Standard 5—Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Key ideas are identified by numbers (1).
Performance indicators are identified by bullets.
Sample tasks are identified by triangles (s).

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Elementary

1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)

Students:

• know the meaning of key terms and concepts related to government, including democracy, power, citizenship, nation-state,and justice
• explain the probable consequences of the absence of government and rules
• describe the basic purposes of government and the importance of civic life
• understand that social and political systems are based upon people’s beliefs
• discuss how and why the world is divided into nations and what kinds of governments other nations have.

This is evident, for example, when students:
s create a chart on newsprint listing the reasons for creating governments and the reasons why all groups and societies create rules and laws
s create a class constitution and develop class rules
s role-play a day without rules or laws
s collect and discuss newspaper cartoons dealing with rules and laws
s compile a list of different nations of the world and identify the type of government each nation has
s compare governmental structures of the United States and Canada, and selected nations of Latin America
s hold a mock trial focusing on situations that embody such concepts as fairness, justice, or equality.

2. The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994)

Students:

• explain how the Constitutions of New York State and the United States and the Bill of Rights are the basis for democratic values in the United States
• understand the basic civil values that are the foundation of American constitutional democracy
• know what the United States Constitution is and why it is important. (Adapted from The National Standards for Civics and Government,1994)
• understand that the United States Constitution and the Constitution of the State of New York are written plans for organizing the functions of government
• understand the structure of New York State and local governments, including executive, legislative, and judicial branches
• identify their legislative and executive representatives at the local, state, and national governments. (Adapted from The National Standards for Civics and Government, 1994)

This is evident, for example, when students:
s create a list of basic civic values and discuss how these can best be modeled on the personal and classroom level
s create a chart comparing the organization of local, state, and federal governments
s given a list of local, county, state, and national leaders, determine which are elected and which are appointed
s identify those branches of government responsible for making, enforcing, and interpreting local, state, and national laws
s compare and contrast New York State government with the federal government by creating charts of each level
s simulate or role-play an activity dealing with the functions of the branches of government
s create a timeline that charts events leading up to the writing of the Declaration of Independence and the United States Constitution.

3. Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and responsibilities.

Students:

• understand that citizenship includes an awareness of the holidays, celebrations, and symbols of our nation
• examine what it means to be a good citizen in the classroom, school, home, and community
• identify and describe the rules and responsibilities students have at home, in the classroom, and at school
• examine the basic principles of the Declaration of Independence and the Constitutions of the United States and New York State
• understand that effective, informed citizenship is a duty of each citizen, demonstrated by jury service, voting, and community service
• identify basic rights that students have and those that they will acquire as they age.

This is evident, for example, when students:
s interview or survey adults in the community to identify some ways they participate in political action, voluntary activities, or community service
s draft a classroom charter, a constitution, or a set of laws that defines a code of conduct
s discuss and agree on a classroom charter and compare it to the United Nations Convention on the Rights of the Child
s use dramatic play with puppets to investigate the consequences of breaking a rule (e.g., a child arrives home late for dinner)
s make pages for a big book for each holiday
s understand the significance of and recite the Pledge of Allegiance
s discuss the colors of the American flag and make personal flags as symbols of themselves
s examine the flags of other nations
s undertake a mock trial based on themes from classroom books.

4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.

Students:

• show a willingness to consider other points of view before drawing conclusions or making judgments
• participate in activities that focus on a classroom, school, or community issue or problem
• suggest alternative solutions or courses of action to hypothetical or historic problems
• evaluate the consequences for each alternative solution or course of action
• prioritize the solutions based on established criteria
• propose an action plan to address the issue of how to solve the problem.

This is evident, for example, when students:
s brainstorm a list of alternative solutions for a real classroom or school problem
s write letters to the local paper suggesting preferred alternatives in a local issue
s develop a historic walking tour of the neighborhood or community
s role-play the main characters involved in an actual community controversy, attempting to generate alternatives in their roles
s create a school newspaper or school-wide gallery showing student and faculty works of art
s debate topics important to students
s hold a mock trial including witnesses, attorneys, jurors and a judge.

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Intermediate

1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)

Students:

• analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs
• consider the nature and evolution of constitutional democracies
• explore the rights of citizens in other parts of the hemisphere and determine how they are similar to and different from the rights of American citizens
• analyze the sources of a nation’s values as embodied in its constitution, statutes, and important court cases.

