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					                                                                                               South Central Service Coop
                                                                                                  Instructional Alignment
                                                                                              Civics - American Government
                      AR Department of Education
  SLE Number                                                                      Task Analysis                        Essential Vocabulary     Materials/Resources            Activities          Assessment/Writing Prompt
                        CONTENT STANDARD/
                  Student Learning Expectations (SLE)

                                                                                                   FIRST NINE WEEKS
C.1.CAG.1      Discuss the relevance of the study of         The Student Will Analyze the releveance and study        Civics, Citizen,
               civics                                        of Civics                                                Government
C.1.CAG.2      Explain the role of citizenship               The student will explain the role of citizenship         Originated, Adopted,
                                                                                                                      Exercised, Ideal,
                                                                                                                      Heritage, Principle,
                                                                                                                      Economic, Interact,
                                                                                                                      Authority
C.1.CAG.3      Explain what constitutes a citizen            The student will explain what constitutes a citizen      Policy, Persecution,                                                         Writing Prompt "List
                                                                                                                      Allegience, Tolerance,                                                       specific examples of
                                                                                                                      Enterprise, Resource,                                                        ways they are good
                                                                                                                      Preference                                                                   citizens and how they
                                                                                                                                                                                                   could be better citizens in
                                                                                                                                                                                                   the future."
C.1.CAG.4      Discuss the process of becoming a           The student will prioritize the process of becoming a Immigrants, Quota,                                   Have students create a       Open Response "Outline
               citizen: native born (e.g., jus soli, jus   citizen: *native born (e.g. jus soli, jus sanguinus)  Aliens, Native Born,                                 literacy test for            the steps of becoming a
               sanguinus; naturalization                   *naturalization                                       Naturalization,                                      immigration.                 naturalized citizen of the
                                                                                                                 Refugees, jus soli, jus                                                           U.S."
                                                                                                                 sanguinus
C.1.CAG.5      Explain and apply citizenship concepts The student will Explain and apply citizenship             Majority Rule                                        Write and perform skits
               to everyday life: *equality of all citizens concepts to everyday life: *equality of all citizens                                                       that apply citizenship
               under the law *worth and dignity of         under the law *worth and dignity of individuals in a                                                       concepts to everyday life.
               individuals in a democratic society*        democratic society* majority rule/minority rights
               majority rule/minority rights *individual *individual freedoms * individual rights versus public
               freedoms * individual rights versus         interest
               public interest

C.2.CAG.1      Compare and contrast responsibilities         The student will Compare and contrast                    Informed, Duty,
               and duties of citizenship: *jury duty         responsibilities and duties of citizenship: *jury duty   function, Fulfill,
               *taxes *selective service *compulsory         *taxes *selective service *compulsory education          Consent, Jury Duty,
               education *obeying laws *being an             *obeying laws *being an informed citizen                 Selective Service,
               informed citizen                                                                                       Responsibility

C.2.CAG.2      Distinguish between rights and                The student will be able to Distinguish between     Rights, Privileges,                                  Make a collage depicting
               privileges of citizenship (e.g., voting,      rights and privileges of citizenship (e.g., voting,                                                      the rights and privileges of
               driving, education)                           driving, education)                                                                                      citizenship.
G.3.CAG.1      Explain the purposes of government            The student will explain the purposes of government Government, Public                                   Create a brochure            Writing Prompt "How
                                                                                                                 Services, Protection,                                explaining the purposes of does the U.S.
                                                                                                                 Decision Making                                      government.                  Government guarantee
                                                                                                                                                                                                   freedom to its citizens?"

G.3.CAG.2      Analyze how government acquires               The student will analyze how government acquires         Acquire
               power                                         power
G.3.CAG.3      Examine the role of government in             The student will Examine the role of government in
               protecting the rights of the people           protecting the rights of the people (e.g., courts)
               (e.g., courts)
G.3.CAG.4      Evaluate the role of government in            The student will Evaluate the role of government in      Wagner Act,
               settling disputes (e.g., arbitration ,        settling disputes (e.g., arbitration, mediation,         Arbitration, Mediation,
               mediation, Wagner Act)                        Wagner Act)                                              Union
G.4.CAG.2      Compare and contrast the different            The student will Compare and contrast the different      Dictatorship,
               types of governmental ideology:               types of governmental ideology: *dictatorship (e.g.,     Totalitarian, Monarch,
               *dictatorship (e.g., totalitarian, military   totalitarian, military junta, despot *absolute           Direct Democracy,
               junta, despot *absolute monarchy              monarchy *direct democracy                               Representative
               *direct democracy                                                                                      Democracy,
                                                                                                                      Parliamentary
                                                                                                                      Democracy, Republic,
                                                                                                                      Free Republic,
                                                                                                                      Aristocratic Republic,
                                                                                                                      Autocracy,
                                                                                                                      Theocracy, Oligarchy,
                                                                                                                      indirect democracy




