Government/Citizenship Standard A

Alaska Department of Education & Early Development

Government/Citizenship Standard A

A student should know and understand how societies define authority, rights, and responsibilities through a governmental process.

A student who meets this standard should:

Primary level (ages 5 to 7)
Activities

Level 1 (ages 8 to 10)
Activities

(1) understand the necessity and purpose of government.

Explain personal ideas of freedom.

Design and establish rules for a new game. Relate these rules to laws.

(2) understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty;

Explain student rights and responsibilities in the classroom.

Decide who has the authority to implement and uphold the rules of the new game (see above).

(3) understand how nations organize their governments; and

Find appropriate ways to represent classroom concerns and issues to the school as a whole.

Write to a penpal in another country and compare rules, rights, and responsibilities in your school with those in your penpal's school.

(4) be able to compare and contrast how different societies have governed themselves over time and in different places.

Write or dictate what being an American means to them.

Read Sarah Plain and Tall. Compare women's roles in government then and now.

Government/Citizenship Standard A

A student should know and understand how societies define authority, rights, and responsibilities through a governmental process.

A student who meets this standard should:

Level 2 (ages 12 to 14)
Activities

Level 3 (ages 16 to 18)
Activities

(1) understand the necessity and purpose of government.

Plan a government for a colony on Mars.

Given a situation (e.g., earthquake or other natural disaster), students role play ways to ensure group survival.

(2) understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty;

Create an exhibit in the school which addresses important issues in a democracy.

Create a dictionary defining important terms as they are used in the media or newspaper.

(3) understand how nations organize their governments; and

Divide students into groups, each representing a different governmental system. Each group tries solve a particular problem using the tools of its governmental system.

Have foreign exchange students report on the governmental organization in their own countries in reference to economics, geography, and politics.

(4) be able to compare and contrast how different societies have governed themselves over time and in different places.

Role play a discussion between historical personalities; e.g., Plato, King George III, Thomas Paine, John Locke, Frederick Douglas, Chief Joseph, Adolph Hitler, and Susan B. Anthony about the different governmental systems they advocated.

Read Mao and Hitler. Have students determine their respective values and contrast them with Jefferson's values.

Note: These activities are not state requirements or performance objectives, but rather examples of ways to interpret the standard's key elements; each district will determine its own benchmarks and develop its own set of activities.

Government/Citizenship Standard B

A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation.

A student who meets this standard should:

Primary level (ages 5 to 7) Activities

Level 1 (ages 8 to 10)
Activities

(1) understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights;

Take part in setting up classroom expectations, rules, and consequences.

Create and display a poster that describes the rights and responsibilities in the school. Extend this to the community.

(2) recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion;

Draw an accurate picture of the American flag and learn to sing the Star Spangled Banner.

Have students make illustrated calendars depicting the meanings of the national holidays.

(3) understand the United States Constitution, including separation of powers, the executive, legislative and judicial branches of government, majority rule and minority rights;

Identify the qualities of leadership. Recognize the concept of leadership in different levels within the student's personal life (e.g., family, classroom, school, community).

Divide the class into three groups and role play the branches of government.

(4) know how power is shared in the United States' constitutional government at the federal, state and local levels;

Define a sense of personal and collective power and role play appropriate and inappropriate ways of using power.

Investigate the differences between head of family, mayor or village council president, governor, and president.

(5) understand the importance of individuals, public opinion, the media, political parties, associations, and groups in forming and carrying out public policy;

Take part in setting up classroom expectation, rules, and consequences.

Read The True Story of the Three Little Pigs. Compare with the traditional Three Little Pigs story. Discuss the role of the media in the two versions.

(6) recognize the significance of diversity in the American political system;

Tell the story of a famous historical personal who was involved in a political conflict. Explain how this person expressed his or her opinion and achieved a hearing in the public forum.

(7) be able to distinguish between constitution-based ideals and the reality of American political and social life;

List the characteristics of a good teacher. List the characteristics of a good student. These become the classroom ideals to be strived for throughout the year.

(8) understand the place of law in the American political system; and

Conduct a mock trial.

(9) recognize the role of dissent in the American political system.

Present a persuasive speech to the class on a controversial issue.

Government/Citizenship Standard B

A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation.

