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1Chapter 17
3Semester)
4 What are the key elements of representative democracy and how did they
12 they be addressed?
15traditionally taught for a semester, given the importance and breadth of this
16content area, teachers may want to expand it into a year-long course. They
17consider the role of and necessity for government as they think about How much
18power should government have over its citizens? Theyll consider how
19government can accomplish goals sanctioned by the majority while protecting its
20citizens from the abuse of power by asking, What are the trade-offs between
21majority rule and the protection of individual rights? They will review and
23democracy, such as the idea that the authority to govern resides in its citizens.
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24 Their study will be grounded in the understanding that all citizens have certain
25inalienable rights such as due process, what to believe, and where and how to
26live. This course is the culmination of the civic literacy strand of history-social
27studies that prepares students to vote, and to be informed, skilled, and engaged
28participants in civic life. As this course progresses, students will learn about the
33and respect of others, and actively engage in an ethical and civil society. Theyll
34discover that all citizens have the power to elect and change their
36guarantees. Theyll learn that all citizens deserve equal treatment under the law,
38Students will review how these elements developed over our history, such as the
39broadening of the franchise from white males with property, to all white males,
40then men and women of color, and finally, 18-21 year olds.
41 Students will learn how our government works and how it is different from
42other systems of governance. Students will examine both the constitutional basis
43for and current examples of the fact that members of the government are
44themselves subject to the law and theyll learn about the vital importance of an
45independent judiciary. As they study about the electoral process they will
46consider the question, How do people get elected? As they examine the
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47institutions of state, local, and federal government they ask Why does the
48government work sometimes and not others? They will compare our
52study of both historical and modern problems of American democracy. In this final
53unit, students can investigate a variety of topics, such as the fight against
55tension between national security and civil liberties - especially after 9/11, the
56battle over healthcare reform in the Clinton and Obama administrations, and
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63 each other?
64 What are the dangers of a democratic system?
65 What are the trade-offs between majority rule and individual rights?
66 The semester begins with an examination of the ideas that have shaped the
67American democratic system. Students can start their studies by reviewing early
70democracy in the Roman republic (and why it eventually failed). They explore the
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72republicanism, content that was first introduced to students in the seventh grade
74key ideas such as John Lockes social contract and his concept of liberty and
76topic, students can consider questions that seek to determine the role of
78government have over its citizens? What do the terms liberty and equality
79mean and how do they relate to each other? What are the dangers of a
82Constitution, and the Bill of Rights, students analyze the tension and balance
83between promotion of the public good and the protection of individual liberties.
85of powers, checks and balances, and enumerated powers as well as the framers
88Number 51 outlines the rationale for checks and balances and separation of
89powers, and Federalist Paper Number 78 centers on the role of the judiciary.
90Students should understand how these ideas shaped the American constitutional
92these topics that students might find relevant and engaging. Students should be
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95should use deliberative processes and evidence-based reasoning in making
99classroom presentations.
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106and how democratic ideas and practices have developed historically, students
107focus their study on the question, What rights and responsibilities does a
108citizen have in a democracy? Using the principles addressed in the first unit
109the tension between public good and individual liberty - students examine the
110individual liberties outlined in the Bill of Rights. Teachers review the origins of
111each of the individual freedoms and then prompt their students to consider how
112certain liberties, such as the freedom of speech, religion, or privacy, has been
114students explore individual and societal economic, social, and cultural freedoms
115including property rights, labor rights, childrens rights, patents, and copyright, as
117education and health, and they identify those rights which pertain to all persons
118in a democracy, citizen and non-citizen alike. After studying the freedoms citizens
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119enjoy in American democracy, students then consider the path to becoming a
120citizen, and the obligations of citizenship, such as serving on a jury, paying taxes
121and obeying the law in an attempt to answer the question, What does it mean to
122be a citizen? Students learn that democracies depend upon an actively engaged
124(such as voting, serving in the military, or regular public service) for their long-
126of the rights and responsibilities of citizenship in this unit, teachers might employ
130 These activities can help students explore the multiple ways citizens engage
131with in their communities. Students can also participate in classroom mock trials,
132visit court rooms, serve as poll workers, participate in voter registration, simulate
133or visit city council meetings, conduct projects to identify, analyze and address a
137these sorts of projects, teachers should be sure to have students connect their
139should answer questions like where in the Constitution, for example, does it
141does it connect to rights guaranteed to all persons? What is the citizens role in
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142assuring these basic rights and protections to all? In addition, students may gain
147
154 The rights that students learned about in the first two units can only exist in a
156responsibilities of citizens in the United States, students next explore the core
157principles and values of a civil society by asking What is a civil society and
158why do we want to have one? Once again, they return to the tension between
160association in a democratic society and the power that such associations can
161have in fostering a civil society and in influencing the U.S. government. Students
162consider What are the limits of individual liberty and the dangers of majority
165in the First Amendment and how that has fostered diversity in response to the
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166question, What is the role of religion in a democracy? They also explore the
167responsibility of the government to protect its citizens and promote social order.
