Delaware Recommended Curriculum
High School Civics
High School Civics Course of Study
Introduction
After the Constitutional Convention in 1787, someone asked Benjamin Franklin what kind of
government had been devised for the United States. He replied, “A republic, sir, if you can
keep it.” The republic created at the convention was far from perfect. The framers did not
“remember the ladies,” as Abigail Adams had demanded, and the struggle for woman
suffrage required more than a century. Nor did the Philadelphia convention manage to
reconcile the contradiction of a government based on individual liberty with the existence of
African slavery. Sixty years later, Frederick Douglass could still cause an uneasy stir in a
holiday crowd when he asked, “What is your fourth of July to the slave?” But the framers
committed themselves and future generations to the ideals of 1776: “life, liberty, and the
pursuit of happiness.” The Founding generation followed up on their work by creating a
plan of government that could be amended as society evolved. Subsequent generations are
now challenged to bring “one nation under God, indivisible,” ever closer to a society which
guarantees individual liberty and equal opportunity to all citizens.
Citizens must be educated not only to perform the essential task of maintaining our
Republic, but to improving it. The unifying objective of the social studies is preparing young
people to become informed and active citizens, who accept their responsibilities, understand
their rights, and participate actively in society and government. Effective citizens must be
able to research issues, form reasoned opinions, support their positions, and engage in the
political process. Throughout the K-12 experience, students-as-citizens are expected to
learn a genuine respect for the rights of others, a concern for the common good, and a
commitment to such basic democratic principles as equal rights and majority rule.
Civics directly addresses citizenship education in the context of political systems. Students
study the assumptions upon which governments are founded, and the strategies
governments employ to achieve their goals. With respect to the United States, students
learn the unique features of American representative democracy, the constitutional
separation of powers, and the rule of law. Citizens need to comprehend that an essential
premise of representative democracy is the willingness to place a premium on personal
participation in social decision-making. Studying civics prepares students to translate
beliefs into actions and ideas into policies, to discharge their responsibilities while protecting
their rights and the rights of others.
A high school civics course builds on understandings acquired in grades K-8 by:
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exposing students to alternative structures of government that allow for
comparisons and perhaps recommendations for improvement [Standard 1];
suggesting why political parties are inevitable developments in any democratic
society built on the principle of majority rule [Standard 2];
understanding how the structures of American government both facilitate and
constrain change to ensure stability [Standard 2];
providing students with the knowledge and experiences that empower them to
participate actively and effectively in civic life [Standards 3 & 4].
High School Civics Syllabus
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Delaware Recommended Curriculum
High School Civics
Civics Benchmarks for Grades 9-12
Government
Civics Standard One 9-12a: Students will analyze the ways in which the structure and
purposes of different governments around the world reflect differing ideologies, cultures,
values, and histories.
Politics
Civics Standard Two 9-12a: Students will examine and analyze the extra-Constitutional role
that political parties play in American politics.
Civics Standard Two 9-12b: Students will understand that the functioning of the
government is a dynamic process which combines the formal balances of power
incorporated in the Constitution with traditions, precedents, and interpretations which have
evolved over the past 200 years.
Citizenship
Civics Standard Three 9-12a: Students will understand that citizens are individually
responsible for keeping themselves informed about public policy issues on the local, state,
and federal levels; participating in the civic process; and upholding the laws of the land.
Participation
Civics Standard Four 9-12a: Students will develop and employ the skills necessary to work
with government programs and agencies.
Civics Standard Four 9-12b: Students will understand the process of working within a
political party, a commission engaged in examining public policy, or a citizen’s group.
High School Civics Syllabus
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Delaware Recommended Curriculum
High School Civics
Week 1
Introduction
Purposes of Civics Education
Every academic course should begin and end with an examination of purposes. Why, a
student might ask, do I have to learn this? Answers provide motivation for learning.
Students who do not consider and buy into why they are asked to learn a subject are
more likely to be disengaged.
The first week of this course is devoted to helping students understand why they are
asked to learn civics (purposes, goals, objectives), providing an overview of the course of
studies, and introducing students to the culminating project for the course, Project Citizen.