                                                                                                                                                                                                                                 Page 1 of 6
                                                                                          South Central Service Coop
                                                                                             Instructional Alignment
                                                                                         Civics - American Government
                        AR Department of Education
  SLE Number                                                                  Task Analysis                         Essential Vocabulary     Materials/Resources             Activities           Assessment/Writing Prompt
                          CONTENT STANDARD/
                    Student Learning Expectations (SLE)
G.4.CAG.1        Categorize the characteristics of                                            FIRST of         WEEKS
                                                          The student will categorize the characteristics NINELimited and Unlimited
                 limited and unlimited government         limited and unlimited government                    Government

PPE.11.CAG.1 Analyze the development and growth The student will Analyze the development and                      political party,                                 Mock elections using
             of political parties: *two party system growth of political parties: *two party system               nominate, candidate,                             demo voting booth or
             *factions *third parties *role of citizens *factions *third parties *role of citizens                political spectrum, two-                         paper ballots.
                                                                                                                  party system,
                                                                                                                  multiparty system,
                                                                                                                  coalition, one-party
                                                                                                                  system, factions

PPE.11.CAG.2 Analyze various influences on political The student will Analyze various influences on            interest groups, lobby,
             parties: *interest groups *lobbyists    political parties: *interest groups *lobbyists *Political lobbyist, public-
             *Political Action committees (PACs)     Action committees (PACs)                                  interest group (PACs)

PPE.12.CAG.1 Discuss the influence of media               The student will Discuss the influenc eof media         mass media,                                      Choose a propeganda
             coverage on the political process:           coverage on the political process: *news reports        bandwagon,                                       technique and create a
             *news reports *political cartoons            *political cartoons *editorials *campaign advertising   propaganda, poll,                                print or video ad
             *editorials *campaign advertising            *public opinion polls *use of propaganda techniques     glittering generalities,                         representing that
             *public opinion polls *use of                                                                        testimonials, plain                              technique.; Find an
             propaganda techniques                                                                                folks appeal, card                               advertisement that uses
                                                                                                                  stacking, symbols,                               some or all of the
                                                                                                                  political party, name-                           propaganda techniques,
                                                                                                                  calling, concealed                               write a paragraph
                                                                                                                  propaganda, revealed                             analyzing the message
                                                                                                                  propaganda                                       the advertisement
                                                                                                                                                                   promotes and explaining
                                                                                                                                                                   the techniques it uses.;
                                                                                                                                                                   Have students work with
                                                                                                                                                                   partner to write a political
                                                                                                                                                                   advertisement selecting
                                                                                                                                                                   any medium (TV,radio,
                                                                                                                                                                   magazine).
PPE.12.CAG.2 Examine the influence of the Internet        The student will examine the influence of the                                                                                           Writing Prompt: "With the
             on the political process                     Internet on the political process                                                                                                       spread of the Internet, will
                                                                                                                                                                                                  the use of propaganda
                                                                                                                                                                                                  become less common or
                                                                                                                                                                                                  more common? Give
                                                                                                                                                                                                  reasons for your answer."

PPE.12.CAG.3 Discuss biases in forming public             The student will discuss biases in forming public       Public Opinion, Bias                                                            Writing Prompt: "Why
             opinion                                      opinion                                                                                                                                 might a group have more
                                                                                                                                                                                                  influence over public
                                                                                                                                                                                                  policy than individual
                                                                                                                                                                                                  citizens?"
PPE.13.CAG.1 Describe the election process in the         The student will describe the election process in the   direct primary,                                  Have students create a
             federal, state and local governments:        federal, state and local governments: *campaign         caucaus, open                                    literacy test for voter
             *campaign finance *campaign                  finance *campaign strategies *voter registration        primary, closed                                  registration.
             strategies *voter registration *factors      *factors affecting election turnout *voter interest     primary, general
             affecting election turnout *voter            *nominating process (e.g., direct primary, caucus)      election,
             interest *nominating process (e.g.,                                                                  endorsements, voter
             direct primary, caucus)                                                                              registration,
                                                                                                                  independent, polling
                                                                                                                  places, precinct,
                                                                                                                  recall, referendum,
                                                                                                                  initiative, straight
                                                                                                                  ticket, split ticket
PPE.13.CAG.2 Discuss the complexities of vote             The student will Discuss the complexities of vote       secret ballot
             tabulation and certifying elections          tabulation and certifying elections
PPE.13.CAG.3 Explain the role of the electoral college    The student will Explain the role of the electoral      popular vote, electoral                                                         Writing Prompt: Write an
             in the election process                      college in the election process                         vote, electors,                                                                 editorial arguing whether
                                                                                                                  platform, plank                                                                 the President should be
                                                                                                                                                                                                  elected by the Electoral
                                                                                                                                                                                                  College or by popular
                                                                                                                                                                                                  vote.


