Grade Seven
Social Science Content Standards

 

Curriculum > Recommendations > Framework> Middle School > Grade 6  > Grade 7  >  Grade 8  >  Upper School
 

American Government: Local, State, and National

Students in grade seven will pursue an basic understanding of the institutions of American government.  They will compare systems of government in the world today and analyze the history and changing interpretations of the Constitution, the Bill of Rights, and the current state of the legislative, executive, and judiciary branches of government. An emphasis is placed on analyzing the relationship among federal, state, and local governments, with particular attention paid to the workings and importance of local and state government. These standards represent the foundations of civic literacy as students prepare to vote, participate in community activities, and assume the responsibilities of citizenship.

In addition to studying government in grade seven, students will also master fundamental economic concepts, applying the tools (graphs, statistics, equations) from other subject areas to the understanding of operations and institutions of economic systems. Studied in a historic context are the basic economic principles of micro-, macro-, and international economics.


STANDARD 1:
What is civic life? What is politics? What is government? Why are government and politics necessary? What purposes should government serve?

Content summary and rationale
Civic life is the public life of the citizen concerned with the affairs of the community and nation, as contrasted with private or personal life, which is devoted to the pursuit of private and personal interests.

Politics is a process by which a group of people, whose opinions or interests may be divergent, reach collective decisions that are generally regarded as binding on the group and enforced as common policy. Every social group, including the family, schools, labor unions, and professional organizations, is engaged in politics, in its broadest sense. Politics is an inescapable activity, and political life enables people to accomplish goals they could not realize as individuals.

Government is the people and institutions in a society with authority to make, carry out, enforce laws, and settle disputes about law that, in general, deal with the distribution of resources in a society, the allocation of benefits and burdens, and the management of conflict.

Differing assumptions about the proper relationship between civic and private life influence ideas about the purposes of government. Differing ideas about the purposes of government have profound consequences for the well-being of individuals and society. For example, if one believes that the activities of government should be restricted to providing for the security of the lives and property of citizens, one might believe in placing severe restrictions on the right of government to intrude into their private or personal lives. On the other hand, if one believes that the moral character of the individual should be a public or civic matter, one might support a broad range of laws and regulations concerning private behavior and belief.

Citizens need to understand competing ideas about civic life, politics, and government so that they can make informed judgments about what their government should and should not do, about how they are to live their lives together, and about how to support the proper use of authority and combat the abuse of political power.

Content standards

  1. Defining civic life, politics, and government. Students should be able to explain the meaning of the terms civic life, politics, and government.

    To achieve this standard, students should be able to

  1. Necessity and purposes of government. Students should be able to evaluate, take, and defend positions on why government is necessary and the purposes government should serve.

    To achieve this standard, students should be able to


STANDARD 2:
What are the essential characteristics of limited and unlimited government?

Content summary and rationale
Limited government provides a basis for protecting individual rights and promoting the common good in contrast to unlimited government which endangers these values. Limited government is constitutional government. Unlimited governments include authoritarian and totalitarian systems.

The rule of law is an essential component of limited government. The central notion of a rule of law is that society is governed according to widely known and accepted rules followed not only by the governed but also by those in authority.

Civil society is that sphere of voluntary individual, social, and economic relationships and organizations that, although limited by law, is not part of governmental institutions. Civil society provides a domain where individuals are free from unreasonable interference from government. By providing for independent centers of power and influence, civil society is an indispensable means of maintaining limited government.

An understanding of the concept of limited government and its essential components helps citizens understand the necessity of maintaining those conditions that prevent a particular government from exceeding its powers.

An awareness of different types of limited governments provides citizens with a basis for making reasoned judgments about proposals to alter their own government and for evaluating the governments of other nations.

Content standards

  1. Limited and unlimited governments. Students should be able to describe the essential characteristics of limited and unlimited governments.

    To achieve this standard, students should be able to

  2. The rule of law. Students should be able to explain the importance of the rule of law for the protection of individual rights and the common good.

    To achieve this standard, students should be able to


STANDARD 3:
What are the nature and purposes of constitutions?

Content summary and rationale
The term “constitution” has alternative meanings, and constitutions serve differing purposes in different nations. In some nations a constitution is only a description of a form of government. In the United States, as well as in some other nations, a constitution is a form of higher law that establishes the powers of government and limits them in order to protect individual rights as well as to promote the common good. In some nations with unlimited governments, constitutions have served as a cloak to misrule, disguising the unconstrained behavior of rulers.

In the United States, constitutional government is equated with limited government. Even in a constitutional government, however, the constitution alone cannot guarantee that the limits imposed on government will be respected or that the purposes of government will be served. There are certain social, economic, and political conditions that enable constitutional government to flourish.

To preserve and improve constitutional government, citizens must understand the conditions necessary for its existence. There must be general agreement about the proper relationship among the people, their constitution, and their government. Finally, not only must a constitution regulate institutions, the people also must cultivate a disposition to behave in ways consistent with its values and principles.

Content standards

  1. Concepts of “constitution.” Students should be able to explain alternative uses of the term constitution” and to distinguish between governments with a constitution and a constitutional government.

    To achieve this standard, students should be able to

  2. Purposes and uses of constitutions. Students should be able to explain the various purposes constitutions serve.

    To achieve this standard, students should be able to

  3. Conditions under which constitutional government flourishes. Students should be able to explain those conditions that are essential for the flourishing of constitutional government.

