Human+Rights

//What are Human Rights? // Human rights belong to all humans and are necessary for our freedom and an adequate quality of life. We as individuals of the world have //**civic rights, political rights, the right to life, freedom, liberty, freedom of expression, social and cultural rights, labor rights, and the right to receive an education**//. These rights are entitled to you legally, morally, and even socially. These rights can be shared individually or as a group. Each one of us are entitled to our rights as human beings. These rights unfortunately are also being taken away from individuals all over the world daily from children, to women, to laborers, towns, villages, and even in our own communities.  //What can we do?//  We can begin by staying informed with the human rights issues taking place around the world. Our next generation has the chance to change the world. It is up to us as educators or even as citizens of the world to begin them on the right path to peace and human rights for all. John Lennon said it best when he wrote his song "Imagine." This video below takes it to the next level hearing the words sung by children around the world. The children believe enough and so should we. At the end of the video the children tell us a world they "imagine" living in. Let's help our next generation become //aware, informed, and engaged// on the human rights issues around the world//.//

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__//Be Aware: //__


 * Everyday all over the world the rights of human beings are being denied or taken away from them. Being aware of the situations taking place around the world will give us an idea of the breadth and depth of the situation and empower us to begin to become proactive. **

Here are some recent articles collected just in the month of February:

 // **Social and Cultural Rights** //

Two dozen artists protest forced demolition of studios and homes.
 * __ Evicted Artists Protest After Attack in Beijing __** //New York Times 2/24/10//

** //Women's Rights // __ From 'Oprah' to Building a Sisterhood in Congo  __**  //New York Times 2/3/10// Five years ago Lisa Shannon watched Oprah and learned about the war in eastern Congo. She saw the massacres of the men and children and massive rapes of the women. From then on, Lisa left America and everything she owned to help in Congo. She has established Run for Congo, among other charities and resources to raise money for the Congolese women who have been left shattered. The Women in Iraq are looking forward to the upcoming election-the women are hopeful that a change in their male dominated cultural is about to take place. 1,200 Iranians signed a petition that would slow down women’s rights in Iran. [] 3/4/2010 Debate over the rights of pregnant women.
 * __Iraqi Women Are Seeking Greater Political Influence __**//New York Times 2/17/2010 //
 * __Iranians Protest Bill On Rights Of Women __**//<span style="font-family: 'Times New Roman','serif';">New York Times 2/18/2010 //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">
 * //<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Political Rights //__<span style="color: #800000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">China's Defiance on Human Rights Stirs Fears for Missing Dissident __**  <span style="color: #800000; font-family: 'Times New Roman',Times,serif; font-size: 110%;"> //New York Times 2/3/10// A year ago in Beijing China's most high-profile human rights lawyer was led away in the middle of the night by Chinese security agents. He has not been seen since.

//**<span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 130%;">Freedom of Expression **//<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">

__<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">**<span style="font-family: 'Times New Roman',Times,serif;">Reporter Held by Taliban Is Winner of a Polk <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Award ** __ <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">//New York Times 2/16/10// Correspondents captured and tortured by the Taliban receives Polk Award A teenager from South Florida who created a Facebook page to share with the world that she did not like her teacher, can proceed with her lawsuit for suing her former principal for suspending her. A British journalist was arrested and detained for 15 days of questioning. <span style="font-family: 'Times New Roman','serif';">Martinez Moreno was accused of killing a New York City journalist in 2006. According to human rights groups and family – he was innocent. Three Google executives were convicted of violating Italian privacy laws Internet activists protest this action and compare it to "punishing the mailman for delivering mail."
 * __Student Suspended for Facebook Page Can Sue Principal__** //New York Times 2/16/10//
 * __Hamas Arrests British Journalist in Gaza__** //New York Times 2/16/10//
 * __<span style="font-family: 'Times New Roman','serif';">México Exonerates Suspect In Killing of U.S. Journalist __**//<span style="font-family: 'Times New Roman','serif';">New York Times 2/19/2010 //
 * __Italy Convicts 3 Google Officials in Privacy Case__** //New York Times 2/25/10//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">** //The Right to Life//