                                                                                                                                                                                                                                 Page 2 of 6
                                                                                          South Central Service Coop
                                                                                             Instructional Alignment
                                                                                         Civics - American Government
                      AR Department of Education
  SLE Number                                                                 Task Analysis                          Essential Vocabulary          Materials/Resources                  Activities          Assessment/Writing Prompt
                        CONTENT STANDARD/
                  Student Learning Expectations (SLE)

                                                                                              FIRST NINE WEEKS
                                                                                             SECOND NINE WEEKS
USC.5.CAG.1
                                DRAFT
               Explain the importance of historical
               documents and events that influenced
               the structure and meaning of the
                                                         The student will Explain the importance of historical
                                                         documents and events that influenced the structure
                                                         and meaning of the United States Constitution:
                                                                                                                  Constitution,
                                                                                                                  Confederation,
                                                                                                                  Boycott, Delegate,
                                                                                                                                                                              Timeline:Have the
                                                                                                                                                                              students create a timeline
                                                                                                                                                                              of important events in the
                                                                                                                                                                                                           Essay "Explain why
                                                                                                                                                                                                           leaders of the U.S.
                                                                                                                                                                                                           decided to replace the
               United States Constitution: *Magna        *Magna Cara-1215 *Mayflower Compact-1620                 Compact, Repeal,                                            foundation of the U.S.       articles of
               Cara-1215 *Mayflower Compact-1620         *Glorious Revolution-1688 *English Bill of Rights-       Town Meeting,                                               based on historical          confederation?"
               *Glorious Revolution-1688 *English Bill   1689 *Declaration of Independence-1776 *Articles         Independence,                                               documents and events.
               of Rights-1689 *Declaration of            of confederation-1781 *sate (colonial) constitutions *   Amend, Federalist,
               Independence-1776 *Articles of            Shays' Rebellion-1776 *Constitutional Convention-        Anti-Federalist,
               confederation-1781 *state (colonial)      1787 *The Federalist Papers-1787-1788                    Parlament,
               constitutions * Shays' Rebellion-1776                                                              Convention, Colony,
               *Constitutional Convention-1787 *The                                                               Interpret, Ratify,
               Federalist Papers-1787-1788                                                                        common law, framers,
                                                                                                                  majority, Declaration,
                                                                                                                  Bill of Rights

USC.5.CAG.2    Examine the contributions to the          The student will Examine the contributions to the        Philosophy, contract,      http://personal.pitnet.net/pri
               United States Constitution by the         United States Constitution by the following              natural rights, social     marysources/
               following individuals using primary       individuals using primary source documents: *John        compact
               source documents: *John Locke             Locke *Baron de Montesquieu *Jean-Jacques
               *Baron de Montesquieu *Jean-              Rousseau *Founding Fathers
               Jacques Rousseau *Founding Fathers

USC.5.CAG.3    Explain the social contract theory of     The student will Explain the social contract theory of   Theory, social
               government                                government                                               contract theory
USC.5.CAG.4    Describe the process of ratifying the     The student will describe the process of ratifying the   ratify, compromise,
               United States Constitution                United States Constitution                               exports, prohibit,
                                                                                                                  repeal, cabinet
USC.6.CAG.1    Describe the reason for the               The student will describe the reason for the             preample, articles,
               organization of government in the         organization of government in the United States          amendments,
               United States Constitution                Constitution                                             domestic tranquility,
                                                                                                                  common defense,
                                                                                                                  posterity, general
                                                                                                                  welfare, justice, union,
                                                                                                                  liberty, ordain,
                                                                                                                  supremacy clause

