Standard USG1: The student will demonstrate an ...toolboxforteachers.s3.amazonaws.com/.../HS_SS_Government_Suppo… · the United States government ... The objective on this indicator

Standard USG1: The student will demonstrate an understanding of the United States government—its origins and its functions.

USG1.1 Summarize arguments for the necessity and purpose of government and politics,

including the idea that politics enables a group of people with diverse opinions and interests to

reach collective decisions, the idea that government gives people the security they need in order

to reach their full potential, and the idea that the purposes of government include enhancing

economic prosperity and providing for national security. (P, E)

Taxonomy Level: 2.4B Understand Conceptual Knowledge

Previous/future knowledge: Students will have been exposed to the basic role and function of government as exemplified in

history, why certain structures of government developed, (democracy, feudalism, totalitarian,

etc...) and the philosophical considerations for the basis of governments. (Examples 63.1; 72.2;

75.4)

It is essential for students to know why government exists. Government is an institution that

helps prevent social chaos and provides an avenue for people to work together in solving

problems for the common good. It is an attempt to systemically provide structure for society,

without which anarchy would abound. Students should be able to explain the role of government

in resolving conflict arising from diverse opinions, in promoting economic security, and

providing physical protection and defense. There should be a basic understanding that politics is

the way in which decisionmaking is determined and implemented.

It is not essential for students to know about the creation of specific governments or how they

were/are formed. While teachers may or may not choose to teach about the necessity of

government within the context of political theory – “State of Nature” – it is not essential for

students to know about specific political theories or associations with those theories within this

indicator.

Assessment Guidelines: The objective of this indicator is to summarize the necessity and purpose of government and politics. The primary focus of assessment should be to generalize why government (structure)

and politics (process) are necessary. Appropriate assessments could allow students to theorize,

and defend, about the state of society if government did not exist. It would be acceptable for

students to compare how certain “needs” of society, such as defense, monetary systems, etc.,

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Standard USG1: The student will demonstrate an understanding of the

United States government—its origins and its functions.

USG1.2 Summarize differing ideas about the purposes and functions of law, including the

“rule of law” and the “rule of man” and the idea that the “rule of law” protects not only

individual rights but also the common good and summarize the sources of laws, including nature,

social customs, legislatures, religious leaders, and monarchs. (P)


Previous/future knowledge:

Students will have had extensive exposure to the study of civilizations and the role of laws in

civilization. They will have created a general understanding of the nature/purpose of laws and the

implementation of laws in distinct, historical settings.

(62.3; 63.2; 63.6; 72.1; 72.3; 75.4; USHC 2.1)

It is essential for students to understand the concept of the “rule of law” and how it differs

from the “rule of man”. The rule of law limits the power of government, the ability of officials to

make arbitrary and capricious decisions, and stresses the supremacy of established law –

constraining the power of government in subservience to the law. While the rule of law is closely

associated with limiting government in order to protect individual rights it also places limits on

these rights to promote the common good. Students need to understand the function and intent of

laws and connect that intent to the where/why various laws originate. They need to be aware of

written law (constitutions) and unwritten law (common law) and the legitimacy of both forms.

While students do not need to know specific philosophers in this indicator they should have

knowledge of the social contract theory and how it relates to legitimacy of law.

It is not essential for students to know and identify the various philosophies on the source of

laws. Also, it is not necessary for students to know how laws are created in various governmental

systems.

Assessment Guidelines: The objective of this indicator is to summarize the rule of law. Assessment should include characterization of the nature, purpose, and source of laws. A primary focus of assessment

should account for an understanding of rule of law and the impact it has on how governments

and societies operate. Assessments should also include a comparison between rule of law and

rule of man and the attributes of each.

Effective February 2008 Indicator USG1.2 1 / 1



USG1.3 Compare the characteristics of a limited and an unlimited government, including the

idea that a civil society maintains a limited government: how a civil society provides the

opportunity for individuals to associate for different purposes, how a civil society allows people to

influence the government by means other than voting, how political and economic freedoms can

limit government power, and how the government of a civil society differs from the

governments in authoritarian and totalitarian regimes. (P)



Students have studied several civilizations, cultures, and time periods that have

contrasted the nature of limited and unlimited governments throughout history. There will have

been some study of societies attempting to influence government but the historical focus will

primarily have been on militant actions (examples – revolutions and rebellions) in addressing a

delinquent government. There will have been some exposure but little emphasis on peaceful,

historical means of addressing governmental concerns the US

civil rights movement being one notable exception to traditional militancy. Again, students will have done case studies of authoritarian governments. (13.2; 55.4; 63.2; 7

2.1; GS 3.2; GS 5.5; GS 6.1; GS 6.2; USHC 2.5; USHC 8.1)

It is essential for students to know the difference between limited and unlimited government.