168
170 Why does the Constitution both grant power and take it away?
171 What is the most powerful branch of government?
172 Why does it take so long for government to act?
173 Deriving its power from the governed and grounded in the principles of a
174civil society, the U.S. Constitution delineates the unique roles and
176relationship between the federal government and the states. Students begin
178considering the question, Why does the Constitution both grant power and
179take it away? Students focus their study on Articles I, II, and III of the
181the same time, detail the connections between branches and the system of
183Constitutions dual purposeto enumerate power and to limit the abuse of that
184power. As students investigate the individual powers of each branch (and the
185checks upon those powers), they develop their own answer to the question
186What is the most powerful branch of government? using both historical and
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190Article I: The Legislative Branch
191 In this unit students examine the work of Congress. Article I of the
192Constitution has the longest enumerated list of powers of all of the three
195branches as they get to that branch of government. They might also explore
196how this balance of power has shifted over time. After providing an overview of
200issues. Students research topics like health care or labor law reform, economic
203can Congress do? Why is it so hard to get a law passed? Who gets
205Besides members of the House and Senate, who else can affect the
207Which house is the most effective? How can individual citizens actually
208participate in the legislative process? They might consider how any one
209topic is affected through the committee system, lobbying, the media, and
210special interests. Students can examine the complex, important, and at times,
212and professional lobbyists who advocate for their clients interests. Students
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213can research the different types of organizations and individuals who hire
216protection of the interests of views not in the majority, and access to experts in
217a given field), and the potential for corruption (such as those clients willing to
218buy access and influence, clients whose interests are directly opposed to the
219public interest, or lobbyists who represent their own needs over their clients).
220 Finally, students can study about how individual citizens can inform, access,
221and influence the legislative policy making process. Students conduct research,
229 In this unit students document the evolution of the presidency and the growth
230of executive powers in modern history. Like their study of Article I, students first
232requirements for the office, how a president can be removed, and the specific
233executive powers enumerated in Article II. Teachers then turn to case studies to
235international crises, and the scope and limits of presidential power (both foreign
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236and domestic) in depth. Close reading of and comparing State of the Union
239policies, and using role play, simulation, and interactive learning can illuminate
Ms. Costa divides the class into groups of three and four, assigning each group
and recommended Internet sites (such as the National Archives and Presidential
State and the CIA), students briefly review the administration of their assigned
president in order to select what they believe to be the most important event or
act of the presidency the one thing that best defines the presidents use (or
Once theyve selected the event or act, each group designs a virtual
museum exhibit on the president, using the event or act as the organizing
feature of the display. Students use historical images, documents, artifacts, and
if available, film clips, media reports from the era, historical accounts describing
the event and the role of the individual president. Each group posts their display
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explaining why this event or act best symbolizes the presidency of their
assigned leader, citing specific evidence from their research to support their
special open house for parents and school leaders, which are recorded for
242 As students study the executive, certain overarching questions can connect
243case studies and discrete examples: How has the role of the presidency
244expanded? What are the factors that seem to help presidents win
245election? How does the president interact with the other branches of
248 To begin their study of the judiciary, students consider the powers of this
249branch as outlined in Article III, the eligibility and length of service of judges, and
251to the U.S. Supreme Court is the sole authority to definitively interpret the
252Constitution and the ability to use the supremacy clause. Unlike the other two
253branches, members of the federal judiciary are not elected, leading some
254students to ask How are Supreme Court justices selected? Why do they
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255have unlimited terms? Is an unelected Supreme Court really democratic?
