Download grade 12 - Missoula County Public Schools

GRADE 12
UNITED STATES GOVERNMENT AND THE POLITICAL ECONOMY
Units of Credit:
One Year (Required)
Prerequisite:
None
Course Overview:
In this course students apply knowledge gained in previous years of study to pursue a deeper
understanding of the principles, institutions, and practices of American government and its
political economy. In addition, they draw on their studies of American history and of other
societies to compare modern governmental and economic systems. This course serves as the
culmination of the four strands in the Social Studies National Standards:
ƒ Power, Authority and Government;
ƒ Production, Distribution and Consumptions;
ƒ Global Connections;
ƒ And Civic Ideals and Practices.
Philosophical and Historical Roots of the American Revolution
Students survey critical historical and philosophical developments that inspired the American
Revolution of 1776. They pay particular attention to evolving thoughts about human nature,
natural rights, rule of law, and corresponding limits on the power of government. They study the
major documents leading up to the Constitution with special emphasis on the Declaration of
Independence and the Articles of Confederation.
The Constitution and the Bill of Rights
Students focus on the philosophies of those who framed the Constitution and the Bill of Rights.
They study the Constitution, Bill of Rights, and selected Federalist Papers. Students study
constitutional principles including natural rights, limited government, popular sovereignty,
separation of powers, and checks and balances. Students explore the debate between the
Federalists and Anti-Federalists and the final ratification of the Bill of Rights. Students also
study Washington’s Farewell Address.
Federalism: State and Local Government
Students analyze the principle of federalism. Students learn how federal, state, tribal, and local
governments share power and responsibility. They will explore issues from each level of
government: state, tribal, and local.
Students learn ways in which individuals can become participatory citizens through voting, jury
service, lobbying, communicating with government officials, and community service. By
analyzing a significant policy issue, students learn how communities govern and finance
themselves. Students may volunteer for community service in their schools and communities.
Civil Rights and Civil Liberties
Students examine the evolution of civil rights and civil liberties. Using the Bill of Rights and case
law, students examine the changing interpretations of law. Using case studies including Plessy
v. Ferguson, Brown v. Topeka, Kansas, Board of Education, Korematsu v. United States, Gideon
V. Wainright, and others, students learn how groups struggled to protect their civil rights and
liberties. Students review the special legal status of tribal members.
The Legislative Branch
Students examine the selection and functions of Congress. They explore the process and issues
of lawmaking, such as the committee system, and the influence of the media and special
interests. Through critical reading of primary and secondary documents and the use of
simulations and interactive learning strategies, students assess candidates, proposed legislation,
and the practices of legislatures. They examine how Congress funds government.
The Executive Branch
Students examine the selection and powers of members of the executive branch. Through
critical reading of primary and secondary sources, students explore the evolution of Presidential
power and its impact on domestic and world affairs. Through case studies, students analyze
presidential campaigns, the president’s role in legislation, and influence on the courts. Students
explore the process of presidential decision-making. They learn about the role of the
bureaucracy in making and implementing public policy.
Economic Issues and Policies
Students learn fundamental economic principles, including supply and demand, scarcity,
markets, inflation and deflation, the role of money, externalities, and the public good. They
examine business cycles. They learn how governments respond to and influence economic
conditions. By examining the budget-making process, fiscal and monetary policy, students learn
how governmental actions influence individual, national, and international well being. Students
explore how governments assist individuals and groups with efforts ranging from tax breaks to
welfare payments.
State, Tribal, and Local Governments
Students examine the importance of local governing units. They explore the structure of state
and tribal governments, including the creation of municipal government and special districts.
They learn how state and tribal governments protect rights and perform services. They learn the
role of legislative, executive and judicial branches in state, tribal, and local governments. They
learn how citizens finance state, tribal, and local governments. Students learn ways to become
participatory citizens through voting, jury service, lobbying, communicating with government
officials, and community service. Students analyze a significant policy issue to learn how local
communities solve problems.
Comparative Governments and Economies
Students examine major political and economic philosophies including democratic,
republicanism, socialism, fascism, communism, capitalism, and fundamentalist theocracy.
Students learn how these different philosophies influence current world affairs. Students learn to
identify fundamental features of democratic governments, comparing them to non-democratic
governments. They examine how modern governments have mixed systems of capitalism and
state socialism.
