Warwick School District

Course Description

This course is designed to introduce to the student the tenets and structure of the U.S. Government and the Pennsylvania State Government.  Emphasis is placed on the origins, purposes, and functions of government, the historical foundations of American democracy, the U.S. and Pennsylvania Constitutions, the nature, breath, and scope of Federalism, the Bill of Rights, the evolving nature of civil liberties and civil rights, the American electoral process, the development of political ideology, the role of political parties, the role of interest groups, polling, and the media in American politics, the authority, role, and functions of the executive, legislative, and judicial branches, U.S. foreign and military policy, Pennsylvania state and local government, and the duties and responsibilities of U.S. citizenship.

The course is constructed around twelve areas of concentrated study (i.e. - content anchors) that reflect the academic standards and expectations of the Pennsylvania Department of Education.   

 “Honors” Civics and Government

• Students who elect this honors course are required to have the ability to study at an accelerated pace, demonstrate a consistently strong work ethic, and have an ability to study independently including reading and responding to college level political science writings.
• Reading, writing, and critical thinking/activity skills are required.
• A mandatory summer reading and writing assignment (50 reading questions / 2 essay constructive responses) that will be due at the start of the school year.  Miracle at Philadelphia by Catherine Drinker Bowen will be used as the primary text.
• Regularly scheduled political cartoon analysis and current event reports are mandatory.
• This course is designed for only serious students planning on pursuing a college degree and who are prepared to handle strenuous course work.

Core Curriculum Content Standards

PA Common Core: History and Social Studies (2012)

• Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

• GRADES 11-12

• Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.(8.5.11-12.A)
• Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.(8.5.11-12.B)
• Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.(8.5.11-12.C)
• Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).(8.5.11-12.D)
• Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.(8.5.11-12.E)
• Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.(8.5.11-12.F)
• Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.(8.5.11-12.G)
• Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.(8.5.11-12.H)
• Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.(8.5.11-12.I)
• By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.(8.5.11-12.J)

• Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

• GRADES 11-12

• Write arguments focused on discipline-specific content.-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.-Provide a concluding statement or section that follows from or supports the argument presented.(8.6.11-12.A)
• Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.-Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.-Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.-Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.-Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.(8.6.11-12.B)
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.(8.6.11-12.C)
• Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.(8.6.11-12.D)
• Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.(8.6.11-12.E)
• Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.(8.6.11-12.F)
• Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.(8.6.11-12.G)
• Draw evidence from informational texts to support analysis, reflection, and research.(8.6.11-12.H)

Keystone Civics & Government (2011)

• Government Forms and Functions

• Purpose and Functions of Government

• Evaluate the development and impact of domestic policy.(C.1.1.1)
• Assess the social and economic impact of various forms of revenue collection and government spending.(C.1.1.1.1)
• Analyze the role of the federal government in creating, approving, and implementing domestic policy.(C.1.1.1.2)
• Define the purposes and functions of governmental and non-governmental organizations in implementing domestic policy.(C.1.1.1.3)
• Analyze how the opinions and beliefs of various groups influence policy making at the federal, state, and local levels.(C.1.1.1.4)
• Explain how U.S. foreign policy is developed and analyze its domestic and global impacts(CG.1.1.2)
• Analyze the role of the federal government in creating, approving, and implementing foreign policy.(C.1.1.2.1)
• Explain the purposes and functions of governmental and non-governmental organizations.(C.1.1.2.2)
• Evaluate how continuity and change in U.S. foreign policy influences international relationships and domestic issues.(C.1.1.2.3)
• Analyze the evolution of civil and human rights and explain the role that governments play in protecting those rights.(C.1.1.3)
• Analyze the development of historic and contemporary human and civil rights.(C.1.1.3.1)
• Analyze the protection of civil and human rights by federal and state governments by explaining the sources, purposes, and scope of those rights.(C.1.1.3.2)
• Evaluate how civil and human rights are exercised, protected, or curtailed by governments, individuals, or organizations.(C.1.1.3.3)

