Download topic - Perry Local Schools

United States History Grade 10
2011-2012
Social Studies Course of Study
Course Description
Tenth grade students continue the chronological study of the history of the United States
from post-reconstruction (1877) through the 20th century with emphasis on domestic
affairs. This study incorporates each of the seven state s (History, Geography,
Economics, Government, People in Societies, Citizenship Rights and Responsibilities,
and Social Studies Skills and Methods). Students develop a deeper understanding of their
role as citizens.
Prerequisite: Sophomore Standing
Credit: 1
Grade 10: US History
2011-2012
Social Studies Course of Study
TOPIC:
 American Industrialization after the Civil War
CONTENT STATEMENT:
 Industrialization had an impact on the social, political, and economic life.
CONCEPTS
VOCABULARY
▪
Effects of industrialization
▪
Causes of industrialization
▪
Development of middle class culture
▪
▪
▪
▪
▪
Industrialization
Immigration
Modernization
Urbanization
Effects/Outcome
PERFORMANCE SKILLS:




Analyze the impact of industrialization from a political, social, and economic
perspective.
Relate the growth of urbanization with respect to the growth of industries.
Explore the effects of immigration and child labor in the late 19th century.
Identify the new technological advances and describe their impact on society and
business.
TOPIC:
 The Era of Big Business and Labor
CONTENT STATEMENT:
 The development of elitism
CONCEPTS
VOCABULARY

▪
▪
▪
▪
▪
▪
Analyze the impact of
industrialization on economic
and political practices.
Laissez-faire
Monopolies
Trusts/Cartels
Captains of Industry
Robber Barons
Social Darwinism
 Impact
 Emphasis
Grade 10: US History
2011-2012
Social Studies Course of Study
PERFORMANCE SKILL:
▪
Evaluate the relationship of government policies (laissez-fair) affects on industry and
labor.
TOPIC:

The Era of Big Business and Labor
CONTENT STATEMENT:

The development of labor unions.
CONCEPTS

Analyze the reasons for the rise of labor
organizations.
VOCABULARY








Labor Organizations
Socialism
Collective Bargaining
Scab
Anarchist
Strikes
Boycotts
Analyze
PERFORMANCE SKILLS:


Chart the development of labor unions.
Compare socialism and the labor movement as the two different responses to the gulf
between the rich and poor.
TOPIC:

The Progressive Era
CONTENT STATEMENT:

Populism and Progressivism had a significant influence on the nineteenth and
twentieth centuries.
Grade 10: US History
2011-2012
Social Studies Course of Study
CONCEPTS
VOCABULARY

▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
Explain the goals and outcomes of the
late 19th and early 20th century reform
movements.
Reform movements
Populism
Progressivism
Urban Reforms
Conservation
Anti-Trust Legislation
Public Schooling
Child Labor
Muckraker
Social Welfare Program
Civil Disobedience
Literacy
Goals (Wants)/Outcomes (Results)
PERFORMANCE SKILLS:




Present information about the organizations farmers formed to solve their problems.
Reflect on the spirit and goals of the Progressive movement.
List the outcomes of the Progressive era legislation.
Ascertain why public schools expanded during the late 1800’s.
TOPIC:

American Imperialism
CONTENT STATEMENT:
 The effect American Imperialism had on the livelihood of conquered peoples.
CONCEPTS
VOCABULARY








What actions led to the Spanish
American War?
Development of American foreign
policies at the turn of the century.
Imperialism
Sphere of Influence
Annexation
Roosevelt Policy
Dollar Diplomacy
Trace
PERFORMANCE SKILL:

Summarize the causes and the effects of the Spanish American War on American
foreign policies.
Grade 10: US History
2011-2012
Social Studies Course of Study
TOPIC:

World War I
CONTENT STATEMENT:
 American entry into WW I facilitated us being recognized as a world power.
CONCEPTS
VOCABULARY

What actions led to United States
involvement into the Great War?

Identify the impact of World War I on
the development of the United States as
a world power.







Fourteen Points
Treaty of Versailles
League of Nations
Four Main Causes of World War I
Sussex Pledge
Unrestricted Submarine Warfare
Consequences
PERFORMANCE SKILLS:


Analyze the cause and effects of World War I on the United States as a world power.
Draw conclusions to the ineffectiveness of post-World War I treaties and
organizations with respect to their failure to preserve world peace.
TOPIC:
 Domestic affairs in the 1920’s
CONTENT STATEMENT:
 The major political, economic, and social developments of the 1920’s.
Grade 10: US History
2011-2012
Social Studies Course of Study
CONCEPTS
VOCABULARY

What were the major social and
political gains for women and AfricanAmericans in the 1920’s?

