AMERICAN POLITICAL BEHAVIOR OBJECTIVES WITH FURTHER DEFINITIONS Copyright c 1990 Georgia Department of Education, Division of Instructional Media AMERICAN POI1TICAL BEHAVIOR (11-12) CONTENT OBJECTIVE A 1. Describes the basic concepts of democracy and their origins Democracy is a political system in which the individual is valued and given a voice in the government of the political unit. In a democracy, political discussion and dissent are allowed, and a democratic society believes that the government governs with the consent of its citizens. Democracy has its origins in ancient Greece with the direct democracy of the Athenian city-state where citizens ruled through meetings that all citizens could attend. The Romans developed an early form of representative democracy in which the citizens chose leaders to make decisions on their behalf. 1. Defines the meaning of the term democracy (C) 2. Identifies values associated with democracy (C) 3. Identifies the characteristics of a democratic society in terms of individual choices (C) 4. Explains the meaning of direct democracy as it applied to the city-state of Athens and gives examples of its existence in current United States political life (C) 5. Explains the meaning of representative democracy as it applied to ancient Rome (C) 6. Analyzes how the political culture of the United States illustrates the concepts and values of democracy (C) 7. Shows how democratic values are reflected in current political institutions and behaviors in the United States (c, A) AMERICAN POUTICAL BEHAVIOR (11-12) CONTENT OBJECI1VE A2. Identifies the factors involved in the formation of the Constitution The historical factors involved in the formation of the Constitution were the background of the colonists as English subjects with all the accompanying legal and political rights, self-government by each colony in a three-branch structure prior to 1776 and the failure of the weak central government during the period of the Articles of Confederation. Further, there was a belief at the 1787 convention in Philadelphia that a stronger central government was essential, and the delegates quickly arrived at the conclusion that the Articles of Confederation were far too flawed to be revised adequately, though that had been the originally stated purpose of the meeting. The philosophical factors included a commitment to general democratic ideals, such as popular sovereignty, limited government and the rule of law, as well as a consensus among the national leaders that ideas such as separation of powers and checks and balances should be written into the document. These ideals were based on both practical experience in self-government, and a philosophical background which included such influences as the Magna Carta, the writings of political theorists such as Locke and Rousseau and American documents such as the Declaration of Independence. 1. Identifies key historical events in the development of the rights given to English citizens (C) 2. Describes the structure of colonial governments (C) 3. Indicates how the colonists' objections to English government led to the structure of the Articles of Confederation (C) 4. Lists the specific failures of the Articles of Confederation (C) 5. Compares the structure of the central government under the Articles to that under the Constitution (C) 6. Compares and contrasts the principle ideas expounded in other historical documents and writings (such as the Magna Carta and the Declaration of Independence) with some of the major features of the Constitution (C) 7. Identifies key general principles of United States government which serve as guidelines for the Constitution (C) AMERICAN POUTICAL BEHAVIOR (11-12) CONTENT OBJECTIVE A3. Assess the development of the relationship of the three branches of government Prior to the Constitution, Americans experienced two distinct periods of government -- the colonial period and the period under the Articles of Confederation. During the colonial period, each colony adapted the English model of a limited executive, a bicameral legislature and a court system to suit their particular needs. At least partly because of the colonial status (such as appointed governors), the three branches developed somewhat independently, but functioned cooperatively. Under the Articles of Confederation, the national government was structured with a unicameral legislature, and no executive or judicial branch. The resulting failure of the Articles of Confederation led to the Constitution being structured more along the lines of the colonial experience, with powers being separated among the three branches and a system of cooperative action known as checks and balances. In the period since the Constitution was written, the relationship among the three branches has continued to develop. The development of judicial review and the rapid growth of presidential power in the 20th century have altered the original relationship of the three branches from a dominant legislative branch toward a more balanced structure. 1. Describes the structure and common elements of the colonial governments (C) 2. Describes the structure of the national government under the Articles of Confederation (C) 3. Identifies the specific failures of the national government under the Articles of Confederation (C) 4. Compares the structure of national government under the Articles of Confederation to that under the Constitution (C) 5. Explains and gives examples from recent United States history of the concepts of separation of powers and checks and balances (C) 6. Describes how relationships among the three branches have been altered in the years since 1787 by judicial review and the growth of presidential power (C) AMERICAN POUTICAL BEllAVIOR (11-12) CONTENT OBJECTIVE A4. Explains the procedure of American federalism American federalism is based on the dual needs of allowing for the differences between the various states and their conditions and yet maintaining a central government with enough power to effectively unify the country. Thus, the states operate their governments to serve the particular needs of individual states' political, economic and social climates. At the same time, however, the federal government is responsible for those areas of American life and government with which the individual states either cannot or will not effectively deal. These areas include, but are not limited to, national defense, regulating the national economic system and ensuring that certain individual rights are protected by the government. The central government is able to accomplish this through the constitutional doctrine of supremacy of federal law and the powers granted by the Constitution, both expressed and implied. The states, in turn, are guaranteed by the ninth and tenth amendments that their sovereignty in other areas will be maintained. 1. Defines the meaning of federalism (C) 2. Defines the meaning of federal supremacy (C) 3. Explains the historical basis for the constitutional establishment of a federal system in the United States (C) 4. Identifies typical decisions which are left to state governments in the United States (C) 5. Identifies typical decisions which are made by the government of the United States (C) 6. Explains the importance of federal supremacy in promoting national unity in the United States (c, A) 7. Explains the importance of state sovereignty in United States government (C) 8. Explains the relevant sections of the United States Constitution which establish and maintain the federal structure (C) AMERICAN POUTICAL BEHAVIOR (11-12) CONTENT OBJECTIVE AS. Evaluates the relationship of American political behavior to economic activity In the American political culture, the primary form of political behavior by citizens is voting. Voters tend to "vote their pocketbooks." This could take the form of punishing an incumbent for an economic downturn of some sort or rejecting a candidate seen as likely to cause such a downturn in the future. Or, the vote may simply express satisfaction or dissatisfaction with general economic activity. In any case, economic activity plays a critical role in political behavior. 1. Defines the phrase "votes his or her pocketbook" (C) 2. Identifies economic activities (such as tax increases, inflation, etc.) which might be likely to inspire higher voter turnout (C) 3. Generalize about why citizens often vote according to their perceptions about economic activity (c, A) 4. Identifies presidential elections which show clear evidence of economic influences in voting patterns and constructs a chart of these elections (C) AMERICAN POUTICAL BEHAVIOR (11-12) CONTENT OBJECTIVE B.6. Describes the formation of American political parties The United States Constitution makes no provision for political parties, yet parties quickly emerged. Political parties in America grew out of the debate over ratification of the Constitution in the years following 1787. Since that time, the parties have served as a means of people becoming involved in the political process by making known the needs and interests of a wide variety of people and groups. The conflict over ratification and the new centralized government divided people into pro and con groups that quickly became the nuclei for the Federalist and Antifederalist Parties. The Whig Party filled the vacancy created by the death of the Federalist Party in the 1830s; the Republican Party then supplanted the Whig Party in the 1850s. The Democratic Party succeeding the Antifederalist Party first viewed state power more favorably than the exercise of national power. Although numerous "third parties" have emerged over the years (e.g., Socialist, libertarian, Progressive, Populist), presently the Democratic and Republican Parties dominate electoral politics in the United States. 