| (a) General requirements. This course is recommended
for students in Grades 9-11. Students shall be awarded one credit
for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Government and Public Administration Career
Cluster focuses on planning and performing governmental functions
at the local, state, and federal levels, including governance, national
security, foreign service, planning, revenue and taxation, and regulations.
(3) Principles of Government and Public Administration
introduces students to foundations of governmental functions and career
opportunities within the United States and abroad. Students will examine
governmental documents such as the U.S. Constitution, current U.S.
Supreme Court and federal court decisions, and the Bill of Rights.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) communicate effectively with others using oral
and written skills;
(B) demonstrate collaboration skills through teamwork;
(C) demonstrate professionalism by conducting oneself
in a manner appropriate for the profession and workplace;
(D) demonstrate a positive, productive work ethic by
performing assigned tasks as directed;
(E) show integrity by choosing the ethical course of
action and complying with all applicable rules, laws, and regulations;
and
(F) demonstrate time-management skills by prioritizing
tasks, following schedules, and tending to goal-relevant activities
in a way that uses time wisely and optimizes efficiency and results.
(2) The student explores major political ideas and
forms of government in history. The student is expected to:
(A) explain major political ideas in history such as
natural law, natural rights, divine right of kings, and social contract
theory;
(B) identify the characteristics of classic forms of
government such as absolute monarchy, authoritarianism, classical
republic, despotism, feudalism, liberal democracy, and totalitarianism;
and
(C) explore aspects of public service and related careers
at international, federal, state, and local levels.
(3) The student understands how constitutional government,
as developed in the United States, has been influenced by people,
ideas, and historical documents. The student is expected to:
(A) analyze the principles and ideas that underlie
the Declaration of Independence and the U.S. Constitution;
(B) explain the importance of a written constitution
and how the federal government serves the purposes set forth in the
U.S. Constitution;
(C) explore how the Federalist Papers explain the principles
of the U.S. constitutional system of government;
(D) evaluate constitutional provisions for limiting
the role of government such as republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and individual
rights;
(E) analyze the contributions of the political philosophies
of the founding fathers and explain why they created a distinctly
new form of federalism and adopted a federal system of government
instead of a unitary system;
(F) evaluate the limits on the national and state governments
in the U.S. federal system of government and how the U.S. Constitution
can be amended;
(G) categorize, diagram, or create a descriptive representation
of the government powers as national, state, or shared government;
(H) analyze historical conflicts over the respective
roles of national and state governments in the United States; and
(I) identify significant individuals and their roles
in the field of government and politics, including ambassadors, elected
officials, and appointed officials.
(4) The student compares the similarities and differences
that exist among the U.S. system of government and other political
systems. The student is expected to:
(A) compare and contrast the U.S. system of government
with other political systems; and
(B) analyze advantages and disadvantages of presidential
and parliamentary systems of government.
(5) The student explores rights guaranteed by the U.S.
Constitution. The student is expected to:
(A) identify the rights guaranteed by the Bill of Rights;
(B) evaluate the role of limited government and the
rule of law for the protection of individual rights;
(C) identify and recognize issues addressed in critical
cases that involve U.S. Supreme Court interpretations of rights guaranteed
by the U.S. Constitution;
(D) define the roles of each branch of government in
protecting the rights of individuals;
(E) explain the importance of due process rights to
the protection of individual rights and to the limits on the powers
of government; and
(F) recognize the impact of the incorporation doctrine
involving due process and the Bill of Rights on individual rights,
federalism, and majority rule.
(6) The student recognizes the difference between personal
and civic responsibilities. The student is expected to:
(A) explain the difference between personal and civic
responsibilities of citizens versus non-citizens;
(B) present how, why, and when the rights of individuals
are inviolable even against claims for the public good;
(C) analyze the consequences on society of political
decisions and actions; and
(D) investigate the role of municipal management in
serving public and personal good.
(7) The student recognizes the importance of voluntary
individual participation in the U.S. democratic society. The student
is expected to:
(A) present how to measure the effectiveness of participation
in the political process at local, state, and national levels;
(B) review, document, and explain how historical and
contemporary examples of citizen movements were used to bring about
political change or to maintain continuity;
(C) evaluate different leadership styles and their
impact on participation;
(D) explain the factors that influence an individual's
political attitudes and actions;
(E) compare effectiveness of leadership characteristics
of state and national leaders; and
(F) explain the importance of volunteer public service
in bringing about political change and maintaining continuity.
(8) The student recognizes the relationship between
government policies and the culture of the United States. The student
is expected to:
(A) identify a political policy or decision in the
United States that was a result of changes in American culture;
(B) discuss changes in American culture brought about
by government policies such as voting rights, the GI Bill, and racial
integration;
(C) present an example of a government policy that
has affected a particular racial, ethnic, or religious group; and
(D) explain the influence of individuals and/or groups
that have affected change in society.
(9) The student identifies the influence of geography
on governmental and public administrative functions. The student is
expected to:
(A) draw conclusions about the political significance
to the United States of the location and geographic characteristics
of critical regions compared to the economic significance of the geographic
characteristics of selected places such as oil fields in the Middle
East using maps and Global Positioning System (GPS) locations;
(B) interpret geographical influences on requirements
for international, national, state, and local governments;
(C) predict how geographical considerations impact
regional change over time;
(D) interpret the importance of cultural symbols in
the planning of government activities;
(E) explore how geographic information systems assist
in gathering information; and
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