We the People: The Citizen and the Constitution
Grade Level/Course Level Expectations/ Show Me Standards
Revised July 2008
The We the People: The Citizen and the Constitution curriculum provides the content and teaching methodology, based upon inquiry instruction necessary to meet the Missouri Department of Elementary and Secondary Education’s Show Me Standards, Course Level, and Grade Level Expectations (GLE), that complement the standards for several areas of social studies. Note: Only those goals, CLEs, and GLEs that We the People: The Citizen and the Constitution applies to are included in this document.
From the Show Me Standards
Under Goals:
Goal 1—Students in Missouri public schools will acquire the knowledge and skills to gather analyze and apply information and ideas. Those components in Goal 1 that the We the People program effectively meets are that students will demonstrate within and integrate across all content areas the ability to:
· Develop questions and ideas to initiate and refine research.
· Conduct research to answer questions and evaluate information and ideas.
· Use technological tools and other resources to locate, select and organize information.
· Comprehend and evaluate written, visual and oral presentations and works.
· Apply acquired information, ideas, and skills to different contexts as students, workers, citizens and consumers.
Goal 2—Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom. Those components in Goal 2 that the We the People program effectively meets are that students will demonstrate within, and integrate across all content areas the ability to:
· Plan and make written, oral and visual presentations for a variety of purposes and audiences.
· Review and revise communications to improve accuracy and clarity.
· Exchange information, questions and ideas while recognizing the perspective of others.
Goal 3—Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems. Those components in Goal 3 that the We the People program effectively meets are that students will demonstrate within and integrate across all content areas the ability to:
· Identify problems and define their scope and elements.
Goal 4--Students in Missouri public schools will acquire the knowledge and skills to make decisions and act as responsible members of society. Those components in Goal 4 that the We the People program effectively meets are that students will demonstrate within and integrate across all content areas the ability to:
· Explain reasoning and identify information used to support decisions.
· Understand and apply the rights and responsibilities of citizenship in Missouri and the United States.
· Analyze the duties and responsibilities of individuals in societies.
· Identify tasks that require a coordinated effort and work with others to complete those tasks.
Under other subject areas:
Communication Arts—In Communication Arts, the We the People program will assist students in Missouri public schools acquire a solid foundation which includes knowledge of and proficiency in:
- Speaking and writing standard English (including grammar, usage, punctuation, spelling capitalization).
- Writing formally (such as reports, narratives, essays) and informally (such as outlines, notes).
- Comprehending and evaluating the content and artistic aspects of oral and visual presentations and discussions of issues and ideas.
- Participating in formal and informal presentations and discussions of issues and ideas.
Social Studies—In Social Studies, the We the People program will assist students in Missouri public schools acquire a solid foundation which includes knowledge of:
- Principles expressed in the documents shaping constitutional democracy in the United States.
- Principles and processes of governance systems.
From the Course Level and Grade Level Expectations
Grades 4-6, Level 1, We the People: The Citizen and the Constitution
Note: The titles, numbers and letters correspond to the Department of Elementary and Secondary Education’s GLEs document.
Grade 4
Principles of Constitutional Democracy
1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States.
B. (2) Role of citizens and governments in carrying out constitutional principles
§ Identify Rights included in the Bill of Rights, including freedoms of religion, speech, and press; to assemble peacefully; to petition the government; and to be treated fairly by the government.
GLE/CLE teaching strategy: Illustrate rights in the Bill of Rights and compile a class book of examples.
We the People citation: Unit 4, Lessons 17-21
C. (3) Understanding of the main purposes of United States documents
§ Explain the major purpose of the Constitution and the Bill of Rights.
GLE/CLE teaching strategy: Explain why the Constitution was created and why some people believed a Bill of Rights was necessary.
We the People citation: Unit 2, Lessons 7 and 8 partially address this topic.
2. Knowledge and processes of governance systems.
C. (2) Processes of governmental systems
·Describe how authoritative decisions are made, enforced and interpreted with state government.
GLE/CLE teaching strategy: Locate newspaper articles regarding a duty being carried out by the president. Use the articles to create a bulletin board.
We the People citation: Unit 3, Lesson 14.
3. Relationships of individuals and groups to institutions and traditions.
B. (2) Groups meeting the needs of individuals
·Analyze how needs are met by groups and organizations (e.g., governments, businesses, schools, religious institutions, charitable organizations, etc.)
