Standards - Social Studies

SS10.USG.9

Trace the impact of the media on the political process and public opinion in the United States, including party press, penny press, print media, yellow journalism, radio, television, and electronic media.

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Knowledge

Students know:
  • Different types of media in both variation today (print, electronic, etc.) as well as over time (yellow journalism, penny press, etc.).
  • How various forms of media and media strategy shape public opinion and create regional differences.
  • How media strategies, both positive and negative advertising, are utilized by candidates and special interest groups to impact election outcomes.

Skills

Students are able to:
  • Distinguish trends in public opinion polls in an effort to decipher regional differences in beliefs.
  • Dissect a political advertisement in an effort to identify message and intended audience.
  • Construct an outline of how media forms have evolved over time.

Understanding

Students understand that:
  • The media has evolved over time and often impacts both public opinion and election outcomes.

Vocabulary

  • electronic media
  • yellow journalism
  • party press
  • print media
  • social media
  • message
  • election debate
  • attack ad
  • public opinion poll
  • bias
  • penny press

SS10.USG.10

Evaluate roles political parties play in the functioning of the political system of the United States.

Unpacked Content

Knowledge

Students know:
  • How political party membership impacts the behavior of elected officials.
  • How political parties are organized in local, state, and national levels as well as the type of membership in parties.
  • How third parties impact the political process in America's two-party system.
  • How the presence of political parties in American government shape outcomes in the political process.

Skills

Students are able to:
  • Differentiate between the different levels of political parties in both their organization and function.
  • Explain in mathematical concepts how plurality representation creates a two-party system as opposed to proportional representation.
  • Evaluate how political party actions over time have shaped political practices, political alignment, and voter behavior.

Understanding

Students understand that:
  • The nature of the American two-party system, such as the role of third parties and regional strongholds of the two major parties, as well as how political parties operate on local, state, and national levels, greatly affects elections.

Vocabulary

  • plurality representation
  • proportional representation
  • independent voter
  • party machine
  • disillusionment
  • congressional campaign committee
  • platform
  • two-party system
  • party realignment
  • third party

SS10.USG.11

Evaluate constitutional provisions of the legislative branch of the government of the United States, including checks by the legislative branch on other branches of government.

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Knowledge

Students know:
  • Powers granted to the legislative branch by the Constitution as well as limitations placed on the legislative branch by other branches.
  • Roles and responsibilities of various offices in the U.S. Congress, including committee framework.
  • Process by which a bill becomes a law including informal influences on the outcome of a bill's passing and composition.

Skills

Students are able to:
  • Classify powers of the legislative branch over other branches as well as checks on the legislative branch by other branches.
  • List in chronological order the steps by which a bill becomes a law while identifying at what points other factors may influence the ability of the bill to be passed, including lobbying efforts, as well as the composition of the bill, such as riders or amendment.

Understanding

Students understand that:
  • The constitutional framework of the legislative branch, as well as how informal processes and organizational considerations, have shaped the modern U.S. Congress.

Vocabulary

  • bicameral
  • Senator
  • Representative
  • checks and balances
  • congressional committee
  • Speaker of the House
  • Senate President Pro Tempore
  • majority/minority leader
  • majority/minority whip

SS10.USG.12

Evaluate constitutional provisions of the executive branch of the government of the United States, including checks by the executive branch on other branches of government and powers, duties as head of state and head of government, the electoral process, and the Twenty-fifth Amendment.

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Knowledge

Students know:
  • Powers and limitations of the presidency from both the Constitution as well as informal sources, including tradition and media influence.
  • Supporting offices and positions in the Executive Branch that aid the president in achieving policy goals.
  • Process by which the president is elected including how amendments to the Constitution have changed or limited the process.

Skills

Students are able to:
  • Classify presidential powers as either constitutional, informal, or symbolic.
  • Appraise the value of positions in the President's Cabinet using criteria such as organizational operations and budget appropriated by Congress.
  • Assess the degree to which positions in the Executive Office of the President hold influence over presidential decision-making.
  • Estimate the extent to which informal presidential powers impact policy-making outcomes.

