legislative process explicit: public opinion and policy
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Course: Civic Literacy Strand: Behavioral Sciences
Objective: CL.B.1.1 Explain how values and beliefs influence the creation and implementation of public policyand laws.
Suggested Factual Content Concepts Verb
● Legislative Process● Public Opinion and Policy Making● Special Interest Groups● Lobbying● American Values
○ Community○ Cooperation○ Democracy○ Diversity○ Equality○ Freedom○ Liberty○ Justice○ Patriotism○ Security○ Self-government○ Self-reliance
● Political Party Platforms/Planks● Role of Media
Explicit:● Values● Beliefs● Public Policy
Explain
Implicit:● Laws/Legislation● Political Action● Popular Sovereignty
7.28.21
Course: Civic Literacy Strand: Behavioral Sciences
Objective: CL.B.1.2 Explain how legislation, policy, and judicial rulings reflect changing norms and values inthe United States.
Suggested Factual Content Concepts Verb
● Legislative Process● Supreme Court Opinions
○ Scopes Trial○ Plessy v. Ferguson○ Brown v. Board of Education○ Tinker v. DesMoines○ Citizens United v. Federal Elections Commision○ Obergefell v. Hodges○ Ledbetter v. Goodyear○ Lilly Ledbetter Fair Play Act○ United States v. Nixon○ National Federation of Independent Business v.
Sebelius○ Goss v. Lopez○ Grutter v. Bolinger○ Texas v. Johnson○ Swann v. Charlotte Mecklenburg○ Loving v. Virginia
● Executive Orders● American Values● Party Platforms● Legislation and policy
Explicit:● Legislation● Policy● Judicial Rulings● Norms● Values
Changing
Implicit:● Legislative Process● Judicial Review● Elections● Special Interest Groups● Bureaucracy● Public Opinion● Bias● Media● National Identity
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○ Suffrage Laws○ Prohibition Laws○ 13th, 14th, 15th Amendments○ Slave codes, Black codes○ Equal Rights Amendments○ Immigration laws and policies○ Health Insurance Portability and Accountability
Act○ Family Educational Rights and Privacy Act○ Family Educational Rights and Privacy Act○ Religious Freedom Restoration Act○ American indian Religious Freedom Act 1978○ Individuals with Disabilities Education Act○ House Un-American Activities Committee○ Affordable Care Act
7.28.21
Course: Civic Literacy Strand: Behavioral Sciences
Objective: CL.B.1.3 Explain how the values and beliefs regarding freedom, equality, and justice have helpedtransform the American system of government.
Suggested Factual Content Concepts Verb
● Enlightenment and Natural Rights● Federalist/Anti-Federalist Papers● Political Parties● Representative Democracy● American Values
○ Community○ Cooperation○ Democracy○ Diversity○ Equality○ Freedom○ Liberty○ Justice○ Patriotism○ Security○ Self-government○ Self-reliance
● Laws/Policies○ Bill of RIghts○ 13th, 14th, and 15th Amendments○ 18th and 21st Amendments○ 19th Amendment
Explicit:● Freedom● Equality● Justice● Values● Beliefs● System of Government
Transform
Implicit:● Federalism● Types of Government● Due Process● Equal Protection● Individual Rights● Conflict● Continuity and Change
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○ 24th Amendment○ 26th Amendment○ Separate by Equal○ Title IX○ Redlining○ Fair Housing Act
● Judicial decisions○ Plessy v. Ferguson○ Brown v. Board of Education○ Civil Rights Act of 1964○ Citizens United v. Federal Elections Commission○ Obergefell v. Hodges○ Elk v. Wilkins○ Gideon v. Wainwright○ Roper v. Simmons○ Terry v. Ohio
7.28.21
Course: Civic Literacy Strand: Behavioral Sciences
Objective: CL.B.1.4 Explain how individual values and societal norms contribute to institutionaldiscrimination and the marginalization of minority groups living under the American system of government.
Suggested Factual Content Concepts Verb
● Slavery and Fugitive Slave Laws● Native American Relocation● ⅗ Compromise● Jim Crow Laws and Black Codes● Poll taxes● Suffrage Movement● Wealth Gap and Wage inequalities● Executive Order 9066● Assimilation● Acculturation● Immigration● DeJure Segregation● Voting
Explicit:● Values & Norms● Minority Groups● Discrimination/Marginaliza
tion● System of Government
Contribute;Discrimination;Marginalization
Implicit:● Racism● Diversity● Legislative Process● Judicial Review● Assimilation● Cultural Autonomy
7.28.21
Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.1.1 Explain the influence of the founding principles on state and federal decisions usingprimary and secondary source documents.
