Unit 6 - State, Tribal, and Local Government Issues: Empowering Civic Engagement
Embedded Files
May
Overview: How can active civic engagement and civil discourse in Colorado's state, tribal, and local government issues foster effective governance and promote accountability?
This unit focuses on empowering students to actively engage in civil discourse and civic participation in Colorado's state, tribal, and local government issues. Students will research and discuss current issues, promoting informed discussions and understanding of various policy matters. They will evaluate the effectiveness and acceptability of different methods of civic participation at different levels of government, recognizing the importance of individuals and groups shaping policy. Moreover, students will explore the roles and influence of individuals, groups, and the press as checks on governmental practices. They will understand how direct contact with elected officials, participation in civic organizations, social media usage, and attending local governance meetings can facilitate civic engagement. The unit will also address the reliability, credibility, and impact of traditional and non-traditional media, including social media, on government policy and public opinion. Additionally, students will be encouraged to engage as active community members with government entities at the local, state, tribal, or federal levels on policy issues or individual and group rights.
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
Research and discuss current issues to participate in civil discourse. (4.1.a)
Describe and evaluate the effectiveness and acceptability of a variety of methods of civic participation that individuals and groups may use to shape policy at various levels of government. (4.1.b)
Explain the roles and influence of individuals, groups, and the press, as checks on governmental practices. For example: Direct contact with elected officials, participation in civic organizations, use of social media, and attendance at local governance meetings. (4.1.c)
Evaluate traditional and non-traditional types of media (both historic and modern), including social media for reliability, credibility, and how they may influence government policy and public opinion. (4.1.d)
Engage as active community members with local, state, tribal, or federal levels of government on policy issues or for individual or group rights. (4.1.e)
Describe the relationship of tribal governments with state and federal governments. Including but not limited to: The Ute Mountain Ute and Southern Ute tribal governments and the State of Colorado. (4.2.j)
Prepared Graduates
Prepared Graduates
Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Grade Level Standard(s)
Research and formulate positions on government policies and on local, state, tribal, and national issues to be able to participate and engage in a civil society. (4.1)
Evaluate the purposes, roles, and limitations of the structures and functions of government. (4.2)
Apply knowledge, skills, and habits gained from experiences to address issues, affect change, and/or solve problems (Civic Engagement).
Use interpersonal skills to establish and maintain healthy and supportive relationships to learn from and work with individuals and groups from diverse backgrounds in order to understand or impact a policy. (Interpersonal Communication).
Analyze how, why and for what purpose media messages are constructed, and the reliability of those messages, in order to support a stance on an issue (Media Literacy).
Collaborate with individuals and groups from diverse backgrounds and/or cultures to address national and global issues, and to develop workable solutions (Global and Cultural Awareness).
Civic-minded individuals research civic issues and act appropriately using a variety of sources from multiple perspectives and communicating views in a reasonable manner.
Civic-minded individuals communicate with stakeholders using logical reasoning with relevant, accurate data and evidence to influence policy.
Civic-minded individuals can verbally express their position on issues involving their community and/or nation in meaningful and thoughtful ways. For example: Community members speak at a school board, or city council meetings, or running for office.
Civic-minded individuals can listen to multiple perspectives as part of civil discourse.
Civic-minded individuals can work effectively individually, and in groups, to influence public policy and the actions of government.
Inquiry Questions
What are possible forms of civic participation in a democratic republic?
How can people act individually and collectively to hold elected officials accountable?
What strategies can people use most effectively to influence public policy? For example: Running for public office, lobbying, civil disobedience, and peaceful protests.
How do people remain civil and engage in discourse when there is dissonance?
Why should you participate in government?
What kinds of participation would be most effective on the policy issues you care about the most?
Why have or do some groups find it necessary to organize (i.e., unions, boycotts, peaceful protests, or strikes, as a means of civic participation)?
What barriers exist to civic participation? Who is most impacted by these barriers? What is the best way to challenge these barriers?
Disciplinary, Informational and Media Literacy
Decision-making involves researching an issue, listening to multiple perspectives, and weighing potential consequences of alternative actions. For example: Citizens research the issues before voting which may include using the Bluebook in Colorado.
Participation in a local, state, tribal, or national issue involves research, planning, and implementing appropriate civic engagement.
Social media can be a tool for researching civic issues, advocating for ideas, and expressing views to elected officials.
Conduct research by gathering, organizing, and evaluating the credibility and bias of information from a variety of online, print, and non-print sources.
Seek information from varied sources and perspectives to develop informed opinions and creative solutions.
Demonstrate the ability to locate, evaluate, and apply reliable evidence.
Demonstrate the ability to responsibly use a variety of media sources as a tool for civic participation. For example: Social media, print media, broadcast media.
Critically analyze messages in the media to detect propaganda, censorship, and bias.
Demonstrate responsible behaviors when using technology and discuss consequences of inappropriate use.
Academic Vocabulary and Language Expectations:
Academic Vocabulary and Language Expectations:
Foundational Vocabulary: federalism, apportionment, gerrymandering, county seat, mayor-council system, redistricting, tribal governments (Ute Mountain Ute and Southern Ute), policy
Possible Assessments:
Possible Assessments:
Savvas Formative and Summative Assessments
Savvas Quest DBQs and Inquiry Centers
Instructional Resources
Instructional Resources
Core Curricular Resources
Savvas Magruder's American Government and Economics Realize: Resources Aligned to Unit
Supplemental Resources
SVVSD Constructed Response Handbook: Using CERA and includes teaching suggestions and rubrics
Longmont City Government - http://longmontcolorado.gov
Gerrymandering: One Person One Vote lesson from The Choices Program
iCivics Lessons: State and Federal Tug of War, Power to the States, State Legislatures, County Government, Municipal Government
Lessons on Local Government: Lessons on Local Government: Should Colorado Raise the Minimum Wage?, Quote Walk, Local Government Brochure
Crash Course: Federalism
Southern Ute and Ute Mountain Ute Water Issues in Colorado: Article 1, Article 2, Article 3, Article 4, Article 5
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