ALEX Classroom Resources

   View Standards     Standard(s): [SS2010] LWT1 (1) 2 :

2 ) Identify rights and responsibilities of citizens within the local community and state.

•  Describing how rules in the community and laws in the state protect citizens' rights and property

•  Describing ways, including paying taxes, responsible citizens contribute to the common good of the community and state

•  Demonstrating voting as a way of making choices and decisions

[SS2010] LWT2 (2) 1 :

1 ) Relate principles of American democracy to the founding of the nation.

•  Identifying reasons for the settlement of the thirteen colonies

•  Recognizing basic principles of the Declaration of Independence, the Constitution of the United States, the establishment of the three branches of government, and the Emancipation Proclamation

•  Demonstrating the voting process, including roles of major political parties

•  Utilizing school and classroom rules to reinforce democratic values

[SS2010] CIV (7) 12 :

12 ) Describe how the United States can be improved by individual and group participation in civic and community activities.

•  Identifying options for civic and community action

Examples: investigating the feasibility of a specific solution to a traffic problem, developing a plan for construction of a subdivision, using maps to make and justify decisions about best locations for public facilities

•  Determining ways to participate in the political process

Examples: voting, running for office, serving on a jury, writing letters, being involved in political parties and political campaigns

Students take part in a simulated election in which they roleplay poll workers at a polling site and vote in a simulated election. Students become familiar with polling site procedures and the mechanics of voting in their state. When the election simulation coincides with a general election or a state election, it provides for a more authentic experience. A supervisor should be in the vicinity of the voting booths you have created (or provided for), to assist students who may have questions about the voting process and mechanisms. A teacher can use their own classroom or a different room (i.e. Library, Media Room, Cafeteria, etc.) to complete any part or all of this lesson. 

   View Standards     Standard(s): [SS2010] CIV (7) 3 :

3 ) Compare the government of the United States with other governmental systems, including monarchy, limited monarchy, oligarchy, dictatorship, theocracy, and pure democracy.

[SS2010] CIV (7) 6 :

6 ) Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.

•  Explaining rights of citizens as guaranteed by the Bill of Rights under the Constitution of the United States

•  Explaining what is meant by the term rule of law

•  Justifying consequences of committing a civil or criminal offense

•  Contrasting juvenile and adult laws at local, state, and federal levels (Alabama)

[SS2010] CIV (7) 10 :

10 ) Describe individual and civic responsibilities of citizens of the United States.

Examples: individual—respect for rights of others, self-discipline, negotiation, compromise, fiscal responsibility

civic—respect for law, patriotism, participation in political process, fiscal responsibility

•  Differentiating rights, privileges, duties, and responsibilities between citizens and noncitizens

•  Explaining how United States' citizenship is acquired by immigrants

•  Explaining character traits that are beneficial to individuals and society

Examples: honesty, courage, compassion, civility, loyalty

[SS2010] CIV (7) 12 :

12 ) Describe how the United States can be improved by individual and group participation in civic and community activities.

•  Identifying options for civic and community action

Examples: investigating the feasibility of a specific solution to a traffic problem, developing a plan for construction of a subdivision, using maps to make and justify decisions about best locations for public facilities

•  Determining ways to participate in the political process

Examples: voting, running for office, serving on a jury, writing letters, being involved in political parties and political campaigns

[SS2010] USG (12) 1 :

1 ) Explain historical and philosophical origins that shaped the government of the United States, including the Magna Carta, the Petition of Rights, the English Bill of Rights, the Mayflower Compact, the Virginia Declaration of Rights, and the influence of Thomas Hobbes, John Locke, Charles de Montesquieu, Jean-Jaques Rousseau, and the Great Awakening.

•  Comparing characteristics of limited and unlimited governments throughout the world, including constitutional, authoritarian, and totalitarian governments

Examples: constitutional—United States

authoritarian—Iran

totalitarian—North Korea

In this lesson from iCivics, students learn what keeps the government from having too much power. The lesson outlines five basic limits on government. Students analyze the true story of former Peruvian president Alberto Fujimori, in which many of those limits disappeared, and they evaluate fictional cases of governments with limits missing. The concepts in this lesson prepare students to understand why the U.S. Constitution is structured the way it is.

   View Standards     Standard(s): [SS2010] USS5 (5) 9 :

9 ) Explain how inadequacies of the Articles of Confederation led to the creation and eventual ratification of the Constitution of the United States.

•  Describing major ideas, concepts, and limitations of the Constitution of the United States, including duties and powers of the three branches of government

•  Identifying factions in favor of and opposed to ratification of the Constitution of the United States

Example: Federalist and Anti-Federalist factions

•  Identifying main principles in the Bill of Rights

•  Analyzing the election of George Washington as President of the United States for its impact on the role of president in a republic

[SS2010] CIV (7) 6 :

6 ) Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.

•  Explaining rights of citizens as guaranteed by the Bill of Rights under the Constitution of the United States

•  Explaining what is meant by the term rule of law

•  Justifying consequences of committing a civil or criminal offense

•  Contrasting juvenile and adult laws at local, state, and federal levels (Alabama)

[SS2010] CIV (7) 10 :

10 ) Describe individual and civic responsibilities of citizens of the United States.