GLE/CLE teaching strategy: As a class, make a list of things you can do for your community. Place the items into one of two columns, political actions and social actions. Explain how these items help meet the needs of others.
We the People citation: Unit 5, Lessons 23-24.
C. (2) Methods of resolving conflict
·Evaluate constructive processes or methods for resolving conflicts by using a problems solver organizer.
GLE/CLE teaching strategy: Hold a town meeting to make rules for your classroom. How does this process help you solve conflicts and identify problems?
We the People citation: Unit 1, Lessons 3-4.
4. Tools of Social Science Inquiry.
A. (3) Identify select, use, analyze and create appropriate resources, primary and secondary, for social science inquiry.
·Use and evaluate primary and secondary sources (diaries, letters, people, interviews, journals and photos.)
GLE/CLE teaching strategy: Read out loud the Declaration of Independence and discuss the following questions. How does government get its power? Are the ideas expressed in this document still important today?
We the People citation: Unit 1, Lesson 5 and reference section; Declaration of Independence.
Grade 5
Principles of Constitutional Democracy
- Knowledge of the principles expressed in documents shaping constitutional democracy in the United States.
A. (1) Principles expressed in documents shaping constitutional democracy in the United States
§ Identify important principles in the Declaration of Independence, such as inalienable rights and government by consent of the governed.
GLE/CLE teaching strategy: Brainstorm a list of rights that cannot be taken away without government action. If rights are limited or taken away, explain how they can be restored.
We the People citation: Unit 1, Lesson 5; Unit 3, Lesson 11
§ Identify important principles in the Constitution including:
limited government
a. rule of law
b. majority rule
c. minority rights
d. separation of powers
e. checks and balances
GLE/CLE teaching strategy: Connect an example of each term in a web chart with a related term. List rule of law as the central connecting idea. Write a paragraph about using word connections in a web chart.
We the People citation: Unit 3, Lessons 11-16
§ Identify important principles in the Bill of Rights, such as basic rights and freedoms. (For basic rights, see Amendments; for rights not listed, see Amendment 9.)
GLE/CLE teaching strategy: Communicate the meaning of important ideas for the Bill of Rights through art, music, drawings, etc. (E.g. posters that illustrate examples.)
We the People citation: Unit 4, Lessons 17-21
Principles and Process of Governance Systems
3. Knowledge of principles and processes of governance systems
C. (1) Processes of governmental systems
§ Distinguish between powers and functions of local, state and national government.
GLE/CLE teaching strategies:
Collect news articles that illustrate limitations placed on powers of government officials. Describe the purposes of limitations and discuss whether they effectively accomplish those purposes.
Divide a poster board into two halves; on one half, place pictures/articles of governments exercising unlimited powers and on the other half, place pictures/articles that illustrate limits on government powers. Explain the main differences between governments exercising limited or unlimited powers.
We the People citation: Unit 3, Lessons 11-12
5. Relationships of individuals and groups to institutions and traditions.
· Identify how a person becomes a member of a group or institution and what factors influence inclusion or exclusion from a group.
GLE/CLE teaching strategies: Have the students create a list of all of the clubs and organizations they belong to this year. Next to each entry briefly state a reason why they belong. As a class, what reasons are similar and different? Discuss.
We the People citation: Unit 5, Lessons 23-24.
Grade 6
Principles of Constitutional Democracy
- Knowledge of the principles expressed in documents shaping constitutional democracy in the United States.
A. (1) Principles expressed in documents shaping constitutional democracy in the United States.
§ Identify responsibilities that governments and citizens need to accept to become effective in a constitutional democracy.
GLE/CLE teaching strategy: Construct a T-chart with “government responsibilities” on one side and “citizens’ responsibilities” on the other side and label chart: “Constitutional Democracy.”
We the People citation: Unit 5, Lessons 22-24
§ Define the following:
a. limited government
b. rule of law
c. majority rule
d. minority rights
GLE teaching strategy: After defining terms, write or draw an example for each.
We the People citation: Unit 1, Lessons 1-6; Unit 3, Lessons 11-12.
Principles and Process of Governance Systems
3. Knowledge of principles and processes of governance systems
A. (1) Principles and processes of government
§ Define limited and unlimited governments (i.e., democratic and authoritarian governments) and how peoples’ lives vary under these systems
GLE/CLE teaching strategy: Write a fictional story illustrating the differences between democratic and authoritarian governments
We the People citation: Unit 1, Lessons 4
6. Relationships of individuals and groups to institutions and traditions
D. (1) Knowledge of how needs of individuals are met.
·Evaluate how family, friends, groups and organizations, such as governments, businesses, schools, religious institutions and charities in other cultures, meet the needs of individuals.
