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Arlington Public Schools Social Studies Curriculum 2016 GRADE 12: U.S. & Virginia Government

ACKNOWLEDGEMENTS

The Social Studies Office acknowledges the contributions made to the development of these materials by

all social studies staff and especially the following people:

Kindergarten: Our Community Mary Cantwell, Anna Maria Lechleitner, Juanita Wade

Grade 1: Our State Marijoy Cordero, Gina Samara, Jaclyn Scott

Grade 2: Our Country Jennifer Burgin, Anna Kanter, Maryellen Meden, Eric Sokolove

Grade 3: Ancient World Cultures Kim Dinardo, Tara Mitchell, Christine Williams, Tricia Zipfel

Grade 4: Virginia Studies Mercedes Dean, Lauren Elkins, Karen Magestad, Kristen Wolla

Grade 5: Ancient World Greg Chapuis, Casey Dolan, Nicholas Fernandez, Michelle Jaeckel

Grade 6: U.S. History, Civics and Economics to 1865 Patricia Carlson, Breonna McClain, Anne Miller, Tiffany Mitchell, Sara Winter

Grade 7: U.S. History, Civics and Economics 1865 to Present Jesse Homburg, Rachel Payne, Lilo Stephens, Patty Tuttle-Newby

Grade 8: World Geography Allie Bakaj, Christine Joy, Maureen Nolan, Sarah Stewart

Grade 9: World History II from 1500 A.D. Jen Dean, Jeana Norton, Anne Stewart

Grade 10: World History I to 1500 A.D. Julie Bell, Kathleen Claassen, Caitlin Dodds

Grade 11: U.S. and Virginia History Kevin Bridwell, Greg Cabana, Erica Drummond, Kevin Phillips

Grade 12: U.S. and Virginia Government Diane Boudalis, Michelle Cottrell-Williams, Patricia Hunt

Diana Jordan

Barbara Ann Lavelle Cathy Bonneville Hix

Social Studies Supervisor


COURSE DESCRIPTION: The course of study for grade twelve is U.S. and Virginia Government. This course allows students to develop a greater understanding of the critical ideas, documents, principles, processes, and institutions that have had enduring impact on state, national, and international governments. THEME: The organizing theme for grade twelve is POWER. KEY CONCEPTS: Students will learn that POWER

● establishes the authority of the government. ● creates the institutions that generate government. ● influences the processes by which government functions. ● determines the methods for identifying government problems, policies, and programs. ● defines rules, prerogatives, and duties and their relationship to government. ● describes patterns of government structures.

UNITS and UNIT SECTIONS: I. Foundations of Government This unit addresses the basis of the government of the US, Virginia, and local governments, including:

● Political philosophers and the concept of democracy ● The Constitution of the United States ● Federalism ● The Constitution of Virginia ● County, city, and town charters

II. Institutions of American Government This unit addresses the organization and operation of the US Government, including:

● Fundamental principles, including separation of powers and checks and balances ● Structure and functioning of the national legislative, judicial, and executive branches ● Structure and functioning of the federal bureaucracy

III. American Political Processes This unit addresses elections, including:

● The role of political parties ● The nomination and election process ● Campaign finance ● Media coverage ● Reapportionment and redistricting ● Voting rights, processes, and turnout


IV. Public Programs and Policy Making This unit addresses the process by which public policy is made, including:

● The role of government ● The role of civil society ● Policy formulation and implementation

V. Rights, Liberties, and Responsibilities This unit addresses:

● Civil rights ● Civil liberties ● Participation in civic life

VI. Comparative Political and Economic Systems This unit addresses world governments and economies, including:

● Basic economic questions and models of traditional, free market, command, and mixed economies ● The role of government in the Virginia and US economies ● Alternative relationships between branches of government and modes of political participation in other political systems.


UNIT I: Foundations of Government

Includes subunits on local/state government, founding principles, and federalism

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL GOVT.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) planning inquiries by synthesizing information from diverse primary and secondary sources; b) analyzing how political and economic trends influence public policy, using demographic information and other data sources; c) comparing and contrasting historical, cultural, economic, and political perspectives; d) evaluating critically the quality, accuracy, and validity of information to determine misconceptions, fact and opinion, and bias; e) constructing informed, analytic arguments, using evidence from multiple sources to introduce and support substantive and significant

claims; f) explaining how cause-and-effect relationships impact political and economic events; g) taking knowledgeable, constructive action, individually and collaboratively, to address school, community, local, state, national, and global

issues; h) using a decision-making model to analyze the costs and benefits of a specific choice, considering incentives and possible consequences; i) applying civic virtues and democratic principles to make collaborative decisions; and j) communicating conclusions orally and in writing to a wide range of audiences, using evidence from multiple sources and citing specific sources. SOL GOVT.2 The student will apply social science skills to understand the political philosophies that shaped the development of Virginia and United States constitutional government by a) describing the development of Athenian democracy and the Roman republic to differentiate between a democracy and a republic; b) explaining the influence of the Magna Carta, the English Petition of Rights, and the English Bill of Rights; c) evaluating the writings of Hobbes, Locke, and Montesquieu; d) explaining the guarantee of the “rights of Englishmen” set forth in the charters of the Virginia Company of London; e) analyzing the natural rights philosophies expressed in the Declaration of Independence; and f) evaluating and explaining George Mason’s Virginia Declaration of Rights, Thomas Jefferson’s Virginia Statute for Religious Freedom, and James Madison’s leadership role in securing adoption of the Bill of Rights by the First Congress.


SOL GOVT.3 The student will apply social science skills to understand the concepts of democracy by a) recognizing the fundamental worth and dignity of the individual; b) recognizing the equality of all citizens under the law; c) recognizing what defines a citizen and how noncitizens can become citizens; d) recognizing majority rule and minority rights; e) recognizing the necessity of compromise; and f) recognizing the freedom of the individual. SOL GOVT.4 The student will apply social science skills to understand the Constitution of the United States by a) examining the ratification debates and The Federalist; b) evaluating the purposes for government stated in the Preamble; c) examining the fundamental principles upon which the Constitution of the United States is based, including the rule of law, consent of the governed, limited government, separation of powers, and federalism; d) defining the structure of the national government outlined in Article I, Article II, and Article III; and e) analyzing and explaining the amendment process. SOL GOVT.5 The student will apply social science skills to understand the federal system of government described in the Constitution of the United States by a) evaluating the relationship between the state government and the national government; b) examining the extent to which power is shared; c) identifying the powers denied state and national governments; and d) analyzing the ongoing debate that focuses on the balance of power between state and national governments. SOL GOVT.8 The student will apply social science skills to understand the organization and powers of the state and local governments described in the Constitution of Virginia by a) examining the legislative, executive, and judicial branches; b) examining the structure and powers of local governments (county, city, and town); c) analyzing the relationship between state and local governments and the roles of regional authorities, governing boards, and commissions; d) investigating and explaining the ways individuals and groups exert influence on state and local governments; and e) evaluating the effectiveness of citizen efforts to influence decisions of state and local governments by examining historical or contemporary events.


SOL GOVT.9 The student will apply social science skills to understand the process by which public policy is made by d) describing how the state and local governments influence the public agenda and shape public policy; and g) devising a course of action to address local and/or state issues. SOL GOVT.15 The student will apply social science skills to understand the role of government in the Virginia and United States economies by a) describing the provision of government goods and services that are not readily produced by the market; b) describing government’s establishment and maintenance of the rules and institutions in which markets operate, including the establishment and enforcement of property rights, contracts, consumer rights, labor-management relations, environmental protection, and competition in the marketplace; and c) investigating and describing the types and purposes of taxation that are used by local, state, and federal governments to pay for services provided by the government. ENDURING UNDERSTANDING: Views on the role of government and the effectiveness of governments in addressing national and regional needs vary over time based on resources, leadership, and the issue at hand. CONCEPTUAL UNIT QUESTIONS (Essential Questions): To what extent are its founding principles influential in American politics today? What unique role do and should state and local governments play in meeting their constituents’ needs, as compared to the national government? PREVIEW ACTIVITY: Option 1: Ask students to list in detail all of their action/activities from waking up to arriving at school on this day and then to work with a partner to identify each place where the government might have an influence on their activities. To prompt students, remind them that the government mandates their attendance at school, if they intend to eat lunch in the cafeteria, or ask them whether they stopped at a stop sign on the way to school. Create a class list of a typical day and ask student to decide what level of government (national, state, or local) is directly influencing each activity. Students should observe that state and local governments are more influential in our day to day lives than the more high profile national government. See also the Center of Congress at the University of Indiana e-learning module: Impact of Congress, available at http://congress.indiana.edu/e-learning-module-the-impact-congress Option 2: Print quotes reflecting varying, provocative views on government on index cards (e.g., “The nine most terrifying words in the English language are, ‘I’m from the government and I’m here to help.”’ - Ronald Reagan, August 12, 1986) and distribute one per student, with 3 to students receiving the same quote. Students should locate their group members and discuss their reactions to the quote. Have students print the quotes on large sheets and post around the room, reading them aloud; students should locate the quote that best matches their current view on government. Option 3 with Current Events Connection: Distribute pages of the day’s newspaper (or, if available, have students look at the homepage of ex. the Washington Post). For each story on the page, ask students to identify the role government plays and which level of government. Some will be obvious such as an article about the Senate vote on the NSA; others may be less so, such as reports on the weather page or a murder in which the suspect crossed state lines.


TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNIT

TIMEFRAME

DATES

I. Foundations of Government 3-4 weeks September II. Institutions of American Government, Including 4

sub-units 13-16 weeks (3-4 weeks per subunit) October to January

III. American Political Processes 4 weeks February IV. Public Programs and Policy Making 3 weeks March V. Rights, Liberties, and Responsibilities 4 weeks April VI. Comparative Political and Economic Systems 4 weeks May

LITERATURE AND OTHER RESOURCES: LITERATURE The Anti-Federalist by Herbert J. Storing, ed. - Herbert Storing's scholarship on the Constitution is unparalleled. This book is a short version. (paperback), of his extensive, multi-volume work on the Antifederalists. The Antifederalists had much to say about the new Constitution, and their arguments often sound incredibly modern and pertinent. Choices: An American Government Reader - Choices: An American Government Reader is a custom-built reader that may be used to supplement a core text in an AP U.S. Government and Politics course. Teachers can select from over 250 classic and contemporary articles, documents, and speeches when building this custom text. A teacher's own work (syllabus, study questions, and more) can also be included. The Federalist authored under the pen name Publius but since attributed to James Madison, John Jay and Alexander Hamilton. This series of editorials was published in the New York City papers in 1787 and 1788 to promote ratification of the United States Constitution. The Declaration of Independence The Magna Carta

Two Treatises on Government by John Locke. Thomas Jefferson borrowed heavily on the works of John Locke (1632-1704), an English Philosopher. In this work, Locke asserts that government gains its legitimacy from the people and that individuals are born with natural rights that governments must protect.

The United States Constitution


DVDS America’s State Capitals Call#: 973 Ame VIDC The fast-pased program intertwines history and geography with points of interest and fascinating facts about the 50 capital cities. Biography of America Call#: 973 Bio [This series] presents history not simply as a series of irrefutable facts for you to memorize, but as a living narrative. Prominent historians ... present America's story as something that is best understood from a variety of perspectives. Thought-provoking debates and lectures encourage critical analysis of the forces that have shaped America. First-person narratives, photos, film footage, and documents reveal the human side of American history -- how historical figures affected events, and the impact of these events on citizens' lives Federalism Call #: 321.02 Fed DVDV Examines the impact of the Federalist movement on the creation of the U.S. Constitution and explains the types of powers that federalism confers on national and state branches of government. Key Constitutional Concepts Call # 342.73 Key DVDV :This documentary begins by introducing the Constitution and why it was created. It then examines key Constitutional concepts -- separation of powers and individual rights -- by focusing on two landmark cases: Youngstown v. Sawyer, a challenge to President Truman's decision to put the steel mills under government control, and Gideon v. Wainwright, in which the Supreme Court establishes the right to be represented by an attorney.

Separation of Powers Call#320.473 Sep DVDV Examine how the United States separates powers on national, state, and local levels and how our system of checks and balances protects and limits power.

WEBSITES American Rhetoric: http://www.americanrhetoric.comMichael E. Eidenmuller, an assistant professor of communications at the University of Texas, developed and maintains this fantastic public speaking site. The comprehensive database of over 5000 speeches and the "Top 100 Political Speeches of the 20th Century" list are extremely useful. All of the site's speeches include text, some include audio, and others have audio and video

The Avalon Project http://www.yale.edu/lawweb/avalon/constpap.htm The Avalon Project at the Yale Law School is a Web site that presents important documents and materials in the fields of law, history, economics, politics, diplomacy, and government. Democracy in America: Federalism. http://www.learner.org/courses/democracyinamerica/dia_3/dia_3_topic.htmlThe Annenberg Institute provides this outstanding series of lessons, including videos and readings, on Federalism. Other topics also available.


SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. Direct democracy Republic Magna Carta Due Process Rule of Law Marshall Law Trial by Jury Monarch Limited Government John Locke Consent of the Governed

Thomas Hobbes Separation of Powers Montesquieu Rights

Rousseau Social Contract Virginia Declaration of Rights

George Mason The Virginia Statute for Religious Freedom

Thomas Jefferson James Madison Constitution Compromise “The Virginia Plan” Legislative Judicial Executive Bill of Rights Equality Majority Rule Individual Freedom Federalist The Preamble Check and Balances Federalism Amendment Ratify Supremacy Clause Federalism Distribution of Power Expressed Powers Implied Powers Inherent Powers Ex post facto laws Bi-cameral General Assembly Senate House of Delegates Court of Appeals Circuit Court Governor Ordinance Town Manager Dillon’s Rule Public policy Lobbying Interest group Citizenship Goods and services Infrastructure Economic equity Property rights Free market Contracts Consumer Labor Government agency Taxation Income tax Property tax Progressive tax Proportional tax Regressive tax

SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdSGJORTZrMW9hSzQ&usp=sharing

SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 12: US & Virginia Government

STANDARD GOVT.1a

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) planning inquiries by synthesizing information from diverse primary and secondary sources;

Essential Understandings Experiences may include but are not limited to the following: Inquiries result in the development of questions in response to identified issues. Synthesis involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Evidence is evaluated, analyzed, and organized to support the development of a response to an identified issue. Proposed responses to identified issues and problems are developed based upon evidence found in a variety of sources. Historical information may be acquired from a variety of sources: Diaries Interviews Letters Raw data Court records and transcripts Photographs Journal articles that report the findings of

original research Newspaper articles reporting on current

events Autobiographies Speeches Creative works (novels, plays, poems,

music, art)

Use a variety of information sources to do the following: o Collect and analyze data to explain major influences on voter turnout in three different

localities in the Commonwealth. o Investigate and find examples in the United States Constitution to answer the question,

“How does the Constitution guard against tyranny? o Choose three pieces of voter legislation passed in the past 150 years. Examine

contemporary sources to explain how each impacted citizen participation in elections. o Examine and analyze the geography of a location. Gather information about a specific

geographic feature (e.g., the ocean, lakes, mountains, rivers) that may impact several countries, states, localities, or communities. Investigate and examine an issue or concern with the geographic feature, the types of legislation passed, and how bordering communities cooperated or had conflicts.

Review the United States Naturalization Test for citizenship to determine how the questions reflect the political philosophies outlined in the following: o Athenian democracy and the Roman republic o Declaration of Independence, Virginia Declaration of Rights, Virginia Statute of

Religious Freedom, and the Bill of Rights o Constitution of the United States

Prepare a collection of primary and secondary sources that best relate to a unit of study. Examine the sources to do the following: o Make and record observations about the sources and generate questions about each

item. o Determine commonalities and patterns in the themes of the sources, as well as how the

sources connect to the overarching topic of the lesson. o Determine the local implications, impacts, and costs and benefits of the sources. o Develop a position.


STANDARD GOVT.1b

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

b) analyzing how political and economic trends influence public policy, using demographic information and other data sources;

Essential Understandings Experiences may include but are not limited to the following: Analyzing includes identifying important trends based on demographic information from data sources. Demographic information comes in a variety of forms. Demographic information is often used by governments and businesses in the development of policies and decisions. Demographic information can be used to identify trends and patterns over time. Demographic information is presented in a variety of forms, including election data

economic data

census data.

Use census data, election data, and economic data to determine patterns and trends in various

elections. Use data to determine how a current issue (e.g., immigration, civil rights) has changed over time and

resulted in public policy actions. Use different types of maps from multiple perspectives to compare and contrast changes over time

regarding a particular issue, such as o transportation legislation at the state and local level

o watershed legislation and its impact on local communities

o legislation that supports or prohibits strip mining in Appalachia.


STANDARD GOVT.1c

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) comparing and contrasting historical, cultural, economic, and political perspectives;

Essential Understandings Experiences may include but are not limited to the following: Close examination and interpretation of various data and images are essential to making informed decisions. The context of the time period influences a person’s perspective about an event or issue. Public perspectives on an issue evolve over time.

Analyze an issue from a variety of perspectives (historical, cultural, economic, and political) to

determine how the issue has evolved over time. Topics might include the following: o Equal Rights Amendment (ERA)

o Americans with Disability Act (ADA)

o Elementary and Secondary Education Act (ESEA)

o Civil Rights Act


STANDARD GOVT.1d

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by d) evaluating critically the quality, accuracy, and validity of information to determine misconceptions, fact and opinion, and bias;

Essential Understandings Experiences may include but are not limited to the following: Not all primary and secondary sources are reliable and accurate. The context from the time period of the primary or secondary source can influence the information included. It is critical to determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions. Facts can be verified with evidence while opinions cannot. Bias is partiality in favor of or against one thing, person, or group compared with another.

Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:

o Timeliness of the information

o Importance of the information

o Source of the information

o Reliability, truthfulness, and correctness of the content

o Reason the information exists

Select an event or issue. Explore multiple sources that report the same event or issue. Examine the information to determine the accuracy and validity of the sources. Events or issues might include the following: o Presidential election

o School board election

o Action taken by a local district court

o Legislation passed by the Virginia General Assembly

o Expansion of an Internet company

o Foreign acquisition of an American company

o Trade agreement between the United States and another nation


STANDARD GOVT.1e

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) constructing informed, analytic arguments, using evidence from multiple sources to introduce and support substantive and significant claims;

Essential Understandings Experiences may include but are not limited to the following: Critical evaluation and analysis of multiple resources impact what we know and how opinions are formed. Citing evidence to support a claim or stance about a topic increases the credibility of the author. Constructing an informed argument involves questioning the sources: How is credibility of a source

determined? What is the context

surrounding the source cited? What evidence from the

source supports the argument or claim being made?

Does evidence from more than one source support the argument or claim being made?

Analyzing various types of sources with multiple points of view produces a complete understanding of ideas, concepts, and actions of individuals or groups.

To construct an argument, consider the following: o Apply a variety of planning strategies to generate, gather, and organize ideas to address a specific

audience and purpose. o Produce arguments in writing, developing a thesis that demonstrates knowledgeable judgments,

addresses counterclaims, and provides effective conclusions. o Organize ideas in a sustained and logical manner. o Clarify and defend the position with precise and relevant evidence, elaborating ideas clearly and

accurately. o Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.

Select an issue, gather information from a variety of sources (e.g., executive orders, founding documents, foreign policy, political or business Web sites, social or political blogs), and argue the costs or benefits of the issue with regard to the following: o Local community action o State funding o Federal policies o International impact

Gathering information from a variety of sources, prepare an op-ed piece persuading readers to adopt a chosen perspective about o expanding the juvenile justice system o lowering the voting age to sixteen o providing monetary incentives for school attendance o using social media to increase voter turnout during interim elections.


STANDARD GOVT.1f

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by f) explaining how cause-and-effect relationships impact political and economic events;

Essential Understandings Experiences may include but are not limited to the following: A cause-and-effect relationship is a relationship in which one event (the cause) makes another event (the effect) happen. Relationships can have multiple causes and effects. Determining relationships involves drawing conclusions about the causes and effects. The relationships (interactions) between people, places, and ideas have an enduring influence on political and economic decision making and events. Diversity creates a variety of perspectives, contributions, and challenges. Explaining includes justifying why the evidence credibly supports the claim.

Explain intended and unintended outcomes and the possible consequences of public policy as it relates to the following: o No Child Left Behind Act (NCLB) o Articles of Confederation o Campaign finance reform o North American Free Trade Agreement (NAFTA) o Supreme Court decisions dealing with civil rights

Apply a process for explaining indirect cause-and-effect relationships, such as the following: o Choose an established effect and brainstorm causes of that effect. o Categorize and organize the causes into direct or indirect causes. o Describe direct and indirect items separately. o Compare and contrast direct and indirect causes. o Identify the most important difference between the direct and indirect causes. o Draw conclusions about the impact on people, places, and events. o Discuss, defend, and refine conclusions.

Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structure of the United States.

Create flow charts, storyboards, diagrams, or timelines to explore multiple causes and effects. Determine how the choices of selected people/groups impacted political and economic turning points in

Virginia and United States history. Draw conclusions about public policies, such as the following:

o The addition of the Bill of Rights to the United States Constitution o The role of government in industrialization

Compare and contrast citizenship tests and processes from various countries with the United States to determine the following: o Similarities and differences in the processes to obtain citizenship o Liberties, rights, and protections of citizens established by the government o Duties and expectations of citizens (e.g., taxes, participation, voting)


STANDARD GOVT.1g


g) taking knowledgeable, constructive action, individually and collaboratively, to address school, community, local, state, national, and global issues;

Essential Understandings Experiences may include but are not limited to the following:

Taking informed action includes implementing steps to influence change. Individuals and groups can influence the actions of others. Individual and/or group actions can make a difference in the community at all levels.

Research a local, state, or national issue. Create a timeline or graphic organizer to illustrate how that

issue has changed over time. Identify significant people, legislation, policy, or economic impacts that have contributed to the changes. Develop a plan of action that addresses the current status of the issue. Identify and explain current costs and benefits of people, events, legislation, or economic influences. The plan can include but is not limited to the following: o The issue

o Stakeholders involved

o Action steps

o Intended outcomes and potential impact on the community

o Evaluation of the intended and unintended consequences of the plan

Examine the United States Naturalization Test for citizenship and construct an argument that supports or challenges the assessment or the process as a valid reflection of the following: o Concepts of democracy

o Rights and privileges of a United States citizen

o Understanding the concept of thoughtful and effective participation in civic life


STANDARD GOVT.1h


h) using a decision-making model to analyze the costs and benefits of a specific choice, considering incentives and possible consequences; Essential Understandings Experiences may include but are not limited to the following:

Decision-making models serve several purposes. They can help us make decisions for the future

better understand the choices people faced in the past

analyze the outcomes of the decisions that people already made.

Effective decision making requires comparing the expected costs and benefits of alternative choices. Choices have consequences, unintended and intended, to be considered when making a final decision.

Use a cost-benefit analysis chart:

Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid: Problem: Which state tax(es) should increase?Criteria

Alternatives

Raises the most revenue

Does not affect too many voters

Takes a larger percentage of income from people in higher‐income groups

Tax increase may go unnoticed

Sales taxGasoline taxCigarette taxIncome taxDecision:

Should the state legislature add lanes on U.S. Route 60 from the Midland Trail to Virginia Beach (303 miles)?BEFORE THE CHOICE WAS MADEExpected Costs Expected BenefitsThe money required to build the lanes Decreased traffic congestion through town

Increased congestion while the lanes are being built

AFTER THE CHOICE WAS MADE—OUTCOMEUnintended Consequences Intended ConsequencesFewer people may choose to carpool or use alternative transportation, and the number of cars on the road might increase to meet the capacity of the new lanes.

The lane is constructed.

More people from outside the area might now choose this route, thus actually increasing congestion.

Congestion could ultimately remain the same, though the increased number of cars may increase pollution.


STANDARD GOVT.1i

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by i) applying civic virtues and democratic principles to make collaborative decisions;

Essential Understandings Experiences may include but are not limited to the following: Civic virtue is the cultivation of habits of personal living that are viewed as important for the success of the community. Examples include but are not limited to the following: Voting

Volunteering

Organizing a community group

Attending a city or school board meeting

Collaboration is necessary in order to be an effective learner and citizen. An effective and participatory democracy requires consideration of differing opinions, and collaboration and compromise among its participants.

Promote collaboration with others both inside and outside the classroom. Examples of collaboration

may include the following: o Socratic seminar

o Two-way journaling

o Digital media (e.g., videoconferences)

Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research

o validating Web sites

o reviewing written drafts so that the language and/or thoughts of others are given credit.

Provide other students with constructive feedback on written assignments via the peer-editing process. Include the use of proper reference citations and distinguish one’s own ideas from information created

or discovered by others. Examine the United States Naturalization Test for citizenship to determine how the questions and the

process to obtain citizenship reflect the civil liberties and civil rights as outlined in the following: o Preamble to the Constitution of the United States

o Bill of Rights and First Amendment freedoms

o Fifth and Fourteenth Amendments


STANDARD GOVT.1j

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) communicating conclusions orally and in writing to a wide range of audiences, using evidence from multiple sources and citing

specific sources.

Essential Understandings Experiences may include but are not limited to the following: Effective argumentation includes the establishment of a claim, supporting evidence from a variety of credible sources, and conclusions drawn by the author. Effective communication of ideas, opinions, and knowledge requires a variety of approaches and techniques. The skill of researching works in tandem with investigating in that students need to uncover material in order to adequately answer questions formulated when investigating. Students take more ownership over investigating and researching when they are able to choose the type of product to produce while asking the question: How can a person mirror the work of historians, geographers, political scientists, and economists?

Select a political principle, ideal, or concept. Provide examples of how that principle, ideal, or concept

is reflected in legislation, execution of laws, or interpretation by the courts. Create a blog that explores the following impacts. Use evidence and data to support the argument.

o Most valuable liberty: Freedom of speech or freedom of religion?

o Greatest impact on democracy: Rule of law or limited government?

o Most transformative legislation: Fair Labor Standards Act or Americans with Disabilities Act?

o Most influential role of a chief executive: Chief executive or commander in chief?

Select a local community concern. Determine the sources needed for the investigation. Develop a position about the concern. Gather and analyze the data. Prepare a presentation for the student government association to gain support for the chosen position.

Investigate transportation routes of the locality. Research the history of transportation in the local community. Determine the sources to gather information and data. Determine issues or concerns related to transportation. Prepare a three-minute speech to deliver to the local governing body about the concerns, and offer possible solutions.