1. Explains how the debate over ratification of the Constitution related to the formation of political parties of the United States (C) 2. Descnbes the appeal of political parties to the voting public (C, A) 3. Describes how the parties attempt to establish a broad base of public appeal (C) 4. Explains how the parties compete in the effort to govern the United States (C) 5. Develops an outline illustrating the history to the current major parties (C) AMERICAN POUTICAL BEHAVIOR (11-12) CONTENT OBJECI1VE B.7. Formulates the procedures involved in the creation of political platforms A political party platform is a series of statements or positions on relevant issues which summarize a party's beliefs, policies, proposals or programs at a given point in time. The platform is adopted every four years at the national convention of the party by a vote of the delegates. Prior to that vote, the platform is authored and proposed by a special committee which exists solely for the purpose of formulating a series of statements which will provide the basis for broad support by the voting public. Following debate, amendment, and passage of a final platform at the national convention, the party's presidential ticket campaigns using these statements as a foundation. 1. Defines the term "platform" (C) 2. Describes the procedure by which a party arrives at a platform for a given election (C) 3. Identifies the various statements and positions which constitute the platforms of the two major parties in a recent election (C) 4. Describes how platform committee members are selected (C) 5. Explains the role of candidates in the formation or adoption of a platform (C) AMERICAN POUTICAL BEHAVIOR (11-12) CONTENT OBJECTIVE B.s. Analyzes methods involved in choosing political candidates Candidates in American elections are chosen in a variety of ways. In some cases, candidates are entirely self-nominated; in many other instances, the self-nominated candidate must work through a series of other steps to gain a political party's nomination for an office. These steps typically include any of the following stages, or combinations of these stages - a party caucus, a party convention or a party primary. There may be additional requirements for the self-nominated candidate concerning petitions to be placed on the ballot or some other means of showing some base of public support. In some cases a candidate's name can be entered in nomination by someone else and/or without following the usual nomination process. 1. Defines the term caucus (C) 2. Explains the role of conventions in determining candidates for some elections (C) 3. Explains the function of a primary in determining candidates for office (C) 4. Identifies ways and methods by which candidates for public office may be placed on the election ballot (C) 5. Identifies methods by which a party might select its nominee for a political office (C) 6. Analyzes the nomination process as it occurred in recent national, state, and local elections (c, A) 7. Identifies strengths and weaknesses of the method of self-nomination and of the ways in which self-nomination is translated into party nomination (C) AMERICAN POLfTICAL BEHAVIOR (11-12) CONTENT OBJECTIVE B.9. Examines the involvement of the individual in the American political party system The American political party system involves the individual citizen primarily at the level of a simple voting decision. In many cases, the citizen does not consider himself or herself a "member" of the party, but is rather voting for a particular party's ticket in that particular election. In many states, however, potential voters must declare a party preference in order to participate in party primaries. Because a number of states are essentially "one-party" states, the primary often becomes more important than the general election in choosing the final officeholder, and the registration of the voter as a Democrat or Republican becomes critical to the voter's ability to playa significant role in the electoral process. Some individuals choose to become more involved in their political party and elect to work on a more regular basis for the party and its candidates. These efforts might include such activities as fund-raising, telephone or door-to-door canvassing, mailing party literature or maintaining communication with other party members in their state. 1. Explains party organization and structure and describes how individuals can take part in each (C) 2. Identifies how the major political parties encourage voter participation and turnout (C) 3. Identifies ways in which the individual citizen may choose to become more involved in party activities than simply voting (C) 4. Explains the importance of registering as a "member" of one particular party in some states (C) 5. Analyzes the reasons for declining party membership and participation in American politics (C, A) 6. Evaluates personal commitment to participation in a political party (c, A) AMERICAN POUTICAL BEHAVIOR (11-12) CONTENT OBJECfIVE C.10. Identifies how elections are administered and controlled at the various levels of government Elections in the United States are administered and controlled primarily by local officials as directed by state and federal election laws. These local officials, usually called the election board or commission, work under the general supervision of a state official (such as the Secretary of State) and perform the same general functions in each municipality or county. The local election officials divide the unit of government (city, township, county, etc.) into small voting districts called precincts. Each precinct has a voting location for all citizens who live within its boundaries. On election day, whether the election is local, state or national, the election officials are responsible for opening and closing the polling place in accordance with state election laws, providing adequate and legal ballots or voting machines, checking the registration of arriving voters from an official list maintained by the local registrar and counting and reporting the ballots at the conclusion of the day's voting. Generally, each party is allowed to have a party member present at all times at each polling place to monitor the activities there and ensure that no unqualified voters are allowed to vote. 1. Defines the term precinct (C) 2. Identifies the geographic location of several local polling precincts (C) 3. Compiles a list of local and state election laws, such as registration requirements, hours of polling place operation, etc. (C, A) 4. Describes procedures followed on election days by election officials at the polling place (C) 5. Assesses the need and desirability of activities of party members at or near the polling place on election days (C, A) AMERICAN POUTICAL BEHAVIOR (11-12) CONTENT OBJECTIVE C.ll. Explains the methods involved in political campaigning A successful candidate for public office in the United States must generally plan and establish some sort of an organization to assist in the campaign, whether that organization is part of the party structure or is more informal. The candidate must also provide adequate financing for the campaign and the candidate must determine the best way in which to present his or her candidacy to the electorate. This would include decisions concerning methods and types of advertising on radio, television and in print; setting up forums in which the candidate might meet the public face-to-face; whether or not to debate the opponent; and at which groups of voters the campaign might best be targeted. Finally, the candidate must determine the best possible content for the message that he or she brings to the public. This would include decisions about whether or not to take certain approaches to the campaign, such as attacking the opponent as opposed to "standing on the record"; dealing in generalities as opposed to issues; and what promises might be successfully made to the voters. 