• Forms of Government/Significant Documents

• Analyze the characteristics of, and methods employed, by various systems of government to achieve their goals.(C.1.2.1)
• Compare and assess how various governments are organized and operate and assess citizen access to political participation within the various forms of government.(C.1.2.1.1)
• Analyze how power is transferred in various forms of government and the level of democracy indicated by the transfer of power in a government.(C.1.2.1.2)
• Compare the legal structure of various types of government and analyze the level of citizen participation in the development and enforcement of the laws of each type of government.(C.1.2.1.3)
• Evaluate how governments and political figures use media to promote their policies.(C.1.2.1.4)
• Describe and analyze local, state, and federal roles in policy making by citing evidence of their authority to do so.(C.1.2.2)
• Appraise the principles and ideals expressed in historical documents and determine how they impact the actions of the contemporary U.S. government.(C.1.2.2.1)
• Analyze the principles, ideals, and constitutional foundations that impact the actions of the contemporary Pennsylvania state and local government.(C.1.2.2.2)
• Apply arguments about the role of government to local, state, and national issues of governance.(C.1.2.2.3)

• Processes of Government

• Analyze the structure, organization, and operation of various levels of government as they relate to the creation of legislation and the enforcement of laws.(C.1.3.1)
• Evaluate the structure of the government of the Commonwealth of Pennsylvania with the structure of the U.S. government and compare the process of amending the Pennsylvania Constitution with the process of amending the U.S. Constitution.(C.1.3.1.1)
• Analyze the specific duties of each branch of government at all levels of government and examine the process of checks and balances among the three branches.(C.1.3.1.2)
• Summarize the legislative process in the Pennsylvania General Assembly and the U.S. Congress.(C.1.3.1.3)
• Analyze and describe election processes(C.1.3.2)
• Describe and compare election processes in the United States and in Pennsylvania.(C.1.3.2.1)
• Analyze the effectiveness of election processes to support democratic ideals.(C.1.3.2.2)
• Evaluate influences on election processes and the actions taken to address them.(C.1.3.2.3)
• Analyze historic barriers to voting rights and analyze actions taken to expand suffrage at the state and national levels.(C.1.3.2.4)

• Interpretation and Application of Law

• Analyze the powers, influence, and limitations of government agencies in creating, amending, and enforcing polices.(C.1.4.1)
• Assess the role of agencies at the local, state, and national levels in promoting the general welfare.(C.1.4.1.1)
• Compare the duties of the governor’s cabinet with the president’s cabinet.(C.1.4.1.2)
• Analyze the interpretation of the U.S. Constitution and the Pennsylvania Constitution by the courts.(C.1.4.2)
• Analyze court decisions that affect the ideals, principles, and functions of government.(C.1.4.2.1)
• Analyze court decisions that support or weaken civil rights and liberties.(C.1.4.2.2)
• Analyze court decisions that demonstrate the concepts of judicial review and legal precedent.(C.1.4.2.3)

• Citizenship in Modern Democracies

• Role of Individual Citizens

• Analyze the civic roles, rights, and responsibilities of individual in the United States.(C.2.1.1)
• Explain and assess the process by which individuals participate in political parties, campaigns, and elections.(C.2.1.1.1)
• Analyze civic rights, responsibilities, and duties of the individual in local state, and national governments.(C.2.1.1.2)
• Describe citizenship and how it is obtained.(C.2.1.1.3)
• Evaluate the factors that make competent and responsible citizens(C.2.1.2)
• Explain the necessity of an educated citizenry in guiding decisions that support the ideals, roles, and functions of society.(C.2.1.2.1)
• Analyze the societal and legal consequence of violating laws.(C.2.1.2.2)
• Evaluate the balance between individual freedoms and civic good.(C.2.1.2.3)

• Functions of Groups and Organizations

• Analyze the civic roles of political parties and special interest groups.(C.2.2.1)
• Explain and assess how political parties participate in the political process.(C.2.2.1.1)
• Analyze activities that interest groups employ to affect the political process.(C.2.2.1.2)
• Analyze the methods used to influence the political process, public policy, and public opinion.(C.2.2.2)
• Evaluate the influence of funding and regulation of campaigns on the political process.(C.2.2.2.1)
• Assess the role of various community organizations and the methods they use in pursuit of their interests and the interests of their members.(C.2.2.2.2)
• Draw conclusions regarding the purpose and effectiveness of political parties, interest groups, and other organizations in using the political process to influence change.(C.2.2.2.3)
• Assess the role of the media and emerging technologies in the political process.(C.2.2.2.4)
• Analyze how economic interests influence public policy.(C.2.2.2.5)