USC.6.CAG.2    Compare delegated, concurrent, and        The student will Compare delegated, concurrent,       delegated powers,
               reserved powers                           and reserved powers                                   concurrent powers,
                                                                                                               reserved powers
                                                                                                               denied powers,
                                                                                                               forbidden powers,
                                                                                                               federal system,
                                                                                                               federalism, popular
                                                                                                               sovereignty,
                                                                                                               enumerated powers
USC.6.CAG.3    Explain limitations on the powers of      The student will Explain limitations on the powers of Writ of Habeas
               government: *Writ of Habeas Corpus        government: *Writ of Habeas Corpus *Bill of           Corpus, Bill of
               *Bill of Attainder *Ex Post Facto         Attainder *Ex Post Facto                              Attainder, Ex Post
                                                                                                               Facto
USC.6.CAG.4    Describe the procedures required to       The student will describe the procedures required to Amend
               amend the United States Constitution      amend the United States Constitution



USC.6.CAG.5    Analyze the consequences of             The student will Analyze the consequences of               Due Process, civil
               constitutional amendments on            constitutional amendments on citizenship, voting           rights, suffage,
               citizenship, voting rights, due process rights, due process of law, and societal changes           abolish, poll tax,
               of law, and societal changes                                                                       literacy test




                                                                                                                                                                                                                                       Page 3 of 6
                                                                                            South Central Service Coop
                                                                                               Instructional Alignment
                                                                                           Civics - American Government
                      AR Department of Education
  SLE Number                                                                    Task Analysis                        Essential Vocabulary          Materials/Resources                  Activities         Assessment/Writing Prompt
                        CONTENT STANDARD/
                  Student Learning Expectations (SLE)
USC.7.CAG.1    Examine the rights protected by the                                                protected NINE WEEKS
                                                           The student will Examine the rights FIRST by the The right to privacy,             http://www.billofrightsinstitut
               Bill of Rights that are not specifically    Bill of Rights that are not specifically stated in the establishment clause,       e.org
               stated in the United States                 United States Constitution (e.g., right of privacy)    free exercise clause,
               Constitution (e.g., right of privacy)                                                              seizure, arms,
                                                                                                                  regulated, Bill of
                                                                                                                  Rights
USC.7.CAG.2    Examine the fundamental rights of           The student will Examine the fundamental rights of petition, assembly,             http://www.billofrightsinstitut                              Writing Prompt
               individuals as incorporated in the Bill     individuals as incorporated in the Bill of Rights      search and seizure,         e.org                                                        "Government is getting
               of Rights                                                                                          militia, civil, criminal,                                                                rid of one of the Bill of
                                                                                                                  counsel, quarter,                                                                        Rights, Which one should
                                                                                                                  eminent domain                                                                           they get rid of and why?"

USC.7.CAG.3    Investigate limitations or restrictions The student will Investigate limitations or restrictions double jeopardy, bail,
               on criminal punishment (e.g., Eighth    on criminal punishment (e.g., Eighth Amendment,          excessive, prohibit,
               Amendment, Fourteenth Amendment) Fourteenth Amendment)                                           self-incrimination,
                                                                                                                warrant

USC.7.CAG.4    Analyze court cases that demonstrate        The student will Analyze court cases that               segregation, separate "The Ernest Green Story"
               how the United States Constitution          demonstrate how the United States Constitution          but equal, lynch mob, (Video)
               protects the rights of individuals (e.g.,   protects the rights of individuals (e.g., Brown v.      miranda rights,
               Brown v. Board of Education, Miranda        Board of Education, Miranda v. Arizona, Tinker v.       armbands, appeal,
               v. Arizona, Tinker v. Des Moines,           Des Moines, Gideon v. Wainwright)                       integration, inferiority,
               Gideon v. Wainwright)                                                                               jim crow laws

USC.7.CAG.5    Examine changes in civil rights             The student will Examine changes in civil rights        affirmative action,      Martin Luther King Speech,                                     Writing Prompt: "What is
               legislation (e.g., affirmative action,      legislation (e.g., affirmative action, Americans with   reverse                  "I Have a Dream"                                               your dream for this
               Americans with Disabilities Act (ADA),      Disabilities Act (ADA), Civil Rights Acts of 1964-      descrimination,                                                                         Country?"
               Civil Rights Acts of 1964-1965, Voting      1965, Voting Rights Act of 1964)                        literacy test, poll tax,
               Rights Act of 1964)                                                                                 disabilties
USC.7.CAG.6    Identify United States presidents and       The student will Identify United States presidents      executive order, The
               summarize their roles in the Civil          and summarize their roles in the Civil Rights           Great Society, Peace
               Rights movements: *Harry S. Truman          movements: *Harry S. Truman *John F. Kennedy            Corp, Freedom
               *John F. Kennedy *Lyndon B. Johnson         *Lyndon B. Johnson                                      Riders, discrimination

