Students will:

• Develop class norms and goals for themselves and the class.
• Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
  • Synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in world history.
  • Using geographic information to determine patterns and trends to understand world history.
  • Interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world history.
  • Evaluating sources for accuracy, credibility, bias, and propaganda.
  • Comparing and contrasting historical, cultural, economic, and political perspectives in world history.
  • Explaining how indirect cause-and-effect relationships impacted people, places, and events in world history.
  • Analyzing multiple connections across time and place.
  • Using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made.
  • Identifying the rights and responsibilities of citizens and the ethical use of materials and intellectual property.
  • Investigating and researching to develop products orally and in writing.

Students will consider:

• Whose voices are emphasized, marginalized, and silenced in social studies courses?
• Which perspectives (political, economic, social, cultural, environmental, global, military) are emphasized, marginalized, and silenced in social studies courses?
• How does shifting between scales of study (macro to micro) impact your thinking and learning and make the past usable?
• What are the benefits of using inquiry, comparison, and connections to construct my knowledge of the world?
• How does learning about history impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to:

• Understand the foundations of American constitutional government by
  • Describing the features of a democratic republic as influenced by forms of Athenian democracy and the Roman Republic.
  • Analyzing the foundational principles found in historic writings and prior governing documents, including the Magna Carta, charters of the Virginia Company of London (April 10, 1606; May 23, 1609; and March 12, 1612), the works of Enlightenment philosophers (Locke, Hobbes, Rousseau, and others), the Great Awakening, and the English Bill of Rights.
  • Evaluating the foundational principles expressed in the Constitution of Virginia, the Declaration of Independence, the Articles of Confederation, and the Constitution of the United States; and
    analyzing George Mason’s Virginia Declaration of Rights, Thomas Jefferson’s Virginia Statute for Religious Freedom, and James Madison’s leadership role in securing adoption of the Bill of Rights by the First Congress.
• Describe the concept of democracy by:
  • Explaining the concepts of popular sovereignty, natural rights, the rule of law, self-government, and consent of the governed.
  • Comparing structures of government including constitutional republic, autocracy, direct democracy, representative democracy, the presidential system, and the parliamentary system.
  • Recognizing the equality of all citizens under the law.
  • Recognizing majority rule and minority rights.
  • Recognizing the necessity of compromise.
  • Recognizing the freedom of the individual.

Students will consider:

• What are the similarities and differences and advantages and limitations of government systems?
  How is power gained, used, and justified?
• Why is the United States considered a “flawed democracy” in current government rankings?
• What historical writings and events mark the most significant shifts in political thought and philosophy?
• How do we reconcile majority rule and minority rights?
• How and why has the separation of powers between the levels of government shifted over time?
• How does learning about the origins and foundations of democracy impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to analyze the Constitution of Virginia and the Constitution of the United States and the Bill of Rights by:

• Examining the ratification debates and the Federalist Papers including, but not limited to No. 10 and No. 51.
• Evaluating the purposes for government stated in the Preamble.
• Defining the structure and authority of the national government as outlined in Article I, Article II, and Article III.
• Examining the differences between the powers and authority of state and national governments;
  connecting the fundamental principles of checks and balances and separation of powers to the three branches of government.
• Describing how the Bill of Rights affirms natural rights as something that precedes politics; and
  explaining the amendment process.

Students will consider:

• How effective is the US balance of power and federalist system?
• What makes compromise so challenging in today’s political system?
• How are governments created, structured, maintained, and changed?
• To what extent can bias and propaganda persuade public opinion and perspective of the role and responsibilities of the three branches?
• What are the principle ideas expressed in the Virginia Declaration of Rights, Virginia Statute for Religious Freedom, and the Bill of Rights, and how are they supported in the present?
• Why are the fundamental concepts of democracy aspirational and evolving?
• How does learning about the US Constitution impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to:

• Explore and understand the significance, reverence, and pride around the foundation of the American republic by:
  • Analyzing the five values of liberty, egalitarianism, individualism, populism, and laissez-faire government as described by Alexis de Tocqueville.
  • Understanding the meaning and historical significance of the mottos "E Pluribus Unum" and "In God We Trust".
  • Describing the fundamental concepts of American constitutional democracy, including how the government derives its power from the people, and the primacy of individual liberty.
  • Defining the meaning of the American Creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law, and to preserve the Constitution.
  • Evaluating how the Constitution of the United States and the Bill of Rights protect freedoms and limit government.
• Explain the rights and responsibilities of United States citizenship by:
  • Describing the paths to U.S. citizenship.
  • Obeying the law and paying taxes.
  • Oerving as a juror.
  • Participating in the political process and voting in local, state, and national elections.
  • Performing public service.
  • Keeping informed about current issues.
  • Practicing personal and fiscal responsibility.
  • Understanding that the United States has a voluntary military and the importance of Selective Service registration.