• Political Philosophies

• Analyze the application of civic principles and ideals in contemporary life.(C.2.3.1)
• Draw conclusions about how civic principles impact society.(C.2.3.1.1)
• Evaluate the impact of influential writings, speeches, and other communications on society in the United States and the world.(C.2.3.1.2)
• Describe competing ideologies and explain their development and impact.(C.2.3.1.3)
• Examine arguments for the necessity of government.(C.2.3.2)
• Compare theories of government and their role in modern society.(C.2.3.2.1)
• Recognize how public and private interest conflict and how they coordinate efforts in order to deal with issues.(C.2.3.2.2)
• Assess the role of government in providing citizens with essential services.(C.2.3.2.3)

• Competing Interest and Ideas

• Critique the various roles that individuals, symbols, and symbolic events play in civic discourse.(C.2.4.1)
• Interpret the role of symbols, symbolic events, and individuals in civic discourse at the local, state, and national levels.(C.2.4.1.1)
• Explain the various roles that political symbols, symbolic events, and individuals play in uniting groups and people in support of common causes.(C.2.4.1.2)
• Evaluate strategies used to avoid or resolve conflict in society and government.(C.2.4.2)
• Analyze how expectations for individual, group, and corporate behavior are established and enforced in order to avoid or resolve conflict.(C.2.4.2.1)
• Examine how participation in law-making and judicial processes avoids or resolves conflicts.(C.2.4.2.2)
• Analyze the role of media on the creation or resolution of conflict in society.(C.2.4.3)
• Assess and analyze the effect of media on issues of interest to the general public.(C.2.4.3.1)
• Describe how emerging technologies have influenced political opinions in the United States.(C.2.4.3.2)

Civics and Government (2009-2012)

• Principles and Documents of Government

• GRADE 12

• Analyze the sources, purposes, functions of law, and how the rule of law protects individual rights and promotes the common good.(5.1.12.A)
• Employ historical examples and political philosophy to evaluate the major arguments advanced for the necessity of government.(5.1.12.B)
• Evaluate the application of the principles and ideals in contemporary civic life. -Liberty / Freedom -Democracy -Justice -Equality(5.1.12.C)
• Evaluate state and federal powers based on significant documents and other critical sources. -Declaration of Independence -United States Constitution -Bill of Rights -Pennsylvania Constitution(5.1.12.D)
• Analyze and assess the rights of people as written in the PA Constitution and the US Constitution.(5.1.12.E)
• Evaluate the role of nationalism in uniting and dividing citizens.(5.1.12.F)

• Rights and Responsibilities of Citizenship

• GRADE 12

• Examine the causes of conflicts in society and evaluate techniques to address those conflicts.(5.2.12.B)
• Evaluate political leadership and public service in a republican form of government.(5.2.12.C)
• Evaluate and demonstrate what makes competent and responsible citizens.(5.2.12.D)

• How Government Works

• GRADE 12

• Analyze the changes in power and authority among the three branches of government over time.(5.3.12.A)
• Compare and contrast policy-making in various contemporary world governments.(5.3.12.B)
• Evaluate how government agencies create, amend, and enforce regulations.(5.3.12.C)
• Evaluate the roles of political parties, interest groups, and mass media in politics and public policy.(5.3.12.D)
• Evaluate the fairness and effectiveness of the United States electoral processes, including the electoral college.(5.3.12.E)
• Analyze landmark United States Supreme Court interpretations of the Constitution and its Amendments.(5.3.12.F)
• Evaluate the impact of interest groups in developing public policy.(5.3.12.G)
• Evaluate the role of mass media in setting public agenda and influencing political life.(5.3.12.H)
• Evaluate tax policies of various states and countries.(5.3.12.I)
• Evaluate critical issues in various contemporary governments.(5.3.12.J)

