1 CIVICS - Understands and interprets the major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents
* Describes the important origins and components of the Declaration of Independence and their implications on past and present day societies
* Analyzes Bill of Rights and how each right applies to present day society
* Compares and contrasts past and present applications of each of the individual rights outlined in the Bill of Rights

1.2 CIVICS - Examines key ideals of United States democracy
* Describes the five principles of the Constitution and each of their implications on all cultural groups
* Analyzes the Declaration of Independence and how it applies to present day society

1.3 CIVICS - Examines representative government and citizen participation
* Explains the importance of civic participation in the democratic government
* Understands the system of governing through a representative government

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic; asks questions to identify the subtopic
* Uses basic search skills
* Locates particular facts in social studies documents
* Identifies main idea
* Presents a product that demonstrates understanding of information and responds to critical question
* Depicts data using graphic organizers

2. Interpersonal and Group Process Skills
* Identifies roles of different members of a group; serves in different roles in groups
* Identifies appropriate people to gain needed information, asks relevant questions, records answers

3. Critical Thinking Skills
* Groups human and natural events into broadly defined eras and places in proper sequence on a timeline
* Distinguishes among fact and opinion; clarifies point of view; identifies main message and target audience

Instructional Support Materials

Prentice Hall
* The American Nation. Beginnings to 1877

Instructional Strategies

* Trace historical roots of the US Declaration of Independence, the Constitution, and the Bill of Rights through use of Flow Maps
* Chart principles in foundational documents using Tree Maps

Assessment

* Research paper
* Group simulation

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 CIVICS - Understands and explains the organization of government at the federal, state, and local level (e.g., executive, legislative, judicial branches)
* Describes the three branches of government (executive, legislative, judicial) and their roles
* Explains how one branch of government can check on the other through process of checks and balances

2.2 CIVICS - Understands the function and effect of law
* Describes the structure of the three branches of government (legislative, executive, judicial), political parties, and local, state, and federal governments

2.3 CIVICS - Compares and contrasts democracies with other forms of government
* Explains the similarities and differences in how a democratic government functions compared to other forms of government

Instructional Support Materials

Prentice Hall
* The American Nation. Beginnings to 1877

Instructional Strategies

* Use cooperative learning groups as a parallel to government to see how working together to accomplish a task is a reason for each branch to serve a particular function
* Distinguish between making, enforcing, and interpreting rules and laws
* Use Double Bubble Maps to show brief comparisons of democracies with other forms of government
* Trace several examples of how protective powers have been observed. Research effectiveness to recall, elections, impeachment, freedom of the press, and separation of powers as checks on the misuse of power

Assessment

* Research paper

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 CIVICS - Understands how the world is organized politically and how nations interact
* Describes how and why United States foreign policy is formulated and the role played by the United States, other nations, and world organizations in the development of foreign policy

3.2 CIVICS - Recognizes factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations
* Understands how global issues affect all individuals, groups, and environments, and how these issues affect international relations

Instructional Support Materials

Prentice Hall
* The American Nation. Beginnings to 1877

Instructional Strategies

* Read and study current event articles referring to political processes
* Use current event articles to study relationships between US and other countries
* Identify those parts of the Constitution regarding foreign policy
* Discuss global organizations and how they impact foreign policy and relationships between countries
* Discuss cabinet positions specifically involving foreign policy
* Study US relationships with Mexico and Canada. Discuss similarities and differences using a Double Bubble Map

Assessment

* Discuss who in the national government is responsible for drawing up foreign policy
* Compare/contrast at least three countries and their relationships with the United States in three areas (e.g., extradition, trade, foreign immigration)

Standard 4. The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.

4.1 CIVICS - Understands individual rights and their accompanying responsibilities (e.g., problem-solving and decision-making at the local, state, national, and international level)
* Understands the similarities and differences between individual rights and the responsibility of common good at all government levels

4.2 CIVICS - Identifies and demonstrates right of United States citizenship related to school, local, state, national, and international issues
* Uses knowledge of facts and concepts drawn from history, along with historical inquiry, to inform decision-making and action taking on public issues

4.3 CIVICS - Explains how various stakeholders influence public policy
* Analyzes how diverse public opinion affects the development of policy decisions

Instructional Support Materials

Prentice Hall
* The American Nation. Beginnings to 1877

Instructional Strategies

* Brainstorm rights and privileges of students at school using a Tree Map. Discuss the distinction between a right and a privilege
* Discuss how rights and privileges of individuals impact others
* Study the role of lobby groups and editorials and their effect on policy decisions
* Distinguish between responsibility and task

Assessment

* Write a short essay answer or use a thinking map to explain his/her citizenship rights as they are related to school, local, state, national, and international issues
* Compare/contrast and give examples of rights and privileges

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Grade 8

Standard (Curriculum)

Instruction and Assessment

1.2 CIVICS - Examines key ideals of United States democracy
* Understands key government institutions in the Pacific Northwest states

