Civics/Government

SS.C.1 = The student understands the historical and developmental purposes and structure and the function of American Constitutional Government.
= The student understands the founding philosophy and history of American Constitutional Government.
= The student understands the history, purpose, structure and function of American Constitutional Government.
= The student understands the ideals and principles, founding philosophy, and early history of American Constitutional Government.
= The student understands the ideals, founding philosophy, and early history of American Constitutional Government.
• American founding principles
• American founding documents
• The significant leaders/players
• European antecedents
• Colonial antecedents
• Classical philosophies
• Indigenous influences on development of American government
• Events bridging ideals and reality
• Rule of law

Grade Level Content
__K-2__
Pledge of allegiance
Symbols
Holidays
Justice
Fairness
Majority rule
Heroes/Important people
Law

__3-5__
Social contract
Important founding documents
Colonial antecedents
Events and people
Source of power

__6-8__
Documents
Philosophy (Basic)
Antecedents
Classical (Republicanism versus Natural Rights)
Players/events
Ideals/principles

__9-12___
Documents
Classical (higher level)
Philosophies (higher level)
Ideals and principles

SS.C.2 = The student understands the purposes, structure, function, and continuous development of American Constitutional Government.
• Landmark Supreme Court decisions
• Fundamental statutory laws
• Structure and function of government
• Recurring issues (enduring) (categories of pervasive issues)
• The significant leaders/players
• Evolution of constitutional interpretation
• Institutions of government
• Macro-events in American history (turning points, pivotal, milestones, trends)
• Federalism (levels of government)

Grade Level Content

____K-2___
Basic levels of government (local, state, federal)
Heroes throughout American history and the events associated with them
Laws and rules (Why government? Conflict resolution.)
Authority (legitimate)

___3-5__
Basic levels of government
Basic community institutions (fire, police)
Powers of government
Some causes and effects to use as examples (taxation without representation,
Brown v. Board)
Basic structure and function
Issues and conflict (current issues)

___6-8__
Basic structure and function
Basic institutions
Basic community institutions (taxing, taking [eminent domain])
3 Branches
Some Court cases (Plessey, Brown, Marbury) and events
Contemporary statutory law
Levels of government

___9-12__
Structure and function (federalism, checks and balances, judicial review,
separation of powers, popular sovereignty)
Institutions (How?)
Landmark Supreme Court Decisions
Fundamental law (civil rights act, voting rights act, Northwest Ordinance)
Limited government
Turning points
Recurring issues
Evolution of constitutional interpretation

SS.C.3 = The student understands the role of the citizen in American Democracy.
• Knows rights and responsibilities
• Ways individual and groups participate to influence society and government
• Need in a democracy to balance the interests of the individual and public good

Grade Level Content

__K-2___
Ways individuals and groups participate to influence government (basic)
Knows what a “right” and a “responsibility” is
Rights/Freedoms

___3-5___
Ways individuals and groups participate to influence government (intermediate)
(appropriate levels, violence/nonviolence)
Rights, responsibilities, license, etc.
Basic balance between individuals and groups

___6-8___
Ways individuals and groups participate to influence government (letters, media, etc.)
Balance between the interests of the individual and the public good

___9-12__
Ways individuals and groups participate to influence government (complex) (lobbying, PACs, special interests, etc.
Justice is not always fair
Balance between the interests of the individual and the public good

SS.C.4 = The student understands the relationship between American Democracy and other forms of government.
• Comparative government systems
• Founding of the United Nations and its primary documents
• Events in world history bridging ideals and reality
• Significance of players
• Social and economic factors that underpin various forms of government

Grade Level Content

___K-2____
Other forms of government exist

___3-5____
Other forms of government exist
How people look at our system
UNICEF and significant players

___6-8____
Types of governmental systems
Regional patterns
Traditional versus modern
Players and events (Eleanor Roosevelt & UN; Nelson Mandela & S. Africa)

__9-12___
Founding of international organizations and NGOs
Social and economic factors that underpin other forms of government
Types of other forms of government
Events in world history

SS.C.5 = The student demonstrates the skills necessary for effective participation in the American Constitutional Democracy.
• Articulate political position and information
• Making an informed reasoned choice
• Listening and compromise
• Deliberating collaboratively and decision making as a collective body
• Monitoring public events
• Use of strategies and approaches to defend an argument
• Work within a group for a common good
• Demonstrate civility in a controversial setting
• Acting to improve/maintain political and civic life locally, nationally, and globally
• A discriminating consumer of information
• Discriminate between valid and invalid sources of information
• Rhetorical ability
• Recognizing the author’s point of view
• Identify controversial issues
• Synthesis of information
• Develop alternative solutions
• Ability to conduct independent research

SS.C.6 = The student develops the attitudes and dispositions to act responsibly in political and civic life.
• Affirms the common and equal humanity, dignity, and worth of each person
• Respects, protects, and exercises rights possessed equally by each person
• Participates responsibly in the political and civic life of the community
• Practices self-restraint personally and institutionally
• Exemplifies the morality of democratic citizenship by practicing such virtues as temperance, fortitude, charity, prudence, and justice
• Promotes the common good locally, nationally, and globally
• Considers the balance of the common good and individual rights.