Government Social Studies Curriculum Map 20132014

RevisedApril25,2013
First Semester
Gov1History.Thestudentunderstandshowconstitutionalgovernment,asdevelopedinAmericaandexpressedintheDeclarationofIndependence,theArticlesof Confederation,andtheU.S.Constitution,hasbeeninfluencedbyideas,people,andhistoricaldocuments.Thestudentisexpectedto: (A)explainmajorpoliticalideasinhistory,includingthelawsofnatureandnature'sGod,unalienablerights,divinerightofkings,socialcontracttheory,andtherightsofresistancetoillegitimate government (B)identifymajorintellectual,philosophical,political,andreligioustraditionsthatinformedtheAmericanfounding,includingJudeoChristian(especiallybiblicallaw),Englishcommonlawand constitutionalism,Enlightenment,andrepublicanism,astheyaddressissuesofliberty,rights,andresponsibilitiesofindividuals (C)identifytheindividualswhoseprinciplesoflawsandgovernmentinstitutionsinformedtheAmericanfoundingdocuments,includingthoseofMoses,WilliamBlackstone,JohnLocke,and CharlesdeMontesquieu (D)identifythecontributionsofthepoliticalphilosophiesoftheFoundingFathers,includingJohnAdams,AlexanderHamilton,ThomasJefferson,JamesMadison,JohnJay,GeorgeMason,Roger Sherman,andJamesWilson,onthedevelopmentoftheU.S.government (E)examinedebatesandcompromisesthatimpactedthecreationofthefoundingdocumentsand (F)identifysignificantindividualsinthefieldofgovernmentandpolitics,includingGeorgeWashington,ThomasJefferson,JohnMarshall,AndrewJackson,AbrahamLincoln,TheodoreRoosevelt, FranklinD.Roosevelt,andRonaldReagan. Gov2History.Thestudentunderstandstherolesplayedbyindividuals,politicalparties,interestgroups,andthemediaintheU.S.politicalsystem,pastandpresent. Thestudentisexpectedto: (A)giveexamplesoftheprocessesusedbyindividuals,politicalparties,interestgroups,orthemediatoaffectpublicpolicyand (B)analyzetheimpactofpoliticalchangesbroughtaboutbyindividuals,politicalparties,interestgroups,orthemedia,pastandpresent. Gov3Geography.ThestudentunderstandshowgeographycaninfluenceU.S.politicaldivisionsandpolicies.Thestudentisexpectedto: (A)understandhowpopulationshiftsaffectvotingpatterns (B)examinepoliticalboundariestomakeinferencesregardingthedistributionofpoliticalpowerand (C)explainhowpoliticaldivisionsarecraftedandhowtheyareaffectedbySupremeCourtdecisionssuchasBakerv.Carr. Gov4Geography.ThestudentunderstandswhycertainplacesorregionsareimportanttotheUnitedStates.Thestudentisexpectedto: (A)identifythesignificancetotheUnitedStatesofthelocationandkeynaturalresourcesofselectedglobalplacesorregionsand (B)analyzehowU.S.foreignpolicyaffectsselectedplacesandregions. Gov5Economics.Thestudentunderstandstherolesplayedbylocal,state,andnationalgovernmentsinboththepublicandprivatesectorsoftheU.S.freeenterprise system.Thestudentisexpectedto: (A)explainhowgovernmentfiscal,monetary,andregulatorypoliciesinfluencetheeconomyatthelocal,state,andnationallevels (B)identifythesourcesofrevenueandexpendituresoftheU.S.governmentandanalyzetheirimpactontheU.S.economy (C)comparetheroleofgovernmentintheU.S.freeenterprisesystemandothereconomicsystemsand (D)understandhowgovernmenttaxationandregulationcanserveasrestrictionstoprivateenterprise. Gov6Economics.ThestudentunderstandstherelationshipbetweenU.S.governmentpoliciesandtheeconomy.Thestudentisexpectedto: (A)examinehowtheU.S.governmentuseseconomicresourcesinforeignpolicyand (B)understandtherolesoftheexecutiveandlegislativebranchesinsettinginternationaltradeandfiscalpolicies. Gov7Government.ThestudentunderstandstheAmericanbeliefsandprinciplesreflectedintheU.S.Constitutionandwhythesearesignificant.Thestudentisexpected to: Note:Strikethroughtextindicatesspecifiedcontentnottaughtduringthatdenotedtimeframe.DallasISD,GovernmentSocialStudiesCurriculumMap,1

