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National Standards
for Social Studies
I: Culture
Early Grades:
a) explore and
describe similarities and differences in the ways groups,
societies, and cultures address similar human needs and concerns;
b) give examples of how experiences may be interpreted differently
by people from diverse cultural perspectives and frames of
reference;
c) describe ways
in which language, stories, folktales, music, and artistic
creations serve as expressions of culture and influence behavior
of people living in a particular culture;
d) compare ways
in which people from different cultures think about and deal
with their physical environment and social conditions;
e) give examples
and describe the importance of cultural unity and diversity
within and across groups;
Middle Grades:
a) compare similarities
and differences in the ways groups, societies, and cultures
meet human needs and concerns;
b) explain how
information and experiences may be interpreted by people from
diverse cultural perspectives and frames of reference;
c) explain and
give examples of how language, literature, the arts, architecture,
other artifacts, traditions, beliefs, values, and behaviors
contribute to the development and transmission of culture;
d) explain why
individuals and groups respond differently to their physical
and social environments and/or changes to them on the basis
of shared assumptions, values, and beliefs;
e) articulate the
implications of cultural diversity, as well as cohesion, within
and across groups;
High School:
a) analyze and
explain the ways groups, societies, and cultures address human
needs and concerns;
b) predict how
data and experiences may be interpreted by people from diverse
cultural perspectives and frames of reference;
c) apply an understanding
of culture as an integrated whole that explains the functions
and interactions of language, literature, the arts, traditions,
beliefs and values, and behavior patterns;
d) compare and
analyze societal patterns for preserving and transmitting
culture while adapting to environmental or social change;
e) demonstrate
the value of cultural diversity, as well as cohesion, within
and across groups;
f) interpret patterns
of behavior reflecting values and attitudes that contribute
or pose obstacles to cross-cultural understanding;
g) construct reasoned
judgments about specific cultural responses to persistent
human issues;
h) explain and
apply ideas, theories, and modes of inquiry drawn from anthropology
and sociology in the examination of persistent issues and
social problems
II: Time, Continuity,
and Change
Early Grades:
a) demonstrate an understanding that different people may
describe the same event or situation in diverse ways, citing
reasons for the differences in views;
b) demonstrate an ability to use correctly vocabulary associated
with time such as past, present, future, and long ago; read
and construct simple timelines; identify examples of change;
and recognize examples of cause and effect relationships;
c) compare and contrast different stories or accounts about
past events, people, places, or situations, identifying how
they contribute to our understanding of the past;
d) identify and use various sources for reconstructing the
past, such as documents, letters, diaries, maps, textbooks,
photos, and others;
e) demonstrate an understanding that people in different
times and places view the world differently;
f) use knowledge of facts and concepts drawn from history,
along with elements of historical inquiry, to inform decision
making about and action-taking on public issues
Middle Grades:
a) demonstrate an understanding that different scholars may
describe the same event or situation in different ways but
must provide reasons or evidence for their views;
b) identify and use key concepts such as chronology, causality,
change, conflict, and complexity to explain, analyze, and
show connections among patterns of historical change and continuity;
c) identify and describe selected historical periods and
patterns of change within and across cultures, such as the
rise of civilizations, the development of transportation systems,
the growth and breakdown of colonial systems, and others;
d)identify and use processes important to reconstructing
and reinterpreting the past, such as using a variety of sources,
providing, validating, and weighing evidence for claims, checking
credibility of sources, and searching for causality;
e) develop critical sensitivities such as empathy and skepticism
regarding attitudes, values, and behaviors of people in different
historical contexts;
f) use knowledge of facts and concepts drawn from history,
along with methods of historical inquiry, to inform decision
making about and action-taking on public issues
High School:
a) demonstrate that historical knowledge and the concept
of time are socially influenced constructions that lead historians
to be selective in the questions they seek to answer and the
evidence they use;
b) apply key concepts such as time, chronology, causality,
change, conflict, and complexity to explain, analyze, and
show connections among patterns of historical change and continuity;
c) identify and describe significant historical periods and
patterns of change within and across cultures, such as the
development of ancient cultures and civilizations, the rise
of nation-states, and social, economic, and political revolutions;
d) systematically employ processes of critical historical
inquiry to reconstruct and reinterpret the past, such as using
a variety of sources and checking their credibility, validating
and weighing evidence for claims, and searching for causality;
e) investigate, interpret, and analyze multiple historical
