NAEP Alignment with WV CSOs
Social Studies, Civics
NAEP Civics Content
WV CSO Match
Civics
NAEP Strand Knowledge Component
Alignment
NAEP to
CSO
TABLE 2
1. What are civic life, politics, and government?
Citizens need to understand civic life, politics, government, and civic
society so that they can make informed judgments about what
government should and should not do, how they are to live their lives
together, and how they can support the proper use of authority or
combat the abuse of political power.
SS.O.K.01.01 demonstrate an understanding that a good citizen
takes turns and shares, takes responsibility for doing daily chores,
cares for personal.
SS.O.01.01.02 illustrate examples of honesty, caring and
trustworthiness in the home and at school.
SS.O.02.01.03 model the personal responsibilities of good
citizenship in the classroom (e.g., responsibility, self-control).
SS.O.03.01.02 describe and model the personal and civic
responsibilities of good citizenship in the classroom, school and
community.
SS.O.K.01.01 demonstrate an understanding that a good citizen
Civic Life is the public life of citizens concerns with affairs of the
takes turns and shares, takes responsibility for doing daily chores,
community and nation as contrasted with private or personal life, which
cares for personal.
is devoted to the pursuit of private and personal satisfactions.
SS.O.01.01.02 illustrate examples of honesty, caring and
trustworthiness in the home and at school.
SS.O.02.01.03 model the personal responsibilities of good
citizenship in the classroom (e.g., responsibility, self-control).
SS.O.03.01.02 describe and model the personal and civic
responsibilities of good citizenship in the classroom, school and
community.
SS.O.01.01.03 participate in developing classroom rules and
Politics is a process by which people reach collective decisions that
discussing the consequences of breaking rules.
are generally regarded as binding and enforced as common policy.
SS.O.03.01.07 identify examples of concepts of the common good
(what is best for the most people).
SS.O.03.02.02 explain that citizens are united by commonly held
principles and beliefs.
SS.O.04.01.01 Outline various public and private agencies in the
community that provide services, explain why you would volunteer
to help them, and then give examples of responsible leadership by
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Yes
individuals and groups in your community
Government may be described as the formal institutions and
processes of a politically organized society with authority to make,
enforce, and interpret laws and other binding rules about matters of
common interest and concern, such as society’s order, security, and
prosperity. The term government also refers to the group of people,
acting in formal political institutions at national, state, and local levels,
who exercise decision-making power or enforce laws and state
legislatures, and city councils make laws; other parts including federal,
state, and local agencies such as taxation authorities and policy,
enforce laws; and still others, such as federal and state courts, interpret
laws and rules.
Civic society refers to the complex network of freely formed, voluntary
political, social, and economic associations.
Among the many nongovernmental factors making up civil society are
groups such as parent-teacher, professional, and business
associations; labor unions; religious, charitable, and youth
organizations; and social and fraternal clubs.
A vital city society is an essential component of a constitutional
democracy, because it prevents the abuse or excessive concentration
of power by government. The organizations of civil society also “are
public laboratories in which citizens learn democracy by doing it.”
SS.O.K.02.02 give examples of authority figures in the home,
school and community, and recognize their roles in our daily lives.
SS.O.K.02.01 explain why rules are important and participate in
developing rules.
SS.O.01.02.02 identify the three levels of government (local, state
and federal).
SS.O.02.02.01 discuss and explain why different levels of
government (local, state, federal) are needed.
SS.O.03.02.05 apply criteria in evaluating rules and laws (e.g.,
strengths and weaknesses, design and purpose, enforcement,
bias).
SS.O.04.02.01 justify the rule of law and limited government and
prove how they protect individual rights and the common good.
SS.O.02.02.03 recognize the need for authority figures and
describe the characteristics of responsible leaders.
SS.O.K.01.05 give examples and explain why citizens voluntarily
contribute their time and talents to the community.
SS.O.01.01.06 discuss the importance of volunteerism and
participate in school/community projects.
SS.O.02.01.01 choose and participate in a project of volunteer
service.
SS.O.03.01.06 examine the impact that groups can make in a
community.
SS.O.04.01.01 Outline various public and private agencies in the
community that provide services, explain why you would volunteer
to help them, and then give examples of responsible leadership by
individuals and groups in your community
SS.O.04.01.01 Outline various public and private agencies in the
community that provide services, explain why you would volunteer
to help them, and then give examples of responsible leadership by
individuals and groups in your community
SS.O.K.01.03 identify, discuss and demonstrate the need for rules
and the consequences for breaking rules and how to resolve
disagreements peacefully.
SS.O.K.02.01 explain why rules are important and participate in
developing rules.
SS.O.01.01.03 participate in developing classroom rules and
discussing the consequences of breaking rules.
SS.O.01.02.01 describe, discuss and practice various group roles
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(e.g., group leader, recorder, reporter, collector) in the classroom.
SS.O.02.01.03 model the personal responsibilities of good
citizenship in the classroom (e.g., responsibility, self-control).
SS.O.03.01.02 describe and model the personal and civic
responsibilities of good citizenship in the classroom, school and
community.
SS.O.04.02.01 justify the rule of law and limited government and
prove how they protect individual rights and the common good.
SS.O.04.02.02 defend the rights of individuals in the democratic
process and the right of an individual or group (e.g., minorities,
religious groups, women, children, elderly) to dissent responsibly
Yes
Yes
Yes
Yes
Yes
II. What are the foundations of the American political system?
SS.O.04.01.02 Identify and explain the commonly held democratic
Declaration of Independence; the U.S. Constitution, including the Bill of
values, principles, and beliefs expressed in the Declaration of
Rights; the Virginia Statue for Religious Freedom; the Federalist
Independence and the significance of patriotic symbols, holidays,
Papers; and Antifederalist writings.
celebrations, and famous people.
SS.O.03.05.01 discuss the historical significance of major events,
Seneca Falls Declaration of Sentiments and Resolutions, Martin Luther
people and their contributions to the United States (e.g., Pilgrims,
King’s Letter from Birmingham City Jail, and landmark U.S. Supreme
George Washington, American Revolution, Abe Lincoln, Civil War,
Court decisions.
