GOVERNMENT/LAW/CNI

COURSE DESCRIPTION

This integrated, collaboratively taught Social Studies Content class will provide all students an opportunity to study the basic documents and philosophies which have shaped American Government, as well as the basic structure of American Government. Stemming from this basic understanding of national government, the students will undertake a study of Alaska State Government and its functions and structures. Following the attainment of this knowledge of national and state government, the students will learn about current native issues and their relationship to national and state government.

SWRSD OUTCOMES

Outcome 4: Students learn and understand their rights and responsibilities and work together as members
of a democratic society
Outcome 5: Students demonstrate honesty, respect, concern, and caring for themselves, their environment
and others.
Outcome 6: Students demonstrate skills and attitudes that will enable them to achieve post high school
education.

COURSE OUTLINE

CONTENT (Essential course facts, concepts, and basic skills; assessed with teacher-made tests an rubrics)

Major Units of Study

A. Purposes of Government

Alaska Content Standard(s): Standard A: Government/Citizenship
(A student should know about and understand how societies define authority, rights, and responsibilities
through a governmental process)

Key Elements: Student will know about, understand, and demonstrate the ability to
1. Correctly spell, define, and use in proper context a variety of key terms/concepts (authority, power,
freedom, justice, rights, responsibilities, laws, regulations, government, anarchy).
2. Explain the necessity and purposes of government (unity, justice, security, order, general health
andwelfare, preservation of rights).
3. Compare/contrast various types of traditional governments (monarchy, aristocracy, theocracy,
oligarchy, meritocracy) and contemporary governments (democratic, totalitarian, federal, unitary,
confederate, parliamentary, presidential).
4. Distinguish various political viewpoints (liberal, conservative, moderate, radical, reactionary,
communist, socialist, fascist).
5. Explain why dissent and change are vital to the American political, economic, and social systems.

B. Constitutional Foundations / Democratic Principles

Alaska Content Standard(s): Standard B: Government Citizenship
(A student should know about and understand the constitutional foundations of America’s political system
and the democratic ideals of the nation)

Key Elements: Student will know about, understand, and demonstrate the ability to

1. Correctly spell, define, and use in proper context a variety of key terms/concepts (the state, citizen,
sovereignty, democracy, republic, capitalism, patriotism, treason).
2. Explain the major democratic ideals of the U.S. Declaration of Independence, U.S. Constitution, and
Bill of Rights (equality, individual rights, social contract, property, privacy, compromise).
3. Compare/contrast key principles (federalism, separation of powers, limited powers, checks and balances, majority rule, minority rights).
4. Diagram the structure of the three branches of government (legislative, executive, judicial) and three major levels of government.
5. List at least one major function and five specific powers of each branch of the federal government.
6. Identify by job title and personal name threee major leaders of the federal branches of government.
7. Distinguish criminal and civil law, the roles of judges and attorneys, individual rights and
responsibilities, groups needs and individual rights.

C. Character of State Government

Alaska Content Standard(s): Standard C: Government/Citizenship
(A student should understsand the character of government of the state)

Key Elements: Student will know about, understand, and demonstrate the ability to
1. Identify the various forms of the state’s local governments and the agencies and commissions that influence students’ lives and property (functions and powers of the three branches, structure of local government system: boroughs (organized & unorganized), cities (first
class & second class), unified municipalities, home rule).
2. Compare/contrast the Constitution of Alaska and the United States Constitution and sec. 4 of the
Alaska Statehood Act, which is known as the Statehood Compact.
3. Explain action groups, and/or other pressure groups.

D. Current [Alaska] Native Issues

Alaska Content Standard(s): Standard C: Government/Citizenship
(Student will understand the character of government of the state)

Key Elements: Student will know about, understand, and demonstrate the ability to
1. Explain the basic components of the Alaska Native Claims Settlement Act and its impact on the state
(land settlement, money settlement, corporate structure, ANILCA, extinguishment of aboriginal
rights).
2. Identify the roles and relationships among the federal, tribal, and state governments and understand
the responsibilities and limits of the roles and relationships (domestic dependent nations, IRA, self
determination/sovereignty).
3. Explore longstanding Native issues, including history and current status (sovereignty, subsistence,
decline of culture and language, social issues: alcohol abuse, etc.).
4. Explain why political, ethnic, religious, gender, age, or other types of diversity are protected




SKILLS