    To achieve this standard, students should be able to


STANDARD 4:
What are alternative ways of organizing constitutional governments?

Content summary and rationale
The way a government is organized is a reflection of its most fundamental purposes. For that reason, constitutional governments organize their institutions to channel and limit the exercise of political power to serve the purposes for which they have been established.

The most common forms of organization of the institutions of central governments at the national level are systems of shared powers and parliamentary systems.

There are several kinds of relationships between the central government of a nation and other units of government within the nation. The most common forms of such relationships, all of which have been or can be found in the United States, are confederal, federal, and unitary systems.

By comparing alternative means of organizing constitutional governments, citizens become aware of the advantages and disadvantages of their own system and how it may be improved. This understanding also provides a basis for evaluating whether one's own government is diverging from its constitutional design and purposes. This knowledge not only helps citizens to understand their own government, it also enables them to grasp the meaning of events in the world, such as the fall of parliamentary governments, the breakup of federations, or the weaknesses of confederations.

Content standards

  1. Shared powers and parliamentary systems. Students should be able to describe the major characteristics of systems of shared powers and of parliamentary systems.

    To achieve this standard, students should be able to:

  2. Confederal, federal, and unitary systems. Students should be able to explain the advantages and disadvantages of confederal, federal, and unitary systems of government.

    To achieve this standard, students should be able to


Standard 5:
What is the American idea of constitutional government?

Content summary and rationale
Using a written constitution to set forth the values and principles of government and to establish and limit its powers is among this nation's most distinctive accomplishments. The American system of government relies on its citizens' commitment to these constitutional values and principles set forth in the Constitution, as well as in the Declaration of Independence and other writings. These values and principles provide the foundation for the establishment, in James Madison's words, of an “energetic” and effective government, one capable of fulfilling the purposes for which it was created--to protect the inalienable rights of the individual to life, liberty, and property and to promote the common good.

But an equally important purpose of the Constitution is to separate and limit the powers of government so that the basic liberties of the people are not infringed. The Bill of Rights was added to the Constitution to clarify and strengthen limitations on the powers of the national government, and it has become central to the American idea of constitutional government.

Citizens must understand the importance of the fundamental ideas of American constitutional government to develop a reasoned commitment to them, as well as to use them as criteria to evaluate their own behavior and the behavior of government officials.

Content standards

  1. The American idea of constitutional government. Students should be able to explain the essential ideas of American constitutional government.

    To achieve this standard, students should be able to


Standard 6:
What are the distinctive characteristics of American society?

Content summary and rationale

The distinctive characteristics of American society have shaped Americans' ideas about the proper relationship among individuals, society, and the government. Americans need to understand these characteristics in order to know who they are--their identity as a people. This understanding of a common identity and common purposes provides a basis on which American society can work cooperatively to solve common problems and manage conflicts within constitutional boundaries.

Unlike many other nations, the United States never experienced feudalism, accepted an inherited caste system, or recognized a nobility. The existence of a frontier, large-scale and continuing immigration, and the abundance and widespread ownership of property, have fostered the growth of a democratic way of life. Notable exceptions that have worked against the attainment of social equality are the history of slavery, the treatment of Native Americans, and discrimination against various groups.

A belief in social equality and a democratic way of life has fostered voluntarism, another prominent characteristic of Americans. The American tradition of voluntarism emerged from the colonists' dependence on one another during the early settlement period, was enhanced by the influence of a frontier, and was encouraged by Americans' religious beliefs. This propensity for voluntarism has continued to the present day and has given rise to questions that citizens need to address: Is it advantageous for society that certain functions, such as education and social welfare, be performed by voluntary associations? By government? Or should both have a role? Would American society be harmed if the propensity to voluntarism declined?

Recognition of the many forms of diversity in American society--ethnicity, race, religion, class, language, gender, or national origin--embraced in a constitutional system, is a prerequisite to making judgments about the benefits diversity offers and the challenges it poses.

Content standards

  1. Distinctive characteristics of American society. Students should be able to identify and explain the importance of historical experience and geographic, social, and economic factors that have helped to shape American society.

    To achieve this standard, students should be able to

  2. The role of voluntarism in American life. Students should be able to evaluate, take, and defend positions on the importance of voluntarism in American society.

    To achieve this standard, students should be able to

  3. Diversity in American society. Students should be able to evaluate, take, and defend positions on the value and challenges of diversity in American life.

    To achieve this standard, students should be able to



Standard 7:
What is American political culture?

Content summary and rationale
In contrast to most other nations, the identity of an American is defined by shared political values and principles rather than by ethnicity, race, religion, class, language, gender, or national origin. These shared values and principles have helped to promote cohesion in the daily life of Americans and in times of crisis have enabled them to find common ground with those who differ from them.

While political conflicts sometimes have erupted in violence--labor disputes, race riots, and draft riots--citizens should understand that political conflict in the United States has usually been less divisive and violent than in other nations. This is because American political conflict, with the major exception of the Civil War, labor unrest, civil rights struggles, and the opposition to the war in Vietnam, has generally taken place within a constitutional framework which allows for protest politics and promotes the peaceful resolution of differences.

To understand their nation, citizens should appreciate the nature of American political culture, which provides a foundation for the stability of the system of government and its capacity to respond to the needs and interests of the people through peaceful change

Content standards

  1. American identity. Students should be able to explain the importance of shared political values and principles to American society.

    To achieve this standard, students should be able to

  2. The character of American political conflict. Students should be able to describe the character of American political conflict and explain factors that usually prevent violence or that lower its intensity.

