School Curriculum: Civics
This page is designed to enable parents to understand what their child should be learning, when they should be learning it, and what degree of mastery the child should have attained (at a median level) by a certain grade level. For Homeschoolers, we hope that this page will serve as a valuable asset in establishing a baseline curriculum. For parents whose children attend public or private schools (or for the inquisitive student) this page should give some guidance as to whether or not the school curriculum and methods are providing students with an adequate standard of education.
What is meant by "Civics," why is it important, and how is it approached ? Below is a description of the core discipline and its components, and the answers to why-how-when these components are taught. Civics components have median level goals to be attained by the end of Grade 2, by the end of Grade 4, by the end of Grade 8, and by the end of Grade 12.
This page
does not contain articles for education in this discipline.
For educational articles, go to: Civics:
A. Civic
Life, Politics, and Government, B. American
Values and Principles, C. The
Constitution and American Democracy, D. Citizenship, E. International
Education: Global Challenges, Cultures, and Connections
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STANDARD 6.2 (CIVICS) ALL STUDENTS WILL KNOW, UNDERSTAND AND APPRECIATE THE VALUES AND PRINCIPLES OF AMERICAN DEMOCRACY AND THE RIGHTS, RESPONSIBILITIES, AND ROLES OF A CITIZEN IN THE NATION AND THE WORLD. |
Descriptive Statement: The purpose of this standard is to prepare students to be informed, active, and responsible citizens in the American democratic republic. It is essential that students have an understanding of the historical foundations, underlying values, and principles upon which the American system of representative democracy is based. Before citizens can make informed, responsible decisions as voters, jurors, workers, consumers, and community residents, they must have an understanding and appreciation of the fundamental concepts, laws and documents which form the American heritage including the Declaration of Independence, the United States Constitution, and the New Jersey State Constitution. Students must understand how a representative democracy works and the value of citizen participation in the nation, state and local communities. In addition, students must also be prepared to serve as global citizens; that is, students must be aware that the United States has a significant impact on the rest of the world, and conversely, the rest of the world impacts the United States. Technological advances bring the world to our doorstep. International education enables students to broaden their understanding of global issues that impact their life as Americans.
The study of politics, government, and society should start in early elementary grades with the identification of the need for rules, laws, and structures for decision-making or governance, and proceed through upper elementary grades to identify key documents and ideas that express democratic principles. Intermediate students should examine the various forms of government, the functions of the various branches of our federal government, as well as local and state levels of government. They must understand the ongoing need to balance individual rights and public needs. High school students should build on their prior knowledge and skills by analyzing the scope of governmental power, the spectrum of political views, and how the United States functions in a global society. Students should be encouraged not only to learn about how government works but also to apply their knowledge and to use their critical thinking, listening, and speaking skills to better understand the value of citizen participation in a representative democracy.
Five major topics are addressed in the indicators and are reflected in the following questions:
Strands and Cumulative Progress Indicators
By the end of Grade 2, students will:
A. Civic Life, Politics, and Government
1. Explain the need for rules, laws, and government.
2. Give examples of authority and recognize problems that might arise from lack of effective authority.
3. Describe how American citizens can participate in community and political life.
4. Explain that justice means fairness to all.
5. Explain that a responsibility means something you must or should do.
6. Explore basic concepts of diversity, tolerance, fairness, and respect for others.
B. American Values and Principles
1. Identify symbols of American values and beliefs such as the American Flag and the Statue of Liberty.
C. The Constitution and American Democracy
1. Identify community and government leaders (e.g., mayor, town council, President of the United States).
D. Citizenship
1. Identify examples of responsible citizenship in the school setting.
2. Recognize real people and fictional characters who have demonstrated responsible leadership and citizenship and identify the characteristics that have made them good examples.
E. International Education: Global Challenges, Cultures, and Connections
1. Explain that the United States is a diverse nation and one of many nations in the world.
2. Identify traditions and celebrations of various cultures (e.g., Chinese New Year, Cinco de Mayo).
3. Participate in activities such as dance, song, and games that represent various cultures.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Civic Life, Politics, and Government
1. Describe the characteristics of an effective rule or law (e.g., achieves purpose, clear, fair, protects rights and the common good).
2. Differentiate between power and authority.
3. Recognize that government exists at the community, county, state, and federal levels.
4. Recognize national, state, and local legislators and government officials and explain how to contact them for help or to express an opinion.
5. Describe the contributions of voluntary associations and organizations in helping government provide for its citizens.