Government Social Studies Curriculum Map 20132014

(A)explaintheimportanceofawrittenconstitution (B)evaluatehowthefederalgovernmentservesthepurposessetforthinthePreambletotheU.S.Constitution (C)analyzehowtheFederalistPaperssuchasNumber10,Number39,andNumber51explaintheprinciplesoftheAmericanconstitutionalsystemofgovernment (D)evaluateconstitutionalprovisionsforlimitingtheroleofgovernment,includingrepublicanism,checksandbalances,federalism,separationofpowers,popularsovereignty,andindividual rights (E)describetheconstitutionallyprescribedproceduresbywhichtheU.S.Constitutioncanbechangedandanalyzetheroleoftheamendmentprocessinaconstitutionalgovernment (F)identifyhowtheAmericanbeliefsandprinciplesreflectedintheDeclarationofIndependenceandtheU.S.Constitutioncontributetobothanationalidentityandfederalidentityandare embodiedintheUnitedStatestodayand (G)examinethereasonstheFoundingFathersprotectedreligiousfreedominAmericaandguaranteeditsfreeexercisebysayingthat"Congressshallmakenolawrespectinganestablishment ofreligion,orprohibitingthefreeexercisethereof,"andcompareandcontrastthistothephrase,"separationofchurchandstate." Gov8Government.ThestudentunderstandsthestructureandfunctionsofthegovernmentcreatedbytheU.S.Constitution.Thestudentisexpectedto: (A)analyzethestructureandfunctionsofthelegislativebranchofgovernment,includingthebicameralstructureofCongress,theroleofcommittees,andtheprocedureforenactinglaws (B)analyzethestructureandfunctionsoftheexecutivebranchofgovernment,includingtheconstitutionalpowersofthepresident,thegrowthofpresidentialpower,andtheroleoftheCabinet andexecutivedepartments (C)analyzethestructureandfunctionsofthejudicialbranchofgovernment,includingthefederalcourtsystem,typesofjurisdiction,andjudicialreview (D)identifythepurposeofselectedindependentexecutiveagencies,includingtheNationalAeronauticsandSpaceAdministration(NASA),andregulatorycommissions,includingthe EnvironmentalProtectionAgency(EPA),OccupationalSafetyandHealthAdministration(OSHA),FoodandDrugAdministration(FDA),andFederalCommunicationsCommission(FCC) (E)explainhowcertainprovisionsoftheU.S.Constitutionprovideforchecksandbalancesamongthethreebranchesofgovernment (F)analyzeselectedissuesraisedbyjudicialactivismandjudicialrestraint (G)explainthemajorresponsibilitiesofthefederalgovernmentfordomesticandforeignpolicysuchasnationaldefenseand (H)comparethestructures,functions,andprocessesofnational,state,andlocalgovernmentsintheU.S.federalsystem. Gov9Government.Thestudentunderstandstheconceptoffederalism.Thestudentisexpectedto: (A)explainwhytheFoundingFatherscreatedadistinctlynewformoffederalismandadoptedafederalsystemofgovernmentinsteadofaunitarysystem (B)categorizegovernmentpowersasnational,state,orshared (C)analyzehistoricalandcontemporaryconflictsovertherespectiverolesofnationalandstategovernmentsand (D)understandthelimitsonthenationalandstategovernmentsintheU.S.federalsystemofgovernment. Gov10Government.ThestudentunderstandstheprocessesforfillingpublicofficesintheU.S.systemofgovernment.Thestudentisexpectedto: (A)comparedifferentmethodsoffillingpublicoffices,includingelectedandappointedofficesatthelocal,state,andnationallevels (B)explaintheprocessofelectingthepresidentoftheUnitedStatesandanalyzetheElectoralCollegeand (C)analyzetheimpactofthepassageofthe17thAmendment. Gov11Government.ThestudentunderstandstheroleofpoliticalpartiesintheU.S.systemofgovernment.Thestudentisexpectedto: (A)analyzethefunctionsofpoliticalpartiesandtheirroleintheelectoralprocessatlocal,state,andnationallevels (B)explainthetwopartysystemandevaluatetheroleofthirdpartiesintheUnitedStatesand (C)identifyopportunitiesforcitizenstoparticipateinpoliticalpartyactivitiesatlocal,state,andnationallevels. Gov12Government.ThestudentunderstandsthesimilaritiesanddifferencesthatexistamongtheU.S.systemofgovernmentandotherpoliticalsystems.Thestudent isexpectedto: (A)comparetheU.S.constitutionalrepublictohistoricalandcontemporaryformsofgovernmentsuchasmonarchy,aclassicalrepublic,authoritarian,socialist,directdemocracy,theocracy, tribal,andotherrepublics Note:Strikethroughtextindicatesspecifiedcontentnottaughtduringthatdenotedtimeframe.DallasISD,GovernmentSocialStudiesCurriculumMap,2