They should be able to identify characteristics of each and summarize the impact of each form on

the lives of its citizens. Given case studies, students should be able to identify a government as

limited or unlimited based on its method(s) of operation and the interrelationship it has with its

citizens. Students should understand that “limited” is a relative term and the limits placed on

government are a direct result of the acknowledged purpose of that government. (See USG1.1)

It is not essential for students to cite specific examples of limited government or unlimited

governments.

Assessment Guidelines:

The objective of this indicator is to compare limited and unlimited governments; therefore, the

primary focus of assessment should be comparing the characteristics and functions of these types

of government. Appropriate assessment would include having students examine contemporary

examples and/or case studies of government and defend whether the government(s) in question is

limited or unlimited. Students should be able to classify governments based upon a study of these

characteristics.



United States government—its origins and its functions. USG1.4 Compare the characteristics and the advantages and disadvantages of confederal,

federal, and unitary systems, including how power is distributed, shared, and limited in these

systems. (P)



There has probably been insignificant exposure to the structure and function of these

governmental systems. Students will have had limited encounters with the Articles of

Confederation, the federalism of the Constitution, and the Confederate government during the

Civil War. The connection between the structure of these governmental systems and these

historical examples will have been superficial. (44.1; USHC 2.3; USHC 4.2)

It is essential for students to know the differences in the structure of these governmental

systems especially how those structures relate to the exercise of power in governance. Given

case studies students should be able to examine the characteristics of a governmental system and

identity it as confederate, federal, or unitary. They should also be able to determine which system

would be most/least effective in handling the various responsibilities that governments face.

It is not essential for students to identify those nations that utilize each system today or have

operated under such a system in the past.

Assessment Guidelines: The objective on this indicator is to compare confederate, federal, and unitary systems of government. Suitable assessment would include having students examine contemporary

examples and/or case studies of government and defend whether the government in question is

confederate, federal, or unitary. Students should be able to classify governments based upon a

study of these characteristics. It is justifiable that students should be able to distinguish the

characteristic of these systems and to apply these characteristics in an operational sense. For

example, given a “realworld” situation such as military mobilization, students should be able to

defend which system could best address that situation.




USG1.5 Compare the advantages and disadvantages of the ways in which power is

distributed, shared, and limited to serve the purposes of constitutional government, including

the criteria of effectiveness, the prevention of the abuse of power, and responsiveness to

popular will. (P)



Students will have studied historical conflicts in which governmental change took place; thereby,

having some knowledge about governmental effectiveness/ineffectiveness and the idea of power.

The primary examples that have been studied are the Magna Charta, Declaration of Independence,

the Age of Revolutions, and the principles of the U.S. Constitution and Bill of Rights. (44.1;

44.3; 62.3; USHC 2.3; USHC 4.2)

It is essential for students to understand the following stated purposes of constitutional

government (effectiveness, legitimate use of power, responsiveness) and to recognize that the

form and function of political systems play a critical role in helping governments achieve those

purposes. Students should know about power and authority and the concept of legitimacy – i.e.

the “rightful” application of power by a government. The comparative nature of this indicator

correlates to Standard USG1.4 and its examination of confederate, federal, and unitary systems.

Students should grasp the concept that constitutional governments often fail to realize these

purposes and there is differentiation in the subsequent ability of governments to be responsive to

these failures (incorporates USG1.3).

It is not essential for students to know the governmental system of any particular nation even

though case studies and historical examples should be utilized.

Assessment guidelines:

The objective of this indicator is to compare the functional distribution of power in government.

Assessments should require students to identify power and how it is distributed in various

systems. Students should be able to distinguish between the use of legitimate and illegitimate

power. It is reasonable to require students to analyze use of power in government and to evaluate

its effectiveness.




USG1.6 Analyze alternative forms of representation and the extent to which they serve the

purposes of constitutional government, including arguments for and against

representative government as distinguished from direct popular rule, common bases upon which

representation has been established, different electoral systems, and differing theories of

representation. (P)

Taxonomy Level: 4.2B Analyze Conceptual Knowledge


Students will have studied the ideas of direct democracy in ancient Greece, representation in the

Roman Republic, and the debate on representation in the American constitutional system. There

will have been limited development of the nature of representative government and no significant

exposure to electoral systems and the philosophical debate on representation and government.

