GOVERNMENT
Introduction/Rationale
The Core Learning Goals for Social Studies include four core learnings from the Maryland School Performance Outcomes for Social Studies: Political Systems, Peoples of the Nation and World, Geography, and Economics. The expectations reflect a blend of the Maryland Social Studies Outcomes (1990) and the National Standards in History (1994), Civics and Government (1994), Geography (1994), Economics (1994), and Social Studies (1994).The four core learning goal statements-Political Systems, Peoples of the Nation and World, Geography, and Economics-are goals for the entire social studies program, K12. They are not specific to a particular social studies course or grade-level social studies curriculum. Each social studies course presents a part of the whole goal statement appropriate to its objectives.
The goals, expectations, and indicators take into consideration the importance of civic education which is necessary to be an informed, involved citizen who understands and supports democratic principles, institutions, and processes. The expectations and indicators also focus on the relationship between United States history, politics, and government and world history, politics, and government.
Students should be able to demonstrate an understanding of the fundamental concepts and processes of the social scientist associated with the four Core Learning Goals:
- The concepts of authority, power, and influence provide the mental
scaffolding for organizing thinking in political systems, allowing students to determine who holds power, how power is
gained, used, and justified, and how authority is created, structured, maintained, and changed;
- Chronology
provides the mental scaffolding for organizing historical thought, allowing students to organize knowledge, contributions, and events related to peoples and nations in a meaningful sequence;
- The understanding of the spatial dimensions of human experience allows students to determine where things are, how they are arranged, why they are in particular locations, and how people, places, and the environment relate to each other; and
- The concept of scarcity provides the mental scaffolding which allows students to analyze economic decisions made by individuals and groups in both the private and public sectors throughout history.
Each of the three courses (Government, United States History, and World History) integrates the concepts and processes associated with these four social science disciplines. Embedded in the social studies expectations and indicators of learning are requirements that students, individually and as part of a group, demonstrate skills found in the Skills for Success document-learning, thinking, communication, technology, and interpersonal skills. Students should demonstrate the ability to use print and nonprint primary and secondary sources to acquire, interpret, and organize information and data. Students should also be able to compare points of view and apply multiple perspectives to negotiate and reach consensus with others as needed to facilitate responsible decision-making, problem-solving, and issues analysis to understand complex ideas and to generate new ideas. Real-world applications constitute an essential component of these skills and processes. As in all areas of study, students in social studies should be able to demonstrate the ability to read, write, and communicate effectively.
The Core Learning Goals, including expectations, indicators, and content, form the core of the curriculum for the required courses in Government, United States History, and World History. For all three courses, it is assumed that local school systems and individual schools will add to indicators and content as they deem appropriate.
GOAL 1 - POLITICAL SYSTEMS
1. Expectation: The student will demonstrate understanding of the structure and functions of government and politics in the United States.
- A. Indicators of Learning
- (1) The student will analyze historic documents to determine the basic principles of United States government and apply them to real-world situations.
Content to achieve this indicator includes:
- (a) Declaration of Independence.
(b) United States Constitution including the Bill of Rights and other amendments.
(2) The student will evaluate the degree to which principles of government assist or impede the functioning of government and protect rights of individuals and groups.
Content to achieve this indicator includes:
- (a) Democratic concepts: limited government, rule of law, representative democracy, individual rights and responsibilities.
(b) Concepts of federalism, checks and balances, separation of powers, and judicial review.
(c) Federal, state, and local government: structure, powers, concerns.
(d) Selection of leaders and the electoral process.
(3) The student will evaluate roles and policies the United States government has assumed regarding public issues.
Content to achieve this indicator includes:
- (a) Evaluate critically ideas, information, issues, and positions.
(4) The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions.
Content to achieve this indicator includes:
- (a) Political parties and interest groups.
(b) Role and responsibilities of citizens.
(c) Impact of media on public opinion and behavior of the electorate.
B. Sample Instructional Activity: Student Service Learning Project
The student will be assigned a service learning project for which he or she will be placed into one of two classroom groups. Each group will identify, research, evaluate, and propose a policy position on a current national, state, or local issue. The project will require the completion of a community profile, data based research, public opinion polls, monitoring current government activity on the topic, exploration of all sides of the issue, recommendation of a solution, and presentation of research and resolution to appropriate government officials for response.
2. Expectation: The student will evaluate how the United States government has maintained a balance between protecting rights and maintaining order.
- A. Indicators of Learning
(1) The student will analyze the impact of landmark Supreme Court decisions on governmental powers, rights, and responsibilities of citizens in our changing society.
Content to achieve this indicator includes:
(a) Landmark Supreme Court decisions.
(2) The student will evaluate the responsiveness of government in achieving the ideal, "Equal Justice Under Law" during specific periods of United States history.
Content to achieve this indicator includes:
(a) Landmark Supreme Court decisions.
(3) The student will evaluate legislation related to the rights of individuals and groups in United States society.
Content to achieve this indicator includes:
(a) Legislation which addresses minority rights and treatment, such as civil rights acts, affirmative action legislation, Indian reservation policies, and immigration policies.
(4) The student will evaluate the impact of presidential decisions which have affected the rights of individuals and groups in United States society.
Content to achieve this indicator includes:
(a) Presidential use of power and executive order to protect or deny civil rights.
(b) Presidential use of power to maintain order and safety.
(5) The student will evaluate examples of government actions to maintain order and safety of citizens.
Content to achieve this indicator includes:
(a) Presidential use of power to maintain order and safety.
(6) The student will analyze fundamental principles of United States law.
Content to achieve this indicator includes:
(a) Common law.
(b) Substantive due process.
(c) Procedural due process.