1. Describes the methods and types of political party support available to political candidates (C) 2. Explains the need for adequate campaign funding (c, A) 3. Describes ways in which a candidate might form and use an organization in a political campaign (C) 4. Explains the difference between campaigns which "stand on the record" and those which attack the opponent (c, A) 5. Compiles and analyzes examples of campaign advertising from recent political campaigns (c, P) 6. Analyzes recent examples of campaign advertising for issue content vs. generalities (c, A) 7. Evaluates recent examples of campaign advertising according to the candidate's approach to positive or negative campaigning (c, A) AMERICAN POUTICAL BEHAVIOR (11-12) CONTENT OBJECTIVE C12. Describes the individual's role in the electoral process The most common role of the citizen is that of voting. However, there are several levels of involvement in addition to voting. The individual citizen might in some way attempt to persuade other citizens to vote in a certain way, whether by wearing a campaign button or putting on a bumper sticker or by persuasive discussion of the candidates and issues. On the next level, the individual citizen might attend rallies or meetings for a candidate or party and/or contribute money to the campaign. In some cases, individuals go further and become active workers in the campaign, assisting in fund-raising or spreading the candidate's campaign platform through mailings or telephone canvassing. The most involved level of participation by the individual in the electoral process would be to actually become a candidate for election to public office. 1. Identifies ways in which the individual citizen may participate in the electoral process in the United States (C) 2. Explains the importance of individual participation in the electoral process in a democratic society (C) 3. Analyzes voter turnout figures for recent elections at all geographic levels (C) 4. Compares voter turnout rates in the United States to the voter turnout rates in other democratic societies (C) 5. Analyzes reasons for lower voter turnout rates in elections in the United States (c, A) 6. Examines responsibilities of citizens as they participate in the electoral process (c, A) AMERICAN POUTICAL BEHAVIOR (11-12) CONTENT OBJECTIVE D.13. Describes the development and nature of public opinion in America Public opinion is what a large group of people who share a common interest think about a particular issue of public policy. Public opinion has influenced American politics and government since colonial times. The diversity allowed in a democracy results in public opinion being an ever-present but also ever-changing, social force which influences decisions about crucial issues. Public opinion can be developed and shaped through such activities as newspaper editorials, press conferences, public ceremonies, speeches, etc. Interest in a specific issue can be long-term or interest may fade from the public view very quickly. On some issues the public may have no opinion; on other issues a shift of public interest can change a nation's policies. 1. Explains how public opinion may influence the electoral process and/or government policy (C) 2. Categorizes issues of local interest and describes their relationship with national issues (C) 3. Explains the history of a long-term issue of public interest (e.g. women's rights, black civil rights, etc.) and why these issues have long duration (C) 4. Explains how public opinion may influence personal decision-making (C) 5. Examines the tactics and policies used by a public interest group as it attempts to influence opinion (C) AMERICAN POliTICAL BEHAVIOR (11-12) CONTENT OBJECTIVE D.14. Assesses various influences on the formation of public opinion Lobby groups; governmental agencies and other governmental bodies; organized religion; and social, ethnic, cultural and political groups and organizations all affect formation of public opinion. Successful manipulation of, or influence on, public opinion may be measured by the amount of media coverage received by a group or an issue, by a group's ability to raise money, by public statements by a candidate or elected official and by passage of legislation desired by a particular interest group. 1. Identifies methods used to influence public opinion (C) 2. Selects a current issue and explains how the media, through selection of information, can influence a specific issue or policy (C) 3. Explains how membership in a particular group may influence one's opinion on an issue (C) 4. Gives examples of how diverse factors may interact to influence an individual to belong to several groups (C) 5. Examines a political campaign to assess the influence, or lack of influence, of public opinion on a candidate's professed views (C) 6. Evaluates the record of a current or past politician to assess the impact of changing public opinion on his/her record and public statements (C) AMERICAN POU11CAL BEHAVIOR CONTENT OBJECTIVE 0.15. Formulates strategies for effective expression of public opinion Strategies such as lobbying, demonstrating, fund-raising, letter-writing campaigning and advertising are developed by groups to try to influence others to adopt their point of view in relation to public issues and public policy. 1. Explains why the most basic expression of public opinion is voting (C) 2. Describes ways citizens' news can be made known to government decision-makers (C) 3. Explains the role of lobbyists in influencing public officials (C) 4. Examines the activities developed by various groups to influence public policy (C) 5. Chooses a current issue and develops a strategy designed to promote a specific point of view in an effective manner (c, A) AMERICAN POliTICAL BEHAVIOR (11-12) CONTENT OBJECTIVE D.16. Describes possible methods of measuring public opinion It is generally accepted that the most accurate measure of public opinion is obtained by an opinion poll. Other, perhaps less accurate measures, may include election results, public forums, demonstrations and newsletters. 1. Identifies different means of measuring public opinion (C) 2. Describes probability theory used by professional pollsters (C) 3. Explains why a newspaper editorial or public forum might not accurately reflect public opinion (C) 4. Uses scientific methodology to develop a poll which evaluates opinion on an issue of public policy (C) 5. Explains how public opinion is reflected by the results of an election (C) 6. Evaluates the accuracy of public forums and demonstrations as methods of measuring public opinion (c, A) AMERICAN POUTICAL BEHAVIOR (11-12) CONTENT OBJECflVE 0.17. Describe the development and nature of special interest groups Special interest groups are comprised of persons who band together to promote a particular goal of common concern. The groups attempt to influence public policy through their activities. Interest groups generally develop out of strong social forces and differences which are and inevitable part of a democratic society. It is part of the meaning of democracy that individual's should recognize the existence of different interests and organize to protect and foster them. The varied special interest or pressure groups of today have early forerunners. An agency known as the National Association of Cotton Manufacturers formed in 1854. The United States Brewers' Association was established in 1862 to represent the beer industry. The Grange once a leading farm organization organized in 1867. Special interest groups may be concerned with one issue or many issues. The groups which focus on multiple issues tend to last longer than single issue groups. 1. Explains why people join interest groups (C) 2. Describes how special interest groups may target different levels and/or branches of government to achieve their goals (C) 3. Categorizes multiple issue and single issue interest groups (C) 4. Traces the development of a special interest group through United States history (e.g., women's rights, child labor, unions) (C) 5. Describes major concerns of special interest groups including attempts to influence elections and legislation through political action committees, publicity, and lobbying (C) 6. Compares the characteristics of special interest groups to interest groups of earlier historical periods (C) 7. Researches the historical antecedents of major special interest groups presently active (C) 8. Evaluates the influence of special interest groups on public policy (C) AMERICAN POUTICAL BEHAVIOR (11-12) CONTENT OBJECfIVE 0.18. Compares and contrasts various kinds of American interest groups Among the many kinds of interest groups in the United States are employers, consumer advocates, civil rights organizations, clubs, religious organizations, veterans groups, labor, business interests and advocates of conservation. These groups may find themselves at odds with one another in promoting their area of special interest. 1. Categorizes concerns of prominent special interest groups (C) 2. Compares the concerns of a union or professional association with the interests of a business oriented group (e.g., the United States Chamber of Commerce) (C) 3. Explains the conflict in goals between employers and employees (C) 4. Gives examples of how the concerns of one group may come into conflict with the goals of another group (e.g., pro-life v. pro-choice groups) (c, A) AMERICAN POUTICAL BEHAVIOR (11-12) CONTENT OBJECI1VE E.19. Analyzes the impact of special interest groups on American political behavior Special interest groups try to influence public policy by becoming involved in politics. Activities include providing monies for candidates, working in campaigns and lobbying public officials. Interest group politics has been a major influence on American political behavior. 