(62.2; 72.3; GS 1.1; GS 6.3; USHC 2.1; USHC 4.2)

It is essential for students to know that representative government is the most common

expression of democratic government in the world. Representative government has developed

over the centuries and can be manifested in many forms. There is wide debate over the types of

limitations that have been, and continue to be, allowed in representative government. Standard

limitations have centered on social class, age, economic status, ethnicity, gender, and religion,

though the range of who should/not be represented is endless. There has been widespread debate

over the issue of direct rule but most modern societies accept that to govern any largescale unit,

directrule is not a feasible option. However, on a small scale, directrule is still occasionally

employed. Students should be exposed to the more common representative systems currently

utilized by major democratic systems.

It is not essential for students to know any explicit representative model, the representative

model practiced by individual nations, or to identify the advocates of specific theories of

representation.

Assessment guidelines: The objective of this indicator is to analyze the nature of representative government. The primary

focus should be an examination and evaluation of models of representative government,

including the effectiveness of these models in truly representing the interests and needs of its

citizens. Students should be able to distinguish the differences in models of representation and

explain the theories of what various models attempt to achieve through their structures.


Standard USG2: The student will demonstrate an understanding of the foundations

of the American republic—its basic democratic principles and its political systems.

USG2.1 Summarize the basic principles of American democracy including popular

sovereignty, the rule of law, the balance of power, the separation of powers, limited government,

federalism, and representative government as expressed in the Declaration of

Independence, the Federalist Papers, the Constitution, and the Bill of Rights. (P, H)



Students will have had a continuous and detailed exposure to each of these concepts from the

upper elementary grades through high school. Students should have developed an extensive

knowledge of the significance of these principles as well as an understanding of historical and

contemporary application.

(K2.1; 13.4; 33.1; 34.3; 43.3; 44.2; 44.3; 44.6; 73.2; GS 4.3; USHC 2.2; USHC 2.4; USHC 2.5)

It is essential for students to know the underlying principles that guided the development and

articulation of these foundational documents. Specifically the students will be expected to master

the seven basic principles noted in the indicator. It will be necessary for students to read

extensively from these documents and to distinguish the principles expressed therein for each

document. It is crucial to understand that principles guide the form and the function of governing

systems and to recognize this causation in the actualization of American democracy.

It is not essential for students to know who the author(s) of these documents were or to

identify those philosophers who advanced these principles.

Assessment guidelines: The objective of this indicator is for students to summarize the core ideals on which American government is founded and to recognize those principles as expressed in key foundational

documents. Students need to be able to explain the concepts underlying these principles and to

describe how these principles are integrated into these core documents. It is also appropriate to

have students distinguish which principle(s) is being utilized when given examples. As stated

above, it is imperative that students read and analyze the primary documents listed in the

indicator.




USG2.2 Explain philosophical influences on the development of American government,

including the philosophy and practices of the Greeks and the Romans; the ideals of the

JudeoChristian tradition; and the ideas of such European thinkers as John Locke, Charles de

Montesquieu, Thomas Hobbes, Niccolò Machiavelli, and JeanJacques Rousseau. (P, H)



Students will have studied the components and people in this indicator through several grades.

There will have been less exposure to Montesquieu and Machiavelli. Students will not have a

strong background in the influence of these ideas and philosophers, especially as they relate to

the U.S. governmental structure and political development.

(13.4; 62.2; 62.3; 63.6; 65.1; 65.3; 72.2; GS 1.1; GS 1.2; GS 1.3; GS 2.5; GS 3.4; USHC 2.5)

It is essential for students to read from the writings of the philosophers listed in the indicator.

Students should concentrate on the principles in indicator USG2.1 and the development of these

principles in the philosophical writings of those men listed. Combined with USG2.1 learners

should possess an understanding of the development and application of the basic principles in

American government.

It is not essential for students to match authors to titles. The emphasis is on the ideals

expressed and either utilized or rejected by Americans in the creation of a national government.


The objective of this indicator is for students explain the impact of key governmental models and

political philosophies. Students should be able to analyze the structure and function of American

government and critique the impact of these models and philosophies on American government.