Survey campaign ads, both in print and on television or the Internet, for candidates running for a local, state, or national office. Create a guide for first-time voters to use when making decisions on Election Day.

Investigate a local issue that has a global impact. Prepare a three-minute speech to deliver to the civic league about your concerns, and offer possible solutions.


STANDARD GOVT.2a

The student will apply social science skills to understand the political philosophies that shaped the development of Virginia and United States constitutional government by a) describing the development of Athenian democracy and the Roman republic to differentiate between a democracy and a republic;

Essential Understandings Essential Knowledge The United States constitutional system incorporates democratic elements that were developed in Athens and Rome.

Democratic elements of the United States constitutional system borrowed from Athens and Rome Athens: Direct democracy Rome: Indirect (representative) democracy, republic


STANDARD GOVT.2b

The student will apply social science skills to understand the political philosophies that shaped the development of Virginia and United States constitutional government by b) explaining the influence of the Magna Carta, the English Petition of Rights, and the English Bill of Rights;

Essential Understandings Essential Knowledge

The United States and Virginia constitutional systems of government incorporated ideas from the Magna Carta, the English Petition of Rights, and the English Bill of Rights.

Magna Carta Limited power of government Fundamental rights Trial by jury Due process of law English Petition of Rights Early document supporting the idea that men have rights and establishing the concept of rule of law Included basic rights:

o Guarantee of trial by jury

o Protection against martial law

o Protection against quartering of troops

o Protection of private property

English Bill of Rights Limited power of the monarch No standing army in peacetime Free elections Right of petition Parliamentary checks on power


STANDARD GOVT.2c

The student will apply social science skills to understand the political philosophies that shaped the development of Virginia and United States constitutional government by c) evaluating the writings of Hobbes, Locke, and Montesquieu;

Essential Understandings Essential Knowledge Principles of government and law developed by leading European political thinkers Thomas Hobbes, John Locke, and Montesquieu may be found in the Constitution of Virginia, the Declaration of Independence, and the Constitution of the United States.

Fundamental political principles Limited government: John Locke (Constitution of Virginia, Constitution of the United States, Declaration

of Independence) Government’s authority coming only from the consent of the governed: Thomas Hobbes, John Locke

(Declaration of Independence, Constitution of the United States) Separation of powers: Montesquieu (Constitution of the United States, Constitution of Virginia)


STANDARD GOVT.2d

The student will apply social science skills to understand the political philosophies that shaped the development of Virginia and United States constitutional government by d) explaining the guarantee of the “rights of Englishmen” set forth in the charters of the Virginia Company of London;


The charters of the Virginia Company of London extended the rights of Englishmen to the colonists.

The basic rights of Englishmen were guaranteed to the colonists by the charters of the Virginia Company of London. Examples of basic rights included land ownership representation the right to create a council to make their own laws.


STANDARD GOVT.2e

The student will apply social science skills to understand the political philosophies that shaped the development of Virginia and United States constitutional government by e) analyzing the natural rights philosophies expressed in the Declaration of Independence;


The Declaration of Independence is an expression of natural rights philosophies.

Natural rights philosophies of John Locke and Jean-Jacques Rousseau expressed in the Declaration of Independence Rousseau believed that all men are equal. Locke believed that government is based on an agreement between people and their rulers (social

contract). He felt that people have the right to life, liberty, and property.


STANDARD GOVT.2f

The student will apply social science skills to understand the political philosophies that shaped the development of Virginia and United States constitutional government by f) evaluating and explaining George Mason’s Virginia Declaration of Rights, Thomas Jefferson’s Virginia Statute for Religious

Freedom, and James Madison’s leadership role in securing adoption of the Bill of Rights by the First Congress.


Virginians played key roles in securing individual liberties.

Virginia Declaration of Rights, by George Mason States that all Virginians should have certain rights, including freedom of religion and the press Basis for the Bill of Rights of the Constitution of the United States Virginia Statute for Religious Freedom, by Thomas Jefferson States that all people should be free to worship as they please First time religious freedom was protected by law Basis for the First Amendment to the Constitution of the United States, which guarantees religious

freedom James Madison, “Father of the Constitution” Kept detailed notes during the Constitutional Convention Engineered compromises on the most difficult issues facing the delegates Authored the Virginia Plan, which proposed a federal government of three separate branches

(legislative, executive, and judicial) and became the foundation for the structure of the new government Authored much of the Bill of Rights


STANDARD GOVT.3a, b, c, d, e, f

The student will apply social science skills to understand the concepts of democracy by a) recognizing the fundamental worth and dignity of the individual; b) recognizing the equality of all citizens under the law; c) recognizing what defines a citizen and how noncitizens can become citizens; d) recognizing majority rule and minority rights; e) recognizing the necessity of compromise; and f) recognizing the freedom of the individual.

Essential Understandings Essential Knowledge Concepts of democracy define and shape the meaning of United States citizenship.

Fundamental concepts of democracy Fundamental worth and dignity of the individual: All persons are entitled to life, liberty, and due process

under the law. Equality: All persons are entitled to equal rights and treatment under the law. Citizenship: The common thread that connects all Americans, recognized by two principles:

o A person receives American citizenship by virtue of being born in the United States

o Citizenship on those born to at least one United States citizen anywhere in the world

Noncitizens: o All persons not meeting the principles of citizenship may become a United States citizen through

the naturalization process.

o The naturalization process is the way that a person not born in the United States voluntarily becomes a United States citizen.

Majority rule: The will of the majority as expressed through elections is fundamental to the American system.

Minority rights: The Constitution of the United States protects the rights of the few from oppression. Compromise: The structure of the United States government necessitates compromise by all sides. Individual freedom: All persons are born free, equal, and independent. An analysis of current events demonstrates contemporary applications of these democratic concepts.


STANDARD GOVT.4a

The student will apply social science skills to understand the Constitution of the United States by a) examining the ratification debates and The Federalist;


The debates over ratification of the Constitution of the United States focused on powers given to the national government and the protection of individual rights.

Ratification debates Nine of thirteen states were needed to ratify the Constitution. Anti-Federalist position

o Suspicious of a strong central government

o Wanted Bill of Rights to protect personal liberties

Federalist position o Believed that a strong central government was the best way to protect freedom

The Federalist (later known as The Federalist Papers) was a series of essays supporting adoption of the Constitution of the United States.


STANDARD GOVT.4b

The student will apply social science skills to understand the Constitution of the United States by b) evaluating the purposes for government stated in the Preamble;


The purposes for government are established in the Preamble to the Constitution of the United States.

Purposes for government as stated in the Preamble To form a more perfect union To establish justice To ensure domestic tranquility To provide for the common defense To promote the general welfare To secure the blessings of liberty


STANDARD GOVT.4c

The student will apply social science skills to understand the Constitution of the United States by c) examining the fundamental principles upon which the Constitution of the United States is based, including the rule of law, consent

of the governed, limited government, separation of powers, and federalism;


The Constitution of the United States is based on fundamental principles that can be found in the writings of philosophers during the Age of Enlightenment.

Fundamental principles Consent of the governed: People are the only source of governmental power. Limited government: The government may do only those things that the people have given it the power

to do. Separation of powers: Government is divided into three branches—the legislative, executive, and

judicial. Checks and balances: This is a system whereby each branch of government exercises some control

over the others. Federalism: In this form of government, powers are divided between the national government and state

governments. Rule of law: The Constitution of the United States is supreme, and all individuals are accountable

under the law.


STANDARD GOVT.4d

The student will apply social science skills to understand the Constitution of the United States by d) defining the structure of the national government outlined in Article I, Article II, and Article III;


Articles I, II, and III of the Constitution of the United States establish three branches of government.

Organization of the national government Article I establishes the legislative branch of the national government by setting forth the two houses of

Congress to make laws. Article II establishes the executive branch to carry out the laws passed by Congress. Article III creates the United States Supreme Court and empowers Congress to establish lower federal

courts to interpret the laws.


STANDARD GOVT.4e

The student will apply social science skills to understand the Constitution of the United States by e) analyzing and explaining the amendment process.


The amendment process provides a way that the Constitution of the United States can remain responsive to the needs of a changing nation. To date, there have been 27 amendments to the Constitution.

Term to know amendment: A formal revision to the Constitution, responding to the needs of a changing nation National amendment procedure (Article V) Proposing an amendment

o requires a two-thirds vote of both houses of Congress

or o requires a national convention requested by two-thirds of the state legislatures.

Ratifying an amendment o requires approval by three-fourths of the state legislatures

or o requires acceptance by conventions in three-fourths of the states.


STANDARD GOVT.5a, b, c, d

The student will apply social science skills to understand the federal system of government described in the Constitution of the United States by

a) evaluating the relationship between the state government and the national government; b) examining the extent to which power is shared; c) identifying the powers denied state and national governments; and d) analyzing the ongoing debate that focuses on the balance of power between state and national governments.


The Constitution of the United States provides for a federal system of government in which power is shared between the states and the national government.

