Introduction
These draft Rhode Island Grade Span Expectations (GSEs) for Civics & Government and Historical Perspectives/Rhode Island History have been developed as a means to identify the content knowledge and skills expected of all students (grades K-high school). GSEs are meant to capture the “big ideas” of civics and history that can be taught and assessed, without narrowing the curriculum locally. They are not intended to represent the full curriculum for instruction and assessment locally, nor are they meant to simply replace existing social studies curriculum. The set of GSEs includes concepts and skills intended to be for local assessment purposes only. Generally speaking, Grade Span Expectations – at any grade – represent content knowledge and skills that have been introduced instructionally at least one to two years before students are expected to demonstrate confidence in applying them independently.
As you read these Grade
Span Expectations, the following ideas are important to understand:
- Civics & Government and Historical
Perspectives/Rhode
- All of the concepts and skills identified at a given grade span are considered “fair game” for assessment purposes at the local school/district level. GSEs for grades 9-12 are intended to be used in making decisions about proficiency in social studies. Extended Learning GSEs (Ext/high school only) are included as suggested learning that goes beyond proficiency.
- Because GSEs identify “assessable” content and skills, the use of conjunctions throughout this document have specific meaning. The use of the conjunction “or” means that a student may be expected to be assessed on all or some of the elements of the GSE at a given time. The use of “and” between elements of a GSE means that the intent is to assess all parts of the GSE together. Sometimes “or” is used when students have choices about how they will respond (e.g., researching a current OR historical issue OR event).
- Each
GSE includes several parts.
- An overarching Statement of Enduring Knowledge
identifies the “big ideas” of the discipline. Enduring Knowledge
is defined as understandings that have enduring value beyond a single
lesson, unit of study, or grade level;
are at
the heart of the discipline (“doing” the subject); uncover abstract,
complex, or often misunderstood ideas; and can be used to frame essential
questions for learning (e.g., What are the purposes and functions of
government? How does one become a
citizen?).
- A statement in bold, called the “stem,” is the first
part of each GSE. Each “stem” is the same across the grades for a given
GSE, and is meant to communicate the main curriculum and instructional
focus across the grades for the related big idea. There are often several
stems for each big idea.
- The non-bold text within a GSE
indicates how the GSE is specified at a given grade span. There are often
are several indicators for each GSE stem. Don’t forget to read each
indicator (a, b, c, etc.) WITH the stem.
- Differences between adjacent grades are underlined. (Note: Sometimes nothing is underlined within a GSE. In these situations, differences in adjacent grades assume increasing complexity or perhaps broadening the scope of the content or skills.)
- Each RI GSE is coded for the content area, the grade span, the GSE “stem” number, and the specific indicator for that GSE stem. [E.g., “C&G 2—(9-12)-1.a” means C&G 2 (Civics & Government, 2nd Statement of Enduring Knowledge) – 9-12 (grade span 9-12/Proficiency) - 1 (1st GSE “stem”) – a (the first specific indicator for the 1st GSE stem under C&G 2).]
Statement
of Enduring Knowledge - The “Big Idea”
Sample Rhode Island
|
Statement
of Enduring Knowledge - The “Big Idea” |
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C&G 2: The Constitution of the |
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Grades
7- 8 |
Grades
9-12 |
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C&G 2 (7-8) –1 Students demonstrate an understanding of Specific
indicator for instruction and assessment at this grade span |
C&G 2 (9-12) –1 Students demonstrate an understanding of
Differences between this grade span and the prior
grade span are underlined. |
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Ø
The
Statement of Enduring Knowledge identifies “the why” – Why is this
topic/concept important for me to learn?
Ø
The
GSE stem identifies “the what” – What is the focus of the big idea
(Statement of Enduring Knowledge) for instruction and assessment?
Ø The indicators following each stem identify “the
how” – How will students demonstrate what they know and can do at each
grade span to show understanding?
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Draft GSEs: Overview and Table of Contents |
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Civics
& Government Statements of Enduring Knowledge |
Stems
for Each Statement of Enduring Knowledge Students
demonstrate
an understanding of: |
Page |
|
C&G 1: People create and change
structures of power, authority, and governance in order to accomplish common
goals. |
C&G
1 -1: Origins,
forms, and purposes of government … |
4 |
|
C&G 1 -2: Sources of authority and use of
power, and how they are/can be changed … |
5 |
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C&G 2: The Constitution of the |
C&G 2 -1: |
6 |
|
C&G 2 -2: The
democratic values and principles underlying the |
7 |
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C&G 3: In a democratic society, all
people have certain rights and responsibilities. |
C&G 3 -1: Citizens’ rights and responsibilities … |
8 |
|
C&G 3 -2: How individuals and groups
exercise (or are denied) their rights and responsibilities |
9 |
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C&G 4: People engage in political
processes in a variety of ways. |
C&G 4 -1:
Political systems and political processes … |
10 |
|
C&G 4 -2: Their
participation in political processes … |
11 |
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C&G 4 -3: Their participation
in a civil society… |
12 |
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C&G 5: As members of an interconnected
world community, the choices we make impact others locally, nationally, and
globally. |
C&G 5 -1: The many
ways Earth’s people are interconnected … |
13 |
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C&G 5 -2: The benefits and challenges of an interconnected
world … |
13 |
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C&G 5 -3: How the choices we make impact and are impacted
by an interconnected world… |
14 |
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Historical Perspectives/R.