    To achieve this standard, students should be able to



Standard 8:
What values and principles are basic to American constitutional democracy?

Content summary and rationale
Agreement on certain fundamental values and principles is essential to the preservation and improvement of American constitutional democracy. They are stated in the Declaration of Independence, the Constitution, the Gettysburg Address, and other significant documents, speeches and writings. They provide common ground on which Americans can work together to decide how best to promote the attainment of individual, community, and national goals.

The values and principles of American constitutional democracy have shaped the nation's political institutions and practices. These values and principles are sometimes in conflict, however, and their very meaning and application are often disputed. For example, although most Americans agree that the idea of equality is an important value, they may disagree about what priority it should be given in comparison with other values, such as liberty. They also may disagree on the meaning of equality when it is applied to a specific situation. To participate constructively in public debate concerning fundamental values and principles, citizens need a sufficient understanding of them.

Disparities have always existed between the realities of daily life and the ideals of American constitutional democracy. The history of the United States, however, has been marked by continuing attempts to narrow the gap between ideals and reality. For these reasons, Americans have joined forces in political movements to abolish slavery, extend the franchise, remove legal support for segregation, and provide equality of opportunity for each individual. Citizens need to be aware of historical and contemporary efforts of Americans who, through individual, social, and political action, have sought to lessen the disparity between ideals and reality. Citizens need to understand that American society is perpetually “unfinished,” and that each generation has an obligation to help the nation move closer to the realization of its ideals.

Content standards

  1. Fundamental values and principles. Students should be able to explain the meaning and importance of the fundamental values and principles of American constitutional democracy.

    To achieve this standard, students should be able to

  2. Conflicts among values and principles in American political and social life. Students should be able to evaluate, take, and defend positions on issues in which fundamental values and principles are in conflict.

    To achieve this standard, students should be able to

  3. Disparities between ideals and reality in American political and social life. Students should be able to evaluate, take, and defend positions on issues concerning ways and means to reduce disparities between American ideals and realities.

    To achieve this standard, students should be able to


Standard 9:
How are power and responsibility distributed, shared, and limited in the government established by the United States Constitution?

Content summary and rationale
The system of government established by the Constitution has resulted in a complex dispersal of powers. As a result, every American lives under the jurisdiction of national, state, and local governments, all of whose powers and responsibilities are separated and shared among different branches and agencies.

All these governments--national, state, and local--affect the daily life of every American. This complex system of multiple levels and divisions of government is difficult to understand and is sometimes inefficient. It may result in delaying or preventing action by government which may or may not be desirable. The Framers of the Constitution saw this system as a principal means of limiting the power of government. It provides numerous opportunities for citizens to participate in their own governance. It reflects the principle of popular sovereignty, enables citizens to hold their governments accountable, and helps to insure protection for the rights of the people.

Citizens who understand the reasons for this system of dispersed power and its design are able to evaluate, monitor, and influence it more effectively.

Content standards

  1. Distributing, sharing, and limiting powers of the national government. Students should be able to explain how the powers of the national government are distributed, shared, and limited.

    To achieve this standard, students should be able to

     

    1. explain how the three opening words of the Preamble to the Constitution, “We the People...,” embody the principle of the people as sovereign--the ultimate source of authority
    2. explain how legislative, executive, and judicial powers are distributed and shared among the three branches of the national government
      • legislative power--although primary legislative power lies with Congress, it is shared with the other branches, e.g., the executive branch can submit bills for consideration and can establish regulations, the Supreme Court can interpret laws and can declare them unconstitutional
      • executive power--although primary executive power is with the executive branch, it is shared by the other branches, e.g., congressional committees have authority to review actions of the executive branch, the Senate must approve appointments and ratify treaties, the Supreme Court can review actions of the executive branch and declare them unconstitutional
      • judicial power--although primary judicial power is with the federal judiciary, it is shared with other branches, e.g., the president appoints federal judges, the Senate can approve or refuse to confirm federal court appointees, the executive branch can hold administrative hearings on compliance with regulations and laws, Congress can “overturn” a Supreme Court interpretation of a law by amending it
    3. explain how each branch of government can check the powers of the other branches
      • legislative branch has the power to
        • establish committees to oversee activities of the executive branch
        • impeach the president, other members of the executive branch, and federal judges
        • pass laws over the president's veto by two-thirds majority vote of both Houses
        • disapprove appointments made by the presiden t
        • propose amendments to the United States Constitution
      • executive branch has the power to
        • veto laws passed by Congress
        • nominate members of the federal judiciary
      • judicial branch has the power to
        • overrule decisions made by lower courts
        • declare laws made by Congress to be unconstitutional
        • declare actions of the executive branch to be unconstitutional

    2.    Sharing of powers between the national and state governments. Students should be able to explain how and why           powers are distributed and shared between national and state governments in the federal system.

        To achieve this standard, students should be able to


    Standard 10:
    What does the national government do?

    Content summary and rationale
    The actions of the national government have significant consequences on the daily lives of all Americans, their communities, and the welfare of the nation as a whole. These actions affect their security, their standard of living, and the taxes they will pay.

    To understand the impact of the political process on their daily lives and the lives of their communities, citizens need to understand how the national government functions. To deliberate with other citizens about political action and to influence governmental actions that affect their lives, citizens need to know the allocation of responsibilities among various components of government and where and how decisions are made.