                                                                                                THIRD NINE WEEKS
SG.8.CAG.4     Analyze the separation of powers and The student will Analyze the separation of powers              separation of powers,                                                                   Writing Prompt: "Write a
               the system of checks and balances at and the system of checks and balances at the                   checks and balances,                                                                    newspaper editorial
               the federal and state levels         federal and state levels                                       legislative, executive,                                                                 explaining what might
                                                                                                                   Judicial, veto,                                                                         happen if the system of
                                                                                                                   override, item veto                                                                     checks and balances
                                                                                                                                                                                                           were eliminated."
SG.8.CAG.5     Discuss the organization of various         The student will Discuss the organization of various mayor-council, city                                             Have the students create
               forms of local government (e.g.,            forms of local government (e.g., county, mayor-      manager,                                                        an encyclopedia entry
               county, mayor-council, city manager,        council, city manager, commission)                   commission, quorum                                              about one form of local
               commission)                                                                                      court, municipality,                                            government.
                                                                                                                ordinance, charter,
                                                                                                                magistrate, township,
                                                                                                                borough, town
                                                                                                                meeting, parishes,
                                                                                                                special district, home
                                                                                                                rule

SG.8.CAG.6     Compare and contrast federal, state,        The student will Compare and contrast federal,          bureaucracy, finance,
               and local governments (e.g.,                state, and local governments (e.g., bureaucracy,        grant-in-aid, budget,
               bureaucracy, finances, civil service,       finances, civil service, public policy, community       civil service, block
               public policy, community services)          services)                                               grant, community
                                                                                                                   service, public policy,
                                                                                                                   zoning, urban renewal




                                                                                                                                                                                                                                       Page 4 of 6
                                                                                          South Central Service Coop
                                                                                             Instructional Alignment
                                                                                         Civics - American Government
                      AR Department of Education
  SLE Number                                                                  Task Analysis                      Essential Vocabulary       Materials/Resources              Activities           Assessment/Writing Prompt
                        CONTENT STANDARD/
                  Student Learning Expectations (SLE)
SG.8.CAG.1     Discuss the legislative branch of                                                 FIRST of        WEEKS
                                                          The student will Discuss the legislative branchNINEcensure, bicameral,        http://bensguide.gpo.gov/   Divide the class in half,
               government at the federal and state        government at the federal and state levels:           legislation,                                        assign one half to write
               levels: *Purpose *Organization             *Purpose *Organization *Authority *Function           apportioned,                                        help wanted ad for the
               *Authority *Function                                                                             gerrymandering,                                     position of a
                                                                                                                immunity, expulsion,                                representative; and other
                                                                                                                sessions, caucuses,                                 half for a senator;
                                                                                                                whip, implied powers,
                                                                                                                elastic clause,
                                                                                                                impeach, treason,
                                                                                                                president pro
                                                                                                                tempore
L.9.CAG.1      Compare and contrast concurrent            The student will Compare and contrast concurrent concurrent power,
               powers and supremacy of laws at the        powers and supremacy of laws at the federal, state, supremacy
               federal, state, and local levels           and local levels
L.9.CAG.2      Describe the supremacy of federal          The student will Describe the supremacy of federal
               laws                                       laws
L.9.CAG.3      Discuss the process by which a bill        The student will Discuss the process by which a bill bill, appropriations,    Schoolhouse Rock Video;     Using sidewalk chalk,
               becomes a law                              becomes a law                                         committee, standing     Video: Mr. Smith goes to    draw and label the steps
                                                                                                                committee, select       Washington;                 for a bill to become a law.
                                                                                                                committee, joint
                                                                                                                committee,
                                                                                                                conference
                                                                                                                committee, rider, log
                                                                                                                rolling, filibuster,
                                                                                                                cloture, veto, pocket
                                                                                                                veto, pigeon hole,
                                                                                                                discharge petition
L.9.CAG.5      Define the concept of full faith and       The student will Define the concept of full faith and full faith and credit                                                             Writing Prompt: "Imagine
               credit as it applies to the relationship   credit as it applies to the relationship between      clause                                                                            there is no full faith and
               between states                             states                                                                                                                                  credit clause and that
                                                                                                                                                                                                  your family intends to
                                                                                                                                                                                                  move to another state. In
                                                                                                                                                                                                  a short essay, explain
                                                                                                                                                                                                  how this might affect your
                                                                                                                                                                                                  family in your new
                                                                                                                                                                                                  residence."
L.9.CAG.6      Identify the source, purpose, and          The student will Identify the source, purpose, and   laws, act, bill
               function of laws                           function of laws
L.9.CAG.7      Explain the need for active and            The student will Explain the need for active and     ongoing change in
               ongoing change in laws                     ongoing change in laws                               laws
SG.8.CAG.2     Discuss the executive branch of            The student will Discuss the executive branch of     executive order,        http://bensguide.gpo.gov/    Have the students
               government at the federal and state        government at the federal and state levels:          treaty, ambassador,                                  compare and contrast the
               levels: *purpose *organization             *purpose *organization *authority *function          diplomat, foreign                                    qualifications and terms of
               *authority *function                                                                            policy, domestic policy                              office of the President and
                                                                                                                                                                    Vice President using a
                                                                                                                                                                    venn diagram.