I. History Statements
of Enduring Knowledge |
Stems
for Each Statement of Enduring Knowledge Students: |
Page |
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HP 1: History is an account of human
activities that is interpretive in nature. |
HP 1 -1 Act as historians, using
a variety of tools (e.g., artifacts and primary/secondary sources) |
15 |
|
HP 1 -2
Interpret history as a series of connected events with multiple cause-effect
relationships |
16 |
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HP 2: History is a chronicle of human
activities, diverse people, and the societies they form. |
HP 2 -1 Connect
the past with the present … |
17 |
|
HP 2 -2 Chronicle events and
conditions … |
18 |
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HP 2 -3 Show understanding of change
over time … |
18 |
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HP 3: The study of history helps us
understand the present and shape the future. |
HP 3 -1 Demonstrate an understanding of
how the past frames the present … |
19 |
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HP 3 -2 Make personal connections in an
historical context (e.g., source-to-source, source-to-self, source-to-world) |
20 |
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Appendices |
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Page |
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APPENDIX A: Glossary |
Definitions
of terms found in the grade span expectations |
21 |
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APPENDIX B: Suggested Resources |
List
of free civics, government, and history (global and |
27 |
Draft GSEs for Civics & Government
|
C&G 1: People create and change structures of power,
authority, and governance in order to accomplish common goals. |
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GSEs for
Grades K-2 |
GSEs for
Grades 3-4 |
GSEs for
Grades 5-6 |
GSEs for
Grades 7-8 |
GSEs for
HS Proficiency |
GSEs for
HS Extended Learning |
|
C&G 1 (K-2)
–1 Students demonstrate an understanding of
origins, forms, and purposes of government by… |
C&G 1 (3-4) –1 Students demonstrate an understanding of origins, forms, and purposes of government by… |
C&G 1 (5-6)
–1 Students demonstrate an understanding of origins, forms,
and purposes of government by… |
C&G 1 (7-8) –1 Students
demonstrate an understanding of origins, forms, and purposes of government
by… |
C&G 1 (9-12) –1 Students demonstrate an understanding of origins,
forms, and purposes of government by… |
C&G 1 (Ext) –1 Students demonstrate an understanding of origins, forms, and purposes of government by… |
|
a. identifying rules and consequences for not following
them in different settings (e.g., home, bus, classroom, cafeteria, etc.) and
explaining why we need rules and who makes the rules |
a. making, applying, and enforcing rules (home, school,
community) |
a. identifying the basic functions of government |
a. identifying and explaining the origins
and basic functions of government |
a. describing or explaining competing ideas about the
purposes and functions of politics and government |
a. analyzing competing ideas about the purposes and
functions of politics and government |
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b. evaluating the rules in different settings (e.g., Is
this a good rule and why/why not?) |
b. comparing similarities between a rule and a law |
b. listing and defining various forms of government
(e.g., dictatorship, democracy, parliamentary, monarchy) |
b. comparing and contrasting different forms of
government (e.g., dictatorship, democracy, theocracy, republic, monarchy) |
b. comparing and contrasting different forms of government
and their purposes |
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c. exploring examples of services (e.g., post office,
police, fire, garbage collection) provided in their own community |
c. citing examples of services that local and state
governments provide for the common good |
c. citing
examples of when major changes in governments have occurred (e.g., American Revolution, Hammurabi’s
Code, Rhode Island Royal Charter/ RI Constitution) |
c. explaining what happens when political structures do
or do not meet the needs of people (e.g., democracy v. anarchy) |
c. explaining how a
political ideology is reflected in the form and structure of a government
(e.g., Democracy – Democratic republic) |
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d. explaining how geography
and economics influence the structure of government |
d. distinguishing between the
rule of law and the “rule of men” (e.g., Korematsu v. U.S. and
Japanese internment during WWII) |
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C&G 1 (K-2) –2 Students demonstrate an understanding of sources of authority and use
of power, and how they are/can be changed by… |
C&G 1 (3-4) –2 Students demonstrate an
understanding of sources of authority and use of power, and how they are/can
be changed by… |
C&G 1 (5-6)
–2 Students demonstrate an understanding of sources of authority and use
of power, and how they are/can be changed by… |
C&G 1 (7-8)–2 Students demonstrate an
understanding of sources of authority and use of power, and how they are/can
be changed by… |
C&G 1 (9-12) –2 Students demonstrate an understanding of sources of authority and use
of power, and how they are/can be changed, by… |
C&G 1 (Ext) –2 Students demonstrate an
understanding of sources of authority and use of power, and how they are/can
be changed by… |
|
a. identifying authority figures who
make, apply, and enforce rules (e.g.,
family, school, police, firefighters, etc.) and how
these people help to meet the needs of the common good |
a. identifying authority figures who make, apply, and
enforce rules (e.g., family, school, police, firefighters, etc.) and
explaining how there are limits to their power (e.g., What are police
not allowed to do?) |
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b. recognizing and describing the characteristics of
leadership and fair decision making, and explaining how they affect others
(e.g., line leader, team captain) |
b. recognizing, describing, and demonstrating the
characteristics of leadership and fair decision making, and explaining how
they affect others |
b. identifying and describing the
role of individuals (e.g., Thomas Jefferson, George Washington, Thomas
Paine) as authority figures/ leaders in the creation of government |
b. explaining why the rule of law is necessary to the
role of government (e.g., debate/ Robert’s Rules of Order, classroom
procedures) |
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c. defining
and identifying the nature of authority and sources of power |
c. examining
the historical origins of power and how that power has been exercised over
time (e.g., divine
right, popular sovereignty, social contract, “regime of truth”) |
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C&G 2: The Constitution of the |
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|
GSEs for
Grades K-2 |
GSEs for
Grades 3-4 |
GSEs for
Grades 5-6 |
GSEs for
Grades 7-8 |
GSEs for
HS Proficiency |
GSEs for
HS Extended Learning |
|
C&G 2 (K-2) –1 Students demonstrate an understanding of |
C&G 2 (3-4) –1 Students demonstrate an understanding of |
C&G 2 (5-6)
–1 Students demonstrate an understanding of |
C&G 2 (7-8) –1 Students demonstrate an understanding of |
C&G 2 (9-12) –1 Students demonstrate an understanding of |
C&G 2 (Ext) –1 Students demonstrate an understanding of |
|
a. identifying elected leadership titles/basic role at
different levels of government (e.g., mayor is the leader of a city, governor
is the leader of the state, president is the leader of the country) |
a. identifying the levels (local, state, national) and
three branches of government, as defined by the U.S. Constitution, and
the roles and purposes of each (e.g., checks and balances) |
a. identifying and describing
the function of the three branches (i.e., checks and balances, separation
of powers) |
a. identifying the functions of the three branches of
government; and analyzing and describing the interrelationship among the
branches (i.e., checks and balances/ cause and effect, separation of
powers) |
a. evaluating, taking, and defending positions on a
current issue regarding the judicial protection of individual or state rights
via judicial review |
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b. describing the U.S. Constitution and Bill
of Rights and explaining why they are important |
b. identifying how power is divided and shared among the
levels of the |
b. explaining how and why power is divided and
shared among the levels of government (federalism) |
b. analyzing the basic structures of government in
the |
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c. explaining how a bill becomes a law |
c. tracing the process of how an idea transforms into a
bill and then becomes a law |
c. identifying and describing
ways in which people gain or fail to gain access to the institutions
of the U.S. government (local, state, national) or other political
institutions (e.g., access to the U.S. political process) |
c. analyzing how people
gain or fail to gain access to the institutions of the |
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d. critically examining the
principles, traditions, and precedents of American constitutional government
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C&G 2 (K-2) –2 Students demonstrate an
understanding of the democratic values and principles underlying the |
C&G 2 (3-4) –2 Students demonstrate an
understanding of the democratic values and principles underlying the |
C&G 2 (5-6)
–2 Students demonstrate an
understanding of the democratic values and principles underlying the |
C&G 2 (7-8) –2 Students demonstrate an understanding of the democratic
values and principles underlying the |
C&G 2 (9-12) –2 Students demonstrate an
understanding of the democratic values and principles underlying the |
C&G 2 (Ext) –2 Students demonstrate an
understanding of the democratic values and principles underlying the |
|
a. identifying symbols and national
holidays used to depict Americans’ shared democratic values, principles, and beliefs (e.g., American
flag, Pledge of Allegiance, Presidents’ Day, Independence Day) |
a. identifying and explaining the meaning of
symbols and national holidays used to depict Americans shared democratic values,
principles, and beliefs (e.g., colors of the American flag, Pledge of
Allegiance, bald eagle, Presidents’ Day, Independence Day) |
a.
