Index
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History-Social Science
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Oroville Union High School District |
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History-Social Science Curriculum |
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History-Social Science - Principles of American Democracy |
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Concepts: Principles/Values/Explain
The learner will be able to
explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy.
| Strand |
Scope |
Source |
Activities |
| Concepts |
Master |
CA: Content Standards, 12.1 *GSE Test Content* |
Classroom
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Concepts: Influence/Political Thinkers
The learner will be able to
analyze the influence of ancient Greek, Roman, English, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolo Machiavelli, and William Blackstone on the development of American government.
| Strand |
Scope |
Source |
Activities |
| Concepts |
Master |
CA: Content Standards, 12.1.1 |
Classroom
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Concepts: American Democracy/Discuss
The learner will be able to
discuss the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville.
| Strand |
Scope |
Source |
Activities |
| Concepts |
Master |
CA: Content Standards, 12.1.2 |
Classroom
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Concepts: Constitution/Explain
The learner will be able to
explain how the United States Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discuss how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as "self-evident truths.".
| Strand |
Scope |
Source |
Activities |
| Concepts |
Master |
CA: Content Standards, 12.1.3 |
Classroom
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Concepts: Human Nature/View/Explain
The learner will be able to
explain how the Founding Fathers' realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers.
| Strand |
Scope |
Source |
Activities |
| Concepts |
Master |
CA: Content Standards, 12.1.4 |
Classroom
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Concepts: Systems/Powers/Describe
The learner will be able to
describe the systems of separated and shared powers, the role of organized interests (Federalist paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military.
| Strand |
Scope |
Source |
Activities |
| Concepts |
Master |
CA: Content Standards, 12.1.5 |
Classroom
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Concepts: Bill of Rights/Understand
The learner will be able to
understand that the Bill of Rights limits the powers of the federal government and state governments.
| Strand |
Scope |
Source |
Activities |
| Concepts |
Master |
CA: Content Standards, 12.1.6 |
Classroom
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Rights: Scope/Limits of Rights
The learner will be able to
evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.
| Strand |
Scope |
Source |
Activities |
| Rights |
Master |
CA: Content Standards, 12.2 *GSE Test Content* |
Classroom
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Rights: Bill of Rights/Meaning
The learner will be able to
discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy).
| Strand |
Scope |
Source |
Activities |
| Rights |
Master |
CA: Content Standards, 12.2.1 |
Classroom
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Rights: Economic Rights/Secured/Explain
The learner will be able to
explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one's work; right to join or not join labor unions; copyright and patent).
| Strand |
Scope |
Source |
Activities |
| Rights |
Master |
CA: Content Standards, 12.2.2 |
Classroom
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Rights: Legal Obligations
The learner will be able to
discuss the individual's legal obligations to obey the law, serve as a juror, and pay taxes.
| Strand |
Scope |
Source |
Activities |
| Rights |
Master |
CA: Content Standards, 12.2.3 |
Classroom
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Rights: Civic-Mindedness
The learner will be able to
understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service.
| Strand |
Scope |
Source |
Activities |
| Rights |
Master |
CA: Content Standards, 12.2.4 |
Classroom
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Rights: Rights/Obligations
The learner will be able to
describe the reciprocity between rights and obligations; that is, why enjoyment of one's rights entails respect for the rights of others.
| Strand |
Scope |
Source |
Activities |
| Rights |
Master |
CA: Content Standards, 12.2.5 |
Classroom
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Rights: Citizen/Naturalization
The learner will be able to
explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements).
| Strand |
Scope |
Source |
Activities |
| Rights |
Master |
CA: Content Standards, 12.2.6 |
Classroom
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Responsibilities of Citizens
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Responsibilities: Values/Principles
The learner will be able to
evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society.
| Strand |
Scope |
Source |
Activities |
| Responsibilities |
Master |
CA: Content Standards, 12.3 *GSE Test Content* |
Classroom
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Responsibilities: Opportunities
The learner will be able to
explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes.