The Constitution of the United States establishes a federal form of government in which the national government is supreme (Supremacy Clause). The powers not given to the national government by the Constitution of the United States are reserved to the states or people (10th Amendment). Federalism is not a static relationship between levels of government. The distribution of power between the states and the national government is the source of considerable political debate. Powers of national government Expressed powers are those directly stated in the Constitution of the United States, such as the powers

to levy and collect taxes, make war, and regulate trade among the states. Implied powers are those reserved by the national government but not specifically listed; the source for

implied powers is the elastic clause or “necessary and proper” clause (Article I, Section 8). Inherent powers are those that the national government may exercise simply because it is the national

government, such as establishment of diplomatic relations and regulation of immigration. Areas where powers are shared Taxation Transportation Establishment of courts Making of laws Conflicts between the state and national authority in a federal system are found in concurrently held powers. Powers denied to both the national and state governments Ex post facto laws Tax on exports


STANDARD GOVT.8a

The student will apply social science skills to understand the organization and powers of the state and local governments described in the Constitution of Virginia by a) examining the legislative, executive, and judicial branches;

Essential Understandings Essential Knowledge The Constitution of Virginia provides for legislative, executive, and judicial branches. Actions taken by state and local governments have direct impact on the everyday lives of Virginians.

Branches of Virginia government The executive branch consists of three statewide-elected officials: The governor

o is the chief executive officer of the state o is responsible for

overseeing the state bureaucracy preparing the biennial state budget overseeing the execution of state laws and policies proposing legislation appointing cabinet secretaries, the heads of various state agencies, and the members of

policy-setting boards and commissions o exercises veto power o serves a four-year term but may not serve two consecutive terms.

The lieutenant governor o presides over the Virginia Senate o exercises the powers of the governor if the governor is incapacitated temporarily o serves the governor's unexpired term if the governor dies or otherwise can no longer fulfill the

duties of the office. The attorney general

o serves the main function of being lawyer for the state o issues nonbinding advisory opinions on legal issues o defends the state in legal matters.


STANDARD GOVT.8a (continued)

The student will apply social science skills to understand the organization and powers of the state and local governments described in the Constitution of Virginia by a) examining the legislative, executive, and judicial branches;


The legislative branch of Virginia is known as the General Assembly. The General Assembly is the oldest continuous legislative body in the Americas is a bicameral (two-house) law-making body:

o The Senate consists of 40 members who

serve single-member districts based upon population

are elected to four-year terms.

o The House of Delegates consists of 100 members who

represent single-member districts based upon population

serve two-year terms

confirm the governor’s appointments.

The General Assembly also enacts laws passes the budget levies taxes to fund the budget. The judicial branch consists of four levels of courts. Judges are elected by the state legislature for a specific term. The Supreme Court reviews decisions of lower state courts. The court of appeals reviews lower court decisions and state commissions. Circuit courts have original and appellate jurisdiction in civil and criminal cases. General district courts have original jurisdiction in misdemeanor traffic cases and lesser civil cases.


STANDARD GOVT.8b

The student will apply social science skills to understand the organization and powers of the state and local governments described in the Constitution of Virginia by b) examining the structure and powers of local governments (county, city, and town);


Virginia local governments vary in type, form of organization, and responsibilities.

Counties, independent cities, and incorporated towns are the three types of local governments in Virginia. Cities Are separate government entities, independent of authority and taxing power of adjoining counties Adopt and enforce ordinances Set their own budget and tax rate Provide services for their residents An elected council is the local legislative body A city manager can be appointed by the council to oversee daily operations

Counties Adopt and enforce ordinances An elected board of supervisors is generally responsible for the legislative and administrative affairs

Towns Part of the county in which they are located An elected council is the local legislative body A town manager can be appointed by the council to oversee daily operations An elected or appointed school board oversees the operation of the public schools in cities and counties.


STANDARD GOVT.8c

The student will apply social science skills to understand the organization and powers of the state and local governments described in the Constitution of Virginia by c) analyzing the relationship between state and local governments and the roles of regional authorities, governing boards, and

commissions;


The authority of local governments in Virginia is derived from the Constitution of Virginia and the state government. Regional authorities are political subdivisions of the state and address needs that cross local government boundaries.

Dillon’s Rule: All power of the local government is derived from the state. Counties and cities, as administrative subdivisions of the state, assist in the local implementation of state laws and programs. Regional authorities Created by the General Assembly Serve one or more special functions

o Transportation

o Water and waste disposal

o Jails

Boards and commissions o Establish policy

o Work collaboratively with government officials

o Oversee public institutions (e.g., Virginia’s public universities)


STANDARD GOVT.8d

The student will apply social science skills to understand the organization and powers of the state and local governments described in the Constitution of Virginia by d) investigating and explaining the ways individuals and groups exert influence on state and local governments;


Individuals and groups influence public policy at the state and local levels.

Ways individuals influence public policy Participating in politics (e.g., voting, campaigning, seeking office) Expressing opinions (e.g., lobbying, demonstrating, writing letters, blogging, speaking at public

hearings, petitioning, meeting with state and local officials) Joining interest groups or political parties Providing officials with accurate and detailed information Ways groups influence public policy Identifying issues Stimulating interest in public affairs, including through the use of media Working to build a positive image for the group Organizing individuals of like-minded interests Providing useful information to government officials Lobbying to persuade policymakers to share the group’s point of view


STANDARD GOVT.8e

The student will apply social science skills to understand the organization and powers of the state and local governments described in the Constitution of Virginia by e) evaluating the effectiveness of citizen efforts to influence decisions of state and local governments by examining historical or

contemporary events.


Citizens can exert a powerful influence on the policymaking process at the state and local levels.

Engaged individuals can have a great impact on policymakers. At the state and local levels, individuals can influence public policy through direct participation in public meetings personal contact with elected officials service on commissions and boards membership in interest groups advocacy within the community and across Virginia.


STANDARD GOVT.9d

The student will apply social science skills to understand the process by which public policy is made by d) describing how the state and local governments influence the public agenda and shape public policy;


In Virginia’s state and local governments, the public agenda is shaped by elected officials, political leaders, interest groups, the media, and individual citizens. The legislative acts of the state and local governments affect directly the everyday life of all Virginians.

State and local government officials and individual citizens can shape policy through direct participation in public meetings personal contact with elected officials service on boards and commissions advocacy within the community and across the state, individually or as a member of an interest group.


STANDARD GOVT.9g

The student will apply social science skills to understand the process by which public policy is made by g) devising a course of action to address local and/or state issues.


Students acquire the knowledge and skills required to influence public policy by studying how others addressed issues of interest in their community or the state.

Students need to demonstrate the knowledge and skills responsible citizenship requires, including the ability to formulate questions about state and/or local issues acquire and analyze information from a variety of print and electronic sources evaluate information act within a group in a positive manner to resolve conflict and build trust communicate a position effectively in writing, discussion, and debate implement a course of action evaluate the effectiveness of the action.


STANDARD GOVT.15a

The student will apply social science skills to understand the role of government in the Virginia and United States economies by a) describing the provision of government goods and services that are not readily produced by the market;


Many public goods and services would not be available if they were not provided by the government.

Government-provided public goods and services benefit many but would not be available to everyone if individuals had to provide them. Taxes and/or fees pay for the production of government-provided goods and services. Examples of goods and services provided by the government Infrastructure Public health and safety Public schools Reasons why government provides public goods and services It is more efficient and not likely that the good or service would be provided by private individuals in the

marketplace. The goods or services may benefit everyone, not only a purchaser. The value of the goods or services is greater than individual consumers could afford. It promotes economic equity.


STANDARD GOVT.15b

The student will apply social science skills to understand the role of government in the Virginia and United States economies by b) describing government’s establishment and maintenance of the rules and institutions in which markets operate, including the

establishment and enforcement of property rights, contracts, consumer rights, labor-management relations, environmental protection, and competition in the marketplace;


Political opinions differ about the role of government in a market economy. Protecting the environment is a public service. Property rights of an individual are relative and limited. Contracts are legally binding. The United States government creates laws and agencies to regulate production and exchange activities, conduct research, and establish guidelines for consumer rights and safety.

An important role for the government in the economy is to define, establish, and enforce property rights. In a free market economy, markets need a backdrop of a rule of law, in which the government enforces contracts and protects property rights, to function well. Individuals enter into agreements (contracts) with one another to buy and sell goods and services. Whether written or oral, these agreements are legally binding and can be enforced within the judicial system established by government. The government can intervene in labor-management relations and can regulate competition in the marketplace. To protect the environment, the government sets regulations and levies fees to ensure that the producer pays all costs resulting from polluting. The government can also subsidize pollution reduction efforts. Examples of government agencies created to protect Consumers (e.g., Consumer Product Safety Commission regulates the safety of many products not

covered by other agencies; the Food and Drug Administration regulates the safety of food, drugs, and cosmetics)

Labor (e.g., Occupational Safety and Health Administration) The environment (e.g., Environmental Protection Agency)


STANDARD GOVT.15c

The student will apply social science skills to understand the role of government in the Virginia and United States economies by c) investigating and describing the types and purposes of taxation that are used by local, state, and federal governments to pay for

services provided by the government;


The governments of Virginia and the United States finance their operations through the taxes that are collected from individuals and corporations. Different tax structures affect taxpayers differently and can be distinguished by whether the tax burden falls more heavily on those with higher or lower income levels.