B. American Values and Principles
1. Identify the fundamental values and principles of American democracy expressed in the Pledge of Allegiance, the Declaration of Independence, the United States Constitution and the Bill of Rights, and the first New Jersey Constitution.
2. Explain the significance of symbols of American values and beliefs, including the Statue of Liberty, the Statue of Justice, the American Flag, and the national anthem.
3. Describe how American values and beliefs, such as equality of opportunity, fairness to all, equal justice, separation of church and state, and the rights guaranteed by the United States Constitution and the Bill of Rights, contribute to the continuation and improvement of American democracy.
4. Evaluate the importance of traditions, values, and beliefs which form a common American heritage in an increasingly diverse American society.
C. The Constitution and American Democracy
1. Discuss how the Constitution describes how the United States government is organized and how it defines and limits the power of government.
2. Discuss how governmental bodies make decisions and explain the impact of those decisions on school and community life.
3. Identify major services provided by state and local government.
4. Delineate the respective roles of the three branches of the federal and state governments.
D. Citizenship
1. Explain that a citizen is a legally recognized member of the United States with rights and responsibilities, such as voting in elections and serving on juries.
2. Describe the significant characteristics of an effective citizen and discuss ways to influence public policy (e.g., serving in elected office, working on a campaign).
3. Describe the process by which immigrants can become United States citizens.
E. International Education: Global Challenges, Cultures, and Connections
1. Explain that the world is divided into many nations consisting of territory and people, with their own government, languages, customs, and laws.
2. Discuss how the United States interacts with other nations of the world through trade, treaties and agreements, diplomacy, cultural contacts, and sometimes through the use of military force.
3. Explain why it is important for nations to communicate and resolve disagreements through peaceful means.
4. Outline the purposes of the United Nations.
5. Identify current issues that may have a global impact (e.g., pollution, diseases) and discuss ways to address them.
6. Explain why it is important to understand diverse peoples, ideas, and cultures.
7. Explain that even within a culture, diversity may be affected by race, religion, or class.
8. Identify aspects of culture and heritage presented in literature, art, music, sport, or the media.
9. Examine common and diverse traits of other cultures and compare to their own culture.
10. Use technology to learn about students and their families in other countries through classroom links, email, and Internet research.
11. Define stereotyping and discuss how it impacts self-image and interpersonal relationships.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Civic Life, Politics, and Government
1. Discuss the sources, purposes, and functions of law and the importance of the rule of law for the preservation of individual rights and the common good.
2. Describe the underlying values and principles of democracy and distinguish these from authoritarian forms of government.
3. Discuss the major characteristics of democratic governments.
4. Describe the processes of local government.
5. Discuss examples of domestic policies and agencies that impact American lives, including the Environmental Protection Agency (e.g., clean air and water), the Department of Labor (e.g., minimum wage) and the Internal Revenue Service (e.g., Social Security, income tax).
6. Explain how non-governmental organizations influence legislation and policies at the federal, state, and local levels.
B. American Values and Principles
1. Analyze how certain values including individual rights, the common good, self-government, justice, equality and free inquiry are fundamental to American public life.
2. Describe representative government and explain how it works to protect the majority and the minority.
3. Describe the continuing struggle to bring all groups of Americans into the mainstream of society with the liberties and equality to which all are entitled, as exemplified by individuals such as Susan B. Anthony, Frederick Douglass, Nat Turner, Paul Robeson, and Cesar Chavez.
C. The Constitution and American Democracy
1. Discuss the major principles of the Constitution, including shared powers, checks and balances, separation of church and state, and federalism.
2. Compare and contrast the purposes, organization, functions, and interactions of the legislative, executive, and judicial branches of national, state, and local governments and independent regulatory agencies.
3. Discuss the role of political parties in the American democratic system including candidates, campaigns, financing, primary elections, and voting systems.
4. Discuss major historical and contemporary conflicts over United States constitutional principles, including judicial review in Marbury v. Madison, slavery in the Dred Scott Decision, separate but equal in Plessy v. Ferguson, and the rights of minorities in the Indian Removal Act.
5. Discuss major historical and contemporary conflicts over New Jersey constitutional principles (e.g., the impact of the New Jersey School Law of 1881 which required integration in the state’s public schools, Hedgepeth and Williams v. Trenton Board of Education, the Mount Laurel Decision, Jackman v. Bodine, Abbott v. Burke).
6. Research contemporary issues involving the constitutional rights of American citizens and other individuals residing in the United States, including voting rights, habeas corpus, rights of the accused, and the Patriot Act.
