Constitutional theory objectives with further definitions [1990]

.)
CONSTITUTIONAL THEORY OBJECTIVES WITH FURTHER DEFINITIONS
Copyright c 1990 Georgia Department of Education, Division of Instructional Media

CONSTITUTIONAL TIlEORY (11-12) eONTENT OBJECTIVE
A 1. Analyzes why laws are necessary Laws are the rules used to regulate societal behavior and protect personal rights. The application of laws can range from the smallest family unit to the largest, most complex, national government. Rules, dealing with both civil and criminal behaviors, are often necessary to set guidelines for acceptable behavior. 1. Explains why laws are necessary within a society to regulate individual behavior (C) 2. Differentiates among laws created for different categories of reasons (C) 3. Infers which societal behaviors are targeted by selected laws (C) 4. Develops a proposal for a new law and explains why that law is needed (C, A)
, i

CONS1ITUTIONAL lHEORY (11-12)
CONTENT OBJECI1VE
A.2. Evaluates the impact of Middle Eastern, Greek, and Roman legal traditions on Western society
Many laws in the United States and Western Europe have evolved from laws originally codified by Hammurabi, Moses, the citizens of the Greek city-states, the Roman Law of the Twelve Tables and the classification of Roman laws by Emperor Justinian into the Digest and the Code. These laws have passed through Western history to form much of the basis of Western legal systems.
1. Traces the evolution of laws from Hammurabi to Rome to the contemporary legal system (C)
2. Explains how legal topics covered by the Code of Hammurabi relate to Western society (C)
3. Describes how Roman law has been viewed as the basis of many Western law codes and explains why this happened (C)
4. Analyzes the components of the laws of Moses and describes how this legal tradition influenced Western society (C)
5. Evaluates the contributions of the Greek city-states to democratic lawmaking (C)

CONSTI1UfIONAL TIIEORY (11-12)
CONTENT OBJEcnvE
A3. Traces the development of the English legal tradition and its impact on America
The English legal system as it exists today, and as it existed in colonial times, began with the signing of the Magna Carta in 1215. Major influences on British legal tradition include the evolution of common law, the Petition of Right and the English Bill of Rights. Much of English common law was transported and accepted in colonial courts and later moved with the new nation into United States courts. Many statutes and laws passed in the colonies were based on similar laws and ideas from Britain. British tradition formed a part of the framework for laws and plans for government in the United States.
1. Explains how the Magna Carta established the principle of limited government in England and how this concept was transported to North America (C)
2. Describes the terms of the Petition of Right and the Bill of Rights and their incorporation into the legislative experience of the colonies (C)
3. Explains how each of the English colonies in North America had at least one house of their legislative assemblies selected by the people in the English Parliamentary tradition (C)
4. Explains and illustrates how the colonies in North America followed the English tradition in the make-up of the court systems (C)
5. Explains how the legal ideas transported to North America from England contributed to the development of the United States legal tradition (C)
6. Analyzes the Declaration of Independence and the English Bill of Rights to describe how the ideas of English philosopher John Locke were incorporated into each document (C)

CONS1TI1JTIONAL nIEORY (11-12)
CONlENT OBJECTIVE
A4. Assesses the contributions of colonial political development on the American legal tradition
The British colonies in North America were able to develop much autonomy due to the great distance from the parent country. The colonists, therefore, were often able to implement their own ideas based upon, but not necessarily identical to, English laws and customs. The laws were not identical from colony to colony. Local governments were often adapted to meet local needs. Ideas which developed in colonial times became an integral part of the United States legal system.
1. Explains why the English practice of salutary neglect allowed the colonists to develop in the English legal tradition but with unique United States adaptations (C)
2. Explains how the ideas of the eighteenth century philosophers Locke, Montesquieu and Rousseau were studied by North American intellectuals and used in the Declaration of Independence and Constitution and examines how these same ideas are part of current law (C)
3. Analyzes how the ideas of Locke, Montesquieu and Rousseau are part of current law (C)
4. Examines the English judicial system of colonial times and compares English civil rights with those in North America in colonial times and today (C)
5. Compares and contrasts the ideas of the colonists as reflected in contemporary United States legal and governmental systems (C)

