ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [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) 2 :
2 ) Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders.

•  Describing the influence of John Locke, Thomas Hobbes, Jean-Jacques Rousseau, Thomas Paine, Niccolò Machiavelli, Charles de Montesquieu, and François-Marie Arouet (Voltaire) on the political system of the United States
Subject: Social Studies (2 - 7)
Title: This Is America, Charlie Brown National Government
URL: https://www.youtube.com/watch?v=zvQAmjfqtrI
Description:
This clip describes the democratic voting process, which determines how individuals gain power.


   View Standards     Standard(s): [SS2010] CIV (7) 2 :
2 ) Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders.

•  Describing the influence of John Locke, Thomas Hobbes, Jean-Jacques Rousseau, Thomas Paine, Niccolò Machiavelli, Charles de Montesquieu, and François-Marie Arouet (Voltaire) on the political system of the United States
[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] WH9 (9) 5 :
5 ) Describe the rise of absolutism and constitutionalism and their impact on European nations.

•  Contrasting philosophies of Thomas Hobbes and John Locke and the belief in the divine right of kings
•  Comparing absolutism as it developed in France, Russia, and Prussia, including the reigns of Louis XIV, Peter the Great, and Frederick the Great
•  Identifying major provisions of the Petition of Rights and the English Bill of Rights
[SS2010] WH9 (9) 6 :
6 ) Identify significant ideas and achievements of scientists and philosophers of the Scientific Revolution and the Age of Enlightenment.

Examples: Scientific Revolution—astronomical theories of Nicolaus Copernicus and Galileo Galilei, Sir Isaac Newton's law of gravity

Age of Enlightenment—philosophies of Charles de Montesquieu, François-Marie Arouet (Voltaire), and Jean-Jacques Rousseau

[SS2010] US10 (10) 4 :
4 ) Describe the political system of the United States based on the Constitution of the United States. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]

•  Interpreting the Preamble to the Constitution of the United States; separation of powers; federal system; elastic clause; the Bill of Rights; and the Thirteenth, Fourteenth, Fifteenth, and Nineteenth Amendments as key elements of the Constitution of the United States
•  Describing inadequacies of the Articles of Confederation
•  Distinguishing personalities, issues, ideologies, and compromises related to the Constitutional Convention and the ratification of the Constitution of the United States, including the role of the Federalist papers
•  Identifying factors leading to the development and establishment of political parties, including Alexander Hamilton's economic policies, conflicting views of Thomas Jefferson and Alexander Hamilton, George Washington's Farewell Address, and the election of 1800
Subject: Social Studies (7 - 10)
Title: Why Government
URL: https://www.icivics.org/teachers/lesson-plans/why-government?referer=node/10467&page_title=Foundations%20of%20Government
Description:

In this lesson from iCivics, students take a look at two political thinkers that spent a lot of time trying to answer the question, "Why Government?" - Thomas Hobbes and John Locke. This lesson combines our Influence Library entries on these men and adds activities that ask students to compare and contrast Hobbes and Locke and to think about how these philosophers influenced those that followed in their footsteps. 



   View Standards     Standard(s): [SS2010] CIV (7) 2 :
2 ) Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders.

•  Describing the influence of John Locke, Thomas Hobbes, Jean-Jacques Rousseau, Thomas Paine, Niccolò Machiavelli, Charles de Montesquieu, and François-Marie Arouet (Voltaire) on the political system of the United States
[SS2010] CIV (7) 5 :
5 ) Compare duties and functions of members of the legislative, executive, and judicial branches of Alabama's local and state governments and of the national government. (Alabama)

•  Locating political and geographic districts of the legislative, executive, and judicial branches of Alabama's local and state governments and of the national government (Alabama)
•  Describing the organization and jurisdiction of courts at the local, state, and national levels within the judicial system of the United States (Alabama)
•  Explaining concepts of separation of powers and checks and balances among the three branches of state and national governments (Alabama)
[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

Subject: Social Studies (7)
Title: Rule of Law
URL: https://www.icivics.org/teachers/lesson-plans/rule-law?referer=node/10467&page_title=Foundations%20of%20Government
Description:

In this lesson from iCivics, Students learn about the rule of law and how it protects individual rights and freedoms. By performing short, scripted skits that illustrate what life might be like without the rule of law, students identify six factors that make up the rule of law and analyze how each factor affects daily life. Students then make connections between the rule of law and America’s founding documents and think about the relationship between the rule of law factors.



   View Standards     Standard(s): [SS2010] CIV (7) 1 :
1 ) Compare influences of ancient Greece, the Roman Republic, the Judeo-Christian tradition, the Magna Carta, federalism, the Mayflower Compact, the English Bill of Rights, the House of Burgesses, and the Petition of Rights on the government of the United States.

[SS2010] CIV (7) 2 :
2 ) Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders.

•  Describing the influence of John Locke, Thomas Hobbes, Jean-Jacques Rousseau, Thomas Paine, Niccolò Machiavelli, Charles de Montesquieu, and François-Marie Arouet (Voltaire) on the political system of the United States
[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.

Subject: Social Studies (7)
Title: Represent Me
URL: https://www.icivics.org/node/1366/resource?referer=curriculum/play/all&page_title=Curriculum%20All%20Games
Description:

In this interactive game from iCivics, students work as legislators trying to meet the needs of their constituents by deciding what bills to sponsor in Congress. Students will be able to understand that a legislator's job is to represent constituents, simulate the relationship between a legislator and a diverse constituency, and evaluate hypothetical legislation for impact on various socio-economic groups. This game can be played when teaching a lesson on the legislative branch for reinforcement or after as an assessment.

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ALEX Classroom Resources: 4

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