D. Citizenship
1. Discuss the rights and responsibilities of American citizens, including obeying laws, paying taxes, serving on juries, and voting in local, state, and national elections.
2. Discuss how the rights of American citizens may be in conflict with each other (e.g., right to privacy vs. free press).
3. Describe major conflicts that have arisen from diversity (e.g., land and suffrage for Native Americans, civil rights, women’s rights) and discuss how the conflicts have been addressed.
4. Explain the benefits, costs, and conflicts of a diverse nation.
5. Discuss basic contemporary issues involving the personal, political, and economic rights of American citizens (e.g., dress codes, sexual harassment, fair trial, free press, minimum wage).
E. International Education: Global Challenges, Cultures, and Connections
1. Analyze ways in which nation-states interact with one another through trade, diplomacy, cultural exchanges, treaties or agreements, humanitarian aid, economic incentives and sanctions, and the use or threat of military force.
2. Discuss factors that lead to a breakdown of order among nation-states (e.g., conflicts about national interests, ethnicity, and religion; competition for territory or resources; absence of effective means to enforce international law) and describe the consequences of the breakdown of order.
3. Compare and contrast the powers the Constitution gives to Congress, the President, the Senate Foreign Relations Committee, and the federal judiciary regarding foreign affairs.
4. Evaluate current United States foreign policy issues and strategies and their impact on the nation and the rest of the world.
5. Discuss the purposes and functions of major international organizations (e.g., United Nations, World Health Organization, International Red Cross, Amnesty International) and the role of the United States within each.
6. Describe how one’s heritage includes personal history and experiences, culture, customs, and family background.
7. Analyze how the life, culture, economics, politics, and the media of the United States impact the rest of the world.
8. Discuss how global challenges are interrelated, complex, and changing and that even local issues may have a global dimension (e.g., environmental issues, transportation).
9. Discuss how cultures may change and that individuals may identify with more than one culture.
10. Engage in activities that foster understanding of various cultures (e.g., clubs, dance groups, sports, travel, community celebrations).
11. Discuss the impact of the Internet and technology on global communication.
12. Discuss the impact of stereotyping on relationships, achievement, and life goals.
13. Analyze how prejudice and discrimination may lead to genocide as well as other acts of hatred and violence for the purposes of subjugation and exploitation.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Civic Life, Politics, and Government
1. Analyze how reserved and jointly held powers in the United States Constitution result in tensions among the three branches of government and how these tensions are resolved (e.g., Marbury v. Madison-1803; Federalist #78; United States v. Nixon-1974, claims of Executive Privilege by Presidents Nixon, Clinton, and Bush).
2. Apply the concept of the rule of law to contemporary issues (e.g., impeachment of President Clinton, use of Executive Privilege, recess appointments to federal courts, the Senate’s advise and consent process, and the use of litmus tests).
3. Analyze how individual responsibility and commitment to law are related to the stability of American society.
4. Evaluate competing ideas about the purpose of the national and state governments and how they have changed over time (e.g., the American version of federalism, the powers of the federal government and the states, differing interpretations of Article I, Sections 8-10).
5. Discuss how participation in civic and political life can contribute to the attainment of individual and public good.
6. Evaluate ways that national political parties influence the development of public policies and political platforms, including political action committees, McCain-Feingold Act, platform committees, and political campaigns.
7. Analyze how public opinion is measured and used in public debate (e.g., electronic polling, focus groups, Gallup polls, newspaper and television polls) and how public opinion can be influenced by the government and the media.
B. American Values and Principles
1. Analyze major historical events and important ideas that led to and sustained the constitutional government of the United States, including the Constitutional Convention of 1787, the Judiciary Act of 1789, the first Cabinet under George Washington, and Amendments 1-15.
2. Propose and justify new local, state, or federal governmental policies on a variety of contemporary issues (e.g., definition of marriage, voting systems and procedures, censorship, religion in public places).
3. Describe historic and contemporary efforts to reduce discrepancies between ideals and reality in American public life, including Amendments 13-15, the Civil Rights Act of 1866 and 1875, the Abolitionist movement, the Civil War, and the end of slavery in the United States.
4. Discuss how a common and shared American civic culture is based on commitment to central ideas in founding-era documents (e.g., United States Constitution) and in core documents of subsequent periods of United States history (e.g., Washington’s Farewell Address; Seneca Falls Declaration of Sentiments and Resolutions-1848; The Gettysburg Address; President Franklin Roosevelt’s "Four Freedoms" speech -1941; President Kennedy’s Inaugural Address-1961; the 17th, 19th, and 24th Amendments; Martin Luther King Jr.’s "I Have a Dream" speech and the "Letter from Birmingham Jail").
