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National
Civics/Government Alignment
There are several sets of "national" civics/government
standards. Below are two well-know ones to which we have aligned our
simulations. The full texts of these standards can be found on their
respective websites.
The Center for Civic Education
McRel
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| Did My Bill
Pass?--A Model Legislature |
| Standards from the Center
for Civic Education |
| III |
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HOW DOES THE
GOVERNMENT ESTABLISHED BY THE CONSTITUTION EMBODY THE PURPOSES,
VALUES, AND PRINCIPLES OF AMERICAN DEMOCRACY? |
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B |
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How
is the national government organized and what does it do? |
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1 |
The
institutions of the national government. Students should
be able to evaluate, take, and defend positions on issues regarding
the purposes, organization, and functions of the institutions of
the national government. |
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2 |
Major
responsibilities of the national government in domestic and foreign
policy. Students should be able to evaluate, take, and
defend positions on issues regarding the major responsibilities
of the national government for domestic and foreign policy. |
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3 |
Financing
government through taxation. Students should be able to
evaluate, take, and defend positions on issues regarding how government
should raise money to pay for its operations and services. |
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McRel
Civics Standards
What
are the Basic Values and Principals of American Democracy
|
10 |
Understands
the roles of voluntarism and organized groups in American social
and political life. |
How
Does the Government Established by the Constitution Embody the
Purposes, Values, and Principles of American Democracy?
|
| 16 |
Understands
the major responsibilities of the national government for domestic
and foreign policy, and understands how government is financed through
taxation. |
| What
is the Relationship of the United States to Other nations and to
World Affairs? |
| 21 |
Understands
the formation and implementation of public policy. |
22 |
Understands
how the world is organized politically into nation-states, how nation-states
interact with one another, and issues surrounding U.S. foreign policy |
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to Top
| Running for Office--The Politics
of Elections |
| McRel |
What
are the Basic Values and Principals of American Democracy |
1
10 |
Understands
ideas about civic life, politics, and government.
Understands
the roles of voluntarism and organized groups in American social
and political life. |
How
Does the Government Established by the Constitution Embody the
Purposes, Values, and Principles of American Democracy? |
| 16 |
Understands
the major responsibilities of the national government for domestic
and foreign policy, and understands how government is financed through
taxation. |
| 19 |
Understands
what is meant by "the public agenda," how it is set, and
how it is influenced by public opinion and the media
|
| 20 |
Understands
the roles of political parties, campaigns, elections, and associations
and groups in American politics |
| What
is the Relationship of the United States to Other nations and to
World Affairs? |
| 21 |
Understands
the formation and implementation of public policy. |
| 22 |
Understands
how the world is organized politically into nation-states, how nation-states
interact with one another, and issues surrounding U.S. foreign policy. |
| What
are the Roles of the Citizen in American Democracy? |
29
|
Understands
the importance of political leadership, public service, and a
knowledgeable citizenry in American constitutional democracy. |
| Center for Civic Education |
| III |
HOW
DOES THE GOVERNMENT ESTABLISHED BY THE CONSTITUTION EMBODY THE PURPOSES,
VALUES, AND PRINCIPLES OF AMERICAN DEMOCRACY? |
| |
E |
How
does the American political system provide for choice and opportunities
for participation? |
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1 |
The
public agenda. Students should be able to evaluate, take,
and defend positions about how the public agenda is set. |
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2 |
Public
opinion and behavior of the electorate. Students should
be able to evaluate, take, and defend positions about the role of
public opinion in American politics. |
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3 |
Political
communication: television, radio, the press, and political persuasion.
Students should be able to evaluate, take, and defend
positions on the influence of the media on American political life.
