| (a) General requirements. This course is recommended
for students in Grades 10-12. Recommended prerequisite: Principles
of Government and Public Administration. 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) Planning and Governance provides the opportunity
for students to formulate plans and policies to meet social, economic,
and physical needs of communities.
(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 identifies the skills necessary to
manage and modify the community planning process. The student is expected
to:
(A) relate physical design to functioning of environment;
(B) analyze data relative to a project on present and
future needs;
(C) assess legal aspects of regulatory compliance in
planning;
(D) evaluate the presentation of class activity in
regard to regulations and procedures;
(E) perform mapping and graphic functions skills;
(F) predict the interaction between economy, transportation,
health and human services, and land regulation and make recommendations
for the future of an activity or project; and
(G) record or document observations about local, state,
and federal programs in order to provide future planning recommendations.
(3) The student develops a workplace or activity-based
project and plans for land use, housing, parks and recreation, transportation,
economic development, and public facilities to manage change. The
student is expected to:
(A) identify emerging trends and barrier issues;
(B) practice or perform problem-solving techniques
to overcome barriers to plan implementation; and
(C) evaluate the style of strategies available and
necessary for achieving goals.
(4) The student creates a coherent plan for project
management. The student is expected to:
(A) initiate a project, including securing class or
instructor approval of project scope;
(B) plan a project;
(C) execute a project, including responding to requests
for information;
(D) monitor and control a project, including demonstrating
effective, cogent presentation skills for public meetings and creating
a format to monitor plan budgets;
(E) close a project; and
(F) maintain professionalism in challenging group and
one-on-one situations.
(5) The student uses advanced research and organizational
skills to influence matters of public policy. The student is expected
to:
(A) extract and evaluate ideas from research library
resources and online materials;
(B) organize, structure, and conduct practice interviews
with students; and
(C) compile original data and reliable source information
into a student-designed objective database.
(6) The student develops reasoned, persuasive arguments
to support public policy options or positions. The student is expected
to:
(A) analyze and implement classical and modern patterns
of rhetoric;
(B) analyze differing political, social, ideological,
and philosophical perspectives;
(C) critique facts and statistical claims for accuracy
and relevance; and
(D) ensure materials meet ethical standards.
(7) The student develops political instincts and understanding
of political processes to gain consensus. The student is expected
to:
(A) compare and contrast interests of various individuals,
groups, and their representatives;
(B) explore options for promoting tolerance toward
individuals and groups;
(C) employ mediation techniques;
(D) suggest alternative proposals that keep discussions
from collapsing; and
(E) discuss methods of openness for decision-making
or problem-solving processes.
(8) The student advocates new policies or policy changes
to gain support for new or revised laws, regulations, ordinances,
programs, or procedures. The student is expected to:
(A) deliver compelling arguments regarding issues or
proposals;
(B) create effective media presentations and projects;
(C) employ workplace skills to show the process reactions
and responses and adjust appeals accordingly;
(D) evaluate and employ techniques for motivating staff;
and
(E) create project steps and activities for avoiding
ethical pitfalls.
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