CONSTITUTIONAL TIIEORY (11-12)
CONTENT OBJECTIVE
B.5. Examines the interrelation of the three branches of government with respect to the law
Although the legislative branch is said to be the law-making ann of the government, in reality, all three branches have distinct responsibilities in respect to law-making. All three branches also have legal authority which is given in the Constitution. There is constant interaction, sometimes adversarial, among the three branches as the system of checks and balances operates in regard to lawmaking and designated legal authority.
1. lists the three branches of government and explains the legal authority and law-making powers of each (C)
2. Explains how judicial personnel are appointed by the executive and subject to the approval of the legislature (C)
3. Explains how legislative bodies set up administrative agencies under the executive branch which have the power to formulate regulations that have the force of law (C)
4. Explains the veto power of the executive and the override power of the legislature and gives examples of each from recent history (C)
5. Distinguishes between common law, statutory law and administrative regulations and gives examples of each (C)
6. Selects a contemporary event and explains how each governmental branch operates as a check on the powers of the other branches in explaining the event (C)
7. Selects an event from history in which good relations between and among the three branches of government allowed the law-making and implementation process to run as designed, comparing that with a situation in which the law-making/implementation process did not (C, A)
8. Explains the route a bill would follow through the legislative system, the executive system and judicial review to illustrate the checks and balances system of our government (C)

CONSTITUTIONAL TIIEORY (11-12)
CONTENT OBJECTIVE
B.6. Describes the major functions of the federal court system
Congress has set up a complex system of federal courts which include both constitutional courts and legislative courts. Constitutional courts hear cases that are subject to federal jurisdiction; legislative courts hear cases arising from Congressional exercise of legislative power. Constitutional federal courts also determine the constitutionality of laws under the power of judicial review.
1. Lists types of cases over which federal courts have jurisdiction and gives examples of each type based on the reading of Article ill, Section 2, of the United States Constitution (C)
2. Distinguishes between courts of original jurisdiction and appellate courts (C)
3. Analyzes functions of each level of federal courts (C) 4. Compares and contrasts the functions of constitutional federal courts
with those of legislative courts (C) 5. Explains the evolution of judicial review from Marbury v. Madison to a
contemporary case (C) 6. Explains the importance of judicial review in maintaining checks and
balances in the federal government (C)

CONSTITUTIONAL 1HEORY (11-12)
CONTENT OBJECTIVE
B.7. Assesses the special role of the Supreme Court in the American legal system
The United States Supreme Court is the only court specifically mandated by the Constitution. Its primary purpose is to interpret the law and to ascertain that it conforms to the basic principles of the Constitution. It can review cases tried in lower courts and determines the constitutionality of laws passed by the legislative branch. The Supreme Court is given both original and appellate jurisdiction by the Constitution. Oasses of cases which the Court must hear in original jurisdiction include cases affecting the diplomatic representation of other nations, suits between states and cases involving a state and the federal government. There are other situations in which the Court may assume original jurisdiction. Most cases are heard on appeal or by writ of certiorari. The decisions of the Supreme Court are far-reaching and affect all aspects of United States law and society.
1. Gives examples of historically significant Supreme Court cases and explains their importance in the United States legal system (c, A)
2. Explains the importance of the Supreme Court after researching the background of Article ill of the Constitution (C)
3. Describes the role of the Court in reviewing the constitutionality of American laws (C)
4. Explains the Court's function as "Court of last resort" (C) 5. Describes the evolution of increasing reliance on Supreme Court
decisions to shape and mold United States society (C)

CONSTITIJTIONAL nIEORY (11-12)
CONTENT OBJECI1VE
B.8. Describes the major functions of the state and local court systems
State courts have been established to hear cases that do not fall under federal jurisdiction. The highest court in a state is a supreme court modeled after the United States Supreme Court; the lowest courts generally are police or magistrate's courts. The state court systems deal with civil, criminal and juvenile matters that fall under state law. City or county courts deal with law breaking and the settling of disputes at the local level.
1. Distinguishes between civil, criminal and juvenile cases heard in state courts by giving examples of cases or types of cases that would be heard in each setting (C)
2. Describes the appellate proCess on the state level and evaluates a case heard on appeal (C)
3. Describes the functions of each step of the state and local court hierarchy (C)
4. Analyzes how local, state and federal courts build upon one another (C)