Possible reasons for studying civics that teachers will want to explore with students
include:
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promoting civic competence;
helping our youngest citizens find ways to participate in the political and social life of
their communities and nation;
encouraging patriotism and national pride;
teaching citizens in a democracy how to govern themselves,
promoting civic responsibility;
helping self-governing citizens understand their responsibilities;
building national cohesion;
assimilating immigrants;
encouraging citizens to seek ways to improve civic life.
Project Citizen Overview & Recommendations
Project Citizen is a culminating project that requires attention throughout the course.
Introduce students to the project very early in the semester by teaching the Project Citizen
unit up to the point where groups of students select a community problem to address and
begin their research. Set aside structured time at different points in the semester (e.g.
every Friday) to give students time to develop their research and create their portfolios,
exhibits and presentations. Plan to spend approximately 4 weeks (individual or chunks of
days) spread over the semester on Project Citizen.
Recommended Project Citizen Semester Outline
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Weeks 1 and 2: Lesson 1 through Lesson 3, Strategy 1
Weeks 3 through 14: Lesson 3, Strategies 2 through 4
Student independent research, class computer lab time, and weekly debriefing
Weeks 15 and 16: Lesson 3, Strategy 5
Project Showcase
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High School Civics
Weeks 2-3
Comparing Structures of Government
Understanding how and why governments are structured as they are equips citizens with
the ability to navigate their government as they strive to contribute to the public good and
seek solutions to public policy problems. Studying structures of government also provides
opportunities to evaluate advantages and disadvantages of existing structures with an eye
toward improvements. Differences in the histories (e.g., colonial experience), cultures
(e.g., ethnic or religious diversity), prevailing ideologies (e.g., classical liberalism,
republicanism), and values (e.g., individual rights, justice, equality of opportunity) of
different countries help explain differences in the structures of government around the
world.
In earlier grades, students learned about key structures of government in the United States
such as the separation (three branches) and diffusion (federalism) of powers. The study of
government in high school shifts toward a comparative approach as students compare and
contrast different structures of governments around the world and the explore reasons for
those differences.
Benchmark Addressed
Civics Standard One 9-12a: Students will analyze the ways in which the structure and
purposes of different governments around the world reflect differing ideologies, cultures,
values, and histories.
Essential Question
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What is the relationship between the general differences between societies and types
of government structure?
Instructional Resources
Structures of
Government
Students will examine and analyze reasons for the structure of government of the United
States. They will then role-play as representatives for an assigned interest group and
explain the structure of government that would be most effective given the needs, history,
culture, values, etc. of their group.
Thinking as a
Founding Father
This lesson helps students think about how ideas may have influenced the Founding
Fathers’ thinking about the structure of the American government.
The Problem in
Inarqi
This lesson is designed to help students understand how the structures of governments
around the world are influenced the ideologies, cultures, values, and histories of different
people by having them play various roles to try to create a new government for a country
that has just experienced the overthrow of its dictator. The lesson is loosely developed
around the situation in Iraq following the overthrow of Saddam Hussein.
Structures of
Government
Case Study:
Nigeria
Students will analyze a timeline and thematic maps relating to the ideologies, cultures,
values, and history of Nigeria and then recommend the best structure of government for
the country. Finally, students will consider if Nigerians have been able to establish a
successful government.
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Delaware Recommended Curriculum
High School Civics
Weeks 4-6
Political Parties
Benchmark Addressed
Civics Standard Two 9-12a: Students will examine and analyze the extra-Constitutional role
that political parties play in American politics.
Essential Questions
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To what extent are political parties necessary to democracy? Why do two political
parties dominate in America but other democracies have more?
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Under what conditions (e.g. changing demographics) might political parties evolve or
collapse?
An unusual development in the constitutional history of the United States is that political
parties have evolved as vital extra-constitutional features of the American political system in
spite of concerns from the Framers about their dangers. Why? In the same Federalist
Paper No. 10 where James Madison described “factions” as a “dangerous vice,” he also
conceded that "the latent causes of faction are…sown in the nature of man." In essence,
Madison is suggesting that the development of factions or parties is inevitable given human
nature.