Foreign Affairs and the Policy Response
Students identify the goals of security, ideology, and economic well-being in defining national
interests and policy. They examine the role of international agencies including the United
Nations, the World Bank, the World Health Organization, and the World Court. They learn the
purposes of international alliances and treaties such as NATO and NAFTA. They explore the
influence of trading blocks and environmental issues.
Contemporary Issues in the World Today
Throughout the course, students will explore current political, and economic issues and events.
They apply critical analysis in discussing local, state, tribal, national, and global affairs.
Students learn the skills of civil discourse: examining different perspectives, identifying common
interests or areas of disagreement, and modeling collaboration and compromise in reaching
decisions.
Suggested outline (not mandated)
United States Government and the Political Economy: Topics by Quarter:
Quarter 1:
Principles of Government
Origins of American Government
The Constitution
Federalism
Political Parties
Voters and Voter Behavior
The Electoral Process
Mass Media and Public Opinion
Interest Groups
Quarter 2:
Congress
Powers of Congress
Congress in Action
The Presidency
The Presidency in Action
Government at Work: The Bureaucracy
Financing Government
Foreign Policy and National Security
Quarter 3:
The Federal Court System
Civil Liberties: First Amendment Freedoms
Civil Liberties: Protecting Individual Rights
Civil Rights: Equal Justice Under Law
Comparative Political and Economic Systems
Quarter 4:
Basic Economic Principles
Economic Cycles
Economic Classes
Monetary and Fiscal Policy
Government Aid
Private Entrepreneurs, Partnerships, and Corporations
Governing the States and Tribes
Local Government and Finance
The teacher may elect to integrate economics into Quarters 1, 2, 3, and 4
NOTE: Throughout this document, learning targets are identified as knowledge (“K”),
reasoning (“R”), skill (“S”), product (“P”) or dispositional (“D”). Bold items are essential
learning targets.
United States Government and the Political Economy: Learning Targets
Standard USG 1: Students explain the fundamental historical roots, principles, and moral
values of the United States democratic republic as expressed by history and essential
documents.
1.
2.
3.
4.
Competency 1.1: Explain the ideals of the Greek democracy, the Roman Republic, the
English system of the 1700s and the influences of each upon the new American federal
system.
I can explain the influence of the Greek democracy upon the new American federation.
(S)
I can explain the influence of the Roman Republic upon the new American federation. (S)
I can explain the structure of the English political system of the 1700s and its
influence upon the new American federation. (S)
I can describe the principle of civic virtue and give two current examples of its
application. (K)
Competency 1.2: Describe the central theses of the Enlightenment scholars of the 1700s.
I can describe central ideas of the Enlightenment scholars such as Locke, Montesquieu
and Jefferson. (K)
2.
I can show how Enlightenment ideas influenced the Founders. (S)
1.
1.
2.
3.
4.
Competency 1.3: Defend the U.S. Revolution of 1776 from the point of view of the
Founders.
I can read the Declaration of Independence to identify Thomas Jefferson’s arguments in
support of the American Revolution of 1776. (S)
I can explain several reasons why the Founders broke with England in 1776. (S)
I can explain what the Founders meant by “life, liberty, and the pursuit of
happiness.” (S)
I can defend the American Revolution of 1776 from the point of view of the
Founders. (S)
Competency 1.4: Describe the purposes of the Articles of Confederation, influences of the
Iroquois Confederation upon the Articles of confederation, and weaknesses in that fir U.S.
Constitution.
1.
I can describe the purposes of the Articles of Confederation. (K)
2.
I can demonstrate weaknesses in the Articles of Confederation. (S)
Standard USG 2: Students recognize how our understanding and application of the U.S.
Constitution and its Bill of Rights evolved as a result of significant historical events and
changing social consciousness.
Competency 2.1: Describe the central purposes and principles of U.S. Constitutional law.
1.
I can read and explain the Preamble to the Constitution of 1787. (S)
2.
I can use the Preamble to defend the purposes and ideals for which the Framers
wrote the Constitution. (S)
3.
I can describe the principle of rule of law and give examples of its application. (K)
4.
I can describe the principle of political compromise and give examples of its
application. (K)
5.
I can describe the principal of equality under the law and give examples of its
application. (K)
6.
I can describe the principle of popular sovereignty and give examples of its
application. (K)
7.
I can give arguments for the importance of personal responsibility in our
democratic republic. (S)
8.
I can explain the purposes of the Federalist Papers. (S)
1.
2.
3.
4.
Competency 2.2: Compare the formal and informal process for amending the U.S.