Columbus, Native Americans, Rosa Parks, Martin Luther King, Jr.).
SS.O.03.05.07 explain the importance of respect for diversity in the
heritage, culture, ideas and opinions of others.
SS.O.03.01.07 identify examples of concepts of the common good
First, Americans are a people bound together by the ideals, values, and
(what is best for the most people).
principles they share rather than by kinship ethnicity, or religion, which
SS.O.03.02.02 explain that citizens are united by commonly held
are ties that bind some other nations of the world.
principles and beliefs.
SS.O.04.02.02 defend the rights of individuals in the democratic
process and the right of an individual or group (e.g., minorities,
religious groups, women, children, elderly) to dissent responsibly
SS.O.04.02.01 justify the rule of law and limited government and
Second, Americans’ ideals, values, and principles have shaped their
prove how they protect individual rights and the common good.
political institutions and affected their political processes.
Third, the ideals, values, and principles set forth in the nation’s core
documents are criteria that Americans use to judge the means and
ends of government, as well as those of the myriad groups and
organizations, which are part of civil society.
Finally, understanding of fundamental principles provides the basis for
a reasoned commitment of the ideals, values, and principles of
SS.O.04.01.02 Identify and explain the commonly held democratic
values, principles, and beliefs expressed in the Declaration of
Independence and the significance of patriotic symbols, holidays,
celebrations, and famous people.
SS.O.K.01.02 identify and illustrate examples of honesty, courage,
and patriotism.
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Partial
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Partial
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American constitutional democracy.
The values and principles of American constitutional democracy are
sometimes in conflict, and their very meaning and application are often
disputed.
In addition, disparities have already existed between the realities of
daily life and the ideals of American constitutional democracy.
Attempts to narrow the gap between the nation’s ideals and reality, it
has also achieved a wide degree of consensus as to what those ideals
are and what that reality ought to be.
It is on the basis of these ideals that Americans have united in political
movements to abolish slavery, extend the voting franchise, remove
legal support for segregation, and provide equality of opportunity.
Citizens should be familiar with historical and contemporary efforts in
which Americans have joined forces to work toward the achievement of
their shared ideals.
SS.O.01.01.02 illustrate examples of honesty, caring and
trustworthiness in the home and at school.
SS.O.02.01.02 examine examples of honesty, trustworthiness,
compassion and empathy in daily life experiences.
SS.O.03.01.01 identify and practice principles of honesty, fairness
and justice in experiences at home, school and in the community.
SS.O.02.01.05 recognize and practice components of conflict
resolution within the school community.
SS.O.04.01.05 research recent and historical conflicts concerning
individual rights at the international, national, and local levels; then
explain how those conflicts were resolved and suggest ways for
peaceful conflict resolution.
SS.O.01.01.01 express opinions and accept opinions of others in
solving problems and/or resolving conflicts.
SS.O.04.02.02 defend the rights of individuals in the democratic
process and the right of an individual or group (e.g., minorities,
religious groups, women, children, elderly) to dissent responsibly
SS.O.04.02.01 justify the rule of law and limited government and
prove how they protect individual rights and the common good.
SS.O.04.01.05 research recent and historical conflicts concerning
individual rights at the international, national, and local levels; then
explain how those conflicts were resolved and suggest ways for
peaceful conflict resolution.
SS.O.04.01.05 research recent and historical conflicts concerning
individual rights at the international, national, and local levels; then
explain how those conflicts were resolved and suggest ways for
peaceful conflict resolution.
SS.O.04.02.02 defend the rights of individuals in the democratic
process and the right of an individual or group (e.g., minorities,
religious groups, women, children, elderly) to dissent responsibly
SS.O.03.01.06 examine the impact that groups can make in a
community.
SS.O.03.05.01 discuss the historical significance of major events,
people and their contributions to the United States (e.g., Pilgrims,
George Washington, American Revolution, Abe Lincoln, Civil War,
Columbus, Native Americans, Rosa Parks, Martin Luther King, Jr.).
SS.O.03.01.05 give examples of how people working together can
accomplish goals that individuals working alone cannot.
SS.O.04.01.02 Identify and explain the commonly held democratic
values, principles, and beliefs expressed in the Declaration of
Independence and the significance of patriotic symbols, holidays,
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celebrations, and famous people.
SS.O.04.02.02 defend the rights of individuals in the democratic
Americans, however, realize that the United States is not Utopia, nor is
process and the right of an individual or group (e.g., minorities,
a constitutional democracy Utopian. Rather, a constitutional
religious groups, women, children, elderly) to dissent responsibly.
democracy is a way of allowing the competing ideas, values, goals, and
SS.O.01.01.01 express opinions and accept opinions of others in
interest of people, individually or in groups, to complete with one
solving problems and/or resolving conflicts.
another in a peaceful manner.
SS.O.K.01.03 identify, discuss and demonstrate the need for rules
A constitutional democracy affords its citizens means of reconciling
and the consequences for breaking rules and how to resolve
their differences and their competing visions of truth without resorting to
disagreements peacefully.
violence of truth without resorting to violence or oppression.
SS.O.01.01.01 express opinions and accept opinions of others in
solving problems and/or resolving conflicts.
SS.O.02.01.05 recognize and practice components of conflict
resolution within the school community.
SS.O.04.02.02 defend the rights of individuals in the democratic
process and the right of an individual or group (e.g., minorities,
religious groups, women, children, elderly) to dissent responsibly
SS.O.01.01.02 illustrate examples of honesty, caring and
Students in the early grades should become acquainted with the basic
trustworthiness in the home and at school.
values and principles which are the foundation of the American political
SS.O.02.01.02 examine examples of honesty, trustworthiness,
system. Their knowledge and understanding should increase as they
compassion and empathy in daily life experiences.
progress through middle and high school.
SS.O.03.01.02 describe and model the personal and civic
responsibilities of good citizenship in the classroom, school and
community.
SS.O.K.01.02 identify and illustrate examples of honesty, courage,
and patriotism.
SS.O.04.01.03 research forms of diversity in early American
society, and give examples of the strengths/contributions of each
(e.g., indentured servants, slaves, colonists, plantation owners,
Native Americans, merchants).
