This
information has been taken directly from the Accelerate
U - Standards and Resource Guides (with approval) from the K-12
Education, NEW YORK STATE EDUCATION DEPARTMENT site. No information
in this document has been changed.
Learning Standards for Social
Studies at Three Levels
Standard 5: Civics, Citizenship,
and Government - Elementary
Students will use a variety
of intellectual skills to demonstrate their understanding of the
necessity for establishing governments; the governmental system
of the United States and other nations; the United States Constitution;
the basic civic values of American constitutional democracy; and
the roles, rights, and responsibilities of citizenship, including
avenues of participation.
1. The study of civics, citizenship, and government
involves learning about political systems; the purposes of government
and civic life; and the differing assumptions held by people across
time and place regarding power, authority, governance, and law.
(Adapted from The National Standards for Civics and Government,
1994)
Students:
- know the meaning of key terms and concepts
related to government, including democracy, power, citizenship,
nation-state, and justice
- explain the probable consequences of the
absence of government and rules
- describe the basic purposes of government
and the importance of civic life
- understand that social and political systems
are based upon people's beliefs
- discuss how and why the world is divided
into nations and what kinds of governments other nations have.
This is evident, for example, when students:
- create a chart on newsprint listing the
reasons for creating governments and the reasons why all groups
and societies create rules and laws
- create a class constitution and develop
class rules
- role-play a day without rules or laws
- collect and discuss newspaper cartoons dealing
with rules and laws
- compile a list of different nations of the
world and identify the type of government each nation has
- compare governmental structures of the United
States and Canada, and selected nations of Latin America
holds mock trial focusing on situations that
embody such concepts as fairness, justice, or equality.
2. The state and federal governments established
by the Constitutions of the United States and the State of New York
embody basic civic values (such as justice, honesty, self-discipline,
due process, equality, majority rule with respect for minority rights,
and respect for self, others, and property), principles, and practices
and establish a system of shared and limited government. (Adapted
from The National Standards. for Civics and Government,
1994)
Students:
- explain how the Constitutions of New York
State and the United States and the Bill of Rights are the basis
for democratic values in the United States
- understand the basic civil values that are
the foundation of American constitutional democracy
- know what the United States Constitution
is and why it is important. (Adapted from The National
Standards for Civics and Government, 1994)
- understand that the United States Constitution
and the Constitution of the State of New York are written plans
for organizing the functions of government
- understand the structure of New York State
and local governments, including executive, legislative, and judicial
branches
- identify their legislative and executive
representatives at the local, state, and national governments.
(Adapted from The National Standards for Civics and Government,
1994)
This a evident, for example, when students:
- create a list of basic civic values and
discuss how these can best be modeled on the personal and classroom
level
- create a chart comparing the organization
of local, state, and federal governments
- given a list of local, county, state, and
national leaders, determine which are elected and which are appointed
- identify those branches of government responsible
for making, enforcing, and interpreting local, state, and national
laws
- compare and contrast New York Stake government
with the federal government by creating charts of each level
- simulate or role-play an activity dealing
with the functions of the branches of government
create a timeline that charts events leading
up to the writing of the Declaration of Independence and the United
States Constitution.
3. Central to civics and citizenship is an understanding
of the roles of the citizen within American constitutional democracy
and the scope of citizen's rights and responsibilities.
Students:
- understand that citizenship includes an
awareness of the holidays, celebrations, and symbols of our nation
- examine what it means to be a good citizen
in the classroom, school, home, and community
- identify and describe the rules and responsibilities
students have at home, in the classroom, and at school
- examine the basic principles of the Declaration
of Independence and the Constitutions of the United States and
New York State
- understand that effective, informed citizenship
is a duty of each citizen, demonstrated by jury service, voting,
and community service
- identify basic rights that students have
and those that they will acquire as they age.
This is evident, for example, when students:
- interview or survey adults in the community
to identify some ways they participate in political action, voluntary
activities, or community service
- draft a classroom charter, a constitution,
or a set of laws that defines a code of conduct
- discuss and agree on a classroom charter
and compare it to the United Nations Convention on the Rights
of the Child
- use dramatic play with puppets to investigate
the consequences of breaking a rule (e.g., a child arrives home
late for dinner)
- make pages for a big book for each holiday
- understand the significance of and recite
the Pledge of Allegiance
- discuss the colors of the American flag
and make personal flags as symbols of themselves
- examine the flags of other nations
undertake a mock trial based on themes from classroom
books.
4. The study of civics and citizenship requires
the ability to probe ideas and assumptions, ask and answer analytical
questions, take a skeptical attitude toward questionable arguments,
evaluate evidence, formulate rational conclusions, and develop and
refine participatory skills.
Students:
- show a willingness to consider other points
of view before drawing conclusions or making judgments
- participate in activities that focus on
a classroom, school, or community issue or problem
- suggest alternative solutions or courses
of action to hypothetical or historic problems
- evaluate the consequences for each alternative
solution or course of action
- prioritize the solutions based on established
criteria
- propose an action plan to address the issue
of how to solve the problem.
This is evident, for example, when students:
- brainstorm a list of alternative solutions
for a real classroom or school problem
- write letters to the local paper suggesting
preferred alternatives in a local issue
- develop a historic walking tour of the neighborhood
or community
- role-play the main characters involved in
an actual community controversy, attempting to generate alternatives
in their roles
- create a school newspaper or school-wide
gallery showing student and faculty works of art
- debate topics important to students
hold a mock trial including witnesses, attorneys,
jurors and a judge.
|