Constitution.
I can explain why the Framers added the Bill of Rights. (S)
I can give examples of amendments added to the U.S. Constitution. (K)
I can explain why the formal amendments occur infrequently. (S)
I can contrast the formal to the informal process for amending the U.S.
Constitution. (S)
Competency 2.3: Evaluate how the U.S. constitution requires the balancing of individual
rights with the public good.
1.
I can produce a product showing how the Constitution balances individual rights with the
public good. (P)
2.
I can demonstrate how protecting the public good may help ensure my own liberties. (S)
Competency 2.4: Analyze how the U.S. Constitution limits the powers of the national
government, state governments, the U.S. military, and powerful factions within society.
1.
I can demonstrate how the U.S. Constitution limits the power of the national
government. (S)
2.
I can explain how the U.S. Constitution limits the powers of state governments. (S)
3.
I can show how the Framers placed civilian controls upon the power of the military.
(S)
4.
I can show how the Constitution may be used to limit the power of interest groups. (S)
Competency 2.5: Appraise how the Bill of Rights protects the individual against the power
of the national government.
1.
I can list and explain the five protected freedoms of the First Amendment. (S)
2.
I can describe how freedom of expression protects political discourse. (K)
3.
I can cite court cases to describe how the federal courts used the First Amendment to
protect individual rights. (S)
4.
I can describe due process of law and show how Amendments 4, 5, 6, and 8 created
due process of law. (S)
5.
I can describe how Amendment 9 extends the protections of individual liberties. (S)
6.
I can describe how Amendment 10 protects individual and states’ rights. (S)
7.
I can contrast the meaning of civil liberties and civil rights. (S)
1.
2.
3.
4.
Competency 2.6: Describe how the Constitution delegates powers to the national
government, reserves powers to the states, and makes other powers concurrent.
I can define a federal system of government. (K)
I can describe the purpose of a federal structure of government. (K)
I can design a diagram to show delegated, reserved, and concurrent powers of
government. (P)
I can give examples of conflicts between national and state governments. (S)
Competency 2.7: Interpret case studies to discover how the decision of the U.S. Supreme
Court changed the role and/or power of national or state government.
1.
I can explain how the U.S. Supreme Court under John Marshall used the Constitution to
expand the power of the national government. (S)
2.
I can explain how the Supreme Court uses the Constitution to limit the power of
federal officials. (S)
3.
I can find and read decisions from the current Supreme Court involving conflicts between
the national and state governments. (R)
Competency 2.8: Describe our system of checks and balances, explaining the importance of
an independent judiciary in providing limits on power and protections for individuals.
1.
I can design a product to show the U.S. system of checks and balances. (P)
2.
I can give examples of conflicts between the branches of government. (S)
Standard USG 3: Students evaluate the importance and scope of their constitutionally
protected rights and liberties, evaluating the duties of citizens in a democratic society.
1.
2.
1.
4.
Competency 3.1: Discuss the meaning and importance of each of the rights guaranteed
under the Bill of Rights.
I can defend the importance of each right guaranteed by the Bill of Rights. (S)
I can defend the importance of due process rights protected by Amendments 4, 5, 6,
and 8. (S)
I can explain the importance of the 14th Amendment in protecting First Amendment
and due process rights. (S)
I can demonstrate how the Constitution and its amendments protect property rights. (S)
Competency 3.2: Demonstrate individual responsibilities arising from each amendment in
the Bill of Rights.
1.
I can demonstrate individual responsibilities arising from each amendment in the Bill of
Rights. (S)
2.
I can explain how the enjoyment of one’s own rights entails respect for the rights of
others. (S)
1.
2.
3.
Competency 3.3: Explain the process of becoming a citizen of the United States.
I can explain the ways one can become a citizen of the United States. (S)
I can briefly explain key requirements to become a naturalized citizen. (S)
I can explain challenges caused to individuals and the public as a result of current
immigration policy. (S)
Competency 3.4: Examine how the 14th Amendment extended the national government’s
protections of civil liberties and civil rights to both citizens and non-citizens.
1.
I can explain how the 14th Amendment expanded protection of rights of individuals.
(S)
2.
I can describe how the 14th Amendment defined citizenship. (K)
3.
I can show how court cases applied the 14th Amendment to protect civil rights and/or
liberties. (S)
4.
I can explain the importance of Plessy v. Ferguson and Brown v. Topeka Kansas
Board of Education. (S)
Competency 3.5: Explain how the Constitution and U.S. law provide citizens the right of
association to achieve social, cultural, religious, economic, and political goals.