A student who meets this standard should:

Level 2 (ages 12 to 14)
Activities

Level 3 (ages 16 to 18)
Activities

(1) understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights;

After reading the Bill of Rights, look for rights and issues prominent in the news today. Relate the two.

Ask students to list Jefferson's "self evident truths." Discuss whether students consider these "natural laws." Place the discussion in the context of the Enlightenment.

(2) recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion;

Study the authorship of the Pledge of Allegiance. Study the language and determine the values it expresses.

Look at prominent national memorials to analyze what they stand for, how they came about, and the relationship between their form and intended meaning (i.e., why they are visually powerful).

(3) understand the United States Constitution, including separation of powers, the executive, legislative and judicial branches of government, majority rule and minority rights;

Develop a constitution for the class.

Have students evaluate political cartoons and analyze the constitutional principles demonstrated in each.

(4) know how power is shared in the United States' constitutional government at the federal, state and local levels;

Look at a current issue (e.g., Exxon Valdez oil spill, logging disputes, subsistence) and determine who and at what level of government (e.g., local, state, federal) has authority to regulate activities.

Investigate law enforcement levels and the jurisdiction of each in your community.

(5) understand the importance of individuals, public opinion, the media, political parties, associations, and groups in forming and carrying out public policy;

Read and tally letters to the editor on a particular issue. Compare the resolution of the issue with the amount of public opinion published in the paper.

Conduct a public hearing on a current issue.

(6) recognize the significance of diversity in the American political system;

Construct a list of the groups not represented at the Constitutional Convention of 1787. Speculate about how the Constitution might have been different if they had been present, and communicate these differences.

Read The Conscience of a Liberal by McCarthy and The Conscience of a Conservative by Goldwater. Discuss the role of the "engine" (change-makers) and the "brake" (status quo) in American politics.

(7) be able to distinguish between constitution-based ideals and the reality of American political and social life;

Watch the movie Gideon's Trumpet. Discuss the movie in relationship to the Constitutional right to counsel.

Read the Second Amendment. Investigate gun-control laws (e.g., Sullivan vs. New York). Compare and contrast them.

(8) understand the place of law in the American political system; and

Conduct a mock trial.

Conduct a mock trial.

(9) recognize the role of dissent in the American political system.

Learn the school procedures for submitting a grievance about a school matter.

Read Thoreau's Civil Disobedience. Find current issues from the newspaper that Thoreau would likely become involved in.

Government/Citizenship Standard C

A student should understand the character of government of the state.

A student who meets this standard should:

Primary level (ages 5 to 7)
Activities

Level 1 (ages 8 to 10)
Activities

(1) understand the various forms of the state's local governments and the agencies and commissions that have a direct influence on students' lives and property;

Invite a village or community leader to the class to discuss his or her role in local politics and government.

(2) accept responsibility for protecting and enhancing the quality of life in the state through the political and governmental processes;

Draw a picture of one aspect of Alaska that makes it a special place for them and their families.

Collect items to make a collage or other graphic illustration showing the uniqueness of Alaska and the Alaskans way of life.

(3) understand the Constitution of Alaska and sec. 4 of the Alaska Statehood Act, which is known as the Statehood Compact;

Recognize Alaska's flag, tell about its origin, and learn to sing the Alaska Flag Song.

Map the state, Native, and federal lands.

(4) understand the importance of the historical and current roles of Alaska Native Communities;

Name local community leaders.

Learn how decisions are made concerning local resource (including subsistence) use.

(5) understand the Alaska Native Claims Settlement Act and its impact on the state;

Identify the village and regional ANCSA corporations in the local area. Learn the demographic makeups and major economic investments of each.

(6) understand the importance of the multicultural nature of the state;

Have Alaska Natives of different ethnicity's describe their communities.

Identify cultural backgrounds of students in the classroom. Prepare a celebration recognizing the various ethnicity's.

(7) understand the obligations that land and resource ownership place on the residents and government of the state; and

List natural resources (fish, oil, minerals, timber) in and near their community.

Make a product map of Alaska showing the locations of natural resources. Compare with a product map of another state.

(8) be able to identify the roles and relationships among the federal, tribal, and state governments and understand the responsibilities and limits of the roles and relationships.