How did immigration and
advancements for minorities cause a
new wave of resentment in the United
States?








How did government policies inspire
the boom and bust of the Roaring
Twenties?

How did the new freedoms and
achievements of African-Americans
inspire a renaissance?
Red Scare
Suffrage
Nativism
Harlem Renaissance
Speculation
Great Migration
Roaring Twenties
PERFORMANCE SKILLS:




List and identify the social and political gains achieved by women and minorities
(African Americans) in the 1920’s.
Articulate the rise of resentment in response to gains made by women and minorities
in the United States in the 1920’s.
Point out how government policies led to an economic boom and then bust of the
1920’s.
Identify the contributions of the Harlem Renaissance and its effects on society.
TOPIC:
 The Great Depression and the New Deal
CONTENT STATEMENT:
 There were changes in US domestic policies as a result of developments in the
1930’s.
Grade 10: US History
2011-2012
Social Studies Course of Study
CONCEPTS




VOCABULARY


Economic effects of the Great

Depression.


Political effects of the depression.


Environmental and social consequences 
of the depression.

Causes of the stock market crash
Great Crash
Black Tuesday
Hoovervilles
Great Depression
Dust Bowl
21st Amendment
Speculation
Buying on Margin
Herbert Hoover
PERFORMANCE SKILLS:



Analyze the causes of the stock market crash of 1929.
Make a distinction between the social and economic effects of the Great Depression.
What facts or ideas show President Hoover’s policies were ineffective in combating
the early ills of the Great Depression.
TOPIC:
 Economic Changes of the New Deal
CONTENT STATEMENT:
 Long term changes of FDR’s New Deal.
CONCEPTS
VOCABULARY






Effects of the New Deal policies on the
Great Depression.
New Deal
Public Works Program
TVA
Social Security System
Franklin D. Roosevelt
PERFORMANCE SKILLS:



What were some of the limitations of the New Deal?
What permanent changes took place as a result of the New Deal?
Was the New Deal a success or failure? Explain your answer using facts to support
your response.
Grade 10: US History
2011-2012
Social Studies Course of Study
TOPIC:
 Causes of World War II
CONTENT STATEMENT:
 The Treaty of Versailles was a direct cause of WW II
CONCEPTS
VOCABULARY

What was the impact of the United
States participation in World War II?

How did the United States change from
isolationism to world involvement?

What reactions were there to the attack
at Pearl Harbor?












Isolationism
Appeasement
Fascism/Nazism
Atlantic Charter
Axis Powers/Allied Powers
Manhattan Project
Pearl Harbor
Japanese Interment Camps
Holocaust
Mobilization of the Work Force
Women and Minorities
War Bonds
PERFORMANCE SKILLS:



Outline the impact of the United States participation in World War II.
Summarize America’s transition from isolationism to international involvement.
Assess the effects of the attack at Pearl Harbor and compare and contrast those effects
to those events that occurred on September 11, 2001.
TOPIC:
 America on the Home front
CONTENT STATEMENT:
 World War II created drastic change in domestic policy and lifestyle.
Grade 10: US History
2011-2012
Social Studies Course of Study
CONCEPTS
VOCABULARY

What was the impact of United States
participation in World War II?

How did the United States change from
isolationism to world involvement?

What reactions were there to the attack
at Pearl Harbor?












Isolationism
Appeasement
Fascism/Nazism
Atlantic Charter
Axis Powers/Allied Powers
Manhattan Project
Pearl Harbor
Japanese Internment Camps
Holocaust
Mobilization of the Work Force
Women and Minorities
War Bonds
PERFORMANCE SKILLS:



Outline the impact of the United States participation in World War II.
Summarize America’s transition from isolationism to international involvement.
Assess the effects of the attack at Pearl Harbor and compare and contrast those effects
to those events that occurred on September 11, 2001.
TOPIC:
 The Cold War and Related Conflicts Abroad
CONTENT STATEMENT:
 The change in American foreign policy as a result of the Cold War.
Grade 10: US History
2011-2012
Social Studies Course of Study
CONCEPTS
VOCABULARY

What were the contrasting ideologies
that led to the Cold War?

How did United States foreign policies
lead to conflict with Soviet Union
policies?

What was the Red Scare?