Suggested Factual Content Concepts Verb
● Founding Principles○ Creator-endowed inalienable rights of the
people○ Structure of Government, Separation of powers,
checks and balances○ Frequent, free elections in a representative
government○ Rule of Law○ Equal justices under the law○ Private property rights○ Federalism○ Due Process○ Individual rights as set forth in the Bill of Rights○ Individual responsibility○ Constitutional limitations on government power
to tax and spend, and prompt payment of publicdebt
○ Strong defense and supremacy of civil authorityover military
○ Peace, commerce and honest friendship with allnations, entangling alliances with none
● Leviathan
Explicit:● Founding Principles● State & Federal
Government● Primary & Secondary
Sources
ExplainInfluence
Implicit:● Federalism● Limited Government● Rule of Law● Checks & Balances● Separation of Powers● Popular Sovereignty● Natural Rights
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● Second Treatise on Government● Magna Carta● Iroquois Confederacy● Jamestown Charter● Mayflower Compact● Common Sense● Declaration of Independence● Articles of Confederation● United States Constitution● Bill of RIghts● North Carolina Constitutions● Federalist Papers● Anti-Federalist Papers
7.28.21
Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.1.2 Critique the consistency with which federal policies, state policies, and SupremeCourt decisions have upheld the founding principles.
Suggested Factual Content Concepts Verb
● Supremacy Clause● Commerce Clause● Necessary and Proper Clause (Elastic Clause)● Equal Protection Clause● Due Process Clause● Establishment and Exercise Clauses● Full Faith and Credit Clause● Privileges and Immunities Clause● NC Law of the Land Clause● NC Anti-Monopoly Clause● Founding Principles
○ Creator-endowed inalienable rights of thepeople
○ Structure of Government, Separation of powers,checks and balances
○ Frequent, free elections in a representativegovernment
○ Rule of Law○ Equal justices under the law○ Private property rights○ Federalism○ Due Process
Explicit:● Federal & State Policies● SCOTUS Decisions● Founding Principles
Critique
Implicit:● Federalism● Limited Government● Rule of Law● Checks & Balances● Separation of Powers● Popular Sovereignty● Natural Rights● Continuity and Change
7.28.21
○ Individual rights as set forth in the Bill of Rights○ Individual responsibility○ Constitutional limitations on government power
to tax and spend, and prompt payment of publicdebt
○ Strong defense and supremacy of civil authorityover military
○ Peace, commerce and honest friendship with allnations, entangling alliances with none
● Supreme Court Decisions○ Brown v. Board of Education○ Plessy v. Ferguson○ Obergefell v. Hodges○ Gideon v. Wainwright○ Miranda v. Arizona○ Tinker v. Des Moines○ Texas v. Johnson○ Regents of the University of California v. Bakke
● Policies○ Separate but equal○ Title IX○ Affirmative Action○ Reverse Discrimination○ Eugenics○ Americans with Disabilities Act○ Individuals with Disabilities Education Act
7.28.21
Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.2.1 Compare how national, state, and local governments maintain order, security, andprotect individual rights.
Suggested Factual Content Concepts Verb
● Federal○ Federalism○ Executive Powers, Congress, federal court
system○ Maintain military○ Making treaties with foreign countries○ Providing for the general welfare
● State○ Roles of Governor, General Assembly, state
courts○ Maintaining law and order○ Enforcing criminal law○ Protecting property rights○ Supervising public education○ Building and maintaining highways
● Local○ Role of County commissioners, Mayor, local
elected officials○ Police and fire protection○ Building and maintaining roads○ Hospitals○ Enforcing laws through municipal courts
Explicit:● National/State/Local
Government● Order● Security● Individual Rights
Compare
Implicit:● Federalism● Governmental systems● Authority● Power
7.28.21
Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.2.2 Explain how the principle of federalism impacts the actions of state and localgovernment.
Suggested Factual Content Concepts Verb
● 9th and 10th Amendments● Delegated/enumerated powers
○ Collect taxes○ Borrow money○ Regulate foreign and domestic commerce○ Make money○ Declare war○ Raise and support an army and navy○ Establish lower federal courts
● Shared/concurrent powers○ Creating and collecting taxes○ Building highways○ Borrowing money○ Making and enforcing laws○ Chartering banks and corporations○ Spending money for the betterment of the
general welfare○ Government acquisition of private property for
public use with fair compensation● Reserved powers
○ Establish local governments○ Issue licenses (drivers, hunting, marriage, etc.)
