DRAFT SOCIAL SCIENCES STANDARDS: CIVICS AND GOVERNMENT

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2 DRAFT SOCIAL SCIENCES STANDARDS: CIVICS AND GOVERNMENT CORE STANDARDS Civics and Government 10. Examine the relationship between government and citizens to distinguish and evaluate the ways that civic participation occurs in local, state, tribal, national, and global communities. 11. Engage in informed and respectful deliberation of local, state, tribal, national, and global issues. 12. Analyze the structure and functions of political parties, interest groups, and the mass media and their affect on government and the political beliefs and behaviors of citizens. 13. Evaluate the contributions of early governments to the development of modern United States government. 14. Evaluate the various functions and processes of governments and their impact on societies and citizens comparing and contrasting various government designs to evaluate how they serve their citizens. 15. Identify defining documents and speeches of United States government and the specific purpose and significance of each. GRADE LEVEL STANDARDS KINDERGARTEN Civics and Government K.14. Explain why rules are needed and how rules reduce conflict and promote fairness. (responsibility, justice/fairness)* K.15. Use respectful dialog, taking turns, using words, and demonstrate understanding that rules are different in different settings. (responsibility, justice/fairness)* K.16. Create and follow classroom rules. (responsibility, authority, justice/fairness)* K.17. Distinguish between democratic methods and decisions made by authority. (authority)* GRADE 1 Civics and Government Describe the characteristics of responsible leaders. (responsibility)* Describe the characteristics of responsible team members. (responsibility)* Demonstrate the ability to be both a leader and team member. (authority, responsibility)* Identify the U.S. and Oregon flags Explain the origins of significant holidays. NOT A FINAL DOCUMENT FOR REVIEW PURPOSES ONLY Page 1 Oregon Department of Education January 2011

3 GRADE 2 Civics and Government Participate in rule setting and monitoring activities considering multiple points of view. (authority, responsibility, justice)* evaluate rules based on the need to protect individual rights and common good Identify services provided by local government Evaluate how individuals, groups, and communities manage conflict and promote justice. (justice)* Give examples of appropriate and inappropriate use of power and the consequences. (v authority)* select people for positions of authority Identify local leaders and their functions Cooperate with others in groups to establish mutual goals *There are four key concepts that are foundations of democracy: authority, responsibility, privacy and justice. Two are addressed explicitly in the K and Gr1 standards authority and responsibility, respectively. Understanding age-appropriate notions of privacy (school v home, for example) and justice (fair responses to wrongs and injuries), along with authority and responsibility, are appropriate and necessary in the early grades (and beyond). These are important themes that continue throughout all grade levels. GRADE 3 Civics and Government Describe how different levels of government provide services and protect citizens Describe the responsibilities of citizens in their community and state. GRADE 4 Civics and Government Explain the organization and functions of Oregon government Demonstrate the ability to use basic Parliamentary procedure Describe and evaluate how historical Oregon governments affected groups within the state (citizens, foreigners, women, class systems, minority groups, tribes) and how those groups affected historical Oregon governments Explain the process of Oregon statehood. GRADE 5 Civics and Government Describe and evaluate how colonial and new states governments affected groups within their population (e.g., citizens, slaves, foreigners, nobles, women, class systems, tribes) and how those populations affected colonial and new states governments Compare and contrast tribal forms of government, British monarchy, and early American colonial governments Identify principles of U.S. democracy found in the U.S. Constitution and Bill of Rights. As written, this is too advanced for Gr5. For example, separation of powers is a key principle but is not explicitly found in the documents. (Perhaps NOT A FINAL DOCUMENT FOR REVIEW PURPOSES ONLY Page 2 Oregon Department of Education January 2011

4 another approach would be to ask:) Describe the importance of the Declaration of Independence, U.S. Constitution, Articles of Confederation, and Bill of Rights Describe the historical (or philosophical John Locke s natural rights, for example) foundation of the U.S. constitutional government. including colonial experiences, the Declaration of Independence, and Articles of Confederation Explain the origins and relationships of the three branches of government and separation of powers Describe how national federal government affects local and state government and local and state governments affect federal government Describe civic ideals (e.g.,including but not limited to: freedom, rule of law, equality, responsibility, privacy, justice, civic participation, common good, civic virtue, tolerance, accountability, transparency, free and fair elections). GRADE 6 Civics and Government Draw Contrasts among various groups early forms of government forms of groups in the Western Hemisphere (e.g., indigenous, colonial) Describe and evaluate how governments of early civilizations in the Western Hemisphere affected groups within their population (e.g., citizens, slaves, foreigners, nobles, women, class systems). (Is 6.16 above needed in addition to 6.17? Perhaps 6.17 encompasses 6.16.) Describe and evaluate current forms of government in countries in the Western Hemisphere Describe common interests and evaluate examples of collaboration within the Western Hemisphere. GRADE 7 Civics and Government Describe the role of citizens in various governments in the Eastern Hemisphere Compare and contrast early forms of government via the study of early civilizations (tribal, monarchy, democracy, theocracy, and oligarchy) in the Eastern Hemisphere Investigate current government issues in the Eastern Hemisphere and how they relate to other countries including the United States Identify the characteristics of democratic government Draw Contrasts among how current governments serve their citizens (e.g., trade, imperialism). This is an interesting list. What if this standard was interpreted to mean governments serving their people by protecting individual rights, providing for the common good, and other civic-related principles?) Compare and contrast the impact of indigenous governments to imperial governments. Awkward phrasing. What exactly is this asking? NOT A FINAL DOCUMENT FOR REVIEW PURPOSES ONLY Page 3 Oregon Department of Education January 2011