and contemporary viewpoints within and across cultures related
to important events, recurring dilemmas, and persistent issues,
while employing empathy, skepticism, and critical judgment;
f) apply ideas, theories, and modes of historical inquiry
to analyze historical and contemporary developments, and to
inform and evaluate actions concerning public policy issues
III: People, Places,
and Environments
Early Grades:
a) construct and
use mental maps of locales, regions, and the world that demonstrate
understanding of relative location, direction, size, and shape;
b) interpret, use,
and distinguish various representations of the earth, such
as maps, globes, and photographs;
c) use appropriate
resources, data sources, and geographic tools such as atlases,
data bases, grid systems, charts, graphs, and maps to generate,
manipulate, and interpret information;
d) estimate distances
and calculate scale;
e) locate and distinguish
among varying landforms and geographic features, such as mountains,
plateaus, islands, and oceans;
f) describe and
speculate about physical system changes, such as seasons,
climate and weather, and the water cycle;
g) describe how
people create places that reflect ideas, personality, culture,
and wants and needs as they design homes, playgrounds, classrooms,
and the like;
h) examine the
interaction of human beings and their physical environment,
the use of land, building of cities, and ecosystem changes
in selected locales and regions;
i) explore ways
that the earth's physical features have changed over time
in the local region and beyond and how these changes may be
connected to one another;
j) observe and
speculate about social and economic effects of environmental
changes and crises resulting from phenomena such as floods,
storms, and drought;
k) consider existing
uses and propose and evaluate alternative uses of resources
and land in home, school, community, the region, and beyond
Middle Grades:
a) elaborate mental
maps of locales, regions, and the world that demonstrate understanding
of relative location, direction, size, and shape;
b) create, interpret,
use, and distinguish various representations of the earth,
such as maps, globes, and photographs;
c) use appropriate
resources, data, sources, and geographic tools such as aerial
photographs, satellite images, geographic information systems
(GIS), map projections, and cartography to generate, manipulate,
and interpret information such as atlases, data bases, grid
systems, charts, graphs, and maps;
d) estimate distance,
calculate scale, and distinguish other geographic relationships
such as population density and spatial distribution patterns;
e) locate and describe
varying landforms and geographic features, such as mountains,
plateaus, islands, rain forests, deserts, and oceans, and
explain their relationships within the ecosystem;
f) describe physical
system changes such as seasons, climate and weather, and the
water cycle and identify geographic patterns associated with
them;
g) describe how
people create places that reflect cultural values and ideals
as they build neighborhoods, parks, shopping centers, and
the like;
h) examine, interpret,
and analyze physical and cultural patterns and their interactions,
such as land use, settlement patterns, cultural transmission
of customs and ideas, and ecosystem changes;
i) describe ways
that historical events have been influenced by, and have influenced,
physical and human geographic factors in local, regional,
national, and global settings;
j) observe and
speculate about social and economic effects of environmental
changes and crises resulting from phenomena such as floods,
storms, and drought; propose, compare, and evaluate alternative
uses of land and resources in communities, regions, nations,
and the world
High School:
a) refine mental
maps of locales, regions, and the world that demonstrates
understanding of relative location, direction, size, and shape;
b) create, interpret,
use, and synthesize information from various representations
of the earth, such as maps, globes, and photographs;
c) use appropriate
resources, data sources, and geographic tools such as aerial
photographs, satellite images, geographic information systems
(GIS), map projections, and cartography to generate, manipulate,
and interpret information such as atlases, data bases, grid
systems, charts, graphs, and maps;
d) calculate distance,
scale, area, and density, and distinguish spatial distribution
patterns;
e) describe, differentiate,
and explain the relationships among various regional and global
patterns of geographic phenomena such as landforms, soils,
climate, vegetation, natural resources, and population;
f) use knowledge
of physical system changes such as seasons, climate and weather,
and the water cycle to explain geographic phenomena;
g) describe and
compare how people create places that reflect culture, human
needs, government policy, and current values and ideals as
they design and build specialized buildings, neighborhoods,
shopping centers, urban centers, industrial parks, and the
like;
h) examine, interpret,
and analyze physical and cultural patterns and their interactions,
such as land use, settlement patterns, cultural transmission
of customs and ideas, and ecosystem changes;
i) describe and
assess ways that historical events have been influenced by,
and have influenced, physical and human geographic factors
in local, regional, national, and global settings;
j) analyze and
evaluate social and economic effects of environmental changes
and crises resulting from phenomena such as floods, storms,
and drought;
k) propose, compare,
and evaluate alternative policies for the use of land and
other resources in communities, regions, nations, and the
world.