GLE/CLE teaching strategy: Divide the class into groups and assign each one of the aforementioned groups. Hold a town meeting to discuss the needs of each.
We the People citation: Unit 1, Lessons 3-4
F. (2) Effects of actions, cultural, traditions and institutions.
·Describe how cultural traditions; human actions and institutions affect people’s behavior.
GLE/CLE teaching strategy: Research why it took so long for women, Native Americans and African Americans to get the right to vote. What cultural traditions influenced this process?
We the People citation: Unit 5, Lessons 22-24
·Identify how personal and group experiences influence people perceptions and judgments of events.
GLE/CLE teaching strategy: Learn more about the UN. Why and how was it established? What does it do? Share your experience with others in the class.
We the People citation: Unit 5, Lessons 22-24
Grades 7-8, Level 11, We the People: The Citizen and the Constitution
Grade 7
Principles of Constitutional Democracy
- Knowledge of the principles expressed in documents shaping constitutional democracy in the United States.
A. (1) Principles expressed in documents shaping constitutional democracy in the United States.
§ Analyze responsibilities governments and citizens need to accept to become effective in a constitutional democracy.
GLE/CLE teaching strategy: List responsibilities of governments and citizens in a constitutional democracy and explain their relative importance.
We the People citation: Unit 6, Lessons 28-30
§ Compare and contrast the following:
a. limited government
b. rule of law
c. majority rule
d. minority rights
GLE/CLE teaching strategy: Compare and contrast these constitutional principles in the United States to a nation lacking them, and explain differences.
We the People citation: Unit 1, Lessons 2-5; Unit 2, Lessons 6-8;
Unit 4, Lesson 21.
Relationships of individuals and groups to institutions and traditions
6. Knowledge of relationships of the individual and groups to institutions and traditions.
D. (1) Knowledge of how needs of individuals are met.
§ Analyze how the needs of individuals are met by families, friends, groups and organizations, such as government, businesses, schools, religious institutions and charities in the United States and other nations.
GLE/CLE teaching strategy: Divide the class into groups and assign each one of the aforementioned groups. Hold a town meeting to discuss the needs of each and how they are met.
We the People citation: Unit 6, Lessons 28-30
G. Effects of laws and events on relationships.
·Identify how laws and events affect members and relationships among groups.
GLE/CLE teaching strategy: Make a list of your classroom and school rules. Discuss the purpose of the rules and how they keep order in school.
We the People citation: Unit 6, Lessons 28-30
J. Methods of resolving conflict.
·Evaluate constructive processes or methods for resolving conflicts.
GLE/CLE teaching strategy: Make a list of your classroom and school rules. Discuss the purpose of the rules and how they help to prevent and resolve conflict.
We the People citation: Unit 6, Lessons 28-30
Grade 8
Principles of Constitutional Democracy
- Knowledge of the principles expressed in documents shaping constitutional democracy in the United States.
A (1) Principles expressed in documents shaping constitutional democracy in the United States.
§ Analyze important principles in the Declaration of Independence, including inalienable rights and government by consent of the governed.
GLE/CLE teaching strategy: Read the first two paragraphs of the Declaration of Independence and identify inalienable rights and consent of governed, then give examples and rights and relate how these are protected by a representative government.
We the People citation: Unit 2, Lesson 8.
§ Analyze the important principles in the Constitution including:
a. limited government
b. rule of law
c. majority rule and minority rights
d. separation of powers
e. checks and balances
f. Amendment process
g. federalism (regarding federal and state governments; powers being shared, delegated and reserved)
h. popular sovereignty
i. due process of law (see Amendments V & XIV)
j. voting by citizens, especially as later amendments were passed
GLE/CLE teaching strategy: Demonstrate connections among these terms and the Constitution on a web chart, and write short explanations on the connecting lines.
We the People citation: Unit 1, Lessons 2-5; Unit 2, Lessons 6-8; Unit 3, Lessons 15-16; Unit 5, Lessons 26-27; Unit 6, Lessons 29-30.
§ Apply important principles of the Bill of Rights, such as:
a. Basic rights and freedoms (for rights listed, see Amendments 1-8; for rights not listed, see Amendment 9)
b. Protections against the government (fair trials, rights of accused, due process of law, etc.)
