This a one semester course that will enable students to develop the knowledge and skills necessary for active participation in a democratic society. Students will become informed citizens in regard to the principal purpose and function of their local, state and federal government. In addition the origins of the American political system are addressed, as are the roles, rights and responsibilities of United States citizens. Students will also be afforded an understanding of the major political institutions in the United States. Successful completion of this course is required for graduation
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
LT 1: The Island Problem: How does the Social Contract take people from a State of Nature to a Civil Society?
LT 2: Know your PALS: What is the difference between power, authority, legitimacy and sovereignty and how are they related?
LT 3: Explain the purpose of politics. Why is power so central to the study of politics? What does political activity look like?
LT 4: How did our Founding Fathers solve the Island Problem?
LT 5: Our government is based on principles. What are the principles of government built into our Constitution?
LT 6: How is our Constitution interpreted?
LT 7: What does the American political culture look like today and how is it different for political ideology?
Unit Two:
LT 1. What is the purpose of the executive branch and the rules of the office?
LT 2. How is the executive branch organized?
LT3. How can a president assert power as head of the executive branch? (Roles of the President)
LT 4. What limits are placed upon presidential power?
LT 5 Explain how the US uses foreign policy tools in applying its foreign policy.
LT 6 Be able to explain the steps of a Presidential Campaign. (There are 10 steps)
Unit Three:
LT 1. How does Article I of the Constitution give the legislative branch powers to make laws, and also the ability to limit power in the other branches? Answer the following questions to help you answer this overarching question.
LT 2: Who do Senators and House of Representatives represent and how do they see their job as a legislator?
LT 3. How are the two chambers organized to make up the legislative branch? Answer the following questions to help you answer this overarching question.
LT 4. How does the process of the legislative branch work to produce law?
Unit Four:
LT1. Using case examples, how does the judicial branch exercise power of judicial review?
LT 2: What is the difference between civil and criminal law?
LT 3. Explain the hierarchy of a state court system: trial court, appeals court, state supreme court.
LT 4. Explain the hierarchy of our federal court system: US District Court, US Circuit Court, and Supreme Court.
LT 5. How does the Supreme Court determine the Constitutionality of a government action (law, policy, decision, etc.)?
LT 6. How do amendments 1, 2, 4, 5, 6, 8, and 14 limit the power of government over the individual?
A1. A course overview and syllabus are included in the online course
Fully Met
A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.*
Fully Met
A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders.
Fully Met
A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course.
Fully Met
A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.*
Fully Met
A6. Grading policies and practices are clearly defined in accordance with course content learning expectations.
Fully Met
A7. The online course provides a clear description or link to the technical support offered and how to obtain it.*
Fully Met
A8. Learners are offered an orientation prior to the start of the online course.
B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.*
Fully Met
B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated.
Fully Met
B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.*
Fully Met
B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.*
Fully Met
B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.*
Fully Met
B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.*
Fully Met
B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current.
Fully Met
B8. The online course is free of adult content and avoids unnecessary advertisements.*
Fully Met
B9. Copyright and licensing status for any third-party content is appropriately cited and easily found.
Fully Met
B10. Documentation and other support materials are available to support effective online course facilitation.*
C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.
Fully Met
C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies.
Fully Met
C3. The online course is organized by units and lessons that fall into a logical sequence.
Fully Met
C4. The online course content is appropriate to the reading level of the intended learners.*
Fully Met
C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course.
Fully Met
C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways.
Fully Met
C7. The online course provides regular opportunities for learner-learner interaction.
Fully Met
C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.*
Fully Met
C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.*
F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data.
Fully Met
F2. The online course tools support the learning objectives or competencies.*
Fully Met
F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.*
Fully Met
F4. The course allows instructors to control the release of content.*
Fully Met
F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.*
Instructor will provide daily, live instruction and also a mix of independent and on demand learning options, in a structured, virtual classroom setting. Students are expected to regularly check school email, reply accordingly, and schedule meetings with instructors, as needed, during on demand time.