exploring democratic values such as: respect, property, compromise, liberty,
self-government, and self-determination |
a. explaining how democratic
values are reflected in enduring documents, political speeches (discourse),
and group actions |
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b. using a variety of sources (e.g., Bill of Rights,
Declaration of Independence, trade books, picture books, songs,
artwork) to illustrate the basic values and principles of democracy
(e.g., Statue of Liberty represents
freedom, Independent Man on State House represents individual rights, E
Pluribus Unum represents national unity, This Land is Your Land
represents respect for diversity) |
b. using a variety of sources
to identify and defend a position on a democratic principle (e.g.,
self-government in Declaration of Independence, women’s rights in Seneca
Falls Declaration, Habeas Corpus in Laws of 12 Tables, freedom of religion in
Washington’s letter to the Touro Synagogue) |
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c. identifying individual roles in a group and acting as a
productive member of a group |
c. exhibiting and explaining what it means to be a
responsible member of a group to achieve a common goal (e.g., problem
solving, task completion, etc.) and self-monitoring effectiveness in a
group |
c. exhibiting and explaining what it means to be a
responsible citizen in the community |
c. exhibiting and explaining what it means to be a
responsible citizen in the state and nation |
c. identifying and giving examples
of the discrepancies between democratic ideals and the realities of American
social and political life (e.g., equal protection under the law and the
reality of discrimination) |
c. analyzing the
discrepancies between democratic ideals and the realities of American social
and political life (e.g., equal protection under the law and the reality of
discrimination) |
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d. discussing different
historical understandings/ perspectives of democracy |
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C&G 3: In a democratic society all people have certain
rights and responsibilities. |
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GSEs for
Grades K-2 |
GSEs for
Grades 3-4 |
GSEs for
Grades 5-6 |
GSEs for
Grades 7-8 |
GSEs for
HS Proficiency |
GSEs for
HS Extended Learning |
|
C&G 3 (K-2) –1 Students demonstrate an understanding of citizens’ rights and responsibilities
by… |
C&G 3 (3-4) –1 Students
demonstrate an understanding of citizens’ rights and responsibilities by… |
C&G 3 (5-6)
–1 Students demonstrate an understanding of citizens’ rights and
responsibilities by… |
C&G 3 (7-8) –1 Students
demonstrate an understanding of citizens’ rights and responsibilities by… |
C&G 3 (9-12) –1 Students demonstrate an understanding of citizens’ rights and
responsibilities by… |
C&G 3 (Ext) –1 Students
demonstrate an understanding of citizens’ rights and responsibilities by… |
|
a. exhibiting respect (e.g., waiting one’s turn,
respecting differences, sharing, etc.) for self, parents, teachers, authority
figures (police, fire, doctors, community leaders), and others |
a. exhibiting respect for self, parents, teachers,
authority figures (police, fire, doctors, community leaders), and others, and
demonstrating an understanding of others’ points of view |
a. defining the concepts: “civic”(adj.), “civics”(n),
“civil,” and “citizen” |
a. defining and applying the concepts: “civic”(adj.), “civics”(n), “civil,” “citizen,”
and “rights” |
a. comparing and contrasting different perspective on
provisions found in the Bill of Rights (e.g., flag burning and the
first Amendment) |
a. evaluating, taking, and defending positions on
provisions found in the Bill of Rights |
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b. using a variety of sources (e.g., primary sources,
secondary sources, literature, videos) to provide examples of individuals’
and groups’ rights and responsibilities (e.g., justice, equality, and
diversity) |
b. identifying citizen’s rights in a democratic society
(personal, economic, legal, and civic) |
b. evaluating and defending a position on issues
involving individual rights (personal, economic, legal, or
political rights reflected in the Bill of Rights) |
b. comparing and contrasting human rights provided for
in various seminal documents or materials (e.g., Declaration of the
Rights of Man, Universal Declaration of Rights, International Convention on
the Rights of the Child, and other international documents) |
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c. identifying a citizen’s responsibilities in a
democratic society (personal, economic, legal, and civic) |
c. analyzing and defending a position on an issue
involving civic responsibilities (personal, economic, legal or
political rights) |
c. evaluating, taking,
and defending positions regarding the personal and civic responsibilities of
individuals |
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d. identifying conflicts between individual rights and
the common good (e.g., Eminent domain, airport expansion, Scituate
Reservoir, Coastal Access) |
d. providing examples that reflect conflicts between
individual rights and the common good, within the context of civic
responsibility |
d. analyzing the scope and
limits of personal, cultural, economic, or political rights (e.g.,
freedom of expression vs. school dress codes, speaking one’s native language
vs. English-only legislation; living wage vs. minimum wage; civil liberties
vs. national security) |
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e. describing the
criteria used for admission to citizenship in the |
e. critically examining the criteria used for admission to citizenship in
the |
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C&G 3 (K-2) –2 Students demonstrate an understanding of how individuals and groups
exercise (or are denied) their rights and responsibilities by… |
C&G 3 (3-4) –2 Students
demonstrate an understanding of how individuals and groups exercise (or are
denied) their rights and responsibilities by… |
C&G 3 (5-6)
–2 Students demonstrate an understanding how individuals and groups
exercise (or are denied) their rights and responsibilities by… |
C&G 3 (7-8) –2 Students
demonstrate an understanding of how of individuals and groups exercise (or
are denied) their rights and responsibilities by… |
C&G 3 (9-12) –2 Students demonstrate an understanding of
how individuals and groups exercise (or are denied) their rights and
responsibilities by… |
C&G 3 (Ext) –2 Students demonstrate an understanding of how
individuals and groups exercise (or are denied) their rights and
responsibilities by… |
|
a. demonstrating personal and group
rights and responsibility (e.g., self-managing behavior, time, space, and
materials) |
a. demonstrating and explaining how personal choices
can affect rights, responsibilities and privileges of self and others (e.g.,
bullying, breaking rules, intruding on others’ space, interference with
others’ rights to learn) |
a. identifying
and explaining specific ways rights may or may not be exercised (e.g.,
civil rights) |
a. identifying
an issue, proposing solutions, and developing an action plan to resolve the
issue |
a. identifying
a policy at the school, local, state, national, or international level and
describing how it affects individual rights |
a. evaluating, taking, and
defending a position regarding a policy at the school, local, state,
national, or international level that affects individual rights |
|
b. working cooperatively in a group, demonstrating
individual/personal accountability (e.g., dividing responsibilities,
taking on individual roles) to complete a task (e.g., in-class group projects,
civic or community activities, school-wide groups or clubs working toward a
common goal) |
b. identifying and explaining
how an action taken by an individual or a group impacts the rights of others
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c. identifying feelings and situations that lead to
conflict and describing ways people solve problems effectively |
c. explaining different ways conflicts can be resolved,
how conflicts and resolutions can affect people, and describing the resolution
of conflicts by the courts or other authorities |
c. explaining the judicial
process - due process – local, state, and federal (e.g., school
discipline policy, truancy court, appeals process) |
c. describing and giving examples of how access
to institutions can affect justice, reward, and power in the |
c. analyzing how access
to institutions affects justice, reward, and power in the |
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d. critiquing and proposing
alternatives to social, political, or economic injustices; using evidence to
make predictions about how society might be transformed in the future |
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e. participating in and
reflecting on a decision-making experience as part of a group in your
classroom, school, or community (e.g., developing classroom norms, School
Improvement Team member, response to community needs, such as a food
drive) |
e. reflecting on participation
in school governance and/or youth leadership development |
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C&G 4: People engage in political processes in a variety of ways. |
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GSEs for
Grades K-2 |
GSEs for
Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for
Grades 7-8 |
GSEs for HS Proficiency |
GSEs for
HS Extended Learning |
|
C&G 4 (K-2) –1 Students demonstrate an understanding of political systems and
political processes by… |
C&G 4 (3-4) –1 Students
demonstrate an understanding of political systems and political processes by… |
C&G 4 (5-6)
–1 Students
demonstrate an understanding of political systems and political processes by… |
C&G 4 (7-8) –1 Students
demonstrate an understanding of political systems and political processes by… |
C&G 4 (9-12) –1 Students demonstrate an understanding
of political systems and political processes by… |
C&G 4 (Ext)–1 Students demonstrate an
understanding of political systems and political processes by… |
|
a. identifying forms of civic
participation (e.g., voting, conducting a survey) |
a. identifying forms and levels (e.g., voting vs.