Students will consider:

• To what extent is the US a Democratic Republic?
• How do the mottos "E Pluribus Unum" and "In God We Trust" reflect the principles of unity, diversity, and faith in American society?
• What are the key principles of American constitutional democracy and how do they differ from other forms of government?
• What is the meaning of the American Creed?
• What factors shape our personal values, beliefs, and priorities?
• How are community values a reflection of shared values of a populace?
• To what extent are the responsibilities of an individual and the community mutually exclusive?
• How does learning about the US Republic and US Citizenship impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to describe the scope and limits of the powers of the legislative branch of the federal government as delineated in Article I of the Constitution of the United States by:

• Describing its structure and the process for the election of its members.
• Describing how the power of the legislative branch has changed over time.
• Evaluating how the processes of the legislative branch reflect the democratic principles of American constitutional government.

Students will consider:

• What makes Congress “favorable” or “successful”?
• What groups are represented in Congress, and who benefits from this representation?
• How does Congress remain responsive to the will of the people through the legislative process?
• What are the different types of legislative committees, and what are their functions?
• How does learning about the Legislative Branch impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and science skills to describe the scope and limits of the powers of the executive branch of the federal government as delineated in Article II of the Constitution of the United States by:

• Describing the structure and organization of the executive branch.
• Describing how the power of the executive branch has changed over time, including the Twentieth, Twenty-second, and Twenty-fifth Amendments.
• Comparing and contrasting executive branch processes with those of the legislative branch.

Students will consider:

• What makes a “favorable” or “successful” president?
• How should power be used by the president, and who benefits from its use?
• How is the executive branch organized?
• How has presidential power changed over time?
• How is the executive branch insulated from and accountable to public opinion?
• How has the federal bureaucracy changed over time?
• To what extent are executive orders and actions effective ways to forge public policy?
• What are the advantages and disadvantages of the executive branch acting through executive action?
• What is the president's role in the budgetary process?
• How does learning about the Executive Branch impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to describe the scope and limits of the powers of the federal judiciary as delineated in Article III of the Constitution of the United States by:

• Describing the organization, jurisdiction, and proceedings of federal courts.
• Explaining how the Marshall Court established the Supreme Court as an independent branch of government in Marbury v. Madison.
• Describing how the Supreme Court decides cases.
• Comparing the philosophy of originalism, judicial pragmatism, judicial activism, and judicial restraint

Students will consider:

• How well does the US justice system work?
• How is judicial power shared between federal, state, and local governments in the United States?
• What are the different types of jurisdictions in federal courts?
• What are some instances when the court has evolved its opinion on an issue?
• Why do we have rules and laws; and what would happen if we didn’t?
• How do past court cases impact us today?
• What factors are involved in how the US Supreme Court decides which cases it will hear?
• How does the Supreme Court decide which cases it hears?
• How does learning about the Judicial Branch impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to explain the organization and powers of the state and local governments as described in the Constitution of Virginia by:

• Analyzing legislative, executive, and judicial branches.
• Explaining the law-making process at the state and local levels.
• Examining the structure and powers of local governments (county, city, and town).
• Analyzing the relationship between state and local governments and the roles of regional authorities, governing boards, and commissions.
• Comparing partisan and nonpartisan offices.
• Investigating and explaining the ways individuals and groups exert influence on state and local governments.

Students will consider:

• What are the most important things local and state governments do?
• How can you participate in local and state government?
• To what extent is it easier for individuals and groups to influence state and local policy as compared to national policy?
• How are the characteristics of independent cities, counties, and towns similar and different?
• In Virginia, where do local governments derive their power?
• How does learning about local and state governments impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to explain the process of local, state, and national elections by:

• Describing how amendments and laws have extended the right to vote to previously disenfranchised Americans.
• Examining campaign finance laws and campaign funding and spending, including the impact of Supreme Court decisions, the nationalization of campaign financing, and the role of interest groups.
• Describing the nomination and election process, including the organization and evolving role of political parties and interests groups.
• Analyzing the influence of media coverage, campaign advertising, public opinion polls, social media, and digital communications.
• Explaining the role of the Electoral College and the impact of reapportionment and redistricting on elections and governance.
• Evaluating challenges of the election process, including redistricting and gerrymandering.