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
III. How does the government established by the Constitution embody the purposes, values, and principles of American
Democracy?
SS.O.04.02.01 justify the rule of law and limited government and
The system of government established by the Constitution has resulted
prove how they protect individual rights and the common good.
in limited government and a complex dispersal of powers.
Americans live under the jurisdiction of national, state, and local
governments, all of whose powers and responsibilities are separated
and shared among different branches and agencies.
SS.O.01.02.02 identify the three levels of government (local, state
and federal).
SS.O.02.02.01 discuss and explain why different levels of
government (local, state, federal) are needed.
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Each of these governments – national, state, and local – affects directly SS.O.03.02.03 identify the three levels (local, state, federal) of
the daily lives of all Americans: their security, there opportunities, their government and the responsibilities of each level.
standard of living, and the taxes they pay.
This complex system is a principal means of limiting the power of
government.
Multiple levels of government provide numerous opportunities for
citizens to participate in their own governance.
The system also reflects the principle of popular sovereignty, enables
citizens to hold their governments accountable, and helps to ensure the
protection of the rights of individuals.
Citizens who understand the justification for this system of limited,
dispersed, and shared power and its design are able to evaluate,
monitor, and influence it more effectively.
Students need to understand how local, state, and national
governments are organized, what they do, and how they interact.
SS.O.04.02.01 justify the rule of law and limited government and
prove how they protect individual rights and the common good.
SS.O.01.02.02 identify the three levels of government (local, state
and federal).
SS.O.02.02.01 discuss and explain why different levels of
government (local, state, federal) are needed.
SS.O.02.02.03 recognize the need for authority figures and
describe the characteristics of responsible leaders.
SS.O.04.01.04 evaluate the responsibilities, privileges and rights of
United States citizenship and the importance of civic life (e.g.,
voting, jury duty, obeying laws, freedom of speech, worship, paying
taxes).
SS.O.04.02.01 justify the rule of law and limited government and
prove how they protect individual rights and the common good.
SS.O.04.02.01 justify the rule of law and limited government and
prove how they protect individual rights and the common good.
SS.O.04.01.04 evaluate the responsibilities, privileges and rights of
United States citizenship and the importance of civic life (e.g.,
voting, jury duty, obeying laws, freedom of speech, worship, paying
taxes).
SS.O.03.02.04 define major rule and give examples of that concept
in a democracy.
SS.O.02.02.01 discuss and explain why different levels of
government (local, state, federal) are needed.
SS.O.01.02.02 identify the three levels of government (local, state
and federal).
SS.O.03.02.03 identify the three levels (local, state, federal) of
government and the responsibilities of each level.
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
IV. What is the relationship of the United States to other nations and to world affairs?
The United States does not exist in isolation; it is part of an
interconnected world in whose development it has played and
SS.O.04.05.05 list the European explorers of the 15th and 16th
centuries, explain their reasons for exploration and the information
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continues to play an important role.
gained from their journeys and then show how their travels in North
America affected both North America and the rest of the world.
SS.O.04.02.03 identify and discuss the most significant points in
George Washington’s farewell address.
Yes
SS.O.04.01.02 Identify and explain the commonly held democratic
values, principles, and beliefs expressed in the Declaration of
Independence and the significance of patriotic symbols, holidays,
celebrations, and famous people.
The nation’s democratic ideals and the benefits of its free society have Appears Later in the Curriculum
drawn the attention and inspired the hopes of people worldwide.
Partial
United States has exerted extensive economic, technological, and
Appears Later in the Curriculum
cultural influence on other nations. At the same time, the United States
and its citizens have been deeply influenced by the institutions and
practices of other countries and the cultures of other people.
Not in
K-4
Citizens need to understand the major elements of international
relations and how world affairs affect their own lives and the security
and well being of their communities, states, and nation.
Appears Later in the Curriculum
Not in
K-4
Need to comprehend how commerce, travel, communications, and the Appears Later in the Curriculum
international economy bring them into relationships with people
everywhere.
Not in
K-4
In elementary and middle school, students should acquire basic
Appears Later in the Curriculum
knowledge of the relationship of the United States to other nations and
to world affairs.
Not in
K-4
In senior high school, students should develop a more sophisticated
understanding of the behavior of the United States, other nations, and
international organizations in the world arena.
Not in
K-4
The American political tradition, including the ideas expressed in the
Declaration of Independence, the U.S. Constitution, and the Bill of
Rights, has had a profound influence abroad.
Appears Later in the Curriculum
Not in
K-4
V. What are the roles of citizens in American Democracy?
Citizenship in American constitutional democracy differs from
membership in authoritarian or totalitarian regimes.
In the United States, each citizen is a full and equal member of a selfgoverning community and is endowed with fundamental rights and
entrusted with responsibilities.
SS.O.04.01.04 evaluate the responsibilities, privileges and rights of
United States citizenship and the importance of civic life (e.g.,
voting, jury duty, obeying laws, freedom of speech, worship, paying
taxes).
SS.O.03.01.02 describe and model the personal and civic
responsibilities of good citizenship in the classroom, school and
community.
SS.O.04.01.04 evaluate the responsibilities, privileges and rights of
United States citizenship and the importance of civic life (e.g.,
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Among those responsible is seeing that the rights of other individuals
are respected.
Fundamental responsibility of citizens to see that government serves
the purposes for which it was created and does not abuse the power
the people have delegated to it.
Citizens are responsible for holding their government accountable to
these purposes it was created to serve.
Involvement in civic life and in nongovernmental organizations can
improve the quality of life in neighborhoods, communities and nations.
voting, jury duty, obeying laws, freedom of speech, worship, paying
taxes).
SS.O.K.01.01 demonstrate an understanding that a good citizen
takes turns and shares, takes responsibility for doing daily chores,
cares for personal belongings and shows respect for what belongs
to others.
SS.O.01.01.04 demonstrate respect and responsibility for self and
others’ materials and belongings.
SS.O.04.02.01 justify the rule of law and limited government and
prove how they protect individual rights and the common good.
SS.O.04.02.02 defend the rights of individuals in the democratic
process and the right of an individual or group (e.g., minorities,
religious groups, women, children, elderly) to dissent responsibly
SS.O.03.02.05 apply criteria in evaluating rules and laws (e.g.,
strengths and weaknesses, design and purpose, enforcement,
bias).