It will be necessary for students to describe the causal relationship of these historical examples

and writing on the development of the American system. As part of this assessment process

students should also be required to argue why certain aspects of these models and ideals were

rejected.




USG2.3 Compare fundamental values, principles, and rights that are in conflict with one

another in the American political system and the ways in which such conflicts are typically

resolved, including conflicts that arise from diversity, conflicts between individual rights and

social stability, and conflicts between liberty and equality. (P, H)



Students will have little, if any, previous knowledge of this indicator. They will have studied

historical examples of conflicts between American values and the application of those values –

most notably in racial matters. There will have been no attempt to analyze current discrepancies,

investigate the intrinsic nature of political conflict, and how to deal with that conflict within a

governmental context.

It is essential for students to know that in a democratic society there is inherent conflict as the

various factions seek to achieve their goal(s). Students should be able to summarize typical

conflicts that will arise in democracies and to look at specific contemporary examples of conflict

in the U.S. (as well as at potential future conflicts). They need to be able to use these conflicts as

models to assess the structure of the U.S. governmental system and how it is designed to provide

a forum for these issues to be resolved.

It is not essential for students to know specific historical or contemporary examples of

conflict.


It is the objective of this indicator to compare the expression and realization of core ideals in the

American political system. It is appropriate to ask students to identify and summarize instances

where ideals have not been realized and to evaluate the response to those failures. Students

should critique these ideals and determine where conflict is inherent and develop methods of

handling these disputes.




USG2.4 Summarize the significant ideals of the American republic, the discrepancy between

those ideals and the realities of American society, and ways that such discrepancies might be

reduced through social and political action. (P, H)



There will have been no previous knowledge of this indicator. Students will have studied the basic

ideals of American government, historical examples of failing to adhere to these ideals, and the

resultant resolution of these failures. There will have been no attempt to investigate current

discrepancies or to analyze proposed solutions of these deficiencies.

It is essential for students to recognize key ideals of American government, such as, limited

government, equality, liberty, popular sovereignty, rule of law, due process, etc., and to note that

the implementation of these ideals has not always been realized. Students should be able to

identify specific historical instances where failures occurred, the reactions to and consequences

of these failures. Students should be able to classify types of reactions and utilize these

examples, as well as creating new possibilities, to address contemporary deficiencies in the

realization of American ideals in hypothesizing how to resolve these deficiencies. There should

be a strong focus on the ability of citizens to take action to address social and political concerns

in American government

It is not essential for students to know all American ideals that have been abridged or specific

examples of the failure of each ideal.

Assessment guidelines: The objective of this indicator is for students to summarize instances when key principles of American government have not been realized. It is appropriate to have students exemplify

instances of these failings and to evaluate historical responses. Furthermore, students should be

expected to determine methods and means of using political or social actions to address

shortcomings. It would be suitable to have students create “plans of action” to address specific

deficiencies in the realization of American values.




USG2.5 Explain factors that have shaped the distinctive characteristics of American society,

including the belief in limited government, religious freedom, diversity of the population,

and relative social equality. (P)



Students will have an extensive background of limited government and religious freedom while

having less information about the concepts of diversity and social equality and how they have

shaped American society.

(42.3; 42.4; 43.1; 51.2; 51.5; USHC 2.1; USHC 2.2; USHC 4.4; USHC 9.5)

It is essential for students to understand each of these factors and to demonstrate their

influence in securing the freedom and equality in American society. Students should be able to

give evidence of these ideals reflected in American society.

It is not essential for students to know all characteristics which have influenced American

society, to compare American society to other societies or to make a determination of which

ideals are distinctly “American.”


The objective of this indicator is for students to explain how American society has been shaped

by these key factors. Assessment should focus on the impact these factors have had on American

society. It would be appropriate to have students predict how aspects of our society and political

culture would be different if one/any/all of these beliefs had not been widely held. Furthermore,

assessment could ask students to compare these factors and support an argument for which

one(s) are most or least important.



continuing role of the U n i t e d S t a t e s C o n s t i tu t ion i n th e d e f i n i n g

a n d shaping o f A mer i can government and society.

USG3.1 Contrast the distribution of powers and responsibilities within the federal system,

including the purpose, organization, and enumerated powers of the three branches; the workings

of the Supreme Court; and the operation of the lawmaking process. (P)



There will have been insignificant previous knowledge of this indicator. Students will have

studied the development of federalism and separation of powers but will have little knowledge or

understanding of the de facto operation of the national government. (44.2; USHC 2.7)

It is essential for students to understand the concepts of limited government, checks/balances

and separation of powers and how these are reflected in the structure and functioning of

American government at national and state levels. Students should be able to describe the

structure and operation of the three branches and how this structure enables each branch to

appropriately function and execute its responsibilities as specified in the Constitution.