The high school civics curriculum should investigate why political parties are likely to
emerge in any democracy/republic, then examine the roles that parties perform. Although
a two-party system has prevailed throughout most of American history, the dominant
parties have faced challenges. Some parties have emerged while others have dissolved,
leaving us still with a two party system. High school students should also explore why the
two-party system has taken root and the conditions under which parties emerge or dissolve.
Instructional Resources
Faction and
Democracy
The focus of this lesson is on understanding the inevitability of factions in a
democracy and the extent to which they affect the competition for power in a
democratic system of government. Students will explore three primary source
documents to gain an understanding of the challenges factions presented for our
founders during the infant stages of American constitutional democracy.
Considering the
Need for Political
Parties
Students will analyze the goals, roles, principles, and purposes of political parties in
the United States. They will then examine George Washington’s Farewell Address to
consider the President’s views of parties. Finally, students will develop arguments
around the question: To what extent are political parties necessary in the United
States today?
The Formation of
Political Parties
Students will work in small groups to investigate a case study centering around the
question “Why do political parties form?” Students will then have an opportunity to
compare case studies in search of generalizations.
“Set in Their Ways”
— Why Political
Parties Rise and Fall
Students will engage in a case study of the Progressive or “Bull Moose” Party to
explore reasons why political parties emerge and collapse. The lesson focuses on
reasons for the demise of political parties.
Get the Party
Started
In this lesson, students will lobby individually for the adoption of different edibles as
the “State snack.” In phase 1, students experience the challenges of advancing
interests while acting alone. In phase 2, students organize collectively (“Get the Party
Started”) in support of one, mutually agreeable edible as the State’s snack.
High School Civics Syllabus
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Delaware Recommended Curriculum
High School Civics
Weeks 7-10
Dynamic Functioning of Government
Societies with governments that fail to adapt to changing times or circumstances by
providing opportunities for change risk unrest. Democratic governments that are grounded
on the principles of popular sovereignty and majority rule, and that fail to change when
popular will calls for it, are especially vulnerable to instability. Constitutions in such political
systems must allow for change, whether through the structural arrangements of
government or other mechanisms such as legislation, amendments, and judicial
interpretations.
On the other hand, proposals for change that get too far ahead of public desires or that run
counter to deeply-held principles can be equally destabilizing and undesirable.
Consequently, constitutions and political systems must also incorporate structural
arrangements or mechanisms that constrain or slow down ill-considered changes.
The United States Constitution is the oldest written Constitution still in use. Important
reasons for its durability and the relative stability of the American political system include
the fact that they permit and constrain change in ways that promote stability. Citizens
should understand the characteristics of government that allow it to function in a dynamic
manner as they critique or contemplate suggestions for improvement.
The instructional resources aim to help students understand the dynamic features
(structures and mechanisms) of the American political system that allow government to
facilitate and constrain change in ways that foster stability.
The separation (three branches), diffusion (federal system), and balance of powers built into
the US government are prime illustrations of how the structural arrangements of our
government are designed to check or constrain change. Somewhat ironically, that same
structure creates opportunities for one branch or level of government to lead the others in
the direction of positive innovation (change). Other features of the political system (such as
traditions and precedents) are more likely to constrain change while interpretations lend
themselves to both constraining and promoting change.
Benchmark Addressed
Civics Standard Two 9-12b: Students will understand that the functioning of the
government is a dynamic process which combines the formal balances of power
incorporated in the Constitution with traditions, precedents, and interpretations which have
evolved over the past 200 years.
Essential Questions
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What problems would arise if a government failed to adapt to changing needs and
desires of the people?
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To what extent do the structures and traditional processes of government minimize
the dangers of change?
High School Civics Syllabus
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Delaware Recommended Curriculum
High School Civics
Instructional Resources
Who Gets the Vote?
