South Dakota Dept. of Ed.

Curriculum Standards

High School Civics/Government

K‐12.C.1 Students will explain, compare and contrast, and analyze the historical principles and philosophical purposes and various forms of governments.

·         9‐12.C.1.1 Rationalize the purposes of government throughout world history through the use of compelling questions,

·         9‐12.C.1.2 Summarize the critical similarities and differences in the various forms of government

·         9‐12.C.1.3 Sequence and identify critical events in British history that had a direct or indirect impact on the origins of the United States government

·         9‐12.C.1.4 Describe the influence of religion on western political thought

·         9‐12.C.1.5 Explain the relationship between political ideologies and corresponding economic ideologies and their impact on government systems through the use of compelling and supporting questions

K‐12.C.2 Students will explain the historical impact of primary founding documents including but not limited to, the Declaration of Independence, the U.S. Constitution, the U.S. Bill of Rights and subsequent amendments.

·         9‐12.C.2.1 Differentiate between a constitutional or limited government and unconstitutional or unlimited government

·         9‐12.C.2.2 Critique the claims and evidence offered in the Declaration of Independence, justifying the independence of the American colonies

·         9‐12.C.2.3 Evaluate its effectiveness through identifying strengths and weaknesses of the Articles of Confederation

·         9‐12.C.2.4 Explain how the goals set forth in the preamble of the United States Constitution reflect enduring issues of American society

·         9‐12.C.2.5 Explain the construction of the United States Constitution as a bundle of compromises reflecting differing points of view

·         9‐12.C.2.6 Identify the points of agreement and disagreement between the Federalists and the Anti‐Federalists over the ratification of the United States Constitution and how the disagreement was resolved via the protection of rights in the Bill of Rights

K‐12.C.3 Students will explain how the Constitution organizes the government of the United States.

·         9‐12.C.3.1 Evaluate the effectiveness of the separation of powers and the role of checks and balances

·         9‐12.C.3.2 Outline the law making process

·         9‐12.C.3.3 Make arguments for and against the use of the Electoral College given its intended purpose

·         9‐12.C.3.4 Cite historical evidence justifying the power of judicial review

·         9‐12.C.3.5 Differentiate among the roles of the levels of authority in the national, state, local, and tribal governments regarding American federalism through the use of compelling questions

K‐12.C.4 Students will understand the fundamental principles of America’s democratic republic and the United States Constitution and the inherent conflicts that may arise.

·         9‐12.C.4.1 Define the concept of civic virtue through the use of compelling questions

·         9‐12.C.4.2 Summarize the general principles of American democracy such as the fundamental worth of the individual, equality of all persons, majority rule/minority rights, necessity of compromise, and individual freedom in light of the purpose of government

·         9‐12.C.4.3 Summarize the constitutional principles of popular sovereignty, limited government, separation of powers, checks and balances, judicial review, and federalism

·         9‐12.C.4.4 Differentiate between positive and negative rights protected by the United States Constitution and give examples of how they may come into conflict

K‐12.C.5 Students will understand the ways in which a citizen can use their basic rights to influence the decisions of the republic.

·         9‐12.C.5.1 Differentiate between rights and responsibilities of a citizen and the practice of civic virtue

·         9‐12.C.5.2 Identify ways of becoming a United States citizen including the keys steps in the naturalization process and recognize the intended and unintended

·         consequences of this process

·         9‐12.C.5.3 Explain how democracy relies upon responsible participation of its citizens and identify ways a citizen can effectively participate

·         9‐12.C.5.4 Demonstrate the ability to make informed decisions through the use of multiple, credible sources

·         9‐12.C.5.5 Explain the role of political parties and special interest groups in the political process

·         9‐12.C.5.6 Critique consistencies and inconsistencies throughout a variety of media sources

·         9‐12.C.5.7 Explain how civil disobedience has been used to influence policy making in United States government

·         9‐12.C.5.8 Assess options for action to address local, regional, and global problems by volunteer engagement

·         9‐12.C.5.9 Demonstrate and/or show examples of how technology has changed the way people participate beyond their traditional sphere of influence

K‐12.C.6 Students will describe the elements of how U.S. foreign policy is made and understand the international challenges and influences of the United States government

·         9‐12.C.6.1 Explain the foreign policy process in the United States and give examples of its impact on foreign policy initiatives

·         9‐12.C.6.2 Identify the purpose of various international organizations in which the United States is involved