IV: Individual Development
and Identity
Early Grades:
a) describe personal
changes over time, such as those related to physical development
and personal interests;
b) describe personal
connections to place — especially place as associated with
immediate surroundings;
c) describe the
unique features of one's nuclear and extended families;
d) show how learning
and physical development affect behavior;
e) identify and
describe ways family, groups, and community influence the
individual's daily life and personal choices;
f) explore factors
that contribute to one's personal identity such as interests,
capabilities, and perceptions;
g) analyze a particular
event to identify reasons individuals might respond to it
in different ways;
h) work independently
and cooperatively to accomplish goals;
Middle Grades:
a) relate personal
changes to social, cultural, and historical contexts;
b) describe personal
connections to place — as associated with community, nation,
and world; describe the ways family, gender, ethnicity, nationality,
and institutional affiliations contribute to personal identity;
c) relate such
factors as physical endowment and capabilities, learning,
motivation, personality, perception, and behavior to individual
development;
e) identify and
describe ways regional, ethnic, and national cultures influence
individuals' daily lives;
f) identify and
describe the influence of perception, attitudes, values, and
beliefs on personal identity;
g) identify and
interpret examples of stereotyping, conformity, and altruism;
h) work independently
and cooperatively to accomplish goals
High School:
a) articulate personal
connections to time, place, and social/cultural systems;
b) identify, describe,
and express appreciation for the influences of various historical
and contemporary cultures on an individual's daily life;
c) describe the
ways family, religion, gender, ethnicity, nationality, socioeconomic
status, and other group and cultural influences contribute
to the development of a sense of self;
d) apply concepts,
methods, and theories about the study of human growth and
development, such as physical endowment, learning, motivation,
behavior, perception, and personality;
e) examine the
interactions of ethnic, national, or cultural influences in
specific situations or events;
f) analyze the
role of perceptions, attitudes, values, and beliefs in the
development of personal identity;
g) compare and
evaluate the impact of stereotyping, conformity, acts of altruism,
and other behaviors on individuals and groups;
h) work independently
and cooperatively within groups and institutions to accomplish
goals;
i) examine factors
that contribute to and damage one's mental health and analyze
issues related to mental health and behavioral disorders in
contemporary society
- V: Individuals,
Groups, and Institutions
Early Grades:
a) identify roles
as learned behavior patterns in group situations such as student,
family member, peer play group member, or club member;
b) give examples
of and explain group and institutional influences such as
religious beliefs, laws, and peer pressure, on people, events,
and elements of culture;
c) identify examples
of institutions and describe the interactions of people with
institutions;
d) identify and
describe examples of tensions between and among individuals,
groups, or institutions, and how belonging to more than one
group can cause internal conflicts;
e) identify and
describe examples of tension between an individual's beliefs
and government policies and laws;
f) give examples
of the role of institutions in furthering both continuity
and change;
g) show how groups
and institutions work to meet individual needs and promote
the common good, and identify examples of where they fail
to do so
Middle Grades:
a) demonstrate
an understanding of concepts such as role, status, and social
class in describing the interactions of individuals and social
groups;
b) analyze group
and institutional influences on people, events, and elements
of culture;
c) describe the
various forms institutions take and the interactions of people
with institutions;
d) identify and
analyze examples of tensions between expressions of individuality
and group or institutional efforts to promote social conformity;
e) identify and
describe examples of tensions between belief systems and government
policies and laws;
f) describe the
role of institutions in furthering both continuity and change;
g) apply knowledge
of how groups and institutions work to meet individual needs
and promote the common good;
High School:
a) apply concepts
such as role, status, and social class in describing the connections
and interactions of individuals, groups, and institutions
in society;
b) analyze group
and institutional influences on people, events, and elements
of culture in both historical and contemporary settings;
c) describe
the various forms institutions take, and explain how they
develop and change over time;
d) identify and
analyze examples of tensions between expressions of individuality
and efforts used to promote social conformity by groups and
institutions;
e) describe and
examine belief systems basic to specific traditions and laws
in contemporary and historical movements;
f) evaluate the
role of institutions in furthering both continuity and change;
g) analyze the
extent to which groups and institutions meet individual needs
and promote the common good in contemporary and historical
settings;
h) explain and
apply ideas and modes of inquiry drawn from behavioral science
and social theory in the examination of persistent issues
and social problems
VI: Power, Authority,
and Governance
Early Grades:
a) examine the
rights and responsibilities of the individual in relation
to his or her social group, such as family, peer group, and
school class;
b) explain the
purpose of government;