    Content standards

    1. Major responsibilities for domestic and foreign policy. Students should be able to explain the major responsibilities of the national government for domestic and foreign policy.

      To achieve this standard, students should be able to

      • identify historical and contemporary examples of important domestic policies, e.g., Pure Food and Drug Act, Environmental Protection Act, civil rights laws, child labor laws, minimum wage laws, Aid to Families with Dependent Children, Social Security
      • explain how and why domestic policies affect their lives
      • identify historical and contemporary examples of important foreign policies, e.g., Monroe Doctrine, Marshall Plan, immigration acts, foreign aid, arms control, promoting democracy and human rights throughout the world
      • explain how and why foreign policies affect own lives
    2. Financing government through taxation. Students should be able to explain the necessity of taxes and the purposes for which taxes are used.

      To achieve this standard, students should be able to

      • explain why taxation is necessary to pay for government
      • identify provisions of the United States Constitution that authorize the national government to collect taxes, i.e., Article One, Sections 7 and 8; Sixteenth Amendment
      • identify major sources of revenue for the national government, e.g., individual income taxes, social insurance receipts (Social Security and Medicare), borrowing, taxes on corporations and businesses, estate and excise taxes, tariffs on foreign goods
      • identify major uses of tax revenues received by the national government, e.g., direct payment to individuals (Social Security, Medicaid, Medicare, Aid to Families with Dependent Children), national defense, interest on the federal debt, interstate highways


    Standard 9:
    How are power and responsibility distributed, shared, and limited in the government established by the United States Constitution?

    How are state and local governments organized and what do they do?

    Content summary and rationale
    State governments are established by state constitutions. That is, each has its own legislative, executive, and judicial branches. States possess substantial powers that, along with their local and intermediate governments, affect a citizen's life from birth to death.

    Local governments provide most of the services citizens receive, and local courts handle most civil disputes and violations of the law. State and local governments license businesses, professions, automobiles, and drivers; provide essential services such as police and fire protection, education, and street maintenance; regulate zoning and the construction of buildings; provide public housing, transportation, and public health services; and maintain streets, highways, airports, and harbors.

    Because of their geographic location and the fact that their meetings usually are open to the public, state and local governments are often quite accessible to the people. Members of city councils, boards of education, mayors, governors, and other officials are often available to meet with individuals and groups and to speak to students and civic organizations.

    Citizens need to know the purposes, organization, and responsibilities of their state and local governments so they can take part in their governance.

    Content standards

    1. State governments. Students should be able to explain why states have constitutions, their purposes, and the relationship of state constitutions to the federal constitution.

      To achieve this standard, students should be able to

      • explain that their state has a constitution because the United States is a federal system
      • identify major purposes of the constitution of the state in which they live
      • identify and explain the basic similarities and differences between their state constitution and the United States Constitution
      • explain why state constitutions and state governments cannot violate the United States Constitution
      • explain how citizens can change their state constitution and cite examples of changes
    2. Organization and responsibilities of state and local governments. Students should be able to describe the organization and major responsibilities of state and local governments.

      To achieve this standard, students should be able to

      • identify major responsibilities of their state and local governments, e.g., education, welfare, streets and roads, parks, recreation, and law enforcement
      • describe the organization of their state and local governments, e.g., legislative, executive, and judicial functions at state and local levels
      • identify major sources of revenue for state and local governments, e.g., property, sales, and income taxes; fees and licenses; taxes on corporations and businesses; borrowing
      • explain why state and local governments have an important effect on their own lives


    Standard 10:
    Who represents you in local, state, and national governments?

    Content summary and rationale
    Few Americans can identify most of the key people elected to serve them. It is important not only to know who these people are, but what their responsibilities are, and how they can be contacted on matters of interest. Such knowledge is an essential first step in providing Americans with the capacity to take part in their own governance.

    Content standards

    1. Who represents you in legislative and executive branches of your local, state, and national governments? Students should be able to identify their representatives in the legislative branches as well as the heads of the executive branches of their local, state, and national governments.

      To achieve this standard, students should be able to

      • name the persons representing them at state and national levels in the legislative branches of government, i.e., representatives and senators in their state legislature and in Congress
      • name the persons representing them at local, state, and national levels in the executive branches of government, e.g., mayor, governor, president
      • explain how they can contact their representatives and when and why it is important to do so
      • explain which level of government they should contact to express their opinions or to get help on specific problems, e.g., opinions about a curfew for persons under 16 years of age, an increase in state sales tax, aid to another country; problems with street lights, driver's license, federal income taxes


    Standard 11:
    What is the place of law in the American constitutional system?

    Content summary and rationale
    The rule of law operates within a framework provided by the United States Constitution. It establishes limits on both those who govern and the governed, making possible a system of ordered liberty which protects the basic rights of citizens and promotes the common good.

    Law pervades American society. Americans look to the principal varieties of law--constitutional, civil, and criminal--for the protection of their rights to life, liberty, and property. It often is argued, however, that Americans are overly dependent on the legal system to manage disputes about social, economic, and political problems rather than using other means available to them such as private negotiations and participation in the political process.

    An understanding of the place of law in the American constitutional system enhances citizens' capacity to

     

    Content standards

    1. The place of law in American society. Students should be able to explain the importance of law in the American constitutional system.