This is evident, for example, when students:
s using computer databases or the public library, locate constitutions from other nations and compare the rights provided by these constitutions with those found in the Bill of Rights and other amendments of the United States Constitution
s discuss reasons why all citizens should be concerned with issues that relate to people in other countries.
s create a play about a society without any government and without rules. Would students like to live in such a society?
s research the organization and goals of the United Nations, explaining how they represent an international agency which is based on democratic principles
s identify and explain how men and women, through their lives, writings, and work helped to strengthen democracy in the United States and throughout the world (Adapted from The National Standards for Civics and Government, 1994)
s discuss and explore governance and citizenship, focusing on why and how people make and change rules and laws.

2. The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994)

Students:

• understand how civic values reflected in United States and New York State Constitutions have been implemented through laws and practices
• understand that the New York State Constitution, along with a number of other documents, served as a model for the development of the United States Constitution
• compare and contrast the development and evolution of the constitutions of the United States and New York State
• define federalism and describe the powers granted the the national and state governments by the United States Constitution
• value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality
• understand how the United States and New York State Constitutions support majority rule but also protect the rights of the minority.

This is evident, for example, when students:
s create a list of basic civic values and explore how these values are reflected in key United States Supreme Court decisions
s explore laws dealing with the rights and responsibilities of young people to determine the underlying values on which these young people’s rights are based
s examine core values supporting our system of justice and compare these values to those of other nations
s consider examples from the history of the United States which show the changing nature of federalism, separation of powers, protection of individual rights, and the amendment process
s working in small groups, examine a copy of the original New York State Constitution and a copy of the present State constitution and identify changes that have been made and discuss possible reasons for the changes
s analyze an excerpt written by Alexander Hamilton, John Jay, or James Madison dealing with federalism. Explain the positions each take
s analyze key Supreme Court cases to determine how they embody constitutional values; apply these values to real life situations.

3. Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and responsibilities.

Students:

• explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State over time
• understand that the American legal and political systems guarantee and protect the rights of citizens and assume that citizens will hold and exercise certain civic values and fulfill certain civic responsibilities
• discuss the role of an informed citizen in today’s changing world
• explain how Americans are citizens of their states and of the United States.

This is evident, for example, when students:
s define the concepts of rights and responsibilities of citizens
s investigate the ways a person can become a citizen and the ways in which the rights of citizenship can be lost
s compare and contrast historic documents such as the Seneca Falls "Declaration of Sentiments" (1848) and the Declaration of Independence (1776)
s analyze a collection of cartoons that address the roles of citizens
s investigate historic examples of citizenship in action and create a scale showing the gradations from minimal to basic (voting, jury duty, voluntary activities) to more complex responsibilities (organizing a reform movement)
s examine the role of the average citizen in critical American events, such as the American Revolution, abolitionism, Progressive reforms, support for and protest of American wars, key political campaigns, environmental reforms, and anti-tax protests.

4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.

Students:

• respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their viewpoint
• explain the role that civility plays in promoting effective citizenship in preserving democracy
• participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems.

This is evident, for example, when students:
s use value-based dilemmas to provide students with open-ended situations (e.g., witnessing a crime, serving on a jury in a murder trial) that could force them to evaluate their feelings concerning the difficult responsibilities of citizenship
s discuss the options open to people who disagree with a particular political solution to an issue
s conduct mock local, state, and national elections, compare the school’s results with the real outcome of the election
s analyze how complex issues can be addressed when individuals are willing to try to come to agreement through negotiation and compromise (Adapted from The National Standards for Civics and Government, 1994)
s describe how citizens can participate in governmental decisions and how they can monitor and influence their actions and policies
s using historic and current issues or incidents and actual Supreme Court decisions hold mini model trials, appellate arguments, or debates to enhance citizenship skills and knowledge.

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Commencement

1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)

Students:

• analyze how the values of a nation and international organizations affect the guarantee of human rights and make provisions for human needs
• consider the nature and evolution of constitutional democracies throughout the world
• compare various political systems with that of the United States in terms of ideology, structure, function, institutions, decision-making processes, citizenship roles, and political culture
• identify and analyze advantages and disadvantages of various governmental systems.

This is evident, for example, when students:
s analyze excerpts from the writings of Hobbes, Locke, Rousseau, and others of the Enlightenment Period
s explain what the term "social contract" means and how it was applied to the establishment of civil society and legitimate government in many areas of the world
s compare various political systems throughout the world with that of the United States in terms of their ideologies, structures, functions, institutions, decision-making processes, citizenship roles, and political cultures. (Adapted from Curriculum Standards for the Social Studies,NCSS)
s compare and contrast the American federal system with that of other democratic nations.