Taxes and/or fees pay for the production of government-provided goods and services. The power to tax is the first among the expressed powers of Congress. Taxation is used to raise revenue; it is also used to regulate or discourage some activities. Tax policies can also be used to encourage certain activities. Income taxes paid by individuals and corporations are the largest single source of revenue today. Types of taxes Individual income tax Corporate income tax Payroll taxes Customs duties Sales tax Real estate and personal property taxes A progressive tax takes a larger percentage of taxes from people in higher-income groups than from people in lower-income ones; the United States federal income tax is an example. A proportional tax, also called a flat tax, is one in which the same tax rate is paid by people at all income levels. People who earn more pay more, but they pay the same percentage rate. Property tax is an example of a proportional tax. A regressive tax applies in the same way to everyone, but the tax paid represents a larger share from lower-income groups than from higher-income groups. Sales tax is a regressive tax.


UNIT II: Institutions of American Government

Includes 4 subunits: Legislature, Judiciary, Executive, Bureaucracy



issues; h) using a decision-making model to analyze the costs and benefits of a specific choice, considering incentives and possible consequences; i) applying civic virtues and democratic principles to make collaborative decisions; and communicating conclusions orally and in writing to a

wide range of audiences, using evidence from multiple sources and citing specific sources. SOL GOVT.4 The student will apply social science skills to understand the Constitution of the United States by c) examining the fundamental principles upon which the Constitution of the United States is based, including the rule of law,

consent of the governed, limited government, separation of powers, and federalism; and d) defining the structure of the national government outlined in Article I, Article II, and Article III. SOL GOVT.7 The student will apply social science skills to understand the organization and powers of the national government by a) examining the legislative, executive, and judicial branches; and b) analyzing the relationships among the three branches in a system of checks and balances and separation of powers. SOL GOVT.9 The student will apply social science skills to understand the process by which public policy is made by e) investigating and evaluating the process by which policy is implemented by the bureaucracy at each level.


SOL GOVT.10 The student will apply social science skills to understand the federal judiciary by a) describing the organization, jurisdiction, and proceedings of federal courts; b) evaluating how the Marshall Court established the Supreme Court as an independent branch of government through its opinion in Marbury

v.Madison; c) describing how the Supreme Court decides cases; d) comparing the philosophies of judicial activism and judicial restraint; and e) investigating and evaluating how the judiciary influences public policy by delineating the power of government and

safeguarding the rights of the individual.

ENDURING UNDERSTANDING: Power sharing, whether through competition or compromise, aims to ensure that no branch of government, individual, or group acquires too much power at the expense of others. CONCEPTUAL UNIT QUESTION (Essential Question): How do the executive, legislative, and judicial branches interact and play different roles in the political system? PREVIEW ACTIVITY: Option 1: K-W-L chart: Students will list up to five powers or responsibilities of each branch of government and the bureaucracy. They will then identify how each power represents a Constitutional responsibility of the branch. They will then explain how these responsibilities might compete with other branches’ ambitions. Finally they will hypothesize a solution that will satisfy the needs of all the branches.

• Students should respond to these questions in the “What do you think you know?” portion of a K-W-L graphic organizer at the beginning of the overall “umbrella unit”. • Also ask the students to complete the “What would you like to learn?” portion for each branch and the bureaucracy.

The students will address and re-visit the “What have you learned?” portion as they progress through the sub-units. It is anticipated that this is a spiraling unit in that the students will better appreciate the Enduring Understanding and gain specific insights relative to the Enduring Question as they progress through the entire umbrella unit. It is important to include this reflective component as a “preview activity” before moving on to the next sub-unit. Students should be able to develop a comprehensive response to the Essential Question at the conclusion of the entire umbrella unit. Option 2: with Current Events Connection: Students will list up to five powers or responsibilities of each branch of government and the bureaucracy. Teacher will pose a question on a major current event, such as “There are up to 5 million undocumented people in the United States. Some politicians want to offer legal protections to some of these people; others want to increase deportation and border security. Which branch should be primarily responsible for deciding how to deal with the issue? Why?” Students can revisit their response as they progress through the sub-units. (A potential resource for a debate or writing activity includes: http://www.usnews.com/debate-club/is-obamas-immigration-executive-order-legal) TEXTBOOK ALIGNMENT: SEE FILES


PACING GUIDE:

UNIT

TIMEFRAME

DATES

I. Foundations of Government 3-4 weeks September II. Institutions of American Government, Including 4 sub-units

13-16 weeks (3-4 weeks per subunit) October to January

III. American Political Processes 4 weeks February IV. Public Programs and Policy Making 3 weeks March

V. Rights, Liberties, and Responsibilities 4 weeks April VI. Comparative Political and Economic Systems 4 weeks May

LITERATURE AND OTHER RESOURCES: LITERATURE All the President's Men by Bob Woodward and Carl Bernstein - This book documents the unveiling of the Nixon administration's role in the Watergate scandal. American Congressional Dictionary, 3rd ed. - Walter Kravitz worked for the Congressional Research Service for 22 years. He wrote the first American Congressional Dictionary in 1993. Some of the nearly 1000 terms, expressions, rules, and names included in the book are used in Congress today, while others are historical. Differences between the Senate and the House are clarified in the definitions provided. The book is easy to use because the terms are organized alphabetically and include two types of cross-references.

American Government: Readings and Cases, 2nd ed. by Karen O'Connor, ed. - American Government: Readings and Cases is a traditional reader that may be used to supplement the core text in an AP U.S. Government and Politics course. The text contains 79 readings, including excerpts from 21 Supreme Court decisions, 15 essays from The Federalist Papers, and a variety of classic readings in political science.

The Federalist Papers #10, 51 & 72 by Alexander Hamilton, John Jay and James Madison - This series of essays gives the rationale for separation of powers, checks and balances, an energetic executive branch and an independent judiciary.

The Judicial Process, 7th ed. by Henry Abraham - Abraham writes a very readable text on the court systems in the United States as well as on those in France and Great Britain. This book provides an excellent overview of several important features of the judicial process itself. There are in-depth discussions of important legal concepts, court appointments, and the process of judicial review.

The Nine: Inside the Secret World of the Supreme Court by Jeffrey Toobin – This book examines how the Supreme Court justices approach decision making.

Storming the Court: How a Band of Law Students fought the President—and Won by Brandt Goldstein – This book explains the procedural steps involved in challenging policies of the federal government through the federal court system.


DVDS The Response Call# F Res DVDV This courtroom drama concisely illustrates the legal and ethical challenges of enemy detention in the war on terror. Based on the transcripts of Guantánamo military tribunals, this film brings viewers inside an administrative hearing to determine whether a devout Muslim engineer from Pakistan should continue to be designated as an unlawful enemy combatant and held without trial. Regarding the difficult decision the three judges must make, it provides a vehicle to examine the most fundamental issues of due process, as they seek to balance individual liberties with national security interests. Series: American experience. Presidents collection Watergate. Call #: 973.924 WatVIDC Explores the details and consequences of the political scandal which led to the resignation of President Richard M. Nixon.

WEBSITES Subunit 1: Congress The Center on Congress at Indiana University: http://congress.indiana.edu Topics include the role of Congress, how Congress works, the legislative process, the impact of Congress, members of Congress and what they do, public criticisms, and the importance of citizen participation. The most relevant features are "Materials for Teachers," "Interactive Learning Modules," "Congress Q & A," and "Congressional Glossary." The Dirksen Congressional Centerhttp://www.dirksencenter.org/ The Web site of the nonpartisan Dirksen Congressional Center offers high school teachers everything they need to teach about Congress. The center's mission is "to help people better understand the U.S. Congress and its leaders." RollCall.comhttp://www.rollcall.comThis resource is the Web site for Roll Call, a newspaper that has been a leading source of congressional news since 1955. The site was established in 1996 and contains news, editorials, and political commentary relating to Congress and U.S. politics in general. Subunit 2: Judiciary Landmark Cases from the Supreme Court http://www.streetlaw.org/en/landmark/home This new Web site has excellent teaching resources on 15 landmark cases of the Supreme Court, from Marbury to Texas v. Johnson. There are numerous links to other Web sites that provide detailed information on these 15 cases and also excellent background material for teachers on such concepts as federalism, due process, and judicial review. Specific lessons and a teacher time line are also found here. National Constitution Center Cornell Law School http://www.law.cornell.eduThis Web site, sponsored by the Cornell University Law School, maintains the Legal Information Institute (LII). The LII provides a collection of key Supreme Court cases, both past and present. The Oyez Project http://www.oyez.orgMaterials posted on this Web site provide information on the individual justices, both current and former, all past cases as well as those on the docket for the next session, activities to test one's knowledge about the Court, and a virtual tour of the Court. Subunit 3/4: Executive/Bureaucracy Atlas of U.S. Presidential Elections http://www.uselectionatlas.orgThis Web site contains general election results from 1788 through present, as well as the 2000 presidential primary results. Information is presented on individual pages for each election; each page contains a


list of candidates, party affiliations, popular and electoral vote totals, maps, and charts. State results -- such as voter turnout -- are reported from 1932, and county results from 1960 are included. There is also information regarding historic "bellwether" states and counties. Commission on Presidential Debates http://www.debates.org This is the Web site for the Commission on Presidential Debates, the organizer of the presidential debates since 1988. The site has an array of information that can be used when studying presidential campaigns, including debate history, lesson plans, and candidate selection criteria.

