100 10183
120 Civics (SCP) 254
130 
140 
150 11-12
160 
170 1
180 
210 08.2 Social Studies - Civics and Government
211 1.0.2
212 1.0.3
213 1.0.4
214 1.0.5
215 1.0.7
216 1.5.2
220 08.2 Social Studies - Civics and Government
221 1.5.3
222 1.5.4
223 1.5.5
224 1.5.6
225 1.9.2
226 1.9.3
230 08.2 Social Studies - Civics and Government
231 1.9.5
232 2.0.1
233 2.0.5
234 2.5.2
235 2.5.4
236 2.5.5
240 08.2 Social Studies - Civics and Government
241 2.5.6
242 2.9.2
243 2.9.5
244 3.0.6
245 4.5.2
246 4.5.4
250 09.0 Technology Education
251 4.0.6
252 4.0.7
253 
254 
255 
256 
300 1. What are my rights and responsibilities as a citizen?
300 2. What is the role and impact of federal, state, and local government in my life?
300 3. How can I make good decisions about issues important to our democracy?
300 4. What are the principles of the US Constitution and how do they apply to modern life?
300 5. How can I actively participate in our democracy as a citizen of this community, nation, and world?
300 6.  Why should I participate in our democracy as a citizen of this community?
400 
400    Students need a combination of knowledge, skills, and civic virtues in order to act responsibly and participate effectively in a democratic society.  It is clear what knowledge students need to have in order to be good citizens: basic knowledge about the foundations of American government, the three branches of government, information about state, local and federal government, and knowledge about ways citizens can participate in American democracy.  Civics classes can also encourage civic virtues such as toleration, a willingness to participate, and a desire to work for the common good.  
400    According to the working paper by the Center for Information and Research on Civic Learning and Engagement (CIRCLE) titled, The Role of Civic Skills in Fostering Civic Engagement  (Kirlin, 2003), there are three principles of social-contract democracy: 
400      1) citizens as individuals negotiating their own needs - democratic education thus serves as a vehicle to develop strong individuals with skills to use the political system to meet their own needs while understanding the rights of others; 
400      2) citizens as active participants in the political process and in civic activities – democratic education training citizens to participate in evaluating real policy issues and using the political process; and 
400      3) citizens as consensus builders - developing skills to understand those who are different, as well as learning how to compromise with their peers and using those to interact in a meaningful way in public life while working towards mutual objectives (12).
400    Many “civics skills” are implied in these principles.  Kirlin (2003) suggests that civics skills can be categorized as organization skills, communication skills, collective decision-making skills, and critical thinking skills.  A brief review of the literature suggests that many experts, even if they do not categorize civics skills in this way, identify skills that fit into this framework.  There is certainly overlap among the four categories, but they offer a framework around which civics lessons can be developed.  The following table breaks each skill category into a number of specific skills.  The information was obtained primarily from Kirlin (2003), but also a variety of other internet sources.  
400 
400 The Civics course will focus on: 
400       the legislative, executive, and judicial branches of government, 
400       the constitution and checks and balances, 
400       judicial review, 
400       federalism, 
400       limited government, 
400       popular sovereignty, 
400       separation of powers
400       the Bill of Rights, 
400       federal, state, and local government
400       responsibilities of the individual
500 	
500 
600     All of the assured experiences below correlate to the four categories of civics skills and can be paired with a variety of content objectives.  
600 All students who take Civics will:
600 I.  Participate in cooperative learning characterized by:
600             A.  Positive interdependence: each group member’s efforts are required and indispensable for group success, and each group member has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities.
600              B.  Individual as well as group accountability (source: http://edtech.kennesaw.edu/intech/ cooperativelearning.htm). 
600 
600 II.  Write 1-3 letters using the writing process:
600                 Writing
600 	Revising based on specific feedback
600 	Rewriting
600 	Mailing/Publishing
600 
600 III.  Have 1-2 interactive experiences designed to promote interpersonal and communication skills and enhance civic knowledge.  Experiences may include, but are not limited to
600 	an interview
600 	a job shadow
600 	visiting a government agency
600 	attending a town meeting
600 	running a class project that involves the community beyond the classroom
600 
600 IV.  One -3 hands-on projects, at least one of which will focus on the skill of decision-making
600 
600 V. One-2 formal debates 
600 
600 VI.  One-2 speeches
600 
700 Students will be assessed by one or more of the following:
700 
700 -tests/Quizzes 
700 -rubrics
700 -completion of assigned work
700 -a variety of informal assessments 
700 
820 computer labs (mobile & stationary), 
820 Internet, 
820 library, 
820 ProQuest, 
820 Newspapers, 
820 news magazines, 
820 videos/DVD's, 
820 guest speakers, 
820 maps, 
820 art supplies, 
820 LCD projector, 
820 overhead projectors, 
820 TV's, 
820 audio equipment