5 7.30. Analyze the significance of the Magna Carta, Hammurabi s Code and other documents on the development of modern governments. What other documents? Evaluate situations for common interests among nations and evaluate global collaboration. Current or historical? GRADE 8 Civics and Government Explain the rights and responsibilities of citizens in the United States and identify the origins of these rights and responsibilities Use historical evidence to determine and support a position about important political values, such as freedom, democracy, equality, or justice and express the position coherently. ( coherent expression strikes me as being a Writing standard, not that this skill isn t necessary in civics, as well!) Describe the varied forms of local governments in North American colonies and identify the interests that the governments were serving (tribal relations, enfranchisement). local does this mean town, commonwealth, state, territory, or? Compare and contrast the British government s impact on American colonists to the colonists expectations of how they should be served (effective governance) Contrast the impact of the Articles of Confederation as a form of government to the U.S. Constitution Compare and contrast how European governments and the United States government interacted with Native American peoples Examine the development activities of political parties and interest groups and their affect on events, issues, and ideas Examine and analyze important United States documents, including (but not limited to) the Declaration of Independence, the Articles of Confederation, the Constitution, Bill of Rights, 13 th -15 th Amendments Examine important Supreme Court decisions prior to 1880 and the impact of the decisions on government practices, personal liberties, and property rights Analyze the changing definition of citizenship and the expansion of rights. HIGH SCHOOL Civics and Government HS.25.Analyze and critique the role of the Bill of Rights. HS.26.HS.25. Describe elements of early governments (i.e., Greek, Roman, English, and others) that are visible in United States government structure. HS.27.HS.26. Define and compare/contrast United States republican government to direct democracy, socialism, communism, theocracy, oligarchy. HS.28.HS.27. Examine functions and process of United States government, including but not limited to legislation, taxation, and regulation. HS.29.HS.28. Evaluate how governments interact at the local, state, tribal, national, and global levels. NOT A FINAL DOCUMENT FOR REVIEW PURPOSES ONLY Page 4 Oregon Department of Education January 2011

6 HS.30.HS.29. Examine the structures and functions of Oregon s state, county, local and regional governments. HS.30. Explore the balance of power between branches and levels of government. HS.31. Analyze the roles and activities of political parties, interest groups and mass media and how they affect the beliefs and behaviors of local, state, and national constituencies. What are the differences between public and special interest groups, why do people join, evaluate tactics and techniques used to influence policy making HS.32. Describe United States foreign policy and evaluate its impact on the United States and other countries. HS.33. Examine and evaluate documents and decisions related to the Constitution and Supreme Court decisions (e.g., Federalist Papers, Constitution, Marbury v. Madison, Bill of Rights, Constitutional amendments, Declaration of Independence). HS.34. Examine and analyze Supreme Court landmark cases, Presidential and key leader speeches (to include, but not limited to, Martin Luther King, Jr., suffragists, presidential addresses). HS.35. Explain the role of government in various current events. HS.36. Investigate a current issue or problem, determining various perspectives on the issue and problem and proposing solutions or supporting actions. HS.37. Analyze tribal sovereignty and how it affects historical and current events at the local, state, and national levels. HS.38. Define public policy and explore the interactions... how do citizens monitor, influence and shape (gather information, forms of participation, gain support, carry out a plan of action) to solve local problems HS.39. Explore the role of the courts in establishing justice. Compare/contrast the adversarial system to other legal systems. HS.40. Explore different forms of dispute resolution (mediation, arbitration). HS.41. Examine the tension between promoting the common good and protecting individual rights. HS.42. Examine the structure and functions of Oregon government including the ballot initiative process. Federalism- shared power between national and state governments through dual constitutions Fundamental values of American Constitutional Democracy- common good, individual rights, justice, equality, diversity, truth, civic virtue Demonstrate civic skills through participation in mock trials, mock elections, legislative hearings, and town halls. NOT A FINAL DOCUMENT FOR REVIEW PURPOSES ONLY Page 5 Oregon Department of Education January 2011

7 Role of Law in democracy- what is the role of the legal system in the US government- defines relationships, maintains order manages conflict, implements social change, defines and limits power of officials, protects liberty and security expectations Role of media and the importance of free press and speech in the democratic process Citizens are at the heart of a democracy- what are citizen obligations and responsibilities in a democracy, which requires self-government through representatives. Participation is a key component. What does good government in a constitutional democracy require of citizens? Civic dispositions: civility, individual responsibility, self discipline, civic mindedness, open mindedness, compromise, tolerance of diversity, patience and persistence, compassion, generosity, loyalty to constitutional principals Civic and Community action: how have citizen voluntary efforts strengthened democratic institutions over the course of history, what is the scope of voluntary action, what do citizens gain and contribute, how do voluntary efforts impact the rights of the individual, what are the goals of the community and common welfare Civic writing examples- from letters to elected officials to initiatives, letters to the editor Consent is the basis of legitimate authority in a democratic political system. Explore the conflicts among American principals: equal rights and unequal results, rights without limits, democratic control and effective government, central government and local control Explain how the committee system works, political parties, staff, rules and norms of congress- in congressional lawmaking Evaluate proposals for reform of the electoral process NOT A FINAL DOCUMENT FOR REVIEW PURPOSES ONLY Page 6 Oregon Department of Education January 2011

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