Students will consider:

• To what extent does wealth impact who runs for office?
• What inspires you to be informed about candidates and vote?
• How do political parties impact individual and group identity?
• How do interest groups influence society and life, and who benefits from their platforms?
• What are barriers to voting?
• What role do political parties and interest groups play in the selection and election of candidates, and how has that role changed over time?
• How have technological advancements influenced the use and cost of media in recent campaigns?
• How reliable are public opinion polls in predicting the outcome of elections?
• What is the purpose of the Electoral College?
• How does learning about elections, voting, and political parties impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to analyze civil liberties and civil rights by:

• Explaining the difference between civil rights and civil liberties.
• Explaining the purpose of the Bill of Rights, with emphasis on First Amendment freedoms;
  analyzing the rights of the accused and due process of law expressed in the Bill of Rights and the Fourteenth Amendment.
• Explaining how the Supreme Court has applied most of the protections of the Bill of Rights to the states through a process of selective incorporation.
• Evaluating the balance between individual liberties and the public interest.
• Examining how civil liberties and civil rights are protected under the law.

Students will consider:

• What is the difference between civil liberties and civil rights?
• What is meant by equal protection under the law?
• How should governments balance the rights of individuals with the common good?
• Why do we sometimes oppress each other when we gain power?
• Why do rights and freedoms in the U.S. change over time?
• How have the First Amendment protections empowered people throughout history?
• What role has the Supreme Court played in the protection of rights and liberties?
• How does learning about civil rights and liberties impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to understand the role of the United States in a changing world by:

• Describing the responsibilities of the federal government for foreign policy and national security.
• Assessing and analyzing the role of national interest in shaping foreign policy and promoting world peace.
• Examining the relationship of Virginia and the United States in the global economy, including trends in international trade.
• Evaluating the economic and political systems of capitalism, communism, Marxism, socialism, fascism, authoritarianism, and totalitarianism.
• Comparing and contrasting capitalism and socialism as economic systems, including the role of 
  government and individual economic freedoms.
• Evaluating the factors that influence production and distribution of goods in a market system.
• Explaining how competition and free enterprise influence the local, national, and global 
  economies.

Students will consider:

• How does the national interest shape foreign policy decisions?
• What is the relationship between effective foreign policy and effective national security?
• To what extent does foreign policy affect the economy of the United States?
• How can foreign policy decisions balance competing or contradictory foreign policy goals?
• How can conventional diplomacy, foreign aid, economic sanctions, and military intervention abroad serve to protect American interests and promote national security?
• What is soft, hard, and smart power in international relations?
• How does learning about US Foreign Policy impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to:

• Understand the role of the United States in a changing world by examining the relationship of Virginia and the United States in the global economy, including trends in international trade.
• Explain the role of government in the Virginia and United States economies by:
  • Explaining the government’s limited but important role in free enterprise and how that affects individual economic freedoms.
  • Describing the provision of government goods and services that are not readily produced by the market.
  • Evaluating the government’s establishment and maintenance of the rules and institutions in which markets operate, including the establishment and enforcement of property rights, contracts, consumer rights, labor-management relations, environmental protection, and competition in the marketplace.
  • Investigating and describing the types and purposes of taxation that are used by local, state, and federal governments to pay for services provided by the government.
  • Analyzing how Congress can use fiscal policy to stabilize the economy.
  • Describing how the Federal Reserve can use monetary policy to pursue price stability, full employment, and economic growth with the goal of stabilizing the economy.
  • Evaluating the trade-offs in government decisions.

Students will consider:

• How does the distribution of goods in a market system and resources impact political and economic freedoms?
• How do organizations, such as the World Trade Organization (WTO), ensure that trade flows smoothly and predictably?
• What goods and services does Virginia contribute to the global economy?
• How do the characteristics and effectiveness of economic freedom vary throughout the world?
• How do contracts help uphold the rule of law and protect both consumers and businesses?
• How does the government establish and enforce the rules of the marketplace to protect consumers?
• How does learning about US Economic Practices impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Objectives and descriptive statements can be found on the  12th grade Family Life Education (FLE) page .