What Does the Rule of Law Mean to You?
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Social Studies –American History: the Founding Principles, Civics and Economics Course
Appendix A: American History: The Founding Principles, Civics and Economics This appendix contains additions made to the North Carolina Essential Standards for Civics and Economics pursuant to the North Carolina General Assembly passage of The Founding Principles Act (SL 2011-273). This document is organized as follows: an introduction that describes the intent of the course and a set of standards that establishes the expectation of what students should understand, know, and be able to do upon successful completion of the course. There are ten essential standards for this course, each with more specific clarifying objectives. The name of the course has been changed to American History: The Founding Principles, Civics and Economics and the last column has been added to show the alignment of the standards to the Founding Principles Act. 6 North Carolina Essential Standards Social Studies –American History: The Founding Principles, Civics and Economics Course American History: The Founding Principles, Civics and Economics has been developed as a course that provides a framework for understanding the basic tenets of American democracy, practices of American government as established by the United States Constitution, basic concepts of American politics and citizenship and concepts in macro and micro economics and personal finance. The essential standards of this course are organized under three strands – Civics and Government, Personal Financial Literacy and Economics. The Civics and Government strand is framed to develop students’ increased understanding of the institutions of constitutional democracy and the fundamental principles and values upon which they are founded, the skills necessary to participate as effective and responsible citizens and the knowledge of how to use democratic procedures for making decisions and managing conflict. -
The Influence of Jurisprudential Inquiry 1
Running Head: THE INFLUENCE OF JURISPRUDENTIAL INQUIRY 1 The Influence of Jurisprudential Inquiry Learning Strategies and Logical Thinking Ability towards Learning of Civics in Senior High School (SMA) 1Hernawaty Damanik 2I Nyoman S. Degeng 2Punaji Setyosari 2I Wayan Dasna 1Open University; State University of Malang 2State University of Malang Author Note Hernawaty Damanik is senior lecturer at Open University, Malang, and student of Graduate Program in Education Technology State University of Malang. I Nyoman S. Degeng and Punaji Setyosari are professors at Graduate Program State University of Malang. I Wayan Dasna is senior lecturer at Graduate Program State University of Malang Correspondence concerning this article should be addressed to [email protected] THE INFLUENCE OF JURISPRUDENTIAL INQUIRY 2 THE INFLUENCE OF JURISPRUDENTIAL INQUIRY LEARNING STRATEGIES AND LOGICAL THINKING ABILITY TOWARDS LEARNING OF CIVICS SENIOR HIGH SCHOOL (SMA) Abstract Pancasila and Citizenship Education (Civics) is one of many other school subjects emphasizing on value and moral education in order to form multicultural Indonesian citizens who appreciate the culture of plural communities. The learning of PPKn (civics) should be designed and developed through a thorough strategy in accordance with its aims and materials to create students with critical, argumentative, and logical thinking ability. The learning of civics has not been totally carried out on the tract where teachers are dominantly active in the class while students just do memorizing and reading, less of joyfull learning, and become “text-bookish”. One of many other strategies to succeed innovative, constructive, and relevant learning in accordance with the thinking ability of Senior High School students is through jurisprudential inquiry. -
Law, Liberty and the Rule of Law (In a Constitutional Democracy)
Georgetown University Law Center Scholarship @ GEORGETOWN LAW 2013 Law, Liberty and the Rule of Law (in a Constitutional Democracy) Imer Flores Georgetown Law Center, [email protected] Georgetown Public Law and Legal Theory Research Paper No. 12-161 This paper can be downloaded free of charge from: https://scholarship.law.georgetown.edu/facpub/1115 http://ssrn.com/abstract=2156455 Imer Flores, Law, Liberty and the Rule of Law (in a Constitutional Democracy), in LAW, LIBERTY, AND THE RULE OF LAW 77-101 (Imer B. Flores & Kenneth E. Himma eds., Springer Netherlands 2013) This open-access article is brought to you by the Georgetown Law Library. Posted with permission of the author. Follow this and additional works at: https://scholarship.law.georgetown.edu/facpub Part of the Constitutional Law Commons, Jurisprudence Commons, Legislation Commons, and the Rule of Law Commons Chapter6 Law, Liberty and the Rule of Law (in a Constitutional Democracy) lmer B. Flores Tse-Kung asked, saying "Is there one word which may serve as a rule of practice for all one's life?" K'ung1u-tzu said: "Is not reciprocity (i.e. 'shu') such a word? What you do not want done to yourself, do not ckJ to others." Confucius (2002, XV, 23, 225-226). 6.1 Introduction Taking the "rule of law" seriously implies readdressing and reassessing the claims that relate it to law and liberty, in general, and to a constitutional democracy, in particular. My argument is five-fold and has an addendum which intends to bridge the gap between Eastern and Western civilizations, -