CONSTITUTIONAL THEORY (11-12)
CONTENT OBJECTIVE
C.9. Distinguishes criminal law from civil law
Criminal laws are those laws which describe unacceptable behaviors and delineate sanctions to be imposed upon persons who demonstrate these behaviors. Persons who break criminal laws are prosecuted by states for offenses against society. Criminal laws carry penalties which range from fines and/or supervision to incarceration and death. Civil laws regulate relations between individuals and/or groups and do not carry criminal penalties but carry court-ordered judgments. Civil and criminal actions may overlap in a single incident.
1. Describes classes of criminal laws and their penalties (C) 2. Defines and describes classes of civil litigation (C) 3. Compares and contrasts a civil action with a criminal case (C) 4. Describes possible sanctions for infringement of civil laws (C) 5. Evaluates a case possessing elements of both civil and criminal
involvement (C)

CONSTITUTIONAL TIIEORY (11-12)
CONTENT OBJECTIVE
C.lO. Describes the role of contracts and property rights in the .legal system
Contracts are agreements between two or more parties, in which each party agrees to uphold the terms of the contract. Historically, in the United States the right to own, rent and contract for the use of property has been highly regarded. The framers of the Constitution wanted to protect the right to own property and limit the government's ability to infringe on that right The contract clause of the Constitution, which was originally used to protect private property, has been since modified to subject contracts to the police power of the government.
1. lists examples of historically important Supreme Court decisions relating to contracts and property rights (C)
2. Explains how and why the Supreme Court has modified the contract clause (C)
3. Describes the erosion of the contract clause from absolute protection of private property to subjecting contracts and property rights to the police power of the government (C)
4. Distinguishes between legal and illegal contracts (C) 5. Explains the rationale behind the "right of eminent domain" (C) 6. Analyzes why the contract clause is no longer a major restraint on
governmental power and/or authority (C) 7. Evaluates an actual situation to determine if a legally enforceable
contact has been created (C)

CONSTITUTIONAL nIEORY (11-12)
CONTENT OWECI1VE
C.ll. Examines issues and procedures of tort litigation
A tort is a civil wrong committed against a person, business or corporation. Almost all of the suits arising out of tort are negligence-related in one way or another. Civil issues are decided by the courts under lawsuits arising from injuries or deeds committed in violation of civil law. Under tort litigation a plaintiff sues a defendant for damages arising from an injury. A judge can then make a summary judgment for the defense or plaintiff. If the judge does not enter a summary judgment for either the plaintiff or defendant, then the question of negligence becomes a jury issue. Issues of tort litigation include corporal punishment in schools and definitions such as "appropriate" standard of duty or care, "unreasonable" risk and "attractive nuisances" (e.g., playgrounds, swimming pools).
1. Examines and explains a landmark tort case such as Sullivan v. New York Times or the current case of Alaska v. Exxon now in the courts (C)
2. Explains how civil cases are different from criminal cases (C) 3. Explains the use of subpoenas, interrogatories and depositions in the
civil setting (C) 4. Examines the mechanism of a civil trial from the formal pleadings
through the trial and final judgement (C) 5. Analyzes issues that may be involved in tort litigation (C)

CONSTITUTIONAL TIIEORY (11-12)
CONTENT OBJECTIVE
C.12. Identifies issues of family and common law
Family law is constantly evolving and changing although it continues to deal with issues unique to the family regarding traditional and non-traditional relationships, such as adoption, abortion, marriage, divorce, child custody and support, surrogate motherhood, child and spouse abuse and living wills. Many issues of family law are decided by judges and then pass into the common, as opposed to statutory, law.
1. Explains how the definition of "family" has changed (C) 2. Distinguishes between different types of families (C) 3. States and explains legal rights and responsibilities of parents to children
and of spouses to each other (C) 4. Analyzes ways to distinguish between child abuse and neglect (C) 5. Describes the adoption process and analyzes the issue of open adoption
records (c, A) 6. Interprets moral and ethical issues involved in the execution of a "living
will" (C, A) 7. Collects and analyzes opinions on a controversial issue related to the
family by surveying a sample of the school or community population (C, A) 8. Evaluates issues involved in both sides of the abortion debate or another current, family-related issue (c, A)