SG.8.CAG.3     Discuss the judicial branch of             The student will Discuss the judicial branch of      judicial review,         http://bensguide.gpo.gov/                                 Essay "Have the students
               government at the federal and state        government at the federal and state levels:          precedent,                                                                         write a brief essay on the
               levels: *purpose *organization             *purpose *organization *authority *function          jurisdiction, exclusive                                                            relationship between
               *authority *function                                                                            jurisdiction,                                                                      justice and freedom in the
                                                                                                               concurrent                                                                         U.S."
                                                                                                               jurisdiction, original
                                                                                                               jurisdiction, appellate
                                                                                                               jurisdiction, circuit
                                                                                                               courts, district courts,
                                                                                                               appeals courts,
                                                                                                               remand, justice,
                                                                                                               freedom


L.9.CAG.4      Examine the difference between a           The student will Examine the difference between a    Statute, ordinance
               statute and an ordinance                   statute and an ordinance




                                                                                                                                                                                                                               Page 5 of 6
                                                                                         South Central Service Coop
                                                                                            Instructional Alignment
                                                                                        Civics - American Government
                      AR Department of Education
  SLE Number                                                                 Task Analysis                         Essential Vocabulary        Materials/Resources             Activities           Assessment/Writing Prompt
                        CONTENT STANDARD/
                  Student Learning Expectations (SLE)
L.9.CAG.8      Distinguish between criminal and civil                                                       WEEKS
                                                                                            FIRST NINEtort, civil law, criminal
                                                         The student will Distinguish between criminal and                                                           Provide a list of situations
               laws (tort)                               civil laws (tort)                                 law                                                       involving court cases and
                                                                                                                                                                     have the students decide
                                                                                                                                                                     whether they are criminal
                                                                                                                                                                     or civil cases.

L.9.CAG.9      Explain the phases of a criminal case: The student will Explain the phases of a criminal          probable cause,           You be the Judge          Role Play a court case
               *hearing *indictment *arraignment      case: *hearing *indictment *arraignment *trial             arrest warrant,                                     and guess the verdict. You
               *trial *Penalty                        *Penalty                                                   arraignment, acquit,                                Be the Judge
                                                                                                                 plea bargin
                                                                                             FOURTH NINE WEEKS
L.9.CAG.10     Compare and contrast referendum,          The student will Compare and contrast referendum,       referendum, initiative,
               initiative, and recall                    initiative, and recall                                  recall
L.10.CAG.1     Identify Discuss Arkansas laws            The student will Identify Discuss Arkansas laws         Juvenile, Juvenile
               applicable to juveniles: *bullying        applicable to juveniles: *bullying *Extended Juvenile   delinquent, probation,
               *Extended Juvenile Jurisdiction *health   Jurisdiction *health related issues *juvenile court     community service,
               related issues *juvenile court *school    *school laws *victims' rights                           bullying, sexual
               laws *victims' rights                                                                             harrasment, curfews,
                                                                                                                 extended juvenile
                                                                                                                 jurisdiction

GR.14.CAG.1    Describe the function of the United       The student will Describe the function of the United    Coexistence,
               Nations                                   Nations                                                 Divisions, Agencies,
GR.14.CAG.2    Describe the relationship between the     The student will Describe the relationship between      Stabilize, Forum
                                                                                                                 United Nations,
               United States and the United Nations      the United States and the United Nations                General Assembly,
                                                                                                                 Security Council




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Description: Immigration Test document sample