1. Defines special interest group (C) 2. Identifies activities used by special interest groups to influence political behavior (C) 3. Contrasts and compares the influence of highly funded-low profile groups with that of highly vocal groups upon public opinion and public policy (C) 4. Analyzes the influence of political action committees on the political process (C) 5. Identifies and evaluates the potential usefulness of resources available to special interest groups (C) 6. Evaluates how special interest groups use their available resources to further political goals (C) 7. Suggests a political system in which special interest groups are nonexistent and explains how political behavior in such a system would be different from that in the United States (c, A) AMERICAN POUI1CALBEHAVIOR (11-12) CONTENT OWECfIVE F.20. Traces the origin of individual rights in European history and their transmission and application to American history The American colonial leaders of British background were familiar with the historical and political traditions of England in relation to the rights of individuals, especially as described in the Magna Carta, the English Bill of Rights and English common law. The ideas of English philosopher John Locke were popular in the colonies and were incorporated into the Declaration of Independence. His ideas, as well as those of French philosopher Montesquieu, are also to be found in the Constitution. Colonial and early American laws were based on the English tradition. Many of these ideas are still found in American law today. 1. Explains how much of United States law guaranteeing individual rights can be traced to English legal tradition (C) 2. Describes the provisions and ultimate application of the Magna Carta to law in the United States (C) 3. Explains how the ideas of John Locke were used to justify the English "Glorious Revolution" and later the American Revolution (C) 4. Evaluates "natural rights" fIrst identifIed by European philosophers as they are found in the Bill of Rights (C) 5. Selects a Supreme Court case dealing with an individual right and, tracing the origin of belief in that right, evaluates the status of that right in contemporary America (C, A) AMERICAN POUTICAL BEHAVIOR (11-12) CONTENT OBJECI1VE F.21. Analyzes the variety of American rights involving freedom of expression, e.g., speech, press, religion The First Amendment of the Bill of Rights protects individual rights of expression even though the exercise of those rights may be distasteful to some other members of society. The courts, however, have allowed some restriction of First Amendment rights, such as the recent decision denying the use of peyote to members of the Native American Church. In other situations, the Court has allowed unrestricted "symbolic speech" which has included flag-burning. 1. Explains why First Amendment rights are necessary in a free society (C) 2. Identifies forms of freedom of speech and analyzes why certain classes of speech are not protected (fighting words, etc.) (C) 3. Explains the importance of a free press in a free society (C) 4. Contrasts the freedom of the press in America with a country in which the press is not free (C) 5. Analyzes the difficulties presented in defining pornography and obscenity, especially in relation to community standards (c, A) 6. Analyzes freedom of the press cases to identify conflicting interests in publishing versus non-publishing of issues said to be subversive to the public good (Le., Ellsberg and the Pentagon Papers) (C, A) 7. Evaluates unrestricted "symbolic speech" using decisions of the Court (c, A) AMERICAN POUTICAL BEHAVIOR (11-12) CONTENT OBJECI1VE F.22. Describes personal property rights In the United States, personal property, except for eminent domain, is sacrosanct. Persons who steal or defile personal property are subject to the criminal justice system. Personal property rights include such classes of property as absolute property, qualified possessory interest and qualified non-possessory interest (such as an easement). 1. Explains how the clause "secure the Blessings of Uberty..." in the preamble to the Constitution relates to personal property rights (C) 2. Distinguishes among classes of personal property (e.g., absolute property interest, qualified possessory interest, qualified non-possessory interest) (C) 3. Analyzes a case dealing with a robbery, burglary, arson or vandalism in which personal property has been stolen or damaged and explains the rationale behind making the above actions a crime (C) 4. Describes how property interests may be acquired or lost (C) 5. Explains why eminent domain is sometimes necessary to promote "general welfare" over the property rights of individuals (C) AMERICAN POLITICAL BEHAVIOR (11-12) CONTENT OBJECTIVE F.23. Examines the evolution of civil rights Civil rights are defined as those rights guaranteed to an individual by the Constitution or statutory law. Originally, in the United States, most civil rights were not extended to minorities, but through the years many groups have been able to achieve equal protection under the law. The goals of equal treatment and protection have been achieved through legislative acts, Supreme Court interpretations and amendments of the Constitution. 1. Explains the evolution of black civil rights citing count cases and appropriate amendments to the United States Constitution (C) 2. Describes the evolution of civil rights for women from colonial times to the present citing amendments to the United States Constitution, court cases and political action groups (C) 3. Compares and contrasts the rights historically guaranteed or denied a selected minority group with the civil rights of "mainstream" citizens of the United States (C) 4. Evaluates the rights guaranteed criminal suspects through court decisions such as Miranda and Gideon (C) 5. Evaluates free speech cases such as Feiner v. New York or Gregory v. Chicago to weigh conflicting interests in regard to civil rights (C) 6. Evaluates challenges to the civil rights legislation of the 19608 (C, A) AMERICAN POUTICAL BEHAVIOR (11-12) CONTENT OBJECTIVE F.24. Determines rights associated with due process of law Due process protects the rights of individuals against infringement by government. The two types of due process are procedural, which requires certain protocols to be followed by the police, courts and other governmental bodies, and substantive, which requires that laws be fair. Many due process rights (a limit to government's rights to search and seizure; fair legal procedures; right to a speedy and public trial by an impartial jury; no excessive fines, bail, or cruel and unusual punishment, etc.) are described in the Bill of Rights, but some (privilege of habeas corpus, restrictions on punishment for treason, etc.) are located in the body of the Constitution. The 14th Amendment has been used by the courts to apply due process to the states. 1. Explains the due process rights guaranteed in the main body of the Constitution (e.g., Article I, Section 9, and Article ill, Section 3, of the U.S. Constitution) (C) 2. Identifies the due process rights of persons accused of crimes as listed in amendments to the Constitution (Le., 4th, 5th, 6th, 7th, and 8th Amendments) (C) 3. Explains how the 14th Amendment is used to apply due process to the states by citing a Supreme Court case as an illustration (C) 4. Explains and illustrates how due process is used in civil, as well as criminal, matters (C) 5. Evaluates a case in which substantive due process was applied to find a law to be unconstitutional (c, A) 6. Evaluates the treatment of suspects accused of crimes in present United States society in relation to due process rights (c, A) AMERICAN POUTICAL BEHAVIOR (11-12) SKIlL OBJECIlVE At. Classifies ideas according to the frame of reference, ideology or bias of different writers or speakers Classifies ideas by frame of reference, ideology or bias means the ability to recognize differences in general frame of reference of opposing groups such as political conservatives versus liberals, religious believers versus unbelievers, feminist historians versus traditionalist historians, pacifists versus militarists, etc. 1. Recognizes examples of gender stereotyping in passages from history or social science texts (C) 2. Sorts political commentary into conservative and liberal categories (C) 3. Gives examples of how a military officer might give a different interpretation of a war than a person who did not serve in the military (C) 4. Sorts several narratives about historical periods into those which might have been written by authors representing different frames of reference (C) 5. Identifies important events or interpretations which have been left out of texts due to the frame of reference, ideology or bias of the authors (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE A2. Uses a table of contents Features of a book refers to sections of the book and to format characteristics which help readers to locate information quickly and efficiently. Features include title and title page, table of contents, glossary, index, appendix, bibliography, headings for units and chapters, boldface type, endnotes, footnotes, marginal notes and chapter summaries. 