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Social Studies Curriculum

Elementary

Kindergarten through Grade 6

Middle School

Grade 6
U.S. History
(20th Century)

Grade 7
World Geography

Grade 8
U.S. History

High School

Grade 9
World History

Grade 10
U.S. History

Grades 11 & 12
Alaska Studies
Economics
Electives
U.S. Government

Social Studies Curriculum

U.S. Government and ESL U.S. Government Framework

« Return to U.S. Government Framework home page

Student Objectives

FOUNDATIONS OF GOVERNMENT
1. THEORY: The student will:
  1. Examine 200 years of Feudalism, Constitutional tradition, English and French traditions (i.e. Locke, Hobbes, Montesquieu, Rousseau) and Jefferson (theory of self-evident truths, equality, rights, consent of the governed, withdrawal of consent).
  2. Identify and analyze major contributions of the English and French traditions to the foundation of the constitutional structure of the United States.
  3. Compare and contrast the ideas of confederation and Federalism.
  4. Recognize the uniqueness of U. S. government.
  5. Identify, compare, and contrast different forms of government including monarchy, parliamentary, and unitary systems.
  6. Trace the evolution of federal power and identify examples of these changes, (e.g., equal rights, executive power, judicial review).
2. APPLICATION: The student will:
  1. Know the type of government used in the United States and be able to describe its characteristics and how it developed.
  2. Identify major contributions of each of selected political theorists (Locke, Hobbes, Montesquieu, Rousseau, Jefferson) vis-a-vis U. S. government.
  3. Make concrete observations about the continuing conformity of U. S. government to original basic principles.
  4. Compare and contrast the English Bill of Rights with the U. S. Bill of Rights to identify similarities/differences.
  5. Compare and contrast the Articles of Confederation with the U. S. Constitution.
  6. Identify evidence and examples of the thinking of Locke, Hobbes, etc., in federal and state constitutions (e.g., recall, impeach, separation of power, levels of government).
3. SKILLS: The student will use/develop the following skills:
  1. Comparing
  2. Contrasting
  3. Identifying
  4. Observing
  5. Researching
4. VOCABULARY: The student will understand and use the following terminology:
  1. Federalism
  2. Confederation
  3. Monarchy
  4. Parliamentary
  5. Unitary
  6. Theorist
  7. "Consent of the governed"
  8. Anarchy