1.3 CIVICS - Examines representative government and citizen participation
* Explains how Pacific Northwest citizens govern through representative government and empower representatives to make, interpret, and enforce laws to carry out policy

By the end of eighth grade, the student:
1.1
* Describes the origins and creation of foundational documents such as the Declaration of Independence and the Constitution
* Explains specific rights guaranteed by the Constitution and how these rights are related to responsibilities
1.2
Explains key democratic ideals of the US government and discusses their application in specific situations
* Describes efforts to reduce differences between democratic ideals and realities
1.3
* Explains how Pacific Northwest citizens govern through representative government and empower representatives to make, interpret, and enforce laws to carry out policy
* Explains how the US government includes concepts of both a democracy and a republic

Social Studies Skills
1. Inquiry and Information
* Recognizes relevant facts and ideas in social studies documents; evaluates bias of sources/authors; classifies information as fact/opinion

2. Interpersonal and Group Process Skills
* Articulates a particular perspective/value orientation; demonstrates content knowledge; listens critically and builds upon the ideas of others

3. Critical Thinking Skills
* Analyzes and evaluates the impact of ideas, evens, and/or people on groups, environments, economic systems and/or subsequent events

Instructional Support Materials

Glencoe McGraw-Hill
* World Geography

Pacific Publishing Co
* The Washington Story. History of Our State

Instructional Strategies

* Trace the roots of the US Constitution and independence movement. Compare how other governments come to power
* Distinguish between rights and privileges

Assessment

* Research paper
* Discussion/chart

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 CIVICS - Understands and explains the organization of government at the federal, state, and local level (e.g., executive, legislative, judicial branches)
* Describes the structure of state governments in the Pacific Northwest including the legislative, executive, and judicial branches; state and local levels; and political parties

2.2 CIVICS - Understands the function and effect of law
* Understands the key functions of the Pacific Northwest governments

2.3 CIVICS - Compares and contrasts democracies with other forms of government
* Compares and contrasts various governments in the Pacific Northwest

By the end of eighth grade, the student:
2.1
* Describes how the state and federal government derives its power from the consent of the governed through voting, constituent meetings
* Describes the structure of state and federal government including the legislative, executive, and judicial branches; federal, state, and local levels; and political parties
2.2
* Distinguishes among making, enforcing, and interpreting laws
2.3
* Describes the purposes of government and how its powers are acquired, used, and justified
* Describes a variety of forms of government
* Explains how various forms of government have different effects on the lives of people

Social Studies Skills
1. Inquiry and Information
* Creates a product that uses social studies content to support findings; present a product in appropriate manner to a meaningful audience

2. Interpersonal and Group Process Skills
* Participates in delegating duties, establishing rules, planning, making decision, taking action in group settings

3. Critical Thinking Skills
* Reconstructs and expresses others' points of view highlighting an historic, geographic, civic, or economic perspective

Instructional Support Materials

Glencoe McGraw-Hill
* World Geography

Pacific Publishing CO
* The Washington Story. History of Our State

Instructional Strategies

* Distinguish between making, enforcing, and interpreting rules and laws
* Simulation: Create a fictitious town which needs to elect leaders and conduct general business

Assessment

* Discussion/research paper
* Group simulation

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 CIVICS - Understands how the world is organized politically and how nations interact
* Understands how the local, state, and other foreign governments are organized and how they interact with other governments

By the end of eighth grade, the student:
3.1
* Describes and explains how national interest affect international relations
* Describes US roles and interests in major international organizations and international political alliances
3.2
* Defines foreign policy and identifies the factors that influence
* Describes and explains historical and contemporary examples of US foreign policy
* Identifies and describes the roles of international and multinational organizations in foreign policy

Social Studies Skills
1. Inquiry and Information
* Creates a product that uses social studies content to support findings; present a product in appropriate manner to a meaningful audience

2. Interpersonal and Group Process Skills
* Participates in delegating duties, establishing rules, planning, making decision, taking action in group settings

3. Critical Thinking Skills
* Understands the variety of perspectives among different peoples in local and international settings

Instructional Support Materials

Glencoe McGraw-Hill
* World Geography

Pacific Publishing CO
* The Washington Story. History of Our State

Instructional Strategies

* Provide brief examples of monarchies, democracies, oligarchies, etc. In some cases, examples taken from children's literature will help with understanding
* Research the types of organizations which are powerful in each country, starting with a list of countries and their types of government and using Tree Maps

Assessment

* Discussion
* Simulation
* Chart, research paper

Standard 4. The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.

