Appendix A. District And State Standards
The activities and the unit relate to the following standards for the New Haven School District:
USI.6.2 Students will analyze the Constitutional Convention, the Constitution and the ratification process. Compromises that were devised for each disputed question, representation with the Great Compromise and a bicameral legislature, the presidency with the Electoral College and a four-year presidential term, slavery with the three-fifths compromise and a ban on the importation of slaves after 1808.
USI.6.3 Students will discuss and explain the organization of the new national government, including the three branches of government.
US.6.4. Students will examine the development of political parties including Federalist and anti-Federalist ideologies, and the impact of the early Supreme Court decisions.
The unit also addresses the following state content standards for grades 9-12:
Content Standard 1: Historical Thinking
Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.
- Formulate historical questions and hypotheses from multiple perspectives, using multiple sources
- Gather, analyze and reconcile historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses
- Evaluate data within the historical, social, and economic context in which it was created, testing its credibility and evaluating its bias
- Describe the multiple intersecting causes of events
- Use primary source documents to analyze multiple perspectives
Content Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
- Describe, explain and analyze political, economic and social consequences that came about as the resolution of a conflict
Content Standard 4: Applying History
Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.
- Initiate questions and hypotheses about historic events they are studying
- Describe and analyze, using historical data and understandings, the options which are available to parties involved in contemporary conflicts or decision making
- Be active learners at cultural institutions such a s museums and historical exhibitions
- Display empathy for people who have lived in the past
- Describe relationships between historical subject matter and other subjects they study, current issues and personal concerns
Content Standard 5: U.S. Constitution and Government
Students will apply knowledge of the U.S. Constitution, how the U.S. system of government works and how the rule of law and the values of libery and equality have an impact on individual, local, state and national decisions.
- Apply an understanding of historical and contemporary conflicts over Constitutional principles
- Analyze historical and contemporary conflicts through the respective roles of local, state and national governments
- Explain how the design of the U.S. Constitution is intended to balance and check the power of the branches of government
- Analyze, using historical and contemporary examples, the meaning and significance of the ideal of equal protection under the law for all persons
- Explain why state and federal court powers of judicial review reflect the United States idea of constitutional government
- Evaluate the contemporary roles of political parties, associations, media groups and public opinion in local, state and national politics
Content Standard 6: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.
- Evaluate whether or when their obligations as citizens require that their personal desires, beliefs and interests be subordinated to the public good
- Identify and explain characteristics needed for effective participation in public life
- Establish, explain and apply criteria to evaluate rules and laws
- Monitor and influence the formation and implementation of policy through various forms of participation
- Take a position on a current policy issue and attempt to influence its formation, development and implementation
Content Standard 7: Political Systems
Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority
- Evaluate the importance of developing self-government so as to restrict arbitrary power
- Analyze and evaluate the advantages and disadvantages of limited and unlimited government
- Compare two or more constitutions and how they promote the principles of their respective political systems and provide the basis for government
- Describe how constitutions may limit government in order to protect individual rights and promote the common good
- Explain how purposes served by government have implications for the individual and society
- Provide examples of legitimate authority and exercise of power without authority
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