c) give examples
of how government does or does not provide for needs and wants
of people, establish order and security, and manage conflict;
d) recognize how
groups and organizations encourage unity and deal with diversity
to maintain order and security;
e) distinguish
among local, state, and national government and identify representative
leaders at these levels such as mayor, governor, and president;
f) identify and
describe factors that contribute to cooperation and cause
disputes within and among groups and nations;
g) explore the
role of technology in communications, transportation, information-processing,
weapons development, or other areas as it contributes to or
helps resolve conflicts;
h) recognize and
give examples of the tensions between the wants and needs
of individuals and groups, and concepts such as fairness,
equity, and justice
Middle Grades:
a) examine persistent
issues involving the rights, roles, and status of the individual
in relation to the general welfare;
b) describe the
purpose of government and how its powers are acquired, used,
and justified;
c) analyze and
explain ideas and governmental mechanisms to meet needs and
wants of citizens, regulate territory, manage conflict, and
establish order and security;
d) describe the
ways nations and organizations respond to forces of unity
and diversity affecting order and security;
e) identify and
describe the basic features of the political system in the
United States, and identify representative leaders from various
levels and branches of government;
f) explain conditions,
actions, and motivations that contribute to conflict and cooperation
within and among nations;
g) describe and
analyze the role of technology in communications, transportation,
information-processing, weapons development, or other areas
as it contributes to or helps resolve conflicts;
h) explain and
apply concepts such as power, role, status, justice, and influence
to the examination of persistent issues and social problems;
i) give examples
and explain how governments attempt to achieve their stated
ideals at home and abroad
High School:
a) examine persistent
issues involving the rights, roles, and status of the individual
in relation to the general welfare;
b) explain the
purpose of government and analyze how its powers are acquired,
used, and justified;
c) analyze and
explain ideas and mechanisms to meet needs and wants of citizens,
regulate territory, manage conflict, establish order and security,
and balance competing conceptions of a just society;
d) compare and
analyze the ways nations and organizations respond to conflicts
between forces of unity and forces of diversity;
e) compare different
political systems (their ideologies, structure, and institutions,
processes, and political cultures) with that of the United
States, and identify representative political leaders from
selected historical and contemporary settings;
f) analyze and
evaluate conditions, actions, and motivations that contribute
to conflict and cooperation within and among nations;
g) evaluate the
role of technology in communications, transportation, information-processing,
weapons development, or other areas as it contributes to or
helps resolve conflicts;
h) explain and
apply ideas, theories, and modes of inquiry drawn from political
science to the examination of persistent issues and social
problems;
i) evaluate the
extent to which governments achieve their stated ideals and
policies at home and abroad;
j) prepare a public
policy paper and present and defend it before an appropriate
forum in school or community;
VII: Production,
Distribution, and Consumption
Early Grades:
a) give examples
that show how scarcity and choice govern our economic decisions;
b) distinguish
between needs and wants;
c) identify examples
of private and public goods and services;
d) give examples
of the various institutions that make up economic systems
such as families, workers, banks, labor unions, government
agencies, small businesses, and large corporations;
e) describe how
we depend upon workers with specialized jobs and the ways
in which they contribute to the production and exchange of
goods and services;
f) describe the
influence of incentives, values, traditions, and habits on
economic decisions;
g) explain and
demonstrate the role of money in everyday life;
h) describe the
relationship of price to supply and demand;
i) use economic
concepts such as supply, demand, and price to help explain
events in the community and nation;
j) apply knowledge
of economic concepts in developing a response to a current
local economic issue, such as how to reduce the flow of trash
into a rapidly filling landfill
Middle Grades:
a) give and explain
examples of ways that economic systems structure choices about
how goods and services are to be produced and distributed;
b) describe the
role that supply and demand, prices, incentives, and profits
play in determining what is produced and distributed in a
competitive market system;
c) explain the
difference between private and public goods and services;
d) describe a range
of examples of the various institutions that make up economic
systems such as households, business firms, banks, government
agencies, labor unions, and corporations;
e) describe the
role of specialization and exchange in the economic process;
f) explain and
illustrate how values and beliefs influence different economic
decisions;
g) differentiate
among various forms of exchange and money;
h) compare basic
economic systems according to who determines what is produced,
distributed, and consumed;
i) use economic
concepts to help explain historical and current developments
and issues in local, national, or global contexts;
j) use economic
reasoning to compare different proposals for dealing with
a contemporary social issue such as unemployment, acid rain,