Explicit:● Federalism● State/Local Government
Explain
Implicit:● Power● Governmental Systems● Taxation● Regulation
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○ Regulate intrastate commerce○ Conduct elections○ Ratify amendments to the US Constitution○ Provide for public health and safety
● Supremacy Clause● McCulloch v. Maryland● Examples of Issues to Discuss
○ Health and Public Safety (Mask Mandates)○ Education○ Taxation○ Drinking and Smoking Ages○ Impeachment○ Referendum○ Recall
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Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.2.3 Differentiate between the types of local governments in order to understand the role,powers, and functions each plays within an intergovernmental system.
Suggested Factual Content Concepts Verb
● Types of local governments○ Counties○ Cities/municipalities○ Townships○ Villages○ Parrishes○ Boroughs○ Tribal governments○ School districts○ Special districts
● Duties and responsibilities of city governments○ Review and approve the annual budget○ Establish tax rates○ Borrow funds○ Pass ordinances and resolutions○ Regulate land use through zoning laws○ Regulate business activity through licensing and
regulations○ Regulate public health and safety○ Exercise the power of eminent domain○ Respond to constituent needs and complaints
● Duties and responsibilities of county governments○ Administer and enforce state laws
Explicit:● Types of Local
Government● Role of Local Government● Powers of Local
Government● Functions of Local
Government● Federalism
(intergovernmental)
Differentiate
Implicit:● Authority● Conflict & Cooperation● Political Systems
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○ Collect taxes○ Assess property○ Record public documents○ Conduct elections○ Issue licenses○ Parks and libraries○ Sewers○ Emergency management services○ Hospitals○ Police protection○ Building inspection○ Planning and zoning
● Examples of local government agencies anddepartments○ School boards○ Police and fire departments○ Sheriff departments○ Water resource management○ Utilities○ Health department○ Parks and recreation○ Sanitation services○ Sewer services○ Public transportation○ Public libraries
● Intergovernmental cooperation○ Land use○ Planning agreements○ Mergers of local service delivery○ Boundary and annexation compacts
7.28.21
Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.2.4 Compare the federal government of the United States to various types ofgovernment around the world in terms of balancing security and the protection of rights.
Suggested Factual Content Concepts Verb
● Types of Government○ Fascism○ Democracy (Constitutional, Direct, and
Representative)○ Authoritarianism○ Totalitarian○ Republic○ Monarchy (Absolute/Constitutional)○ Oligarchy○ Dictatorship○ Communism○ Theocracy
● Unitary System v. Federal System● Parliamentary v. Representative
Explicit:● Federal Government● Types of Government● Security● Protection of Rights
Compare
Implicit:● Economic Systems● Values and Beliefs● Culture● Society
7.28.21
Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.3.1 Differentiate citizenship and civic participation in terms of responsibilities, duties,and privileges of citizens.
Suggested Factual Content Concepts Verb
● Civic Behaviors○ Voting○ Paying Taxes○ Volunteerism○ Voter registration drives○ Blood drives○ Community gardening○ Community service○ Local clean-ups○ Census participation○ Writing to an elected official○ Participation on local boards (voluntary)
● Citizen responsibilities○ Support and defend the Constitution○ Stay informed of issues affecting the
community○ Participate in the democratic process○ Respect and obey federal, state and local laws○ Respect the rights, beliefs, and opinions of
others○ Participate in local community
● Citizen duties
Explicit:● Citizenship● Civic Participation● Responsibilities● Duties● Privileges of Citizens
Differentiate
Implicit:● Politics● Culture/Values● Natural Rights● Voting● Bias
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○ Obeying the law○ Paying taxes○ Serving on a jury when summoned○ Registering with the Selective Service
● Citizen privileges○ Voting○ Individual Rights○ Private property
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Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.3.2 Compare strategies used by individuals to address discrimination, segregation,disenfranchisement, reconcentration, and other discriminatory practices that have existed in the UnitedStates.
Suggested Factual Content Concepts Verb
● Strategies○ Civil Disobedience○ Picketing○ Boycotts○ Lawsuits (Korematsu, Brown v.
Board of Education, Loving v.Virginia, Griswold v.Connecticut, Roe v. Wade,Shelley v. Kraemer, Swann v.Charlotte-Mecklenburg)
○ Sit-ins○ Voting○ Marches○ Holding elected office○ Lobbying○ Armed resistance○ Hunger strike○ Advertising○ Social Media○ Walk-out
● Example Events
Explicit:● Discrimination● Segregation● Disenfranchisement● Reconcentration● Discriminatory Practices
Compare
Implicit:● Human Agency● Culture and Diversity● Values● Societal Norms
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○ Walk-outs (East L.A., Adkin HighSchool Walkouts in Kinston,NC)
○ Montgomery Bus Boycott○ Greensboro Sit-ins○ ERA Marches○ Red Summer○ Stonewall Rebellion○ Organized protests for
environmental justice○ Takeover of Bureau of Indian
Affairs○ American Indian occupation of
Alcatraz● Individuals
○ Martin Luther King Jr.○ Cesar Chavez and Dolores
Huerta○ Susan B. Anthony○ Harvey Milk○ John Lewis○ Sarah Deer○ Buffy Sainte-Marie
7.28.21
Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.3.3 Summarize the changes in process, perception, and the interpretation of UnitedStates citizenship and naturalization.