GLE/CLE teaching strategy: Read and examine issues from a periodical involving basic rights and freedoms contained in the Bill of Rights. List the issues involved and then decide which rights were limited or extended by the case.
We the People citation: Unit 5, Lessons 23-27.
§ Apply knowledge of responsibilities that governments and citizens need to accept in order to carry out the principles in the Bill of Rights.
GLE/CLE teaching strategy: Construct a diagram that shows the interplay between the responsibilities of governments and their citizens in carrying out important principles in the Constitution.
We the People citation: Unit 6, Lessons 29-30.
Principles and Process of Governance Systems
3. Knowledge of principles and processes of governance systems
C. (2) Processes of governmental systems.
e. Apply rights and responsibilities of individuals to events in U.S. history and everyday life.
f. Explain how laws are made, interpreted and enforced.
g. Explain how leaders are selected.
h. Explain how power is distributed among individuals and branches of government.
i. Describe how to participate in government (i.e., voting, campaigning, lobbying, participating in a political party, petitioning, and influencing public opinion.
j. Give examples of how local, state and national governments impact peoples’ lives.
k. Analyze decision-making and conflict resolution in courts at local, state and national levels (roles of judge, jury, attorneys for prosecution, plaintiff and defense; civil v. criminal law; court procedures.
GLE/CLE teaching strategies:
a. Interview adults or fellow students from other nations, and ask them about rights and responsibilities of citizens in those nations. Compare the results with rights and responsibilities of the citizens of the United States (This may also be a research project.)
b. Construct a flow chart showing the relationship between and among the branches of government. Explain chart.
c. Conduct interviews of local government officials to learn about their powers and responsibilities and how they attained their offices.
d. Create a drawing or diagram that illustrates the distribution of political power among the three branches of government.
e. Create a story about a nation that has an undemocratic governance system because of excessive restrictions on political participation. Construct a democratic system for this nation using the concepts of voting, campaigning, lobbying, participation in political parties, petitioning and influencing public opinion.
We the People citation: Unit 3, Lessons 15-16; Unit 4, Lessons 17-22; Unit 6,
Lesson 29.
Relationships of individuals and groups to institutions and traditions
7. Knowledge of relationships of the individuals and groups to institutions and cultural traditions.
E. (2) Group membership
·Analyze how a person becomes a member of a group or institution and what factors influence inclusion or exclusion from a group.
GLE/CLE teaching strategy: If your school has a student council discuss the process for becoming a member of this organization.
We the People citation: Unit 6, Lessons 28-30
G. (2) Effects of laws and events on relationships.
· Describe how laws and events affect members of groups and relationships among groups.
GLE/CLE teaching strategy: Assume your school wanted to hold a parade down the main street in your town. What rules and permits must you secure? What restrictions can the city place on your parade?
We the People citation: Unit 5, Lessons 23-27; Unit 6, Lessons 28-30
H. (3) Effects of personal and group experiences on perception.
·Assess how personal and group experiences influence peoples’ perceptions and judgments of events.
I. (3) Changing ideas, concepts and traditions.
·Analyze how ideas, concepts, and traditions have changed over time. (e.g., women’s role in society)
GLE/CLE teaching strategy: Research the role of women in America prior to WWII. How did the war change their role for future years? How has technology changed their role?
We the People citation: Unit 4, Lessons 21-22; Unit 5, Lessons 23-27; Unit 6, Lessons 28-30
K-8 Course Level Expectations
Process Adjectives
The following assessment/task adjectives have been gleaned from the DESE publication Social Studies Grade and Course Level Expectations, and have been compiled to help teachers prepare activities, which will reinforce these terms. The belief is that constant reinforcement and practice with these adjectives will result in improved student performance. Each adjective supports inquiry based instruction, problem solving, communication and applying information as directed by DESE.
Analyze
Assess
Cause and effect
Compare
Contrast
Construct
Create
Define
Discuss
Distinguish between
Demonstrate
Describe
Explain
Examine
Evaluate
Give examples
Identify
Importance
Interpret
Influence
Impact
Investigate
Justify
List
Name
Outline
Participate
Propose
Recognize
State
Sequence
Summarize
Source: “Social Studies Grade and Course level Expectations, A framework for Instruction and Assessment, July 2008.
