| (a) General requirements. This course is recommended
for students in Grades 10-12. Recommended prerequisite: Principles
of Government and Public Administration or Political Science I. 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) Political Science II uses a variety of learning
methods and approaches to examine the processes, systems, and political
dynamics of the United States and other nations. The dynamic component
of this course includes current U.S. and world events.
(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 analyzes public administration and
public affairs. The student is expected to:
(A) explore the ancient history of public administration;
(B) consider whether current practices of public administration
are improvements upon older practices;
(C) explain the term bureaucracy and draw conclusions
as to why public perception of bureaucracy is poor;
(D) analyze the effects of poor public perception on
leadership style;
(E) analyze political pluralism, displacement and concentration
hypothesis, and technological complexity;
(F) recognize that public management involves evaluation
of productivity, budgets, and human resources; and
(G) research, investigate, and explain specific examples
of ethics issues in public administration.
(3) The student identifies the cause and effect of
expression of different viewpoints in a democratic society. The student
is expected to:
(A) compare different points of view of political parties
and interest groups on important contemporary issues;
(B) analyze the importance of free speech and press
in a democratic society; and
(C) express the student's point of view on an issue
of contemporary interest in the United States.
(4) The student analyzes international relations. The
student is expected to:
(A) examine the historical development of the international
system;
(B) compare and contrast the classical international
system, the transitional international system, the post-World War
II international system, and the contemporary international system;
(C) research national actors and international interactions;
(D) examine the rational actor model;
(E) analyze what a nation-state does when faced with
a problem that requires resolution;
(F) make observations about ethics in foreign policy;
and
(G) draw conclusions about the role of morality in
decision making such as Cold War spying and humanitarian intervention.
(5) The student explores diplomacy as the management
of international relations by negotiation. The student is expected
to:
(A) compare and contrast the ancient practice of sending
emissaries with current embassy activities;
(B) identify embassy and ambassador roles in international
relations;
(C) distinguish between types of diplomacy such as
public versus secret, multilateral versus bilateral, and tacit versus
formal;
(D) use concepts of bargaining and game theory to solve
problems;
(E) recognize national versus state approaches to armed
force when diplomacy breaks down;
(F) analyze force without war, causes of war, and the
consequences of war; and
(G) analyze the role of international law in treaties,
customs, immigration, and human rights.
(6) The student analyzes international governmental
organizations and non-governmental organizations. The student is expected
to:
(A) identify prominent international governmental organizations
and non-governmental organizations;
(B) explore the methods of operation and function of
international governmental organizations and non-governmental organizations
in global problem solving; and
(C) propose a solution for an international relations
problem such as arms control, terrorism, commerce, currency, natural
resource management, food, or population control.
(7) The student analyzes the flow of ideas and information
among the federal government, public administration, the business
community, and the global societies. The student is expected to:
(A) examine concepts of authority, rights, and responsibilities
to evaluate their impact on the governance of societies;
(B) explain the major responsibilities of the federal
government for domestic and foreign policy;
(C) practice communication techniques used to stimulate
the exchange of ideas and develop international, national, state,
and local networks to accomplish governmental goals; and
(D) interpret the impact of international, national,
state, or local politics on the goals of governmental or public administrative
agencies.
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