CONSTITIJTIONAL TIIEORY (11-12)
CONTENT OBJECTIVE
D.13. Identifies individual rights included in the Federal Constitution
Individual rights guaranteed in the Bill of Rights section of the United States Constitution include, but are not limited to, freedom of speech, religion, press, assembly; freedom from illegal searches and seizures; and the rights of the accused in criminal cases. The Bill of Rights prohibits certain actions on the part of the government, and conversely, requires other actions that must be taken by the government. The Fourteenth Amendment has been used by the Supreme Court in its rulings to apply the Bill of Rights to activities of the states.
1. Identifies due process rights and explains why they are necessary for a fair trial or hearing (C)
2. Analyzes freedom of speech cases to identify conflicting interests and to formulate personal opinions/positions in regard to freedom of speech and expression, including "symbolic speech" (C)
3. Distinguishes between constitutional provisions requiring that the government refrain from certain actions and requirements that the government take certain actions, analyzing court cases that illustrate these positions (C)
4. Explains the relationship between the "free exercise" of religion clause and the establishment clause and analyzes how they work together to prohibit religious discrimination (C, A)
5. Explains how the Supreme Court arrived at the guarantee of "right to privacy" and evaluates problems that occur when privacy must be balanced with the needs of society (c, A)
6. Analyzes cases concerned with freedom of the press, assembly, petition, and association or other issues and laws that restrict these freedoms in order to formulate a personal position on the meaning of the amendments (c, A)
7. Evaluates the relative importance of conflicting constitutional guarantees that appear in a single case (e.g., Sheppard versus Maxwell: fair trail versus free press) (c, A)

CONSTITUTIONAL TIffiORY (11-12)
CONTENT OBJECTIVE
D.14. Assesses the implication of these rights on daily life
The Bill of Rights sets out guarantees of individual rights and liberties that cannot be abridged by the government. The guarantees implicit in the Bill of Rights are so taken for granted that most citizens order their daily lives, including social behaviors, in relation to their beliefs that these rights are "inalienable."
1. Compares personal behaviors in a country in which individual rights are not guaranteed to personal behaviors in the United States (c, A)
2. Identifies and assesses changes the absence of rights guaranteed in the Bill of Rights would make in the daily lives of average citizens (C, A)
3. Identifies assemblages or citizen demonstrations in the United States that might not be allowed elsewhere (C)
4. Gives examples of speech disagreeing with government positions (C) 5. Assesses changes the absence of rights guaranteed in the Bill of Rights
might make in the treatment of an accused criminal (C) 6. Explains relationships between free speech and free press and the
citizen's role as monitor of our government's actions (C, A)

CONSTITUTIONAL TIIEORY (11-12)
CONTENT OBJECfIVE
D.15. Examines the relationship of court procedures to protection of individual rights
The due process clause of the Fourteenth Amendment bas been used by the courts to apply the provisions of the Bill of Rights to the states. Procedural due process guarantees a fair trail or hearing on the state, as well as on the federal, level. Due process includes, in criminal cases, all of the steps necessary to ensure a fair trial: Miranda Warning, indictment (or waiver of same) by a grand jury, a jury of peers, the right to confront witnesses, etc. In the civil category, due process includes the rights to a fair hearing and appeal. Both criminal and civil procedures protect the rights of the individual~
1. Explains the importance of the provisions of the Miranda Warning (C) 2. Explains why due process rights are necessary to ensure a fair trial or
hearing (C) 3. Differentiates between substantive due process and procedural due
process and explains how each is applied by the courts to protect individual rights (C) 4. Explains the rationale behind the "exclusionary rule" and analyzes cases in which the rule has been invoked (C) 5. Analyzes situations to determine if specific incidents of search and seizure would be legal (C)