      To achieve this standard, students should be able to

      • explain the importance of the rule of law is
        • establishing limits on both those who govern and the governed
        • protecting individual rights
        • promoting the common good
      • describe historical and contemporary examples of the rule of law, e.g., Marbury v. Madison, Brown v. Board of Education, U.S. v. Nixon
      • identify principal varieties of law, e.g., constitutional, criminal, civil
      • explain how the principal varieties of law protect individual rights and promote the common good
    2. Criteria for evaluating rules and laws. Students should be able to explain and apply criteria useful in evaluating rules and laws.

      To achieve this standard, students should be able to

      • identify the strengths and weaknesses of a rule or law by determining if it is
        • well designed to achieve its purposes
        • understandable, i.e., clearly written, its requirements are explicit
        • possible to follow, i.e, does not demand the impossible
        • fair, i.e., not biased against or for any individual or group
        • designed to protect individual rights and to promote the common good
      • draft rules for their schools or communities that meet the criteria for a good or well-constructed rule or law
    3. Judicial protection of the rights of individuals. Students should be able to evaluate, take, and defend positions on current issues regarding judicial protection of individual rights.

      To achieve this standard, students should be able to

      • explain the basic concept of due process of law, i.e., government must use fair procedures to gather information and make decisions in order to protect the rights of individuals and the interests of society
      • explain the importance to individuals and to society of major due process protections
        • habeas corpus
        • presumption of innocence
        • fair notice
        • impartial tribunal
        • speedy and public trials
        • right to counsel
        • trial by jury
        • right against self-incrimination
        • protection against double jeopardy
        • right of appeal
      • explain why due process rights in administrative and legislative procedures are essential for the protection of individual rights and the maintenance of limited government, e.g., the right to adequate notice of a hearing that may affect one's interests, the right to counsel in legislative hearings
      • describe the adversary system and evaluate its advantages and disadvantages
      • explain the basic principles of the juvenile justice system and the major differences between the due process rights of juveniles and adults
      • describe alternative means of conflict management and evaluate their advantages and disadvantages, e.g., negotiation, mediation, arbitration, and litigation
      • evaluate arguments about current issues regarding judicial protection of the rights of individuals



    Standard 12:
    How     does the American political system provide for choice and opportunities for participation?

    Content summary and rationale
    The American political system provides citizens with numerous opportunities for choice and participation. The formal institutions and processes of government such as political parties, campaigns, and elections are important avenues for choice and citizen participation. Another equally important avenue is the many associations and groups that constitute civil society. All provide ways for citizens to monitor and influence the political process.

    American constitutional democracy is dynamic and sometimes disorderly. Politics is not always smooth and predictable. Individually and in groups, citizens attempt to influence those in power. In turn, those in power attempt to influence citizens. In this process, the public agenda--the most pressing issues of the day--is set, and public opinion regarding these issues is formed.

    If citizens do not understand the political process and how to deal with it effectively, they may feel overwhelmed and alienated. An understanding of the political process is a necessary prerequisite for effective and responsible participation in the making of public policy.

    Content standards

    1. The public agenda. Students should be able to explain what is meant by the public agenda and how it is set.

      To achieve this standard, students should be able to

      • explain that the public agenda consists of those matters that occupy public attention at any particular time, e.g., crime, health care, education, child care, environmental protection, drug abuse
      • describe how the public agenda is shaped by political leaders, interest groups, the media, state and federal courts, individual citizens
      • explain how individuals can help to shape the public agenda, e.g., by joining interest groups or political parties, by making presentations at public meetings, by writing letters to government officials and to newspapers

     

    1. Political communication. Students should be able to evaluate, take, and defend positions on the influence of the media on American political life.

      To achieve this standard, students should be able to

      • explain the importance of freedom of the press to informed participation in the political system
      • evaluate the influence of television, radio, the press, newsletters, and emerging means of electronic communication on American politics
      • explain how Congress, the president, the Supreme Court, and state and local public officials use the media to communicate with the citizenry
      • explain how citizens can evaluate information and arguments received from various sources so that they can make reasonable choices on public issues and among candidates for political office
      • evaluate opportunities the media provide for individuals to monitor actions of their government, e.g., televised broadcasts of proceedings of governmental agencies, such as Congress and the courts, press conferences held by public officials
      • evaluate opportunities the media provide for individuals to communicate their concerns and positions on current issues, e.g., letters to the editor, talk shows, “op-ed pages,” public opinion polls

         

    2. Political parties, campaigns, and elections. Students should be able to explain how political parties, campaigns, and elections provide opportunities for citizens to participate in the political process.

      To achieve this standard, students should be able to

      • describe the role of political parties
      • describe various kinds of elections, e.g., primary and general, local and state, congressional, presidential, recall
      • explain ways individuals can participate in political parties, campaigns, and elections

         

    3. Associations and groups. Students should be able to explain how interest groups, unions, and professional organizations provide opportunities for citizens to participate in the political process.

      To achieve this standard, students should be able to

      • describe the historical roles of prominent associations and groups in local, state, or national politics, e.g., abolitionists, suffragists, labor unions, agricultural organizations, civil rights groups, religious organizations
      • describe the contemporary roles of prominent associations and groups in local, state, or national politics, e.g., AFL-CIO, National Education Association, Chamber of Commerce, Common Cause, League of Women Voters, American Medical Association, National Rifle Association, Greenpeace, National Association for the Advancement of Colored People (NAACP), Public Citizen, World Wildlife Federation
      • explain how and why Americans become members of associations and groups
      • explain how individuals can participate in the political process through membership in associations and groups

         

    4. Forming and carrying out public policy. Students should be able to explain how public policy is formed and carried out at local, state, and national levels and what roles individuals can play in the process.