Specifically students need to understand executive bureaucracy, the committee system within

Congress, and the nature of the appellate and federal court system and the necessity of these

“support” systems in enabling each branch to perform its duties. Students should be able to

identify specific duties and responsibilities as an executive, legislative, or judicial function.

Students should be able to detail the process of creating and executing a law.

It is not essential for students to identify the specific men/women who hold key offices within

the structure of the national government, i.e., Chief Justice, Secretary of State, etc…

Assessment guidelines: The objective of this indicator is to contrast the distribution of power

between the legislative, executive, and judicial branches. The primary focus of assessment

should be on detailing the Constitutional responsibilities of each branch and explaining how the

distribution of these responsibilities maintains a balance of power among the branches.

Appropriate assessment would have students relate the responsibilities of each branch to its

structure, describing how that structure enables each branch to function and carry out its

responsibilities.





USG3.2 Explain t h e o r g a n i z a t i o n a n d r e s p o n s i b i l i t i e s o f l o c a l a n d s t a t e

governments, including the purposes and functions of state constitutions; reserved and

concurrent powers in the states; the relationships among national, state, and local levels of

government; and the structure and operation of South Carolina’s government. (P)



There will have been insignificant previous knowledge of this indicator. Students will have limited familiarity with state and local governments with some level of awareness primarily

coming in the 3rd

and 8th

grades. From U.S. History students will have developed a partial awareness of state governments through the study of the Civil War and Reconstruction.

(14.2; 23.3; 33.4; 82.4; 85.1; USHC 2.4)

It is essential for students to recognize the role of state and local governments in the federal

system and how these governments help disperse decisionmaking and power. It is important that

students realize that state and local governments typically operate under the same basic format as

the national government (written constitution, rule of law, representative government, etc.

Although the form may differ, these levels of government help preserve, promote, and protect

basic American ideals. Students should be able to identify specific duties, powers, and

responsibilities that belong to the national and/or state and/or local governments and to recognize

those powers classified as either reserved or concurrent in the Constitution. There should be an

emphasis on intergovernmental relations (national, state, local) concerning the administrative

function and focus of each level. Additionally students should be expected to detail the

organization of SC government, recognize the primacy of the legislative branch and the growing

challenge of the executive branch to this supremacy.

It is not essential for students to know specific people holding office in SC or other

governments. It also is not necessary for students to identify the specific details of any particular

state constitution, including South Carolina’s.

Assessment guidelines: It is the objective of this indicator to explain the organization and

responsibilities of state and local governments in the federal system. Appropriate assessment

would require students to detail the Constitutional responsibilities of state governments and

generalize major points about the workings of state and local governments. Furthermore,

assessment should focus on outlining the structure and function of South Carolina’s government

and describing its operation.





USG3.3 Summarize the function of law in the American constitutional system, including the

significance of the concept of the due process of law and the ways in which laws are intended to

achieve fairness, the protection of individual rights, and the promotion of the common good. (P)



There will have been little previous knowledge of this indicator. Previous understanding of this

indicator would have been in the context of focusing on the civil rights movement and the due

process amendments of the Constitution. Students will have been introduced to some relevant

court cases such as Marbury v. Madison, Dred Scott, and Brown v. Board, but the depth of

understanding would be limited.

(51.2; 55.3; 72.3; USHC 4.4; USHC 9.5)

It is essential for students to apply their understanding of rule of law and its role in the American system. There needs to be a realization that it’s not enough to have written law but there must be a legitimacy of law for it to be effective. Due process is a critical component in this legitimacy since it protects individual and societal liberties, preventing their arbitrary and unlawful loss. Students need to understand the need for substantive and procedural due process if the law is to function properly. Additionally students need to be aware of the evolution of due

process through the 14th

Amendment and the incorporation doctrine.

It is not essential for students to know the specific court cases that incorporated individual

rights.

Assessment guidelines: The objective of this indicator is to summarize the function of law; therefore, the primary focus of assessment should be to generalize major points describing the operation of constitutional law in the United States. Assessment should require students to

explain due process and the incorporation doctrine, relating these to the 5th

and 14th

amendments specifically. Assessment would involve distinguishing substantive and procedural due process and critiquing the application of these concepts in the American system. It would be appropriate to apply the principles of fairness, individual rights, and common good in analyzing the function

of law.