Learn About the United States Quick Civics Lessons for the Naturalization Test
Learn About the United States Quick Civics Lessons for the Naturalization Test M-638 (rev. 02/19) Learn About the United States: Quick Civics Lessons Thank you for your interest in becoming a citizen of the United States of America. Your decision to apply for IMPORTANT NOTE: On the naturalization test, some U.S. citizenship is a very meaningful demonstration of answers may change because of elections or appointments. your commitment to this country. As you study for the test, make sure that you know the As you prepare for U.S. citizenship, Learn About the United most current answers to these questions. Answer these States: Quick Civics Lessons will help you study for the civics questions with the name of the official who is serving and English portions of the naturalization interview. at the time of your eligibility interview with USCIS. The USCIS Officer will not accept an incorrect answer. There are 100 civics (history and government) questions on the naturalization test. During your naturalization interview, you will be asked up to 10 questions from the list of 100 questions. You must answer correctly 6 of the 10 questions to pass the civics test. More Resources to Help You Study Applicants who are age 65 or older and have been a permanent resident for at least 20 years at the time of Visit the USCIS Citizenship Resource Center at filing the Form N-400, Application for Naturalization, uscis.gov/citizenship to find additional educational are only required to study 20 of the 100 civics test materials. Be sure to look for these helpful study questions for the naturalization test. -
Rule-Of-Law.Pdf
RULE OF LAW Analyze how landmark Supreme Court decisions maintain the rule of law and protect minorities. About These Resources Rule of law overview Opening questions Discussion questions Case Summaries Express Unpopular Views: Snyder v. Phelps (military funeral protests) Johnson v. Texas (flag burning) Participate in the Judicial Process: Batson v. Kentucky (race and jury selection) J.E.B. v. Alabama (gender and jury selection) Exercise Religious Practices: Church of the Lukumi-Babalu Aye, Inc. v. City of Hialeah (controversial religious practices) Wisconsin v. Yoder (compulsory education law and exercise of religion) Access to Education: Plyer v. Doe (immigrant children) Brown v. Board of Education (separate is not equal) Cooper v. Aaron (implementing desegregation) How to Use These Resources In Advance 1. Teachers/lawyers and students read the case summaries and questions. 2. Participants prepare presentations of the facts and summaries for selected cases in the classroom or courtroom. Examples of presentation methods include lectures, oral arguments, or debates. In the Classroom or Courtroom Teachers/lawyers, and/or judges facilitate the following activities: 1. Presentation: rule of law overview 2. Interactive warm-up: opening discussion 3. Teams of students present: case summaries and discussion questions 4. Wrap-up: questions for understanding Program Times: 50-minute class period; 90-minute courtroom program. Timing depends on the number of cases selected. Presentations maybe made by any combination of teachers, lawyers, and/or students and student teams, followed by the discussion questions included in the wrap-up. Preparation Times: Teachers/Lawyers/Judges: 30 minutes reading Students: 60-90 minutes reading and preparing presentations, depending on the number of cases and the method of presentation selected. -
Rule of Law Freedom Prosperity
George Mason University SCHOOL of LAW The Rule of Law, Freedom, and Prosperity Todd J. Zywick 02-20 LAW AND ECONOMICS WORKING PAPER SERIES This paper can be downloaded without charge from the Social Science Research Network Electronic Paper Collection: http://ssrn.com/abstract_id= The Rule of Law, Freedom, and Prosperity Todd J. Zywicki* After decades of neglect, interest in the nature and consequences of the rule of law has revived in recent years. In the United States, the Supreme Court’s decision in Bush v. Gore has triggered renewed interest in the nature of the rule of law in the Anglo-American tradition. Meanwhile, economists have increasingly come to realize the importance of political and legal institutions, especially the presence of the rule of law, in providing the foundation of freedom and prosperity in developing countries. The emerging economies of Eastern Europe and the developing world in Latin America and Africa have thus sought guidance on how to grow the rule of law in these parts of the world that traditionally have lacked its blessings. This essay summarizes the philosophical and historical foundations of the rule of law, why Bush v. Gore can be understood as a validation of the rule of law, and explores the consequences of the presence or absence of the rule of law in developing countries. I. INTRODUCTION After decades of neglect, the rule of law is much on the minds of legal scholars today. In the United States, the Supreme Court’s decision in Bush v. Gore has triggered a renewed interest in the Anglo-American tradition of the rule of law.1 In the emerging democratic capitalist countries of Eastern Europe, societies have struggled to rediscover the rule of law after decades of Communist tyranny.2 In the developing countries of Latin America, the publication of Hernando de Soto’s brilliant book The Mystery of Capital3 has initiated a fervor of scholarly and political interest in the importance and the challenge of nurturing the rule of law. -