      To achieve this standard, students should be able to

      • define public policy and identify examples at local, state, and national levels
      • describe how public policies are formed and implemented
      • explain how citizens can monitor and influence the formation and implementation of public policies
      • explain why conflicts about values, principles, and interests may make agreement difficult or impossible on certain issues of public policy, e.g., affirmative action, gun control, environmental protection, capital punishment, equal rights


    Standard 13:
    What is citizenship?

    Content summary and rationale
    Citizenship in a constitutional democracy differs from membership in an authoritarian or totalitarian regime. In a democracy each citizen is a full and equal member of a self-governing community endowed with fundamental rights and entrusted with responsibilities.

    Both the government and the citizens of a constitutional democracy are responsible for the protection of the rights of individuals and for the promotion of the common good. It is a fundamental responsibility of the citizen to see that government serves the purposes for which it was created.

    In order to fulfill this role, individuals need to understand what citizenship in a constitutional democracy means.

    Content standards

    1. The meaning of citizenship. Students should be able to explain the meaning of American citizenship.

      To achieve this standard, students should be able to 

      • explain the important characteristics of citizenship in the United States. Specifically, citizenship
        • is legally recognized membership in a self-governing community
        • confers full membership in a self-governing community--there are no degrees of citizenship or of legally tolerated states of inferior citizenship in the United States
        • confers equal rights under the law
        • is not dependent on inherited, involuntary groupings such as race, gender, or ethnicity
        • confers certain rights and privileges, e.g., the right to vote, to hold public office, to serve on juries
      • explain that Americans are citizens of both their state and the United States

         

    2. Becoming a citizen. Students should be able to explain how one becomes a citizen of the United States.

      To achieve this standard, students should be able to

      • explain that anyone born in the United States is a U.S. citizen
      • explain the distinction between citizens and noncitizens (aliens)
      • describe the process by which noncitizens may become citizens
      • compare naturalization in the United States with that of other nations
      • evaluate the criteria established by law that are used for admission to citizenship in the United States
        • residence in the United States for five years
        • ability to read, write, and speak English
        • proof of good moral character
        • knowledge of the history of the United States
        • knowledge of and support for the values and principles of American constitutional democracy


    Standard 14:
    What are the rights of citizens?

    Content summary and rationale
    In a political system in which one of the primary purposes of government is the protection of individual rights, it is important for citizens to understand what these rights are and their relationship to each other and to other values and interests of their society.

    The concept of rights is complex and cannot be treated thoroughly in these standards. These standards, however, will provide a basis for the analysis of public issues involving rights. It is useful to distinguish among three categories of rights that are of particular significance in the American political system. These are the right to a private or personal domain, political, and economic rights.

    Few rights, if any, are considered absolute. Rights may reinforce or conflict with each other or with other values and interests necessitating reasonable limitations on them. It is important, therefore, for citizens to develop a framework that clarifies their ideas about rights and the relationships among rights and other values and interests. Such a framework provides citizens with a basis for making reasoned decisions about the proper scope and limits of rights.

    Content standards

    1. Personal rights. Students should be able to evaluate, take, and defend positions on issues involving personal rights.

      To achieve this standard, students should be able to

      • identify personal rights, e.g., freedom of conscience, freedom to marry whom one chooses, to have children, to associate with whomever one pleases, to live where one chooses, to travel freely, to emigrate
      • identify the major documentary sources of personal rights, e.g., Declaration of Independence, United States Constitution, including the Bill of Rights, state constitutions
      • explain the importance to the individual and to society of such personal rights as
        • freedom of conscience and religion
        • freedom of expression and association
        • freedom of movement and residence
        • privacy
      • identify and evaluate contemporary issues that involve personal rights, e.g., restricting membership in private organizations, school prayer, dress codes, curfews, sexual harassment, the right to refuse medical care

         

    2. Political rights. Students should be able to evaluate, take, and defend positions on issues involving political rights.

      To achieve this standard, students should be able to

      • identify political rights, e.g., the right to vote, petition, assembly, freedom of press
      • explain the meaning of political rights as distinguished from personal rights, e.g., the right of free speech for political discussion as distinct from the right of free speech to express personal tastes and interests, the right to register to vote as distinct from the right to live where one chooses
      • identify major statements of political rights in documents such as the Declaration of Independence, United States Constitution, including the Bill of Rights, state constitutions, and civil rights legislation
      • explain the importance to the individual and society of such political rights as
        • freedom of speech, press, assembly, and petition
        • right to vote and to seek public office
      • identify and evaluate contemporary issues that involve political rights, e.g., hate speech, fair trial, free press

         

    3. Economic rights. Students should be able to evaluate, take, and defend positions on issues involving economic rights.

      To achieve this standard, students should be able to

      • identify important economic rights, e.g., the right to own property, choose one's work, change employment, join a labor union, establish a business
      • identify statements of economic rights in the United States Constitution, e.g., requirement of just compensation, contracts, copyright, patents
      • explain the importance to the individual and to society of such economic rights as the right to
        • acquire, use, transfer, and dispose of property
        • choose one's work, change employment
        • join labor unions and professional associations
        • establish and operate a business
        • copyright and patent
        • enter into lawful contracts
      • identify and evaluate contemporary issues regarding economic rights, e.g., employment, welfare, social security, minimum wage, health care, equal pay for equal work, freedom of contract

         

    4. Scope and limits of rights. Students should be able to evaluate, take, and defend positions on issues regarding the proper scope and limits of rights.