SS.O.04.02.01 justify the rule of law and limited government and
prove how they protect individual rights and the common good.
SS.O.04.02.01 justify the rule of law and limited government and
prove how they protect individual rights and the common good.
SS.O.04.01.01 Outline various public and private agencies in the
community that provide services, explain why you would volunteer
to help them, and then give examples of responsible leadership by
individuals and groups in your community
SS.O.03.01.05 give examples of how people working together can
accomplish goals that individuals working alone cannot.
SS.O.03.01.06 examine the impact that groups can make in a
community.
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
They must become active participants in the political process.
Electrons, campaigns, and voting are at the center of democratic
institutions.
Citizens should be aware that beyond electoral politics there are many
SS.O.03.01.07 identify examples of concepts of the common good
(what is best for the most people).
SS.O.04.01.04 evaluate the responsibilities, privileges and rights of
United States citizenship and the importance of civic life (e.g.,
voting, jury duty, obeying laws, freedom of speech, worship, paying
taxes).
Appears Later in the Curriculum
Yes
Yes
Not in
K-4
Appears Later in the Curriculum
Page 8
Not in
other participatory opportunities available to them.
K-4
SS.O.04.01.04 evaluate the responsibilities, privileges and rights of
The attainment of individual and public goals and participants in political
United States citizenship and the importance of civic life (e.g.,
life tend to go hand in hand.
voting, jury duty, obeying laws, freedom of speech, worship, paying
taxes).
Appears Later in the Curriculum
The maintenance and improvement of American constitutional
democracy is dependent upon the informed, effective, and responsible
participation of its citizens.
Yes
Not in
K-4
NAEP Civics K-4 Intellectual Skills Component (Strand)
I. Identifying and Describing
In this Framework, intellectual skills essential for informed, effective,
and responsible citizenship are categorized as identifying and
describing, explaining and analyzing, and evaluating, taking, and
defending positions on public issues.
Appears Later in the Curriculum
Not in
K-4
SS.O.K.01.01 demonstrate an understanding that a good citizen
Identifying means to give the meaning or significance of things that are
takes turns and shares, takes responsibility for doing daily chores,
tangible (e.g., such as one’s legislative representative) or intangible
cares for personal belongings and shows respect for what belongs
(e.g., concepts such as justice). To identify something may involve
to others.
being able to distinguish it from something else; to classify or catalog
SS.O.K.01.02 identify and illustrate examples of honesty, courage,
something with similar items, or, in some cases, to determine its origin.
and patriotism.
SS.O.K.01.03 identify, discuss and demonstrate the need for rules
and the consequences for breaking rules and how to resolve
disagreements peacefully.
SS.O.K.02.01 explain why rules are important and participate in
developing rules.
SS.O.K.02.02 give examples of authority figures in the home,
school and community, and recognize their roles in our daily lives.
SS.O.K.02.03 identify traditional patriotic symbols such as state
and national flags and be given the opportunity to participate in
patriotic activities
SS.O.02.02.02 compare and contrast rules and laws.
Yes
Yes
Yes
Yes
Yes
Yes
Yes
SS.O.03.02.03 identify the three levels (local, state, federal) of
Describing means to give a verbal or written account of an item’s basic
government and the responsibilities of each level.
attributes or characteristics; describing may refer to tangible or
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intangible processes, institutions, functions, purposes, or qualities.
SS.O.04.01.03 research forms of diversity in early American
Defining key terms, e.g., constitution, constitutional government, nationsociety, and give examples of the strengths/contributions of each
state.
(e.g., indentured servants, slaves, colonists, plantation owners,
Native Americans, merchants).
SS.O.01.02.02 identify the three levels of government (local, state
Making distinctions, e.g., among branches of government, between
and federal).
forms of government, between civil society and the state, between state
SS.O.02.02.01 discuss and explain why different levels of
and local differences in government institutions, legal systems, and
government (local, state, federal) are needed.
jurisdictional forms.
SS.O.03.02.03 identify the three levels (local, state, federal) of
government and the responsibilities of each level.
SS.O.01.02.04 explain the difference between rules and laws,
establish criteria for determining if a rule or law is fair and identify
the consequences for breaking rules.
Identifying individuals, symbols, and institutions, e.g., significant civil
and political leaders, flags and national monuments, federal and state
legislatures.
SS.O.03.02.03 identify the three levels (local, state, federal) of
government and the responsibilities of each level.
SS.O.K.01.04 be given the opportunity to recite the Pledge of
Allegiance, sing patriotic songs and celebrate national holidays,
and discuss their significance.
SS.O.K.02.02 give examples of authority figures in the home,
school and community, and recognize their roles in our daily lives.
SS.O.K.02.03 identify traditional patriotic symbols such as state
and national flags and be given the opportunity to participate in
patriotic activities such as standing for the National Anthem.
SS.O.01.02.03 identify the President and Governor and other
government leaders and describe their roles and explain the need
for authority figures.
SS.O.02.01.04 be given the opportunity to recite the Pledge of
Allegiance and participate in national celebrations.
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Identifying ideas and concepts, e.g., patriotism, majority and minority
rights, constitutionalism, civil society, nation-state.
SS.O.04.01.01 Outline various public and private agencies in the
community that provide services, explain why you would volunteer
to help them, and then give examples of responsible leadership by
individuals and groups in your community
SS.O.04.01.02 Identify and explain the commonly held democratic
values, principles, and beliefs expressed in the Declaration of
Independence and the significance of patriotic symbols, holidays,
celebrations, and famous people.
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Identifying emotional language and symbols, e.g., patriot, hawk, dove,
flag, Statute of Liberty.
Describing functions and processes, e.g., legislative checks and
balances, judicial reviews, foreign policy information.
Describing historical origins, e.g., of national holidays, sources of
democracy, political authority.
Describing attributes or characteristics, e.g., of local government,
American society, system of shared powers.
Classifying by attributes, e.g., constitutional democracy,
authoritarianism, totalitarianism.
Describing trends, e.g., participation in politics and civil society,
immigration, international influences on American culture.