1. Obtains overview of a textbook by reading the table of contents, statements printed in boldface type, marginal notes and chapter summaries (C) 2. Locates specific topics by reading the table of contents and index (C) 3. Locates definitions of key terms by reading the glossary (C) 4. Selects additional books to read by scanning the bibliography (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE A3. Uses a bibliography Features of a book refers to sections of the book and to format characteristics which help readers to locate information quickly and efficiently. Features include title and title page, table of contents, glossary, index, appendix, bibliography, headings for units and chapters, boldface type, endnotes, footnotes, marginal notes and chapter summanes. 1. Obtains overview of a textbook by reading the table of contents, statements printed in boldface type, marginal notes and chapter summaries (C) 2. Locates specific topics by reading the table of contents and index (C) 3. Locates definitions of key terms by reading the glossary (C) 4. Selects additional books to read by scanning the bibliography (C) AMERICAN pounCAL BEHAVIOR (11-12) SKIlL OBJECI1VE A4. Locates and interprets suitable data from multiple types of sources, e.g., government publications, newspapers, organizations, community resource files, nonprint Locates and works with information from a variety of sources refers to independent study or group projects which take students beyond the social studies textbook. Social studies information can also be found in such sources as standard reference works, trade books, photograph collections and the mass media. 1. Uses photograph collections and the non-print mass media to obtain facts and generalizations about other places and people or about social problems (C) 2. Interviews people from other places and cultures or who have special knowledge about a social problem (C) 3. Locates standard references and appropriate trade books in school media center (C) 4. Uses published scholarly studies on specialized topics related to social studies (C) 5. Obtains information from the local community (C) 6. Uses more than one source of information during independent study or group projects (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKIll OBJECTIVE A5. Analyzes interpretations of same event from different sources Analyzing interpretations of the same event from multiple sources means that the interpretation of an event is determined in part by an observer's frame of reference, perspective or point of view. Scholars tend not to see differing interpretations as clearly right or wrong, but as more or less complete and as reflecting the beliefs, values and assumptions of the person making the interpretation. 1. Compares and contrasts different interpretations of a event (C) 2. Identifies important differences in the frames of reference of two or more interpreters of an event (C) 3. Evaluates the expertise of two or more interpreters of an event (C) 4. Identifies possible bias in the frames of reference of two or more interpreters of an event (C) 5. Identifies possible elements of own frame of reference which might affect interpretation of a given event (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE A6. Determines the sequence of events in a given situation Events can be sequenced in chronological, causal or logical order. To determine or arrange the sequence means to recognize the time order of events, the cause/effect order of events or the logical relationship between premises and conclusion. 1. Produces an historical timeline with events in proper sequence (C) 2. Identifies the approximate dates of major events in American or world history (C) 3. Recognizes probable cause and effect when given a set of events (C) 4. Draws an appropriate conclusion given a set of premises (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE A 7. Analyzes cause and effect relationships Identifies cause and effect relationships means the ability to (1) differentiate between those relationships which probably are causal and those which probably are not, (2) recognize those events which probably have multiple causes rather than a single cause, (3) determine the probable direction of causation and recognize that some cause/effect relationships are bi-directional and (4) recognize that the existence of causal relationships is difficult to demonstrate. 1. States causal claims as tentative or probable rather than certain (C) 2. Gives an example of possible bi-directional causality (Le., instances in which two variables may be both cause and effect) (C) 3. States more than one possible cause of an effect (C) 4. Identifies the cause (independent variable) and the effect (dependent variable) in a straightforward example (C) 5. Gives an example of a possible noncausal relationship (C) 6. States alternative possible causes (rival hypotheses) when given a causal claim (C) 7. States the components or steps in a simple true experiment for determining causation (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECI1VE AB. Takes notes and develops outlines from a formal extended lecture or reading Takes notes means that the reader, listener or observer is able to abstract the essence of a message. Develops outlines means that the student is able to express that abstracted message in outline form. Outlining requires the student to sort main ideas from subordinate ideas and to express the relationship of the latter to the former. 1. Identifies main ideas and subordinate ideas in a written or spoken message (C) 2. Expresses the chronological or logical sequence of main ideas by sequencing those topics in an outline (C) 3. Expresses the relationship of subordinate ideas to main ideas by listing the subordinate ideas as subtopics in an outline (C) 4. Uses a standard outline format (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECI1VE A9. Conducts a scientific random sample survey and analyzes the data obtained, plots multiline graphs to be used in support of an hypothesis Conducts a survey means to investigate a problem by using questionnaires or interviews. A sample is a subset of a population. A random sample is a subset selected using procedures which guarantee that all members of the population have equal opportunity to become members of the sample. To analyze data means to interpret data and draw conclusions relevant to the problem under investigation. A hypothesis is either a descriptive claim or a causal claim which is tested by the investigation. Graphs provide a visual representation of the relationship between variables stated in the hypotheses. 1. Selects a topic for investigation (C) 2. States a hypothesis or hypotheses to be tested (C) 3. Determines an appropriate population within which to test a hypothesis or hypotheses (C) 4. Uses a random procedure to select a sample from a population (C) 5. Selects or develops a questionnaire or set of interview questions (C) 6. Graphs data and determines whether hypotheses were supported (C) 7. Draws conclusions based on data obtained from a sample (C) , L AMERICAN pounCAL BEHAVIOR (11-12) SKIll OBJECTIVE AID. Distinguishes between fact and opinion The terms fact and opinion are coordinate concepts, because an example of fact serves as a nonexample of opinion and vice versa. Furthermore, both terms are ambiguous in that each term has multiple acceptable meanings that are applicable to history and the social sciences. A student who can distinguish between fact and opinion knows multiple meaning for each term and can correctly sort a set of examples of these coordinate concepts. Sometimes fact versus opinion refers to the fact that some descriptive claims are based on reasonably solid evidence and others are based on little more than guesswork. Sometimes fact versus opinion refers to the difference between a finding and a conclusion based on that finding. In this case, the finding is referred to as a fact and the conclusion is an interpretation or opinion that goes beyond and gives meaning to the finding. Sometimes fact versus opinion refers to the difference between descriptive claims and normative claims or value claims. Descriptive claims are fact in that their truth can be tested using empirical procedures. In contrast, it makes no sense to speak of the truth of a value claim or normative claim. The goodness of a nonnative claim is ultimately a matter of judgement or opinion. 1. Distinguishes between descriptive claims for which there is good evidence and descriptive claims which are based on guesswork (C) 2. Distinguishes between descriptive claims and value claims (C) 3. Distinguishes between findings and conclusions (C) AMERICAN POUTICAL HERAVIOR (11-12) SKIlL OBJECTIVE All. Distinguishes between objective and subjective source material Source material may be objective or subjective in several ways. Data which are gathered using instruments which require a minimum of inference to score, such as multiple-choice tests, are sometimes referred to as objective versus subjective data gathering techniques, such as the use of interviews. Data that can be reduced to a set of numbers is sometimes referred to as objective versus data which can only be described verbally. Statements which contain obvious emotive loading are sometimes called subjective versus objective statements which use language that has been nearly stripped of its emotive overtones. Furthermore, sources which describe only behavior are sometimes called objective versus sources which attempt to describe the inner life, the feelings and commitments of human subjects. 