1.
I can describe how the Constitution and U.S. law protect the rights of freedom of
association. (K)
2.
I can explain why collective action may be more effective than individual action. (S)
3.
I can distinguish among interest groups, political action committees, and political
parties. (R)
4.
I can cite examples of how religious groups have influenced U.S. political life. (R)
5.
I can demonstrate he importance of participation in voting and elections. (S)
6.
I can demonstrate the importance of political involvement beyond voting and
participation in elections. (S)
7.
I can demonstrate the importance of ethnic, religious, racial, cultural, and political
diversity in American political life. (S)
Standard USG 4: Students evaluate the powers, responsibility, and operation of the
legislative branch of the national government.
Competency 4.1: Examine Article I of the Constitution, exploring its application in current
political affairs.
1.
I can describe formal and informal requirements for election to the U.S. House and
U.S. Senate. (K)
2.
I can explain the process of primary and general elections for membership in the
U.S. House and U.S. Senate. (S)
3.
I can describe the leadership structures of the U.S. House and U.S. Senate. (K)
4.
I can define a bill and describe the process by which a bill becomes a law. (K)
5.
I can describe the fiscal responsibilities of government. (K)
6.
I can use the websites of the U.S. House of Representatives and the U.S. Senate. (S)
7.
I can use the websites of Montana’s current U.S. Senators and U.S. Representative. (S)
8.
I can produce research about individual members of Congress and issues currently before
the Congress. (P)
9.
I can participate in an activity that demonstrates the processes and parliamentary
procedures of Congress. (S)
Competency 4.2: Describe the influence of external forces upon the legislative process of
the U.S. Congress: media, special interest groups, political parties, polls, and constituent
pressures.
1.
I can describe the influences of party, special interests, and media upon the
legislative process. (K)
2.
I can describe influences upon legislators, including polls and grassroots efforts. (K)
3.
I can explain how campaign finance practices influence campaigns for Congress and the
lawmaking process. (S)
4.
I can access voter education websites. (S)
5.
I can use the Internet to explore congressional campaign websites. (S)
6.
I can use online resources to explore political campaigning and other political
7.
8.
discussions. (S)
I can demonstrate how political pressures affect current issues before the Congress. (S)
I can demonstrate various ways to contact members of Congress, showing knowledge of
current affairs and of appropriate language for communication with U.S. Senators and
Representatives. (S)
Competency 4.3: Describe the political composition of the current Congress, including the
members of Congress from Montana.
1.
I can describe the philosophy and key positions of the major political parties in
Congress. (K)
2.
I can explain the significance of being the majority party in Congress. (S)
3.
I can describe the role of the minority party in Congress. (K)
4.
I can describe the current political composition of Congress. (K)
5.
I can identify the name and party of Montana’s delegates to Congress. (K)
6.
I can demonstrate how the current party balance in Congress affects issues currently
before Congress. (S)
7.
I can use the websites of the major political parties of Montana. (S)
1.
2.
3.
4.
Competency 4.4: Describe the functioning and importance of the committee system in
Congress.
I can explain the importance of the committee system in Congress. (S)
I can explain the oversight function of committees in Congress. (S)
I can describe the power of the committee chairs in the legislative process. (K)
I can create a product to show the importance of committees in the lawmaking process.
(P)
Standard USG 5: Students evaluate the role, responsibility, and operation of the executive
branch of the national government.
Competency 5.1: Describe Article II of the Constitution and its application to the modern
Presidency.
1.
I can describe formal and informal requirements for election to the U.S. Presidency.
(K)
2.
I can describe the process of primary and general elections for election to the U.S.
Presidency. (K)
3.
I can describe the role of the President in the process of lawmaking. (K)
4.
I can describe the role of the President in relationship to the federal judiciary. (K)
5.
I can contact the White House to express my opinion to the President. (S)
6.
I can conduct research about the Presidents, their character, education, experience, and
philosophy. (S)
1.
2.
3.
4.
5.
1.
2.
3.
Competency 5.2: Describe the powers of the Presidency.
I can describe the major constitutionally mandated powers of the President. (K)
I can describe the informal powers of the President. (K)
I can describe how the President influences the legislative and judicial branches of
government. (K)
I can cite historical evidence of how presidential power has grown over time.