__Russia’s Version of Four Deaths Disputed__** //New York Times 2/16/10// A Russian human rights group, Memorial, said that four Russian civilians who were shot and killed during recent maneuvers against Islamist militants had not been accidentally shot. The Philippine military has been accused of human rights abuses against 43 health workers. Human Rights groups, as well as families and friends of the workers said that had been tortured and threatened. <span style="color: #808080; font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__<span style="font-family: 'Times New Roman','serif';">Cambodian Addicts Abused in Detention, Rights Group Says __**//<span style="font-family: 'Times New Roman','serif';">New York Times 2/17/2010 // <span style="font-family: 'Times New Roman','serif';">Addicts in a Cambodian drug detention center claim physical abuse daily. <span style="font-family: 'Times New Roman','serif';">A panel of North Carolina judges –acting on a recommendation of a special state innocence commission (which is the first of its kind in the nation) ruled that a man was wrongfully convicted of murder after 16 years in prison. <span style="color: #008080; font-family: 'Times New Roman',Times,serif; font-size: 110%;"> **__Death Penalty Thrown Out In Texas Double Murder__** //New York Times 2/25/10// A court in Texas threw out the death sentence of a man convicted of double murder.
 * __Jailed Philippine Health Workers Appear in Manila Court__** //New York Times 2/16/10//
 * __<span style="font-family: 'Times New Roman','serif';">Judge Frees Inmate on Recommendation of Special Innocence Panel __**//<span style="font-family: 'Times New Roman','serif';">New York Times 2/18/2010 //

**// Civic Rights //** <span style="color: #008080; font-family: 'Times New Roman',Times,serif; font-size: 110%;"> <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;"> //New York Times 2/22/2010// A new Bus Rapid Transit system will bring fast, affordable, and dignified travel for those affected by the residential segregation.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 121%;">//** Educational Rights **// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">__**

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Granted Asylum To Learn At Home **__ <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;"> //New York Times 3/1/10// U.S. Judge grants a German family asylum. Home-schooling in Germany is not allowed but the family takes refuge in the U.S.

** //Our Own Backyard//

__<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Missing from the U.S. 'human rights agenda' Accountability __**<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Amnesty International 1/20/2010// One year into the new presidential adminsitration almost 200 individuals remain detained without a fair trial at Guantanomo prison camp. __**Sentence reduced for US conscientious objector**__ //Amnesty International 2/12/10// A US army sergeat refused to serve in Afghanistan because of religious beliefs. His year sentence has been reduced by three months. 450th Texas Execution //Amnesty International 2/16/2010// Henry Watkins Skinner is to be the 450th person executed in Texas on February 24, 2010 Martin Grossman, age 45 executed in the state of Florida on February 16th for a crime he committed when he was 19 years old.
 * __Martin Grossman Executed in Florida__** //Amnesty International 2/17/2010//

__<span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 169%;">//Be Informed:// __ There are many organizations out there to help monitor and support the rights of those of us around the world. Click on the links below to explore their websites.

[|Amnesty International] is an organization created in 1961 to help fight against human rights abuse. They have more than 2.2 million members, supporters and subscribers in over 150 countries and territories, in every region of the world. Amnesty International helps stop human rights abuses by helping the public take action to put pressure on governments, armed political groups, companies and intergovernmental bodies via: They have offices in 80 countries around the world. If you would like to join, donate or volunteer your time to Amnesty International, please contact the Amnesty International office in your country/territory. // Retrieved from Amnesty International 2/16/2010 //
 * publication and promotion of our research findings
 * public demonstrations
 * vigils
 * letter-writing campaigns
 * human rights education
 * awareness-raising concerts
 * direct lobbying
 * targeted appeals
 * email petitions and other online actions
 * partnerships with local campaigning groups
 * community activities
 * co-operation with student groups

** [|www.amnesty.org/region/usa] - a great link to current Human Rights News in the United States. You could also search for any country in the world and find their local human rights news from this link. **

A great newspaper to help keep up with current events is the [|New York Times].

[|Music for Human Rights] is a subset of Amnesty International including well known singers from around the world to help fight for Human Rights around the globe.