USG3.4 Summarize the process through which public policy is formed in the United States,

including setting a public agenda and the role of political institutions, political parties, and

special interest groups. (P)



There will have been no previous knowledge of this indicator. Students will have had brief

exposure to the development of political parties in America and a brief introduction to some

important third party ideas in U.S. history.

It is essential for students to know that public policy seeks to create a plan(s) of action to

answer the political questions associated with governance and administration. Since public

policy deals with issues related to the public sphere, students need to recognize the broadness of

these issues and the myriad of influences in setting policy. They need to know at its core that

public policy contends with the questions of who governs, who makes public decisions, how

resources are distributed, and the funding of public enterprises. Students need to be able to

describe how political parties influence the setting of agendas and how those who

create/implement policy are often “responsible” to political parties. They also should be able to

detail the purpose of special interest groups and the operation of these groups as they seek to

exert influence on policy. Students need to understand the role of political institutions in setting

policy, especially where these institutions have enumerated functions. Finally there should be an

emphasis on the interaction of these groups, institutions, and the populace in setting public

policy.

It is not essential for students to know any specific interest groups per se. Case studies will be

beneficial in increasing understanding, but which groups are to be utilized are left to the

discretion of the teacher.

Assessment guidelines: The objective of this indicator is to summarize the process by which

public policy is formed. Appropriate assessment would require students to include information

detailing the role of political institutions, political parties, and special interest groups in

formulating public policy. It would be appropriate to include assessment focusing on the analysis

of specific public policy and determining how that policy was decided.





USG3.5 Summarize features of the election process in the United States, including the roles

of the political parties, the nomination process, the Electoral College, and the campaigns;

the issues of campaign funding; and trends in voter turnout and citizen participation. (P, H)



Although they would have studied various candidates and elections, students would have limited

information about the development of political parties.

It is essential for students to know how the major political parties are organized and how they

function in choosing candidates for office. This indicator allows for the inclusion of

congressional races (and even state races) but its focus in on the presidency, as the preeminent

office, and its representative nature of the overall election process. Students should be able to

explain why election participation rates are extremely low in the United States, as well as

provide examples of this phenomenon. It will be important to study the campaign process,

including strategies and techniques (utilized by candidates, political parties, and special interest

groups) for building support and/or opposition to a candidate. An awareness of the purpose and

function of the Electoral College is necessary and needs to be understood as one component of

election strategy. It should be noted that the distribution of electoral votes is determined by

states. Students should be aware of the current debate surrounding the necessity and purpose of

the Electoral College.

It is not essential for students to know the exact percentages of group participation in any

given election. There also is no need for students to know the specific number of electoral votes

for any given state. Given these caveats, however, students should have a general understanding

of electoral vote distribution, of election participation rates among key demographic groups, and

of voting tendencies among these groups.

Assessment guidelines: The objective of this indicator is to summarize the features of the

election process in the United States, therefore the primary focus of assessment should be to

generalize major points about the role of political parties, the nomination process, campaigns,

and the nature of elections; including an analysis of the Electoral College. Appropriate

assessment would require students to give examples of how these factors have influenced

elections in recent years.


Standard USG4: The student will demonstrate an understanding of the United

States’ relations with other nationstates and its role in world affairs.

USG4.1 Summarize ways in which United States foreign policy is formulated and carried out,

including current foreign policy issues and security interests; the impact of foreign policy on

individual citizens; the influence and exchange of political ideas between nations; and

America’s contributions to the world in politics, environmentalism, technology, science,

humanitarianism, and culture. (P, E, G)



There will have been insignificant previous knowledge of this indicator. Students will have

studied instances of U.S. foreign policy but will have no detailed knowledge of current foreign

policy issues or the decisionmaking apparatus for creating and implementing foreign policy.

(56.1; 56.5; 56.6; 77.1; 77.3; GS 6.4; USHC 10.1)

It is essential for students to know that the formulation of foreign policy resides primarily with

the executive branch and the president, though the limited role of Congress should also be

examined. An explanation of the roles of the major foreign policy agencies/departments should

be detailed. This explanation should include the Department of State, the NSA, the CIA, and the

Department of Defense. Students should recognize the prominent roles of ideology, trade

(economics), and security issues in driving foreign policy and that foreign policy operates in both a formal and informal sphere. There should be a focus on contemporary issues concerning the

U.S. in international relations. An emphasis should be placed on American values such as justice,

rule of law, popular sovereignty, basic human rights, etc., which have had, and continue to have,

a large influence on the international community. There should be a recognition that foreign

policy traditionally has had little interest among the populace, with the obvious exception of war,

and operates with little acknowledgement or oversight from the American people.