Suggested Factual Content Concepts Verb
● Citizenship requirements● Naturalization Process● Alien and Sedition Acts● INS● 14th Amendment● Immigration and Customs Enforcement (ICE)● Deportation and Expatriation● Undocumented immigrations● Citizenship Test (Explore versions through
American History)● Changes to citizenship process, perception, and
interpretation○ 14th Amendment○ Deferred Action for Childhood Arrivals○ Chinese Exclusion Act○ Immigration Quota System○ Cuban Adjustment Act, 1966○ “Wet foot, Dry foot” policy○ “Melting Pot Theory”
Explicit:● Citizenship● Naturalization● Change
Summarize
Implicit:● National identity● Values● Assimilation
7.28.21
Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.3.4 Compare citizenship in the American constitutional democracy to membership inother types of governments.
Suggested Factual Content Concepts Verb
● Types of Government○ Fascism○ Democracy (Constitutional, Direct, and
Representative)○ Authoritarianism○ Totalitarian○ Republic○ Monarchy (Absolute/Constitutional)○ Oligarchy○ Dictatorship○ Communism○ Theocracy
● Characteristics of Citizenship○ Natural-born citizen○ Visas○ Naturalization○ Responsibilities, duties and privileges of citizens○ Green Card
Explicit:● Citizenship● Democracy● Governmental Systems
Compare
Implicit:● National Identity● Cultural Attributes● Power
7.28.21
Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.3.5 Explain how the two-party system has shaped the political landscape of the UnitedStates.
Suggested Factual Content Concepts Verb
● Federalists v. Anti-Federalists● Washington Farewell Address● History and Evolution of Political Parties● Coalition Government● Two-Party System v. Multi-Party System● Political Polarization● Parties that Shaped the Two-Party System
○ Democratic-Republican Party○ Federalist Party○ Whig Party○ Democrat Party○ Republican Party
● Characteristics of a two-party system○ Limited choices○ Power passes back and forth○ Absence of proportional representation○ Prevents fringe parties gaining power○ Move-to-the-center on issues
Explicit:● Politics● Governmental Systems
Explain
Implicit:● Values and beliefs● National identity● Diversity● Cultural attributes
7.28.21
Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.3.6 Distinguish the relationship between the media and government in terms of theresponsibility to inform the American public.
Suggested Factual Content Concepts Verb
● Freedom of Speech/1st Amendment● Freedom of the Press (Peter Zenger Case)● Examples of media’s role
○ Watchdog○ Investigation
● Examples of responsibilities of the media○ Informed public○ Report fact-based, unbiased information○ Convey messages to the general public
● Government-media relationship○ Federal Communications Commission○ Federal Trade Commission○ Freedom of Information Act○ Privacy Act of 1974/Code of Fair Information
Practice
Explicit:● Media● Government● Constituency● Responsibility
Distinguish
Implicit:● Authority● Social contract
7.28.21
Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.3.7 Assess the effectiveness of the election process at the national, state and locallevels.
Suggested Factual Content Concepts Verb
● Types of Elections (midterm, general, presidential,runoff, special)
● Electoral College● Popular Vote● Winner-Take-All● Gerrymandering● Caucuses v. Primaries● National Convention● Referendum, Recall Elections● Incumbency● Split-Ticket Voting● Straight Ticket Voting● Voter Turnout● State Board of Elections● Local Board of Elections● Federal/State/Local races● Ballot construction● Secret Ballot● Voting machines● Volunteers, Poll workers● Early Voting● Same Day Voting
Explicit:● Elections● Federalism
Assess
Implicit:● Political process● Political action● Conflict resolution
7.28.21
● Absentee Voting● North Carolina Election Security Rules● North Carolina post-election procedures and
audits
7.28.21
Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.4.1 Differentiate the judicial systems of the United States and North Carolina in terms ofstructure, jurisdiction, and how each provides for equal protection.