Freedom, Legality, and the Rule of Law John A
Washington University Jurisprudence Review Volume 9 | Issue 1 2016 Freedom, Legality, and the Rule of Law John A. Bruegger Follow this and additional works at: http://openscholarship.wustl.edu/law_jurisprudence Part of the Jurisprudence Commons, Legal History Commons, Legal Theory Commons, and the Rule of Law Commons Recommended Citation John A. Bruegger, Freedom, Legality, and the Rule of Law, 9 Wash. U. Jur. Rev. 081 (2016). Available at: http://openscholarship.wustl.edu/law_jurisprudence/vol9/iss1/7 This Article is brought to you for free and open access by the Law School at Washington University Open Scholarship. It has been accepted for inclusion in Washington University Jurisprudence Review by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. FREEDOM, LEGALITY, AND THE RULE OF LAW JOHN A. BRUEGGER ABSTRACT There are numerous interactions between the rule of law and the concept of freedom. We can see this by looking at Fuller’s eight principles of legality, the positive and negative theories of liberty, coercive and empowering laws, and the formal and substantive rules of law. Adherence to the rules of formal legality promotes freedom by creating stability and predictability in the law, on which the people can then rely to plan their behaviors around the law—this is freedom under the law. Coercive laws can actually promote negative liberty by pulling people out of a Hobbesian state of nature, and then thereafter can be seen to decrease negative liberty by restricting the behaviors that a person can perform without receiving a sanction. Empowering laws promote negative freedom by creating new legal abilities, which the people can perform. -
A Government of Laws, Not Of
A Government of Laws, Not of Men American Democracy and The Rule of Law Introduction The strength of our democratic institutions relies on the public’s understanding of those institutions. However, we are not preparing Californians with the civic knowledge and skills they need to be active and engaged participants. This white paper is intended to provide concise and accessible context to the understanding of “the rule of law,” and its relevance to the daily lives of individuals. The first of three sections defines the concept of “the rule of law” and provides the historical development from a Western perspective. The second briefly discusses the implementation of “the rule of law” in other countries and jurisdictions, and highlights some of the differences between the United States and countries abroad. While the third underscores the relevance of “the rule of law” to Californians by briefly discussing California’s turbulent past, and modern day advantages to a stable legal system that have helped to create a thriving economy in the great State of California. What is the Rule of Law? The concept of “the rule of law” can be a difficult one to define in specific terms. This section will attempt to assert a general definition of “the rule of law” and provide some context to the development of that definition historically and culturally. Finally, this section covers how “the rule of law” is implemented by the government with a focus on the judicial branch and its interactions with the executive and legislative branches. Overview of the Modern Conception of the Rule of Law A modern view in the United States is that through the separation of powers between the legislative, executive, and judicial branches “that it may be a government of laws and not of men.” 1 This perspective extends to create a system of government where individuals and the government itself are subject to laws that are administered with equity, and neither are subject to 1 Mass. -
"Public Service Must Begin at Home": the Lawyer As Civics Teacher in Everyday Practice
William & Mary Law Review Volume 50 (2008-2009) Issue 4 The Citizen Lawyer Symposium Article 5 3-1-2009 "Public Service Must Begin at Home": The Lawyer as Civics Teacher in Everyday Practice Bruce A. Green Russell G. Pearce Follow this and additional works at: https://scholarship.law.wm.edu/wmlr Part of the Legal Ethics and Professional Responsibility Commons, and the Legal Profession Commons Repository Citation Bruce A. Green and Russell G. Pearce, "Public Service Must Begin at Home": The Lawyer as Civics Teacher in Everyday Practice, 50 Wm. & Mary L. Rev. 1207 (2009), https://scholarship.law.wm.edu/wmlr/vol50/iss4/5 Copyright c 2009 by the authors. This article is brought to you by the William & Mary Law School Scholarship Repository. https://scholarship.law.wm.edu/wmlr "PUBLIC SERVICE MUST BEGIN AT HOME": THE LAWYER AS CIVICS TEACHER IN EVERYDAY PRACTICE BRUCE A. GREEN* & RUSSELL G. PEARCE** TABLE OF CONTENTS INTRODUCTION ...................................... 1208 I. THE IDEA OF THE LAWYER AS Civics TEACHER ........... 1213 II. WHY LAWYERS SHOULD TEACH CIVICS WELL ........... 1219 A. Teaching Civics Well as a Public Service ............ 1220 B. Teaching Civics Well as Intrinsic to the Lawyer's Social Function ......................... 1223 1. The ABA /AALS Report's Idea of Lawyers' PedagogicRole as Derived from Their Social Function .......................... 1223 2. Antecedents to the ABA /AALS Report's Idea of Lawyers'PedagogicRole ........................ 1227 3. The Perpetuationof the ABA/AALS Report's Idea of Lawyers'PedagogicRole ................. 1231 III. THE SIGNIFICANCE OF THE CONCEPT IN PROFESSIONAL AND ACADEMIC DISCOURSE ............. 1233 A. Serving the Public Good ......................... 1233 B. The Lawyer's Role in a Democracy ................ -