running for office, organizing a meeting vs. attending a meeting) of civic
participation and how it affects the common good (local, state, national,
world) |
a. explaining how leaders are selected or elected
(e.g., election process, appointment process, political parties, campaigns) |
a. explaining how various factors affect how
leaders are selected or elected through an election process (e.g.,
election process, public agenda, special interest groups, and media) |
a. comparing and contrasting |
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b. listing the “labels” that individuals may give
themselves within a political process (e.g., radical, liberal,
conservative, environmentalist, Democrat, Republican) |
b. describing how and why individuals identify
themselves politically (e.g., Federalist, Anti-federalist, suffragette,
pacifist, nationalists, socialists) |
b. interacting with,
analyzing, and evaluating political institutions and political parties in an
authentic context (using local, national, or international issues/events
that are personally meaningful) |
b. interacting with political
institutions and/or political parties in order to evaluate how they shape
the public agenda |
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c. identifying, comparing,
and contrasting different “political systems” (e.g., monarchy, democracy,
feudal) |
c. evaluating the strengths and weaknesses of
various political systems (e.g., dictatorship, oligarchy, monarchy,
democracy, theocracy) |
c. analyzing
and interpreting sources (print and non-print discourse/media), by
distinguishing fact from opinion, and evaluating possible bias/propaganda or
conflicting information within or across sources (GSE R-10-8.4) |
c. critically
analyzing a media piece (e.g., political advertisements, news broadcasts,
talk radio shows) and assessing its
impact on public opinion and behavior |
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d. examining how elections are/can be vehicles of
change |
d. selecting
a landmark campaign or election in the American political system, explaining
the historical context and its significance, and evaluating its impact |
d. evaluating
the significance of landmark campaigns and elections in the American
political system |
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e. recognizing multiple
perspectives on historical or current controversial issues |
e. analyzing
multiple perspectives on an historical or current controversial issue
(e.g., immigration, environmental policy, escalation of the war in |
e.
analyzing multiple perspectives on historical or current controversial issues
to illustrate the complexity involved in obtaining political agreement on
contested public issues (e.g.,
perspectives on immigration) |
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C&G 4 (K-2) – 2 Students
demonstrate their participation in political processes by… |
C&G 4 (3-4) – 2 Students demonstrate their
participation in political processes by… |
C&G 4 (5-6)
-2 Students demonstrate their
participation in political processes by… |
C&G 4 (7-8)-2 Students demonstrate their participation in political
processes by… |
C&G 4 (9-12) –2 Students demonstrate their
participation in political processes by… |
C&G 4 (Ext) –2 Students
demonstrate their participation in political processes by…
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a. experiencing a variety of forms of
participation (e.g., voting,
conducting a survey, writing a class letter about an issue of concern) |
a. engaging in a variety of forms of participation
(e.g., voting, petition, survey) and explaining the purpose of each form |
a. using a variety of sources to form, substantiate,
and communicate an opinion and presenting their opinion to an audience beyond
the classroom (e.g., letter to the editor, student exhibition, persuasive
essay, article in school newspaper) |
a. expressing and defending an informed opinion and
presenting their opinion to an audience beyond the classroom (e.g., political
cartoon, letter, speech, emailing Congressional membership) |
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b. describing their role and
impact in the voting process |
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c. engaging in the political
process (e.g., voting in school elections) |
c. engaging in the political
process (e.g., mock elections) |
c. engaging in and reflecting upon an electoral
process in a class, school, or community (e.g., become a candidate and
carry out a campaign, participate in party/school nominations, work on a
political campaign, volunteer to serve on a board, do polling) |
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C&G 4 (K-2) –3 Students participate in a civil
society by… |
C&G 4 (3-4) –3
Students participate in a civil
society by… |
C&G 4 (5-6)
–3 Students participate in a civil
society by… |
C&G 4 (7-8)-3 Students participate in a civil
society by… |
C&G 4 (9-12) –3 Students participate in a civil
society by… |
C&G 4 (Ext) –3 Students
participate in a civil society by…
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a. identifying problems, planning and
implementing solutions in the classroom, school, and community (e.g., problem
of litter/solutions -each picks up one piece of trash, recycle, plan a
clean-up day, etc.) |
a. identifying problems, planning and
implementing solutions, and evaluating the outcomes in the classroom,
school, community, state, nation, or world (e.g., problem of global
warming/solutions - recycling, energy conservation) |
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b. explaining how individuals can take responsibility
for their actions and how their actions impact the community |
b.
understanding and analyzing the assets and needs of their communities
and the interactions with various institutions (e.g., interest and advocacy
groups, the not-for-profit sector) |
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c. identifying and analyzing the conflicts that
exist between public and private life (e.g., issues related to Homeland
Security, Eminent Domain, civil liberties) |
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d. identifying and accessing
reliable sources to answer questions about current important issues (e.g.,
news media, children’s news magazines) |
d. utilizing a variety of
reliable sources to develop an informed opinion |
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GSEs for
Grades K-2 |
GSEs for
Grades 3-4 |
GSEs
Grades 5-6 |
GSEs Grades 7-8 |
GSEs for
HS Proficiency |
GSEs for
HS Extended Learning |
|
C&G 5 (K-2)
-1 Students demonstrate an understanding of the many ways earth’s people are interconnected by… |
C&G 5 (3-4)
–1Students demonstrate an
understanding of the many ways Earth’s people are interconnected by… |
C&G 5 (5-6)–
1 Students
demonstrate an understanding of the many ways Earth’s people are
interconnected by… |
C&G 5 (7-8) –
1 Students
demonstrate an understanding of the many ways Earth’s people are
interconnected by… |
C&G 5 (9-12)
– 1 Students
demonstrate an understanding of the many ways Earth’s people are
interconnected by… |
C&G 5 (Ext) –
1 Students
demonstrate an understanding of the many ways Earth’s people are
interconnected by… |
|
a. exploring and discussing ways we interact with others
around the world (e.g., food, clothing, transportation, tourism, news) |
a. explaining how current events around the world
affect our lives (e.g., trade, war, conflict-resolution, global warming) |
a. identifying, describing, and explaining how people
are socially, technologically, geographically, economically, or culturally
connected to others |
a. tracing and explaining social, technological,
geographical, economical, and cultural connections for a given society of
people (e.g., trade, transportation,
communication) |
a. identifying the ways the
world is organized: politically, socially, culturally, economically,
environmentally (e.g., nation-state) |
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b. locating where different nations are in the world in
relation to the |
b. locating where different nations are in the world in
relation to the |
b. identifying, describing, and explaining how people are politically,
economically, environmentally, militarily, and (or) diplomatically connected
(e.g., World Bank, UN, NATO, European Union) |
b. organizing information to
show relationships between and among various individuals, systems, and
structures (e.g., politically, socially, culturally, economically,
environmentally) |
|
|
C&G 5 (K-2) –2 Students demonstrate an understanding of the benefits and
challenges of an interconnected world by… |
C&G 5 (3-4) –2
Students demonstrate an
understanding of the benefits and challenges of an interconnected world by… |
C&G 5 (5-6)
-2 Students
demonstrate an understanding of the benefits and challenges of an
interconnected world by… |
C&G 5 (7-8)-2
Students
demonstrate an understanding of the benefits and challenges of an
interconnected world by… |
C&G 5
(9-12)-2 Students
demonstrate an understanding of the benefits and challenges of an
interconnected world by… |