• CIVICS & GOVERNMENT

• Examine the process of checks and balances among the three branches of government, including the creation of law.(5.3.C.A)
• Analyze the roles of local, state, and national governments in policy-making.(5.3.C.B)
• Explain how government agencies create, amend, and enforce policies in local, state, and national governments.(5.3.C.C)
• Evaluate the roles of political parties, interest groups, and mass media in politics and public policy.(5.3.C.D)
• Explain the Supreme Court’s role in interpreting the U.S. Constitution. -Individual rights -States’ rights -Civil rights(5.3.C.F)
• Analyze the influence of interest groups in the political process.(5.3.C.G)
• Evaluate the role of mass media in setting public agenda and influencing political life.(5.3.C.H)

• US HISTORY 1850-PRESENT

• Evaluate the roles of political parties, interest groups, and mass media in politics and public policy.(5.3.U.D)

• How International Relationships Function

• GRADE 12

• Examine foreign policy perspectives, including realism, idealism, and liberalism.(5.4.12.A)
• Evaluate the effectiveness of foreign policy tools in various current issues confronting the United States (e.g., diplomacy, economic aid, military aid, sanctions, treaties).(5.4.12.B)
• Evaluate the effectiveness of international organizations, both governmental and non-governmental.(5.4.12.C)
• Evaluate the role of mass media in world politics.(5.4.12.D)
• Compare and contrast the politics of various interest groups and evaluate their impact on foreign policy.(5.4.12.E)

Economics (2009-2012)

• Scarcity and Choice

• GRADE 12

• Predict the long-term consequences of decisions made because of scarcity.(6.1.12.A)
• Evaluate the economic reasoning behind a choice. Evaluate effective allocation of resources for the production of goods and services.(6.1.12.B)
• Predict how changes in incentives may affect the choices made by individuals, businesses, communities, and nations.(6.1.12.D)

• Markets and Economic Systems

• GRADE 12

• Predict and evaluate how media affects markets.(6.2.12.C)
• Evaluate the health of an economy (local, regional, national, global) using economic indicators.(6.2.12.E)
• Evaluate the impact of private economic institutions on the individual, the national and the international economy.(6.2.12.F)

• Functions of Government

• GRADE 12

• Evaluate the costs and benefits of government decisions to provide public goods and services.(6.3.12.A)
• Evaluate the social, political, and economic costs/benefits of potential changes to taxation policies.(6.3.12.C)
• Evaluate the role that governments play in international trade.(6.3.12.D)

• Economic Interdependence

• GRADE 12

• Assess the growth and impact of international trade around the world.(6.4.12.B)
• Evaluate the impact of multinational corporations and other non-government organizations.(6.4.12.C)
• Analyze how changes in transportation, communication networks, and technology affect economic interdependence around the world in the 21st century.(6.4.12.D)

• Income, Profit, and Wealth

• GRADE 12

• Compare distribution of wealth across nations.(6.5.12.E)
• Evaluate benefits and costs of changes in interest rates for individuals and society.(6.5.12.H)

• US HISTORY 1850-PRESENT

• Compare the role groups and individuals played in the social, political, cultural, and economic development of the U.S. (Reference History Standards 8.3.9.A.)(6.5.U.B)

Geography (2009-2012)

• Basic Geographic Literacy

• GRADE 12

• Use geographic tools to analyze information about the interaction between people, places, and the environment.(7.1.12.A)

• Human Characteristics of Places and Regions

• GRADE 12

• Analyze the human characteristics of places and regions using the following criteria: -Population -Culture -Settlement -Economic activities -Political activities(7.3.12.A)

History (2009-2012)

• Historical Analysis and Skills Development

• GRADE 12

• Evaluate patterns of continuity and rates of change over time, applying context of events.(8.1.12.A)
• Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.(8.1.12.B)
• Analyze, synthesize, and integrate historical data, creating a product that supports and appropriately illustrates inferences and conclusions drawn from research. (Reference RWSL Standard 1.8.11 Research)(8.1.12.C)