To achieve this standard, students should be able to |
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4 |
Political
parties, campaigns, and elections. Students should be able
to evaluate, take, and defend positions about the roles of political
parties, campaigns, and elections in American politics. To achieve
this standard, students should be able to:
|
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5 |
Associations
and groups. Students should be able to evaluate, take,
and defend positions about the contemporary roles of associations
and groups in American politics. To achieve this standard, students
should be able to:
|
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6 |
Forming
and carrying out public policy. Students should be able
to evaluate, take, and defend positions about the formation and
implementation of public policy. To achieve this standard, students
should be able to:
|
| These standards have additional
subparts. See the Center
for Civic Education website for full text. |
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Standards for
Taxation With Representation--
The Politics of Economics
| McRel |
How
Does the Government Established by the Constitution Embody the
Purposes, Values, and Principles of American Democracy? |
| 16 |
Understands
the major responsibilities of the national government for domestic
and foreign policy, and understands how government is financed through
taxation. |
| 20 |
Understands
the roles of political parties, campaigns, elections, and associations
and groups in American politics |
| What
is the Relationship of the United States to Other nations and to
World Affairs? |
21 |
Understands
the formation and implementation of public policy. |
| |
| Center
for Civic Education |
| III |
HOW
DOES THE GOVERNMENT ESTABLISHED BY THE CONSTITUTION EMBODY THE PURPOSES,
VALUES, AND PRINCIPLES OF AMERICAN DEMOCRACY? |
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B |
|
How
is the national government organized and what does it do? |
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|
3 |
Financing
government through taxation. Students should be able to
evaluate, take, and defend positions on issues regarding how government
should raise money to pay for its operations and services |
Back
to Top
Standards for Puttin' on the
Robes--The Court System
| III |
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HOW DOES THE GOVERNMENT ESTABLISHED
BY THE CONSTITUTION EMBODY THE PURPOSES, VALUES, AND PRINCIPLES
OF AMERICAN DEMOCRACY?
|
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B |
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How is the national government organized
and what does it do? |
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|
The institutions of the national government.
Students should be able to evaluate, take, and defend positions
on issues regarding the purposes, organization, and functions of
the institutions of the national government. To achieve this standard,
students should be able to |
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• describe the purposes, organization, and functions of
the three branches of the national government including the Supreme
Court of the United States and the federal court system |
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D |
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What is the place of law in the American
constitutional system? |
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1 |
The place of law in American society. Students
should be able to evaluate, take, and defend positions on the role
and importance of law in the American political system. To achieve
this standard, students should be able to |
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• explain why the rule of law has a central place in American
society, e.g., it |
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◊ establishes limits on both those who govern and the governed
◊ makes possible a system of ordered liberty that protects
the basic rights of citizens
◊ promotes the common good. |
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• describe historical and contemporary events and practices
that illustrate the central place of the rule of law, e.g., |
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◊ events, e.g., U.S. Supreme Court cases such as Marbury
v. Madison, Brown v. Board of Education, U.S. v. Nixon
◊
practices, e.g., submitting bills to legal counsel to insure congressional
compliance with constitutional limitations, higher court review
of lower court compliance with the law, executive branch compliance
with laws enacted by Congress |
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• describe historical and contemporary events and practices
that illustrate the absence or breakdown of the rule of law, e.g., |
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◊ events, e.g., vigilantism in the early West, Ku Klux Klan
attacks, urban riots, corruption in government and business, police
corruption, organized crime
◊ practices, e.g., illegal
searches and seizures, bribery, interfering with the right to vote,
perjury |
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• explain, using historical and contemporary examples, the
meaning and significance of the idea of equal protection of the
laws for all persons, e.g., the Fourteenth Amendments, Americans
with Disabilities Act, equal opportunity legislation
•
explain how the individual’s rights to life, liberty, and
property are protected by the trial and appellate levels of the
judicial process and by the principal varieties of law, e.g., constitutional,
criminal, and civil law
• evaluate the argument that Americans
depend too much on the legal system to solve social, economic, and
political problems rather than using other means, such as private
negotiations, mediation, and participation in the political process |
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2 |
Judicial protection of the rights of individuals. Students should
be able to evaluate, take, and defend positions on current issues
regarding the judicial protection of individual rights. To achieve
this standard, students should be able to |
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• explain the importance of an independent judiciary in
a constitutional democracy |
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• explain the importance of the right to due process of
law for individuals accused of crimes, e.g., habeas corpus, presumption
of innocence, impartial tribunal, trial by jury, right to counsel,
right against self-incrimination, protection against double jeopardy,
right of appeal |
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• describe historical and contemporary instances
in which judicial protections have not been extended to all persons
• describe historical and contemporary instances in which
judicial protections have been extended to those deprived of them
in the past
• explain why due process rights in administrative and legislative
procedures are essential for the protection of individual rights
and the maintenance of limited government
• explain how the state and federal courts’ power
of judicial review reflects the American idea of constitutional
government, i.e., limited government
• evaluate arguments for and against the power of judicial
review |
This simulation hasn't been aligned with the standards yet.
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