Mock Election and the
   History / Social Science Content Standards

Mock Election is a powerful tool to teach students about the process of voting, about community involvement, and about democracy at work. These, and other objectives, are contained in the History/ Social Science Framework Content for California Public Schools, 2001 Updated Edition with Content Standards. Following are some of the standards addressed by participation in the Mock Election:

Grade 4

Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution (Standard 4.5), . . . including the roles and responsibilities of their elected officials. (4.5.4)

Grade 5

Students understand the political, religious, social, and economic institutions that evolved in the colonial era (5.4) . . . and explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings. (5.4.7)

Grade 6

Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece (6.4) and . . . trace the transition . . . to early democratic forms of government . . . in ancient Greece, including the significance of the invention of the idea of citizenship (6.4.2), and . . . state the key differences between Athenian, or direct, democracy and representative democracy. (6.4.3)

Students analyze the geographic, political, economic, religious and social structures during the development of Rome (6.7) and . . . describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty). (6.7.2)

Grade 8

Students understand the foundation of the American political system and the ways in which citizens participate in it (8.3) and . . . describe the basic law-making process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups). (8.3.6)

Grade 11

Students understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization. (11.1.3)

Students analyze the major political, social, economic, technological, and cultural developments of the 1920s (11.5) and . . . analyze the passage of the Nineteenth Amendment and the changing role of women in society. (11.5.4)

Students analyze the development of federal civil rights and voting rights (11.10) and . . . analyze the passage and effects of civil rights and voting rights legislation . . . with an emphasis on equality of access to education and to the political process. (11.10.6)

Grade 12

Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy (12.1) and . . . how the Constitution reflects a balance between . . . the public good and . . . individual rights; and . . .how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence. . . (12.1.3)

Students understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. (12.2.4)

Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution. (12.4) and . . . identify their current representatives in the legislative branch of the national government. (12.4.3)

Students evaluate issues regarding campaigns for national, state, and local elective offices: (12.6) . . . the origin, development, and role of political parties; (12.6.1) . . . history of the nomination process . . . and the increasing importance of primaries; (12.6.2) . . . describe the means that citizens use to participate in the political process; (12.6.4; . . . analyze the causes and effects of reapportionment and redistricting . . . (12.6.6)

Students evaluate and take and defend positions on the influence of the media on American political life. (12.8) . . . describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics; (12.8.2) explain how public officials use the media to communicate . . . and to shape public opinion. (12.8.3)