Understanding

Students understand that:
  • The role and powers of the president are shaped by constitutional provisions as well as the input of other offices and positions, including members of the executive branch, the media, and citizen expectations.

Vocabulary

  • checks and balances
  • head of state
  • head of party
  • informal powers
  • symbolic power
  • President's Cabinet
  • Executive Office of the President
  • 25th Amendment
  • Electoral College

SS10.USG.13

Evaluate constitutional provisions of the judicial branch of government of the United States, including checks by the judicial branch on other branches of government, limits on judicial power, and the process by which cases are argued before the United States Supreme Court.

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Knowledge

Students know:
  • How key landmark Supreme Court cases influenced the interpretation of constitutional rights of citizens and powers/limitations of American government.
  • The means by which judges interpret the meaning of the Constitution, including strict and loose construction.
  • The organization of the American court system, including the powers and limitations of each level and type of court.
  • The process by which Supreme Court justices are appointed, including the consideration of ideology and how such may impact future decisions.

Skills

Students are able to:
  • Identify the effect by which landmark decisions change the interpretation of constitutional provisions and rights.
  • Illustrate the process by which a court case is initiated in a lower level court and can then later be decided by the US Supreme Court.
  • Critique the process by which political ideology becomes a factor in both the appointment process of judges as well as the decision-making process in deciding cases.
  • Analyze an excerpt of a Supreme Court decision to ascertain the constitutional interpretation evident as well as the impact it may have on a constitutional right or provision.

Understanding

Students understand that:
  • The powers, limitations, and organization of the judicial branch of American government, including how these determine the means by which a case arrives to, is argued before, and is decided upon by the Supreme Court, helps shape the law in the U.S.

Vocabulary

  • strict/loose construction
  • impartiality
  • lower court
  • ideology
  • appellate court
  • landmark case
  • jurisdiction
  • judicial review
  • appointment
  • Supreme Court
  • opinion/decision
  • district court

SS10.USG.13.2

Identifying the impact of landmark United States Supreme Court cases on constitutional interpretation

COS Examples

Examples: Marbury versus Madison, Miranda versus Arizona, Tinker versus Des Moines, Gideon versus Wainwright, Reno versus American Civil Liberties Union, United States versus Nixon, McCulloch versus Maryland, Wallace versus Jaffree, Wyatt versus Stickney, Powell versus Alabama (Alabama)

SS10.USG.13.3

Describing the shifting political balance of the court system, including the appointment process, the ideology of justices, influences on court decisions regarding executive and legislative opinion, public opinion, and the desire for impartiality

SS10.USG.14

Describe the role of citizens in American democracy, including the meaning, rights, and responsibilities of citizenship; due process and other rights guaranteed by the Constitution of the United States; and participation in the election process.

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Knowledge

Students know:
  • Expectations and responsibilities associated with U.S. citizenship. Rights afforded to U.S. citizens as found in the Bill of Rights, such as free exercise of religion and right to a fair trial.
  • Means of participation by citizens in the United States that shape the political process, such as voting and protesting.
  • How equally important American values and concepts, such as citizens' rights and the rule of law, can come into conflict amongst one another, such as national authority and state rights.

Skills

Students are able to:
  • Critique the rights and responsibilities of citizens as they come into conflict with other constitutional rights and responsibilities of the American government.
  • Defend one perspective in a conflict amongst equally important American values or concepts.
  • Justify a means by which a citizen can influence the outcome of an election beyond voting.

Understanding

Students understand that:
  • Both rights and responsibilities are associated with American citizenship afforded to them by the American Constitution and the meaning of such rights is contested in certain circumstances.

Vocabulary

  • value conflict
  • due process
  • majority rule
  • minority rights
  • civil disobedience
  • democratic society

SS10.USG.14.1

Explaining how the balance between individual versus majority rule and state versus national authority is essential to the functioning of the American democratic society (Alabama)

COS Examples

Examples: majority rule and minority rights, liberty and equality, state and national authority in a federal system, civil disobedience and rule of law, freedom of the press, right to a fair trial, relationship of religion and government (Alabama)

SS10.USG.15

Explain the role and consequences of domestic and foreign policy decisions, including scientific and technological advancements and humanitarian, cultural, economic, and political changes.