• Pennsylvania History

• GRADE 12

• Evaluate the role groups and individuals from Pennsylvania played in the social, poliical, cultural, and economic development of the US and the world.(8.2.12.A)
• Evaluate the impact of historical documents, artifacts, and places in Pennsylvania which are critical to U.S. history and the world.(8.2.12.B)
• Evaluate continuity and change in Pennsylvania are interrelated to the US and the world. -Belief systems and religions -Commerce and industry -Technology -Politics and government -Physical and human geography -Social organizations(8.2.12.C)
• Evaluate how conflict and cooperation among groups and organizations in Pennsylvania have influenced the growth and development of the US and the world. -Ethnicity and race -Working conditions -Immigration -Military conflict -Economic stability(8.2.12.D)

• United States History

• GRADE 12

• Evaluate the role groups and individuals from the U.S. played in the social, political, cultural, and economic development of the world.(8.3.12.A)
• Evaluate the impact of historical documents, artifacts, and places in U.S. history which are critical to world history.(8.3.12.B)
• Evaluate how continuity and change in U.S. history are interrelated with the world. -Belief systems and religions -Commerce and industry -Technology -Politics and government -Physical and human geography -Social organizations(8.3.12.C)
• Evaluate how conflict and cooperation among groups and organizations in the U.S. have influenced the growth and development of the world. -Ethnicity and race -Working conditions -Immigration -Military conflict -Economic stability(8.3.12.D)

• CIVICS & GOVERNMENT

• Analyze the principles and ideals that shape United States government. -Liberty / Freedom -Democracy - Justice -Equality (Reference Civics and Government Standard 5.1.9.C.)(8.3.C.C)

• World History

• GRADE 12

• Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world history.(8.4.12.A)
• Evaluate the importance of historical documents, artifacts, and sites which are critical to world history.(8.4.12.B)
• Evaluate how conflict and cooperation among groups and organizations have impacted the development of the world today, including its effects on Pennsylvania.(8.4.12.D)

• WORLD HISTORY 1450-PRESENT

• Evaluate how continuity and change have impacted the world today.-Belief systems and religions -Commerce and industry -Technology -Politics and government -Physical and human geography -Social organization(8.4.W.C)

Economics (2026)

• Fundamentals of Economics

• Grades 9 to 12

• Evaluate the strengths and weaknesses of traditional, command, and market economies.(6.1.9-12.A)
• Analyze the impact of traditional, command, and market economies on the United States economy.(6.1.9-12.B)
• Analyze how choices made by individuals, firms, or government officials are constrained by available resources.(6.1.9-12.D)
• Evaluate the allocation of resources used to produce goods and services.(6.1.9-12.E)
• Analyze the opportunity cost of decisions by individuals, businesses, communities, and nations.(6.1.9-12.G)
• Evaluate how a country might benefit by lowering or removing trade barriers.(6.1.9-12.K)
• Analyze how consumers and producers participate in the global production and consumption of goods or services.(6.1.9-12.L)
• Explain that individuals and nations have a comparative advantage in the production of goods or services if they can produce a product at a lower opportunity cost than other individuals or nations.(6.1.9-12.M)

• Microeconomics

• Grades 9 to 12

• Analyze the circular flow of products, resources, and money in a mixed economy.(6.2.9-12.A)
• Evaluate the economic roles of governments in free markets.(6.2.9-12.C)
• Analyze the factors influencing wages, including demand for goods and services produced, productivity of labor, labor unions, and education and skills.(6.2.9-12.F)

• Macroeconomics

• Grades 9 to 12

• Identify fiscal and monetary policies that address inflation, unemployment, economic growth, and the national debt and deficit(6.3.9-12.C)
• Explain how deficit spending by the federal government increases the national debt and the impact it has on the economy.(6.3.9-12.D)
• Evaluate the impact of different tax structures (progressive, proportional, and regressive) and different tax bases (income, wealth, property, etc.) on households and firms.(6.3.9-12.E)
• Analyze the social, political, and economic consequences of changes in tax policy.(6.3.9-12.F)
• Evaluate the economic roles of governments in a globalized economy (e.g., trade policy, income inequality, distribution of wealth).(6.3.9-12.G)
• Evaluate government decisions in prioritizing public goods and services.(6.3.9-12.I)

