SOCIAL STUDIES



| GRADE: 6-12 | |

|VENDOR: AGS Publishing |INSTRUCTIONAL MATERIALS: |

| |Civics/Government |

|SUBJECT: United States Government |COPYRIGHT: 2001 |

|SE ISBN: 0-7854-2503-9 |TE ISBN: 0-7854-2504-7 |

COMMENTS: Difficulty/reading level indicates this text should only be used for Special Education/low level readers. Should not be used in regular education classrooms.

SOCIAL STUDIES

SPECIFIC CRITERIA FOR CONTENT AND SKILLS

CIVICS/GOVERNMENT

Civics/Government education is essential for active participation by informed citizens. This course emphasizes a study of government and individual rights and responsibilities. Examination of rules and laws and the need for authority is crucial to maintaining a safe society for diverse individuals and groups. Civics/Government understanding increases as students develop the skills to make informed decisions, to resolve conflicts peacefully, to articulate and defend positions and to engage in the civic and political life of their communities.

|(Vendor/Publisher) | I = In-depth |(IMR Committee) |

|SPECIFIC LOCATION |A = Adequate |RESPONSES |

|OF CONTENT WITHIN |M = Minimal |I A M N |

|PRODUCT |N = Nonexistent | |

| | | |

|All materials at this grade level (1) be research based and theory driven; (2) incorporate basic, accurate information that is developmentally appropriate; (3) use|

|interactive activities that actively engage students; (4) provide students with opportunities to model and practice relevant skills; (5) develop higher order |

|thinking opportunities; and (6) be based on national standards. The instructional materials should provide students with opportunities to: |

| | | |

| |A. CIVICS/GOVERNMENT | |

| | | |

| |1. use documents such as the Declaration of Independence, the Federalist and the |X |   |   |   |

| |Anti-Federalist papers, and the Constitution to explain the primary purposes of | | | | |

| |government and the United States system. | | | | |

| |2. Explain the basic values and principles embodied in the Constitution and the Bill of |X |   |   |   |

| |Rights. | | | | |

| |3. describe the characteristics of government and civil society that relate to civic |X |   |   |   |

| |participation. | | | | |

| |4. explain the consent of the governed in the formation of |X |   |   |   |

| |a democratic society and the role it plays in a dynamic | | | | |

| |society. | | | | |

| |5. explain rule of law and its application in a democratic society. |X |   |   |   |

| |6. compare and contrast the tension between individual liberty and society’s need for |   |X |   |   |

| |order and safety. | | | | |

| | identify examples of how individual rights are protected, the need for civic |X |   |   |   |

| |virtue, and how the government promotes the common good. | | | | |

| |8. explain the ways people express their views, monitor, and influence governmental |X |   |   |   |

| |actions. | | | | |

| |9. compare and contrast direct and representative democracy, the evolution of democracy |X |   |   |   |

| |in the American experience. | | | | |

| |10. analyze the problems developing nations have in attaining democracy. |   |X |   |   |

| |11. explain the election process, political parties, and the duties of elected officials |   |X |   |   |

| |and their relationship to citizens. | | | | |

| |12. define federalism and explain how power is separated and shared in the United States|X |   |   |   |

| |at all levels of government. | | | | |

| |13. define the separation of powers, enumerate the assigned powers of each of the three |   |X |   |   |

| |branches of government and explain the system of checks and balances provided by the | | | | |

| |Constitution. | | | | |

| |14. identify and describe foreign policy of the United States, the objectives for |   |X |   |   |

| |national security and their importance to individual citizens. | | | | |

| |15. explain the role diversity has played in historical and contemporary America. |   |X |   |   |

| |16. explain citizenship and the process of becoming a citizen. |   |X |   |   |

| |17. explain the rights and responsibilities of United States citizenship and how they |X |   |   |   |

| |differ from citizenship under authorization and totalitarian regimes. | | | | |

| |18. evaluate and defend positions on issues facing contemporary American society. |   |X |   |   |

| |19. describe and evaluate the ways in which technology affects civic life. |   |X |   |   |

| F. SKILLS |

| | | |

| |FOUNDATION CRITERIA | |

| |1. be successful based on individual needs and abilities. |X |   |   |   |

| |2. use multiple intelligence strategies. |X |   |   |   |

| |3. respond to expanded questioning strategies. |X |   |   |   |

| |4. integrate reading strategies/techniques using Civics/Government content. |X |   |   |   |

| |5. practice reflective thinking. |X |   |   |   |

| |6. integrate Civics/Government material/content across the curriculum. |X |   |   |   |