What international organizations were
created during the Cold War?














Cold War
Marshall Plan
Communist Containment
Truman Doctrine
Berlin Blockade
Cuban Missile Crisis
Iron Curtain
Satellite Nation
Arms Race
NATO
Korean War/Vietnam War
United Nations
McCarthyism
Red Scare
PERFORMANCE SKILLS:



Compare and contrast American and Soviet ideologies with respect to post-war
Europe and other continents.
Evaluate the causes and effects of the Cold War, specifically the social, political, and
military aspects.
Justify the creation of international organizations such as NATO, Warsaw Pact,
United Nations.
TOPIC:
 The Cold War and Conflicts at Home
CONTENT STATEMENT:
 The major domestic developments after 1945 with emphasis on:
postwar prosperity in the United States.
CONCEPTS
VOCABULARY

Effects of economic growth.

Results of a growing population.

How education spurred the
development of space exploration.







Postwar Prosperity
Per Capita Income
Baby Boom
GI Bill
Suburbs
Space Race
Immigration Act of 1965
Grade 10: US History
2011-2012
Social Studies Course of Study
PERFORMANCE SKILLS:



What factors contributed to suburban development?
In what ways did the depression and World War II contribute to the postwar
economic boom of the 1950’s?
Identify the factors that contributed to the rise of the Space Race.
TOPIC:
 The Vietnam War and the Feminist Movement
CONTENT STATEMENT:
 The War in Vietnam and the Feminist Movement created unrest, protest, and change
in America.
CONCEPTS
VOCABULARY

The roots of student activism.

Key events that led to social unrest.

Factors contributing to women’s
liberation movement.










Conscientious Objector
Deferment
Counter Culture
Woodstock Festival
Kent State
N.O.W.
Roe Vs. Wade
Feminism
ERA
Origins
PERFORMANCE SKILLS:



▪
▪
▪
What methods did activists use during the 1960’s?
What were some of the changes activists demanded during the 1060’s?
Identify the goals of N.O.W. and appraise the results of their efforts.
TOPIC:
 The Civil Rights Movement
CONTENT STATEMENT:
 The Civil Rights Movement created major developments, controversies, and
consequences.
Grade 10: US History
2011-2012
Social Studies Course of Study
CONCEPTS
VOCABULARY

Identify the origins of the civil rights
movement.

List the major developments of the
movement.

Outline the consequences of the
movement.

Recognize the controversies of the
movement.














Martin Luther King Jr.
Non-Violent Protest
Sit-Ins
Freedom Rides
March on Washington
Civil Rights Act of 1964
Voting Rights Act of 1965
Black Power
Nation of Islam
Malcolm X
De Facto Segregation
De Jure Segregation
Brown vs. Board of Education
14th Amendment
PERFORMANCE SKILLS:




Explain how African-Americans used the courts and non-violent protest in their battle
for equality.
Identify the principle behind the Supreme Court’s ruling in Brown vs. Board of
Education.
Explain how the activities of civil rights organizations laid the groundwork for the
movement of the 1960’s.
Justify how violence against protesters led to controversies and consequences.
TOPIC:
 Other Protest Organizations of the 1960’s
CONTENT STATEMENT:
 Protest groups in the 1960’s had a significant influence on the social and cultural
dynamics of America.
Grade 10: US History
2011-2012
Social Studies Course of Study
CONCEPTS


VOCABULARY
Describe the effect of different minority 
perspectives on political changes.


Identify the organizations created to

speak out for various minority groups.




NAACP
N.O.W.
A.I.M.
United Farm Workers
Latino
Migrant Farm Worker
Minority
Perspectives
PERFORMANCE SKILL:

Trace the developments of political action groups created to champion the causes of
minorities.
TOPIC:
 The consequences of oppression, discrimination, and conflict between
races and genders.
CONTENT STATEMENT:
 Jim Crow laws legalized discrimination based on race.
CONCEPTS
VOCABULARY







Effects of Jim Crow laws in our
society.
Jim Crow Laws
Racial Equality
Segregation
Discrimination
Prejudice
Plessey vs. Ferguson
PERFORMANCE SKILLS:


Explain how Jim Crow laws legalized discrimination based on race.
Analyze the impact of the Supreme Court ruling in Plessey vs. Ferguson on legal
segregation.
TOPIC:
 Race and Gender Equality
Grade 10: US History
2011-2012
Social Studies Course of Study
CONTENT STATEMENT:
 The struggle for racial and gender equality and its impact on the changing status of
minorities since the late 19th century.
CONCEPTS
VOCABULARY

Effects of women’s movements on
gender equality.