SS.O.04.01.02 Identify and explain the commonly held democratic
values, principles, and beliefs expressed in the Declaration of
Independence and the significance of patriotic symbols, holidays,
celebrations, and famous people.
SS.O.02.01.04 be given the opportunity to recite the Pledge of
Allegiance and participate in national celebrations.
SS.O.03.02.04 define major rule and give examples of that concept
in a democracy.
SS.O.K.01.04 be given the opportunity to recite the Pledge of
Allegiance, sing patriotic songs and celebrate national holidays,
and discuss their significance.
SS.O.01.01.05 given the opportunity to recite the Pledge of
Allegiance, participate in patriotic singing and celebrate national
holidays and discuss their significance.
SS.O.04.01.01 Outline various public and private agencies in the
community that provide services, explain why you would volunteer
to help them, and then give examples of responsible leadership by
individuals and groups in your community
Appears Later in the Curriculum
SS.O.04.01.01 Outline various public and private agencies in the
community that provide services, explain why you would volunteer
to help them, and then give examples of responsible leadership by
individuals and groups in your community
Yes
Yes
Yes
Yes
Yes
Yes
Yes
II. Explaining and analyzing
Explaining means to identify, describe, clarify or interpret something.
One may explain, for example, the causes of events, the meaning or
significance of events and ideas, or the reasons for various acts or
positions.
Analyzing means to break something down into its constituent parts in
order to clarify its meaning or significance. One may analyze, for
example, the causes of events, the components and consequences of
ideas, or social, political, or economic processes and institutions.
Explaining how something works, e.g., electoral system, system of
Appears Later in the Curriculum
Not in
K-4
Appears Later in the Curriculum
Not in
K-4
SS.O.03.02.04 define major rule and give examples of that concept
in a democracy.
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Yes
checks and balances, American federal system.
Analyzing reasons for acts, occurrences, and trends, e.g., passage of
the 19th amendment, urban riots, voter interest or apathy.
SS.O.03.01.05 give examples of how people working together can
accomplish goals that individuals working alone cannot.
SS.O.03.05.01 discuss the historical significance of major events,
people and their contributions to the United States (e.g., Pilgrims,
George Washington, American Revolution, Abe Lincoln, Civil War,
Columbus, Native Americans, Rosa Parks, Martin Luther King, Jr.).
SS.O.04.05.08 chronologically organize and categorize the major
events leading to and during the Revolutionary War; examine and
explain why and how these events influenced choice made by
different groups (e.g., Patriots, Loyalists, Native Americans) during
this period.
SS.O.K.01.04 be given the opportunity to recite the Pledge of
Analyzing the reasons or motivations for the use of emotional language,
Allegiance, sing patriotic songs and celebrate national holidays,
e.g., pique public interest spur action, gain support or sympathy.
and discuss their significance.
SS.O.02.01.04 be given the opportunity to recite the Pledge of
Allegiance and participate in national celebrations.
SS.O.01.05.04 investigate cultural differences through celebrations,
holidays and family traditions to build empathy and understanding
for individuals and groups.
SS.O.01.01.05 given the opportunity to recite the Pledge of
Allegiance, participate in patriotic singing and celebrate national
holidays and discuss their significance.
SS.O.K.02.03 identify traditional patriotic symbols such as state
and national flags and be given the opportunity to participate in
patriotic activities such as standing for the National Anthem.
Explaining the causes and effects of events and phenomena, e.g.,
creation of the Bill of Rights, election of Franklin D. Roosevelt in 1932,
high or low voter turnout.
Comparing and contrasting, e.g., limited and unlimited governments,
legislative and judicial functions, shared powers and parliamentary
systems.
Distinguishing between opinion and fact, e.g., belief that citizens cannot
influence public policy vs. available avenues through which citizens can
monitor and influence public policy.
Appears Later in the Curriculum
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Not in
K-4
Appears Later in the Curriculum
Not in
K-4
SS.O.03.03.06 analyze the relationship between government
Distinguishing between means and ends, e.g., between trial by jury and
taxation and the provision of public services (e.g., policemen,
justice, taxation and public safety, foreign aid and national security
firemen, teacher, libraries, public schools).
interests.
Page 12
Yes
Clarifying responsibilities, e.g., between personal and public
responsibilities, between elected officials and citizens.
SS.O.01.02.01 describe, discuss and practice various group roles
(e.g., group leader, recorder, reporter, collector) in the classroom.
SS.O.01.02.04 explain the difference between rules and laws,
establish criteria for determining if a rule or law is fair and identify
the consequences for breaking rules.
SS.O.K.02.02 give examples of authority figures in the home,
school and community, and recognize their roles in our daily lives.
Interpreting the meaning or significance of events, ideas, and
phenomena, e.g., ratification of the Constitution, rule of law, impact of
immigration.
SS.O.04.02.01 justify the rule of law and limited government and
prove how they protect individual rights and the common good.
SS.O.03.02.04 define major rule and give examples of that concept
in a democracy.
SS.O.03.05.01 discuss the historical significance of major events,
people and their contributions to the United States (e.g., Pilgrims,
George Washington, American Revolution, Abe Lincoln, Civil War,
Columbus, Native Americans, Rosa Parks, Martin Luther King, Jr.).
Yes
Yes
Yes
Yes
Yes
Yes
III. Evaluating, Taking, and Defending Positions.
Evaluating position means to use criteria or standards to make
judgment about the strength and weaknesses of positions on issues,
goals promoted by the position, or means advocated to attain those
goals.
SS.O.04.01.01 Outline various public and private agencies in the
community that provide services, explain why you would volunteer
to help them, and then give examples of responsible leadership by
individuals and groups in your community
SS.O.04.01.05 research recent and historical conflicts concerning
Taking a position refers to using criteria or standards to arrive at a
individual rights at the international, national, and local levels; then
position one can support by selecting from existing positions or creating
explain how those conflicts were resolved and suggest ways for
a novel one.
peaceful conflict resolution.
Appears Later in the Curriculum
Defending a position refers to advancing arguments and offering
evidence in favor of one’s position and responding to or taking into
account arguments opposed to one’s position.