• Money & Economic Institutions

• Grades 9 to 12

• Explain how the Federal Reserve defines money.(6.4.9-12.A)

NCSS - Curriculum Standards for Social Studies (1994)

• Grades K-12

• Culture - Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can:(NCSS.I)
• explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns;(NCSS.I.a)
• give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference;(NCSS.I.b)
• compare ways in which people from different cultures think about and deal with their physical environment and social conditions;(NCSS.I.d)
• give examples and describe the importance of cultural unity and diversity within and across groups.(NCSS.I.e)
• Time, Continuity, & Change Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can:(NCSS.II)
• demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in views;(NCSS.II.a)
• demonstrate an ability to use correctly vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships;(NCSS.II.b)
• compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past;(NCSS.II.c)
• identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others;(NCSS.II.d)
• demonstrate an understanding that people in different times and places view the world differently;(NCSS.II.e)
• use knowledge of facts and concepts drawn from history, along with elements of historical inquiry, to inform decision-making about and action-taking on public issues.(NCSS.II.f)
• People, Places, & Environments Social studies programs should include experiences that provide for the study of people, places, and environments, so that the learner can:(NCSS.III)
• construct and use mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size, and shape;(NCSS.III.a)
• interpret, use, and distinguish various representations of the earth, such as maps, globes, and photographs;(NCSS.III.b)
• use appropriate resources, data sources, and geographic tools such as atlases, data bases, grid sys-tems, charts, graphs, and maps to generate, manipulate, and interpret information;(NCSS.III.c)
• Individual Development & Identity Social studies programs should include experiences that provide for the study of individual development and identity, so that the learner can:(NCSS.IV)
• describe the unique features of oneís nuclear and extended families;(NCSS.IV.c)
• show how learning and physical development affect behavior;(NCSS.IV.d)
• identify and describe ways family, groups, and community influence the individualís daily life and personal choices;(NCSS.IV.e)
• explore factors that contribute to oneís personal identity such as interests, capabilities, and perceptions;(NCSS.IV.f)
• analyze a particular event to identify reasons individuals might respond to it in different ways;(NCSS.IV.g)
• work independently and cooperatively to accomplish goals.(NCSS.IV.h)
• Individuals, Groups, & Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions, so that the learner can:(NCSS.V)
• identify roles as learned behavior patterns in group situations such as student, family member, peer play group member, or club member;(NCSS.V.a)
• give examples of and explain group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture;(NCSS.V.b)
• identify examples of institutions and describe the interactions of people with institutions;(NCSS.V.c)
• identify and describe examples of tensions between and among individuals, groups, or institutions, and how belonging to more than one group can cause internal conflicts;(NCSS.V.c)
• identify and describe examples of tensions between and individualís beliefs and government policies and laws;(NCSS.V.e)
• give examples of the role of institutions in furthering both continuity and change;(NCSS.V.f)
• show how groups and institutions work to meet individual needs and promote the common good, and identify examples of where they fail to do so.(NCSS.V.g)
• Power, Authority, & Governance Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance, so that the learner can:(NCSS.VI)
• examine the rights and responsibilities of the individual in relation to his or her social group, such as family, peer groups, and school class;(NCSS.VI.a)
• explain the purpose of government;(NCSS.VI.b)
• give examples of how government does or does not provide for the needs and wants of people, establish order and security, and manage conflict;(NCSS.VI.c)
• recognize how groups and organizations encourage unity and deal with diversity to maintain order and security;(NCSS.VI.d)
• distinguish among local, state, and national government and identify representative leaders at these levels such as mayor, governor, and president;(NCSS.VI.e)
• identify and describe factors that contribute to cooperation and cause disputes within and among groups and nations;(NCSS.VI.f)
• explore the role of technology in communications, transportation, information-processing, weapons development, or other areas as it contributes to or helps resolve conflicts;(NCSS.VI.g)
• recognize and give examples of the tensions between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice.(NCSS.VI.h)