Effects of civil rights movement on
racial equality.





Gender Equality
Racial Equality
Suffrage
14th Amendment
19th Amendment
PERFORMANCE SKILL:

▪ Analyze the struggle for racial and gender equality and its impact on the changing
status of minorities since the late 19th century.
TOPIC:
 Immigration in the 1960’s
CONTENT STATEMENT:
 Immigration created cultural exchange and regional influences within the United
States
CONCEPTS
VOCABULARY

Debate the need for multiculturalism in
the United States.

Analyze the impact of immigration and
its affect on American institutions.







Multiculturalism
Diversity
Green Cards
Bilingual Education
Barrio
Government Housing
Affiliation
PERFORMANCE SKILL:

▪Describe some of the major changes in the United States as a result of immigration.
Grade 10: US History
2011-2012
Social Studies Course of Study
TOPIC:
 Changes within Regions and the country.
CONTENT STATEMENT:
 There are multiple cultural, physical, economic, and political characteristics that
define regions and those regions change over time.
CONCEPTS
VOCABULARY

Effect of industrialization on
geographical regions.

Effects of technology on lifestyles and
the development of suburbs.








Urban(-ization)
Rural
Industrialization
Perceptions
Characteristics
Post-Industrialization
Geographic Processes
Suburbanization
PERFORMANCE SKILL:

▪
Differentiate the utilization of land since the mid-1800’s.
TOPIC:
 Industrialization and Urbanization
CONTENT STATEMENT:

Changes in technology, transportation, and communication affect the location and
patterns of economic activities.
Grade 10: US History
2011-2012
Social Studies Course of Study
CONCEPTS
VOCABULARY

Effect of industrialization on
geographical regions.

Effects of technology on lifestyles and
the development of suburbs.








Urban(-ization)
Rural
Industrialization
Perceptions
Characteristics
Post-Industrialization
Geographic Processes
Suburbanization
PERFORMANCE SKILL:

▪
Differentiate the utilization of land since the mid-1800’s.
TOPIC:
 Economic Systems
CONTENT STATEMENT:
 Different economic systems answer the fundamental economic questions
CONCEPTS
VOCABULARY

Link the development of specialization
to interdependency among nations.

Differentiate between economic
systems in the global economy.







Interdependence
Specialization
Capitalism
Free Market
Global Economy
Impacts of . . .
Affect/Effect
PERFORMANCE SKILL:

Analyze the development of industry in the United States and its use of specialization
and how it created interdependence among nations.
Grade 10: US History
2011-2012
Social Studies Course of Study
TOPIC:
 Economic Systems
CONTENT STATEMENT:
 Labor unions, farm organizations, and business organizations impact the U.S.
economy.
CONCEPTS
VOCABULARY

Analyze the impact of labor unions on
the development of the middle class.

Identify key union organizers and labor
unions and their impact on business
relationships.






Labor Union
Farm Organizations
Business Organizations
Samuel Gompers
Skilled vs. Unskilled Workers
Bread and Butter Unionism
PERFORMANCE SKILLS:


Summarize the economic accomplishments of the early labor unions and business
organizations.
Compare the relationships between early labor/business organizations to
contemporary organizations.
TOPIC:
 Economic Regulation
CONTENT STATEMENT:
 The U.S. governmental policies, including taxes, anti-trust legislation, and
environmental regulations affect individuals and businesses.
Grade 10: US History
2011-2012
Social Studies Course of Study
CONCEPTS
VOCABULARY

Effect of industrialization on
geographical regions.

Effects of technology on lifestyles and
the development of suburbs.









Tariff
Clear Air Act
Clean Water Act
E.P.A.
Clayton Anti-Trust Act
Income Tax
Sales Tax
Property Tax
Tax Abatements
PERFORMANCE SKILL:

▪ Review how government policies affect individuals, businesses, and the
environment.
TOPIC:
 Monetary and Fiscal Policy
CONTENT STATEMENT:
 The Federal Reserve System helps regulate the monetary and fiscal policy of the
United States.
CONCEPTS
VOCABULARY

What factors led to the formation of the
Federal Reserve System?

What is the purpose of the Federal
Reserve System?







What role does the Federal Reserve
System have in controlling the money
supply in our economy?