Civics and Economics CE.6 Study Guide
HISTORY AND SOCIAL SCIENCE STANDARDS OF LEARNING • Prepares the annual budget for congressional action CURRICULUM FRAMEWORK 2008 (NEW) Reformatted version created by SOLpass • Appoints cabinet officers, ambassadors, and federal judges www.solpass.org Civics and Economics • Administers the federal bureaucracy The judicial branch CE.6 Study Guide • Consists of the federal courts, including the Supreme Court, the highest court in the land • The Supreme Court exercises the power of judicial review. • The federal courts try cases involving federal law and questions involving interpretation of the Constitution of the United States. STANDARD CE.6A -- NATIONAL GOVERNMENT STRUCTURE The structure and powers of the national government. The Constitution of the United States defines the structure and powers of the national government. The powers held by government are divided between the national government in Washington, D.C., and the governments of the 50 states. What is the structure of the national government as set out in the United States Constitution? STANDARD CE.6B What are the powers of the national government? -- SEPARATION OF POWERS Legislative, executive, and judicial powers of the national government are distributed among three distinct and independent branches of government. The principle of separation of powers and the operation of checks and balances. The legislative branch • Consists of the Congress, a bicameral legislature The powers of the national government are separated consisting of the House of Representatives (435 among three -
Final Report of the Committee to Study the Scope And
STATE OF MAINE 121ST LEGISLATURE FIRST REGULAR SESSION Final Report of the Commission to Study the Scope and Quality of Citizenship Education February 2004 Members: Senator Neria R. Douglas, Chair Representative Glenn Cummings, Chair Senator Betty Lou Mitchell Representative Gerald M. Davis Joseph Burnham Gale Caddoo Amanda Coffin Staff: Christopher J. Hall Phillip D. McCarthy, Ed.D., Legislative Analyst Judith Harvey Nicole A. Dube, Legislative Analyst Kurt Hoffman Richard Marchi Office of Policy & Legal Analysis Denise O’Toole Maine Legislature Elizabeth McCabe Park (207) 287-1670 Patrick Phillips http://www.state.me.us/legis/opla/ Francine Rudoff Table of Contents Page Executive Summary ....................................................................................................... i I. Introduction....................................................................................................... 1 II. Background ....................................................................................................... 4 III. Summary of Key Findings ................................................................................ 8 IV. Conclusions and Recommendations ............................................................... 15 Appendices A. Authorizing Legislation, Resolve 2003, Chapter 85 B. Membership List, Commission to Study the Scope and Quality of Citizenship Education C. Resource People and Presenters Providing Information to the Commission D. Definitions E. Bibliography of Citizenship Education Materials F. Citizenship -
Civics (History and Government) Questions for the Naturalization Test
(rev. 0/09) Civics (History and Government) Questions for the Naturalization Test The 00 civics (history and government) questions and answers for the naturalization test are listed below. The civics test is an oral test and the USCIS Officer will ask the applicant up to 10 of the 100 civics questions.An applicant must answer 6 out of 0 questions correctly to pass the civics portion of the naturalization test. Although USCIS is aware that there may be additional correct answers to the 100 civics questions, applicants are encouraged to respond to the civics questions using the answers provided below. AMERICAN GOVERNMENT A: Principles of American Democracy 1. What is the supreme law of the land? ▪ the Constitution 2. What does the Constitution do? ▪ sets up the government ▪ defines the government ▪ protects basic rights of Americans 3. The idea of self-government is in the first three words of the Constitution. What are these words? ▪ We the People 4. What is an amendment? ▪ a change (to the Constitution) ▪ an addition (to the Constitution) 5. What do we call the first ten amendments to the Constitution? ▪ the Bill of Rights 6. What is one right or freedom from the First Amendment?* ▪ speech ▪ religion ▪ assembly ▪ press ▪ petition the government 7. How many amendments does the Constitution have? ▪ twenty-seven (27) 8. What did the Declaration of Independence do? ▪ announced our independence (from Great Britain) ▪ declared our independence (from Great Britain) ▪ said that the United States is free (from Great Britain) * If you are 65 years old or older and have been a legal permanent resident of the United States for 20 or more years, you may study just the questions that have been marked with an asterisk.