Suggested Factual Content Concepts Verb
● Article III of the United States Constitution● Article IV of the United States Constitution● Judiciary Act of 1789● Federal Court System (District/Trial, Circuit,
Supreme Court)● NC Court System (District, Superior, Appellate,
State Supreme Court)● Federal Jurisdiction Types (Original, Appellate,
Diversity)● State Jurisdiction Types
○ Trial (Civil, Criminal, Juvenile)○ Appellate (Court of Appeals, State Supreme
Court)● Judicial Review● Precedent● Due Process Clause● Equal Protection Clause of the 14th Amendment● Cohens v. Virginia● Rule of Law
Explicit:● Judicial systems● Governmental structures● Authority● Equal protection
Differentiate
Implicit:● Rule of Law● Adversarial Nature of Court● Due process
7.28.21
Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.4.2 Differentiate the structure and function of state and federal courts in order tounderstand the adversarial nature of each.
Suggested Factual Content Concepts Verb
● Article III of the United States Constitution● Article IV of the United States Constitution● Types of Jurisdiction
○ Original○ Appellate○ Exclusive
● Structure of Federal Courts○ District (trial) courts○ Circuit Courts○ Supreme Court
● Structure of State Courts○ District courts○ Superior court○ Appellate courts○ State Supreme Court
● Election v. Appointment of Judges/Justices● 6th Amendment● Cross-Examination● Adversarial nature of the court system
○ Civil cases○ Criminal cases○ Jury
Explicit:● Governmental systems● Adversarial Nature of
Court● State Court Structure● Federal Court Structure● Court Functions
Differentiate
Implicit:● Federalism● Rule of Law
7.28.21
○ Grand Jury○ Plaintiff○ Prosecution○ Defense○ Jury trial○ Bench trial○ Judge○ Mediation/Arbitration○ Rules of evidence○ Magistrates○ Witnesses
7.28.21
Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.4.3 Exemplify how the constitutions of the United States and North Carolina have beeninterpreted and applied since ratification.
Suggested Factual Content Concepts Verb
● United States Constitution● North Carolina Constitutions● Judicial Review● Judicial Restraint● Judicial Activism● Founder’s intent● Strict interpretation● Loose interpretation● Jurisprudence● Statutory interpretation● Examples issues presented for interpretation in
North Carolina courts○ First amendment rights○ Second amendment rights○ Eugenics○ Capital punishment○ Desegregation○ Equity in education○ Voting○ Immigration
Explicit:● Governmental Systems● Change● Continuity
Exemplify
Implicit:● Federalism● Power● Governmental systems● Continuity and Change● Rights and responsibilities
7.28.21
Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.4.4 Assess how effective the American system of government has been in ensuringfreedom, equality, and justice for all.
Suggested Factual Content Concepts Verb
● Court decisions related tofreedom, equality, and justice○ Brown v. Board of
Education○ Plessy v. Ferguson○ Mapp v. Ohio○ Gideon v. Wainwright○ Obergefell v. Hodges○ Loving v. Virginia○ Tinker v. Des Moines○ Dred Scott v. Sandford○ Griggs v. Duke Power Co.○ Swann v. Mecklenburg
● Rule of Law● Freedom of Information Act● Civil Rights Act of 1964● Civil Rights Act of 1968● Voting Rights Act of 1965● Fair Housing Act of 1968● Americans With Disabilities
Act● Emancipation Proclamation
Explicit:● Freedom● Equality● Justice
Assess
Implicit:● Power● Authority● Due Process● Equal Protection● Culture, Values, Beliefs
7.28.21
● Equal Rights Amendment● Lilly Ledbetter Fair Pay Act● 14th Amendment● 15th Amendment● 19th Amendment● 23th Amendment● 24th Amendment● 26th Amendment● Voting Laws● Motor-Voter Act, 1993● Affirmative Action
7.28.21
Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.4.5 Summarize the importance of both the right to due process of law and the individualrights established in the Bill of Rights in the American legal system.
Suggested Factual Content Concepts Verb
● Bill or RIghts● Due Process
○ Equality○ Fairness○ Evidence
● Individual Rights○ Freedom of Speech○ Freedom of Religion○ Freedom of the Press○ Right to Assemble○ Right to Petition○ Right to bear arms○ Right to a fair trial○ Right to counsel○ Right to speedy trial○ Rights against illegal
search and seizure○ RIghts against
excessive bail and fines○ Rights against cruel and
unusual punishment● Miranda v. Arizona
Explicit:● Due process● Individual rights● Political system● Legal System
Summarize
Implicit:● Authority● Limited Government● Rule of Law● Freedom
7.28.21
● Gideon v. Wainwright● New Jersey v. TLO● Tinker v. Des Moines● Furman v. Georgia● Gregg v. Georgia● Mapp v Ohio
7.28.21
Course: Civic Literacy Strand: Civics and Government
Objective: CL.C&G.4.6 Critique the extent to which women, indigenous, religious, racial, ability, and identitygroups have had access to justice as established in the founding principles of government.