| Strand |
Scope |
Source |
Activities |
| Responsibilities |
Master |
CA: Content Standards, 12.3.1 |
Classroom
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Responsibilities: Influence/Government
The learner will be able to
explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections.
| Strand |
Scope |
Source |
Activities |
| Responsibilities |
Master |
CA: Content Standards, 12.3.2 |
Classroom
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Responsibilities: Religion/Diversity
The learner will be able to
discuss the historical role of religion and religious diversity.
| Strand |
Scope |
Source |
Activities |
| Responsibilities |
Master |
CA: Content Standards, 12.3.3 |
Classroom
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Responsibilities: Relationship/Compare
The learner will be able to
compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes.
| Strand |
Scope |
Source |
Activities |
| Responsibilities |
Master |
CA: Content Standards, 12.3.4 |
Classroom
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Legislative: Three Branches/Government
The learner will be able to
analyze the unique roles and responsibilities of the three branches of government as established by the United States Constitution.
| Strand |
Scope |
Source |
Activities |
| Legislative |
Master |
CA: Content Standards, 12.4 *GSE Test Content* |
Classroom
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Legislative: Article I/Discuss
The learner will be able to
discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law.
| Strand |
Scope |
Source |
Activities |
| Legislative |
Master |
CA: Content Standards, 12.4.1 |
Classroom
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Constitution Amendment Process
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Amendment: Constitution/Amend/Explain
The learner will be able to
explain the process through which the Constitution can be amended.
| Strand |
Scope |
Source |
Activities |
| Amendment |
Master |
CA: Content Standards, 12.4.2 |
Classroom
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Legislative: Representatives/Identify
The learner will be able to
identify their current representatives in the legislative branch of the national government.
| Strand |
Scope |
Source |
Activities |
| Legislative |
Master |
CA: Content Standards, 12.4.3 |
Classroom
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Executive: Article II/Discuss
The learner will be able to
discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers.
| Strand |
Scope |
Source |
Activities |
| Executive |
Master |
CA: Content Standards, 12.4.4 |
Classroom
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Judicial: Article III/Judges/Supreme
The learner will be able to
discuss Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court.
| Strand |
Scope |
Source |
Activities |
| Judicial |
Master |
CA: Content Standards, 12.4.5 |
Classroom
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Judicial: Supreme Court Justices/Explain
The learner will be able to
explain the processes of selection and confirmation of Supreme Court justices.
| Strand |
Scope |
Source |
Activities |
| Judicial |
Master |
CA: Content Standards, 12.4.6 |
Classroom
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Cases: Supreme Court Interpretations
The learner will be able to
summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments.
| Strand |
Scope |
Source |
Activities |
| Cases |
Master |
CA: Content Standards, 12.5 *GSE Test Content* |
Classroom
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Cases: Basic Freedoms/14th Amendment
The learner will be able to
understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment.
| Strand |
Scope |
Source |
Activities |
| Cases |
Master |
CA: Content Standards, 12.5.1 |
Classroom
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Cases: Activism/Restraint/Analyze
The learner will be able to
analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts).
| Strand |
Scope |
Source |
Activities |
| Cases |
Master |
CA: Content Standards, 12.5.2 |
Classroom
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Cases: Interpretations/Effects/Evaluate
The learner will be able to
evaluate the effects of the Court's interpretations of the Constitution in Marbury vs. Madison, McCulloch vs. Maryland, and United States vs. Nixon, with emphasis on the arguments espoused by each side in these cases.
| Strand |
Scope |
Source |
Activities |
| Cases |
Master |
CA: Content Standards, 12.5.3 |
Classroom
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Cases: Controversies/Civil Rights
The learner will be able to
explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy vs. Ferguson, Brown vs. Board of Education, Miranda vs. Arizona, Regents of the University of California vs. Bakke, Adarand Constructors, Inc. vs Pena, and United States vs. Virginia (VMI).