Identifying strengths and weaknesses, e.g., of proposed rules,
regulations, or legislation.
SS.O.03.02.05 apply criteria in evaluating rules and laws (e.g.,
strengths and weaknesses, design and purpose, enforcement,
bias).
SS.O.01.02.04 explain the difference between rules and laws,
establish criteria for determining if a rule or law is fair and identify
the consequences for breaking rules.
SS.O.K.01.03 identify, discuss and demonstrate the need for rules
and the consequences for breaking rules and how to resolve
disagreements peacefully.
SS.O.01.01.03 participate in developing classroom rules and
Page 13
Yes
Yes
Not in
K-4
Yes
Yes
Yes
Yes
discussing the consequences of breaking rules.
SS.O.02.01.05 recognize and practice components of conflict
Challenging ad hominem and other illogical arguments, e.g., name
resolution within the school community.
calling, personal attacks, insinuation and innuendo, circular arguments.
SS.O.03.01.01 identify and practice principles of honesty, fairness
and justice in experiences at home, school and in the community.
SS.O.04.01.05 research recent and historical conflicts concerning
individual rights at the international, national, and local levels; then
explain how those conflicts were resolved and suggest ways for
peaceful conflict resolution.
Appears Later in the Curriculum
Evaluating the validity of arguments, analogies, and data, e.g., source
of data, omission of data, logical cohesion, circularity of argument,
appropriate correspondence of analogies.
SS.O. 04.05.12 select, analyze, interpret and use information from
various sources for reconstructing the past (e.g., documents,
letters, maps, photos, newspaper articles) and prepare short
reports that explain who, what, when, where, how and why events
occurred as they did.
SS.O.04.05.08 chronologically organize and categorize the major
Predicting probable consequences, e.g., reliability of predictions,
events leading to and during the Revolutionary War; examine and
degrees of probability, comparability to past instances.
explain why and how these events influenced choice made by
different groups (e.g., Patriots, Loyalists, Native Americans) during
this period.
SS.O.04.05.08 chronologically organize and categorize the major
Evaluating means and ends, e.g., means not conductive to ends,
events leading to and during the Revolutionary War; examine and
unethical means and ends, ends that conflict with other desirable ends.
explain why and how these events influenced choice made by
different groups (e.g., Patriots, Loyalists, Native Americans) during
this period.
SS.O.04.05.08 chronologically organize and categorize the major
Assessing the costs and benefits of alternative, e.g., numbers of people
events leading to and during the Revolutionary War; examine and
positively or negatively affected, monetary costs vs. social value.
explain why and how these events influenced choice made by
different groups (e.g., Patriots, Loyalists, Native Americans) during
this period.
SS.O.04.01.01 Outline various public and private agencies in the
Choosing a position from existing alternatives, e.g., analyzing existing
community that provide services, explain why you would volunteer
positions, judging positions using appropriate criteria.
to help them, and then give examples of responsible leadership by
individuals and groups in your community
SS.O.04.01.05 research recent and historical conflicts concerning
individual rights at the international, national, and local levels; then
explain how those conflicts were resolved and suggest ways for
peaceful conflict resolution.
Citing evidence in support of rejection, e.g., reliability of predictions,
degrees of probability, comparability to past instances.
Page 14
Yes
Yes
Yes
Not in
K-4
Yes
Yes
Yes
Yes
Yes
Yes
Creating a novel position, e.g., extracting the best ideas from
alternatives, combining elements in unique ways.
Defending a position, e.g., consistency with fundamental values and
principles, costs outweighed by benefits, best and least objectionable
among alternatives.
Responding to opposing arguments, e.g., citing appropriate evidence,
countering misstatements or emotive language, pointing out
inconsistencies in opposing arguments, accommodating the strengths
of different positions, taking into account the best case against one’s
own position.
SS.O.04.01.05 research recent and historical conflicts concerning
individual rights at the international, national, and local levels; then
explain how those conflicts were resolved and suggest ways for
peaceful conflict resolution.
SS.O.04.02.01 justify the rule of law and limited government and
prove how they protect individual rights and the common good.
SS.O.04.02.02 defend the rights of individuals in the democratic
process and the right of an individual or group (e.g., minorities,
religious groups, women, children, elderly) to dissent responsibly
SS.O.04.01.05 research recent and historical conflicts concerning
individual rights at the international, national, and local levels; then
explain how those conflicts were resolved and suggest ways for
peaceful conflict resolution.
Yes
Yes
Yes
Yes
NAEP Civics K-4 Participatory Skills Component (Strand)
I. Interacting
Interacting permits to the skills citizens need to communicate and to
work cooperatively with others. To interact is to be responsive to one’s
fellow citizens. To interact is to question, to answer, and to deliberate
with civility, as well as to build coalitions and to manage conflict in a
fair, peaceful manner.
Working in small groups and committees, pooling information,
exchanging opinions, formulating, plans of action.
Listening, gaining information, ideas, different perspectives.
Questioning, clarifying information or points of view, eliciting facts and
opinions.
SS.O.04.01.01 Outline various public and private agencies in the
community that provide services, explain why you would volunteer
to help them, and then give examples of responsible leadership by
individuals and groups in your community
SS.O.03.01.05 give examples of how people working together can
accomplish goals that individuals working alone cannot.
SS.O.03.01.06 examine the impact that groups can make in a
community.
SS.O.01.01.01 express opinions and accept opinions of others in
solving problems and/or resolving conflicts.
SS.O.03.01.05 give examples of how people working together can
accomplish goals that individuals working alone cannot.
SS.O.03.01.06 examine the impact that groups can make in a
community.
SS.O.04.01.01 Outline various public and private agencies in the
Discussing public affairs in a knowledgeable, responsible, and civil
community that provide services, explain why you would volunteer
manner in school, with neighbors and friends, in community groups and
to help them, and then give examples of responsible leadership by
public forums.
individuals and groups in your community
Page 15
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Participating in voluntary associations and interest groups, promoting
ideas, policies, interests.
Building coalitions, enlisting the support of like-minded, individuals and
groups to promote candidates, policies.
SS.O.01.01.06 discuss the importance of volunteerism and
participate in school/community projects.