Suggested Factual Content Concepts Verb
● Founding Principles○ Creator-endowed
inalienable rights of thepeople
○ Structure of Government,Separation of powers,checks and balances
○ Frequent, free electionsin a representativegovernment
○ Rule of Law○ Equal justices under the
law○ Private property rights○ Federalism○ Due Process○ Individual rights as set
forth in the Bill of Rights○ Individual responsibility○ Constitutional limitations
on government power totax and spend, and
Explicit:● Diversity● Justice● Values and beliefs
Critique
Implicit:● Equal Protection● Due Process● Social Systems
7.28.21
prompt payment ofpublic debt
○ Strong defense andsupremacy of civilauthority over military
○ Peace, commerce andhonest friendship with allnations, entanglingalliances with none
● Worchester v. Georgia● Dred Scott v. Sandford● Korematsu v. United States● Hamdi v. Rumsfeld● Hamdan v. Rumsfeld● Women’s Suffrage
movement● Feminist movement of the
20th century● Equal Rights Amendment● Civil Rights Act● American Indian Rights
movement● Latino American Rights
movement● Stonewall Rebellion● Anti-semitism● Islamophobia● Americans with Disabilities
Act● Religious Freedom Act7.28.21
Course: Civic Literacy Strand: Economics
Objective: CL.E.1.1 Explain how the role federal and state governments play in economic decision-makingimpacts economic mobility, status, and quality of life of individuals living in America.
Suggested Factual Content Concepts Verb
● Agencies responsible for economic policy○ Federal Reserve○ Department of Labor○ Congress○ Bureau of Labor Statistics○ Bureau of Economic Analysis○ Office of Budget and Management
● Types of economic policies○ Fiscal○ Monetary○ Supply-side○ Trade/tariff○ Labor market○ Taxes○ Subsidies & stimulus
● Examples of application of economic policies○ Consumption○ Investment○ Regulation of monopolies○ Expansionary and contractionary○ Changes in government spending○ Changes in taxes
Explicit:● Economic mobility● Status● Quality of life
ExplainDecision- making
Implicit:● Limited Government● Economic Systems
7.28.21
○ Changes in the money supply○ Changes in the interest rate○ Changes in tariffs and trade relations
● Impact of economic policies○ Inflation/deflation○ High/Low Interest Rates○ National debt○ Increase/decrease in import prices○ Increase/decrease in net exports (the measure
of total national trade)○ Gentrification○ Trade Agreements
● Minimum Wage● Economic Stimulus Packages● Foreign Policy
7.28.21
Course: Civic Literacy Strand: Economics
Objective: CL.E.1.2 Summarize the role of the United States and North Carolina in the world economy.
Suggested Factual Content Concepts Verb
● Roles in World Economy○ Imports, Exports○ Trade Negotiations○ Economic Stabilizations○ Economic Growth○ World Trade Organization○ International Monetary Fund○ Trade Agreements○ Embargoes○ Foreign Investment
● North Carolina Economy○ Sweet Potatoes○ Pork○ Tobacco○ Furniture○ Biotechnology○ Nanotechnology○ Aircraft○ Christmas Trees○ Soy beans○ Textiles and apparel○ Manufacturing○ Banking
Explicit:● Government role● US and NC Economies
Summarize
Implicit:● Economic System● Globalization
7.28.21
○ Research Triangle Park● United States in the World
Economy○ Manufacturing○ Services○ Technology design○ Stable currency○ Government bonds○ Free Trade agreements○ Outsourcing○ Research and Development○ Pharmaceuticals○ Oil○ Aircraft○ Automotive parts
7.28.21
Course: Civic Literacy Strand: Geography
Objective: CL.G.1.1 Explain how views on freedom and equality influence legislation and public policy onissues of immigration, migration, and the environment.
Suggested Factual Content Concepts Verb
● Views on freedom and equality○ Landownership○ Land use○ Border security○ Safety○ Quotas○ Tribal Sovereignty○ Discrimination
● Legislation or policy examples○ Homestead Act○ Border Security for America Act of 2017○ Equal Rights Amendment○ Environmental Protection Agency○ National Park Services○ Immigration and Customs Enforcement○ Latinx Migration○ Indian Reservation System○ Paris Climate Accords○ Chinese Exclusion Act○ Water crisis in Flint, MI○ Clean Water Act○ Safe Drinking Water Act
Explicit:● Freedom● Equality● Legislation● Public policy● Immigration● Migration● Environment
ExplainInfluence
Implicit:● Legislative process● Public opinion● Population distribution
7.28.21
Course: Civic Literacy Strand: Geography
Objective: CL.G.1.2 Explain geopolitical and environmental factors which affect civic participation and votingin various regions of the United States.