| Strand |
Scope |
Source |
Activities |
| Cases |
Master |
CA: Content Standards, 12.5.4 |
Classroom
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Campaigns and the Political Process
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Campaigns: Issues/Evaluate
The learner will be able to
evaluate issues regarding campaigns for national, state, and local elective offices.
| Strand |
Scope |
Source |
Activities |
| Campaigns |
Master |
CA: Content Standards, 12.6 *GSE Test Content* |
Classroom
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Campaigns: Political Parties/Analyze
The learner will be able to
analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties.
| Strand |
Scope |
Source |
Activities |
| Campaigns |
Master |
CA: Content Standards, 12.6.1 |
Classroom
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Campaigns: Nomination Process/History
The learner will be able to
discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections.
| Strand |
Scope |
Source |
Activities |
| Campaigns |
Master |
CA: Content Standards, 12.6.2 |
Classroom
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Campaigns: Roles/Polls/Advertising/Funds
The learner will be able to
evaluate the roles of polls, campaign advertising, and the controversies over campaign funding.
| Strand |
Scope |
Source |
Activities |
| Campaigns |
Master |
CA: Content Standards, 12.6.3 |
Classroom
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Process: Citizens/Political Process
The learner will be able to
describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office).
| Strand |
Scope |
Source |
Activities |
| Process |
Master |
CA: Content Standards, 12.6.4 |
Classroom
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Process: Direct Democracy/Features
The learner will be able to
discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections).
| Strand |
Scope |
Source |
Activities |
| Process |
Master |
CA: Content Standards, 12.6.5 |
Classroom
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Process: Voter Turnout/Redistricting
The learner will be able to
analyze trends in vote turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College.
| Strand |
Scope |
Source |
Activities |
| Process |
Master |
CA: Content Standards, 12.6.6 |
Classroom
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Government: National/State/Tribal/Local
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Government: Powers/Procedures/Analyze
The learner will be able to
analyze and compare the powers and procedures of the national, state, tribal, and local government.
| Strand |
Scope |
Source |
Activities |
| Government |
Master |
CA: Content Standards, 12.7 *GSE Test Content* |
Classroom
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Government: Conflicts/Levels/Branches
The learner will be able to
explain how conflicts between levels of government and branches of government are resolved.
| Strand |
Scope |
Source |
Activities |
| Government |
Master |
CA: Content Standards, 12.7.1 |
Classroom
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Government: State/Local/Responsibilities
The learner will be able to
identify the major responsibilities and sources of revenue for state and local governments.
| Strand |
Scope |
Source |
Activities |
| Government |
Master |
CA: Content Standards, 12.7.2 |
Classroom
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Government: Powers/Reserved/Concurrent
The learner will be able to
discuss reserved powers and concurrent powers of state governments.
| Strand |
Scope |
Source |
Activities |
| Government |
Master |
CA: Content Standards, 12.7.3 |
Classroom
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Government: Ninth/Tenth Amendments
The learner will be able to
discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government's power.
| Strand |
Scope |
Source |
Activities |
| Government |
Master |
CA: Content Standards, 12.7.4 |
Classroom
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Government: Public Policy/Explain
The learner will be able to
explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders.
| Strand |
Scope |
Source |
Activities |
| Government |
Master |
CA: Content Standards, 12.7.5 |
Classroom
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Government: Processes/Lawmaking/Compare
The learner will be able to
compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media.
| Strand |
Scope |
Source |
Activities |
| Government |
Master |
CA: Content Standards, 12.7.6 |
Classroom
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Government: Federal/State/Local
The learner will be able to
identify the organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them.
| Strand |
Scope |
Source |
Activities |
| Government |
Master |
CA: Content Standards, 12.7.7 |
Classroom
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Government: Presidential Power/Decisions
The learner will be able to
understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia.