CONSTITUTIONAL TIIEORY (11-12)
CONTENT OBJECTIVE
D.16. Analyzes threats to individual rights and efforts to safeguard these rights
In the United States, groups that would like to impose their beliefs and/or mores on the general population often develop. Activities of many such groups can threaten individual rights guaranteed by the Constitution. It is even possible that activities by the majority can be threats to individual rights. Consequently, both governmental agencies and private groups work to ensure that individual rights are not infringed upon by restrictive legislation or other types of prejudicial actions.
1. Analyzes the conflict inherent in balancing the rights of the individual with the needs of society to control certain behaviors (C)
2. Assesses the influence of civil rights groups such as the NAACP, ACLU, and the ADL as "watchdogs" for individual rights (C)
3. Analyzes the activities of groups, such as political action committees, which attempt to influence public opinion and promote government legislation aimed at reducing individual rights (C)
4. Analyzes past and current civil rights legislation and assesses the role of government in the enforcement of that legislation (C)

CONSTITUTIONAL TIIEORY (11-12)
CONTENT OBJECTIVE
E.!7. Examines the role of precedent in the American legal system
In the United States, the rule of precedent, or stare decisis (meaning "let the decision stand"), is pervasive throughout the legal system. Judges are expected to look to past decisions and base current decisions on decisions made in the past. The courts, of course, are not completely bound by precedent; in some cases the courts have overturned precedent. When precedent is overturned, the decision becomes very important because new precedent is thereby established.
1. Explains how the use of precedent imposes restraints on the courts (C) 2. Analyzes why judges are reluctant to overturn precedent (C) 3. Assesses the influence of precedent in lower courts and analyzes the
difficulties faced by Supreme Court justices who overturn past decisions (Le., Earl Warren in the Brown decision) (C) 4. Traces the right to counsel, or another important issue, through the courts and analyzes the historical context of the cases involved to determine why precedent was upheld or overturned (C)

CONSTITUTIONAL TIIEORY (11-12)
CONTENT OBJECTIVE
E.18. Analyzes constitutional decisions affecting the relationship of local, state and federal government
The 10th Amendment of the United States Constitution was passed to safeguard the reserved powers of the states. The powers of the local governments are received from the state. The principle of federalism, as outlined in the Constitution, has changed through the years to the point that almost any action of a state or local government can be challenged in federal court. This changing relationship can be traced to the Fourteenth Amendment and to various court decisions which have upheld federal supremacy.
1. Describes the historical background of the 10th Amendment (C) 2. Explains how the 14th Amendment has been used to extend federal
authority and power over the states (C) 3. Analyzes, through the examination of selected Supreme Court cases, how
the police power of the states has eroded in favor of those of the national government (C) 4. Analyzes the progression to federal supremacy through the examination of cases, historical and current, involving federal-state relations (C)

CONSTITUTIONAL 1HEORY (11-12)
CONTENT OWECTIVE
E.19. Evaluates constitutional decisions concerning minority rights and suffrage
When the Constitution was written, other than the three-fifths compromise regarding the counting of slaves for the purpose of representation, women and minorities were not mentioned. Court actions through the past two hundred years have both retarded and advanced the civil and voting rights of disenfranchised groups. Constitutional amendments have also delineated the civil and voting rights of these groups.
1. Traces the decision in Strauder v. West Vuginia (1880), Hoyt v. Florida (1961) and Taylor v. Louisiana (1975), or other cases and/or issues, to describe the progression of the right of women to serve on juries (C)
2. Explains the Court's interpretation of the 24th Amendment based on Harper v. Vuginia Board of Elections (C)
3. Traces the evolution and progression of black civil rights from Dred Scott to Plessy v. Ferguson to Brown v. Board of Education and evaluates the impact on the greater society of each decision (C)
4. Evaluates the impact of Roe v. Wade (1973) on women's rights and on the right to individual privacy (C)
5. Traces the disenfranchisement of blacks from the 1890s to Smith v. Allwright (1944) and evaluates the impact of Smith on black voting rights (C)
6. Evaluates the results of the passage of the Voting Rights Act of 1965 and its challenge in South Carolina v. Katzenbach (1966) (C)