What tools does the Federal Reserve
System use to influence the money
supply?
Federal Reserve Board
Federal Reserve System
Bank Failure
Common Currency
Bank Requirements
Money Supply
PERFORMANCE SKILL:

Trace the development of the Federal Reserve System; its purpose and powers to
influence our economy
Grade 10 US History
2011-2012
Social Studies Course of Study
TOPIC:
 Economic expansion
CONTENT STATEMENT:
 The Great Depression and World War II resulted in the expanded role of the federal
government.
CONCEPTS
VOCABULARY






Recognize the transition of a laissezfaire government to a hands-on
government after the Great Depression
and World War II.
New Deal
Fair Deal
Taft-Hartley
G.I. Bill
Demobilization
PERFORMANCE SKILLS:


Analyze the development.
Evaluate the role of government prior to the Great Depression to its current role in
our economy today
TOPIC:
 Evolution of the Constitution
CONTENT STATEMENT:
 The constitution has evolved through amendments and Supreme Court decisions.
CONCEPTS
VOCABULARY

How have citizens used the
Constitution to uphold their rights?

How has the Constitution changed to
extend rights to excluded citizens?






Plessy vs. Ferguson
Brown vs. Board of Education
University of California vs. Bakke
14th Amendment
19th Amendment
26th Amendment
PERFORMANCE SKILL:

▪ Tell how the Constitution can change and evolve so as to affect all individuals and
groups in American society today.
Grade 10: US History
2011-2012
Social Studies Course of Study
TOPIC:
 Citizenship Rights and Responsibilities
CONTENT STATEMENT:
 Civil disobedience and other forms of dissent have shaped American domestic policy.
CONCEPTS
VOCABULARY

Differentiate between civil
disobedience and typical unlawful
behavior.




How has civil disobedience been
successful in influencing political
policy?
Civil Disobedience
Dissent
Protest
PERFORMANCE SKILL:

Cite several incidences of civil disobedience and explain the cause and/or effects of
these protests.
TOPIC:
 Individual rights vs. the common good
CONTENT STATEMENT:
 Individual rights are relative, not absolute.
CONCEPTS
VOCABULARY

African-Americans during the civic
rights movement

When and why have individual rights
been restricted in U.S. history (since
the 1870’s)?

What criteria is used to determine when
restrictions are applied?










Clear and Present Danger
Compelling Government Interest
National Security
Libel
Slander
Equal Opportunity
Conscientious Objectors
McCarthy Era
Red Scare
Civil Rights Movement
Grade 10: US History
2011-2012
Social Studies Course of Study
PERFORMANCE SKILLS:


Explain when and for what purpose have individual rights been restricted, limited, or
eliminated.
Cite the factors that are used in determining when it is appropriate to limit individual
rights.
TOPIC:
 Credibility and Reliability of Sources
CONTENT STATEMENT:
 Credibility and Reliability of Sources must be considered to evaluate the validity of a
source.
CONCEPTS
VOCABULARY
▪
Determine how or why an author writes
a piece.
▪
Distinguish between primary and
secondary sources.
▪
What factors make a creditable and
reliable resource.
▪
▪
▪
▪
▪
▪
▪
▪
▪
▪
Bias
Credibility
Reliability
Writer Qualifications
Reputation
Accuracy of Sources
Consistency of Sources
Stereotypes
Primary Sources
Secondary Sources
PERFORMANCE SKILL:
▪
Analyze and critique one or more issues and determine the creditability and reliability
of sources.
TOPIC:
 Using Data and Evidence to Support or Refute a Thesis
CONTENT STATEMENT:
 Data and evidence must be used to form a persuasive argument.
Grade 10: US History
2011-2012
Social Studies Course of Study
CONCEPTS
VOCABULARY

Determine how or why an author writes
a piece.

Distinguish between primary and
secondary sources.

What factors make a creditable and
reliable resource.










