| (B) describe the roles of the executive and legislative
branches in setting international trade and fiscal policies.
(6) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and why
these are significant. The student is expected to:
(A) explain the importance of a written constitution;
(B) explain how the federal government serves the purposes
set forth in the Preamble to the U.S. Constitution;
(C) analyze how the Federalist Papers such as Number
10 and Number 51 explain the principles of the American constitutional
system of government;
(D) evaluate constitutional provisions for limiting
the role of government, including republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and individual
rights;
(E) describe the constitutionally prescribed procedures
by which the U.S. Constitution can be changed and analyze the role
of the amendment process in a constitutional government; and
(F) identify how the Declaration of Independence and
the U.S. Constitution continue to shape American beliefs and principles
in the United States today.
(7) Government. The student understands the structure
and functions of the government created by the U.S. Constitution.
The student is expected to:
(A) analyze the structure and functions of the legislative
branch of government, including the bicameral structure of Congress,
the role of committees, and the procedure for enacting laws;
(B) analyze the structure and functions of the executive
branch of government, including the constitutional powers of the president,
the growth of presidential power, and the role of the Cabinet and
executive departments;
(C) analyze the structure and functions of the judicial
branch of government, including the federal court system, types of
jurisdiction, and judicial review;
(D) identify the purpose of selected independent executive
agencies, including the National Aeronautics and Space Administration
(NASA), and regulatory commissions, including the Environmental Protection
Agency (EPA), Occupational Safety and Health Administration (OSHA),
Food and Drug Administration (FDA), and Federal Communications Commission
(FCC);
(E) explain how provisions of the U.S. Constitution
provide for checks and balances among the three branches of government;
(F) analyze selected issues raised by judicial activism
and judicial restraint;
(G) explain the major responsibilities of the federal
government for domestic and foreign policy such as national defense;
and
(H) compare the structures, functions, and processes
of national, state, and local governments in the U.S. federal system.
(8) Government. The student understands the concept
of federalism. The student is expected to:
(A) explain why the Founding Fathers created a distinctly
new form of federalism and adopted a federal system of government
instead of a unitary system;
(B) categorize government powers as national, state,
or shared;
(C) analyze historical and contemporary conflicts over
the respective roles of national and state governments; and
(D) explain how the U.S. Constitution limits the power
of national and state governments.
(9) Government. The student understands the processes
for filling public offices in the U.S. system of government. The student
is expected to:
(A) identify different methods of filling public offices,
including elected and appointed offices at the local, state, and national
levels;
(B) explain the process of electing the president of
the United States and analyze the Electoral College; and
(C) analyze the impact of the passage of the 17th Amendment.
(10) Government. The student understands the role of
political parties in the U.S. system of government. The student is
expected to:
(A) analyze the functions of political parties and
their role in the electoral process at local, state, and national
levels; and
(B) explain the two-party system and evaluate the role
of third parties in the United States.
(11) Government. The student understands the similarities
and differences that exist among the U.S. system of government and
other political systems. The student is expected to:
(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.
Cont'd... |