C&G 5-2 (Ext) Students
demonstrate an understanding of the benefits and challenges of an
interconnected world by… |
|
a. using a variety of print and
non-print sources to explore other people and places |
a. exploring current issues using a variety of
print and non-print sources (e.g., Where
does our food come from and what happens if there is a drought?) |
a. identifying and discussing factors that lead to the
breakdown of order among societies (e.g., natural disasters, wars,
plagues, population shifts, natural resources) |
a. identifying and discussing factors that lead to the
breakdown of order among societies and the resulting consequences (e.g.,
abolition of slavery, terrorism, Fall of Roman Empire, civil war) |
a. describing the
interconnected nature of a contemporary or historical issue |
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b. citing a social, technological, geographical,
economical, or cultural issue that provides an example of both benefits and
challenges |
b. considering competing interests on issues that
benefit some people and cause other people to suffer (e.g., slavery,
whaling, oil exploration) |
b. analyzing and evaluating a
contemporary or historical issue (e.g., free trade versus fair trade,
access to medical care and terrorism) |
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|
C&G 5 (K-2)-3
Students
demonstrate an understanding of how the choices we make impact, and are
impacted by an interconnected world, by… |
C&G 5 (3-4)
-3 Students
demonstrate an understanding of how the choices we make impact, and are
impacted by an interconnected world, by… |
C&G 5 (5-6)
-3 Students
demonstrate an understanding of how the choices we make impact and are
impacted by an interconnected world by… |
C&G 5 (7-8)
-3 Students
demonstrate an understanding of how the choices we make impact and are
impacted by an interconnected world by… |
C&G 5 (9-12) -3 Students demonstrate an understanding of how the
choices we make impact and are impacted by, an interconnected world by… |
C&G 5 (Ext)-3 Students demonstrate an understanding of how the choices
we make impact and are impacted by, an interconnected world by… |
|
a. listing the pros and cons of
personal decisions (e.g., littering,
recycling) |
a. listing and explaining the pros and cons of
personal and organizational (e.g., businesses, governments, other
groups) decisions (e.g., donations to global charities) |
a. identifying and analyzing the effects of consumer choice
(environmental, communication, political) |
a. making predictions as to the effects of personal
consumer, environmental, communication, and eventual political choices (e.g.,
hybrid cars, local v. imported) |
a. predicting outcomes and possible consequences of a
conflict, event, or course of action |
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b. explaining how actions taken or not taken impact
societies (e.g., natural disasters, incidences of social injustice or
genocide) |
b. summarizing a significant situation; proposing and
defending actions to be taken or not taken (e.g., pollution, consumption,
conservation) |
b. identifying and summarizing the intended and
unintended consequences of a conflict,
event, or course of action |
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c. using deliberation, negotiation, and compromise to
plan and develop just solutions to problems (e.g., immigration, limited
energy resources, nuclear threat) created when nations or groups act |
|
Draft GSEs for Historical Perspectives/Rhode Island
History
|
HP 1: History is an account of human activities that is
interpretive in nature. |
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|
GSEs for
Grades K-2 |
GSEs for
Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for
Grades 7-8 |
GSEs for
HS Proficiency |
GSEs for
HS Extended Learning |
|
HP 1 (K-2) –1 Students act as historians, using a
variety of tools (e.g., artifacts and primary and secondary sources) by… |
HP 1 (3-4) –1 Students act as historians, using a
variety of tools (e.g., artifacts and primary and secondary sources) by… |
HP 1 (5-6) –1 Students act as historians, using a variety of
tools (e.g., artifacts and primary and secondary sources) by… |
HP 1 (7-8) –1 Students act as historians, using a variety of
tools (e.g., artifacts and primary and secondary sources) by… |
HP 1 (9-12) –1 Students act as historians, using a variety
of tools (e.g., artifacts and primary and secondary sources) by… |
HP 1 (Ext) –1 Students act as historians, using a variety
of tools (e.g., artifacts and primary and secondary sources) by… |
|
a. identifying and categorizing the kinds of information
obtained from a variety of artifacts and documents (e.g., What would this
artifact tell us about how people lived?) |
a. describing the difference between primary and
secondary sources and interpreting information from each (e.g., asking
and answering questions, making predictions) |
a. identifying appropriate sources (e.g.,
historical maps, diaries, photographs) to answer historical questions |
a. identifying appropriate sources and using evidence to
substantiate specific accounts of human activity |
a. formulating historical questions, obtaining, analyzing,
evaluating historical primary and secondary print and non-print sources
(e.g., RI Constitution, art, oral history, writings of Elizabeth
Buffum Chace) |
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b. distinguishing objects, artifacts, and symbols from
long ago and today (e.g., passage of time documented through family photos,
evolution of household appliances) |
b. classifying objects, artifacts, and symbols from
long ago and today and describing how they add to our understanding of the
past |
b. using sources to support the stories of history
(How do we know what we know?) |
b. drawing inferences from |
b. explaining how historical facts and historical
interpretations may be different, but are related (e.g., slavery in RI v.
economic benefit to RI) |
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c.
organizing information obtained to answer historical questions |
c.
asking and answering historical questions, organizing information, and
evaluating information in terms of relevance |
c. asking and answering
historical questions, evaluating sources of information, organizing
the information, and evaluating information in terms of relevance and comprehensiveness
|
c. identifying, describing,
or analyzing multiple perspectives on an historical trend or event (e.g.,
mill worker v. mill owners during Industrial Revolution in RI; separation of
powers in RI government) |
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d. identifying the point of view
of a historical source (e.g., media sources) |
|
d. using technological tools
in historical research |
d. using a variety of
technological tools in historical research and interpretation (e.g.,
master database of graveyards; census records, online school reports, online
state tax records) |
|
HP 1 (K-2) –2 Students interpret history as a
series of connected events with multiple cause-effect relationships, by… |
HP 1 (3-4) –2 Students interpret history as a
series of connected events with multiple cause-effect relationships, by… |
HP 1 (5-6) –2 Students interpret history as a
series of connected events with multiple cause-effect relationships, by… |
HP 1 (7-8) –2 Students interpret history as a
series of connected events with multiple cause-effect relationships, by… |
HP 1 (9-12) –2 Students interpret history as a
series of connected events with multiple cause-effect relationships, by… |
HP 1 (Ext) –2 Students interpret history as a
series of connected events with multiple cause-effect relationships, by… |
|
a. describing and organizing a sequence
of various events in personal, classroom, or school life (e.g., organizing
and interpreting data in timelines) |
a. describing and organizing a sequence of significant
events in |
a. investigating and
summarizing historical data in order to draw connections between two events
and to answer related historical questions |
a. investigating and analyzing historical and
visual data in order to draw connections between a series of events |
a. analyzing
cause and effect relationships showing multiple causation (e.g.,
industrialization and immigration, King Philip’s War; detribalization and
retribalization) |
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b. explaining how a sequence of events affected people in
home, classroom, or school (e.g., getting a new student in the classroom) |
b. explaining and inferring how a sequence of
events affected people of |
|
b. developing, expanding, and supporting an historical
thesis, based on a series of events |
b. interpreting and constructing
visual data (e.g., timelines, charts, graphs, flowchart, historical
films, political cartoons) in order to explain historical continuity and
change (e.g., timeline of Rhode Island’s path to Revolution: Why is Rhode
Island first to declare independence, but last colony to ratify the Constitution?)
|
b. analyzing
visual data in order to explain historical continuity and change (e.g.