It is not essential for students to know the current policy/relationship with any given nation.

Nor do students have to know the persons currently heading the various departments, agencies,

or committees. There is no need to know the details and any particular treaty or executive

agreement.

Assessment guidelines: The objective of this indicator is to summarize the formulation and

execution of U.S. foreign policy. Assessment should require students to explain why foreign

policy is primarily an executive function and to describe the creation of policy in contemporary

international issues. Appropriate assessment would call upon students to analyze and debate the

impact of American foreign policy in contributing to the expression of democratic ideals around

the world.


Standard USG4: The student will demonstrate an understanding of the United

States’ relations with other nationstates and its role in world affairs.

USG4.2 Compare the roles of international organizations in world affairs, including the

United Nations, the North Atlantic Treaty Organization (NATO), and the World Health

Organization. (P, G)



Students will have been introduced the formation and initial roles of the UN and NATO as

studied in historical context (55.5; 76.1; 77.4). There will have be inconsequential examination

of the subsequent development of these institutions and their current roles in world affairs. The

WHO is not part of any previously studied indicator.

It is essential for students to know the purposes and functions of these organizations and to

compare their roles in affecting world affairs as well as how the missions of these organizations

may have evolved over time. There should be a basic understanding of U.S. participation in these

organizations and current U.S. approach toward them. The indicator places an emphasis on the

role of these organizations and their relationship to current U.S. policies.

It is not essential for students to know detailed structure of any organization or the current or

past leaders of these organizations.

Assessment guidelines: The objective of this indicator is to compare the roles of various

international organizations in shaping and impacting world affairs. Assessment should focus on

the similarities and differences in the purpose and function of these organizations. Appropriate

assessment would focus on critiquing the role of these institutions in aiding or inhibiting the

United States’ implementation of its foreign policy goals.



concept of personal and civic rights and responsibilities and the role of

the citizen in American democracy.

USG5.1 Classify the rights of United States citizens as personal, political, or economic and

identify the significance and source of such rights and the conflicts that can arise when these

rights are limited. (P, E)



Students will have little previous knowledge of this indicator. Students will have studied

instances of conflict arising from suppressed rights – most notably AfricanAmerican actions in

the civil rights movement – but will have had no experience in the classification of such rights,

the examination of the source of these rights, or predicting the subsequent consequences of

denying these rights. (51.2; 55.3; USHC9.4; USHC9.5)

It is essential for students to determine if certain rights should be categorized as political,

personal, or economic as applied in case studies, current events, or hypothetically. Students

should be able to explain the source of such rights – legal, inherent, cultural, historical, etc.

Students should also develop criteria to determine if a claimed “right” is, in fact, a right; and use

this criteria to determine whether rights are being limited. Based on historical studies, students

should have familiarity with past reactions to denial of rights and should use this knowledge as a

foundation for hypothesizing or predicting reactions to the limitation or, perceived limitation, of

rights in contemporary America.

It is not essential for students to know any specific historical examples of rights being denied

not reactions to past infringements.

Assessment guidelines: The objective of this indicator is to classify rights as being either

personal, political, or economic, therefore the primary focus of assessment should be to

categorize rights based upon an analysis of the description. Assessment would require the

students explain and defend the existence of such rights and predict the response if such rights

were to be restricted.





USG5.2 Summarize commonly held personal and civic responsibilities and their significance

in maintaining a democracy, including voting, serving as a juror, obeying the law, paying

taxes, and serving in the military. (P)



There will have been no previous knowledge of this indicator through the Social Studies

Academic Standards. Students may have had exposure in courses designed to teach character

education or civil responsibility. (35.7; 44.5)

It is essential for students to know the manner in which these characteristics are significant in

advancing a democratic, republican government. Students should recognize that manifestation of

civic traits guarantees protection of core principles – limited government, popular sovereignty,

etc., and without civic participation to check political power, individual rights would be

jeopardized and the American political system imperiled. Students should be able to attribute a

direct correlation between the five responsibilities mentioned and democratic freedoms while

defending these responsibilities as critical to the achievement of an autonomous, selfgoverning

people.