[|Human Rights Watch] is another organization that monitors Human Rights activites globally. About the organization: Human Rights Watch is dedicated to protecting the human rights of people around the world. We stand with victims and activists to prevent discrimination, to uphold political freedom, to protect people from inhumane conduct in wartime, and to bring offenders to justice. We investigate and expose human rights violations and hold abusers accountable. We challenge governments and those who hold power to end abusive practices and respect international human rights law. We enlist the public and the international community to support the cause of human rights for all.
 * Human Rights Watch** is one of the world’s leading independent organizations dedicated to defending and protecting human rights. By focusing international attention where human rights are violated, we give voice to the oppressed and hold oppressors accountable for their crimes. Our rigorous, objective investigations and strategic, targeted advocacy build intense pressure for action and raise the cost of human rights abuse. For 30 years, Human Rights Watch has worked tenaciously to lay the legal and moral groundwork for deep-rooted change and has fought to bring greater justice and security to people around the world.
 * Mission Statement:**

[|United Nations] Following is information from their website : The United Nations is an international organization founded in 1945 after the Second World War by 51 countries committed to maintaining international peace and security, developing friendly relations among nations and promoting social progress, better living standards and human rights. Due to its unique international character, and the powers vested in its founding Charter, the Organization can take action on a wide range of issues, and provide a forum for its 192 Member States to express their views, through the General Assembly, the Security Council, the Economic and Social Council and other bodies and committees. The work of the United Nations reaches every corner of the globe. Although best known for peacekeeping, peacebuilding, conflict prevention and humanitarian assistance, there are many other ways the United Nations and its System (specialized agencies, funds and programmes) affect our lives and make the world a better place. The Organization works on a broad range of fundamental issues, from sustainable development, environment and refugees protection, disaster relief, counter terrorism, disarmament and non-proliferation, to promoting democracy, human rights, governance, economic and social development and international health, clearing landmines, expanding food production, and more, in order to achieve its goals and coordinate efforts for a safer world for this and future generations. // Retrieved 3/5/2010 //

__**Other Resoures**__ United States Bill of Rights online [|www.archives.gov/exhibits/charters/bill_of_rights_transcript.htm] United Nations International Bill of Rights [|www.un-documents.net/a3r217.htm] [|www.instantkarma.org] A website to save Darfur - sign up and sign the petition

[] International crisis group

[] Human Rights council

[] Organization of American States - "Democracy for peace, security, and development" More from their website: The term “human rights” is broad and encompasses numerous, more specific issues under its general umbrella, such as the rights to free speech, to political participation, to a free and transparent system of justice, and others. Respect for human rights goes to the very heart of democracy. Retrieved 3/5/2010

[] Awesome website containing a wonderful video of What are Human Rights? - titled The Story of Human Rights. This website includes videos, DVDs booklets, petitions, and educational materials.
 * PLEASE visit [|www.humanrights.com/#/videos] for a library of videos to better understand human rights.**

[] American Civil Liberties Union <span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 140%; mso-fareast-font-family: 'Times New Roman';">-- ACLU Founder Roger Baldwin
 * //<span style="color: #333333; font-family: 'Georgia','serif'; font-size: 12pt; line-height: 140%; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">"So long as we have enough people in this country willing to fight for their rights, we'll be called a democracy." //**

<span style="color: #333333; font-family: 'Georgia','serif'; font-size: 10.5pt; line-height: 140%; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">The ACLU is our nation's guardian of liberty, working daily in courts, legislatures and communities to defend and preserve the individual rights and liberties that the Constitution and laws of the United States guarantee everyone in this country. These rights include: <span style="color: #333333; font-family: Symbol; font-size: 10pt; line-height: 140%; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.5pt; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="color: #333333; font-family: 'Georgia','serif'; font-size: 10.5pt; line-height: 140%; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">Your First Amendment rights - freedom of speech, association and assembly; freedom of the press, and freedom of religion. <span style="color: #333333; font-family: Symbol; font-size: 10pt; line-height: 140%; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.5pt; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="color: #333333; font-family: 'Georgia','serif'; font-size: 10.5pt; line-height: 140%; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">Your right to equal protection under the law - protection against unlawful discrimination. <span style="color: #333333; font-family: Symbol; font-size: 10pt; line-height: 140%; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.5pt; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="color: #333333; font-family: 'Georgia','serif'; font-size: 10.5pt; line-height: 140%; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">Your right to due process - fair treatment by the government whenever the loss of your liberty or property is at stake. <span style="color: #333333; font-family: Symbol; font-size: 10pt; line-height: 140%; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 10.5pt; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="color: #333333; font-family: 'Georgia','serif'; font-size: 10.5pt; line-height: 140%; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">Your right to privacy - freedom from unwarranted government intrusion into your personal and private affairs. The ACLU also works to extend rights to segments of our population that have traditionally been denied their rights, including people of color; women; lesbians, gay men, bisexuals and transgender people; prisoners; and people with disabilities. If the rights of society's most vulnerable members are denied, everybody's rights are imperiled. Retrieved 3/5/2010

//Sites Specifically for Students// [] A great website for the students to stay engaged and informed which was created by the United Nations [|www.un.org/Pubs/CyberSchoolBus/] [] STAND is the student led division for genocide intervention. Click the link to learn more about genocide and its atrocities.