timeline of |
|
HP 2: History is a chronicle of human activities, diverse
people, and the societies they form. |
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GSEs for
Grades K-2 |
GSEs for
Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for
Grades 7-8 |
GSEs for
HS Proficiency |
GSEs for
HS Extended Learning |
|
HP 2 (K-2) – 1 Students connect the past with
the present by… |
HP 2 (3-4) –1 Students connect the past with the present
by… |
HP 2 (5-6) – 1 Students connect the past with
the present by… |
HP 2 (7-8) –1 Students connect the past with
the present by… |
HP 2 (9-12)– 1 Students connect the past with
the present by… |
HP 2 (Ext)–1 Students connect the past
with the present by… |
|
a. recognizing the origin, name, or significance of local
geographic and human-made features (e.g., school, street, park, city, river,
monuments) |
a. investigating and explaining the origin, name, or
significance of local and |
a. identifying sequential
events, people, and societies that have shaped RI today |
a. determining the cause(s)
and effect(s) of specific historical events that impact RI today |
a. explaining origins of major historical events
(e.g., Industrial Revolution in |
a. tracing and analyzing how a present situation or
problem has been constructed/affected by its historical roots (e.g., deindustrialization in |
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b. comparing and contrasting
the development of RI ethnic history to the nation’s history (e.g., What
historical factors makes RI unique?; immigration, settlement patterns,
religion, resources, geography) |
b. analyzing the impact
of RI’s ethnic development on local, state, and national history |
b. identifying and linking key ideas and concepts and
their enduring implications (e.g., separation of church and state in |
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c. identifying and describing how national and
world events have impacted RI and how RI has impacted world events (e.g., China Trade, WWII,
Industrial Revolution) |
c. analyzing
and evaluating how national and world events have impacted RI and how RI
has impacted world events |
c. analyzing and evaluating how
national and world events have impacted Rhode Island and how Rhode Island has
impacted national and world events (e.g., women’s liberation movement;
Commodore Matthew Perry of RI opens trade with Japan; Quonset Hut; slave
trade) |
c. researching a current state, national or world issue and predicting future implications for
RI or propose a course of action |
|
HP 2 (K-2) – 2 Students chronicle events and conditions by… |
HP 2 (3-4) – 2 Students chronicle events and conditions by… |
HP 2 (5-6) – 2 Students chronicle events and
conditions by… |
HP 2 (7-8) – 2 Students chronicle events and
conditions by… |
HP 2 (9-12) – 2 Students chronicle events and conditions by… |
HP 2 (Ext) – 2 Students chronicle events and conditions by… |
|
a. describing, defining, and
illustrating a sequence of events from personal, classroom, school, or
community life (e.g., timeline or self-made informational text showing key
events) |
a. describing, defining, and illustrating by example Rhode
Island historical individuals, groups and events (e.g., Roger Williams,
Native Americans, immigrant groups) and how they relate to the context (e.g.,
conditions of the time, events before and after) |
a. critiquing historical narratives for historical
accuracy or points of view |
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b. summarizing
key events and explaining the historical contexts of those events |
b. correlating
key events to develop an understanding of the historical perspective of the
time period in which they occurred (e.g., Jacksonian Democracy and Dorr’s
Rebellion, water power and steam power, WWII and women at work) |
b. synthesizing information
from multiple sources to formulate an historical interpretation (e.g.,
document-based questions, quantitative data, material artifacts of RI) |
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HP 2 (K-2) – 3 Students show understanding of
change over time by… |
HP 2 (3-4) – 3 Students show understanding of change over time by… |
HP 2 (5-6) – 3
Students show understanding of
change over time by… |
HP 2 (7-8) – 3 Students show understanding of
change over time by… |
HP 2 (9-12)– 3 Students show understanding of
change over time by… |
HP 2 (Ext)– 3 Students show understanding of change over time by… |
|
a. exploring and describing
similarities and differences in objects, artifacts, and technologies from the
past and present (e.g., transportation, communication, school and home life) |
a. interpreting and explaining similarities and
differences in objects, artifacts, technologies, ideas, or beliefs
(e.g., religious, economic, education, self-government) from the past and
present (e.g., transportation or communication in the community, RI, U.S.) |
a. establishing
a chronological order by working backward from some issue, problem, or event
to explain its origins and its development over time |
a. establishing a
chronological order by working backward from some issue, problem, or event to
explain its origins and its development over time; and to construct an
historical narrative |
a. tracing patterns chronologically in
history to describe changes on domestic, social, or economic life and
predicting events that might occur in the future, based on those patterns
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b. documenting various groups
(e.g., formal: non-government organizations, religious; informal: family,
clan) and their traditions that have remained constant over time
(e.g., religious denomination, fishing industry, formal and informal design,
town financial meeting, lotteries) |
b. documenting various groups
and their ideas that have remained constant over time and analyzing why
they have or have not endured |
|
HP 3: The study of history helps us understand the present
and shape the future. |
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|
GSEs for
Grades K-2 |
GSEs for
Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for
Grades 7-8 |
GSEs for
HS Proficiency |
GSEs for
HS Extended Learning |
|
HP 3 (K-2) – 1 Students demonstrate an
understanding of how the past frames the present by… |
HP 3 (3-4) –1
Students demonstrate an understanding of how
the past frames the present by… |
HP 3 (5-6) – 1 Students demonstrate an
understanding of how the past frames the present by… |
HP 3 (7-8) –1
Students demonstrate an understanding of how the past
frames the present by… |
HP 3 (9-12) – 1 Students demonstrate an understanding
of how the past frames the present by… |
HP 3 (Ext) – 1
Students demonstrate an
understanding of how the past frames the present by… |
|
a. identifying how events and people shape family and
school life (e.g., How would your life change if you moved to another
place? What would happen if
your school closed? What would happen
if there were no school buses?) |
a. recognizing and interpreting how events, people,
problems, and ideas shape life in the community and in |
a. identifying historical conditions and events that
relate to contemporary issues (e.g., separation of church state,
treatment of Native Americans, immigration, gender issues) |
a. analyzing and reporting on a social movement from
its inception (including historical causes), its impacts on us today, and its
implications for the future |
a. gathering evidence of
circumstances and factors contributing to contemporary problems (e.g.,
civil rights movement, sexual revolution) |
a. tracking implementation of
a decision; analyzing the interests it served; estimating the position,
power, and priority of each stakeholder; and predicting continuing costs and
benefits from a variety of perspectives (e.g., public school funding in RI or U.S.) |
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b. answering “what if” questions and using evidence to
explain how history might have been different (e.g., How might history
be different if Anne Hutchinson hadn’t dissented?) |
b. evaluating alternative courses of action, (keeping
in mind the context of the time), ethical considerations, and the interest of
those affected by the decision, and determining the long- and short-term
consequences (e.g., Post WWII use of |
b. formulating a position or course of action on a
current issue from a choice of carefully evaluated options, taking into
account the historical underpinnings (e.g., casino issue and American
Indian sovereignty; current national border debate and RI historical
perspective) |
b. formulating and presenting a position or course of
action on a current issue in a public forum |
|
HP 3 (K-2) – 2 Students make personal connections in an historical
context (e.g., source-to-source, source-to-self, source-to-world) by… |
HP 3 (3-4) – 2 Students make personal connections in an historical
context (e.g., source-to-source, source-to-self, source-to-world) by… |
HP 3 (5-6) – 2 Students make personal connections in an historical
context (e.g., source-to-source, source-to-self, source-to-world) by… |
HP 3 (7-8) – 2 Students make personal connections in an historical context
(e.g., source-to-source, source-to-self, source-to-world) by… |
HP 3 (9-12) – 2 Students make personal connections in an historical
context (e.g., source-to-source, source-to-self, source-to-world) by… |
HP 3 (Ext)– 2 Students make personal connections in an historical
context (e.g., source-to-source, source-to-self, source-to-world) by… |
|
a. using a
variety of sources (e.g., photographs, written text, clothing, oral history)
to reconstruct their past and understand the present. |
a. using a variety of sources (e.g., photographs,
written text, clothing, oral history) to reconstruct the past, understand
the present, and make predictions
for the future |
a. explaining
how the similarities of human issues across time periods influence their own
personal histories (e.g., so what? How does this relate to me?) |
a. recognizing and reflecting
on how the similarities of human issues across time periods influence
their own personal histories (e.g., so what? How does this relate to me?)