SS.O.02.01.01 choose and participate in a project of volunteer
service.
SS.O.03.01.08 choose a volunteer program and work
independently and cooperatively to accomplish its goals.
SS.O.04.01.01 Outline various public and private agencies in the
community that provide services, explain why you would volunteer
to help them, and then give examples of responsible leadership by
individuals and groups in your community
Appears Later in the Curriculum
Yes
Yes
Yes
Yes
Not in
K-4
SS.O.02.01.05 recognize and practice components of conflict
resolution within the school community.
SS.O.04.01.05 research recent and historical conflicts concerning
individual rights at the international, national, and local levels; then
explain how those conflicts were resolved and suggest ways for
peaceful conflict resolution.
SS.O.K.01.05 give examples and explain why citizens voluntarily
Performing school and community service, serving as a representative
contribute their time and talents to the community.
or elected leader, organizing a public issues forum, working for one’s
SS.O.01.01.06 discuss the importance of volunteerism and
religious, civic, or charitable organizations.
participate in school/community projects.
SS.O.02.01.01 choose and participate in a project of volunteer
service.
SS.O.04.01.01 Outline various public and private agencies in the
community that provide services, explain why you would volunteer
to help them, and then give examples of responsible leadership by
individuals and groups in your community
SS.O.04.01.05 research recent and historical conflicts concerning
Using media resources, obtaining information, exchanging ideas,
individual rights at the international, national, and local levels; then
advocating public policies.
explain how those conflicts were resolved and suggest ways for
peaceful conflict resolution.
SS.O.04.01.05 research recent and historical conflicts concerning
Deliberating on public issues, e.g., health care, employment,
individual rights at the international, national, and local levels; then
environmental concerns.
explain how those conflicts were resolved and suggest ways for
peaceful conflict resolution.
SS.O.04.01.05 research recent and historical conflicts concerning
Assessing others’ arguments and positions for their validity rather than
individual rights at the international, national, and local levels; then
because of who it is that utters them, remaining calm in the face of
explain how those conflicts were resolved and suggest ways for
opposition.
peaceful conflict resolution.
Managing conflicts through , negotiation, compromise, consensus
building, adjudication.
Page 16
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
SS.O.01.01.01 express opinions and accept opinions of others in
solving problems and/or resolving conflicts.
Yes
II. Monitoring
SS.O.03.01.02 describe and model the personal and civic
Monitoring politics and government refers to the skills citizens need to
responsibilities of good citizenship in the classroom, school and
track the handling of issues by the political process and by government.
community.
Monitoring the performance of government and the course of public
SS.O.03.01.05 give examples of how people working together can
affairs is essential, if citizens are to participate intelligently.
accomplish goals that individuals working alone cannot.
SS.O.03.01.06 examine the impact that groups can make in a
community.
Appears Later in the Curriculum
Listening attentively to fellow citizens, proceeding of public bodies,
media reports.
Questioning public officials, experts, and others to elicit
Appears Later in the Curriculum
Yes
Yes
Yes
Not in
K-4
Not in
K-4
Holding public officials accountable for using their authority consistently
with basic constitutional principles.
Following public issues in the media, using a variety of sources, such
as television, radio, newspapers, journals, and magazines.
Researching public issues, using computer resources, libraries, the
telephone, personal contacts, the media.
Gathering and analyzing information from government officials and
agencies, interest groups, civic organizations.
Attending public meetings and hearings, e.g., student council, city
council and school board meetings, briefings by members of county
boards of supervisors, state legislatures, and Congress.
Appears Later in the Curriculum
Not in
K-4
SS.O.03.05.05 discuss and draw conclusions about current events.
SS.O.03.05.10 organize information from various reference sources
to prepare short reports and presentations.
SS.O.04.01.05 research recent and historical conflicts concerning
individual rights at the international, national, and local levels; then
explain how those conflicts were resolved and suggest ways for
peaceful conflict resolution.
SS.O.03.05.05 discuss and draw conclusions about current events.
SS.O.04.01.05 research recent and historical conflicts concerning
individual rights at the international, national, and local levels; then
explain how those conflicts were resolved and suggest ways for
peaceful conflict resolution.
SS.O.03.05.10 organize information from various reference sources
to prepare short reports and presentations.
Appears Later in the Curriculum
Yes
Yes
Yes
Yes
Yes
Yes
Not in
K-4
Page 17
Interviewing people knowledgeable about civic issues, such as local
officials, civic servants, experts in public and private associations,
members of college and university faculties.
Using electronic resources for acquiring and exchanging information,
e.g., the Internet, online university services, electronic bulletin boards.
Appears Later in the Curriculum
Not in
K-4
SS.O.03.05.05 discuss and draw conclusions about current events.
SS.O.04.01.05 research recent and historical conflicts concerning
individual rights at the international, national, and local levels; then
explain how those conflicts were resolved and suggest ways for
peaceful conflict resolution.
SS.O.03.05.10 organize information from various reference sources
to prepare short reports and presentations.
Yes
Yes
Yes
III. Influencing
SS.O.03.01.05 give examples of how people working together can
Influencing refers to the skills required to affect the processes of politics
accomplish goals that individuals working alone cannot.
and governance, both formal and informal processes of governance in
SS.O.03.01.06 examine the impact that groups can make in a
the community.
community.
Appears Later in the Curriculum
Voting, e.g., in class, student body, local, state, national, and special
elections
Informing, e.g., furnishing factual data to legislators and policymakers.
Appears Later in the Curriculum
Yes
Yes
Not in
K-4
Not in
K-4
Petitioning, e.g., calling attention to representative bodies and public
officials to grievances and desired changes in public policy, gathering
signatures for initiatives or recall.
Writing, e.g., letters and “op ed” pieces, broadsides, pamphlets.
Appears Later in the Curriculum
Not in
K-4
Appears Later in the Curriculum
Not in
K-4
Speaking and testifying before public bodies, e.g., student body
councils, school boards, specific districts, state legislatures, Congress.
Supporting or opposing candidates or positions on public issues, e.g.,
contributing time, talent, or money.
Participating in civic and political groups, e.g., student government,
youth groups, local state, and national political parties, and ad-hoc
advocacy groups.