Suggested Factual Content Concepts Verb
● Voter disenfranchisement● Population distribution● Population density● Voting demography● Gerrymandering● Redistricting● Location of polling stations● United States Census● Electoral college maps● Voting laws● Voter ID laws● Protests● Disease/pandemics/epidemics● Natural disasters
Explicit:● Geopolitical factors● Environmental factors● Civic participation
Explain
Implicit:● Voting● Cultural Attributes● Population Distribution
7.28.21
Course: Civic Literacy Strand: Geography
Objective: CL.G.1.3 Exemplify how the United States interacts with international governments to navigateglobal environmental issues.
Suggested Factual Content Concepts Verb
● Examples ways the United States interacts onglobal environment issues○ Multilateral cooperation○ Bilateral cooperation○ Summits/ conferences○ Cooperative groups
● Examples of global environmental issues○ Marine pollution○ Water pollution & freshwater○ Overfishing○ Global warming○ Resource shortage○ Acid rain pollution○ Ozone depletion○ Land desertification○ Decrease of forest coverage○ Waste disposal○ Natural disasters○ Rising sea levels
Explicit:● Global Environmental
issues● International governments
Exemplify
Implicit:● Governmental systems● Globalization● Interdependence● Conflict● Cooperation
7.28.21
Course: Civic Literacy Strand: History
Objective: CL.H.1.1 Explain how the tensions over power and authority led the founding fathers to develop ademocratic republic.
Suggested Factual Content Concepts Verb
● Colonial debt resulting from the French & IndianWar
● Proclamation of 1763● Salutary neglect● Declaration of Independence● The American Revolutionary War● Challenges of Articles of Confederation● Sherman Compromise/ Great Compromise● Events & acts creating tension in Colonial America
○ Townshend Acts○ Stamp Act○ Sugar Act○ Navigation Acts○ Coercive Acts/Intolerable Acts○ Quartering Act○ Sons of Liberty○ Taxation without Representation○ Admiralty Courts○ Royal Governors v. Colonial Interests○ British suspension of colonial laws until king
approved○ Parliament ignored the rights colonists had as
Explicit:● Power● Authority● Founding fathers● Democratic republic
Explain
Implicit:● Governmental systems● Conflict● Limited Government
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Course: Civic Literacy Strand: History
Objective: CL.H.1.2 Compare competing narratives of the historical development of the United States andNorth Carolina in terms of how each depicts race, women, tribes, identity, ability and religious groups.
Suggested Factual Content Concepts Verb
● Slave Narratives (Frederick Douglass, SolomonNorthup, Sojourner Truth)
● Seneca Falls Declaration (Elizabeth Cady Stanton,Lucretia Mott)
● Iroquois Constitution● Teachers should select competing narratives
concerning topics such as:○ Boston Tea Party○ Edenton Tea Party○ American Revolutionary War○ 3/5 Compromise○ Slave Trade Compromise○ Suffrage○ Mormons○ Quakers○ Slavery○ Citizenship○ Enfranchisement○ Civil Rights Acts○ Immigration Quotas○ Relocation of American Indians○ Immigrant Labor
Explicit:● Historical development● Narratives● Race● Women● Tribes● Identity● Ability● Religious groups
Compare andContrast
Implicit:● Diversity● Power and Conflict● Values and Norms● Culture
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○ The Reservation System○ Manifest Destiny○ Wilmington Coup○ Segregation○ Equal Rights Amendment○ American Indian Land Rights○ The “Capitol Crawl”
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Course: Civic Literacy Strand: History
Objective: CL.H.1.3 Interpret historical and current perspectives on the evolution of individual rights inAmerica over time, including women, tribal, racial, religious, identity, and ability.
