(A) compare the U.S. constitutional republic to historical
and contemporary forms of government such as monarchy, a classical
republic, authoritarian, socialist, direct democracy, theocracy, tribal,
and other republics; and
(B) analyze advantages and disadvantages of presidential
and parliamentary systems of government.
(12) Citizenship. The student understands the rights
that are protected and secured by the U.S. Constitution and Bill of
Rights. The student is expected to:
(A) explain the roles of limited government and the
rule of law in the protection of individual rights;
(B) identify and define the unalienable rights;
(C) identify the freedoms and rights protected and
secured by each amendment in the Bill of Rights;
(D) analyze the reasons the Founding Fathers protected
religious freedom in America and guaranteed its free exercise by saying
that "Congress shall make no law respecting an establishment of religion,
or prohibiting the free exercise thereof," and compare this to the
concept of separation of church and state;
(E) analyze U.S. Supreme Court interpretations of rights
guaranteed by the U.S. Constitution in selected cases, including Engel
v. Vitale, Schenck v. United States, Texas v. Johnson, Miranda v.
Arizona, Gideon v. Wainwright, Mapp v. Ohio, and Roe v. Wade;
(F) explain the importance of due process rights to
the protection of individual rights and in limiting the powers of
government; and
(G) recall the conditions that produced the 14th Amendment
and describe subsequent efforts to selectively extend some of the
Bill of Rights to the states through U.S. Supreme Court rulings and
analyze the impact on the scope of fundamental rights and federalism.
(13) Citizenship. The student understands the difference
between personal and civic responsibilities. The student is expected
to:
(A) describe scenarios where good citizenship may require
the subordination of personal desire for the sake of the public good;
(B) explain the responsibilities, duties, and obligations
of citizenship such as being well informed about civic affairs, serving
in the military, voting, serving on a jury, observing the laws, paying
taxes, and serving the public good; and
(C) describe the voter registration process and the
criteria for voting in elections.
(14) Citizenship. The student understands the importance
of voluntary individual participation in the U.S. constitutional republic.
The student is expected to:
(A) analyze the effectiveness of various methods of
participation in the political process at local, state, and national
levels;
(B) analyze historical and contemporary examples of
citizen movements to bring about political change or to maintain continuity;
and
(C) describe the factors that influence an individual's
political attitudes and actions.
(15) Citizenship. The student understands the importance
of the expression of different points of view in a constitutional
republic. The student is expected to:
(A) analyze different points of view of political parties
and interest groups such as the League of United Latin American Citizens
(LULAC), the National Rifle Association (NRA), and the National Association
for the Advancement of Colored People (NAACP) on important contemporary
issues; and
(B) analyze the importance of the First Amendment rights
of petition, assembly, speech, and press and the Second Amendment
right to keep and bear arms.
(16) Culture. The student understands the relationship
between government policies and the culture of the United States.
The student is expected to:
(A) evaluate a U.S. government policy or court decision
that has affected a particular racial, ethnic, or religious group
such as the Civil Rights Act of 1964 and the U.S. Supreme Court cases
of Hernandez v. Texas and Grutter v. Bollinger; and
(B) explain changes in American culture brought about
by government policies such as voting rights, the Servicemen's Readjustment
Act of 1944 (GI Bill of Rights), the Immigration and Nationality Act
of 1965, the Immigration Reform and Control Act of 1986, affirmative
action, and racial integration.
(17) Science, technology, and society. The student
understands the role the government plays in developing policies and
establishing conditions that influence scientific discoveries and
technological innovations. The student is expected to:
(A) explain how U.S. constitutional protections such
as patents have fostered competition and entrepreneurship; and
(B) identify examples of government-assisted research
that, when shared with the private sector, have resulted in improved
consumer products such as computer and communication technologies.
(18) Science, technology, and society. The student
understands the impact of advances in science and technology on government.
The student is expected to:
(A) describe the potential impact of recent scientific
discoveries and technological innovations on government policy; and
(B) evaluate the impact of the Internet and other electronic
information on the political process.
(19) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired through established
research methodologies from a variety of valid sources, including
technology. The student is expected to:
(A) analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing, contrasting,
finding the main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions;
(B) create a product on a contemporary government issue
or topic using critical methods of inquiry;
(C) analyze and defend a point of view on a current
political issue;
(D) analyze and evaluate the validity of information,
arguments, and counterarguments from primary and secondary sources
for bias, propaganda, point of view, and frame of reference; and
(E) evaluate government data using charts, tables,
graphs, and maps.
(20) Social studies skills. The student communicates
in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly; and
(B) create written, oral, and visual presentations
of social studies information using effective communication skills,
including proper citations and avoiding plagiarism.
(21) Social studies skills. The student uses problem-solving
and decision-making skills, working independently and with others.
The student is expected to use problem-solving and decision-making
processes to identify a problem, gather information, list and consider
options, consider advantages and disadvantages, choose and implement
a solution, and evaluate the effectiveness of the solution.
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