Government Social Studies Curriculum Map 20132014

(B)analyzeadvantagesanddisadvantagesoffederal,confederate,andunitarysystemsofgovernmentand (C)analyzeadvantagesanddisadvantagesofpresidentialandparliamentarysystemsofgovernment. Gov13Citizenship.ThestudentunderstandsrightsguaranteedbytheU.S.Constitution.Thestudentisexpectedto: (A)understandtherolesoflimitedgovernmentandtheruleoflawintheprotectionofindividualrights (B)identifyanddefinetheunalienablerights (C)identifythefreedomsandrightsguaranteedbyeachamendmentintheBillofRights (D)analyzeU.S.SupremeCourtinterpretationsofrightsguaranteedbytheU.S.Constitutioninselectedcases,includingEngelv.Vitale,Schenckv.UnitedStates,Texasv.Johnson,Mirandav. Arizona,Gideonv.Wainwright,Mappv.Ohio,andRoev.Wade (E)explaintheimportanceofdueprocessrightstotheprotectionofindividualrightsandinlimitingthepowersofgovernmentand (F)recalltheconditionsthatproducedthe14thAmendmentanddescribesubsequenteffortstoselectivelyextendsomeoftheBillofRightstothestates,includingtheBlaineAmendmentandU.S. SupremeCourtrulings,andanalyzetheimpactonthescopeoffundamentalrightsandfederalism. Gov14Citizenship.Thestudentunderstandsthedifferencebetweenpersonalandcivicresponsibilities.Thestudentisexpectedto: (A)explainthedifferencebetweenpersonalandcivicresponsibilities (B)evaluatewhetherand/orwhentheobligationofcitizenshiprequiresthatpersonaldesiresandinterestsbesubordinatedtothepublicgood (C)understandtheresponsibilities,duties,andobligationsofcitizenshipsuchasbeingwellinformedaboutcivicaffairs,servinginthemilitary,voting,servingonajury,observingthelaws, payingtaxes,andservingthepublicgoodand (D)understandthevoterregistrationprocessandthecriteriaforvotinginelections. Gov15Citizenship.ThestudentunderstandstheimportanceofvoluntaryindividualparticipationintheU.S.constitutionalrepublic.Thestudentisexpectedto: (A)analyzetheeffectivenessofvariousmethodsofparticipationinthepoliticalprocessatlocal,state,andnationallevels (B)analyzehistoricalandcontemporaryexamplesofcitizenmovementstobringaboutpoliticalchangeortomaintaincontinuityand (C)understandthefactorsthatinfluenceanindividual'spoliticalattitudesandactions. Gov16Citizenship.Thestudentunderstandstheimportanceoftheexpressionofdifferentpointsofviewinaconstitutionalrepublic.Thestudentisexpectedto: (A)examinedifferentpointsofviewofpoliticalpartiesandinterestgroupssuchastheLeagueofUnitedLatinAmericanCitizens(LULAC),theNationalRifleAssociation(NRA),andtheNational AssociationfortheAdvancementofColoredPeople(NAACP)onimportantcontemporaryissuesand (B)analyzetheimportanceoftheFirstAmendmentrightsofpetition,assembly,speech,andpressandtheSecondAmendmentrighttokeepandbeararms. Gov17Culture.ThestudentunderstandstherelationshipbetweengovernmentpoliciesandthecultureoftheUnitedStates.Thestudentisexpectedto: (A)evaluateaU.S.governmentpolicyorcourtdecisionthathasaffectedaparticularracial,ethnic,orreligiousgroupsuchastheCivilRightsActof1964andtheU.S.SupremeCourtcasesof Hernandezv.TexasandGrutterv.Bollingerand (B)explainchangesinAmericanculturebroughtaboutbygovernmentpoliciessuchasvotingrights,theServicemen'sReadjustmentActof1944(GIBillofRights),theImmigrationandNationality Actof1965,theImmigrationReformandControlActof1986,affirmativeaction,andracialintegration. Gov18Science,technology,andsociety.Thestudentunderstandstherolethegovernmentplaysindevelopingpoliciesandestablishingconditionsthatinfluence scientificdiscoveriesandtechnologicalinnovations.Thestudentisexpectedto: (A)understandhowU.S.constitutionalprotectionssuchaspatentshavefosteredcompetitionandentrepreneurshipand (B)identifyexamplesofgovernmentassistedresearchthat,whensharedwiththeprivatesector,haveresultedinimprovedconsumerproductssuchascomputerandcommunication technologies. Gov19Science,technology,andsociety.Thestudentunderstandstheimpactofadvancesinscienceandtechnologyongovernmentandsociety.Thestudentisexpected to: (A)understandthepotentialimpactonsocietyofrecentscientificdiscoveriesandtechnologicalinnovationsand (B)evaluatetheimpactoftheInternetandotherelectronicinformationonthepoliticalprocess. Note:Strikethroughtextindicatesspecifiedcontentnottaughtduringthatdenotedtimeframe.DallasISD,GovernmentSocialStudiesCurriculumMap,3