257Supreme Court justices and federal judges and the nature of an independent
259Constitutional explanation of the judiciary will provide the context for the high
261
266 The courts play a unique role among the three branches in that the framers
268interpret the laws. Students begin their study of the work of the Court by
270judicial review and how does it work? Students concentrate on how the
271courts have interpreted the Bill of Rights over time, especially themes such as
275 Whenever possible, students should learn through illustrations of the kinds
277interpretations of the Bill of Rights. For example, the unit can be organized
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278around case studies of specific issues, such as the First Amendments cases on
279free speech, free press, religious liberty, separation of church and state,
282seizure. Supreme Court and other federal court decisions may be debated or
284including excerpts from the specific cases of Texas v. Johnson (flag burning),
286(symbolic speech in schools), New York Times Co. v. United States (press prior
287restraint), Engel v. Vitale (school prayer), and Mapp v. Ohio (search and
288seizure). These cases once again reflect tensions between individual rights and
289societal interests; they also illustrate how each case involved real people and
290how the present laws resulted from the debates, trials, and sacrifices of ordinary
291people.
explaining the concepts of judicial review and precedent and reviewing the Bill
of Rights and the 14th Amendment, students are divided into pairs and told that
their task will be to engage in judicial review to analyze historical case law
using precedent to make a decision based upon evidence. Mr. Singh has
grouping cases related to free speech together (such as Texas v. Johnson and
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Tinker v. Des Moines), others related to freedom of religion (such as Engel v.
Vitale), search and seizure (including Mapp v. Ohio and New Jersey v. TLO),
Hodges).
As Mr. Singh introduces each case, he provides a short overview of the
first silently write their decision, based upon their interpretation of the relevant
previous decisions. After both partners have written their initial decisions, they
discuss their reasoning with each other and Mr. Singh randomly asks students
to explain the decision and reasoning of their partners. Once Mr. Singh has
collected responses from a handful of pairs, he shares a short excerpt from the
actual decision with language from both the actual decision and the dissent.
case analysis.
As a culminating assessment, Mr. Singh asks his students to decide three
fictional cases, using excerpts from relevant precedent from their collection of
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293 In examining the evolution of civil rights under the equal protection clause of
294the Fourteenth Amendment, students can draw upon their knowledge of the Civil
296examine the changing interpretation of civil rights law from the Plessy v.
298Although it is not possible to analyze every decision that marked the shift of the
299Supreme Court from 1896 to 1954, critical reading of the Yick Wo, Korematsu v.
300United States, and Mendez v. Westminster School District (U.S. Circuit Court of
301Appeals, 1947), and Sweatt v. Painter decisions remind students that racial
302discrimination affected not only African Americans but other groups as well,
304the rights of women (Reed v. Reed, 1971), American Indians (Morton v. Mancari,
3051974) and the LGBT community (Lawrence v. Texas, 2003, and Obergefell v.
306Hodges, 2015). The Brown decision and the cases of and Bakke v. Regents of
310Fricke v. Lynch (1980), New Jersey v. T.L.O (1985), Henkle v. Gregory (2001), or
314civil rights for students in schools. Students can use materials from these and
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316courts, and write simple briefs extracting the facts, decisions, arguments,
317reasoning and holding of the case or editorial pieces stating their and using
319
329and political process. In this unit, students study the role of political parties, the
331and, the role of polls, campaign advertising and financing, the Electoral College,
333considering the questions: How do you get elected? Who gets elected and
334who doesnt? and What impact do polls, political parties, and PACs have
335upon elections?
336 Students also learn about how citizens participate in the political process
338demonstrating, petitioning, picketing and running for office. Given the fact that
339most students will be eligible to vote for the first time within a year of taking this
340course, questions like Why should I vote? and How can I get involved in a
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341campaign? seem particularly relevant. This unit lends itself to utilizing real world
342examples, case studies, and debates while students address the material.
343Students can study current elections and campaigns, take part in the Secretary
344of States Poll Worker program, and serve as campaign volunteers during an
347negative campaign ads. To learn more about how the election process affects
348them and their education, students might be encouraged to study a school board
350campaign.
