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The Swedish Political System

Skapad 2020-10-08 14:25 i Rödabergsskolan Stockholm Grundskolor
Grundskola 7 – 9 Samhällskunskap
In this module we will be looking at the structure and function of the political system in Sweden. We will examine the form and function of the political structures in Sweden at the national, regional, and local levels. We will also look at the European Union and examine how Sweden's membership influences the national political structures of Sweden itself.

Innehåll

Content

In this module you will develop an understanding of how the political system is Sweden is structured and how individuals participate in the structures that are found at the local, regional, national and international levels. We will look at basic concepts such as types of states, forms of government, electoral structures, parliamentary composition and procedures, as well as citizen participation in democratic decision-making. We will discuss how each of us can influence and can be influenced by the political structures that we exist within. We will also be making critical comparisions between governing structures in Sweden and the United States.

Who decides? And how are these decisions to be reached? How can each of us have our voices heard through the democractic process? And how can we be sure that this process is valid and just? These and other issues will be addressed to help you understand and (eventually) participate in the Swedish political system as a responsible citizen/resident.

Goals

By the end of this module you will be required to demonstrate an understanding of the Swedish political system, including the structure and function of the governing bodies at the following levels: local, regional, national, and international (EU). You will be provided the opportunity to do so via individual assignments, group discussion, and a final exam which will test your knowledge and understanding in this area.

Materials

1. Digital texts available in your OneNote Class Notebook. 

2. Digital charts and graphs provided in your OneNote Class Notebook.

3. Additional materials to be used in research for the writing an comparative text.

4. Video lectures. 

 

Success Strategies

To perform well in this module you should consider the following:

1. Read the texts provided carefully and annotate where/when necessary.

2. Spend time trying to summarize what you have read in writing and or verbally with a peer.

3. Listen attentively in class and make sure you take notes.

4. Review your study materials regularly.

5. Work diligently and pace yourself so that you don't become overwhelmed at any point in the module.

6. Make sure that you plan appropriately so that you come to class prepared when the in-class argumentative text writing assignment is to be completed (a date will be provided in advance)