Know the location and role of Alaska's state capital.

Observe a local governmental body, such as a city or tribal council or public agency, and report on the proceedings. Report after visiting.

Government/Citizenship Standard C

A student who meets this standard should:

Level 2 (ages 12 to 14)
Activities

Level 3 (ages 16 to 18)
Activities

(1) understand the various forms of the state's local governments and the agencies and commissions that have a direct influence on students' lives and property;

Attend a panel discussion in which local government officials describe their duties.

Attend an assembly, city council, or zoning commission meeting during which a specific issue of importance to the students is considered.

(2) accept responsibility for protecting and enhancing the quality of life in the state through the political and governmental processes;

Exchange ideas with representatives of Alaska's political parties

Advocate and document the progress of a bill through the state legislature.

(3) understand the Constitution of Alaska and sec. 4 of the Alaska Statehood Act, which is known as the Statehood Compact;

Learn how the Permanent Fund is related to the state Constitution.

Compare the fundamental guarantees contained in the Alaska Constitution with those in the U.S. Constitution.

(4) understand the importance of the historical and current roles of Alaska Native Communities;

Discuss the historical basis for Alaska Native land ownership and access to commonly owned resources such as fish and game.

Be able to discuss subsistence, Native sovereignty, and their relationships to state and federal law.

(5) understand the Alaska Native Claims Settlement Act and its impact on the state;

Using census data (obtainable through the Internet), make graphs and charts depicting Native corporation land ownership, subsistence use, and impacts on the state economy.

Predict the impact of various subsistence rulings on the state's economic and social situation.

(6) understand the importance of the multicultural nature of the state;

Investigate the impact of immigration on Alaska through study of various U.S. Census reports.

Identify political needs of railbelt-urban, rural, and bush Alaska. Relate these needs to cultural background.

(7) understand the obligations that land and resource ownership place on the residents and government of the state; and

Role play "The Last Wild Place on Planet Earth" (see Chapter 4).

Debate the concept of sustained yield: in order to meet this goal, to what extent should Alaska resources be preserved or developed?

(8) be able to identify the roles and relationships among the federal, tribal, and state governments and understand the responsibilities and limits of the roles and relationships.

Devise a strategy for solving a local problem that involves government.

Identify a current land use issue (e.g., logging, oil development, fish habitat protection) and determine the positions held by officials of federal, tribal, and Alaska state agencies respectively.

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*A student should know and understand how societies define authority, rights, and responsibilities through a governmental process.*
*A student who meets this standard should:*	Primary level (ages 5 to 7) Activities	Level 1 (ages 8 to 10) Activities
(1) understand the necessity and purpose of government.	Explain personal ideas of freedom.	Design and establish rules for a new game. Relate these rules to laws.
(2) understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty;	Explain student rights and responsibilities in the classroom.	Decide who has the authority to implement and uphold the rules of the new game (see above).
(3) understand how nations organize their governments; and	Find appropriate ways to represent classroom concerns and issues to the school as a whole.	Write to a penpal in another country and compare rules, rights, and responsibilities in your school with those in your penpal's school.
(4) be able to compare and contrast how different societies have governed themselves over time and in different places.	Write or dictate what being an American means to them.	Read Sarah Plain and Tall. Compare women's roles in government then and now.

*A student should know and understand how societies define authority, rights, and responsibilities through a governmental process.*
*A student who meets this standard should:*	Level 2 (ages 12 to 14) Activities	Level 3 (ages 16 to 18) Activities
(1) understand the necessity and purpose of government.	Plan a government for a colony on Mars.	Given a situation (e.g., earthquake or other natural disaster), students role play ways to ensure group survival.
(2) understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty;	Create an exhibit in the school which addresses important issues in a democracy.	Create a dictionary defining important terms as they are used in the media or newspaper.
(3) understand how nations organize their governments; and	Divide students into groups, each representing a different governmental system. Each group tries solve a particular problem using the tools of its governmental system.	Have foreign exchange students report on the governmental organization in their own countries in reference to economics, geography, and politics.
(4) be able to compare and contrast how different societies have governed themselves over time and in different places.	Role play a discussion between historical personalities; e.g., Plato, King George III, Thomas Paine, John Locke, Frederick Douglas, Chief Joseph, Adolph Hitler, and Susan B. Anthony about the different governmental systems they advocated.	Read Mao and Hitler. Have students determine their respective values and contrast them with Jefferson's values.