Government Social Studies Curriculum Map 20132014

Gov20Socialstudiesskills.Thestudentappliescriticalthinkingskillstoorganizeanduseinformationacquiredfromavarietyofvalidsources,includingelectronic technology.Thestudentisexpectedto: (A)analyzeinformationbysequencing,categorizing,identifyingcauseandeffectrelationships,comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsand predictions,anddrawinginferencesandconclusions (B)createaproductonacontemporarygovernmentissueortopicusingcriticalmethodsofinquiry (C)analyzeanddefendapointofviewonacurrentpoliticalissue (D)analyzeandevaluatethevalidityofinformation,arguments,andcounterargumentsfromprimaryandsecondarysourcesforbias,propaganda,pointofview,andframeofreference (E)evaluategovernmentdatausingcharts,tables,graphs,andmapsand (F)useappropriatemathematicalskillstointerpretsocialstudiesinformationsuchasmapsandgraphs. Gov21Socialstudiesskills.Thestudentcommunicatesinwritten,oral,andvisualforms.Thestudentisexpectedto: (A)usesocialstudiesterminologycorrectly (B)usestandardgrammar,spelling,sentencestructure,andpunctuation (C)transferinformationfromonemediumtoanother,includingwrittentovisualandstatisticaltowrittenorvisual,usingcomputersoftwareasappropriateand (D)createwritten,oral,andvisualpresentationsofsocialstudiesinformation. Gov22Socialstudiesskills.Thestudentusesproblemsolvinganddecisionmakingskills,workingindependentlyandwithothers,inavarietyofsettings.Thestudent isexpectedto: (A)useaproblemsolvingprocesstoidentifyaproblem,gatherinformation,listandconsideroptions,consideradvantagesanddisadvantages,chooseandimplementasolution,andevaluatethe effectivenessofthesolutionand (B)useadecisionmakingprocesstoidentifyasituationthatrequiresadecision,gatherinformation,identifyoptions,predictconsequences,andtakeactiontoimplementadecision.

