Social Studies HS Guide

○ Learning Intention #1: (focuses on one way people organize and participate in civic society, educators may choose any from the list above.) ■ Students will explain the processes and motivations for how and why people participate in political parties. ○ Learning Intention #2: (focuses on one way people organize and participate in civic society, educators may choose any from the list above.) ■ Students will evaluate the political impact of political parties. ○ Learning Intention #3: (focuses on one way people organize and participate in civic society, educators may choose any from the list above.) ■ Students will explain the processes and motivations for how and why people participate in interest groups. ○ Learning Intention #4: (focuses on one way people organize and participate in civic society, educators may choose any from the list above.) ■ Students will evaluate the political impact of special interest groups. U.S. GOV Standard 3.4: ● Students will use data to evaluate election results and explain election processes and strategies. ○ Learning Intention #1: ■ Students will use date to evaluate election results. ○ Learning Intention #2: ■ Students will use data to explain election processes and strategies. U.S. GOV Standard 3.5: ● Students will explain how the individual roles of the members of the President’s cabinet are designed to meet various purposes in government. ○ Learning Intention #1: ■ Students will explain how the individual roles of the members of the President’s cabinet are designed to meet various purposes in government. U.S. GOV Standard 3.6: ● Students will explain how the administrative rulemaking process functions within the federal system and the extent and impact of these rules. ○ Learning Intention #1: ■ Students will explain how the administrative rulemaking process functions within the federal system. ○ Learning Intention #2: ■ Students will explain the extent and impact of administrative rules. NOTE: Students should develop skills associated with history to construct arguments using historical thinking skills. Of particular importance in a US government and citizenship course is developing the reading, thinking, and writing skills of historians. These skills are vertically aligned throughout the curriculum guide with the intent to support the skills needed for students to become critical thinkers and to think like an historian. ● Historical Thinking Skills: GOV Standard 3 ○ Corroboration • What do other documents say?

• Do the documents agree? If not, why? • What are other possible documents? • What documents are most reliable? ○ Close Reading

• What claims does the author make? • What evidence does the author use? • What language (words, phrases, images, symbols) does the author use to persuade the document's audience? • How does the document's language indicate the author's perspective?