351 As a practical matter, students should know how to register to vote, both
352online and by mail, what the requirements are for registration, how to request, fill
353out, and return an absentee ballot, what to expect on election day, how to find a
354polling place, and where and how to access and understand the voter
356this information may vary from county to county, students preparing to vote can
358well as to their local registrar of voters to explore these topics. Teachers may
359want to consider an activity where students go through the above steps in order
360to help prepare them for the exercise of their rights as voting adults. Students
361should explore the effect of voter turnout on the democratic process. What
362difference does it make how large and diverse a proportion of the potential
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364
368 or federal?
369 What level of government is the most powerful local, state, tribal, or
370 federal?
371 In this unit students analyze the principles of federalism. With reference to the
372U.S. Constitution students should identify key provisions that established the
374powers, and the Ninth and Tenth Amendments. Teachers can emphasize how
375power and responsibilities are divided among national, state, local, and tribal
376governments and ask students to consider why this division was made; Why are
378understand that local governments are established by the states and tribal
380following questions help students consider the central principles: What are the
381major responsibilities of the various levels and what are their revenue sources?
382What kinds of issues does each level of government handle? At the federal level,
384trade, national defense, foreign policy, and anti-terrorism, especially with the
386Students can come to understand the scope of presidential power and decision
387making through the use of case studies such as the Cuban Missile Crisis, the
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388Bosnian intervention, the formulation and passage of the Great Society
390force in the Gulf War and the Wars in Iraq and Afghanistan.
392including education, infrastructure such as roads and bridges, criminal and civil
393law, and regulation of business. The state also oversees and regulates local
394governments and the services they provide such as fire and police protection,
395sanitation, local public schools, public transportation, housing, and zoning and
396land use. But, what happens when there is overlapping jurisdiction? Matters
399questions like how is public policy made at these various levels? How do
400regulatory departments and agencies function and how do state and local
401regulatory agencies differ from those at the federal level? Students should
402examine the important realms of law and the courts (for example, criminal
403justice, family law, environmental protection, and education) that remain largely
405 Finally, students should explore ways people interact with and influence state
410simulations and activities concerning the justice and court systems or municipal
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411government. Examples of local government can be school board, city council,
415assisting in writing policy for local and state agencies. Students can attend and
417in which they identify and analyze a community problem in terms of its causes,
418effects and policy implications, propose approaches to address it, and take civic
420
421The Fourth Estate: The Role of the Media on American Public Life
422 To what extent are the press and the media fulfilling a watchdog role?
423 Do media outlets provide enough relevant information about government
425 way?
426 How has the Internet revolution impacted journalism and what are its
428 Students also scrutinize the current role of the press in American democracy.
430press (and its changing role in American political life over time) and be
431encouraged to form their own questions. To what extent are the press and the
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435revolution impacted journalism and what are its effects on the coverage of
436public affairs and current issues? How do elected officials and candidates for
437public office utilize the mass media to further their goals? Students might begin
438to answer these questions with a brief review of the First Amendments freedom
439of speech and of the press clauses and key U.S, Supreme Court press cases
440such as Near v. Minnesota (1931), New York Times Co. v. Sullivan (1964) and
442of citizens to be informed about public issues by using the various media wisely.
444enable them to explore these issues. For example, students might select a
445current issue of interest and research it using multiple print and electronic media
446sources and analyze factual differences, bias, point of view and conclusions of
447each source. Based on their research, students could then write an evidence-
449
451 Do citizens have rights that the state must respect, and if so what are
452 they?
453 What is the role of civil dissent and when is it necessary?
454 Why have some revolutions been followed by purges of dissidents, mass
456 free speech, abolition of private property, and attacks on religious groups?
457 Why do authoritarian governments spy on their citizens and prevent them
458 from emigrating? Why do they jail or harass critics of their government?
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459 Why is only one party allowed in an authoritarian state? Why do ordinary
465 This unit begins with a review of the major political and economic systems
470both democratic and autocratic systems. Students can study the philosophies of
471these systems and the ways in which they influence economic policies, social
472welfare policies, and human rights practices. Teachers may emphasize that
475shared powers, such as the United States where power is shared among the
480and state socialism and that contemporary politics has been marked by
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481movements toward more market-based systems in the developing world and
484factors that gave rise to them in certain historical contexts, and the ways in which
485they functioned in countries like Italy, Japan, Haiti, Nigeria, Cambodia and Iraq.