| |7. apply contextual learning concepts. |X |   |   |   |

| |8. develop discriminating memory. |X |   |   |   |

| |9. understand and manage change and continuity. |   |X |   |   |

| |10. develop historical empathy. |   |X |   |   |

| |11. analyze the complexity of Civics/Government. |   |X |   |   |

| |12. engage as active learners. |   |X |   |   |

| |13. practice workplace process skills. |   |X |   |   |

| |14. understand cultural diversity. |   |X |   |   |

| | | |

| |BASIC SKILLS IN CIVICS/GOVERNMENT | |

| |1. locate, access, analyze, organize, sequence, synthesize, and evaluate information and |X |   |   |   |

| |make reasoned judgments. | | | | |

| |2. analyze and interpret information and draw conclusions from charts, graphs, timelines,|   |X |   |   |

| |and tables. | | | | |

| |3. participate in discussion, defense of positions, and debate. |   |X |   |   |

| |4. integrate writing (e.g., creative, self-expression, journaling), reflection and |   |X |   |   |

| |metacognition. | | | | |

| |5. read a variety of sources for Civics/Government understanding and perspective. |   |X |   |   |

| |6. read a variety of print sources for critical understanding. |X |   |   |   |

| |7. learn and use vocabulary, terms and terminology essential for understanding |X |   |   |   |

| |Civics/Government. | | | | |

| |8. listen to information to gain knowledge and follow directions. |   |X |   |   |

| | | |

| |SKILLS IN CITIZENSHIP | |

| |1. participate in activities of school, community and nation. |   |X |   |   |

| |2. resolve conflicts peacefully. |   |X |   |   |

| |3. participate in volunteer projects. |   |X |   |   |

| |4. evaluate, take and defend positions. |   |X |   |   |

| |5. interact with, monitor and influence government at all levels. |   |X |   |   |

| | | |

| |SKILLS IN CIVICS/GOVERNMENT | |

| |1. interpret political cartoons. |   |X |   |   |

| |2. analyze current and historical documents. |   |X |   |   |

| |3. apply Civics/Government concepts to current and |   |X |   |   |

| |historical settings. | | | | |

| | | |

| |SKILLS IN HISTORY | |

| |1. analyze, gather and interpret information. |   |X |   |   |

| |2. use inquiry to detect bias and emotional appeal in information concerning |   |X |   |   |

| |Civics/Government. | | | | |

| |3. recognize valid interpretations and factual accuracy in Civics/Government data. |   |X |   |   |

| | | |

| |G. ASSESSMENT | |

| | | |

| |1. practice in a format commensurate with West Virginia Assessment programs. |   |X |   |   |

| |Norm referenced | | | | |

| |State writing assessment | | | | |

| |NAEP | | | | |

| |Informal assessment | | | | |

| |Criterion referenced | | | | |

| |2. practice using project format, portfolios and/or performance based measures. |   |X |   |   |

| |3. practice for standardized assessments, open-ended questioning, checkpoint benchmarks, |X |   |   |   |

| |miscue analysis, and rubrics. | | | | |

| |4. use a variety of assessment techniques. |X |   |   |   |

| |True/false | | | | |

| |Selected response | | | | |

| |Short answer | | | | |

| |Extended response | | | | |

| |Essay | | | | |

| | | |

| |H. TECHNOLOGY | |

| | | |

| |use a variety of technological tools. | | | | |

| | | | | | |

| |Conduct online research. | | | | |

| |Create, publish and present projects related to content areas. | | | | |

| |Integrate advanced technology skills, word processor, database, and spreadsheets. | | | | |

| |Select and use appropriate technology tools to collect, analyze and display data relevant| | | | |

| |to class assignments. | | | | |

| |Use multi-media (VCRs, CDs, LDs, DVDs, cassette tapes with audio versions of the text). | | | | |

| |f. Use teacher planning tools. | | | | |

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| | |   |X |   |   |

| | |   |X |   |   |

| | |   |X |   |   |

| |2. practice ethical behavior in using computer-based technology. |   |X |   |   |

| |3. adhere to Fair Use and Multimedia Copyright guidelines, citing sources in papers, |   |X |   |   |

| |projects, and multi-media presentation. | | | | |

| |4. analyze websites with information related to the content. |   |X |   |   |

| |5. use expert systems, intelligent agents and simulations in real world problems. |   |X |   |   |

| |6. run materials at computer level capacity. |   |X |   |   |

| |7. access juried websites, materials and lesson plans. |   |X |   |   |

| |8. use materials in standard formats that are easily accessed by teachers, parents and |   |X |   |   |

| |students from school and home. | | | | |

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