4.2 CIVICS - Identifies and demonstrates right of United States citizenship related to school, local, state, national, and international issues
* Participates in civic discussions with the aim of solving current problems in the Pacific Northwest (e.g., timber, airplane industry, technology)

4.3 CIVICS - Explains how various stakeholders influence public policy
* Understands the rights and responsibilities of citizenship and participation in democracy at both local and international levels

By the end of eighth grade, the student:
4.1
* Explains how responsibility to the common good might conflict with the exercise of individual rights
*Examines whey democracy requires government to protect the rights of citizens and to promote the common good
4.2
* Participates in civic discussions with the aim of solving current problems (e.g., curfew, timber policies, foreign aid policies)
* Discusses how voting in a representative democracy is a privilege and a responsibility
4.3
* Analyzes the influence of various interest groups and individuals on the development of public policy and decision-making
* Describes the relationship between civic responsibility and public service

Social Studies Skills
1. Inquiry and Information
* Formulates an effective open-ended question
* Evaluates fact vs. opinion

2. Interpersonal and Group Process Skills
* Makes decisions, plans, and takes action in a group
* Articulates a particular perspective/value orientation; demonstrates content knowledge; listens critically and builds upon the ideas of others
* Participates in delegating duties, establishing rules, planning, making decision, taking action in group settings

3. Critical Thinking Skills
* Analyzes and evaluates the impact of ideas, evens, and/or people on groups, environments, economic systems and/or subsequent events
* Understands the variety of perspectives among different peoples in local and international settings

Instructional Support Materials

Glencoe McGraw-Hill
* World Geography

Pacific Publishing CO
* The Washington Story. History of Our State

Instructional Strategies

* Distinguish between rights and privileges
* Distinguish between responsibility and task
* Expand upon classroom governance (e.g., a student council with elected representatives taking on some of the school governance

Assessment

* Discussion
* Discussion, role playing, simulation
* Simulation, role playing

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Grade 9

Standard (Curriculum)

Instruction and Assessment

1.1 CIVICS - Understands and interprets the major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents
* Traces core democratic values to earlier and ancient civilizations
* Identifies aspects of historical texts that have created the precedent for the United States

1.2 CIVICS - Examines key ideals of United States democracy
* Examines the values and political systems of pre-democratic societies as a point of comparison to the United States
* Identifies the origins of the values of democratic society

1.3 CIVICS - Examines representative government and citizen participation
* Examines democracy and representative republicanism
* Compares ancient political systems

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought in social studies that explains the how and why
* Identifies key words
* Uses appropriate search method and strategies
* Find vital information (e.g., online/media)
* Analyzes the sources
* Refers to a variety of social studies sources and compares for validity and reliability
* Creates and explains outlines, maps, charts, timelines, tables that help resolve problems
* Produces a product that supports the thesis and presents to a meaningful audience

2. Interpersonal and Group Process Skills
* Demonstrates original ideas, shows content knowledge, listens critically and builds upon the ideas of others, asks clarifying questions, and challenges statements of others
* Participates in constructing and planning a mock trial, debate, panel discussion, or group discussion
* Identifies appropriate subjects for a specific topic and poses relevant questions

3. Critical Thinking Skills
* Identifies a particular problem and gathers and synthesizes information
* Distinguishes between fact and opinion and comes to relevant conclusions
* Gathers factual information and opinions and finds conclusions based on the gathered data
* Takes an issue or problem and finds relevant cause and effect information
* Takes relevant information and finds causes and effects related to changes in time
* Analyzes a cause/effect and perspectives based on different views of causation

Instructional Support Materials

Prentice Hall
* World Cultures. A Cultural Mosaic

Instructional Strategies

* Define democracy as it applies to the Greeks and the Romans
* Look at the writings of the ancient Greeks, Romans, and Enlightenment thinkers as precursors to our democratic government
* Look at the differences, with a Double Bubble Map, between the government of pre-colonial England and the USA in its inception
* Define and analyze the values of democracy
* Make a Double Bubble Map comparing the Roman form of government to the Greek

Assessment

* Create a chart looking at and comparing Locke, Montesquie, Magna Carta, Rights of Englishmen, and correlation to Declaration of Independence
* Write an essay comparing Greek and Roman democracy

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 CIVICS - Understands and explains the organization of government at the federal, state, and local level (e.g., executive, legislative, judicial branches)
* Demonstrates an understanding of historical bureaucracies, legal systems, and the centralization of governments

2.2 CIVICS - Understands the function and effect of law
* Analyzes the development of legal codes across cultures and historical time periods

2.3 CIVICS - Compares and contrasts democracies with other forms of government
* Describes the purposes of government and how powers are acquired and what makes this power legitimate
* Differentiates between various forms of government (e.g., democracy, monarchy, oligarchy)
* Compares/contrasts the role of the citizen in different systems

2. Interpersonal and Group Process Skills
* Demonstrates original ideas, shows content knowledge, listens critically and builds upon the ideas of others, asks clarifying questions, and challenges statements of others
* Identifies appropriate subjects for a specific topic and poses relevant questions

3. Critical Thinking Skills
* Distinguishes between fact and opinion and comes to relevant conclusions
* Takes an issue or problem and finds relevant cause and effect information
* Takes relevant information and finds causes and effects related to changes in time