INSTITUTIONS & POLICY MAKING
1. THEORY: The student will:
  1. Explain separation of powers as they apply to the federal system of government in the United States.
  2. Identify checks and balances evident in U. S. Government.
  3. Describe how policy making impacts their lives and property
  EXECUTIVE BRANCH
  1. Describe the roles of the President, Vice President and bureaucracy.
  2. Identify and describe the expressed, implied, inherent powers of the President, Vice President and bureaucracy. (strict and loose construction).
  3. Describe how the power of the Presidency has evolved.
  4. Identify the role of governor and local executives (e.g. mayor).
  5. Identify the limits on the power of the executive as defined in the Constitution.
  6. Describe the quasi legislative role of the bureaucracy. (e.g., FAA, FCC, regulation).
  LEGISLATIVE BRANCH
  1. Identify and describe the powers and structure of the United States House of Representatives and Senate.
  2. Describe the process of how a bill becomes a law.
  3. Describe the impact of Congress, committees, staff, political interest groups, and bureaucrats on legislation.
  4. Describe the limits on the power of the legislative branch.
  5. Describe the roles and powers of the members of the House and Senate.
  6. Identify and describe the expressed, implied, and inherent powers of the Legislative branch.
  7. Define and provide examples of limited power.
  8. Identify the power of the states in the Senate to filibuster.
  9. Describe the purpose and investigative role of ombudsman.
  10. Compare and contrast the Alaska state legislature with Congress.
  JUDICIAL
  1. Identify and describe the structure, organization, powers, and procedures of state and federal courts.
  2. Identify and describe the powers and roles of judges and justices.
  3. Define and provide examples of judicial review and the rule of law (supremacy clause).
  4. Describe the selection process of the judiciary.
  5. Differentiate between criminal, constitutional and civil cases in protecting individuals and property.
  6. Recognize the significance of a tradition based judiciary.
  7. Identify and describe the expressed and inherent powers of the federal court system.
  8. Describe the adversarial system of justice used in the United States.
  9. Explain the principle of "presumption of innocence."
  10. Describe what is meant by "burden of proof" in civil and criminal cases.
  11. Describe the steps in trial and appeal process.
  12. Explain the role of the petit and grand juror.
2. APPLICATION: The student will:
EXECUTIVE BRANCH
1. Research and identify examples of executive roles, powers and privileges in historical or current sources.
2. Recognize and analyze the impact of agencies and commissions in their own lives.
3. Identify the legitimacy of executive behavior.
4. Recognize situations where an abuse of executive power has occurred.
LEGISLATIVE BRANCH
1. Compare and contrast House and Senate structures and powers.
2. Follow the process of a bill becoming a law.
3. Compare and contrast the relationships between representatives and constituents on Federal, state, and local levels.
4. Analyze how current laws affect their lives and property.
5. Use the Internet to find out the status of a bill that is related to Alaska.
6. Participate in a practical legislature simulation or public hearing.
7. Contact their legislator on an issue of concern.
JUDICIAL BRANCH
1. Research examples of current law from their origins.
2. Compare and contrast state and federal court organizational structures.
3. Analyze how a case law or Supreme Court decision impacts their lives.
4. Follow a court case from its introduction at the state level through the Supreme Court.
5. Visit a state or federal court.
6. Participate in a mock trial.
1. SKILLS: The student will use/develop the following skills:
  1. Research - use of sources.
  2. Analyzing, categorizing, discriminating.
  3. Letter writing.
  4. Role playing.
  5. Diagramming.
  6. Analysis.
  7. Interviewing, listening.
  8. Note taking.
  9. Use various sources.
  10. Debate issues.
2. VOCABULARY The student will understand and use the following terminology:
  1. Executive
  2. Legislative
  3. Judicial
  4. Expressed powers
  5. Implied powers
  6. Inherent powers
  7. Concurrent powers
  8. Bureaucracy powers
  9. Quasi-legislature
  10. Checks and balances
  11. Supremacy clause
  12. Filibuster
  13. Standing committee
  14. Select committee
  15. Conference committee
  16. Joint committee
  17. Debate
  18. Veto
  19. Line item veto
  20. Reasonable doubt
  21. Legal precedent
  22. Judicial tradition
  23. Loose construction
  24. Strict construction
  25. Franking privilege
PRINCIPLES OF THE U. S. CONSTITUTION
1. THEORY: The student will:
  1. Understand that the Constitution is a dynamic document balancing the freedom and rights of the individual against the power of government.
  2. Delineate the power and limits implicit in the Constitution.
  3. Identify and describe the Constitutionally mandated rights, and describe the relationship that should exist between government and the individual.
  4. Understand the use of conflict and compromise as a means of averting tyranny and reaching consensus.
  5. Differentiate between informal and formal processes of amending the Constitution.
  6. Differentiate between the written and unwritten Constitution.
  7. Understand how minority rights are protected and have been extended through the amendment process.
  8. Understand that all laws must reflect and not be in conflict with the principles of the Constitution.
  9. Define the meaning of the term "unconstitutional" and provide examples of laws/actions that have been found to be unconstitutional.
2. APPLICATION: The student will:
  1. Identify examples of Constitutional principles evident in everyday life and identify and apply the correct principle to an event or situation.
  2. Recognize and apply the concepts of federalism, separation of power, and checks and balances through observing the development of current events and policy.
  3. Research the constitutionality of actions of the executive branch, legislature and courts, with respect to founding principles.
  4. Know the recourse available to the individual, the state and the nation for actions that are believed to be unconstitutional.
  5. Identify the article or amendment in the Constitution which gives or denies specific powers to each branch (checks and balances).
