Connecticut

Connecticut General Assembly, Boards of Education:

Conn. Gen. Stat. §10-221a. High school graduation requirements. “(b) For classes graduating from 2004 to 2017…not fewer than three in social studies, including at least a one-half credit course on civics and American government…(c) Commencing with classes graduating in 2018…(A) Nine credits in the humanities, including not fewer than (ii) three credits in social studies, including at least one credit in American history and at least one-half credit in civics and American government…”

 

Connecticut Social Studies Standards 

“In high school, students engage in the study of civic processes, rules, and laws; examine civic and political institutions; and apply civic virtues and democratic principles…Considerations for Curriculum Development:
(1) It is expected that students in middle school will analyze events and issues in American history during the Revolutionary period, including a study of the Constitution, its structure, and principles; (2) It is expected that students in high school will apply knowledge and understanding of civics and government to explore local, regional, national, and/or global problems and take informed action; and (3) It is expected that students in elementary school, middle school, and high school will analyze a variety of viewpoints and perspectives on civics topics studied in the course of the year.” (page 101)

Grade K

  • CIV K.1 Describe roles and responsibilities of people in authority (local/state/national e.g., judge, mayor governor, police).

Grade 1

  • CIV 1.1 Describe roles and responsibilities of people in authority (local/state/national e.g., judge, mayor, governor, police).

Grade 2

  • CIV 2.3 Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules.

Grade 3

  • CIV 3.1 Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places.
  • CIV 3.3 Explain how groups of people make rules to create responsibilities and protect freedoms.
  • CIV 3.4 Identify core civic virtues and democratic principles that guide government, society, and communities.
  • CIV 3.6 Explain how rules and laws change society and how people change rules and laws.

Grade 5

  • CIV 5.1 Explain how groups of people make rules to create responsibilities and protect freedoms.
  • CIV 5.3 Identify core civic values and democratic principles that guide government, society, and communities.

Grade 8

  • HIST 8.4 Explain how and why perspectives of people have changed over time (e.g., American Revolution, slavery, labor, the role of women).
  • CIV 8.1 Explain the origins, functions, and structure of government with reference to the U.S. Constitution, state constitutions, and selected other system of government.
  • CIV 8.2 Analyze ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system.
  • CIV 8.4 How did the development of the U.S. Constitution and its amendments reflect societal change that furthered the common good?

Grades 9-12

  • CIV 9-12.1 Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.
  • CIV 9-12.2 Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans’ participation over time, and alternative models from other countries, past and present.
  • CIV 9-12.3 Analyze the impact of constitutions, laws, treatises, and international agreements on the maintenance of national and international order.
  • CIV 9-12.4 Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.
  • CIV 9-12.5 Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national and/or international level.
  • CIV 9-12.6 Critique relationships among governments, civil societies, and economic markets.
  • CIV 9-12.7 Apply civic virtues and democratic principles when working with others.
  • CIV 9-12.8 Evaluate social and political systems in different contexts, times, and places that promote civic virtues and enact democratic principles.
  • CIV 9-12.9 Use appropriate deliberative processes in multiple settings.
  • CIV 9-12.10 Analyze the impact and appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
  • CIV 9-12.11 Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved.
  • CIV 9-12.14 Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.