CONSTITUTIONAL TIIEORY (11-12)
CONTENT OBJECTIVE
E.20. Traces the expansion of individual rights through court decisions
The expansion of individual rights has been tied to the expansion of the rights of classes of people. Since the 19505 the Court has overruled numerous laws that discriminate against classes of people and has upheld legislation designed to ban discrimination against persons on such bases as age, handicap, sex, religion, creed, national origin or alienage. As a result, individuals have benefited from an increased awareness on the part of the government and private businesses in regard to the rights of individuals.
. 1. Identifies court decisions regarding individual rights (C) 2. Explains the difficulties which can be encountered in trying to mount a court challenge in a case involving individual rights (c, A) 3. Analyzes legislation such as the Rehabilitation Act of 1973, the Civil Rights Acts of 1964 and 1968, the Age Discrimination in Employment Act and/or the Equal Pay Act and evaluates the results of court challenges to the laws (C)

CONsnnmONAL 1lIEORY (11-12)
CONTENT OBJECI1VE
E.21. Examines the fluctuations of power among the three branches of government
At different times in United States history, specific branches of the government have gained some ascendancy over the other branches. The judicial branch started as the weakest, but the decisions of the Marshall Court increased the power and authority of the Supreme Court. At times, a strong chief executive, such as Lyndon Johnson, has been able to ramrod his programs through Congress. At other times, such as during the Reconstruction period, the legislative body has been most powerful.
1. Compares and contrasts the relationships of different presidential administrations to Congress and the Supreme Court (C)
2. Evaluates the relative importance of each of the three branches of government at a particular point in history such as the impeachment of Andrew Johnson (C)
3. Identifies major decisions of the Supreme Court under a particular chief justice and evaluates the impact of that Court's decisions on United States society and the Court's relationship to the President and Congress (C)

CONSTITIITIONAL TIIEORY (11-12)
CONTENT OBJECTIVE
E.22. Examines the role of the media in the decision-making process in the court
Courts attempt to ensure that the media, people and organizations reporting the news, do not intrude in cases. Courts do this by the questioning of jurors as to possible biases and sequestering jurors when necessary.
Additionally, lawyers use products of the media to recreate evidence. These demonstrations, which may be photographs, diagrams, tapes or films, are known as demonstrative evidence and are not considered evidence per se; they are used to help jurors understand the case. Examples of demonstrative evidence from the media might be a hidden camera in a bank which would carry the same weight as other hard evidence. The use of media is peripheral to the verbal examination of witnesses.
1. Gives examples of when jurors have been sequestered to insulate them from media reports (C)
2. Explains how prospective jurors are eliminated because of biases formed by pretrial publicity (C)
3. Analyzes a trial transcript of a civil or a criminal case to determine if media elements were used for illustration and evaluates what impact such demonstrations might have on a jury's decision (C)
4. Identifies examples of the use of direct evidence, such as evidence obtained from a hidden camera, and evaluates whether such evidence might outweigh verbal testimony (C)

CONSTITUTIONAL TIIEORY (11-12)
~ SKIlL OBJECTIVE
A 1. 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)

CONSTITUTIONAL THEORY (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 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)

CONSlITUTIONAL TIIEORY (11-12)
~ SKILL OBJECI1VE
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 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)

CONSTI11JTIONAL TIIEORY (11-12)
'SKllL 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)

CONSTITUTIONAL TIIEORY (11-12)
~ SKIlL OBJECI1VE
AS. 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)

CONSTITUTIONAL lHEORY (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)

CONSTITUTIONAL lHEORY (11-12)
~ SKll.L OBJECI1VE
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)

CONSTITUTIONAL THEORY (11-12)
)SKIIL OBJECTIVE
AS. 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)

CONSTITUTIONAL THEORY (11-12)
) SKIlL OBJECTIVE
A9. Conducts a scientific random sample survey, analyzes the data obtained and 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)

CONSTITUTIONAL THEORY (11-12)
~ SKILL OBJECTIVE
AIO. Distinguishes between fact and opinion relating to constitutional theory
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 normative 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)

CONSTITUTIONAL TIlEORY (11-12)
~ SKilL OBJECTIVE
A 11. 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)

CONSlITUTIONAL THEORY (11-12)
)SKIlL OBJECTIVE
A12. 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)

CONSTITUTIONAL THEORY (11-12)
~ SKIlL OBJECTIVE
Al3. 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)