It is not essential for students to rank these traits in order of importance or to characterize

them as “more important” or “less important”.

Assessment guidelines: The objective of this indicator is to summarize basic civic

responsibilities and to explain their significance in maintaining a democracy; therefore, the

primary focus of assessment should be to generalize major points about the role of these

responsibilities. It would be appropriate to require students to debate the necessity of these civic

duties in securing a democracy.





USG5.3 Explain ways in which Americans can monitor and participate in politics and

government, including engaging in political leadership or public service, analyzing and becoming

informed about public issues and policy making, joining political parties and interest groups,

voting, and volunteering in the community. (P)




Academic Standards.

It is essential for students to be capable of becoming wellinformed, participatory citizens.

They should be able to identify important methods used by citizens to become informed about

issues and to facilitate participation in the political process. There is a need to build upon

indicator USG 5.2 and stress the critical role of citizens in the proper functioning of a

democracy. Students need to recognize that voting is the most fundamental method of

engagement but that citizen involvement should extend beyond voting into other areas of the

political realm. An emphasis should be placed on how citizens become informed and students

should learn to evaluate sources of information for validity, accuracy, truthfulness, and

usefulness. This would be an appropriate indicator to utilize service learning projects and/or

engage students in political/community clubs. At the very least there should be awareness of the

potential for serving in the community to effect change and of organizations that are currently

doing so. The focus in this indicator should be on the processes of citizens becoming informed

and involved as well as the opportunity(s) for students to engage in the political sphere.

It is not essential for students to know about any particular issue or organization per se.

Assessment guidelines: It is the objective of this indicator to explain ways in which citizens can

participate in governing and the democratic process. Appropriate assessment could require

students to justify why citizen participation is necessary in sustaining a democracy and to

describe the methods of participation listed in the indicator. Since informed citizens are

considered critical to a democratic society, it would be appropriate to have students analyze

means of citizens obtaining political information.





USG5.4 Explain the process of naturalization in the United States, including naturalization

laws and the criteria of length of residency, English language literacy, proof of character,

knowledge of United States history, and support for the values and principles of American

constitutional government. (P)




Academic Standards.

It is essential for students to understand the procedure for persons to become naturalized

citizens. The rationale behind these requirements should be explained and evaluated in terms of

achieving their intended purpose(s).

While not mentioned in the indicator it would be useful for students to differentiate among the

various methods of residing in the U.S.. A familiarity with naturalization, green cards, asylum,

and visas for comparative purposes would be appropriate.

It is not essential for students to know the immigration quotas for nations/regions or any other

statistical information related to the naturalization process.

Assessment guidelines: It is the objective of this indicator to explain the process of

naturalization. Assessment should require students to outline the procedure involved and to

explain the nature and purpose of each step.


Standard USG5: The student will demonstrate an understanding of the concept of personal and civic rights and responsibilities and the role of the citizen in American democracy.

USG5.5 Summarize character traits that are important to the preservation and improvement of

American democracy, including dispositions that encourage citizens to act as independent

members of society, that foster respect for individual worth and human dignity, and that engage

the citizen in public affairs. (P)


Previous/future knowledge: There will have been insignificant previous knowledge of this indicator through the Social Studies

Academic Standards. Students will have been exposed to the ideas of worth, respect, and dignity

of the individual. (K2.1; K4.1; K4.2; 62.2)

It is essential for students to understand that democracy depends upon the principle of citizens

promoting the common good. Again there is a focus on the necessity of citizen involvement for a

democratic system to succeed. This indicator concentrates on the correlation between the moral

character of individual citizens and how that character influences the decisionmaking of

citizens. There is an implication of the need to coalesce the competing elements of liberty,

(individual), and democracy, (group), and that the juxtaposition of these ideals is dependent upon

the character of citizens.

It is not essential for students to identify specific historical instances of people and/or events

that epitomize these character traits.

Assessment guidelines: It is the objective of this indicator to summarize character traits of

citizens that are significant in sustaining democracy; therefore, the primary focus of assessment

would require students to generalize major points describing the qualities needed. Appropriate

assessment would call upon students to defend the necessity of the strong individual character of

citizens in maintaining a free, democratic government.

Documents

Standard USG1: The student will demonstrate an ...toolboxforteachers.s3.amazonaws.com/.../HS_SS_Government_Suppo… · the United States government ... The objective on this indicator