I can identify major factors that have contributed to an increase in the power of the
Presidency. (K)
Competency 5.3: Describe influences upon the modern President.
I can explain the influence of special interests, political action committees, polls,
political parties, professional campaign management, advertising, campaign finance, and
the courts in Presidential elections. (S)
I can show how federal courts have influenced presidential elections. (S)
I can explain the influence of foreign powers, world affairs, and economic conditions
upon the President’s exercise of power. (S)
Competency 5.4: Explore the influence of the President upon the vast federal bureaucracy.
1.
I can explain the role and function of the White House Office. (S)
2.
I can explain the role and function of the Executive Office of the President. (S)
3.
I can explain the role and function of the Cabinet. (S)
4.
I can explain the basic role and function of the independent regulatory agencies. (S)
5.
I can give examples of or reasons for growth in the federal bureaucracy. (R)
6.
I can use the Internet to file an inquiry or a complaint with a federal agency. (S)
7.
I can use the telephone book to identify and locate federal agencies within my
community. (S)
8.
I can describe the purpose of executive orders. (K)
Standard USG 6: Students evaluate the role, responsibility, and operation of the judicial
branch of the national government.
Competency 6.1: Describe the role of Article III and the Congress in structuring the federal
court system.
1.
I can describe the structure of the federal court system. (K)
2.
I can describe the structure of the U.S. Supreme Court. (K)
3.
I can describe the selection and confirmation of federal court judges. (K)
4.
I can name several decisions of the U.S. Supreme Court and tell how they have
influenced our government. (S)
5.
I know how to observe a local federal court in action. (K)
1.
2.
Competency 6.2: Defend the importance of an independent federal judiciary.
I can explain the meaning of an independent judiciary. (S)
I can offer several defenses for an independent federal judiciary. (S)
Competency 6.3: Analyze judicial activism and judicial restraint and the effects of each
policy over the decades.
1.
I can describe the meaning of judicial activism and judicial restraint. (K)
2.
I can give examples of judicial activism and judicial restraint. (K)
3.
I can research U.S. Supreme Court cases, assessing whether they exemplify judicial
activism or judicial restraint. (S)
Standard USG 7: Students understand common economic terms, concepts, and economic
reasoning.
1.
2.
1.
4.
5.
6.
7.
Competency 7.1: Explain the elements of America’s mixed-market economy.
I can describe characteristics and purposes of a free-market system. (K)
I can describe the significance of land, labor, and capital in a free market system.
(K)
I can describe historical examples of problems arising under America’s 19th Century
unregulated free market. (K)
I can give examples of regulations used to improve equality of opportunity and business
integrity under America’s capitalist system. (R)
I can name reforms that changed America’s free market economy. (K)
I can identify social costs and benefits of various social welfare programs. (K)
I can differentiate between the U.S. mixed market economy and Western European
socialist economies. (S)
Competency 7.2: Analyze the influence of the federal government on the national economy.
1.
I can describe the role of government in the U.S. mixed market economy. (K)
2.
I can report differences between conservative and liberal views on how government
should manage the economy. (R)
3.
I can demonstrate several ways in which recent administrations have influenced the
national economy. (S)
Competency 7.3: Analyze the importance of international trade to the U.S. economy.
I can explain the interdependency of the U.S. in the global economy. (S)
I can describe areas in which the U.S. is dependent upon other nations for key resources.
(K)
3.
I can list ways in which the U.S. government protects its economy in the global
marketplace. (K)
4.
I can explain why modern nations must maintain strong trading relationships. (S)
1.
2.
1.
2.
3.
4.
Competency 7.4: Examine the economic principle of scarcity.
I can apply the principle of scarcity to resources, natural and human. (S)
I can apply the TANSTAAFL principle to circumstances in my own life. (S)
I can apply the principle of opportunity cost to circumstances in my own life. (S)
I complete research of consequences of the principle of scarcity in respect to major
natural resources. (S)
Competency 7.5: Explain the consequences of the mixed market economy upon political
and personal liberty.
1.
I can summarize benefits in personal choice arising from the U.S. mixed market
economy. (S)
2.
I can give examples of social and/or personal costs and benefits arising from the U.S.
mixed market economy. (K)
3.
I can investigate consequences of ending major social welfare programs. (S)
Competency 7.6: Explain the law of supply and demand and the effects of relative scarcity
upon the availability, quality, and price of products and services.
1.
I can explain the law of supply and demand. (S)
2.
I can explain how rising and falling supply or demand effects price. (S)
3.