Appears Later in the Curriculum
Not in
K-4
Appears Later in the Curriculum
Not in
K-4
Appears Later in the Curriculum
Not in
K-4
Page 18
Employing the various media to advance points of view on public
affairs, e.g., participating in online discussions of public issues, writing
newspaper and magazine articles, voicing one’s opinion on radio and
television talk shows.
SS.O.03.05.05 discuss and draw conclusions about current events.
SS.O.04.01.05 research recent and historical conflicts concerning
individual rights at the international, national, and local levels; then
explain how those conflicts were resolved and suggest ways for
peaceful conflict resolution.
SS.O.03.05.10 organize information from various reference sources
to prepare short reports and presentations.
Yes
Yes
Yes
NAEP Civics K-3 Civic Dispositions Component (Strand)
I. Traits of private and public character essential to the preservation and improvement of American Constitutional Democracy.
SS.O.04.01.01 Outline various public and private agencies in the
community that provide services, explain why you would volunteer
to help them, and then give examples of responsible leadership by
individuals and groups in your community
SS.O.04.01.04 evaluate the responsibilities, privileges and rights of
United States citizenship and the importance of civic life (e.g.,
voting, jury duty, obeying laws, freedom of speech, worship, paying
taxes).
SS.O.01.02.04 explain the difference between rules and laws,
establish criteria for determining if a rule or law is fair and identify
the consequences for breaking rules.
SS.O.01.01.07 demonstrate and give examples of appropriate
behavior in dangerous situations (e.g., fire, poison, traffic, strangers
and drugs).
SS.O.01.01.02 illustrate examples of honesty, caring and
Assuming the personal, political, and economic responsibilities of a
trustworthiness in the home and at school.
citizen, e.g., taking care of one’s self; supporting one’s family and
SS.O.01.01.04 demonstrate respect and responsibility for self and
caring for, nurturing, and educating one’s children; being informed
others’ materials and belongings.
about public issues; serving on juries; voting; paying taxes; performing
SS.O.02.01.03 model the personal responsibilities of good
public services.
citizenship in the classroom (e.g., responsibility, self-control).
SS.O.03.01.02 describe and model the personal and civic
responsibilities of good citizenship in the classroom, school and
community.
SS.O.04.01.01 Outline various public and private agencies in the
community that provide services, explain why you would volunteer
to help them, and then give examples of responsible leadership by
individuals and groups in your community
SS.O.K.01.01 demonstrate an understanding that a good citizen
Respecting individual worth and human dignity, e.g., treating everyone
takes turns and shares, takes responsibility for doing daily chores,
with respect, listening to the opinions of others, behaving in a civil
cares for personal belongings and shows respect for what belongs
manner, considering the rights and interests of others, adhering to the
Becoming an independent member of society, e.g., adhering voluntarily
to self-imposed standards of behavior rather than requiring the
imposition of external controls, accepting responsibility for the
consequences of one’s actions, fulfilling the moral and legal obligations
of membership in society.
Page 19
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
principle of majority rule, respecting the right of the minority to dissent. to others.
SS.O.01.01.01 express opinions and accept opinions of others in
solving problems and/or resolving conflicts.
SS.O.02.01.02 examine examples of honesty, trustworthiness,
compassion and empathy in daily life experiences.
SS.O.03.01.04 recognize the importance of respect and protection
of minorities.
SS.O.03.01.01 identify and practice principles of honesty, fairness
and justice in experiences at home, school and in the community.
SS.O.04.02.02 defend the rights of individuals in the democratic
process and the right of an individual or group (e.g., minorities,
religious groups, women, children, elderly) to dissent responsibly
SS.O.04.01.04 evaluate the responsibilities, privileges and rights of
United States citizenship and the importance of civic life (e.g.,
voting, jury duty, obeying laws, freedom of speech, worship, paying
taxes).
SS.O.04.01.05 research recent and historical conflicts concerning
Participating in civil affairs in an informal, thoughtful, and effective
individual rights at the international, national, and local levels; then
manner, e.g., becoming informed prior to voting or participating in
explain how those conflicts were resolved and suggest ways for
public debate, engaging in civic discourse, assuming leadership when
peaceful conflict resolution.
appropriate, evaluating whether and when one’s obligation as a citizen
SS.O.04.01.01 Outline various public and private agencies in the
requires that one’s personal desires and interests be subordinated to
community that provide services, explain why you would volunteer
the public good, and evaluating whether and when moral obligations or
to help them, and then give examples of responsible leadership by
constitutional principles require one to reject certain civic expectations
individuals and groups in your community
SS.O.03.05.05 discuss and draw conclusions about current events.
Promoting the healthy functioning of American constitutional
democracy, e.g., being informed and attentive to public issues, learning
about and deliberating on the meaning of constitutional principles,
monitoring the adherence of political leaders and governmental
agencies to constitutional principles and taking appropriate action if that
adherence is lacking, working through peaceful, legal means to change
laws that are thought to be unwise or unjust.
SS.O.03.05.05 discuss and draw conclusions about current events.
SS.O.04.01.05 research recent and historical conflicts concerning
individual rights at the international, national, and local levels; then
explain how those conflicts were resolved and suggest ways for
peaceful conflict resolution.
SS.O.03.05.10 organize information from various reference sources
to prepare short reports and presentations.
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
NAEP Strand Context Component
SS.O.04.01.01 Outline various public and private agencies in the
Although the home, school, community, and state may receive greater
community that provide services, explain why you would volunteer
emphasis, national and international contexts should be included.
to help them, and then give examples of responsible leadership by
Political socialization studies have confirmed repeatedly that young
individuals and groups in your community
children are more likely to know a national leader than leaders in their
state or community. In the United States, most young children are
Page 20
Yes
aware that a president is the nation’s elected leader and that symbols
such as the flag represent their nation. Young children also are aware
of major national and international events, thanks to the ubiquitousness
of television. In grades 8 and 12, the content should include a broader
understanding of the state and nation, as well as of international affairs.
At all levels, a balance should be sought between instances involving
formal governmental structure and functions and the less formal
manifestations of the organizations and relationships, such as voluntary
organizations and the family, which constitute civil society.
Page 21