CONSTITUTIONAL TIIEORY (11-12)
) SKILL OBJECTIVE
A14. 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 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)

CONSTITIJTIONAL lHEORY (11-12)
~ SKILL OBJECTIVE
A 15. 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)

CONSTI1UTIONAL TIffiORY (11-12)
)SKIlL OBJECTIVE
B.16. Identifies and defines a problem related to constitutional theory
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)

CONSTITIJTIONAL TIlEORY (11-12)
) SKIIL 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)

CONSTITUTIONAL 1HEORY (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)

CONSTITUTIONAL THEORY (11-12)
~ SKIU OBJECI1VE
B.19. Cites short- and long-range positive and negative 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)

CONSITfUTIONAL TIIEORY (11-12)
SKllL 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 findings 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)

CONSTITUTIONAL TIIEORY (11-12) .~ SKllL 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 findings related to hypotheses (C) 3. States a conclusion related to a hypothesis and states the findings which
support that conclusion (C)

CONSTITUTIONAL TIIEORY (11-12)
~ SKIU OBJECTIVE
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)

CONSTITUTIONAL TIlEORY (11-12)
)SKllL 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)

CONSTITUTIONAL TIIEORY (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)

CONSTITUTIONAL TIIEORY (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)

CONSTITUTIONAL TIIEORY (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) 4. Identifies a current issue when given a sequence of events related to it (C)

CONSTITUTIONAL TIffiORY (11-12)
~ SKIlL OBJECTIVE
Co27. 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)

CONSTITUTIONAL THEORY (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 problem, 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)

CONSTITUTIONAL THEORY (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)

CONSTITUTIONAL THEORY (11-12)
)SKIlL OBJECTIVE
D.30. 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)

CONSTITUTIONAl.. TIlEORY (11-12) ~ SKILL OBJECIlVE
D.31. Identifies and uses alternative 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)

CONSTITUTIONAL TIlEORY (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)

CONSTITUTIONAL TIlEORY (11-12)
~ SKIlL OBJECTIVE
D.33. Obtains information by asking appropriate questions in interviews
The gathering of data of decision-making often requires gaining access to the personal knowledge and beliefs of others through direct contact. Oarification 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)

CONSTITIJTIONAL TIIEORY (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)

CONSTITUTIONAL TIlEORY (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) (5, 6, 7, 8, High School)
2. Debates possible solutions to a current social problem (C, A) (5, 6, 7, 8, High School)
3. Compares and contrasts newspaper editorials on the same topic (C, A) (5, 6, 7, 8, High School)
4. Outlines arguments for and against a pending action of a local, state or national government (C, A) (5, 6, 7, 8, High School)

CONSTITUTIONAL TIIEORY (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 all: issue was determined (C, A)

CONSTITIITIONAL TIlEORY (11-12) )SKll.L 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)

CONSTITUTIONAL THEORY (11-12)
)SKllL 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)

CONSTITUTIONAL THEORY (11-12) ) SKll.L OBJECfIVE
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 state and national boundaries on a map or globe (C)

CONSTITUTIONAL TIlEORY (11-12)
'SKIlL OBJECTIVE
EAO. 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)

CONSTITU110NAL TIIEORY (11-12)
) SKILL OBJECTIVE
EAl. 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)

CONSTITUTIONAL TIffiORY (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)

CONSTITUTIONAL THEORY (11-12)
) SKIlL OBJECTIVE
.43. Uses general and special atlases and gazetteers
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)

CONSTITUTIONAL TIIEORY (11-12)
~ SKILL OBJECTIVE
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. Uses 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)

CONSTITUTIONAL TIlEORY (11-12)
~ SKILL OBJECTIVE
E.45. Transposes statistical data to map form
Plane surface representative models of the earth's surface may be created for a variety of purposes. General and specific purpose models may serve as the reference sources for a variety of data collection needs. Such data may then be synthesized by users for particular purposes and presented in a variety of graphic formats.
1. Isolates specific information on maps for a particular purpose (C) 2. Locates appropriate maps as sources for specific information (C) 3. Creates bar graphs of data from maps (C) 4. Diagrams information from maps for presentation (C) 5. Creates special purpose maps based on statistical information (C)