Note:Strikethroughtextindicatesspecifiedcontentnottaughtduringthatdenotedtimeframe.DallasISD,GovernmentSocialStudiesCurriculumMap,4

Government Social Studies Curriculum Map 20132014

Second Semester
Gov1History.Thestudentunderstandshowconstitutionalgovernment,asdevelopedinAmericaandexpressedintheDeclarationofIndependence,theArticlesof Confederation,andtheU.S.Constitution,hasbeeninfluencedbyideas,people,andhistoricaldocuments.Thestudentisexpectedto: (A)explainmajorpoliticalideasinhistory,includingthelawsofnatureandnature'sGod,unalienablerights,divinerightofkings,socialcontracttheory,andtherightsofresistancetoillegitimate government (B)identifymajorintellectual,philosophical,political,andreligioustraditionsthatinformedtheAmericanfounding,includingJudeoChristian(especiallybiblicallaw),Englishcommonlawand constitutionalism,Enlightenment,andrepublicanism,astheyaddressissuesofliberty,rights,andresponsibilitiesofindividuals (C)identifytheindividualswhoseprinciplesoflawsandgovernmentinstitutionsinformedtheAmericanfoundingdocuments,includingthoseofMoses,WilliamBlackstone,JohnLocke,and CharlesdeMontesquieu (D)identifythecontributionsofthepoliticalphilosophiesoftheFoundingFathers,includingJohnAdams,AlexanderHamilton,ThomasJefferson,JamesMadison,JohnJay,GeorgeMason,Roger Sherman,andJamesWilson,onthedevelopmentoftheU.S.government (E)examinedebatesandcompromisesthatimpactedthecreationofthefoundingdocumentsand (F)identifysignificantindividualsinthefieldofgovernmentandpolitics,includingGeorgeWashington,ThomasJefferson,JohnMarshall,AndrewJackson,AbrahamLincoln,TheodoreRoosevelt, FranklinD.Roosevelt,andRonaldReagan. Gov2History.Thestudentunderstandstherolesplayedbyindividuals,politicalparties,interestgroups,andthemediaintheU.S.politicalsystem,pastandpresent. Thestudentisexpectedto: (A)giveexamplesoftheprocessesusedbyindividuals,politicalparties,interestgroups,orthemediatoaffectpublicpolicyand (B)analyzetheimpactofpoliticalchangesbroughtaboutbyindividuals,politicalparties,interestgroups,orthemedia,pastandpresent. Gov3Geography.ThestudentunderstandshowgeographycaninfluenceU.S.politicaldivisionsandpolicies.Thestudentisexpectedto: (A)understandhowpopulationshiftsaffectvotingpatterns (B)examinepoliticalboundariestomakeinferencesregardingthedistributionofpoliticalpowerand (C)explainhowpoliticaldivisionsarecraftedandhowtheyareaffectedbySupremeCourtdecisionssuchasBakerv.Carr. Gov4Geography.ThestudentunderstandswhycertainplacesorregionsareimportanttotheUnitedStates.Thestudentisexpectedto: (A)identifythesignificancetotheUnitedStatesofthelocationandkeynaturalresourcesofselectedglobalplacesorregionsand (B)analyzehowU.S.foreignpolicyaffectsselectedplacesandregions. Gov5Economics.Thestudentunderstandstherolesplayedbylocal,state,andnationalgovernmentsinboththepublicandprivatesectorsoftheU.S.freeenterprise system.Thestudentisexpectedto: (A)explainhowgovernmentfiscal,monetary,andregulatorypoliciesinfluencetheeconomyatthelocal,state,andnationallevels (B)identifythesourcesofrevenueandexpendituresoftheU.S.governmentandanalyzetheirimpactontheU.S.economy (C)comparetheroleofgovernmentintheU.S.freeenterprisesystemandothereconomicsystemsand (D)understandhowgovernmenttaxationandregulationcanserveasrestrictionstoprivateenterprise. Gov6Economics.ThestudentunderstandstherelationshipbetweenU.S.governmentpoliciesandtheeconomy.Thestudentisexpectedto: (A)examinehowtheU.S.governmentuseseconomicresourcesinforeignpolicyand (B)understandtherolesoftheexecutiveandlegislativebranchesinsettinginternationaltradeandfiscalpolicies. Gov7Government.ThestudentunderstandstheAmericanbeliefsandprinciplesreflectedintheU.S.Constitutionandwhythesearesignificant.Thestudentisexpected to: Note:Strikethroughtextindicatesspecifiedcontentnottaughtduringthatdenotedtimeframe.DallasISD,GovernmentSocialStudiesCurriculumMap,5