I can show how the availability of a particular product, service, or resource affects price.
(S)
4.
I can show how the quality of a particular product, service, or resource affects price. (S)
Competency 7.7: Understand the process by which competition determines market price.
1.
I can contrast perfect and imperfect competition. (S)
2.
I can outline major ways in which competition benefits consumers. (R)
3.
I can describe circumstances in which competition may have negative effects for some.
(K)
Competency 7.8: Explain the role of profit as an incentive to entrepreneurs in a market
economy.
1.
I can describe sole proprietorships, partnerships, and corporations. (K)
2.
I can contrast how sole proprietorships, partnerships, and corporations divide profit and
bear liability. (S)
3.
I can describe how the profit motive acts as an incentive to entrepreneurship in a market
economy. (K)
4.
I can describe how the drive for profit may result in benefits or harm to the general good.
(S)
Competency 7.9: Describe fiscal policy and its influence on production, employment, and
pricing.
1.
I can define fiscal policy. (K)
2.
I can describe how government sets fiscal policy. (K)
3.
I can investigate current examples of fiscal policy. (S)
4.
I can hypothesize how current fiscal policy will affect production, employment, and
pricing. (S)
1.
2.
3.
4.
Competency 7.10: Name the aims and tools of monetary policy and its influence on
economic activity.
I can define monetary policy. (K)
I can explain the purposes, organization, and function of the Federal Reserve. (S)
I can describe the role of the Federal Reserve in setting monetary policy. (K)
I can research current policies of the Federal Reserve. (S)
Competency 7.11: Explain the effects of international mobility of capital and labor on the
U.S. economy.
1.
I can describe the impact of demographics and immigration on the current U.S. economy.
(K)
2.
I can describe the impact of foreign investment and trade on the current U.S. economy.
(K)
3.
I can define balance of trade and name problems caused by trade imbalance. (K)
4.
I can investigate benefits and problems caused by international investment. (S)
5.
I can investigate consequences to the value of the dollar when the U.S. has a trade
imbalance. (S)
1.
2.
3.
4.
5.
Competency 7.12: Explain the significance of major economic indicators.
I can identify the meaning of inflation and deflation. (K)
I can identify the meaning of the unemployment rate. (K)
I can identify the meaning of the Consumer Price Index. (K)
I can identify the meaning of Gross National Product and Gross Domestic Product.
(K)
I can research current economic indicators and describe their effects upon current
economic conditions. (S)
Standard USG 8: Students analyze and compare the powers and procedures of the national,
state, tribal, and local governments.
1.
2.
3.
4.
5.
6.
Competency 8.1: Explain how levels of government deal with conflict.
I can describe the benefits of a federal system that divides power among national,
state, and tribal governments. (K)
I can describe problems that result from a federal system that divides power among
national, state, and tribal governments. (K)
I can identify how national, state, and tribal governments cooperate to achieve shared
goals. (K)
I can identify how national, state, and tribal governments deal with conflict. (K)
I can research current areas of cooperation and conflict between national, state, and tribal
governments. (S)
I can explain how to attend a meeting of an agency of state government: county,
municipal, or special district. (S)
1.
2.
3.
4.
5.
6.
7.
Competency 8.2: Identify the major responsibilities for national, state, and tribal
governments.
I can describe the general structure of Montana government. (K)
I can describe how state governments create counties and municipalities. (K)
I can explain why Congress recognized tribes and allowed tribal self-government powers.
(S)
I can describe why tribes claim sovereignty. (K)
I can identify major areas of authority for state, county, municipal, and tribal
governments. (K)
I can contrast the central purposes of state, county, municipal, and tribal
governments. (S)
I can differentiate among challenges facing local, state, county, municipal, and tribal
governments. (S)
Competency 8.3: Identify the major sources of revenue for national, state, local, and tribal
governments.
1.
I can differentiate between progressive and regressive taxes. (S)
2.
I can list major sources of revenue for national, state, county, municipal, and tribal
governments. (K)
3.
I can illustrate key strengths and weaknesses of several forms of taxation. (S)
Competency 8.4: Discuss reserved and concurrent powers of state governments with
emphasis upon the police powers of states.
1.
I can give examples of the reserved powers of the states. (K)
2.
I can describe the police powers (health, education, safety, welfare, and morals) states
reserved for themselves. (K)
3.
I can define concurrent powers of the states and the national government. (K)
Competency 8.5: Explain how governments set the public agenda, form, implement, and
evaluate public policy.