      To achieve this standard, students should be able to

      • explain what is meant by the “scope and limits” of a right, e.g., the scope of one's right to free speech in the United States is extensive and protects almost all forms of political expression. The right to free speech, however, can be limited if and when that speech seriously harms or endangers others
      • explain the argument that all rights have limits
      • explain criteria commonly used in determining what limits should be placed on specific rights, e.g.,
        • clear and present danger rule
        • compelling government interest test
        • national security
        • libel or slander
        • public safety
        • equal opportunity
      • identify and evaluate positions on a contemporary conflict between rights, e.g., right to a fair trial and right to a free press, right to privacy and right to freedom of expression
      • identify and evaluate positions on a contemporary conflict between rights and other social values and interests, e.g., the right of the public to know what their government is doing versus the need for national security, the right to property versus the protection of the environment



    Standard 15:
    What are the responsibilities of citizens?

    Content summary and rationale
    An examination of the importance of personal and political and economic rights must be accompanied by an examination of personal and civic responsibilities. For American constitutional democracy to flourish and seek to attain its ideals, citizens must not only be aware of their rights, they must also exercise them responsibly and fulfill those personal and civic responsibilities necessary in a self-governing, free, and just society.

    Citizens must examine the basic values and principles of the United States Constitution and monitor the performance of political leaders and government agencies to insure their fidelity to them. In addition, they must examine their own behavior in relation to those values and principles and learn to deal appropriately with situations in which their responsibilities may require that their personal rights, desires, or interests be subordinated to the common good.

    To make judgments about their responsibilities, citizens must understand the difference between personal and civic responsibilities as well as the mutual reinforcement of these responsibilities.

    Content standards

    1. Personal responsibilities. Students should be able to evaluate, take, and defend positions on the importance of personal responsibilities to the individual and to society.

      To achieve this standard, students should be able to

      • evaluate the importance of commonly held personal responsibilities, such as
        • taking care of one's self
        • supporting one's family
        • accepting responsibility for the consequences of one's actions
        • adhering to moral principles
        • considering the rights and interests of others
        • behaving in a civil manner
      • identify and evaluate contemporary issues that involve personal responsibilities, e.g., failure to provide adequate support or care for one's children, cheating on examinations, lack of concern for the less fortunate

         

    2. Civic responsibilities. Students should be able to evaluate, take, and defend positions on the importance of civic responsibilities to the individual and society.

      To achieve this standard, students should be able to

      • evaluate the importance of commonly held civic responsibilities, such as 
        • obeying the law
        • paying taxes
        • respecting the rights of others
        • being informed and attentive to public issues
        • monitoring political leaders and governmental agencies and taking appropriate action if their adherence to constitutional principles is lacking
        • deciding whether and how to vote
        • participating in civic groups
        • performing public service
        • serving as a juror
        • serving in the armed forces
      • explain the meaning of civic responsibilities as distinguished from personal responsibilities
      • evaluate when their responsibilities as Americans require that their personal rights and interests be subordinated to the public good
      • evaluate the importance for the individual and society of fulfilling civic responsibilities
      • identify and evaluate contemporary issues that involve civic responsibilities, e.g., low voter participation, avoidance of jury duty, failure to be informed about public issues


    Standard 16:
    What dispositions or traits of character are important to the preservation and improvement of American constitutional democracy?

    Content summary and rationale
    American constitutional democracy requires the responsible self-governance of each individual. Certain traits of private character such as moral responsibility, self-discipline, and respect for individual worth and human dignity are essential to the well-being of the society.

    No democracy can accomplish its purposes, however, unless its citizens are inclined to participate thoughtfully in public affairs. Certain traits of public character such as civility, respect for law, civic mindedness, critical mindedness, persistence, and a willingness to negotiate and compromise are indispensable for the vitality of American constitutional democracy.

    Such traits of private and public character also contribute to the fulfillment of the individual and to his or her efficacy as a citizen.

    Content standards

    1. Dispositions that enhance citizen effectiveness and promote the healthy functioning of American constitutional democracy. Students should be able to evaluate, take, and defend positions on the importance of certain dispositions or traits of character to themselves and American constitutional democracy.

      To achieve this standard, students should be able to

      • explain the importance to the individual and society of the following dispositions or traits of character
        • individual responsibility--fulfilling the moral and legal obligations of membership in society
        • self-discipline/self-governance--adhering voluntarily to self-imposed standards of behavior rather than requiring the imposition of external controls
        • civility--treating other persons respectfully, regardless of whether or not one agrees with their viewpoints; being willing to listen to other points of view; avoiding hostile, abusive, emotional, and illogical argument
        • courage--the strength to stand up for one's convictions when conscience demands
        • respect for the rights of other individuals--having respect for others' right to an equal voice in government, to be equal in the eyes of the law, to hold and advocate diverse ideas, and to join in associations to advance their view 
        • respect for law--willingness to abide by laws, even though one may not be in complete agreement with every law; willingness to work through peaceful, legal means to change laws which are thought to be unwise or unjust
        • honesty--willingness to seek and express the truth
        • open mindedness--considering others' points of view
        • critical mindedness--having the inclination to question the validity of various positions, including one's own
        • negotiation and compromise--making an effort to come to agreement with those with whom one may differ, when it is reasonable and morally justifiable to do so
        • persistence--being willing to attempt again and again to accomplish worthwhile goals
        • civic mindedness--paying attention to and having concern for public affairs
        • compassion--having concern for the well-being of others, especially for the less fortunate
        • patriotism--being loyal to the values and principles underlying American constitutional democracy, as distinguished from jingoism and chauvinism


    Standard 17:
    How can citizens take part in civic life?