3. SKILLS: The student will use/develop the following skills:
  1. Prioritizing
  2. Analyzing
  3. Synthesizing
  4. Interpreting
  5. Evaluating
  6. Comparing
  7. Contrasting
  8. Researching
4. VOCABULARY: The student will understand and use the following terminology:
  1. Bill of Rights (political rights, privacy rights, punishment, trial rights, pre-trial)
  2. States rights
  3. Federalism (understand types of power implied, expressed, concurrent, reserved)
  4. National sovereignty
  5. Popular sovereignty
  6. Separation of powers
  7. Concept of representational (Republican) principles
  8. Miranda warning
  9. Amendment
  10. Checks and balances
  11. Judicial activism
  12. Tyranny
  13. Consensus
  14. Mandate
  15. Conflict
  16. Compromise
  17. Amending process
  18. Unconstitutional
ROLES & RESPONSIBILITIES OF THE CITIZEN
1. THEORY: The student will:
  1. Describe what is meant by citizenship in the United States.
  2. Describe how a person becomes a citizen of the United States.
  3. Identify and describe the personal, political, and economic rights of a United States citizen.
  4. Describe the relationships among personal, political, and economic rights.
  5. Identify the proper scope and limits of rights.
  6. Describe the personal and civic responsibilities of citizens in the United States.
  7. Describe civic dispositions or traits of private and public character that are important to the preservation and improvement of the U. S. constitutional democracy.
2. APPLICATION: The student will:
  1. Define personal, political and economic wishes, needs, rights & privileges, then explain their relationship(s).
  2. Demonstrate an understanding of the civic responsibilities of a well informed citizen.
  3. Recognize and evaluate the importance of informed political, economic and social participation to the U. S. constitutional democracy.
  4. Explain the importance of knowledge for competent and responsible participation in democracy in the U. S.
  5. Identify and describe multiple forms of political participation.
  6. Attend and/or participate in selected civic/government activities.
3. SKILLS: The student will use/develop the following skills:
  1. Evaluate source documents.
  2. Know how to register to vote.
  3. Recognize propaganda, hidden agendas, special interests.
  4. Interpret ballot referendums and initiatives.
  5. Attend, listen, participate in political activity.
  6. Organize (leadership).
  7. Public speaking.
  8. Letter writing.
  9. Logical and critical thinking.
  10. Persuasion.
  11. Debate issues.
  12. Evaluate, take, and defend positions.
  13. Research (including the use of the Internet to identify governmental sources of information at the local, state, and national levels).
4. VOCABULARY: The student will understand and use the following terminology:
  1. Citizen/citizenship
  2. Propaganda
  3. Ethics
  4. Logic
  5. Civility
  6. Civil disobedience
  7. Testify
  8. Consent of governed
  9. Civics
  10. Civic virtue
  11. Volunteerism
POLITICAL BEHAVIOR
1. THEORY: The student will:
  1. Understand the components of political socialization.
  2. Distinguish between liberal, conservative, radical, and reactionary ideas of the political spectrum.
  3. Distinguish between political parties in the United States based on current and historical beliefs.
  4. Understand and describe the process of nominating a presidential candidate.
  5. Explain why we have an electoral college and its function.
  6. Explain how the media, interest groups, and political action committees impact the political process.
  7. Understand the process used to select state and local officials in Alaska.
  8. Understand that conflict is inherent and important in a democracy, and that the quest for power is an essential element in politics.
  9. Understand role, importance, and problems of moderates and moderation in our elections.
  10. Understand that political labels may not accurately describe any one individual or group.
  11. Recognize the importance of compromise and consensus.
  12. Identify and prioritize the salient issues in an election campaign.
  13. Understand how to initiate or remove government officials, laws, or regulations.
2. APPLICATION The student will:
  1. Research voting patterns of various regions in the U. S., explain significant changes, and hypothesize reasons for these changes.
  2. Develop and conduct a political poll (for sampling public opinion).
  3. Assist in conducting a non-partisan "candidates night."
  4. Become involved in mock election activities.
  5. Become involved in voter registration and their right to vote.
  6. Determine the significance of the electoral vote in each state.
  7. Compare and contrast U. S. public perceptions of politicians and political leaders.
    1. Analyze the consequences of negative public perceptions of politicians.
    2. Assess how they might acquire and use political power.
    3. Develop a tracking system for candidate positions on issues.
  8. Conduct research from multiple sources to determine the accuracy of media reports on political candidates and issues.
  9. Use the Internet to locate sources related to political parties and the political spectrum.
3. SKILLS: The student will use/develop the following skills:
  1. Research
  2. Interview
  3. Letter write
  4. Take polls
  5. Vote
  6. Voter registration
  7. Use political power
  8. Lobby
  9. Use logic and rational analysis to arrive at positions.
  10. Participate in a mock congress
  11. Participate in mock elections
  12. Discussion/dialogue
  13. Debate
  14. Organize
4. VOCABULARY: The student will understand and use the following terminology:
  1. Political culture
  2. Republican
  3. Democrat
  4. Electoral College
  5. Media
  6. Political action committee (P.A.C.)
  7. Politics
  8. Political spectrum
  9. Reactionary
  10. Conservative
  11. Moderate
  12. Liberal
  13. Radical
  14. Right wing
  15. Left wing
  16. Hawk
  17. Dove
  18. Caucus
  19. Primary
  20. Incumbent
  21. Lame duck
  22. Ideology
  23. Open/closed primaries
  24. National nominating conventions
  25. Recount
  26. Political machine
  27. Big government
  28. G.O.P.
  29. Plurality
  30. Majority
  31. Third party
  32. Gerrymandering
  33. Initiative
  34. Referendum
  35. Recall

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