Examples: individual—respect for rights of others, self-discipline, negotiation, compromise, fiscal responsibility

civic—respect for law, patriotism, participation in political process, fiscal responsibility

•  Differentiating rights, privileges, duties, and responsibilities between citizens and noncitizens

•  Explaining how United States' citizenship is acquired by immigrants

•  Explaining character traits that are beneficial to individuals and society

Examples: honesty, courage, compassion, civility, loyalty

[SS2010] CIV (7) 12 :

12 ) Describe how the United States can be improved by individual and group participation in civic and community activities.

•  Identifying options for civic and community action

Examples: investigating the feasibility of a specific solution to a traffic problem, developing a plan for construction of a subdivision, using maps to make and justify decisions about best locations for public facilities

•  Determining ways to participate in the political process

Examples: voting, running for office, serving on a jury, writing letters, being involved in political parties and political campaigns

This interactive game from iCivics will allow students to become experts in U.S. citizenship. Students will recognize and recall rights and responsibilities of U.S. citizens, identify active ways in which citizens can participate in government and contribute to the common good, and relate like terms and concepts by deducing shared relationships. This game can be played during a lesson on citizenship for reinforcement or after a lesson as an assessment. It can be played in a whole group or individually. 

   View Standards     Standard(s): [SS2010] CIV (7) 12 :

12 ) Describe how the United States can be improved by individual and group participation in civic and community activities.

•  Identifying options for civic and community action

Examples: investigating the feasibility of a specific solution to a traffic problem, developing a plan for construction of a subdivision, using maps to make and justify decisions about best locations for public facilities

•  Determining ways to participate in the political process

Examples: voting, running for office, serving on a jury, writing letters, being involved in political parties and political campaigns

[SS2010] CWI (9-12) 7 :

7 ) Identify strategies that facilitate public discussion on societal issues, including debating various positions, using a deliberative process, blogging, and presenting public forums.

In this interactive game from iCivics, students learn how to make a positive change in their community. Students campaign for an issue of their choice, learn how to grow an organization of friends into a national movement, and engage the community and elected leaders to raise awareness and support for their cause. This game can be played when teaching a lesson on civic and community activities for reinforcement or after as an assessment.

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   View Standards     Standard(s): [SS2010] CIV (7) 10 :

10 ) Describe individual and civic responsibilities of citizens of the United States.

Examples: individual—respect for rights of others, self-discipline, negotiation, compromise, fiscal responsibility

civic—respect for law, patriotism, participation in political process, fiscal responsibility

•  Differentiating rights, privileges, duties, and responsibilities between citizens and noncitizens

•  Explaining how United States' citizenship is acquired by immigrants

•  Explaining character traits that are beneficial to individuals and society

Examples: honesty, courage, compassion, civility, loyalty

[SS2010] CIV (7) 12 :

12 ) Describe how the United States can be improved by individual and group participation in civic and community activities.

•  Identifying options for civic and community action

Examples: investigating the feasibility of a specific solution to a traffic problem, developing a plan for construction of a subdivision, using maps to make and justify decisions about best locations for public facilities

•  Determining ways to participate in the political process

Examples: voting, running for office, serving on a jury, writing letters, being involved in political parties and political campaigns

[SS2010] USG (12) 11 :

11 ) Evaluate constitutional provisions of the legislative branch of the government of the United States, including checks by the legislative branch on other branches of government.

•  Comparing rules of operations and hierarchies of Congress, including roles of the Speaker of the House, the Senate President Pro Tempore, majority and minority leaders, and party whips

•  Identifying the significance of Congressional committee structure and types of committees

•  Tracing the legislative process, including types of votes and committee action, from a bill's presentation to presidential action

[SS2010] USG (12) 14 :

14 ) Describe the role of citizens in American democracy, including the meaning, rights, and responsibilities of citizenship; due process and other rights guaranteed by the Constitution of the United States; and participation in the election process.

•  Explaining how the balance between individual versus majority rule and state versus national authority is essential to the functioning of the American democratic society (Alabama)

Examples: majority rule and minority rights, liberty and equality, state and national authority in a federal system, civil disobedience and rule of law, freedom of the press, right to a fair trial, relationship of religion and government (Alabama)

[SS2010] CWI (9-12) 3 :

3 ) Compare civic responsibilities, individual rights, opportunities, and privileges of citizens of the United States to those of citizens of other nations.

In this interactive game from iCivics, students can help remind citizens that their civic duties aren't just responsibilities, they help get things done! Students describe ways an individual can contribute to a school or community, identify ways that responsible community members exercise their rights, responsibilities, and roles, distinguish civic virtue, common courtesy, respect for person/property, civic and personal responsibility, and honesty as important characteristics for citizens to effectively participate in public life, and evaluate how civic and social duties address community needs and serve the public good. This game can be played when teaching a lesson on civic duties and responsibilities for reinforcement or after as an assessment.

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