1.
I can define public policy. (K)
2.
I can describe how the public, the press, the parties and government agencies set the
public agenda. (K)
3.
I can describe the process for policymaking, implementation, and evaluation. (K)
4.
I can report on the development of a government policy, showing how it came onto the
public agenda, became policy, and was evaluated. (S)
Competency 8.6: Describe the process of lawmaking at the state, local, and tribal levels.
1.
I can describe the process of lawmaking in state legislatures. (K)
2.
I can describe the process of lawmaking in county and municipal governments. (K)
3.
I can describe the process of lawmaking in at least one tribal government. (K)
4.
I can analyze how special interests and the media may influence lawmaking by state,
municipal, and tribal governments. (S)
5.
I can outline how the media may influence lawmaking by state, municipal, and tribal
governments. (R)
6.
I can demonstrate ways a citizen can influence lawmaking at state, municipal, and
tribal levels. (S)
7.
I can describe how to observe a local government pass laws or ordinances. (K)
Competency 8.7: Identify the structure and jurisdiction of state, local, and tribal courts.
I can define the term jurisdiction. (K)
I can describe the structure of the state court system. (K)
I can describe the functions and jurisdiction of county justice courts. (K)
I can explain the role and jurisdiction of municipal and police courts. (K)
I can describe the role and jurisdiction of the tribal courts of at least one Montana
tribe. (K)
6.
I can describe how to observe a state or local court hearing or trial. (K)
7.
I can analyze a Montana court case. (S)
1.
2.
3.
4.
5.
Competency 8.8: Discuss the individual’s civic obligations, including his/her duties to obey
the law, serve as a juror, and pay taxes.
1.
I can defend the importance of citizen involvement in a democratic republic. (S)
2.
I can explain the importance of civic virtue and citizen involvement in state and local
government. (S)
3.
I can describe why citizens have a greater opportunity to get involved in governance
at the state, local, or tribal level. (K)
4.
I can describe how jurors are selected for Montana courts, state and local. (K)
5.
I can describe how jurors contribute to the process of a trial. (K)
6.
I can predict consequences to society if individuals fail to obey the law. (R)
7.
I can predict consequences to society if individuals neglect their tax responsibilities to the
state. (R)
8.
I can describe the importance of citizen involvement in local government. (K)
9.
I can defend the importance of voting in a democratic republic. (S)
10.
I can demonstrate the importance of volunteerism and public service (including
military service) in a democratic republic. (S)
Standard USG 9: Students analyze the origins, characteristics, and development of different
political and economic systems across time, with emphasis on the quest for political
democracy and economic opportunity.
Competency 9.1: Demonstrate the historical and social conditions that led to mixed market
capitalism.
1.
I can contrast free market to mixed market capitalism. (S)
2.
I can describe historical abuses that led to modification of free market capitalism. (K)
Competency 9.2: Describe the relationship between limited capitalism and constitutional
democratic republics.
1.
I can demonstrate how regulated free markets promote individual choice while protecting
consumers. (S)
2.
I can describe how government regulation influences the free markets of the United
States. (K)
Competency 9.3: Contrast congressional/presidential systems to parliamentary/prime
minister systems.
1.
I can compare the functions of democratic parliaments to the functions of the U.S.
Congress. (S)
2.
I can compare the job of a democratic Prime Minister to the job of the President of the
United States. (S)
Competency 9.4: Contrast democratic republicanism to monarchies, theocracies, and 20th
Century fascism and communism.
1.
I can describe monarchies, giving 21st Century examples. (K)
2.
I can describe theocracies, giving 21st Century examples. (K)
3.
I can describe 20th Century fascism, giving historical examples. (K)
4.
I can describe key ideas of Karl Marx and Friederich Engels. (K)
5.
I can describe the influence of Lenin and Stalin upon the early theories of communism.
(K)
4.
I can describe 20th Century communism, giving historical examples. (K)
Competency 9.5: Describe historical, social, and economic conditions that launch and
sustain democratic republics.
1.
I can show similarities among the political, social, and economic conditions that allowed
for the growth of democratic republics in the last two centuries. (S)
2.
I can describe political, social, and economic conditions that weakened democratic
republics in the last two centuries. (K)
Standard USG 10: Foreign Affairs and Policy Response: Students explain how relationships
between the goals of the world’s governments affect their policymaking.