*A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation.*
*A student who meets this standard should:*	*Primary level (ages 5 to 7) Activities*	Level 1 (ages 8 to 10) Activities
(1) understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights;	Take part in setting up classroom expectations, rules, and consequences.	Create and display a poster that describes the rights and responsibilities in the school. Extend this to the community.
(2) recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion;	Draw an accurate picture of the American flag and learn to sing the Star Spangled Banner.	Have students make illustrated calendars depicting the meanings of the national holidays.
(3) understand the United States Constitution, including separation of powers, the executive, legislative and judicial branches of government, majority rule and minority rights;	Identify the qualities of leadership. Recognize the concept of leadership in different levels within the student's personal life (e.g., family, classroom, school, community).	Divide the class into three groups and role play the branches of government.
(4) know how power is shared in the United States' constitutional government at the federal, state and local levels;	Define a sense of personal and collective power and role play appropriate and inappropriate ways of using power.	Investigate the differences between head of family, mayor or village council president, governor, and president.
(5) understand the importance of individuals, public opinion, the media, political parties, associations, and groups in forming and carrying out public policy;	Take part in setting up classroom expectation, rules, and consequences.	Read The True Story of the Three Little Pigs. Compare with the traditional Three Little Pigs story. Discuss the role of the media in the two versions.
(6) recognize the significance of diversity in the American political system;		Tell the story of a famous historical personal who was involved in a political conflict. Explain how this person expressed his or her opinion and achieved a hearing in the public forum.
(7) be able to distinguish between constitution-based ideals and the reality of American political and social life;		List the characteristics of a good teacher. List the characteristics of a good student. These become the classroom ideals to be strived for throughout the year.
(8) understand the place of law in the American political system; and		Conduct a mock trial.
(9) recognize the role of dissent in the American political system.		Present a persuasive speech to the class on a controversial issue.

*A student who meets this standard should:*	*Level 2 (ages 12 to 14)* *Activities*	*Level 3 (ages 16 to 18)* *Activities*
(1) understand the various forms of the state's local governments and the agencies and commissions that have a direct influence on students' lives and property;	Attend a panel discussion in which local government officials describe their duties.	Attend an assembly, city council, or zoning commission meeting during which a specific issue of importance to the students is considered.
(2) accept responsibility for protecting and enhancing the quality of life in the state through the political and governmental processes;	Exchange ideas with representatives of Alaska's political parties	Advocate and document the progress of a bill through the state legislature.
(3) understand the Constitution of Alaska and sec. 4 of the Alaska Statehood Act, which is known as the Statehood Compact;	Learn how the Permanent Fund is related to the state Constitution.	Compare the fundamental guarantees contained in the Alaska Constitution with those in the U.S. Constitution.
(4) understand the importance of the historical and current roles of Alaska Native Communities;	Discuss the historical basis for Alaska Native land ownership and access to commonly owned resources such as fish and game.	Be able to discuss subsistence, Native sovereignty, and their relationships to state and federal law.
(5) understand the Alaska Native Claims Settlement Act and its impact on the state;	Using census data (obtainable through the Internet), make graphs and charts depicting Native corporation land ownership, subsistence use, and impacts on the state economy.	Predict the impact of various subsistence rulings on the state's economic and social situation.
(6) understand the importance of the multicultural nature of the state;	Investigate the impact of immigration on Alaska through study of various U.S. Census reports.	Identify political needs of railbelt-urban, rural, and bush Alaska. Relate these needs to cultural background.
(7) understand the obligations that land and resource ownership place on the residents and government of the state; and	Role play "The Last Wild Place on Planet Earth" (see Chapter 4).	Debate the concept of sustained yield: in order to meet this goal, to what extent should Alaska resources be preserved or developed?
(8) be able to identify the roles and relationships among the federal, tribal, and state governments and understand the responsibilities and limits of the roles and relationships.	Devise a strategy for solving a local problem that involves government.	Identify a current land use issue (e.g., logging, oil development, fish habitat protection) and determine the positions held by officials of federal, tribal, and Alaska state agencies respectively.