2. The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994)

Students:

• trace the evolution of American values, beliefs, and institutions
• analyze the disparities between civic values expressed in the United States Constitution and the United Nation Universal Declaration of Human Rights and the realities as evidenced in the political, social, and economic life in the United States and throughout the world
• identify, respect, and model those core civic values inherent in our founding documents that have been forces for unity in American society
• compare and contrast the Constitutions of the United States and New York State
• understand the dynamic relationship between federalism and state’s rights.

This is evident, for example, when students:
s analyze how core American civic values are expressed in those documents that provide the basis for our democratic form of government, including the Magna Carta, the Mayflower Compact, the Declaration of Independence, the Articles of Confederation, the Albany Plan of Union, the Federalist papers, the Constitution, the Bill of Rights, and other amendments
s using the Declaration of Independence, find evidence of the influence of Locke and other Enlightenment philosophers on a political leader like Thomas Jefferson
s analyze key Supreme Court decisions (e.g., Marbury v. Madison, McCulloch v. Maryland, Dred Scott v. Sanford, Plessy v. Ferguson, Brown v. Board of Education of Topeka, Miranda v. Arizona, and Roe v. Wade) in terms of the ongoing struggle to realize democratic ideals; explore how these decisions embody constitutional civic values and the evolution and application of constitutional values within American political, economic, and social life
s present dramatic readings of key excerpts from speeches and writings of Daniel Webster, John C. Calhoun, Henry David Thoreau, Frederick Douglass, and Abraham Lincoln
s analyze the United States Constitution, the United Nations Universal Declaration of Human Rights, United Nations Convention on the Rights of the Child, the Charter of Amnesty International, and other civil/human rights documents to identify and explain the significance of the fundamental values and principles which they espouse.

3. Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and responsibilities.

Students:

• understand how citizenship includes the exercise of certain personal responsibilities, including voting, considering the rights and interests of others, behaving in a civil manner, and accepting responsibility for the consequences of one’s actions (Adapted from The National Standards for Civics and Government,1994)
• analyze issues at the local, state, and national levels and prescribe responses that promote the public interest or general welfare, such as planning and carrying out a voter registration campaign
• describe how citizenship is defined by the Constitution and important laws
• explore how citizens influence public policy in a representative democracy.

This is evident, for example, when students:
s compare basic British political documents with the United States Constitution, identifying how each system defines leadership, a citizen’s rights and responsibilities, and powers of the government
s outline how one can become a citizen and analyze the rights and responsibilities of citizenship
s plan and implement a voter registration campaign or other voluntary activity in the community
s implement a student court to adjudicate in-school offenses
s volunteer and support conflict mediation programs within the school
s investigate local environmental issues and propose solutions based on state and federal environmental laws.

4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.

Students:

• participate as informed citizens in the political justice system and processes of the United States, including voting
• evaluate, take, and defend positions on what the fundamental values and principles of American political life are and their importance to the maintenance of constitutional democracy (Adapted from The National Standards for Civics and Government, 1994)
• take, defend, and evaluate positions about attitudes that facilitate thoughtful and effective participation in public affairs
• consider the need to respect the rights of others, to respect others’ points of view (Adapted from The National Standards for Civics and Government,1996)
• participate in school/classroom/community activities that focus on an issue or problem
• prepare a plan of action that defines an issue or problem, suggests alternative solutions or courses of action, evaluates the consequences for each alternative solution or course of action, prioritizes the solutions based on established criteria, and proposes an action plan to address the issue or to resolve the problem
• explain how democratic principles have been used in resolving an issue or problem.

This is evident, for example, when students:
s use trade books to sharpen critical thinking skills to analyze issues of citizenship when defending a stance on controversial issues
s analyze issues at the local, state, national, and international levels and prescribe responses that promote the public interest of general welfare, such as planning and carrying out a voter registration campaign
s select a state, regional, national, or international environmental problem or issue. Propose several alternative solutions to the problem. Assess the ethical implications as well as the comparative costs and benefits for each alternative approach to resolving the issue or problem. Defend a solution
s participate in a voter registration campaign
s study current international disputes and apply principles of international law in formulating a proposed course of action
s critically analyze historic Supreme Court cases to determine how well they reflect the intent and spirit of the Constitution then and now.

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