(7) The student will compare and contrast elements, proceedings, and decisions related to criminal and civil law.
Content to achieve this indicator includes:
(a) Purposes of civil law.
(b) Purposes of criminal law.
C. Sample Instructional Activities
(1) Analysis of the 14th Amendment to the United States Constitution
The student will analyze the implications and applications of the 14th amendment, focusing on "due process" and "equal protection." The student will analyze the Bill of Rights to identify topics extended by the 14th amendment. Based on the findings, the student will evaluate selected United States Supreme Court cases and their application of "due process" and "equal protection." Evaluations will reflect competing interests such as conviction of criminals, rights of the accused, victims' rights, government intrusion, or maintaining order. Supreme Court cases could include Tinker v. Des Moines School District, Gideon v. Wainwright, Miranda v. Arizona, Plessy v. Ferguson, Brown v. Board of Education, and others.
(2) Mock Trial Activity
Students will be assigned roles as attorneys or witnesses and participate in direct and cross examinations in a trial simulation. The simulation should be based upon an historical or recent case. Students will research the essential facts of the case, relevant law, and procedural approaches. The instructor or community resource person will serve as a judge; other students will serve as jurors. Upon completion of the simulation, students will compare their experiences with the actual outcome of the case.
GOAL 2: PEOPLES OF THE NATION AND WORLD
1. Expectation: The student will evaluate the interdependent relationship of United States politics and government to world affairs.
A. Indicators of Learning
(1) The student will analyze the effect of networks that link nations to United States economic, political, social, and foreign policy.
Content to achieve this indicator includes:
(a) Policies of United States government which promote or fail to promote economic and cultural ties with other countries.
(b) Contemporary concerns and goals which affect international relationships.
(2) The student will evaluate the effectiveness of international alliances from the perspective of the United States.
Content to achieve this indicator includes: .
(a) Role of United States in international alliances including the United Nations.
B. Sample Instructional Activity: Prepare Presentation on United States Commitment to Policies of the United Nations
The student will collect and organize data from appropriate agencies, such as the United States Congress, United States Department of State, United States Department of Defense, and other print sources. The student will use the data to create a flow chart or other visual organizer to brief their classmates on the levels of United States troop commitments needed to carry out the policies of the United Nations.
2. Expectation: The student will compare and evaluate the effectiveness of the United States system of government and various other national and international political systems.
- A. Indicators of Learning
(1) The student will analyze advantages and disadvantages of various types of governments throughout the world.
Content to achieve this indicator includes:
(a) Types of democratic and authoritarian political systems.
(b) Constitutional federal structures: confederation, federal, unitary.
(2) The student will analyze the impact of the issues of national sovereignty, self-determination, and human rights on international organizations and relationships.
Content to achieve this indicator includes:
(a) Historical and recent international political issues.
C. Sample Instructional Activity: Relating Political Systems, Human Rights, and Current Issues
The student will review international human rights documents, such as the United Nations Declaration of Human Rights. The student will also review human rights issues in nations with different political systems. The student will then develop hypotheses on the relationship between patterns of action on human rights issues and systems of government.
GOAL 3: GEOGRAPHY
1. Expectation: The student will demonstrate an understanding of the relationship of cultural and physical geographic factors in the development of government policy.
A. Indicators of Learning
(1) The student will explain the influence of demographic changes on government policies.
Content to achieve this indicator includes:
(a) Influence of demographic factors on voting patterns.
(b) Influence of demographic factors on government funding decisions.
(2) The student will evaluate the role of government in addressing land use and other environmental issues.
Content to achieve this indicator includes:
(a) International, national, state and/or regional interests that may shape government policy.
(3) The student will analyze the roles and relationships of regions on the formation and implementation of government policy.
Content to achieve this indicator includes:.
(a) International, national, state, and/or regional interests that may shape government policy.
C. Sample Instructional Activity: Comparing Policies and Problems Resulting from Population Shifts
The student will be assigned to one of four groups. Each group will examine migration patterns in one state, such as Florida, Maryland, Arizona, or Michigan, over the past twenty years and the federal and state government responses to this human movement. The group will create a map for the state they research, using the most recent census data, newspaper/magazine articles, and other information, to illustrate the places of origin and settlement for migrants. The group will also create charts or diagrams that identify the factors contributing to opportunities and problems resulting from these movements, such as jobs, housing, health care, and education. The group will then exchange information with other groups and compare problems and policies related to the four states.
GOAL 4 - ECONOMICS
1. Expectation: The student will demonstrate an understanding of economic principles, institutions, and processes required to formulate government policy.
A. Indicators of Learning
(1) The student will evaluate the effectiveness of current monetary and fiscal policy on promoting full employment, price stability, and economic growth.
Content to achieve this indicator includes:
(a) Institutions and tools of monetary and fiscal policy.
(2) The student will utilize the principles of economic costs, benefits, and opportunity cost to analyze the effectiveness of government policy in achieving socio-economic goals.
Content to achieve this indicator includes:
(a) Competing socio-economic goals such as equity, security, productivity, national defense, environmental protection, and educational quality.
(3) The student will examine regulatory agencies and their social, economic, and political impact on the United States.
Content to achieve this indicator includes:
(a) Impact of regulation and deregulation of industries.
B. Sample Instructional Activity: Evaluation of Government Economic Policies
The student will identify a contemporary measure taken by the federal government to provide economic security for United States citizens, such as Social Security, FDIC, Medicare, Wagner Act, etc. The student will develop and apply a set of criteria to evaluate whether the policy or action is effective and efficient in providing economic security. The student will present the conclusions to classmates, using visual/oral/written format.
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Last updated 02/25/98