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Topic: Ideals and reality in American political and social life 

Civics

 Standard 14.  Understands issues concerning the disparities between ideals and reality in American political and social life
  Level III (Grade 6-8)
   Benchmark 1.Knows some important American ideals (e.g., liberty and justice for all, an informed citizenry, civic virtue or concern for the common good, respect for the rights of others)
    Knowledge/skill statements
     1.Knows that liberty and justice for all is a common American ideal
     2.Knows that an informed citizenry for is a common American ideal
     3.Knows that civic virtue or concern for the common good for is a common American ideal
     4.Knows that respect for the rights of others is a common American ideal
   Benchmark 2.Knows why political and social ideals are important, even if they cannot be fully achieved
    Knowledge/skill statements
     1.Knows why political ideals are important, even if they cannot be fully achieved
     2.Knows why social ideals are important, even if they cannot be fully achieved
   Benchmark 3.Knows some of the discrepancies that have arisen between American ideals and the realities of political and social life in the United States (e.g., the ideal of equal justice for all and the reality that the poor may not have equal access to the judicial system)
    Knowledge/skill statements
     1.Knows some of the discrepancies that have arisen between American ideals and the realities of political life in the United States
     2.Knows some of the discrepancies that have arisen between American ideals and the realities of social life in the United States
     3.Understands the ideal of equal justice for all, but the reality that the poor may not have equal access to the judicial system
   Benchmark 4.Knows some of the efforts that have been put forth to reduce discrepancies between ideals and the reality of American public life (e.g., abolition, suffrage, civil rights, environmental protection movements)
    Knowledge/skill statements
     1.Knows that the abolition effort strived to reduce discrepancies between ideals and the reality of American public life
     2.Knows that suffrage efforts strived to reduce discrepancies between ideals and the reality of American public life
     3.Knows that civil rights efforts strived to reduce discrepancies between ideals and the reality of American public life
     4.Knows that environmental protection movements strive to reduce discrepancies between ideals and the reality of American public life
   Benchmark 5.Knows how various individual actions, social actions, and political actions can help to reduce discrepancies between reality and the ideals of American constitutional democracy
    Knowledge/skill statements
     1.Knows how individual actions can help to reduce discrepancies between reality and the ideals of American constitutional democracy
     2.Knows how social actions can help to reduce discrepancies between reality and the ideals of American constitutional democracy
     3.Knows how social actions can help to reduce discrepancies between reality and the ideals of American constitutional democracy
  Level IV (Grade 9-12)
   Benchmark 1.Understands the importance of established ideals in political life and why Americans should insist that current practices constantly be compared with these ideals
    Knowledge/skill statements
     1.Understands the importance of established ideals in political life
     2.Understands why Americans should insist that current practices constantly be compared with established ideals
   Benchmark 2.Knows discrepancies between American ideals and the realities of American social and political life (e.g., the ideal of equal opportunity and the reality of unfair discrimination)
    Knowledge/skill statements
     1.Knows discrepancies between American ideals and the realities of American social life
     2.Knows discrepancies between American ideals and the realities of American political life
     3.Understands the contrast between the ideal of equal opportunity and the reality of unfair discrimination
   Benchmark 3.Knows historical and contemporary efforts to reduce discrepancies between ideals and reality in American public life (e.g., union movements, government programs such as Head Start, civil rights legislation and enforcement)
    Knowledge/skill statements
     1.Knows historical efforts to reduce discrepancies between ideals and reality in American public life
     2.Knows contemporary efforts to reduce discrepancies between ideals and reality in American public life
     3.Knows that union movements have attempted to reduce discrepancies between ideals and reality in American public life
     4.Knows that some government programs, such as Head Start , attempt to reduce discrepancies between ideals and reality in American public life
     5.Knows that civil rights legislation and enforcement has attempted to reduce discrepancies between ideals and reality in American public life