    Content summary and rationale
    The well-being of constitutional democracy depends on the informed and effective participation of citizens concerned with the preservation of individual rights and the promotion of the common good. The strength and significance of Americans' participatory habits were remarked upon in the nineteenth century by Alexis de Tocqueville, who was struck by the degree of their social participation. Americans have retained this characteristic of engaging in cooperative action for common purposes. Participation in government, contrasted with the wider realm of organized social participation, has ebbed in recent decades, however. Indifference to or alienation from politics characterizes a significant segment of the population. Citizens should realize that their intelligence and energy are needed in political forums and that democracy wanes when citizens shun politics.

    There are two general ways to approach problems that confront society. One is through social action; the other is through political action. For example, in dealing with crime, a course of social action might include forming a neighborhood watch. A course of political action might include meeting with officials and demanding that police provide adequate protection. In dealing with hunger, social action might include working in a soup kitchen organized by a charitable organization; political action might include devising a government program to feed the hungry and acting to insure its adoption and public funding.

    Social and political action are not mutually exclusive; they may overlap. At times, one approach may be more appropriate or desirable than another. Nevertheless, both political and social action are essential for the health of American constitutional democracy.

    If citizens want their views to be considered, they must become active participants in the political process. Although elections, campaigns, and voting are at the center of democratic institutions, citizens should be aware that beyond electoral politics there is a wide range of participatory opportunities available to them. These possibilities include attending political meetings, contacting public officials, joining advocacy groups and political parties, and taking part in demonstrations.

    Political leadership and careers in public service are vitally important in American constitutional democracy. Citizens need to understand the contributions of those in public service as well as the practical and ethical dilemmas political leaders face.

    To answer the question “Why should I participate in the political system?” the citizen needs to examine and evaluate the relationship between the attainment of individual and public goals and participation in the civic and political life of the community.

    If American constitutional democracy is to endure, its citizens must recognize that it is not “a machine that would go of itself.” They also must be aware of the difficulty of establishing free institutions, as evidenced by the experience of the Founders as well as by events in the contemporary world. Constitutional democracy requires the continuing and dedicated participation of an attentive, knowledgeable, and reflective citizenry.

    Content standards

    1. Participation in civic and political life and the attainment of individual and public goals. Students should be able to explain the relationship between participating in civic and political life and the attainment of individual and public goals.

      To achieve this standard, students should be able to

      • identify examples of their own individual goals and explain how their participation in civic and political life can help to attain them, e.g., living in a safe and orderly neighborhood, obtaining a good education, living in a healthy environment
      • identify examples of public goals and explain how participation in civic and political life can help to attain them, e.g., increasing the safety of the community, improving local transportation facilities, providing opportunities for education and recreation
    2. The difference between political and social participation. Students should be able to explain the difference between political and social participation.

      To achieve this standard, students should be able to

      • explain what distinguishes political from social participation, e.g., participating in a campaign to change laws regulating the care of children as opposed to volunteering to care for children
      • explain the importance of both political and social participation to American constitutional democracy
      • identify opportunities in their own community for both political and social participation
    3. Forms of political participation. Students should be able to describe the means by which Americans can monitor and influence politics and government.

      To achieve this standard, students should be able to

      • explain how Americans can use the following means to monitor and influence politics and government at local, state, and national levels
        • voting
        • becoming informed about public issues
        • discussing public issues
        • communicating with public officials
        • joining political parties, interest groups, and other organizations that attempt to influence public policy and elections
        • attending meetings of governing bodies
        • working in campaigns
        • taking part in peaceful demonstration
        • circulating and signing petitions
        • contributing money to political parties or causes
      • describe historical and current examples of citizen movements seeking to promote individual rights and the common good, e.g., abolition, suffrage, labor and civil rights movements
      • explain what civil disobedience is, how it differs from other forms of protest, what its consequences might be, and circumstances under which it might be justifie
      • explain why becoming knowledgeable about public affairs and the values and principles of American constitutional democracy and communicating that knowledge to others is a form of political participation

         

    4. Political leadership and public service. Students should be able to explain the importance of political leadership and public service in a constitutional democracy.

      To achieve this standard, students should be able to

      • describe personal qualities necessary for political leadership
      • explain the functions of political leadership and why leadership is a vital necessity in a constitutional democrac
      • explain and evaluate ethical dilemmas that might confront political leaders
      • identify opportunities for political leadership in their own school, community, state, and the nation
      • explain the importance of individuals working cooperatively with their elected leaders
      • evaluate the role of “the loyal opposition” in a constitutional democracy
      • explain the importance of public service in a constitutional democracy
      • identify opportunities for public service in their own school, community, state and the nation
      • identify career opportunities in public service
    5. Knowledge and participation. Students should be able to explain the importance of knowledge to competent and responsible participation in American democracy.

      To achieve this standard, students should be able to

      • explain why becoming knowledgeable about public affairs and the values and principles of American constitutional democracy and communicating that knowledge to others is an important form of participation
      • explain how awareness of the nature of American constitutional democracy may give citizens the ability to reaffirm or change fundamental constitutional values
      • evaluate the claim that constitutional democracy requires the participation of an attentive, knowledgeable, and competent citizenry