1. Distinguishes between quantitative and qualitative data (C) 2. Explains the advantages and disadvantages of quantitative versus qualitative data (C) 3. Distinguishes between descriptions of human behavior and human feelings, ideas and commitments (C) 4. Explains the advantages and disadvantages of data which is limited to the description of behavior and data which attempt to describe inner states of human subjects (C) 5. Rewrites descriptions so that emotive loading is reduced (C) 6. Explains how emotive loading sometimes reflects the bias or frame of reference of the author or speaker (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE A 12. Acquires and processes information by using thought processes (recall, translation, interpretation, application, analysis, synthesis, evaluation) Thought processes refers to skills variously labeled analytic thinking, critical thinking or reflective thinking. Examples of those skills include the ability to deduce possible instances from a generalization, to form generalizations from a set of instances, to draw valid conclusions from a set of premises, to recognize inconsistency and to recognize and challenge assumptions. 1. States and challenges possible assumptions underlying a conclusion (C) 2. Develops analogies which test the consistency of a position (C) 3. Challenges the adequacy of analogies developed to test the consistency of a position (C) 4. Draws a valid inference when given a set of premises (C) 5. Offers alternative hypotheses in response to a problem (C) 6. States alternative outcomes which would weaken or strengthen the evidence in support of a hypothesis when given the details of a planned experiment (C) 7. States the limitations of evidence offered in support of a hypothesis (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE A 13. Develops and uses charts, tables, graphs and grids to acquire information Organizes, summarizes and interprets information refers to the ability to deal with raw data efficiently. Unorganized data are difficult to interpret. When data are summarized in charts, graphs, tables, timelines, or other graphic forms, trends can be observed, comparisons can be made more readily and major ideas can be remembered. The groups of skills involved are the ability to read and to produce charts, graphs, tables and timelines. 1. Answers a question by correctly interpreting a chart, graph, table or timeline (C) 2. Transfers data into a chart, graph, table or timeline (C) 3. Interprets themes of graphic displays produced in newspapers or magazines written for children or adults (C) 4. Produces a graph, chart, table or timeline using data from history or one of the social sciences (C) AMERICAN POliTICAL BEHAVIOR (11-12) SKILL OBJECTIVE A.14. Uses features of books for information: foreword, preface, table of contents, glossary, index, appendix, bibliography Features of a book refers to sections of the book and to format characteristics which help readers to locate information quickly and efficiently. Features include title and title page, table of contents, glossary, index, appendix, bibliography, headings for units and chapters, boldface type, endnotes, footnotes, marginal notes and chapter summanes. 1. Obtains overview of a textbook by reading the table of contents, statements printed in boldface type, marginal notes and chapter summaries (C) 2. Locates specific topics by reading the table of contents and index (C) 3. Locates definitions of key terms by reading the glossary (C) 4. Selects additional books to read by scanning the bibliography (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKIll OBJECIlVE AIS. Organizes, summarizes and interprets information Organizes, summarizes and interprets information refers to the ability to deal with raw data efficiently. Unorganized data are difficult to interpret. When data are summarized in charts, graphs, tables, timelines, or other graphic forms, trends can be observed, comparisons can be made more readily and major ideas can be remembered. The groups of skills involved are the ability to read and to produce charts, graphs, tables and timelines. 1. Answers a question by correctly interpreting a chart, graph, table or timeline (C) 2. Transfers data into a chart, graph, table or timeline (C) 3. Interprets themes of graphic displays produced in newspapers or magazines written for children or adults (C) 4. Produces a graph, chart, table or timeline using data from history or one of the social sciences (C) AMERICAN POUTICAL HERAVIOR (11-12) SKILL OBJECTIVE B.16. Identifies a problem To identify a problem is to address and describe a given set of circumstances. These circumstances may be intellectually puzzling, require a prediction, require the resolution of social conflict or confront the observer with an ethical dilemma. These circumstances may be related to personal experience, historical events or events within the context of any social studies class. The circumstances may be interpreted as having desirable and/or undesirable effects or consequences. 1. Describes and labels problems using language that is precise and relatively free of emotive loading (C) 2. Describes situations which keep a person; society or region from being as successful as they might be (C) 3. Identifies a set of circumstances which the student cannot explain, such as "Holding all other things constant, why is the average temperature of the atmosphere inversely related to altitude?" (C) 4. Identifies political-ethical problems faced by a society (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE B.17. Formulates hypotheses or interpretations To formulate hypotheses is to develop possible explanations for problematic circumstances or to predict possible consequences of proposed solutions to a problem. To evaluate an hypothesis is to question its relevance to the problem under consideration, question the evidence given in support of the hypothesis, question whether the full range of plausible hypotheses has been explicated and compare and contrast rival hypotheses. 1. States an hypothesis and the evidence which supports it (C) 2. Compares and contrasts several hypotheses and the evidence which supports them (C) 3. Modifies hypotheses in the light of new evidence (C) 4. Questions the logical relevance of the hypothesis to the problem (C) 5. Asks others to suggest additional hypotheses (C) 6. States the kind of evidence that might cause the hypothesis to be abandoned (C) 7. States the degree of certainty with which the hypothesis might be true or false (C) AMERICAN POLITICAL BEHAVIOR (11-12) SKIlL OBJECTIVE B.18. Identifies criteria to evaluate the design of a proposed investigation A proposed investigation is a plan of action to test empirical hypotheses, generalizations, propositions or theories which may be stated as questions. To evaluate the design is to analyze the plan of study to see if it is appropriate for the question being tested. To identify criteria for the analysis is to select the appropriate standards by which the plan or design can be evaluated. 1. Selects standards for judging the effectiveness of the investigation (C) 2. Asks questions about the expertise and bias of authors when consulting written sources (C) 3. Asks questions about the adequacy of the sample when reading research reports or conducting original research (C) 4. Asks questions about the validity of tests, interview schedules or questionnaires when reading research reports or conducting original research (C) 5. Asks questions about the plausibility of rival hypotheses (C) 6. Examines own frame of reference for bias (C) 7. States appropriate qualifications or limitations of findings when drawing conclusions (C) 8. Analyzes the investigation in light of the set of standards and makes changes where necessary (C) AMERICAN POLITICAL BEHAVIOR (11-12) SKILL OBJECTIVE B.19. Cites short- and long-range consequences of alternatives Alternatives or choices are options available in a given situation. Each option may produce results which indicate that the choice was true or false or good or bad. Results may also be immediate or projected. It is possible to describe likely outcomes for each option. To make a decision is to select the alternative which is most likely true or most likely to produce good rather than bad effects. 