5. Analyze the successes of American society and disparities between American ideals and reality in American political, social, and economic life and suggest ways to address them (e.g., rights of minorities, women, physically and mentally challenged individuals, foreign born individuals).
6. Explore the importance and presence of voluntarism and philanthropy in America and examine the role of local, state, national, and international organizations such as the American Red Cross, the Salvation Army, and the Rotary.
C. The Constitution and American Democracy
1. Debate current issues and controversies involving the central ideas of the American constitutional system, including representative government (e.g., Electoral College and the popular vote), civic virtue (e.g., increasing voter turnout through registrations and campaigns), checks and balances, and limits on governmental power.
2. Analyze, through current and historical examples and Supreme Court cases, the scope of governmental power and how the constitutional distribution of responsibilities seeks to prevent the abuse of that power.
3. Compare the American system of representative government with systems in other democracies such as the parliamentary systems in England and France.
4. Compare and contrast the major constitutional and legal responsibilities of the federal government for domestic and foreign policy and describe how disagreements are resolved.
5. Describe the nature of political parties in America and how they reflect the spectrum of political views on current state and federal policy issues.
6. Explain the federal and state legislative process and analyze the influence of lobbying, advocacy groups, the media, and campaign finance on the development of laws and regulations.
D. Citizenship
1. Evaluate the characteristics needed for effective participation in civic and political life.
2. Compare and contrast the rights and responsibilities of government and its citizens as delineated in the United States Constitution, the New Jersey Constitution of 1947, and the United Nations’ Universal Declaration of Human Rights.
3. Compare and contrast the benefits of American citizenship (e.g., habeas corpus, secret ballots, freedom of movement and expression) with those of citizens of other nations, including democratic and non-democratic countries.
4. Recommend ways that citizens can use knowledge of state or federal government policies and decision-making processes to influence the formation, development, or implementation of current public policy issues (e.g., First Amendment right to petition for redress of grievances).
5. Discuss how citizens can participate in the political process at the local, state, or national level (e.g., registering to vote, voting, attending meetings, contacting a representative, demonstrating, petitions, boycotting) and analyze how these forms of political participation influence public policy.
E. International Education: Global Challenges, Cultures, and Connections
1. Compare and contrast key past and present United States foreign policy actions (e.g., diplomacy, economic aid, humanitarian aid, military aid) and positions (e.g., treaties, sanctions, interventions) and evaluate their consequences.
2. Analyze and evaluate United States foreign policy actions and positions, including the Monroe Doctrine, the Mexican Cession, the Truman Doctrine, the Cold War, the world-wide struggle against terrorism, and the Iraq War.
3. Describe how the world is organized politically into nation-states and alliances and how these interact with one another through organizations such as the European Union, North Atlantic Treaty Organization (NATO), the United Nations, the World Court, and the Group of Seven Industrialized Nations (G7).
4. Analyze and evaluate the interconnections of local, regional, and national issues with global challenges and issues, and recommend possible solutions.
5. Discuss how global interconnections can have both positive and negative consequences (e.g., international companies, transfer of jobs to foreign plants, international security and access to transportation).
6. Investigate a global challenge (e.g., hunger, AIDS, nuclear defense, global warming) in depth and over time, predict the impact if the current situation does not change, and offer possible solutions.
7. Participate in events to acquire understanding of complex global problems (e.g., Model United Nations, international simulations, field trips to government sites).
8. Justify an opinion or idea about a global issue while showing respect for divergent viewpoints.
9. Discuss the impact of technology, migration, the economy, politics, and urbanization on culture.
10. Compare and contrast common social and behavioral practices in various cultures (e.g., birth, marriage, death, gender issues, family structure, health issues).
11. Participate in activities that foster understanding and appreciation for diverse cultures (e.g., world language instruction, student exchange, clubs, international forums, community service, speaker programs, arts, sports).
12. Analyze the impact of communication networks, technology, transportation, and international business on global issues.
13. Analyze how the media presents cultural stereotypes and images and discuss how this impacts beliefs and behaviors.
14. Connect the concept of universal human rights to world events and issues.
15. Compare and contrast current and past genocidal acts and other acts of hatred and violence for the purposes of subjugation and exploitation (e.g., Holocaust, Native Americans, Irish famine, Armenia, Ukrainian collectivization, Cambodia, Rwanda) and discuss present and future actions by individuals and governments to prevent the reoccurrence of such events.
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