Grades 9-12
Grade 9-- Level II, We the People: The Citizen and the Constitution
Grades 10-12—Level III, We the People: The Citizen and the Constitution
Note: Department of Elementary and Secondary Education’s GLEs are grouped as 9-12, so Grade 9 will be with those GLEs. At this level, no GLE teaching strategies are given.
Principles of Constitutional Democracy
2. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States.
A (1) Principles of Constitutional Democracy in the United States.
· Apply the following concepts to historical and contemporary issues:
a. checks and balances
b. separation of powers
c. federalism
d. representation
e. popular sovereignty
f. due process of law
g. judicial review
We the People cites: Level II— Unit 1, Lessons 2-5; Unit 3, Lessons 15-16; Unit 4, Lessons 21-22; Unit 5, Lessons 26-27.
Level III—Unit 1, Lessons 7; Unit 3, Lessons 15-18; Unit 4, Lessons 23.
· Determine the civic responsibilities of individual citizens.
We the People citations: Level II— Unit 6, Lessons 28-30;
Level III—Unit 6, Lessons 33-39
· Identify and give examples of democracies and republics.
We the People citations: Level II— Unit 1, Lessons 1-5; Level III—Unit 1,
Lessons 1-10
· Assess the changing roles of government
a. philosophy
b. limits
c. duties
We the People citations: Level II— Unit 1, Lessons 1-5; Level III—Unit 1, Lessons 1-10
· Describe the historical foundations of the United States governmental system.
We the People citations: Level II— Unit 1, Lessons 1-5; Level III—Unit 1, Lessons 1-10
· Evaluate the roles and influence of political parties and interest groups.
We the People citations Level II— Unit 4, Lesson 20;
Level III—Unit 3, Lessons 16
(A Continued)) Understanding the relevance and connections of constitutional principles
· Describe the historical foundations of the United States governmental system as reflected in the following documents.
a. Magna Carta
b. Enlightenment writings of Hobbes, Locke, Rousseau, Montesquieu, and the social contract theory.
c. Mayflower Compact
d. Declaration of Independence
e. Articles of Confederation
f. Identify and give examples of democracies and republics
We the People citations: Level II— Unit 1, Lesson 1; Unit 2, Lessons 7-11;
Unit 3, Lessons 12-16; Unit 4, Lessons 17-22; Unit 5, Lessons 23-27.
Level III—Unit 1, Lessons 1-6; Unit 2, Lessons 8; Unit 6, Lessons 36-39.
B (3) Roles of citizens and governments in carrying out constitutional principles.
·Explain the relevance and connection of constitutional principles in the following documents.
a. U.S. Constitution
b. Federalist Papers
c. Amendments to the Constitution, emphasizing the Bill of Rights
Key Supreme Court decisions, Marbury v. Madison, McCulloch v. Maryland, Miranda v. Arizona, Plessy v. Ferguson, Brown v, Topeka Board of Education
Level II-Unit 4, Lesson 21; Unit Lessons 26-27
Level III-Unit 2, Lessons8-14; Unit 3, Lessons 15-20; Unit 4, Lessons 21-26; Unit 5, Lessons 27-32
Principles and processes of governance systems
3. Knowledge of principles and processes of governance systems
A. (1) Principles and purposes of government.
Describe the structure of government and the purposes of laws (with emphasis on the federal and state governments) in general.
·Explain the importance of the following principles of government:
a. limited government
b. majority rule and minority rights
c. checks and balances
d. merits of the above principles
Level II-Unit 3, Lessons 12-16; Unit 4, Lessons 17-22
Level III-Unit 4, Lessons 21-26
B (2) Similarities and differences of governmental systems
·Compare and contrast governmental systems, current and historical, including those that are democratic, totalitarian, monarchic, oligarchic and theocratic, and describe their impact.
We the People citations:
Level II-Unit 6, Lessons 26-30
Level III-Unit 6, Lessons 34-39
C (2) Processes of governmental systems
·Explain the processes pertaining to:
a. selection of political leaders (with an emphasis on presidential and parliamentary systems)
b. functions and styles of leadership (including authoritarian, democratic, laissez-faire)
c. Governmental systems (How laws and rules are made, enforced, changed and interpreted.)
We the People citations:
Level II-Unit 4, Lessons 21-26
Level III-Unit 4, Lessons 23-24
·Evaluate the roles and influence of political parties and interest groups.
We the People citations:
Level II-Unit 4, Lessons 17-22
Level III-Unit 3, Lesson 16
United States History
1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States.
A (2) Principles of constitutional democracy in the United States.