Instructional Support Materials

Prentice Hall
* World Cultures. A Cultural Mosaic

Instructional Strategies

* Compare with a Double Bubble Map, the federal division of powers to that of Washington State
* Look at the legal codes across cultures and time periods
* Define government legitimacy, using a Circle Frame Map
* Apply legitimacy to various governments
* Define and examine various forms of government

Assessment

* Write an essay on different forms of legitimacy
* Create a chart to compare/contrast various forms of government

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 CIVICS - Understands how the world is organized politically and how nations interact
* Evaluates the balance of power between civilizations in terms of trade, military, and colonial relationships
* Describes how civilizations established sovereignty and the conflicts that emerge over the concept of sovereignty

3.2 CIVICS - Recognizes factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations
* Examines the political, social, and economic motivations behind the paths of foreign policy and a variety of civilizations and societies
* Identifies the key aspects of mercantilism and colonialism

3. Critical Thinking Skills
* Distinguishes between fact and opinion and comes to relevant conclusions
* Takes an issue or problem and finds relevant cause and effect information
* Analyzes a cause/effect and perspectives based on different views of causation

Instructional Support Materials

Prentice Hall
* World Cultures. A Cultural Mosaic

Instructional Strategies

* Define sovereignty and examine its different meanings
* Define mercantilism and assess its impact on the relationship between England and the American colonies

Assessment

* Take an essay test on definitions and applications of sovereignty
* Create a comparison chart on mercantilism

Standard 4. The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.

4.1 CIVICS - Understands individual rights and their accompanying responsibilities (e.g., problem-solving and decision-making at the local, state, national, and international level)
* Examines the conflicts that emerge between individual rights and the common good
* Explores the concept of civic duty and responsibility to community by examining various political philosophies (e.g., Chinese, Egyptian, pre-Columbian Americas)

4.2 CIVICS - Identifies and demonstrates right of United States citizenship related to school, local, state, national, and international issues
* Traces the expansion of citizen participation in their governments
* Analyzes the importance of mass movements demonstrating the power and influence of the governed (e.g., peasant rebellions)

4.3 CIVICS - Explains how various stakeholders influence public policy
* Draws connections between citizen action and government initiated reforms in pre-democratic societies

3. Critical Thinking Skills
* Distinguishes between fact and opinion and comes to relevant conclusions
* Takes an issue or problem and finds relevant cause and effect information
* Analyzes a cause/effect and perspectives based on different views of causation

Instructional Support Materials

Prentice Hall
* World Cultures. A Cultural Mosaic

Instructional Strategies

* Define with a Circle Frame Map the concepts of rights and responsibilities of students
* Look at three democratic societies and identify similarities in concepts of civic duty and responsibility
* Analyze the role of the supreme court in the expansion of suffrage
* Look at the modern civil rights movement and analyze the impact on civil rights legislation
* Examine the metamorphosis and impact of one of the following: Magna Carta, Glorious Revolution, others

Assessment

* Group project on forms of civic duty

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Grade 10

Standard (Curriculum)

Instruction and Assessment

1.1 CIVICS - Understands and interprets the major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents
* Understands and interprets the Declaration of Independence, the Constitution, and other foundational documents of the United States and their role in the world
* Correlates US Constitution to the State Constitution
* Compares and contrasts the US Constitution to the State Constitution

1.2 CIVICS - Examines key ideals of United States democracy
* Examines key ideals of United States democracy in a world setting

1.3 CIVICS - Examines representative government and citizen participation
* Examines representative government and citizen participation
* Understands and explains how United States government differs from other governments of the world

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought in social studies that explains the how and why
* Uses a variety of sources to identify key words
* Analyzes sources for reliability
* Refers to alternative sources to analyze validity of sources and information
* Creates and explains charts and graphs; timelines and tables with diverse perspectives
* Produces a product that reflects two different points of view of historical perspective

2. Interpersonal and Group Process Skills
* Articulates diverse perspectives
* Demonstrates relevant content knowledge and builds on a continuum of ideas
* Participates in a mock trial, debate, panel discussion, or group discussion
* Selects appropriate people with diverse perspectives on a specific topic and asks questions that do not exhibit bias

3. Critical Thinking Skills
* Identifies an issue and gathers information from diverse points of view
* Discusses and analyzes the relevance of diverse points of view
* Gathers information and opinions from diverse perspectives and finds conclusions based on the gathered data
* Finds diverse perspectives of a specific issue and analyzes difference in views of causation
* Gathers information relative to a specific issue/event from different time frames and analyzes the difference in perspectives
* Analyzes different views of cause/effect based on diverse scholarly points of view

Instructional Support Materials

Holt, Rinehart
* World History. Continuity and Change

And Other Sources:
* Current Primary Source Material

Instructional Strategies

* Examine Revolutionary America. After examining, make a timeline of revolution inspired by the American Revolution, using the Flow Map
* Read about the forms of government represented in the industrial nations. Compare/contrast the roles of government and citizen participation in the various governments, using the Double Bubble Map
* Define the concepts of rights and responsibilities of citizens
* Compare/contrast historic documents (e.g., Declaration of Independence)

Assessment

* Explain the role of the United States' quest for democracy in a world setting
* In an essay, compare/contrast the roles of government and citizens in the industrial nations
* Write an essay on conflict between rights and responsibilities
* Write an essay examining the role of the average citizen in a critical constitutional issue

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 CIVICS - Understands and explains the organization of government at the federal, state, and local level (e.g., executive, legislative, judicial branches)
* Demonstrates understanding of the structure of governments by comparing and contrasting governments of the world

2.2 CIVICS - Understands the function and effect of law
* Explains how laws wore in a variety of world settings

2.3 CIVICS - Compares and contrasts democracies with other forms of government
* Selects from a group of democracies two democracies and then compares and contrasts the democracies with other forms of government

Instructional Support Materials

Holt, Rinehart
* World History. Continuity and Change

And Other Sources:
* Current Primary Source Material

Instructional Strategies

* Read the Constitution of the United States. Note the parts of the Constitution establishing the branches of government. Along with other readings of teacher/student choice, explore and learn the branches of government established with the adoption of the United States Constitution
* Read excerpts that illustrate different methods of establishing law in the industrial nations. Read excerpts that illustrate how law is established in a number of third world countries
* Select a number of countries with various forms of governments. Compare/contrast democracies with other forms of government. Use a Double Bubble Map
* Describe and compare how citizens participate in governmental decision in diverse political settings
* Compare the constitutions of the United States, South Africa, and Mexico

Assessment

* Use multiple-choice questions to identify the purpose of governments
* Use an essay to explain how laws work in a variety of world settings
* Demonstrate knowledge by explaining the differences in a small group setting
* Create a constitution comparison chart
* Write an essay researching citizen participation in a third world country

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 CIVICS - Understands how the world is organized politically and how nations interact
* Examines the role of citizens of the world and their role in how the world is organized politically and how the nations interact

3.2 CIVICS - Recognizes factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations
* Identifies major factors that contribute to the United States' foreign policy and how the foreign policy impacts the world

Instructional Support Materials

Holt, Rinehart
* World History. Continuity and Change

And Other Sources:
* Current Primary Source Material

Instructional Strategies

* Examine how policy was made that resulted in the entering of the United States into World War I
* Investigate various international organizations and their impact on the world order
* Look at major presidential doctrines (e.g., Monroe) and their effects on our foreign policy

Assessment

* Demonstrate understanding of foreign policy by correctly answering a series of questions related to international relationships
* Create a comparison chart of presidential doctrines
* Write an essay comparing the League of Nations to the United Nations

Standard 4. The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.

4.1 CIVICS - Understands individual rights and their accompanying responsibilities (e.g., problem-solving and decision-making at the local, state, national, and international level)
* Uses the rights and responsibilities of citizenship to compare and contrast democratic civic involvement at different levels of government in the world

4.2 CIVICS - Identifies and demonstrates right of United States citizenship related to school, local, state, national, and international issues
* Explains how the rights and responsibilities of citizenship at the different levels of government impact the world

4.3 CIVICS - Explains how various stakeholders influence public policy
* Identifies and explains how participation in government influences public policy

Instructional Support Materials

Holt, Rinehart
* World History. Continuity and Change

And Other Sources:
* Current Primary Source Material

Instructional Strategies

* Examine a current or past event that has its roots in the principles upon which the United States was founded. Specifically, pay close attention to rights and responsibility, rights of the United States citizen, and how stakeholders influence public policy. Use the Circle Frame Map
* Analyze how complex issues can be addressed when individuals are willing to try to come to agreement through negotiation and compromise

Assessment

* Demonstrate knowledge by making a panel presentation to another class
* Write an essay on a significant individual who affected great change

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Grade 11

Standard (Curriculum)

Instruction and Assessment

1.1 CIVICS - Understands and interprets the major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents

1.2 CIVICS - Examines key ideals of United States democracy

1.3 CIVICS - Examines representative government and citizen participation

By the end of eleventh grade, the student:
1.1
* Explains key concepts found within foundational documents and evaluates their impact on the contemporary US political system
* Analyzes how specific rights guaranteed by the Constitution can be modified as the Constitution remains open to change and interpretation
1.2
* Examines the origins and continuing influence of key democratic ideals of the US government
* Analyzes why democratic ideals demand that people work together to reduce the disparity between those ideals and realities
1.3
* Examines and evaluates how citizens use and influence governmental institutions and processes to solve problems

Social Studies Skills
1. Inquiry and Information
* Identifies key words; uses advances search strategies; independently locates appropriate and varied information sources; evaluates primary/secondary sources

2. Interpersonal and Group Process Skills
* Participates in developing group process, persuades, compromises, debates, resolves conflicts, and negotiates differences

3. Critical Thinking Skills
* Reconstructs and expresses multiple points of view and integrates an historic, civic, or economic perspective

Instructional Support Materials

Addison-Wesley
* The United States and Its People. 1993

McDougal, Littell
* The Americans. 1994

Instructional Strategies

* Analyze how core American civic values are expressed in those documents that provide the basis for our democratic form of government, including the Magna Carta, the Mayflower Compact, the Declaration of Independence, the Articles of Confederation, the Albany Plan of Union, the Federalist papers, the Constitution, the Bill of Rights, and other amendments
* Analyze key Supreme Court decisions (e.g., Marbury v. Madison, McCulloch v. Maryland, Dred Scott v. Sanford, Plessy v. Ferguson, Brown v. Board of Education of Topeka, Miranda v. Arizona, and Roe v. Wade) in terms of the ongoing struggle to realize democratic ideals; explore how these decision embody constitutional civic values and the evolution and application of constitutional values within American political, economic, and social life
* Critically analyze historic Supreme Court cases to determine how well they reflect the intent and spirit of the Constitution then and now

Assessment

* Amendment test
* Moot Supreme Court Hearing
* Test on landmark Supreme Court cases

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.2 CIVICS - Understands the function and effect of law
* Examines and analyzes the changing role of the Supreme Court as the arbiter of the Constitution

2.3 CIVICS - Compares and contrasts democracies with other forms of government
* Identifies and examines the differences between government under the Articles of Confederation and the Constitution

By the end of eleventh grade, the student:
2.1
* Examines and explains the constitutional principles that establish and limit government
* Analyzes problems and solutions related to the distribution of power between the legislative, executive, and judicial branches of government
2.2
* Explains how the Constitution is maintained as the supreme law of the land and how it is changed or amended
2.3
* Explains the purposes of government and analyzes how its powers are acquired, used, justified, and balanced
* Compares and contrasts US democracy and other forms of government
* Analyzes and explains how citizens can influence governments through voting, lobbying, protesting, and revolution

Social Studies Skills
1. Inquiry and Information
* Formulates a thesis statement in the social studies that examines whys as well as hows
* Identifies key words; uses advances search strategies; independently locates appropriate and varied information sources; evaluates primary/secondary sources
* Evaluates reliability, credibility, and validity of information from a variety of social studies sources
* Produces and interprets outlines, charts, graphs, maps, tables, timelines, and decision-making grids that explain and/or construct solution
* Creates a product that uses social studies content to support a thesis and presents product in appropriate manner to a meaningful audience

2. Interpersonal and Group Process Skills
* Voices original ideas; demonstrates content knowledge; persuades audience; listens critically and builds upon the ideas of others; asks clarifying questions and challenges statements of others; negotiates and compromises
* Participates in developing group process, persuades, compromises, debates, resolves conflicts, and negotiates differences
* Selects appropriate people to gain needed information, identifies bias of subject, asks questions to refine and verify understanding

3. Critical Thinking Skills
* Identifies central issue; formulates appropriate questions; identifies multiple perspectives; compares and contrasts; validates data using multiple sources; determines relevant information; paraphrases problem
* Distinguishes between fact, opinion, and reasoned argument; clarifies point of view and context; identifies assumptions and fallacies; recognizes stereotypes, clichés, bias, and propaganda techniques; evaluates accuracy and timeliness of information; determines main message and identifies target audience; analyzes credibility and authenticity
* Compares benefits and costs, suggests logical alternatives, predicts probable consequences, provides evidence to justify best solution, selects most effective manner of communicating solution
* Hypothesizes possible outcomes from an initial event, recognizing multiple causes and accidental factors
* Groups human and natural events into broadly defined eras and uses timelines to explain patterns of continuity and change in the succession of events
* Reconstructs and expresses multiple points of view and integrates an historic, civic, or economic perspective

Instructional Support Materials

Addison-Wesley
* The United States and Its People. 1993

McDougal, Littell
* The Americans. 1994

Instructional Strategies

* Look at federal laws that have limited states' power (e.g., speed limits) and assess their impact on the balance of struggle in our federal system
* Look at the veto power and assess its effect on the relative strengths of Congress and the presidency
* Research and analyze Supreme Court cases that have been overturned by constitutional amendments
* Look at the Warren Court and assess its impact on the rights of the accused
* Compare the impact of formal amendments to informal changes in the constitution
* Compare/contrast the branches of government under the Articles of Confederation and under the Constitution
* Compare the democratic system in the USA to that in Great Britain

Assessment

* Write an essay on the Warren Court
* Mare a comparison chart: USA-Great Britain-Japan

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 CIVICS - Understands how the world is organized politically and how nations interact
* Evaluates and analyzes the role of treaties in the relationships between the US and the rest of the world

3.2 CIVICS - Recognizes factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations
* Describes and explains the changes in the 20th century that marked the USA's metamorphosis from an isolationist nation to a world power

By the end of eleventh grade, the student:
3.1
* Analyzes the relationships and tensions between national interests and international issues
* Evaluates how national interests are maintained through international agreements, treaties, and alliances
3.2
* Explains how conditions and motivations affect the development of foreign policy
* Evaluates foreign policy decisions and how they affect nations
* Selects, applies, and defends criteria for evaluating the conduct of particular international organizations

Instructional Support Materials

Addison-Wesley
* The United States and Its People. 1993

McDougal, Littell
* The Americans. 1994

Instructional Strategies

* Look at the MOnroe Doctrine and assess its expansion via subsequent presidential doctrines
* Analyze the United States Constitution, the United Nations Universal Declaration of Human Rights, United Nations Convention on the Rights of the Child, the Charter of Amnesty International, and other civil/human rights documents to identify and explain the significance of the fundamental values and principles which they espouse

Assessment

* Write an essay on the merits of NAFTA
* Create a chart comparing major treaties in the last five years

Standard 4. The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.

4.2 CIVICS - Identifies and demonstrates right of United States citizenship related to school, local, state, national, and international issues
* Examines and analyzes the roles of the three branches of government and local and state governments in the Civil Rights Movements

4.3 CIVICS - Explains how various stakeholders influence public policy
* Describes and discusses the role of citizen advocacy in the abolitionist movement, the suffrage movement, the civil rights movement, the feminist movement, or any other significant movement for change in US history

By the end of eighth grade, the student:
4.1
* Analyzes how individual rights can be balanced with the common good
* Analyzes why democracy requires citizens to deliberate on public problems and participate in collective decision-making
4.2
* Engages in oral and written civic discourse to analyze pressing controversial issues and evaluate competing solutions
* Evaluates campaign and voting materials and activities and explains the importance of responsible voting
4.3
* Evaluates how corporations, government agencies, organizations, and public opinion influence the development of public policy
* Investigates possible careers in the field of public service

Instructional Support Materials

Addison-Wesley
* The United States and Its People. 1993

McDougal, Littell
* The Americans. 1994

Instructional Strategies

* Outline how one can become a citizen and analyze the rights and responsibilities of citizenship
* Explore laws dealing with the rights and responsibilities of young people to determine the underlying values on which these young peoples' rights are based
* Discuss and explore governance and citizenship, focusing on why and how people make and change rules and laws
* Examine the suffrage movement and the modern feminist movement. Compare, using a Double Bubble Map, the strategies that each used to further their goals

Assessment

* Write an essay on the roles of government in the expansion of civil rights
* Debate on immigration, welfare, and other controversial issues

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Grade 12

Standard (Curriculum)

Instruction and Assessment

1.1 CIVICS - Understands and interprets the major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents
* Examines and analyzes the conflicts between the rights guaranteed by the Bill of Rights as well as the conflicts within the specific rights

1.2 CIVICS - Examines key ideals of United States democracy
* Examines the origins and continuing influence of key democratic ideals of the US government (e.g., individual human dignity, liberty, justice, equality, the rule of law)
* Analyzes why democratic ideals demand that people work together to reduce the disparity between those ideals and contradictory realities

1.3 CIVICS - Examines representative government and citizen participation
* Examines and evaluates how citizens use and influence governmental institutions and processes to solve problems (e.g., community service, voting, collective action, lobbying)
* Analyzes the differences between democracy and a republic in relation to the US form of government

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought that questions traditional concepts of how and why
* Finds and synthesizes information from different historical perspectives
* Assesses the reasons for the differences in diverse historical perspectives
* Produces and interprets charts, graphs, maps, tables, and timelines that reflect diverse perspectives
* Creates a product that reflects the synthesis of diverse perspectives of a historical event or issue

2. Interpersonal and Group Process Skills
* Uses Socratic techniques
* Plans and prepares a Socratic seminar and constructs and leads such a discussion
* Selects appropriate government officials to gain needed information and synthesizes the information relative to a specific topic

3. Critical Thinking Skills
*Compares and contrasts diverse points of view of a specific issue
* Analyzes perspectives and potential bias relative to a specific issue or event
* Reaches conclusions as to why diverse points of view exist relative to a specific issue or event
* Hypothesizes possible reasons for diverse points of view relative to a specific issue or event
* Analyzes the effect of time on diverse points of view relative to a specific issue or event
* Analyzes and discusses the reliability of diverse points of view vis a vis time and place

Instructional Support Materials

McDougal, Littell
* Government in America

Holt, Rinehart and Winston
* American Government

For advanced Placement classes:
Addison Wesley Longman
* Government in America. People, Politics and Policy

Harper Collins
* American Government, Readings, and Cases

Instructional Strategies

* Read from primary sources the writing of individuals who helped to establish the core values and democratic principles of the United States. Analyze the documents and writing for the purpose of identifying major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents, with use of Bubble Maps. Use the findings from the readings and investigation of current issues facing our nation

Assessment

* Identify the core values and democratic principles set forth in the Declaration of Independence and the Constitution
* Participate in a class discussion using the foundational documents to show how core values and democratic principles are set forth in the selected documents
* Examine the documents using the Text Base Answer approach