Competency 10.1: Students describe how national interests must be protected among oftencompeting security, ideological, and economic interests of different nations.
1.
I can describe major U.S. national security interests. (K)
2.
I can name key U.S. ideological goals. (K)
3.
I can describe major U.S. economic goals. (K)
4.
I can analyze how U.S. national interests may bring the U.S. into conflict with
interests of other nations. (S)
5.
I can research to identify several emerging conditions or issues that affect current global
relations between the U.S. and other nations of the world. (S)
Competency 10.2: Students describe the purposes of international alliances and treaties
and their effects on international relations.
1.
I can describe the purposes of U.S. involvement in NATO and SEATO. (K)
2.
I can describe the purposes of U.S. membership in the United Nations. (K)
3.
I can describe the purposes of U.S. involvement in arms limitations and environmental
treaties. (K)
4.
I can contrast benefits and costs of U.S. involvement in international alliances and
treaties. (S)
5.
I can describe why other nations join the U.S. in at least three treaties or alliances. (K)
6.
I can diagram the organizational structure and function of the United Nations. (P)
7.
I can explain the goals and limitations of the United Nations in achieving world
peace and justice. (S)
Competency 10.3: Students describe the role of international agencies and organizations in
responding to emerging issues and conditions.
1.
I can defend the importance of collective security agreements. (S)
2.
I can explain why collective security agreements may fail. (S)
3.
I can research to find examples of how collective agreements (security, economic, or
environmental) affect the U.S. in current global affairs. (S)
Competency 10.4: Students examine the competing interests of international trade and
environmental needs.
1.
I can describe how international trade may sometimes conflict with environmental
needs. (K)
2.
I can research current affairs to find examples of how international commerce may
conflict with environmental goals of the United States or her trading partners. (S)
Competency 10.5: Students examine the competing interests of global free markets and
policies of protectionism.
1.
I can define global free markets. (K)
2.
I can define protectionist policies. (K)
3.
I can describe why nations may choose protectionist policies. (K)
4.
I can explain positive and negative consequences of protectionist policies. (S)
Standard USG 11: Analyze the impact of world affairs upon students’ lives.
Competency 11.1: Students demonstrate the value of investigating multiple perspectives in
examining current affairs and controversial issues.
1.
I can explain why exploring different perspectives will deepen understanding of
current affairs and controversial issues. (S)
2.
I can explain why multiple perspectives in the public arena will always generate
controversy about current affairs and issues. (S)
3.
I can demonstrate the importance of discussing controversial issues. (S)
4.
I can model civil discourse in defense of political positions. (S)
5.
I can respectfully identify both common interests and differences of opinions arising from
class discussions of current affairs or critical issues. (S)
6.
I can model both collaboration and compromise in group discussions of critical issues. (S)
7.
I can describe the importance of the democratic process in reaching decisions in the
public arena. (K)
Competency 11.2: Students demonstrate the ability to research news stories using major
news sources.
1.
I can research news stories by using television, magazines, newspapers, radio, and
Internet sources. (S)
2.
I can identify several criteria to judge the reliability of television, magazines,
newspapers, radio, or Internet sources used in research. (S)
3.
I can identify differing political perspectives among major television, magazine,
newspapers, radio, and Internet sources. (S)
4.
I can apply several criteria to evaluate major news sources. (S)
Competency 11.3: Students show the relationship between current world affairs and their
course content.
1.
I can identify relationships between government curriculum and current issues
reported by the media. (S)
2.
I can hypothesize about potential consequences to the U.S. as a result of breaking world
news. (S)
3.
I can demonstrate civility in class debates of critical issues. (S)
Standard USG 12: Demonstrate the following behaviors: respect, stewardship, integrity,
courage, and responsibility.
Competency 12.1: Demonstrate the following behaviors: respect, stewardship, integrity,
courage, and responsibility.
1.
I will treat others with dignity and respect. (D)
2.
I will listen to the ideas of others. (D)
3.
I will use appropriate language and body language. (D)
4.
I will look for ways to be of service to others. (D)
5.
I will pick up after myself. (D)
6.
I will respect others’ property and space. (D)
7.
I will acknowledge my mistakes and make amends, when possible. (D)
8.
9.
10.
11.
12.
13.
I will be honest with myself and others. (D)
I will accept recognition for my achievements. (D)
I will speak up for what I believe. (D)
I will work cooperatively to resolve issues. (D)
I will attend school and be on time to class. (D)
I will take responsibility for my learning. (D)