|
a. using knowledge of
historical ideas and concepts and their enduring implications, to formulate a
philosophy statement based on personal values |
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b. recognizing and reflecting
on how the differences of human issues across time periods influence
their own personal histories (e.g., so what? How does this relate to me?)
|
b. analyzing how an
historical development (e.g., cycle of poverty or prosperity, low
educational attainment, “Independent Man”) has contributed to current
social, economic, or political patterns |
b. presenting
an analysis of an historical development to a public forum |
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c. identifying the cultural
influences that shape individuals and historical events |
c. comparing and contrasting
the cultural influences that shape individuals and historical events (e.g.,
Conversion of Quakers from slave holders to abolitionists, emergence of mill
villages, Gordon Trial) |
|
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APPENDIX A - DRAFT Glossary of Terms
Amendment –
(constitutional) changes in, or additions to, a constitution; proposed by a
two-thirds vote of both houses of Congress or by a convention called by
Congress at the request of two-thirds of the state legislatures; ratified by
approval of three-fourths of the states
Anarchy –
political and social disorder due to the absence of government control: The death of the king was followed by a year
of anarchy.
Artifact –
an object made or used by man that is of archeological or historical interest
(e.g., tools, weapons, ceramics, pieces of furniture, etc.)
Authority –
the right to control or direct the actions of others, legitimized by law,
morality, custom, or consent: According
to the Constitution of the
Autocracy –
a form of government in which one person possesses unlimited power: A monarchy is a type of autocracy.
Bill – a
form or draft of a proposed law presented to a legislature: A bill must pass in both chambers of
Congress before it can become law.
Bill of Rights
– the First Ten Amendments to the Constitution of the
Branches of Government
– the three branches of the federal government are the Executive (President),
Legislative (Congress: Senate and House of Representatives), and Judicial (Supreme
Court)
Brown v. Board of Education (1954) – a Supreme Court case which declared that
“separate-but-equal” educational facilities are inherently unequal and
therefore a violation of equal protection of the law guaranteed by the
Fourteenth Amendment
Boycotting – voluntarily abstaining from using,
buying, or dealing with a person, organization, or product as an expression of
protest – usually motivated by sociopolitical reasons
Buycotting –
voluntarily choosing to use, buy, or deal with a specific person, organization,
or product as an expression of support – usually for sociopolitical reasons;
the opposite of boycott
Checks and Balances – the system whereby each branch of an organization can
limit the powers of other branches. This
system is enacted through the Constitution of the
Chronicle – (n)
an account, description, record, history, narration, story, journal, or diary
of events; (v) to record, recount, narrate, or write down to keep track of
events
Chronology –
the study of history is grounded in chronology; the main way historians arrange
events and trends in history to see patterns of continuity and change in
history; understanding the order of events is crucial to understanding,
analyzing, or explaining the importance or meaning of events
Citizen – a
native or naturalized member of a state or nation who owes allegiance to its
government and is entitled to its protection, privileges, or franchises
(distinguished from Alien): Citizens of
the
Citizenship
– the status of being a member of a state or country, one who promises
allegiance to the nation and is entitled to its protection and to political
rights
Civic – of
or pertaining to citizenship; civil: civic duties.
Civics – the
study of citizenship and government
Civil – of
or pertaining to, or consisting of citizens; civil life; civil society or of
citizens in their ordinary capacity, or of the ordinary life and affairs of
citizens as distinguished from military or religious life and affairs
Civil liberties – areas
of personal freedom with which governments are constrained from interfering
Civil rights – protections and privileges of
personal liberty given to all citizens by law, rights bestowed by nations on
those within the territorial boundaries: e.g. Thirteenth and Fourteenth Amendments to
the Constitution.
Common good (public good) – the good of the
community
Constitutional
government (constitutionalism) – the
idea that the powers of government should be distributed according to a written
or unwritten constitution and that those powers should be effectively
restrained by the constitution’s provisions
Debate – a
discussion, as of a public question in an assembly, involving opposing
viewpoints: a debate in the Senate
on farm price supports.
Democratic ideals – is a rhetorical phrase used to
denote either personal qualities or standards of government behavior that are
felt to be essential for the continuation of a democratic policy. e.g.,
individual dignity, equality, liberty, freedom, legitimate authority, privacy,
responsibility, justice, etc.: e.g. advocates for greater equality in the
distribution of wealth will argue that inequalities create differing levels of
opportunity and that equality is a democratic ideal.
Democracy –
government by the people; a form of government in which supreme power is vested
in the people and exercised directly by them or by their elected agents under
the electoral system: The
Dictatorship
– A country, government, or the form of government in which absolute power –
usually gained and maintained by force – is exercised by a ruler or small group
not restricted by a constitution, laws, opposition, etc. to be held responsible
to the will of the people; a form of totalitarianism: Cuba has been called a dictatorship even though it espouses communism.
Discourse –
communication of thought by words; talk; conversation or a formal discussion of
a subject in speech or writing, as a dissertation, treatise, sermon, etc.
Discriminate
– is to make a distinction between people on the basis of class or category
without regard for individual merit; the unfair treatment or denial of normal
privileges to persons because of their race, age, sex, nationality or religion
Diversity –
variety in culture and ethnic background, race and belief is not only
permissible but also desirable and beneficial in a pluralistic society
Divine right – the doctrine that monarchs
derive their right to rule directly from God and are accountable only to God
Due process of law – the principle that government must normally respect all of
a person’s legal rights when the government deprives a person of life, liberty,
or property, guaranteed under the Fifth and Fourteenth Amendments to the U.S.
Constitution
Election –
is a decision making process where people choose people to hold offices
(through voting): The presidential
elections in the
Enduring documents – historical documents which
are central to the ideology, structure, and actions of a government,
institution, or society: e.g., Bill of
Rights, Declaration of
Federal (federalism) – system of government in which power is divided between a central
authority (national government) and constituent unit (states); in particular,
the allocation of significant law making powers with most powers retained by
the central authority: e.g., the United
States is a federal system
Feudal (feudalism) – a political and economic system in which a king or queen shared power
with the nobility who required services from the common people in return for
allowing them to use the noble’s land: Feudalism
was prevalent in the Middle Ages.
Freedom – quality
or state of independence; demonstration of free will in areas
such as: to gather in public (assembly); to print or publish without government
interference (press); to worship as one
pleases (religion); to express oneself verbally or non-verbally (speech); etc.