Suggested Factual Content Concepts Verb
● Laws and practices that have removed or limitedindividual rights○ Grandfather Clause○ Poll taxes○ Literacy tests○ Slave codes○ Black codes○ Sundown towns○ Jim Crow laws○ Marriage laws○ Chinese Exclusion Act○ Redlining○ Executive Order 9066○ Plessy v. Ferguson○ Dred Scott v. Sandford○ Worcester v. Georgia○ Dawes Severalty Act○ Gerrymandering○ 18th Amendment○ American Indian reservations
● Laws and practices that have granted or expandedindividual rights
Explicit:● Historical perspectives● Individual rights● Women’s Rights● Tribal Rights● Race● Religious Rights● Ability
Interpret
Implicit:● Diversity● Power and Conflict● Values and Norms● Culture
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○ Bill of Rights○ 13th, 14th, 15th Amendments○ 19th Amendment○ Voting Rights Act of 1965○ Indian Civil Rights Act○ Obergefell v. Hodges○ Americans with Disabilities Act○ Title VII of Civil Rights Act of 1964○ Title IX○ Older Americans Act 1965○ Fair Housing Act○ FDR Executive Order 8802○ Truman Executive Order 9981○ Kennedy Executive Order 11118○ LBJ Executive Order 11141○ Roe v. Wade○ Section 504 of the Rehabilitation Act○ IDEA○ Religious Freedom Act of 1978
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Course: Civic Literacy Strand: History
Objective: CL.H.1.4 Explain the impact of social movements and reform efforts on governmental change,both current and in the past.
Suggested Factual Content Concepts Verb
● Social movements/reform efforts○ Temperance Movements/Reform○ Abolition Movement○ Labor Movements/Reform○ Mental Health Movements/Reform○ Immigration Reform○ Elder Rights Movement○ American Indian Movement○ Asian American Movement○ Farm Workers Movements/Reform○ Civil Rights Movements/Reform○ LGBTQ Movement○ Equal Rights Amendment
● Impacts of reform efforts○ Farm Workers Alliance○ Patient rights
■ Affordable Care Act■ The Health Insurance Portability and
Accountability Act of 1996○ Criminal rights■ Miranda v. Arizona■ Gideon v. Wainwright
Explicit:● Social movements● Reform movements● Governmental Change
Explain
Implicit:● Social contract● Continuity and change● Political power
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○ Prohibition○ Americans With Disabilities Act○ Marriage Laws○ DACA/Dreamers○ Indian Citizenship Act○ Civil Rights Acts○ Voting Rights Act○ Indian Civil Rights Act
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Course: Civic Literacy Strand: History
Objective: CL.H.1.5 Explain how the experiences and achievements of minorities and marginalized peopleshave contributed to the protection of individual rights and “equality and justice for all” over time.
Suggested Factual Content Concepts Verb
● Experiences/achievements○ A. Phillip Randolph○ Rosa Parks○ James Meredith○ Adam Clayton Powell, Jr.○ Martin Luther King, Jr.○ Greensboro Four○ John Lewis○ Elizabeth Cady Stanton○ Susan B. Anthony○ Dolores Huerta○ Cesar Chavez○ Frederick Douglass○ Lucretia Mott○ Harvey Milk○ Thurgood Marshall○ Jennifer Keelan-Chaffins○ Sandra Day O’Connor○ Ruth Bader Ginsburg○ Barack Obama○ Kamala Harris○ Deb Haaland
Explicit:● Minorities● Marginalized peoples● Individual rights● “Equality and justice for
all”
Explain
Implicit:● Change and continuity● Beliefs and values● Due process● Equal treatment
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○ Reverend William Barber II● Contributions to individual
rights, equality, & justice○ The Equal Rights
Amendment○ Indian Citizenship Act of
1924 (Snyder Act)○ The Indian Civil Rights Act○ Religious Freedom Act of
1978○ Executive Order 12898○ Civil Rights Act of 1965○ Voting Rights Act of 1965○ 19th Amendment○ 26th Amendment○ Title VII of the Civil Rights
Act of 1964
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Course: Civic Literacy Strand: History
Objective: CL.H.1.6 Exemplify ways individuals have demonstrated resistance and resilience to inequities,injustice, and discrimination within the American system of government over time.
Suggested Factual Content Concepts Verb
● Examples of resistance○ Civil disobedience○ Rallies/marches○ Strikes○ Walkouts○ Sit-ins○ Boycotts○ Voter registration drives &
voting○ Communicating with local,
state, and United Stateselected officials
○ Petitions○ Letter writing & social media
campaigns● Examples of resilience
○ Responses to 9/11 attacks○ Japanese American
responses to Executive Order9066
○ American Indian responses toBattle of Hayes Pond
Explicit:● Resistance● Inequality● Injustice● Discrimination
Exemplify
Implicit:● Change● Authority
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○ Responses to naturaldisasters
○ Surviving the GreatDepression
○ American Indian ability tomaintain identity and culturedespite efforts of assimilation
○ Holocaust survivors○ African American response to
Tulsa Race Massacre○ Creation of Organizations
■ NAACP■ NOW■ ACLU
○ Tuskegee Institute andBooker T. Washington
○ Alliance for Justice○ AAPI Groups○ Rainbow Coalition○ Civil Rights Project
7.28.21
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