• Production, Distribution, & Consumption Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services, so that the learner can:(NCSS.VII)
• give examples that show how scarcity and choice govern our economic decisions;(NCSS.VII.a)
• identify examples of private and public goods and services;(NCSS.VII.c)
• give examples of the various institutions that make up economic systems such as families, workers, banks, labor unions, government agencies, small businesses, and large corporations;(NCSS.VII.d)
• describe the influence of incentives, values, traditions, and habits on economic decisions;(NCSS.VII.f)
• explain and demonstrate the role of money in everyday life;(NCSS.VII.g)
• describe the relationship of price to supply and demand;(NCSS.VII.h)
• use economic concepts such as supply, demand, and price to help explain events in the community and nation;(NCSS.VII.i)
• apply knowledge of economic concepts in developing a response to a current local economic issue, such as how to reduce the flow of trash into a rapidly filling landfill.(NCSS.VII.j)
• Science, Technology, & Society Social studies programs should include experiences that provide for the study of relationships among science, technology, and society, so that the learner can:(NCSS.VIII)
• identify and describe examples in which science and technology have changed the lives of people, such as in homemaking, childcare, work, transportation, and communication;(NCSS.VIII.a)
• describe instances in which changes in values, beliefs, and attitudes have resulted from new scientific and technological knowledge, such as conservation of resources and awareness of chemicals harmful to live and the environment;(NCSS.VIII.c)
• identify examples of laws and policies that govern scientific and technological applications, such as the Endangered Species Act and environmental protection policies;(NCSS.VIII.d)
• suggest ways to monitor science and technology in order to protect the physical environmental, individual rights, and the common good.(NCSS.VIII.e)
• Global Connections Social studies programs should include experiences that provide for the study of global connections and independence, so that the learner can:(NCSS.IX)
• give examples of conflict, cooperation, and interdependence among individuals, groups, and nations;(NCSS.IX.b)
• examine the effects of changing technologies on the global community;(NCSS.IX.c)
• explore causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as pollution and endangered species;(NCSS.IX.d)
• examine the relationships and tensions between personal wants and needs and various global concerns, such as use of imported oil, land use, and environmental protection;(NCSS.IX.e)
• investigate concerns, issues, standards, and conflicts related to universal human rights, such as the treatment of children, religious groups, and effects of war.(NCSS.IX.f)
• Civic Ideals & Practices Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic, so that the learner can:(NCSS.X)
• identify key ideals of the United Statesí democratic republican form of government, such as individual human dignity, liberty justice, equality, and the rule of law, and discuss their application in specific situations;(NCSS.X.a)
• identify examples of rights and responsibilities of citizens;(NCSS.X.b)
• locate, access, organize, and apply information about an issue of public concern from multiple points of view;(NCSS.X.c)
• identify and practice selected forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic;(NCSS.X.d)
• explain actions citizens can take to influence public policy decisions;(NCSS.X.e)
• recognize that a variety of formal and informal factors influence and shape public policy;(NCSS.X.f)
• examine the influence of public opinion on personal decision-making and government policy on public issues;(NCSS.X.g)
• explain how public policies and citizen behaviors may or may not reflect the stated ideals of a democratic republican form of government;(NCSS.X.h)
• describe how public policies are used to address issues of public concern;(NCSS.X.i)
• recognize and interpret how the ìcommon goodî can be strengthened through various forms of citizen action.(NCSS.X.j)

Units

Unit #1 - "Honors" Summer Assignment - Miracle at Philadelphia

Unit #2 - The Foundations of Citizenship

Unit #3 - The Historic Origins of American Political Ideals

Unit #4 - The U.S. Constitution, the PA Constitution, and Federalism

Unit #5 - American Freedoms: Civil Liberties & Civil Rights

Unit #6 - The US Electoral Process & Political Ideology

Unit #7 - Interest Groups, Public Opinion, Mass Media, the Internet

Unit #8 - The US Presidency and the Federal Bureaucracy

Unit #9 - International Relations, Foreign Policy, and Nat. Defense

Unit #10 - The US Congress

Unit #11 - Am. Law: The Federal Judiciary and the US Supreme Court

Unit #12 - Public Policies: Economic Policy (Extension Studies)

Unit #13 - Public Policies: Soc. and Dom. Policy (Extension Studies)

Unit #14 - PA Government (Content is diffused throughout the course)