Bias
Credibility
Reliability
Writer Qualifications
Reputation
Accuracy of Sources
Consistency of Sources
Stereotypes
Primary Sources
Secondary Sources
PERFORMANCE SKILL:

Analyze and critique one or more issues and determine the creditability and reliability
of sources.
TOPIC: Basic Principles of the U.S. Constitution

Principles related to representative democracy are reflected in the articles and
amendments of the U.S. Constitution and provide structure for the government of the
United States.
CONTENT STATEMENT:

As the supreme law of the land, the U.S. Constitution incorporates basic principles
which help define the government of the United States as a federal republic including
its structure, powers and relationship with the governed.
CONCEPTS
VOCABULARY







Analyze the principles of the United
States Constitution
Limited Government
Popular Sovereignty
Separation of Power
Checks and Balances
Federalism
Judicial Review
PERFORMANCE SKILL:

Cite examples from current events that illustrate applications of the basic principles
which help define the government of the United States.
Grade 10: US History
2011-2012
Social Studies Course of Study
TOPIC: Basic Principles of the U.S. Constitution

Principles related to representative democracy are reflected in the articles and
amendments of the U.S. Constitution and provide structure for the government of the
United States.
CONTENT STATEMENT:

Constitutional government in the United States has changed over time as a result of
amendments to the U.S. Constitution, Supreme Court decisions, legislation and
informal practices.
CONCEPTS

Illustrate the process for formally
amending the U.S. Constitution

Identify methods of Constitutional
change by other means
VOCABULARY






Formal Amendment
Executive Agreement
Treaty
Cabinet
Senatorial Courtesy
Precedent
PERFORMANCE SKILL:

Select one of the first ten Amendments to the U.S. Constitution and examine how
Supreme Court rulings have informally changed the Constitution.
TOPIC: Role of the People

The government of the United States protects the freedoms of its people and provides
opportunities for citizens to participate in the political process
CONTENT STATEMENT


In the United States, people have rights which protect them from undue governmental
interference. Rights carry responsibilities which help define how people use their
rights and which require respect for the rights of others.
Historically, the United States has struggled with majority rule and the extension of
minority rights. As a result of this struggle, the government has increasingly
extended civil rights to marginalized groups and broadened opportunities for
participation.
Grade 10: US History
2011-2012
Social Studies Course of Study
CONCEPTS

Explain how Congress historically has
passed laws

Evaluate how the Supreme Court has
ruled in cases upholding individual
rights

Discuss how citizens have ensured
their rights by bringing cases to the
Supreme Court.
VOCABULARY








Bill of Rights
Civil Rights Act of 1964
Voting Rights Act of 1965
14th Amendment
15th Amendment
19th Amendment
24th Amendment
26th Amendment
PERFORMANCE SKILLS:



Identify each of the rights guaranteed under the Bill of Rights
Analyze how Congress, the federal courts, and individual citizens have secured those
rights guaranteed in the Bill of Rights
Identify an issue related to the denial of civil rights to a particular minority group and
explain how at least one branch of the federal government helped to extend civil
rights or opportunities for participation to that group of people.
TOPIC: Civic Involvement

Students can engage societal problems and participate in opportunities to contribute
to the common good through governmental and nongovernmental channels.
CONTENT STATEMENT:

Political parties, interest groups and the media provide opportunities for civic
involvement through various means.
Grade 10: US History
2011-2012
Social Studies Course of Study
CONCEPTS

Analyze the roles of political parties?

Describe multi-party system?

Know how to register to vote.

Summarize information about
candidate and issues.

Construct the pre-election timeline for
nominating candidates.

Explain how the electoral college
works

Assess the purpose and utilization of
mass media to influence elections.

Contrast political ideologies between
political parties.
VOCABULARY
















Voter Registration
Political Parties
Political Ideologies
Democrat
Republican
Independent
Third Party
Interest Groups
Primary Election
General Election
Electoral College
Elector
Electoral Vote
Open Primary
Closed Primary
Direct Election
PERFORMANCE SKILLS:



Evaluate the pros and cons of the electoral college in selecting a president as
compared to a direct popular vote
Explain how an individual participates in primary and general elections
Select a political party or interest group to address a civic issue, identify a type of
media as a means of communication, then defend the viability of the choices made in
an effort to achieve a successful result in resolving the civic issue.
Grade 10: US History
2011-2012
Social Studies Course of Study
TOPIC: Civic Participation and Skills

Democratic government is enhanced when individuals exercise the skills to
effectively participate in civic affairs.
CONTENT STATEMENT

Issues can be analyzed through the critical use of information from public records,
surveys, research data and policy positions of advocacy groups.
CONCEPTS

Demonstrate how to gather information
from advocacy groups
VOCABULARY










Lobbying
Political Action Group (PAC)
Petition
Polling
Credibility
Bias
Primary Source
Secondary Source
Interest/Advocacy Groups
Labor Union
PERFORMANCE SKILLS:


Explain by what methods interest groups, lobbyists, and PAC’s influence policy
makers.
Identify a specific advocacy group and evaluate the information they produce
concerning a specific public policy issue.