· Analyze the changing roles of government in the context of the historical period being studied:
a. philosophy
b. limits
c. duties
d. checks and balances
e. separation of powers
f. federalism
g. fine and explain judicial review
We the People citations:
Level II-Unit 3, Lessons 15-16; Unit 4, Lessons 17-19
Level III-Unit 1, Lessons 1-7;Unit 3, Lesson 15; Unit 4, Lessons 21-26
- Knowledge of principles and processes of governance systems
A (2) Principles and purposes of government.
·Explain the importance of the following principles of government within the context of U.S. History from Reconstruction to the present:
a. majority rule and minority rights
b. checks and balances
c. U.S. Constitution and civil rights
We the People citations:
Level II-Unit 3, Lessons 12-16
Level III-Unit 3, Lessons 17-20; Init 4, Lesson 22
C (3) Processes of governmental systems
·Analyze the roles and influences of political parties and interest groups from Reconstruction to the present.
We the People citations:
Level II-Unit 4, Lesson 20
Level III-Unit 3, Lessons 16-20
United States History
3a. Knowledge of continuity and change in the history of the United States.
I (3) Political development in the United States
·Analyze the evolution of American democracy, its ideas, institutions and political processes from Reconstruction to the present, including:
a. Reconstruction
b. struggle for civil rights
c. expanding role of government/Expanding participation in political process
We the People citations:
Level II-Unit 3, Lessons 14-16
Level III-Unit 3, Lessons 15-20
K (2) Principles and purposes of government
·Explain the importance of the following principles of government since Reconstruction:
a. majority rule and minority rights
b. U.S. Constitution and civil rights
c. checks and balances
We the People citations:
Level II-Unit 3, Lessons 15-16; Unit 4, Lessons 17-22
Level III-Unit 3, Lessons 15-20, Unit 4, Lessons 21-26
L (3) Principles of constitutional democracy in the United States.
·Assess the changing roles of the following:
a. checks and balances
b. separation of powers
c. federalism
d. define and explain judicial review
We the People citations:
Level II-Unit 3, Lessons 12-16; Unit 4, Lesson 21
Level III-Unit 4, Lessons 21-26
M (3) Processes of governmental systems
·Analyze the roles and influence of political parties and interest groups since Reconstruction to the present.
We the People citations:
Level II-Unit 4, Lesson 20
Level III-Unit 3, Lessons 15-20
World History
1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States.
A. (3) Principles of constitutional democracy in the United States
§ Apply the following in the context of the historical period being studied:
a. democracy
b. republic
c. changing role of government
d. representation
We the People citations:
Level II-Unit 1, Lessons 1-5; Unit 3, Lesson 13
Level III-Unit 1, Lesson 7
Principles of Constitutional Democracy
B (3) Role of citizens and government in carrying out constitutional principles
§ Explain the relevance and the connection of constitutional principles in the following documents:
a. Magna Carta
b. Enlightenment and writings of Hobbes, Locke, Rousseau, Montesquieu and the Social Contacts theory
We the People citations:
Level II— Unit 1, Lessons 2-5; Unit 2, Lessons 6-8; Unit 4, Lesson 21.
Level III—Unit 1, Lessons 2-4;
- Knowledge of principles and processes of governance systems
B (2) Compare and contrast governmental systems, current and historical, including those that are democratic, totalitarian, monarchic, oligarchic and theocratic and describe their impact.
We the People citations:
Level II-Unit 6, Lessons 28-30
Level III-Unit 6, Lessons 33-39
C (2) Process of governmental systems
·Analyze the processes pertaining to:
a. selection of political leaders
b. function and styles of leadership (including authoritarian, democratic, and laissez faire)
e. governmental systems
f. how laws and rules are made, enforced, changed and interpreted
We the People citations:
Level II-Unit 4, lessons 19-22; Unit 6, Lessons 28-29
Level III-Unit 6, Lessons 33-39; Unit 4, Lessons 21-26
9-12 Course Level Expectations
Process Adjectives
The following assessment/task adjectives have been gleaned from the DESE publication Social Studies Grade and Course Level Expectations, and have been compiled to help teachers prepare activities, which will reinforce these terms. The belief is that constant reinforcement and practice with these adjectives will result in improved student performance. Each adjective supports inquiry based instruction, problem solving, communication and applying information as directed by DESE.
Source: “Social Studies Grade and Course level Expectations, A framework for Instruction and Assessment, DESE; July, 2008.