Functions of government
– to establish justice, to insure domestic tranquility, to provide for the
common defense, to promote the general welfare, and to secure the blessings of
liberty: Preamble to the U.S. Constitution
Government –
the people, institutions and/or procedures through which a political unit
(territory, people, organization, etc.) is ruled or administered
Habeas corpus – court order demanding that the individual in
custody be brought into court and shown the cause for detention; guaranteed by
the Constitution and can be suspended only in cases of rebellion or invasion
Historical interpretation – the act of interpreting historical sources that
takes place when researching a person, topic, or event in history, by selecting
certain facts to emphasize and organizing facts around certain concepts; all
history is an interpretation by historians who bring to their research and
writing their own frame of reference or set of perceptions and experiences
through which they view the world and people
Historical thinking skills – skills that enable students to: differentiate among
the past, present, and future time; formulate historical questions for inquiry;
seek and evaluate evidence; compare and
analyze historical stories, illustrations, and records; interpret historical
records; and construct historical narratives of their own (source: National
Standards for History, National Center for History in the Schools)
Human rights – concept of human beings as
having universal rights, or status, regardless of legal jurisdiction or other
localizing factors, such as ethnicity, nationality, or sex: According
to the United Nations Universal Declaration of Human Rights, human
rights are conceptualized as based on inherent human dignity.
Ideology –
the combined doctrines, assertions, and intentions of a social or political
group that justify its behavior
Individual rights – held distinct from human
rights, but the rights of individuals by virtue of their humanness provide the
moral claim to freedom of action often codified into law so they may be
protected by impartial third parties
Institution –
(political or government) organizations such as Congress, the presidency, and
the court system that play a significant role in the making, carrying out, and
enforcing [of] laws and managing conflicts about them; also a custom, practice
(e.g., the institution of slavery), organization (e.g., Congress),
relationship, or behavioral pattern of importance in the life of a community or
the larger society
Interdependence – a situation in which decisions or events in one part of the world or in
one sector of the economy affect decisions and events in other parts of the
word and other sectors of the economy
Judicial Review – the power of the court to
study and decide on the constitutionality of the laws of the government or the
acts of a government official: The
precedent for judicial review was established in the 1803 Supreme Court case Marbury
v. Madison.
Justice –
the fair distribution of benefits and burdens, fair correction of wrongs and
injuries, or use of fair procedures in gathering information and making
decisions
Law – a set
of rules, issued and enforced by a government, that binds every member of
society: If you break the law and disturb
the peace, you will pay the consequences.
Legitimized (legitimacy) – Acceptance as right and
proper; belief among citizens that their government has the right to pass and
enforce laws. To make lawful or legal; pronounce or state as lawful: Parliament
legitimized his accession to the throne.
Majority rule – is the rule that requires more
than half the members of a polity (community, government, or corporation) who
cast a vote to agree in order for the entire polity to make a decision on a
measure being voted on: After sixty-nine
percent of the community voted to approve the amendment to the law, it went
into effect according to the majority rule.
Magna Carta
– a document signed by King John of England in 1215 that guaranteed certain
basic rights; considered the beginning of constitutional government in England
Marbury v.
Minority rights – embodies two separate
concepts; first, normal individual rights as applied to members of a racial,
ethnic, class, religious, linguistic, or sexual minorities, and second,
collective rights of minority groups. A
legal framework designed to ensure that a specific group, which is vulnerable,
disadvantaged or in a marginalized position in society is able to achieve
equality and is protected from persecution: e.g. children’s rights, women’s rights and refugee
rights. Civil rights
movements often seek to ensure that individual rights are not denied on the
basis of membership in a minority group.
Monarchy –
form of government that has a monarch (king or queen) as Head of State; usually
political power is exercised under the claim of divine or hereditary right of
that single ruler; a type of autocracy: The
Oligarchy –
a form of government where the many are ruled by a few rather than one
Parliamentary
(system) – a form of government that
gives governmental authority to a legislature that selects the executive from
its own members:
Pluralism –
the affirmation and acceptance of diversity; in politics, the affirmation and
acceptance of diversity in the interests and beliefs of the citizenry is one of
the most important features of a democracy
Policy – a
course of action adopted and pursued by a government, ruler, political party,
etc.
Political ideology – an organized, coherent set of attitudes about government and public
policy: By identifying with a political
party, you show your agreement with their political ideology.
Political party – A group of people with broad
common interests who organize, however loosely, to elect government officials
under a given label, control government, and influence government policies; An
organization that seeks to attain higher political power within a government,
usually through participating in a campaign. e.g., in the
Political system – the government, ruler(s), and
institutions exercising power over a specific territory
Politics –
the methods by which individuals and groups try to influence operations of
government
Popular sovereignty – the concept that
political and legislative power resides with the citizens, who entrust that
power to the government, which is under their control because the people’s vote
is considered the final authority
Primary source – an original fundamental and
authoritative document pertaining to an event or subject of inquiry; a
firsthand or eyewitness account of an event: e.g. an autobiography is a
primary source.
Privileges –
any of the rights common to all citizens under a modern constitutional
government
“Regime of truth” – a power structure or truth-generating apparatus (school, discipline,
profession, law) that reinforces a system of ordered procedures for the
production, regulation, distribution, circulation and operation of statements
Republic (republican government) – state in
which the supreme power rests in the body of citizens entitled to vote and is
exercised by representatives chosen directly or indirectly by them to promote
the common welfare
Rights – the
just claims that belong to a person by law, nature, or tradition: The Declaration of
Rule – a
principle or regulation governing conduct, action, procedure, arrangement, etc.
that is enforced by those who established it, but is not necessarily
universally applicable or enforceable: e.g.,
some schools enforce the wearing of school uniforms, but not all schools in
that state are required to follow that
rule.
Rule of Law
– The principle that every member of a society, even a ruler, must follow the
law; The principle that government authority is legitimately exercised only in
accordance with written, publicly disclosed laws adopted and enforced in
accordance with established procedure.
The principle is intended to safeguard against arbitrary governance: e.g.
separation of powers or principle of legitimate equality of all before the law.
“Rule of man”
– government officials and others governing by their personal whim or desire
rather than by the “rule of law”
Secondary source – any document that describes an
event, person, place, or thing; usually not created by someone living in the
same time period; contains information others have gathered and interpreted;
indirect or second-hand information: e.g. a biography is a secondary source.
Seminal documents – documents extolling original, relevant ideas that are seen to
influence the development of future events or issues: e.g., Declaration of the Rights of Man, Universal
Declaration of Rights, International Convention on the Rights of the Child.
Separation of powers – the division of governmental power among several institutions that
must cooperate in decision making: The
separation of powers in the
Service learning - a teaching and learning strategy that integrates meaningful community
service with instruction and reflection to enrich the learning experience,
teach civic responsibility, and strengthen communities (usually incorporated
into an educational system as a graduation requirement)
Social contract
(compact) – an agreement among all
the people in a society to give up part of their freedom to a government in
return for protection of their natural rights; a theory developed by Locke to
explain the origin of legitimate government
Sovereignty
– the ultimate, supreme power in a state; in the
Special interest group – an organized body of individuals who share some
goals and try to influence public policy to meet those goals
States’ rights
– the rights belonging to the various states, especially with reference to the
strict interpretation of the Constitution, by which all rights not delegated by
the Constitution belong to the states
Suffrage –
right to vote
Theocracy –
a form of government in which the leaders of the government are also the
leaders of the religion and they rule as representatives of the deity (by
divine authority): The
"Unalienable" (inalienable) rights – fundamental rights of the people that may not be
taken away; a phrase used in the Declaration of Independence
Vote – (n) A
formal expression of opinion or choice made by an individual or body of
individuals: According to the tally of
the votes, the new student council will consist entirely of new members.;
(v) An individual’s act of expressing support or preference for a certain motion,
candidate, or selection of candidates by casting a ballot: Each student voted for the candidate he or she thought would be the
best for the position.
The following sources were
referenced when developing the glossary: