CIVICS (GOVERNMENT) STANDARDS

9-12

 

Indicator 1:    Analyze forms and purposes of government in relationship to the needs of citizens and societies including the impact of historical events, ideals, and documents.

Core HS Standards

9-12.C.1.1. (Analysis) Explain the characteristics of various forms of government.

9-12.C.1.2. (Evaluation) Determine the influence of major historical documents and ideals on the formation of the United States government.

9-12.C.1.3. (Knowledge) Identify the principles of the American Constitution.

9-12.C.1.4. (Comprehension) Explain the principles of American democracy.

9-12.C.1.5. (Comprehension) Describe the state, local, and tribal governments with emphasis on their structures, functions, and powers.

9-12.C.1.6. (Application) Describe the elements of how U.S. foreign policy is created.

Advanced HS Standards

9-12.C.1.1A. (Evaluation) Compare the United States’ political systems with those of major democratic and authoritarian nations in terms of the structures and powers of political institutions.

 

Indicator 2:    Analyze the constitutional rights and responsibilities of United States citizens.

Core HS Standards

9-12.C.2.1. (Application) Describe the means of influencing and/or participating in a republic.

9-12.C.2.2. (Comprehension) Interpret the meaning of basic constitutional rights guaranteed to citizens.

9-12.C.2.3. (Comprehension) Describe the process of naturalization.

Advanced HS Standards

9-12.C.2.1A. (Analysis) Enumerate the basic constitutional rights guaranteed to citizens and their related impacts on society.

9-12.C.2.2A. (Analysis) Analyze and explain the purpose of politics/political activity and the related implications for United States citizens.

9-12.C.2.3A. (Analysis) Identify various issues involving individual rights and responsibilities in relation to the general welfare.

9-12.C.2.4A. (Analysis) Analyze campaigns for national, state, and local elective office, including the nominating process, campaign funding and spending, and the influence of media coverage, including campaign advertising and public opinion polls.

 

Core High School Civics (Government)

Standards, Supporting Skills, and Examples

 

 

Indicator 1:    Analyze forms and purposes of government in relationship to the needs of citizens and societies including the impact of historical events, ideals, and documents.

Bloom’s Taxonomy Level

Standard, Supporting Skills, and Examples

(Analysis)

9-12.C.1.1. Students are able to explain the characteristics of various forms of government.

Example: Democracies (direct and indirect); Totalitarian/Authoritarian (dictatorships, absolute monarchy)

·         Geographic distribution of power

Examples: unitary, federal, confederation

·        The relationship between the legislative and executive branches

Examples:  presidential, parliamentary

·         The number of citizens who may participate

(Evaluation)

9-12.C.1.2. Students are able to determine the influence of major historical documents and ideals on the formation of the United States government.

Examples: documents - Magna Carta, Petition of Rights, English Bill of Rights, Mayflower Compact, British Colonial legislation (Intolerable Acts, Stamp Act, Writs of Assistance), Articles of Confederation, Colonial/early state constitutions, Declaration of Independence

Examples: ideals – Greek and Roman governments, League of Iroquois Confederation, Social Contract

Examples: philosophers - Locke, Hobbes, Rousseau, Montesquieu, Machiavelli

(Knowledge)

9-12.C.1.3. Students are able to identify the principles of the American Constitution.

·         Separation of Powers/Checks and Balances

Examples: legislative, executive, judicial

Example: Describe the structures, functions, and powers of the branches of government.

·         Federalism-division of power among national, state, local, and tribal

·         Limited Government (Rule of law/Constitutionalism)

·         Popular Sovereignty

·         Judicial review

Examples: Landmark decisions of the United States Supreme Court (Marbury v. Madison, Miranda v. Arizona, Plessey v. Ferguson, Brown v. Board of Education, Roe v. Wade)

·         Amendment process

·         Rationale for constitutional amendments and the conflicts they address

(Comprehension)

 

9-12.C.1.4. Students are able to explain the principles of American democracy.

·         Fundamental worth of the individual

·         Equality of all persons

·         Majority rule/minority rights

·         Necessity of compromise

·         Individual freedom

(Comprehension)

9-12.C.1.5. Students are able to describe the state, local, and tribal governments with emphasis on their structures, functions, and powers.

·        State

·        Local – divisions (county, city, townships)

·        Tribes – reservations, tribal constitutions, governments

Example: Nine South Dakota reservations with separate constitutions and government

(Application)

9-12.C.1.6. Students are able to describe the elements of how U.S. foreign policy is created.

Examples: Monroe Doctrine, Roosevelt Corollary, Iran-Contra

Indicator 2:    Analyze the constitutional rights and responsibilities of United States citizens.

Bloom’s Taxonomy Level

Standard, Supporting Skills, and Examples

(Application)

 

9-12.C.2.1. Students are able to describe the means of influencing and/or participating in a republic.

·         Describe the roles of the citizen in the legislative and electoral process

Examples: the right to vote, referendum, initiative, recall

·         Describe the benefits, duties, and responsibilities of citizenship in the United States.

Example: volunteerism benefits and rewards -Native Americans enlisting in the military

·         Explain the nature and functions of major and minor political parties, interest groups, and media on the political process. 

·         Describe the campaign and election process for national, state, and local offices.

·         Describe the Electoral College process.

(Comprehension)

 

9-12.C.2.2. Students are able to interpret the meaning of basic constitutional rights guaranteed to citizens. 

bulletBill of Rights and other amendments

(Comprehension)

9-12.C.2.3. Students are able to describe the process of naturalization.

·         Describe the benefits, duties, and responsibilities of citizenship in the United States.

 

                                                                                               


 

Core High School Civics (Government)

Performance Descriptors

Advanced

High school students performing at the advanced level will:

·         explain strengths and weaknesses of various forms of government worldwide;

·         analyze the influence of major historical documents and ideals on the formation of the United States government.

Proficient

High school students performing at the proficient level will:

·         explain the characteristics of various forms of government;

·         determine the influence of major historical documents and ideals on the formation of the United States government;

·         explain the principles of American Constitutional government and how they are realized in its structures and functions;

·         describe the state, local, and tribal governments with emphasis on their structures, functions, and powers;

·         describe the means of influencing and participating in a republic;

·         identify the meaning of basic constitutional rights guaranteed to citizens;

·         describe the process of naturalization.

Basic

High school students performing at the basic level will:

·         list the two main forms of government worldwide;

bulletlist the three branches of government in the U.S.;
bulletlist the three levels of federalism;
bulletexplain how to register and where to vote;
bulletlist three of the five guarantees in the First Amendment.

Advanced High School Civics (Government)

 Standards, Supporting Skills, and Examples

 

Indicator 1:    Analyze forms and purposes of government in relationship to the needs of citizens and societies including the impact of historical events, ideals, and documents.

Bloom’s Taxonomy Level

Standard, Supporting Skills, and Examples

(Evaluation)

9-12.C.1.1A. Students are able to compare the United States’ political systems with those of major democratic and authoritarian nations in terms of the structures and powers of political institutions.

 

Indicator 2:    Analyze the constitutional rights and responsibilities of United States citizens.

Bloom’s Taxonomy Level

Standard, Supporting Skills, and Examples

(Analysis)

9-12.C.2.1A. Students are able to enumerate the basic constitutional rights guaranteed to citizens and their related impacts on society.

(Analysis)

9-12.C.2.2A. Students are able to analyze and explain the purpose of politics/political activity and the related implications for United States citizens.

(Analysis)

9-12.C.2.3A. Students are able to identify various issues involving individual rights and responsibilities in relation to the general welfare.

(Analysis)

9-12.C.2.4A. Students are able to analyze campaigns for national, state, and local elective office, including the nominating process, campaign funding and spending, and the influence of media coverage, including campaign advertising and public opinion polls.