Inaugural Addresses of the Presidents of the United States: http://www.bartleby.com/124/ The Internet publisher Bartleby.com provides, among other things, unlimited free access to all of the inaugural addresses of U.S. Presidents. President Elect: The Unofficial Homepage of the Electoral College http://presidentelect.us/index.htmlPresident Elect is an online clearinghouse of basic voting data about American presidential elections. It is a well-designed and comprehensive Website, containing the vote totals of every presidential election in an easily navigable format. Regulations.gov http://www.regulations.govThis governmental Web site allows you to "find, view and comment on regulations for all Federal agencies." Students can search the Federal Register by topic, agency, or date. This provides them with concrete examples of federal agencies' policy-making responsibilities, discretion, and accountability. WhiteHouseTapes.orghttp://millercenter.org/presidentialrecordings The Miller Center of Public Affairs at the University of Virginia has done a great service in putting a hefty selection of presidential recordings, going back to Franklin Roosevelt's administration, online for easy use in the classroom. SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. Consent of the governed

Limited government Separation of powers Checks and balances Federalism

Rule of law Congress House of Representatives Senate Levy taxes Regulate commerce Implied power “Necessary and proper” Supreme court Court of appeals District court President Impeach Veto Bureaucracy Public agency Cabinet Regional authorities Original jurisdiction Appellate jurisdiction Exclusive jurisdiction Concurrent jurisdiction John Marshall “Marbury v. Madison” Judicial review Writs of certiorari Opinions Judicial activists “Brown v. Board of

Education” Dread Scott

“Plessy v. Ferguson” SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdSGJORTZrMW9hSzQ&usp=sharing



STANDARD GOVT.1a


Essential Understandings Experiences may include but are not limited to the following: Inquiries result in the development of questions in response to identified issues. Synthesis involves combining processed information with other knowledge to logically reach a new interpretation and understanding of content. Evidence is evaluated, analyzed, and organized to support the development of a response to an identified issue. Proposed responses to identified issues and problems are developed based upon evidence found in a variety of sources. Historical information may be acquired from a variety of sources: Diaries Interviews Letters Raw data Court records and transcripts Photographs Journal articles that report the

findings of original research Newspaper articles reporting on

current events Autobiographies Speeches Creative works (novels, plays, poems,

music, art)

Use a variety of information sources to do the following:

o Collect and analyze data to explain major influences on voter turnout in three different localities in the Commonwealth.

o Investigate and find examples in the United States Constitution to answer the question, “How does the Constitution guard against tyranny?

o Choose three pieces of voter legislation passed in the past 150 years. Examine contemporary sources to explain how each impacted citizen participation in elections.

o Examine and analyze the geography of a location. Gather information about a specific geographic feature (e.g., the ocean, lakes, mountains, rivers) that may impact several countries, states, localities, or communities. Investigate and examine an issue or concern with the geographic feature, the types of legislation passed, and how bordering communities cooperated or had conflicts.

Review the United States Naturalization Test for citizenship to determine how the questions reflect the political philosophies outlined in the following: o Athenian democracy and the Roman republic o Declaration of Independence, Virginia Declaration of Rights, Virginia Statute of Religious

Freedom, and the Bill of Rights o Constitution of the United States

Prepare a collection of primary and secondary sources that best relate to a unit of study. Examine the sources to do the following: o Make and record observations about the sources and generate questions about each item. o Determine commonalities and patterns in the themes of the sources, as well as how the



STANDARD GOVT.1b



Essential Understandings Experiences may include but are not limited to the following: Analyzing includes identifying important trends based on demographic information from data sources. Demographic information comes in a variety of forms. Demographic information is often used by governments and businesses in the development of policies and decisions. Demographic information can be used to identify trends and patterns over time. Demographic information is presented in a variety of forms, including election data economic data census data.




regarding a particular issue, such as o transportation legislation at the state and local level o watershed legislation and its impact on local communities o legislation that supports or prohibits strip mining in Appalachia.


STANDARD GOVT.1c




determine how the issue has evolved over time. Topics might include the following: o Equal Rights Amendment (ERA) o Americans with Disability Act (ADA) o Elementary and Secondary Education Act (ESEA) o Civil Rights Act


STANDARD GOVT.1d




o Timeliness of the information o Importance of the information o Source of the information o Reliability, truthfulness, and correctness of the content o Reason the information exists

Select an event or issue. Explore multiple sources that report the same event or issue. Examine the information to determine the accuracy and validity of the sources. Events or issues might include the following: o Presidential election o School board election o Action taken by a local district court o Legislation passed by the Virginia General Assembly o Expansion of an Internet company o Foreign acquisition of an American company o Trade agreement between the United States and another nation


STANDARD GOVT.1e








To construct an argument, consider the following:

o Apply a variety of planning strategies to generate, gather, and organize ideas to address a specific audience and purpose.

o Produce arguments in writing, developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.

o Organize ideas in a sustained and logical manner. o Clarify and defend the position with precise and relevant evidence, elaborating ideas clearly and





STANDARD GOVT.1f



Explain intended and unintended outcomes and the possible consequences of public policy as it

relates to the following: o No Child Left Behind Act (NCLB) o Articles of Confederation o Campaign finance reform o North American Free Trade Agreement (NAFTA) o Supreme Court decisions dealing with civil rights








STANDARD GOVT.1g






issue has changed over time. Identify significant people, legislation, policy, or economic impacts that have contributed to the changes. Develop a plan of action that addresses the current status of the issue. Identify and explain current costs and benefits of people, events, legislation, or economic influences. The plan can include but is not limited to the following: o The issue o Stakeholders involved o Action steps o Intended outcomes and potential impact on the community o Evaluation of the intended and unintended consequences of the plan

Examine the United States Naturalization Test for citizenship and construct an argument that supports or challenges the assessment or the process as a valid reflection of the following: o Concepts of democracy o Rights and privileges of a United States citizen o Understanding the concept of thoughtful and effective participation in civic life


STANDARD GOVT.1h



Decision-making models serve several purposes. They can help us make decisions for the future better understand the choices

people faced in the past analyze the outcomes of the

decisions that people already made.



Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid: Problem: Which state tax(es) should increase? Criteria

AlternativesRaises the most revenue


Takes a larger percentage of income from people in higher-income groups


Sales tax Gasoline tax Cigarette tax Income tax Decision:

Should the state legislature add lanes on U.S. Route 60 from the Midland Trail to Virginia Beach (303 miles)? BEFORE THE CHOICE WAS MADE Expected Costs Expected Benefits The money required to build the lanes Decreased traffic congestion through town


AFTER THE CHOICE WAS MADE—OUTCOME Unintended Consequences Intended Consequences Fewer people may choose to carpool or use alternative transportation, and the number of cars on the road might increase to meet the capacity of the new lanes.





STANDARD GOVT.1i


Essential Understandings Experiences may include but are not limited to the following: Civic virtue is the cultivation of habits of personal living that are viewed as important for the success of the community. Examples include but are not limited to the following: Voting Volunteering Organizing a community

group Attending a city or school

board meeting Collaboration is necessary in order to be an effective learner and citizen. An effective and participatory democracy requires consideration of differing opinions, and collaboration and compromise among its participants.


may include the following: o Socratic seminar o Two-way journaling o Digital media (e.g., videoconferences)

Explore the ethical and legal issues related to the access and use of information by o properly citing authors and sources used in research o validating Web sites o reviewing written drafts so that the language and/or thoughts of others are given credit.



process to obtain citizenship reflect the civil liberties and civil rights as outlined in the following: o Preamble to the Constitution of the United States o Bill of Rights and First Amendment freedoms o Fifth and Fourteenth Amendments


STANDARD GOVT.1j


specific sources.




o Most valuable liberty: Freedom of speech or freedom of religion? o Greatest impact on democracy: Rule of law or limited government? o Most transformative legislation: Fair Labor Standards Act or Americans with Disabilities Act? o Most influential role of a chief executive: Chief executive or commander in chief?






STANDARD GOVT.4c

The student will apply social science skills to understand the Constitution of the United States by c) examining the fundamental principles upon which the Constitution of the United States is based, including the rule of law, consent

of the governed, limited government, separation of powers, and federalism;


The Constitution of the United States is based on fundamental principles that can be found in the writings of philosophers during the Age of Enlightenment.