7. Do not save all of your study time to the night before the final exam for this module.

Assessment

1. Participation in group and class discussions.

2. Comparative text writing assignment.

3. Final exam.

Uppgifter

  • Week 13 - Readings and Lectures

  • Week 13 - Readings and Lectures

  • Week 12- Readings and Lectures

  • Comparative Essay

  • Study and Discussion Questions

  • Final Exam - The Swedish Political System

Kopplingar till läroplanen

  • Syfte
  • reflektera över hur individer och samhällen formas, förändras och samverkar,
    Sh
  • analysera och kritiskt granska lokala, nationella och globala samhällsfrågor ur olika perspektiv,
    Sh
  • analysera samhällsstrukturer med hjälp av samhällsvetenskapliga begrepp och modeller,
    Sh
  • uttrycka och värdera olika ståndpunkter i till exempel aktuella samhällsfrågor och argumentera utifrån fakta, värderingar och olika perspektiv,
    Sh
  • söka information om samhället från medier, Internet och andra källor och värdera deras relevans och trovärdighet, och
    Sh
  • reflektera över mänskliga rättigheter samt demokratiska värden, principer, arbetssätt och beslutsprocesser.
    Sh
  • Centralt innehåll
  • Demokratiska fri- och rättigheter samt skyldigheter för medborgare i demokratiska samhällen. Etiska och demokratiska dilemman som hänger samman med demokratiska rättigheter och skyldigheter, till exempel gränsen mellan yttrandefrihet och kränkningar i sociala medier.
    Sh  7-9
  • Rättssystemet i Sverige och principer för rättssäkerhet. Hur normuppfattning och lagstiftning påverkar varandra. Kriminalitet, våld och organiserad brottslighet. Kriminalvårdens uppgifter och brottsoffers situation.
    Sh  7-9
  • Kunskapskrav
  • Eleven har grundläggande kunskaper om olika samhällsstrukturer.
    Sh  E 9
  • Eleven visar det genom att undersöka hur sociala, mediala, rättsliga, ekonomiska och politiska strukturer i samhället är uppbyggda och fungerar och beskriver då enkla samband inom och mellan olika samhällsstrukturer.
    Sh  E 9
  • I beskrivningarna kan eleven använda begrepp och modeller på ett i huvudsak fungerande sätt.
    Sh  E 9
  • Eleven kan föra enkla resonemang om hur individer och samhällen påverkas av och påverkar varandra och beskriver då enkla samband mellan olika faktorer som har betydelse för individers möjligheter att påverka sin egen och andras livssituation.
    Sh  E 9
  • Eleven kan undersöka samhällsfrågor ur olika perspektiv och beskriver då enkla samband med enkla och till viss del underbyggda resonemang.
    Sh  E 9
  • Eleven värderar och uttrycker olika ståndpunkter i några samhällsfrågor med enkla resonemang och till viss del underbyggda argument och kan då i viss utsträckning växla mellan olika perspektiv.
    Sh  E 9
  • Eleven kan söka information om samhället och använder då olika källor på ett i huvudsak fungerande sätt och för enkla och till viss del underbyggda resonemang om informationens och källornas trovärdighet och relevans.
    Sh  E 9
  • Eleven har goda kunskaper om olika samhällsstrukturer.
    Sh  C 9
  • Eleven visar det genom att undersöka hur sociala, mediala, rättsliga, ekonomiska och politiska strukturer i samhället är uppbyggda och fungerar och beskriver då förhållandevis komplexa samband inom och mellan olika samhällsstrukturer.
    Sh  C 9
  • I beskrivningarna kan eleven använda begrepp och modeller på ett relativt väl fungerande sätt.
    Sh  C 9
  • Eleven kan föra relativt väl utvecklade resonemang om hur individer och samhällen påverkas av och påverkar varandra och beskriver då förhållandevis komplexa samband mellan olika faktorer som har betydelse för individers möjligheter att påverka sin egen och andras livssituation.
    Sh  C 9
  • Eleven kan undersöka samhällsfrågor ur olika perspektiv och beskriver då förhållandevis komplexa samband med utvecklade och relativt väl underbyggda resonemang.
    Sh  C 9
  • Eleven värderar och uttrycker olika ståndpunkter i några samhällsfrågor med utvecklade resonemang och relativt väl underbyggda argument och kan då i förhållandevis stor utsträckning växla mellan olika perspektiv.
    Sh  C 9
  • Eleven kan söka information om samhället och använder då olika källor på ett relativt väl fungerande sätt och för utvecklade och relativt väl underbyggda resonemang om informationens och källornas trovärdighet och relevans.
    Sh  C 9
  • Eleven har mycket goda kunskaper om olika samhällsstrukturer.
    Sh  A 9
  • Eleven visar det genom att undersöka hur sociala, mediala, rättsliga, ekonomiska och politiska strukturer i samhället är uppbyggda och fungerar och beskriver då komplexa samband inom och mellan olika samhällsstrukturer.
    Sh  A 9
  • I beskrivningarna kan eleven använda begrepp och modeller på ett väl fungerande sätt.
    Sh  A 9
  • Eleven kan föra välutvecklade och nyanserade resonemang om hur individer och samhällen påverkas av och påverkar varandra och beskriver då komplexa samband mellan olika faktorer som har betydelse för individers möjligheter att påverka sin egen och andras livssituation.
    Sh  A 9
  • Eleven kan undersöka samhällsfrågor ur olika perspektiv och beskriver då komplexa samband med välutvecklade och väl underbyggda resonemang.
    Sh  A 9
  • Eleven värderar och uttrycker olika ståndpunkter i några samhällsfrågor med välutvecklade resonemang och väl underbyggda argument och kan då i stor utsträckning växla mellan olika perspektiv.
    Sh  A 9
  • Eleven kan söka information om samhället och använder då olika källor på ett väl fungerande sätt och för välutvecklade och väl underbyggda resonemang om informationens och källornas trovärdighet och relevans.
    Sh  A 9