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 CIVICS - Understands and explains the organization of government at the federal, state, and local level (e.g., executive, legislative, judicial branches)
* Examines and explains the constitutional principles that establish and limit government
* Analyzes problems and solutions related to the distribution of power between the legislative, executive, and judicial branches of government (e.g., veto, appeal procedures)

2.2 CIVICS - Understands the function and effect of law
* Explains how the Constitution is maintained as the supreme law of the land and how it is changed or amended

2.3 CIVICS - Compares and contrasts democracies with other forms of government
* Explains the purposes of government and analyzes how its powers are acquired, used, justified, and balanced
* Compares and contrasts US democracy and other forms of government
* Analyzes and explains how citizens can influence governments through voting, lobbying, protesting, revolution, or other means

Instructional Support Materials

McDougal, Littell
* Government in America

Holt, Rinehart and Winston
* American Government

For advanced Placement classes:
Addison Wesley Longman
* Government in America. People, Politics and Policy

Harper Collins
* American Government, Readings, and Cases

Instructional Strategies

* Create or select several scenarios that reflect the complexity of government by the people and for the people. For each of the scenarios, analyze the role of government
* Evaluate, take, and defend positions on what the fundamental values and principals of American political life are and their importance to the maintenance of constitutional democracies

Assessment

* Given a variety of complex issues associated with American Government, explain how government is organized to address complex issues
* Make a "checks and balances" flow chart by memory
* Write an essay on the balance between the veto power of the president and congress's power to override the veto

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 CIVICS - Understands how the world is organized politically and how nations interact
* Analyzes the relationships and tensions between national sovereignty and international issues involving territorial claims, economic development, nuclear and other weapons, use of natural resources, and human rights concerns
* Evaluates how US interests are maintained through international agreements, treaties, and alliances

3.2 CIVICS - Recognizes factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations
* Explains how conditions and motivations affect the development of foreign policy (e.g., historical tensions, balance of power considerations, economic development concerns, and human rights issues)
* Evaluates US foreign policy decisions and how US foreign policy affects other nations
* Selects, applies, and defends criteria for evaluating the conduct of a particular international organization

Instructional Support Materials

McDougal, Littell
* Government in America

Holt, Rinehart and Winston
* American Government

For advanced Placement classes:
Addison Wesley Longman
* Government in America. People, Politics and Policy

Harper Collins
* American Government, Readings, and Cases

Instructional Strategies

* Use the "War on Terrorism", (McDougal Little) to examine the international relationships and the foreign policy of the United States. The examination should include a look at how the United States interacts with other nations and how foreign policy was developed for the War on Terrorism
* Analyze the US involvement in foreign affairs and a willingness to engage in international politics, examining the ideas and traditions leading to these foreign policies
* Compare/contrast the values exhibited and foreign policies implemented by the US and other nations over time with those expressed in the UN Charter and international law

Assessment

* Demonstrate understanding of international relationships and the foreign policy in a roundtable discussion. Note: It may be very useful to use the bulleted items as a guide to creating a rubric for assessment
* Write an essay assessing the UN as a peacekeeping organization
* Write an essay assessing the US' evolution from an isolationist nation to interventionist nation

Standard 4. The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.

4.1 CIVICS - Understands individual rights and their accompanying responsibilities (e.g., problem-solving and decision-making at the local, state, national, and international level)
* Analyzes how individual rights can be balanced with the common good (e.g., freedom of press, economic/environmental balance)
* Analyzes why democracy requires citizens to deliberate on public problems and participate in collective decision-making

4.2 CIVICS - Identifies and demonstrates right of United States citizenship related to school, local, state, national, and international issues
* Engages in oral and written civic discourse to analyze pressing controversial issues and evaluates alternative solutions
* Evaluates campaign and voting materials and activities and explains the importance of voting responsibly

4.3 CIVICS - Explains how various stakeholders influence public policy
* Evaluates the positive and negative consequences of public opinion, the media, and non-governmental organizations on public policy development
* Investigates career of interest in the field of public service

Instructional Support Materials

McDougal, Littell
* Government in America

Holt, Rinehart and Winston
* American Government

For advanced Placement classes:
Addison Wesley Longman
* Government in America. People, Politics and Policy

Harper Collins
* American Government, Readings, and Cases

Instructional Strategies

* Show both sides of the coin for the topic "American Government the Best Government Among Men."
* Using historical and current issues or incidents and actual Supreme Court decisions, hold mini model trials, appellate arguments, or debates to enhance citizenship skills and knowledge
* Describe how citizens can participate in government decisions and how they can monitor and influence their actions and policies

Assessment

* Demonstrate understanding by using a variety of examples using key ideals of united democracy, the role of representative government and the foundational documents to participate in a debate on the topic "American Government: The Best Government Among Men"
* Create a Family Night dedicated to the discussion of the rights and responsibilities of citizenship and the principles of democratic civic involvement. Note: It may be very useful to use the bulleted items as a guide to creating a rubric for assessment

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