486Students might also define and identify illegitimate power and explore how
487dictators have gained and held onto office. The fundamental components that
491government. Case studies should be included in this unit in order to consider the
492economic, social, and political conditions that often give rise to tyranny. Does
494rights that the state must respect, and if so what are they? What is the role
497tolerance for dissent, political equality, engaged participation, majority rule with
499freedom. They can also explore the importance of the rule of law and the unique
501military and police, and the desirability of popular petitions, rallies, and other
503analytical projects and group debates and discussions and deliberations. For
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504example, students might develop analysis papers on the success of democratic
507governments can help students understand their antithesis, democracy, and the
508relative success of democratic reforms in places like Botswana and Costa Rica.
512traits that can be seen in both official nation-states (such as Syria under Assad)
514State).
515 Students can use what they learned in grade ten about communism, the
520Germany and Italy and how they systematically eliminated civil liberties,
521subverted the role of the military, and quashed political dissent. Students can
522also address authoritarian regimes in recent times places like Cuba, Laos,
523Vietnam, North Korea, Sudan, Syria, and China, with attention to similarities and
524differences from one another, such as the need for control of information, and the
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527these contexts often come to power because they are supported by groups that
528believe that revolution or radical change can reform their societies. Through this,
529students can study the concept of the total state where the government, the
530military, the educational system, all social organizations, the media, and the
531economy are controlled by the regime. They may also consider the challenges of
532sustaining these kinds of governments both within from dissidents and without
533from the internet. Students should come away with an understanding of the
534contexts that give rise to different kinds of governments, and also with a sense of
535the value of a free press, open educational institutions, free labor unions, and
538examine the condition of human rights: Why have some revolutions been
542human rights that are widely recognized throughout the world community?
546citizens and prevent them from emigrating? Why do they jail or harass
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550collapsed and study the governments that arose in the former Soviet Union and
552human rights (e.g., the Universal Declaration of Human Rights, jurisdiction of the
553World Court and International Criminal Court) and current relevant issues such
555groups, and forced removal or genocide. Students can read and analyze the
5561948 Universal Declaration of Human Rights and compare it to the 1776 Bill of
557Rights, noting similarities and differences for additional discussion. (e.g., group
559 Attention also should be given to historical and contemporary movements that
567which students deliberate on issues that might impact our vision of a civil society,
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573 Finally, students should understand the range of actors beyond the nation-
577economics, and terrorism cross state borders and demand a different kind of
578national and international community than the world of the twentieth century.
585climate change?
586
590democracy between key concepts and ideals such as majority rule and individual
591rights, liberty and equality, state and national authority in a federal system, civil
592disobedience and the rule of law, freedom of the press and the right to a fair trial,
593and the relationship of religion and government. This course also provides
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596of governmental processes; and apply what they have learned in addressing
597real-world problems. These opportunities may be offered inside and outside the
602activities can also focus on the significance of elections and the roles that they
604 Topics for discussion might include technology (such as nuclear proliferation
605or the effect of the Internet on the political process or on intellectual property), the
607energies), human rights (such as the use of torture, or immigration and refugee
612reform, or responses to the spread of AIDS), the law (such as the constitutional
613scope and limits of presidential power, relations between law enforcement and
617government regulation of markets, labor laws, free trade and fair trade, or debt
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619issues, encourage students to consider the local, national, and global aspects.
623understand that being an active citizen means applying their knowledge beyond
625issues and civic dialogue. For example, when studying the role of Congress or a
626city council, students can participate in mock legislative hearings and debates;
627when studying the courts, they may take part in mock trials, moot-court
629issues they can take part in model United Nations activities. In addition,
634 Among the persistent issues facing the United States, and California in
635particular, is how to balance individual rights and liberties with the common good
636in matters related to land as well as water, air, and other natural resources.
637Students examine case studies that embody the struggle to find this balance and
638consider the spectrum of factors that influence and negotiate policy decisions
640V). Students learn that many conflicts over environmental issues result from
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642illustrative example of the reciprocity between rights and obligations. (See EEI
644 The course might culminate in an activity in which students analyze a local,
649evaluate the sources, critique and construct claims and conclusions based on the
650evidence, and present and defend their conclusions. Alternately, the activity
653and effects and multiple points of view; identify, discuss, and evaluate public
654policies relating to the issues, including interacting with public officials; and
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