Government Social Studies Curriculum Map 20132014

(A)explaintheimportanceofawrittenconstitution (B)evaluatehowthefederalgovernmentservesthepurposessetforthinthePreambletotheU.S.Constitution (C)analyzehowtheFederalistPaperssuchasNumber10,Number39,andNumber51explaintheprinciplesoftheAmericanconstitutionalsystemofgovernment (D)evaluateconstitutionalprovisionsforlimitingtheroleofgovernment,includingrepublicanism,checksandbalances,federalism,separationofpowers,popularsovereignty,andindividual rights (E)describetheconstitutionallyprescribedproceduresbywhichtheU.S.Constitutioncanbechangedandanalyzetheroleoftheamendmentprocessinaconstitutionalgovernment (F)identifyhowtheAmericanbeliefsandprinciplesreflectedintheDeclarationofIndependenceandtheU.S.Constitutioncontributetobothanationalidentityandfederalidentityandare embodiedintheUnitedStatestodayand (G)examinethereasonstheFoundingFathersprotectedreligiousfreedominAmericaandguaranteeditsfreeexercisebysayingthat"Congressshallmakenolawrespectinganestablishment ofreligion,orprohibitingthefreeexercisethereof,"andcompareandcontrastthistothephrase,"separationofchurchandstate." Gov8Government.ThestudentunderstandsthestructureandfunctionsofthegovernmentcreatedbytheU.S.Constitution.Thestudentisexpectedto: (A)analyzethestructureandfunctionsofthelegislativebranchofgovernment,includingthebicameralstructureofCongress,theroleofcommittees,andtheprocedureforenactinglaws (B)analyzethestructureandfunctionsoftheexecutivebranchofgovernment,includingtheconstitutionalpowersofthepresident,thegrowthofpresidentialpower,andtheroleoftheCabinet andexecutivedepartments (C)analyzethestructureandfunctionsofthejudicialbranchofgovernment,includingthefederalcourtsystem,typesofjurisdiction,andjudicialreview (D)identifythepurposeofselectedindependentexecutiveagencies,includingtheNationalAeronauticsandSpaceAdministration(NASA),andregulatorycommissions,includingthe EnvironmentalProtectionAgency(EPA),OccupationalSafetyandHealthAdministration(OSHA),FoodandDrugAdministration(FDA),andFederalCommunicationsCommission(FCC) (E)explainhowcertainprovisionsoftheU.S.Constitutionprovideforchecksandbalancesamongthethreebranchesofgovernment (F)analyzeselectedissuesraisedbyjudicialactivismandjudicialrestraint (G)explainthemajorresponsibilitiesofthefederalgovernmentfordomesticandforeignpolicysuchasnationaldefenseand (H)comparethestructures,functions,andprocessesofnational,state,andlocalgovernmentsintheU.S.federalsystem. Gov9Government.Thestudentunderstandstheconceptoffederalism.Thestudentisexpectedto: (A)explainwhytheFoundingFatherscreatedadistinctlynewformoffederalismandadoptedafederalsystemofgovernmentinsteadofaunitarysystem (B)categorizegovernmentpowersasnational,state,orshared (C)analyzehistoricalandcontemporaryconflictsovertherespectiverolesofnationalandstategovernmentsand (D)understandthelimitsonthenationalandstategovernmentsintheU.S.federalsystemofgovernment. Gov10Government.ThestudentunderstandstheprocessesforfillingpublicofficesintheU.S.systemofgovernment.Thestudentisexpectedto: (A)comparedifferentmethodsoffillingpublicoffices,includingelectedandappointedofficesatthelocal,state,andnationallevels (B)explaintheprocessofelectingthepresidentoftheUnitedStatesandanalyzetheElectoralCollegeand (C)analyzetheimpactofthepassageofthe17thAmendment. Gov11Government.ThestudentunderstandstheroleofpoliticalpartiesintheU.S.systemofgovernment.Thestudentisexpectedto: (A)analyzethefunctionsofpoliticalpartiesandtheirroleintheelectoralprocessatlocal,state,andnationallevels (B)explainthetwopartysystemandevaluatetheroleofthirdpartiesintheUnitedStatesand (C)identifyopportunitiesforcitizenstoparticipateinpoliticalpartyactivitiesatlocal,state,andnationallevels. Gov12Government.ThestudentunderstandsthesimilaritiesanddifferencesthatexistamongtheU.S.systemofgovernmentandotherpoliticalsystems.Thestudent isexpectedto: (A)comparetheU.S.constitutionalrepublictohistoricalandcontemporaryformsofgovernmentsuchasmonarchy,aclassicalrepublic,authoritarian,socialist,directdemocracy,theocracy, tribal,andotherrepublics Note:Strikethroughtextindicatesspecifiedcontentnottaughtduringthatdenotedtimeframe.DallasISD,GovernmentSocialStudiesCurriculumMap,6