<span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 150%;">__Be Engaged:__ As educators we can begin our crusade on human rights by promoting fairness and equality starting in the classroom. We can also:

Most importantly we can continue to stay on top of current events and stay engaged in our world at large.
 * Teach the students about our own Bill of Rights and the importance it has on us as as individuals
 * Continue to embrace multiculturialism and explore the regions of our world with our students
 * Set up an Amnesty International Group within our school
 * Petition, raise money, and donate it
 * Design pamphlets promoting human rights awareness
 * Visit and volunteer at different shelters or organizations
 * Write our local and federal government on different current (or old) issues
 * Create problem solving scenarios for the students to role play
 * Teach the students how to make informed decisions
 * Brainstorm with the students what else we can do to help on different topics coming up in the news pertaining to human rights abuses
 * Click on [] for a great lesson plan on human rights awareness

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;"> Below is the curriculum from the Maryland Voluntary State Curriculum (Retrieved from [|www.mdk12.org/instruction/curriculum/index.html] on 3/5/2010). In reviewing the Standards for Political Science grades 3-5, it was evident that Human Rights can be introduced especially during the lessons for:
 * __Curriculum Connections__**

Standard 1.0 Grades 3,4,5 C. Protecting Rights and Maintaing Order


 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.5pt; line-height: 115%;">Grade 3 ** || **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.5pt; line-height: 115%;">Grade 4 ** || **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.5pt; line-height: 115%;">Grade 5 ** ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">Standard 1.0 **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Political Science: Students will understand the historical development and current status of the democratic principles and the development of skills and attitudes necessary to become responsible citizens. || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">Standard 1.0 **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Political Science: Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on democratic skills and attitudes necessary to become responsible citizens. || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">Standard 1.0 **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Political Science: Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on democratic skills and attitudes necessary to become responsible citizens. ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">A **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">. The Foundations and Function of Government || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">A **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">. The Foundations and Function of Government || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">A **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">. The Foundations and Function of Government ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">1. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Explain the role of individuals and groups in creating rules and laws to maintain order, protect citizens, and provide services || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">1. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Trace how the political structure in early Maryland developed and changed over time  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">1. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Examine the early foundations, functions, and purposes of government  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Identify local government leaders, such as the mayor, county council members or commissioners, and county executive and explain their role in protecting citizens and maintaining order || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe how the colony of Maryland was established and governed including the establishment of rule of law and power with authority, such as Proprietorships, Royal Governor, and early General Assembly  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe how the European policies affected the interactions of explorers and colonists with Native Americans, such as the French and Indian War  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Explain the consequences of violating rules and laws || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Explain the importance of the Office of the Governor and the Court of Appeals  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Explain and clarify how Europe's philosophies and policies affected the political structure of the early American Colonies  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">c. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe the selection process and duties of local officials who make, apply, and enforce laws through government || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">c. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Outline the structure and function of the Maryland General Assembly and the roles of state senators and delegates  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">c. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Identify and summarize how democratic principles, such as rule of law, limited government, consent of the governed, popular sovereignty, representative democracy, and the limitation of power influenced our founding documents  ||
 * ||  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">d. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Trace the development of early democratic ideas and practices that emerged during the early colonial period, including the significance of representative assemblies and town meetings  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">2. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Explain how certain practices are connected with the democratic principles (skills, attitudes, and dispositions) of being a citizen || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">2. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Analyze the documents, and democratic ideas that developed in the Maryland Colony  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">2. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Analyze the historic events, documents, and practices that are the foundations of our political systems  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Identify and explain democratic principles, such as individual rights and responsibilities, patriotism, common good, justice and equality || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Analyze how colonial law influenced individuals in Maryland and other colonies, such as indentured servants contracts, Tolerance Acts of 1649, Maryland Charter of 1632  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Explain and report on the early examples of self-government, such as the Mayflower Compact and the House of Burgesses  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe practices such as voting, following rules, volunteering, and recognizing national holidays associated with democratic principles || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe how the Maryland State Constitution includes democratic principles and values  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Analyze the successes and failures in meeting the challenges of governing under Articles of Confederation  ||
 * ||  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">c. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Explain the significance of principles in the development of the Declaration of Independence, Articles of Confederation, Preamble, U.S. Constitution and the Bill of Rights  ||
