Social Studies: Civics and Government

  Curriculum Standard 1

Proficiency Standards
By the end of grade six students will be able to:

• Describe the major things governments do in their school, community, state, and nation including making school rules; building and maintaining highways; establishing courts of law; and providing for the defense of the nation.



• Describe, by using examples, government in terms of the people and institutions that make, apply, and enforce rules and laws including the resolution of disputes about rules and laws.



• Identify and apply criteria for evaluating the effectiveness and fairness of rules and laws in the classroom, school, and community.



• Explain that the basic purposes of government in the United States are to protect the inalienable rights of individuals and to promote the common good.

• Evaluate, take, and defend positions on the purposes government should serve and why government and politics are necessary.



• Compare power and authority and explain that, in the United States, civil authority comes from custom, law, and the consent of the governed.



• Describe the major forms of limited and unlimited governments including monarchy, oligarchy, democracy, authoritarian, and totalitarian.



• Discuss why limiting the powers of government is essential to the protection of individual rights.



• Analyze the major arguments for and against representative government as distinguished from direct democracy, and discuss why, in a representative democracy, decisions are made by the majority with minority rights protected.

  Curriculum Standard 2

Proficiency Standards
By the end of grade six students will be able to:

• Discuss the importance of the following ideals and principles to American democracy--individual rights and responsibilities; concern for the well-being of the community; tolerance for others; minority rights; equality of opportunity and equal protection under the law; and the importance of education, work, and volunteerism.



• Discuss the importance of the following to the creation and preservation of American constitutional democracy--the Declaration of Independence; the United States Constitution; the Bill of Rights; the Constitution of New Hampshire; and the Pledge of Allegiance.



• Explain that, in the United States, constitutional democracy is founded on the conviction that Americans are united as a nation by the ideals and principles they share rather than the race, religion, or country of origin of the nation's people.



• Explain that the United States Constitution, including the Bill of Rights and other amendments, and the New Hampshire Constitution, including its amendments, are written documents that set forth the purposes and organization of the federal and state government.



• Describe and compare the primary functions of the three branches of government including the passing of laws by the legislative branch; the carrying out and enforcement of laws by the executive branch; and the interpretation of laws and the protection of rights by the judicial branch.



• Identify, describe, and compare the structure and major responsibilities and services of government at the local, county, state, and federal levels



• Describe how public officials are chosen and how laws and/or policies are made at the local, county, state, and federal levels.

Proficiency Standards
By the end of grade ten students will be able to:

• Identify and discuss the political, legal, philosophical, and religious traditions that the early settlers brought to the development and establishment of American democracy.



• Discuss the creation and ratification of the United States Constitution and Bill of Rights including the significance of the Magna Carta, Mayflower Compact, Declaration of Independence, Articles of Confederation, and the Federalist Papers.



• Discuss the contributions of significant individuals, including Thomas Hobbes, John Locke, Montesquieu, John Milton, George Washington, James Madison, Alexander Hamilton, Benjamin Franklin, and Thomas Jefferson, to the development and adoption of the United States Constitution and Bill of Rights.



• Describe how fundamental ideals and principles of American democracy, including popular sovereignty, rule of law, checks and balances, minority rights, civilian control of the military, separation of church and state, public or common good, and individual rights and responsibilities, are incorporated in the United States Constitution and Bill of Rights.



• List the purposes of government as stated in the Preamble to the United States Constitution and explain how the Constitution gives government the power to fulfill these purposes.



• Explain how the United States Constitution is a living document by analyzing its evolution through amendments and Supreme Court interpretations and decisions.



• Describe how statements and events related to the following movements contributed to the evolution of the United States Constitution--ratification process including the Federalist Papers; states' rights; abolition; universal suffrage; prohibition; and civil rights.



• Discuss the relationship of the New Hampshire Constitution to the United States Constitution and explain that the United States Constitution is the highest law in the land and that no government can make laws that take away the rights it guarantees.



• Discuss the major responsibilities of government at the local, county, state, and federal levels; how these governments are funded; and the purposes for which funds are used.



• Describe the legislative and political processes by which a bill becomes a law or a governmental policy is established at the state and federal levels.



• Describe the organization and operation of the United States legal system including the justice system and the courts.



• Discuss how individual rights are protected in the United States legal system.



• Explain why American constitutional democracy has survived for more than 200 years and why it has become a model governmental framework.

  Curriculum Standard 4

Proficiency Standards
By the end of grade six students will be able to:

• Discuss why it is important to participate in community and government affairs.



• Discuss what it means to be a citizen of the United States including the rights and responsibilities of citizenship.



• Describe basic elements of the voting process including eligibility to vote and alternative methods of casting votes (for example, voice, show of hands, secret ballot).



• Name the persons who represent them in Congress and the heads of the executive branch of their local, state, and federal governments.



• Explain how they can contact their representatives and other government officials.

Proficiency Standards
By the end of grade ten students will be able to:

• Analyze those dispositions or traits of character that lead individuals to become independent members of society and that foster respect for individual worth and human dignity including self-discipline; self-governance; individual responsibility; respect for the rights and decisions of others; concern for the well-being of others; tolerance; and the ability to compromise.



• Describe and analyze the ways Americans can effectively participate in civic and political life at the school, community, state, and national levels and discuss how such participation can lead to the attainment of both individual and public goals.



• Name the persons who represent them in legislative bodies and the heads of the executive, legislative, and judicial branches of their local, county, state, and federal governments, and explain which level(s) of government they should contact to express their opinions or to get information or help on specific problems and issues.



• Demonstrate an understanding of how an individual participates in primary and general elections including registering to vote; identifying the major duties, responsibilities, and qualifications required for a particular position; becoming informed about candidates and issues; declaring or changing party affiliation; and obtaining, marking, and depositing a ballot.



• Explain why, in a given situation, people may differ over which ideals and principles are most important (for example, the right of a person to a fair trial and the right of freedom of the press).



• Discuss ways misunderstandings and conflicts between members of different groups can be prevented, managed, or resolved in a fair and peaceful manner that respects individual rights and promotes the common good.



• Discuss, using historical examples, efforts to more fully realize the fundamental ideals and principles of American constitutional democracy including abolitionism and the universal suffrage and civil rights movements.



• Analyze the assertion that constitutional democracy is fragile and that it requires the participation of an attentive, knowledgeable, and competent citizenry.

Social Studies: History

  Curriculum Standard 17

Proficiency Standards
By the end of grade six students will be able to:

• Describe the history, use, and significance to America of the Liberty Bell; George Washington as the father of our country; national flag; graphic representations of Liberty and Justice; Uncle Sam; Great Seal; White House; Lincoln Memorial; Statue of Liberty; veterans' memorials; Pledge of Allegiance; National Anthem; and E Pluribus Unum.