Government Social Studies Curriculum Map 20132014

(B)analyzeadvantagesanddisadvantagesoffederal,confederate,andunitarysystemsofgovernmentand (C)analyzeadvantagesanddisadvantagesofpresidentialandparliamentarysystemsofgovernment. Gov13Citizenship.ThestudentunderstandsrightsguaranteedbytheU.S.Constitution.Thestudentisexpectedto: (A)understandtherolesoflimitedgovernmentandtheruleoflawintheprotectionofindividualrights (B)identifyanddefinetheunalienablerights (C)identifythefreedomsandrightsguaranteedbyeachamendmentintheBillofRights (D)analyzeU.S.SupremeCourtinterpretationsofrightsguaranteedbytheU.S.Constitutioninselectedcases,includingEngelv.Vitale,Schenckv.UnitedStates,Texasv.Johnson,Mirandav. Arizona,Gideonv.Wainwright,Mappv.Ohio,andRoev.Wade (E)explaintheimportanceofdueprocessrightstotheprotectionofindividualrightsandinlimitingthepowersofgovernmentand (F)recalltheconditionsthatproducedthe14thAmendmentanddescribesubsequenteffortstoselectivelyextendsomeoftheBillofRightstothestates,includingtheBlaineAmendmentandU.S. SupremeCourtrulings,andanalyzetheimpactonthescopeoffundamentalrightsandfederalism. Gov14Citizenship.Thestudentunderstandsthedifferencebetweenpersonalandcivicresponsibilities.Thestudentisexpectedto: (A)explainthedifferencebetweenpersonalandcivicresponsibilities (B)evaluatewhetherand/orwhentheobligationofcitizenshiprequiresthatpersonaldesiresandinterestsbesubordinatedtothepublicgood (C)understandtheresponsibilities,duties,andobligationsofcitizenshipsuchasbeingwellinformedaboutcivicaffairs,servinginthemilitary,voting,servingonajury,observingthelaws, payingtaxes,andservingthepublicgoodand (D)understandthevoterregistrationprocessandthecriteriaforvotinginelections. Gov15Citizenship.ThestudentunderstandstheimportanceofvoluntaryindividualparticipationintheU.S.constitutionalrepublic.Thestudentisexpectedto: (A)analyzetheeffectivenessofvariousmethodsofparticipationinthepoliticalprocessatlocal,state,andnationallevels (B)analyzehistoricalandcontemporaryexamplesofcitizenmovementstobringaboutpoliticalchangeortomaintaincontinuityand (C)understandthefactorsthatinfluenceanindividual'spoliticalattitudesandactions. Gov16Citizenship.Thestudentunderstandstheimportanceoftheexpressionofdifferentpointsofviewinaconstitutionalrepublic.Thestudentisexpectedto: (A)examinedifferentpointsofviewofpoliticalpartiesandinterestgroupssuchastheLeagueofUnitedLatinAmericanCitizens(LULAC),theNationalRifleAssociation(NRA),andtheNational AssociationfortheAdvancementofColoredPeople(NAACP)onimportantcontemporaryissuesand (B)analyzetheimportanceoftheFirstAmendmentrightsofpetition,assembly,speech,andpressandtheSecondAmendmentrighttokeepandbeararms. Gov17Culture.ThestudentunderstandstherelationshipbetweengovernmentpoliciesandthecultureoftheUnitedStates.Thestudentisexpectedto: (A)evaluateaU.S.governmentpolicyorcourtdecisionthathasaffectedaparticularracial,ethnic,orreligiousgroupsuchastheCivilRightsActof1964andtheU.S.SupremeCourtcasesof Hernandezv.TexasandGrutterv.Bollingerand (B)explainchangesinAmericanculturebroughtaboutbygovernmentpoliciessuchasvotingrights,theServicemen'sReadjustmentActof1944(GIBillofRights),theImmigrationandNationality Actof1965,theImmigrationReformandControlActof1986,affirmativeaction,andracialintegration. Gov18Science,technology,andsociety.Thestudentunderstandstherolethegovernmentplaysindevelopingpoliciesandestablishingconditionsthatinfluence scientificdiscoveriesandtechnologicalinnovations.Thestudentisexpectedto: (A)understandhowU.S.constitutionalprotectionssuchaspatentshavefosteredcompetitionandentrepreneurshipand (B)identifyexamplesofgovernmentassistedresearchthat,whensharedwiththeprivatesector,haveresultedinimprovedconsumerproductssuchascomputerandcommunication technologies. Gov19Science,technology,andsociety.Thestudentunderstandstheimpactofadvancesinscienceandtechnologyongovernmentandsociety.Thestudentisexpected to: (A)understandthepotentialimpactonsocietyofrecentscientificdiscoveriesandtechnologicalinnovationsand (B)evaluatetheimpactoftheInternetandotherelectronicinformationonthepoliticalprocess. Note:Strikethroughtextindicatesspecifiedcontentnottaughtduringthatdenotedtimeframe.DallasISD,GovernmentSocialStudiesCurriculumMap,7