1. Lists the possible solutions to a given problem (C) 2. Lists the possible outcomes to be expected if the solution is true when the problem is an intellectual puzzle (C) 3. Lists the possible desirable and undesirable outcomes when the problem is an ethical issue (C) 4. Decides whether possible outcomes are immediate or long range (C) 5. Selects the alternative which is most likely true, that is the alternative which will most likely produce the predicted effects, when the problem is an intellectual puzzle (C) 6. Selects the alternative which will most likely produce good rather than bad effects when the problem is an ethical issue (C) 7. Accepts consequences which indicate that the alternative chosen was false when the problem is an intellectual puzzle (C) 8. Accepts responsibility for making an ethically undesirable choice (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE B.20. Accepts or rejects hypotheses or interpretations on the basis of collected evidence A hypothesis or interpretation is a possible explanation for a certain behavior on the part of an individual or group. To accept or reject that explanation is to agree with it or discard it based on information presented. To state a conclusion is to acknowledge your agreement or disagreement with the explanation. 1. States whether the fmdings provide strong, moderate or weak support for the conclusion (C) 2. Distinguishes between conclusions and findings related to hypotheses (C) 3. States a conclusion related to a hypothesis and states the findings which support that conclusion (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKilL OBJECTIVE B.21. States in a conclusion the acceptance or rejection of hypotheses or interpretations A hypothesis or interpretation is a possible explanation for a certain behavior on the part of an individual or group. To accept or reject that explanation is to agree with it or discard it based on information presented. To state a conclusion is to acknowledge your agreement or disagreement with the explanation. 1. States whether the findings provide strong, moderate or weak support for the conclusion (C) 2. Distinguishes between conclusions and fmdings related to hypotheses (C) 3. States a conclusion related to a hypothesis and states the findings which support that conclusion (C) AMERICAN POLITICAL BEHAVIOR (11-12) SKILL OBJECfIVE B.22. Chooses a reasonable solution to various alternatives A problem may be an intellectual puzzle for which there is no ready answer, an ethical issue or a set of circumstances which have negative consequences. To choose a reasonable or appropriate solution is to select from possible alternatives the behavior which appears to have the best probability of success or, in some cases, the solution which is most prudent, that is, has the best probability of avoiding disaster. At times, the most reasonable decision is to recognize that not enough is known to make a wise choice. When confronted with ethical problems, reasonable choice requires selecting which values to support. 1. Lists alternative possible solutions to the problem (C) 2. Recognizes the communal nature of problems and attempts to reach consensus concerning the meaning of the problem statement and of proposed solutions (C) 3. Lists the evidence or reasons which support or oppose each possible solution, including conflicting values, when appropriate (C) 4. Selects one choice, when the evidence is adequate to support one choice, or explains why a choice is premature (C) 5. Qualifies the selection by presenting the evidence which supports it, as well as its limitations, and states the conditions under which a different choice would be more reasonable (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE B.23. Changes the solution if new data warrant it Data are findings. A solution is a decision concerning either an intellectual puzzle or an ethical issue. New data may indicate that former solutions were incorrect. 1. States decisions as tentative rather than absolute, indicating openness to new data or new interpretations (C) 2. States possible evidence or consequences which would indicate that a decision was incorrect (C) 3. States the degree of certainty with which a decision is judged to be correct (C) 4. Seeks critique of decisions and invites critics to present new evidence or new interpretations (C) 5. Changes position when the balance of evidence shifts (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE B.24. Observes interrelationships between two problems and between solutions to each A problem is either an intellectual puzzle or an ethical issue. A solution is either an answer to the puzzle or a decision concerning an ethically appropriate course of action. To observe interrelationships between more than one problem and solution is to understand how several causes and effects are linked together and influence each other. 1. Identifies problems that are not independent of each other and explains their relationship (C) 2. Gives an example of how a solution to one problem might be the cause of another (C) 3. Gives an example to illustrate that problems seldom have single causes (Le., problems are produced by multiple causes) (C) 4. Gives an example to illustrate that the solution to a problem can have multiple unintended consequences (C) AMERICAN POUTICALBEHAVIOR (11-12) SKILL OBJECTIVE C.25. Formulates generalizations and conclusions about time in studying the development of human affairs Conclusions or generalizations are principles based on facts. Assimilating facts and developing a valid principle from those facts requires some understanding of events and the ability to think critically about the validity of claims based on those events. 1. States a conclusion or generalization and justifies it with several facts (C) 2. States whether a conclusion is based on a population of events or on a sample of those events (C) 3. States whether a sample of events which serves as the basis for a conclusion or generalization is representative of the relevant population of events (C) 4. Formulates a generalization about the ability of experts to predict the duration of important events, such as the length of wars or the length of economic depressions (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE C.26. Identifies important dates/events to establish time relationships among events Important events are understood in part by locating them in time. The Constitution of the United States, for instance, cannot be understood apart from locating it as a product of the late eighteenth century. Furthermore, important events happen in chronological proximity to each other. Those events help define important historical periods. 1. States the date or approximate date of important events (C) 2. Identifies important historical periods by the events that occurred during those periods (C) 3. Lists events which occurred during an important historical period (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKIlL OBJECTIVE C.27. Relates the past to the present in the study of change and continuity in human affairs Over time change occurs in all societies; however, some basic activities or patterns do not change, but have a sense of continuity. Many current happenings have their roots in events from the past, and these happenings are better understood if their antecedents are understood. 1. Compares a current event to a similar event in history (C) 2. Identifies recurring patterns of similar events in history (C) 3. Explains how constitutions are shaped by the prior development of philosophical thought (C) 4. Traces current religions to their origins and explains how religions have influenced major events in history (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE D.28. Identifies goals and priorities Successful completion of cooperative tasks depends on the ability of members to clearly define desired ends or objectives. When more than one end or objective is acceptable for a situation or proble~ one should first rate or rank the relative desirability of achieving each option. 1. States a group's goals for a cooperative project (C, A) 2. Identifies tasks for the completion of a group task (C) 3. Prioritizies tasks for completion of a group task (C, A) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE D.29. Conducts a group activity observing set rules or procedures The ability to accomplish a task in cooperation with others in an important characteristic of a citizen in a democratic society. The establishment of procedures to be followed often accompanies and encourages the completion of cooperative tasks. 1. Follows rules for class discussion (A) 2. listens to opinions of other students (A) 3. Shows respect for the rights and property of others (A) 4. Formulates rules to be followed for a student organization (C, A) 5. Debates an issue following preset rules and procedures (C, A) AMERICAN POLITICAL BEHAVIOR (11-12) SKILL OBJECTIVE DJO. Works with others using democratic principles In a society in which all persons are guaranteed the right to express their own opinions, citizens must be able to engage in face-to-face exchanges of ideas. Respect for the right of others to have differing opinions and the ability to accept compromise solutions to problems are important aspects of such idea exchanges. 1. Gives opinions on choices for a class activity (A) 2. Debates solutions to a current events problem (C, A) 3. Participates in a civic improvement project (C, A) 4. Contributes to the completion of a cooperative oral presentation on a relevant topic (C, A) AMERICAN POLmCAL BEHAVIOR (11-12) SKILL OBJECTIVE D.31. Identifies and uses alternatives methods of managing conflict In situations involving social interaction, differences of opinion may result among group members. Such dissension or conflict may be resolved by generation of a set of options which could be used to settle the differences. Alternative options should then be judged before a decision is reached. 