Students will examine the Constitution to identify what it originally states about
the right to vote and then examine primary source documents to understand
how the right to vote has been interpreted and expanded over time. Specific
areas of focus will be the expansion of the electorate with the addition of the
15th, 19th, and 24th amendments. Students are asked to consider why these
changes were necessary and if there are currently other groups that are being
excluded from the right to vote.
Executive Orders, Acts
and Proclamations: A
Dynamic Process
Students are introduced to the concept of the dynamic process of government
through the use of executive orders, acts and proclamations over time. As the
needs and desires of people change over time, Presidents have used their power
to meet those needs.
A Dynamic Duo: The
Chambermaid and the
Federal Government
In this lesson students will construct a detailed timeline to analyze actions of our
federal government from 1905-1937 and to uncover understandings about the
benefits and dangers of its dynamic processes. The focus is on government
approaches to regulating business. The centerpiece of the lesson is a moot court
involving the West Coast Hotel v Parrish case of 1936.
War Making: Executive
and Legislative Powers
This lesson deals with the political question: What are the respective roles and
responsibilities of the executive and legislative branches in making war? In the
course of this lesson, students examine the constitutional, legal, political, and
historical sources of this debate and apply them to the “current” conflict in Iraq
and other situations past and present. The lesson hits the idea of the dynamic
process of government through the lens of evolving war powers and requires
students to read and analyze government documents and apply them to
situations.
iCivics: Argument Wars
Students take stances on Supreme Court cases and learn about the Court’s
opinions. Align the games in this web resource by asking students…
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High School Civics Syllabus
Did the Court facilitate or constrain change in this case? Explain your
answer.
How might the structure of the American government have facilitated
or constrain changed in this case? Explain your answer.
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High School Civics
Weeks 11-12
Responsibilities of Citizenship
Former United States Supreme Court Justice Felix Frankfurter once stated that “In a
democracy, the highest office is the office of citizen.” Citizenship in the United States carries
many benefits that include highly coveted rights and privileges. Much of the civics
education that students experienced in earlier grades focused on helping students
understand and appreciate these rights and privileges.
The focus at the high school level shifts to helping students understand the
responsibilities of citizenship that go beyond basic duties, such as voting, to those
expected of adult citizens. When Benjamin Franklin explained that the Framers of the
Constitution created “a republic, if you can keep it,” he was hinting at the need for citizens
in a democratic society to participate actively in their own governance and monitor those
who hold power. Failure to do so creates conditions favorable to the erosion of the rights,
privileges, freedoms and liberties that are guaranteed under our Constitution but remain
vulnerable. Historic examples include encroachments on freedom of speech under sedition
acts, intrusions into privacy following 9/11, and Jim Crow laws that denied equal rights.
Keeping our republic demands, among other things, that citizens remain informed about
public policy issues, participate in civic processes, and insure that just laws of the land are
upheld.
Benchmark Addressed
Civics Standard Three 9-12a: Students will understand that citizens are individually
responsible for keeping themselves informed about public policy issues on the local, state,
and federal levels; participating in the civic process; and upholding the laws of the land.
Essential Question
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What are the consequences of citizens not participating in democracy?
Instructional Resources
Staying Informed:
Responsibilities of
Citizenship
In this lesson students will examine the costs of non-participation by completing
a close reading of an article, The Price of Political Ignorance. They will be asked
to examine poll and survey results. They will understand how surveys and
public opinion polls gather results, and then apply that analysis and knowledge
to their own research.
The Election
In this lesson students will participate in an election. They will be asked to vote
for one of four candidates without knowing who they are or what they stand for.
After the election, students will learn who the candidates were. Some will be
very surprised when they find out for whom they voted.
High School Civics Syllabus
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High School Civics
Weeks 13-14
Developing Participation Skills: Working Effectively
with Government Officials to Shape Public Policy
There are numerous situations in which an individual intends to participate but is unable to
do so because he or she lacks the knowledge and skills needed to proceed. For example,
one might intend to testify at a public hearing but be frustrated because he or she did not
understand parliamentary procedures, understand how to research or advocate a position,
or get placed on an agenda. Those who wish to participate benefit from an understanding
of the structure of government, how government agencies operate, and from a set of skills
that enable one to advance beyond intent.