Matriser

Sh
SO - Civics The Swedish Political System

Rubrik 1

Improvement Required
E
C
A
Societal Structures
Improvement is needed to meed the minimum criteria for this skill area.
The student has basic knowledge of different social structures.
The student has good knowledge of different social structures.
The student has very good knowledge of different social structures.
Investigate structures in society
Improvement is needed to meed the minimum criteria for this skill area.
The student shows this by investigating/researching how social, media, judicial, economic and political structures in society are constructed and function and describes simple relationships within and between different social structures.
The student shows this by investigating/researching how social, media, judicial, economic and political structures in society are constructed and function and describes relatively complex relationships within and between different social structures.
The student shows this by investigating/researching how social, media, judicial, economic and political structures in society are constructed and function and describes complex relationships within and between different social structures.
Conceptual Understanding and Use
Improvement is needed to meed the minimum criteria for this skill area.
In descriptions (see above) the student can use concepts and models in a basically functional manner.
In descriptions (see above) the student can use concepts and models in a relatively well-functioning manner.
In descriptions (see above) the student can use concepts and models in a well-functioning manner.
Reciprocal Influence between the individual and society
Improvement is needed to meed the minimum criteria for this skill area.
The student can produce simple reasoning about how individuals and society affect and are affected by each other and describe simple relationships between different factors that have signficance for the individual's possibilities to influence his/her own and other's life situation.
The student can produce relatively well developed reasoning about how individuals and society affect and are affected by each other and describe relatively complex relationships between different factors that have signficance for the individual's possibilities to influence his/her own and other's life situation.
The student can produce well developed reasoning about how individuals and society affect and are affected by each other and describe complex relationships between different factors that have signficance for the individual's possibilities to influence his/her own and other's life situation.
Investigate Socially Significant Issues
Improvement is needed to meed the minimum criteria for this skill area.
The student can investigate/research important social issues from different perspectives and describe simple relationships with simple and to a certain extent supported reasoning.
The student can investigate/research important social issues from different perspectives and describe relatively complex relationships with developed and relatively well supported reasoning.
The student can investigate/research important social issues from different perspectives and describe complex relationships with well developed and well supported reasoning.
Express and evaluate viewpoints
Improvement is needed to meed the minimum criteria for this skill area.
The student can evaluate and express different viewpoints in various socially important issues with simple reasoning and to a certain extent supported argument and can to a certain extent alternate between different perspectives.
The student can evaluate and express different viewpoints in various socially important issues with developed reasoning and well developed argument and to a great significant extent alternate between different perspectives.
The student can evaluate and express different viewpoints in various socially important issues with well developed reasoning and well developed argument and to a great significant extent alternate between different perspectives.
Research and Source Criticism
Improvement is needed to meed the minimum criteria for this skill area.
The student can seek information about society and use different sources in a basically functional manner and produce simple and to a certain extent developed reasoning about the information's and the source's credibility and relevance.
The student can seek information about society and use different sources in a relatively well functioning manner and produce relatively well developed reasoning about the information's and the source's credibility and relevance.
The student can seek information about society and use different sources in a well functioning manner and produce well developed reasoning about the information's and the source's credibility and relevance.
Understanding Democracy
Improvement is needed to meed the minimum criteria for this skill area.
The student has basic understading of democratic values and processes and shows this though simple reasoning about democractic rights and responsibilities as well as advantages and disadvantages of different forms of joint decision-making.
The student has good understading of democratic values and processes and shows this though developed reasoning about democractic rights and responsibilities as well as advantages and disadvantages of different forms of joint decision-making.
The student has very good understading of democratic values and processes and shows this though well developed and nuanced reasoning about democractic rights and responsibilities as well as advantages and disadvantages of different forms of joint decision-making.

Sh
SO - Civics The Swedish Political System (8en)

Rubrik 1

Improvement Required
E
C
A
Societal Structures
Improvement is needed to meed the minimum criteria for this skill area.
The student has basic knowledge of different social structures.
The student has good knowledge of different social structures.
The student has very good knowledge of different social structures.
Investigate structures in society
Improvement is needed to meed the minimum criteria for this skill area.
The student shows this by investigating/researching how social, media, judicial, economic and political structures in society are constructed and function and describes simple relationships within and between different social structures.
The student shows this by investigating/researching how social, media, judicial, economic and political structures in society are constructed and function and describes relatively complex relationships within and between different social structures.
The student shows this by investigating/researching how social, media, judicial, economic and political structures in society are constructed and function and describes complex relationships within and between different social structures.
Conceptual Understanding and Use
Improvement is needed to meed the minimum criteria for this skill area.
In descriptions (see above) the student can use concepts and models in a basically functional manner.
In descriptions (see above) the student can use concepts and models in a relatively well-functioning manner.
In descriptions (see above) the student can use concepts and models in a well-functioning manner.
Reciprocal Influence between the individual and society
Improvement is needed to meed the minimum criteria for this skill area.
The student can produce simple reasoning about how individuals and society affect and are affected by each other and describe simple relationships between different factors that have signficance for the individual's possibilities to influence his/her own and other's life situation.
The student can produce relatively well developed reasoning about how individuals and society affect and are affected by each other and describe relatively complex relationships between different factors that have signficance for the individual's possibilities to influence his/her own and other's life situation.
The student can produce well developed reasoning about how individuals and society affect and are affected by each other and describe complex relationships between different factors that have signficance for the individual's possibilities to influence his/her own and other's life situation.
Understanding Democracy
Improvement is needed to meed the minimum criteria for this skill area.
The student has basic understading of democratic values and processes and shows this though simple reasoning about democractic rights and responsibilities as well as advantages and disadvantages of different forms of joint decision-making.
The student has good understading of democratic values and processes and shows this though developed reasoning about democractic rights and responsibilities as well as advantages and disadvantages of different forms of joint decision-making.
The student has very good understading of democratic values and processes and shows this though well developed and nuanced reasoning about democractic rights and responsibilities as well as advantages and disadvantages of different forms of joint decision-making.
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