1. Appeals to an outside source to resolve group conflict (C, A) 2. Lists alternatives to resolve a conflict in a group (C, A) 3. Shows the ability to compromise in group situations (A) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE D.32. Uses many sources to obtain current information and opinions Personal beliefs are made, modified, change or strengthened based on data gathered from external origins. A large number of these external origins exist in the form of reference materials and the beliefs of others expressed in various media or in person. 1. Interprets stated positions of politicians (C, A) 2. Debates alternative solutions to a current political or economic problem (C, A) 3. Compares and contrast two opinions on an issue (C, A) 4. Contrasts the opinions expressed in editorials (C) 5. Interviews school officials and students on a relevant topic (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE D.33. Obtains information by asking appropriate questions in interviews The gathering of data for decision-making often requires gaining access to the personal knowledge and beliefs of others through direct contact. Clarification of information during such exchanges is accomplished through careful inquiry with those whose knowledge and views are being sought. 1. Develops questions to be used in a interview (C) 2. Asks relevant questions of people being interviewed (C, A) 3. Summarizes an interview developed to obtain information about an historical event (C) 4. Analyzes the importance of questions to the conduct of an interview (C, A) AMERICAN POLffiCAL BEHAVIOR (11-12) SKILL OBJECTIVE D.34. Evaluates the reliability of information gathered One aspect of decision-making is the ability to judge the worth or accuracy of data used to make decisions. The valuing of the data is dependent on a variety of factors which must each be weighed to give an assessment of the accuracy of the data. 1. Explains sources of bias in collected data (C) 2. Distinguishes fact from opinion in print and non-print material (C) 3. lllustrates how individual perception may differ from person to person (C) 4. Identifies possible areas of unreliability in personal interviews (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE D.35. Obtains the views of others Citizens in a democratic society form beliefs based on their own experiences and knowledge. These beliefs are formed by analyzing others' beliefs and allowing others to freely express those beliefs even when they conflict with one's own views or positions. 1. Participates in a debate on the election of a government official (C, A) 2. Debates possible solutions to a current social problem (C, A) 3. Compares and contrasts newspaper editorials on the same topic (C, A) 4. Outlines arguments for and against a pending action of a local, state or national government (C, A) AMERICAN POUTICAL BEHAVIOR (11-12) SKIlL OBJECTIVE D.36. States reasons for advocated position Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to formulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders. 1. Explains one's position on a topic of current events (C, A) 2. lists reasons for support of a candidate for public office (C, A) 3. Explains how one's position on an issue was determined (C, A) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE D.37. Presents viewpoint to other citizens, leaders, officials, etc. Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to formulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders. 1. Explains one's position on a topic of current events (C, A) 2. Lists reasons for support of a candidate for public office (C, A) 3. Explains how one's position on an issue was determined (C, A) AMERICAN POUTICAL BEHAVIOR (11-12) SKIll OBJECTIVE D.38. Explains how to organize and participate in activities for effective action to support personal views Citizens in a democratic society have many opportunities to be involved in community or public activities to support their personal views. Involvement may be improved and made more efficient by setting goals, organizing and prioritizing tasks and initiating action in a systematic way. 1. Plans a campaign for a school election (C, A) 2. Plans for political action on a current issue (C, A) 3. Seeks the support of public officials for a stated position (C, A) 4. Takes part in the activities of community action groups (C, A) 5. Explains various means by which one's opinions or ideas can be promoted (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE E.39. Locates political divisions For each land area on earth, there are a variety of physical and political subdivisions. By using maps, physical feature names or political place names may be identified. 1. Identifies political boundaries on a map (C) 2. Distinguishes physical and political boundaries on a map or globe (C) 3. Distinguishes state and national boundaries on a map or globe (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKllL OBJECTIVE EAD. Interprets the key or legend on a map Color, labeling, symbolic figures and sometimes texture are used by cartographers in their attempt to make two-dimensional models of the earth's surface. Depending on the purpose of the model, the cartographer will choose various abstract symbols to represent real features on the earth or to convey some sort of data about the area of focus. Many symbols are standardized and will be used by cartographers, while others will be peculiar to the purpose of the map or the cartographer. 1. Identifies the meaning of symbols on a map (C) 2. Explains the purpose of a map based on information in a map key (C) 3. Locates information for a specific purpose on a map (C) 4. Draws conclusions about a region based on information in several maps (e.g., the economy, culture) (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKIlL OBJECTIVE E.41. Analyzes historical maps Cartographers create plane surface representative models of the earth for a variety of uses. Some are general use models which give general information about the surface features of the earth in an area. Others are for specialized use and provide specific sets of data for users with specific needs. By accessing various types of maps and synthesizing information from them, users are able to gain information, generate theories or draw conclusions that would not have been available from a single source. 1. Identifies special purpose maps needed for specific information (C) 2. Locates information in multiple map sources to support or refute claims made by others (C) 3. Collects economic and/or political data using map references (C) 4. Uses multiple map references in support of a hypothesis (C) 5. Draws conclusions based on information in multiple map references (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE E.42. Uses maps and globes to locate geographic settings of historic and current events A more comprehensive understanding of a world occurrence may be gained by the analysis of cartographers' plane or spherical surface representative models of the area in which the occurrence happened. Gazetteers or indexes to atlases may be used to find grid coordinates for places which may then be found on the model. 1. Locates regions of interest on a map or globe (C) 2. Locates appropriate maps for a specific purpose (C) 3. Uses an index or gazetteer to find grid coordinates of a place of interest (C) 4. Draws conclusions about (political events, current economic events, historical and current events) based on information in maps (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECTIVE E.43. Uses general and special atlases and gazetteers for study Collections of maps may be found in books which contain both general purpose and special purpose maps. Such books often contain an index of geographic names with accompanying information to assist users in locating places on the maps in the collection. 1. Locates maps of a region of interest in an atlas (C) 2. Lists characteristics of a region based on information in various types of maps in an atlas (C) 3. Uses an index or gazetteer to find grid coordinates of a place of interest (C) 4. Locates appropriate maps in an atlas for a specific purpose (C) AMERICAN POUTICAL BEHAVIOR (11-12) SKILL OBJECIlVE E.44. Infers human activities from data found on a map or combination of maps Plane surface representative models of the earth's surface may be created for a variety of purposes. General purpose models and specific purpose models may serve as reference sources for a variety of data collection needs. Many of these models focus on the effects of people on the earth or give information about their culture. 1. Chooses appropriate maps to gather information about human activity in a specific region (C) 2. Locates information in multiple maps to gather data in support of a conclusion about the people of a geographic region (C) 3. Draws conclusions about human activity in a region based on information in several maps (C) 4. Locates multiple types of information on a map or maps to refute or support statements about human activity in a region (C)