Student-citizens should work to acquire the understandings and skills that empower them to
work with government programs and agencies, which are usually made up of
bureaucrats rather than elected officials. The targeted benchmark requires understanding
the most prominent means for communicating with government programs and agencies,
with emphasis on the means for influencing them. These would include the most common
lobbying techniques1. Students should understand what they are and under what
conditions they might work.
While there are times when a good citizen has a duty to challenge the courses of action
taken by a government, this benchmark specifies working with, not working against,
government agencies. Opposing the plans and decisions of such agencies may be a just
motive for political engagement, but it is not for what Civics 4a calls.
Benchmark Addressed
Civics Standard Four 9-12a: Students will develop and employ the skills necessary to work
with government programs and agencies.
Essential Question
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How should interest groups most effectively communicate with government?
Instructional Resources
Project Citizen
A Sprawl Commission
Investigation
This unit aligned to Civics Standard Four requires students to demonstrate and
use effective citizenship skills. Project Citizen, by the Center for Civic Education
is an ideal format for students to explore relevant community problems and then
use skills developed throughout this unit to attempt to influence future public
policy and solve an identified problem.
This lesson features a simulated commission that has been charged with the
task of making recommendations for dealing with issues surrounding sprawl.
The lesson is designed to promote an understanding of the processes of
working within a commission engaged in examining public policy.
There are many lobbying techniques, and new ones are regularly invented. Two general categories are appeals to
public officials and appeals to the public. In the first category, personal communications and group advocacy are
important. The use of the media and organizing events are keys to the second category. See this teacher
resource for guidance on how to lobby.
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High School Civics
Weeks 15-16
Understanding How to Participate
Like Civics 4a, Civics 4b aims to equip students with the knowledge and skills necessary to
participate in civic life and there are many ways to do this. Whereas Civics 4a focused on
having students learn how to interact with government programs and agencies, Civics 4b
educates students about participation in three different types of civic groups: political
parties, commissions, and civic groups.
Much of the understanding this benchmark calls for should come through experience,
including simulation. There may be some basic processes common to working with parties,
commissions, and citizen’s groups, but such processes are just the requirements for working
within any group of people.
The processes of local party organizations vary widely due to personalities and different
local traditions. Many workers in a political party are volunteers, as in other special interest
groups. Why would someone volunteer for a political party? How are political parties
organized?
The process of working within commissions usually involves the processes of information
gathering. An example would be the recent discussions in Delaware about recycling and the
plans offered by Delaware Solid Waste Authority (DSWA). An environmental group would
want to prepare information relative to their point of view about recycling to present to a
recycling advisory board, the state legislature, or the DSWA. Teachers might ask of their
students: How is a commission formed? What is the purpose of a particular commission
examining public policy?
Citizen’s groups are the loosest of the three categories when it comes to organization, but
there are some organizational and communication skills and processes common to such
groups. Teachers might examine contemporary issues, preferably local, to give the
students the experience of working within a citizen’s group. Invite to the classroom leaders
of a local environmental action group or a business group promoting economic
development. Perhaps schools already have citizen’s groups composed of students (e.g.,
Students Against Drunk Driving). Students might examine how different citizen’s groups
have engaged in protest against a government or other official group.
Benchmark Addressed
Civics Standard Four 9-12b: Students will understand the process of working within a
political party, a commission engaged in examining public policy, or a citizen’s group.
Essential Question
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How should special interest groups convey their message to the public?
High School Civics Syllabus
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Delaware Recommended Curriculum
High School Civics
Instructional Resources
Project Citizen
High School Civics Syllabus
This unit aligned to Civics Standard Four requires students to demonstrate and
use effective citizenship skills. Project Citizen, by the Center for Civic Education
is an ideal format for students to explore relevant community problems and then
use skills developed throughout this unit to attempt to influence future public
policy and solve an identified problem.
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Delaware Recommended Curriculum
High School Civics
High School Civics Syllabus
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