 * ||  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">d. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe the three branches of government and their individual powers and responsibilities, such as separation of powers and checks and balances  ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">3. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Analyze the role of Maryland government regarding public policy and issues || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">3. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Analyze the roles of colonial government regarding public policy and issues  ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Analyze perspectives and policies in Maryland regarding historic and current public issues || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Identify the effect that regional interests and perspectives had on shaping government policy, and compare such as middling class v. gentry, plantation owners v. proprietors  ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Explain the effect that regional interests have on shaping government policy in and around Maryland, such as Chesapeake Bay issues, availability of land for mining, land use || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Analyze how geographic information influenced the formation of policy, such as the Proclamation of 1763  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">B **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">. Individual and Group Participation in the Political System || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">B **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">. Individual and Group Participation in the Political System || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">B **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">. Individual and Group Participation in the Political System ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">1. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Explain how people and events have contributed to the American political system || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">1. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Analyze how individuals and groups contributed to the political system in Maryland  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">1. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Analyze how individuals' roles and perspectives shape the American political system  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe the contributions of local government leaders such as county executives, county council, mayor and city council || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe the contributions of 17th century English settlers who influenced the early political structure  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Examine the contributions of people associated with the drafting of the Declaration of Independence and the framing of the Constitution, such as James Madison, Thomas Jefferson, John Jay, and George Washington  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe the contributions of people who contributed to the common good of society || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Research the role of Marylanders who influenced the building of our new nation, such as the Sons of Liberty, William Paca, Charles Carroll, Thomas Stone, and Samuel Chase  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Examine how the federalists and anti-federalist perspectives influenced government  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">2. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Analyze the role of individual and group participation in creating a supportive community || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">2. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Defend the importance of civic participation as a citizen of Maryland  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">2. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Analyze the importance of civic participation as a citizen of the United States  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Explain the decision making process used to accomplish a community goal or solve a community problem || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Identify various sources of information that are available to citizens to make political decisions  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Analyze the usefulness of various sources of information used to make political decisions  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Explain the roles and responsibilities of effective citizens in a political process || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Analyze ways people can participate in the political process including voting, petitioning elected officials, and volunteering  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Compare ways people can participate in the political process including voting, petitioning elected officials, and volunteering  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">c. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe the actions of people who have made a positive difference in their community, such as community and civic leaders, and organizations ||   ||   ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">C **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">. Protecting Rights and Maintaining Order || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">C **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">. Protecting Rights and Maintaining Order || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">C **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">. Protecting Rights and Maintaining Order ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">1. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Explain the rights and responsibilities of being a member of the school and the community || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">1. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe rights and responsibilities of being a citizen in Maryland  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">1. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe individual rights and responsibilities in the United States  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe the responsibilities of being an effective citizen, such as cleaning up your neighborhood, being informed, obeying rules and laws, participating in class decisions, and volunteering || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe responsibilities associated with certain basic rights of citizens, such as freedom of speech, religion, and press, and explain why these responsibilities are important  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe responsibilities associated with certain basic rights of citizens, such as freedom of speech, religion, and press, and explain why these responsibilities are important  ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe the role of Maryland state judiciary system || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe the power and responsibility of the Supreme Court including the power of judicial review  ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">2. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Explain how Maryland government protects the rights of individuals and groups || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">2. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Evaluate how the United States government protects the rights of individuals and groups  ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe the rule of law and explain how it impacts individuals and groups || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Explain the balance between providing for the common good and protecting individual rights  ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe the balance between private life and government in providing order and protecting rights || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">b. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Analyze how government needs to provide more protection and order during times of crisis, such as the natural disasters and threats to national security  ||
 * ||  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">3. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Examine the principle of due process  ||
 * ||  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">a. **<span style="font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;"> Describe the due process protections in the Bill of Rights  ||