COS Examples

Examples: isolationism versus internationalism, policy of containment, policy of détente, multilateralism, war on terrorism

Unpacked Content

Knowledge

Students know:
  • How national security policy-making decisions are accompanied by variety of costs and effects.
  • The primary actors in policy-making decisions on both national and international levels.
  • What policy-makers consider in making policy decisions in respect to both causes of the issue as well as possible outcomes of decision.

Skills

Students are able to:
  • Appraise a policy decision for both its causes and effects.
  • Assess the outcomes of national security decisions using a variety of sources including, but not limited to: maps, graphs, and news articles.

Understanding

Students understand that:
  • Policy-making decisions have the ability to impact social, world, technological, economic, and political issues in significantly beneficial and harmful ways.

Vocabulary

  • United Nations
  • public policy
  • foreign policy
  • domestic policy
  • humanitarian
  • cost analysis
  • intended v. unintended outcome
  • diplomacy

SS10.E.1

Explain why productive resources are limited and why individuals, businesses, and governments have to make choices in order to meet needs and wants.

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Knowledge

Students know:
  • Scarcity forces us to choose.
  • All choices involve opportunity costs.
  • Resources are necessary to produce goods and services.
  • How marginal analysis leads to rational decisions.
  • How to classify resources.

Skills

Students are able to:
  • Calculate opportunity costs.
  • Correctly determine whether a particular decision should be made based on the marginal costs and marginal benefits.
  • Categorize examples of productive resources.

Understanding

Students understand that:
  • Limited resources lead people to make choices.
  • Marginal analysis leads to optimal decision-making.

Vocabulary

  • scarcity
  • opportunity cost
  • trade-off
  • marginal analysis
  • marginal benefit
  • marginal cost
  • land
  • labor
  • capital
  • entrepreneurial ability

SS10.E.1.2

Explaining land (an example of a natural resource), labor (an example of a human resource), capital (an example of a physical or human resource), and entrepreneurship to be the factors of production

SS10.E.2

Explain how rational decision making entails comparing additional costs of alternatives to additional benefits.

Unpacked Content

Knowledge

Students know:
  • Rational decision-making requires comparison of marginal costs and marginal benefits.
  • The assumptions made in constructing production- possibilities tables and curves.
  • The efficient, inefficient and unattainable points on a production-possibilities curve.

Skills

Students are able to:
  • Use marginal costs and marginal benefits to make decisions.
  • Use a production-possibilities curve to determine possible combinations of goods and services that can be produced.
  • Use a production-possibilities curve to calculate opportunity costs.
  • Determine efficient, inefficient and unattainable points on a production-possibilities curve.

Understanding

Students understand that:
  • Marginal analysis is necessary to rational decision-making.
  • Scarcity leads to limited production possibilities.
  • There are efficient, inefficient and unattainable points on a production-possibilities curve.

Vocabulary

  • marginal analysis
  • marginal benefit
  • marginal cost
  • production-possibilities curve

SS10.E.3

Describe different economic systems used to allocate scarce goods and services.

Unpacked Content

Knowledge

Students know:
  • The characteristics of each basic type of economic system.
  • The three basic economic choices.
  • How each the three basic economic choices are made in the different types of economic systems.

Skills

Students are able to:
  • Identify examples of different types of economic systems.

Understanding

Students understand that:
  • There are specific roles for consumers, businesses and government in each type of economic system.
  • Each type of system responds to and incorporates change.
  • The type of economic system impacts economic growth.

Vocabulary

  • Adam Smith
  • invisible hand
  • laissez faire economics
  • command economy
  • market economy (free enterprise or capitalism)
  • traditional economy
  • mixed economy
  • consumer sovereignty
  • voluntary exchange
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