or high quality education
High School:
a) explain how
the scarcity of productive resources (human, capital, technological,
and natural) requires the development of economic systems
to make decisions about how goods and services are to be produced
and distributed;
b) analyze the
role that supply and demand, prices, incentives, and profits
play in determining what is produced and distributed in a
competitive market system;
c) consider the
costs and benefits to society of allocating goods and services
through private and public sectors;
d) describe relationships
among the various economic institutions that make up economic
systems such as households, business firms, banks, government
agencies, labor unions, and corporations;
e) analyze the
role of specialization and exchange in economic processes;
f) compare how
values and beliefs influence economic decisions in different
societies;
g) compare basic
economic systems according to how rules and procedures deal
with demand, supply, prices, the role of government, banks,
labor and labor unions, savings and investments, and capital;
h) apply economic
concepts and reasoning when evaluating historical and contemporary
social developments and issues;
i) distinguish
between the domestic and global economic systems, and explain
how the two interact;
j) apply knowledge
of production, distribution, and consumption in the analysis
of a public issue such as the allocation of health care or
the consumption of energy, and devise an economic plan for
accomplishing a socially desirable outcome related to that
issue;
k) distinguish
between economics as a field of inquiry and the economy;
VIII: Science, Technology,
and Society
Early Grades:
a) identify and
describe examples in which science and technology have changed
the lives of people, such as in homemaking, childcare, work,
transportation, and communication;
b) identify and
describe examples in which science and technology have led
to changes in the physical environment, such as the building
of dams and levees, offshore oil drilling, medicine from rain
forests, and loss of rain forests due to extraction of resources
or alternative uses;
c) describe instances
in which changes in values, beliefs, and attitudes have resulted
from new scientific and technological knowledge, such as conservation
of resources and awareness of chemicals harmful to life and
the environment;
d) identify examples
of laws and policies that govern scientific and technological
applications, such as the Endangered Species Act and environmental
protection policies;
e) suggest ways
to monitor science and technology in order to protect the
physical environment, individual rights, and the common good;
Middle Grades:
a) examine and
describe the influence of culture on scientific and technological
choices and advancement, such as in transportation, medicine,
and warfare;
b) show through
specific examples how science and technology have changed
people's perceptions of the social and natural world, such
as in their relationship to the land, animal life, family
life, and economic needs, wants, and security;
c) describe examples
in which values, beliefs, and attitudes have been influenced
by new scientific and technological knowledge, such as the
invention of the printing press, conceptions of the universe,
applications of atomic energy, and genetic discoveries;
d) explain the
need for laws and policies to govern scientific and technological
applications, such as in the safety and well-being of workers
and consumers and the regulation of utilities, radio, and
television;
e) seek reasonable
and ethical solutions to problems that arise when scientific
advancements and social norms or values come into conflict
High School:
a) identify and
describe both current and historical examples of the interaction
and interdependence of science, technology, and society in
a variety of cultural settings;
b) make judgements
about how science and technology have transformed the physical
world and human society and our understanding of time, space,
place, and human-environment interactions;
c) analyze how
science and technology influence the core values, beliefs,
and attitudes of society, and how core values, beliefs, and
attitudes of society shape scientific and technological change;
d) evaluate various
policies that have been proposed as ways of dealing with social
changes resulting from new technologies, such as genetically
engineered plants and animals;
e) recognize and
interpret varied perspectives about human societies and the
physical world using scientific knowledge, ethical standards,
and technologies from diverse world cultures;
f) formulate strategies
and develop policies for influencing public discussions associated
with technology-society issues, such as the greenhouse effect
IX: Global Connections
Early Grades:
a) explore ways
that language, art, music, belief systems, and other cultural
elements may facilitate global understanding or lead to misunderstanding;
b) give examples
of conflict, cooperation, and interdependence among individuals,
groups, and nations;
c) examine the
effects of changing technologies on the global community;
d) explore causes,
consequences, and possible solutions to persistent, contemporary,
and emerging global issues, such as pollution and endangered
species;
e) examine the
relationships and tensions between personal wants and needs
and various global concerns, such as use of imported oil,
land use, and environmental protection;
f) investigate
concerns, issues, standards, and conflicts related to universal
human rights, such as the treatment of children, religious
groups, and effects of war
Middle Grades:
a) describe instances
in which language, art, music, belief systems, and other cultural
elements can facilitate global understanding or cause misunderstanding;
b) analyze examples