| Strand |
Scope |
Source |
Activities |
| Government |
Master |
CA: Content Standards, 12.7.8 |
Classroom
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Media: Positions/Influence/Evaluate
The learner will be able to
evaluate and take and defend positions on the influence of the media on amortization political life.
| Strand |
Scope |
Source |
Activities |
| Media |
Master |
CA: Content Standards, 12.8 *GSE Test Content* |
Classroom
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Media: Free/Responsible Press/Discuss
The learner will be able to
discuss the meaning and importance of a free and responsible press.
| Strand |
Scope |
Source |
Activities |
| Media |
Master |
CA: Content Standards, 12.8.1 |
Classroom
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Media: Roles of Media/Describe
The learner will be able to
describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics.
| Strand |
Scope |
Source |
Activities |
| Media |
Master |
CA: Content Standards, 12.8.2 |
Classroom
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Media: Public Officials/Use/Media
The learner will be able to
explain how public officials use the media to communicate with the citizenry and to shape public opinion.
| Strand |
Scope |
Source |
Activities |
| Media |
Master |
CA: Content Standards, 12.8.3 |
Classroom
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Fascism/Communism/Authoritarianism
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Fascism: Different Political Systems
The learner will be able to
analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest for political democracy, its advances, and its obstacles.
| Strand |
Scope |
Source |
Activities |
| Fascism |
Master |
CA: Content Standards, 12.9 *GSE Test Content* |
Classroom
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Communism: Philosophies/Structures
The learner will be able to
explain how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices.
| Strand |
Scope |
Source |
Activities |
| Communism |
Master |
CA: Content Standards, 12.9.1 |
Classroom
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Parliamentary Governments
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Government: Powers/Ways/Compare
The learner will be able to
compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher).
| Strand |
Scope |
Source |
Activities |
| Government |
Master |
CA: Content Standards, 12.9.2 |
Classroom
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Government: Systems of Government
The learner will be able to
discuss the advantages and disadvantages of federal, confederal, and unitary systems of government.
| Strand |
Scope |
Source |
Activities |
| Government |
Master |
CA: Content Standards, 12.9.3 |
Classroom
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Government: Tyrannies/Conditions
The learner will be able to
describe for at least two countries the consequences of conditions that gave rise to tyrannies during certain periods (e.g., Italy, Japan, Haiti, Nigeria, Cambodia).
| Strand |
Scope |
Source |
Activities |
| Government |
Master |
CA: Content Standards, 12.9.4 |
Classroom
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Government: Illegitimate Powers/Identify
The learner will be able to
identify the forms of illegitimate power that twentieth-century African, Asian, and Latin American dictators used to gain and hold office and the conditions and interests that supported them.
| Strand |
Scope |
Source |
Activities |
| Government |
Master |
CA: Content Standards, 12.9.5 |
Classroom
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Government: Revolutions/Identify
The learner will be able to
identify the ideologies, causes, stages, and outcomes of major Mexican, Central American, and South American revolutions in the nineteenth and twentieth centuries.
| Strand |
Scope |
Source |
Activities |
| Government |
Master |
CA: Content Standards, 12.9.6 |
Classroom
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Government: Ideologies/Describe
The learner will be able to
describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel).
| Strand |
Scope |
Source |
Activities |
| Government |
Master |
CA: Content Standards, 12.9.7 |
Classroom
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Government: New Democracies/Identify
The learner will be able to
identify the successes of relatively new democracies in Africa, Asia, and Lain America and the ideas, leaders, and general societal conditions that have launched and sustained, or failed to sustain, them.
| Strand |
Scope |
Source |
Activities |
| Government |
Master |
CA: Content Standards, 12.9.8 |
Classroom
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Dilemmas of American Democracy
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Dilemmas: Analyses of Tensions/Formulate
The learner will be able to
formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government.
| Strand |
Scope |
Source |
Activities |
| Dilemmas |
Master |
CA: Content Standards, 12.10 *GSE Test Content* |
Classroom
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