Government Social Studies Curriculum Map 20132014

Gov20Socialstudiesskills.Thestudentappliescriticalthinkingskillstoorganizeanduseinformationacquiredfromavarietyofvalidsources,includingelectronic technology.Thestudentisexpectedto: (A)analyzeinformationbysequencing,categorizing,identifyingcauseandeffectrelationships,comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsand predictions,anddrawinginferencesandconclusions (B)createaproductonacontemporarygovernmentissueortopicusingcriticalmethodsofinquiry (C)analyzeanddefendapointofviewonacurrentpoliticalissue (D)analyzeandevaluatethevalidityofinformation,arguments,andcounterargumentsfromprimaryandsecondarysourcesforbias,propaganda,pointofview,andframeofreference (E)evaluategovernmentdatausingcharts,tables,graphs,andmapsand (F)useappropriatemathematicalskillstointerpretsocialstudiesinformationsuchasmapsandgraphs. Gov21Socialstudiesskills.Thestudentcommunicatesinwritten,oral,andvisualforms.Thestudentisexpectedto: (A)usesocialstudiesterminologycorrectly (B)usestandardgrammar,spelling,sentencestructure,andpunctuation (C)transferinformationfromonemediumtoanother,includingwrittentovisualandstatisticaltowrittenorvisual,usingcomputersoftwareasappropriateand (D)createwritten,oral,andvisualpresentationsofsocialstudiesinformation. Gov22Socialstudiesskills.Thestudentusesproblemsolvinganddecisionmakingskills,workingindependentlyandwithothers,inavarietyofsettings.Thestudent isexpectedto: (A)useaproblemsolvingprocesstoidentifyaproblem,gatherinformation,listandconsideroptions,consideradvantagesanddisadvantages,chooseandimplementasolution,andevaluatethe effectivenessofthesolutionand (B)useadecisionmakingprocesstoidentifyasituationthatrequiresadecision,gatherinformation,identifyoptions,predictconsequences,andtakeactiontoimplementadecision.

Note:Strikethroughtextindicatesspecifiedcontentnottaughtduringthatdenotedtimeframe.DallasISD,GovernmentSocialStudiesCurriculumMap,8