of conflict, cooperation, and interdependence among groups,
societies, and nations;
c) describe and
analyze the effects of changing technologies on the global
community;
d) explore the
causes, consequences, and possible solutions to persistent,
contemporary, and emerging global issues, such as health,
security, resource allocation, economic development, and environmental
quality;
e) describe and
explain the relationships and tensions between national sovereignty
and global interests, in such matters as territory, natural
resources, trade, use of technology, and welfare of people;
f) demonstrate
understanding of concerns, standards, issues, and conflicts
related to universal human rights;
g) identify and
describe the roles of international and multinational organizations;
High School:
a) explain how
language, art, music, belief systems, and other cultural elements
can facilitate global understanding or misunderstanding;
b) explain conditions
and motivations that contribute to conflict, cooperation,
and interdependence among groups, societies, and nations;
c) analyze and
evaluate the effects of changing technologies on the global
community;
d) analyze the
causes, consequences, and possible solutions to persistent,
contemporary, and emerging global issues, such as health,
security, resource allocation, economic development, and environmental
quality;
e) analyze the
relationships and tensions between national sovereignty and
global interests, in such matters as territory, economic development,
nuclear and other weapons, use of natural resources, and human
rights concerns;
f) analyze or formulate
policy statements demonstrating an understanding of concerns,
standards, issues, and conflicts related to universal human
rights;
g) describe and
evaluate the role of international and multinational organizations
in the global arena;
h) illustrate how
individual behaviors and decisions connect with global systems
X: Civic Ideals and
Practices
Early Grades:
a) identify key
ideals of the United States' democratic republican form of
government, such as individual human dignity, liberty, justice,
equality, and the rule of law, and discuss their application
in specific situations;
b) identify examples
of rights and responsibilities of citizens;
c) locate, access,
organize, and apply information about an issue of public concern
from multiple points of view;
d) identify and
practice selected forms of civic discussion and participation
consistent with the ideals of citizens in a democratic republic;
e) explain actions
citizens can take to influence public policy decisions;
f) recognize that
a variety of formal and informal actors influence and shape
public policy;
g) examine the
influence of public opinion on personal decision making and
government policy on public issues;
h) explain how
public policies and citizen behaviors may or may not reflect
the stated ideals of a democratic republican form of government;
i) describe how
public policies are used to address issues of public concern;
j) recognize and
interpret how the "common good" can be strengthened through
various forms of citizen action
Middle Grades:
a) examine the
origins and continuing influence of key ideals of the democratic
republican form of government, such as individual human dignity,
liberty, justice, equality, and the rule of law;
b) identify and
interpret sources and examples of the rights and responsibilities
of citizens;
c) locate, access,
analyze, organize, and apply information about selected public
issues — recognizing and explaining multiple points of view;
d) practice forms
of civic discussion and participation consistent with the
ideals of citizens in a democratic republic;
e) explain and
analyze various forms of citizen action that influence public
policy decisions;
f) identify and
explain the roles of formal and informal political actors
in influencing and shaping public policy and decision making;
g) analyze the
influence of diverse forms of public opinion on the development
of public policy and decision making;
h) analyze the
effectiveness of selected public policies and citizen behaviors
in realizing the stated ideals of a democratic republican
form of government;
i) explain the
relationship between policy statements and action plans used
to address issues of public concern;
j) examine strategies
designed to strengthen the "common good," which consider a
range of options for citizen action
High School:
a) explain the
origins and interpret the continuing influence of key ideals
of the democratic republican form of government, such as individual
human dignity, liberty, justice, equality, and the rule of
law;
b) identify, analyze,
interpret, and evaluate sources and examples of citizens'
rights and responsibilities;
c) locate, access,
analyze, organize, synthesize, evaluate, and apply information
about selected public issues — identifying, describing, and
evaluating multiple points of view;
d) practice forms
of civic discussion and participation consistent with the
ideals of citizens in a democratic republic;
e) analyze and
evaluate the influence of various forms of citizen action
on public policy;
f) analyze a variety
of public policies and issues from the perspective of formal
and informal political actors;
g) evaluate the
effectiveness of public opinion in influencing and shaping
public policy development and decision making;
h) evaluate the
degree to which public policies and citizen behaviors reflect
or foster the stated ideals of a democratic republican form
of government;
i) construct a
policy statement and an action plan to achieve one or more
goals related to an issue of public concern;
j) participate
in activities to strengthen the "common good," based upon
careful evaluation of possible options for citizen action;
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