Fundamental principles Consent of the governed: People are the only source of governmental power. Limited government: The government may do only those things that the people have given it the power

to do. Separation of powers: Government is divided into three branches—the legislative, executive, and

judicial. Checks and balances: This is a system whereby each branch of government exercises some control

over the others. Federalism: In this form of government, powers are divided between the national government and state

governments. Rule of law: The Constitution of the United States is supreme, and all individuals are accountable

under the law.


STANDARD GOVT.4d

The student will apply social science skills to understand the Constitution of the United States by d) defining the structure of the national government outlined in Article I, Article II, and Article III;


Articles I, II, and III of the Constitution of the United States establish three branches of government.

Organization of the national government Article I establishes the legislative branch of the national government by setting forth the two houses of

Congress to make laws. Article II establishes the executive branch to carry out the laws passed by Congress. Article III creates the United States Supreme Court and empowers Congress to establish lower federal

courts to interpret the laws.


STANDARD GOVT.7a

The student will apply social science skills to understand the organization and powers of the national government by a) examining the legislative, executive, and judicial branches;


The legislative branch of the national government is a bicameral body with committees playing a major role in the legislative process. The Constitution of the United States grants both expressed and implied powers to the legislative branch. The executive branch consists of the president, vice president, and the federal bureaucracy. The organization and powers of the judicial branch are derived from the Constitution of the United States and federal law.

The two houses of Congress The Senate: 100 members, with each state having two senators The House of Representatives: 435 members, with each state’s representation based on its population Congressional committees Committees are organized by subject matter. Because of the large volume of work, committees are essential to the legislative process. Expressed powers of Congress Levy taxes Borrow money Regulate commerce Coin money Declare war Establish Post Offices Implied powers of Congress allow it to do all things “necessary and proper” to carry out its expressed powers. The executive branch is headed by the president and vice president, who are supported by the Executive Office, the Cabinet, and the federal bureaucracy.


STANDARD GOVT.7a (continued)

The student will apply social science skills to understand the organization and powers of the national government by a) examining the legislative, executive, and judicial branches;


Responsibilities of the president Overseeing the various parts of the executive branch Enforcing laws Issuing executive orders Appointing and removing officials Making treaties and executive agreements Commanding the military United States court system Supreme Court

o Nine justices, no jury o Hears appeals from lower federal courts and the highest state courts o Has limited original jurisdiction

United States Court of Appeals o Judges, no jury o Hears appeals from United States district courts and certain other federal courts and commissions

United States District Court o Judge, with or without jury o Tries cases involving federal crimes and federal civil proceedings o Does not hear appeals


STANDARD GOVT.7b

The student will apply social science skills to understand the organization and powers of the national government by b) analyzing the relationships among the three branches in a system of checks and balances and separation of powers;


A constitutional system of checks and balances and separation of powers gives each of the three branches of government ways to limit the powers of the other branches.

Checks of the legislative branch Over the executive branch:

o To override presidential vetoes o To impeach and convict a president o To approve treaties o To approve presidential appointments

Over the judicial branch: o To approve federal judges/justices o To impeach and convict judges/justices

Checks of the executive branch Over the legislative branch:

o To veto acts of Congress o To call special sessions of Congress

Over the judicial branch: o To appoint federal judges/justices

Checks of the judicial branch Over the legislative branch:

o To declare laws to be unconstitutional Over the executive branch:

o To declare executive actions to be unconstitutional

Separation of Powers Government power is distributed among the three branches of government. Each branch is independent of one another. Although there is a separation of power, each branch participates in the functions of the other two

through a system of checks and balances.


STANDARD GOVT.9e

The student will apply social science skills to understand the process by which public policy is made by e) investigating and evaluating the process by which policy is implemented by the bureaucracy at each level;


Public policy is primarily implemented by bureaucracies at the national, state, and local levels.

Bureaucracy consists of government agencies responsible for the implementation, administration, and regulation of policy. At all levels of government, employees of public agencies conduct the day-to-day operation of government and carry out public policy. Bureaucracies shape the meaning of laws passed by legislatures through rule making and help to draft new bills for lawmakers. Some bureaucrats shape policy by providing information and advice to the executive branches of government. Levels of bureaucracy National

o Cabinet departments o Office of the president o Federal agencies

Virginia o Cabinet departments o Office of the governor o State agencies

Local o County/city agencies o Regional authorities


STANDARD GOVT.10a

The student will social science skills to understand the federal judiciary by a) describing the organization, jurisdiction, and proceedings of federal courts;


The United States has a court system whose jurisdiction is derived from the Constitution of the United States and federal laws.

Article III of the Constitution of the United States and federal laws establish the jurisdictions of the federal court. Congress created various federal courts beneath the United States Supreme Court. Types of jurisdiction Original jurisdiction: The authority of a court to hear a case first Appellate jurisdiction: The authority of a court to review decisions of a trial court Exclusive jurisdiction: Refers to the power of a court to adjudicate a case to the exclusion of other

courts solely based on the issue of the case Concurrent jurisdiction: Congress allows some cases to be tried in either federal or state courts (e.g.,

cases between citizens of different states) Jurisdiction of regular federal courts United States Supreme Court: Appellate and limited original United States Court of Appeals: Appellate United States District Court: Original The Supreme Court of the United States is the court of last resort. It hears appeals from federal, state, and special courts.


STANDARD GOVT.10b

The student will apply social science skills to understand the federal judiciary by b) evaluating how the Marshall Court established the Supreme Court as an independent branch of government through its opinion in

Marbury v. Madison;


The United States Supreme Court gained recognition as an equal branch of government as a result of John Marshall’s judicial strategy.

Prior to the appointment of Chief Justice John Marshall, the Supreme Court had little power. In Marbury v. Madison (1803), Chief Justice John Marshall and the Supreme Court for the first time declared an act of Congress unconstitutional, thus establishing the power of judicial review.


STANDARD GOVT.10c

The student will apply social science skills to understand the federal judiciary by c) describing how the Supreme Court decides cases;


The Supreme Court hears cases and makes decisions based on the opinions of the majority of the justices.

Steps in deciding cases Request for hearing: Writs of certiorari are filed or on appeal. Acceptance of cases: The acceptance of cases is determined by the rule of four—four of the Supreme

Court justices must agree to hear the case. Briefs: Both sides of the case and any interested parties submit written information summarizing their

points of view. Oral arguments: Lawyers for each side present oral arguments. They are often questioned by the

justices regarding their arguments. Conference: Following oral arguments, justices meet to discuss the merits of the case. The decision of

the court is determined by a majority vote. Opinions: Justices are assigned to write the majority and minority opinions of the court. When all

opinions have been written and the justices have determined which opinion they will support, the decision is announced in public. A justice who disagrees with that opinion may write a dissenting opinion.


STANDARD GOVT.10d

The student will apply social science skills to understand the federal judiciary by d) comparing the philosophies of judicial activism and judicial restraint;


Supporters of the philosophies of judicial activism and judicial restraint disagree regarding the role of the federal judiciary.

Judicial activists believe federal courts should use the power of judicial review to resolve important societal issues. Since justices are not elected, they can make controversial decisions without fear of losing office (e.g., Brown v. Board of Education). Those in favor of judicial restraint argue that the Supreme Court should avoid ruling on constitutional issues whenever possible. When action is necessary, the Court should decide cases in as narrow a manner as possible (e.g., Dred Scott, Plessy v. Ferguson).


STANDARD GOVT.10e

The student will apply social science skills to understand the federal judiciary by e) investigating and evaluating how the judiciary influences public policy by delineating the power of government and safeguarding

the rights of the individual.


The government’s public policy goals are expressed in legislative acts and executive actions that are subject to interpretation and review by the federal judiciary.

The United States Supreme Court’s exercise of the power of judicial review can invalidate legislative acts and executive actions that exceed the scope of powers granted by the Constitution of the United States. Federal courts, by interpreting and applying federal law to specific situations, provide meaning to legislative acts and executive actions. The United States Supreme Court defines the limits of government power and protects individual rights from governmental abuse.


UNIT III: American Political Proceses



issues; h) using a decision-making model to analyze the costs and benefits of a specific choice, considering incentives and possible consequences; i) applying civic virtues and democratic principles to make collaborative decisions; and j) communicating conclusions orally and in writing to a wide range of audiences, using evidence from multiple sources and citing specific sources. SOL GOVT.6 The student will apply social science skills to understand local, state, and national elections by a) describing the nomination and election process, including the organization and evolving role of political parties; b) examining campaign funding and spending, including the impact of Supreme Court decisions, the nationalization of campaign financing, and the role of issue groups; c) analyzing the influence of media coverage, campaign advertising, public opinion polls, social media, and digital communications on elections; d) investigating and explaining the impact of reapportionment and redistricting on elections and governance; e) describing how amendments have extended the right to vote; and f) analyzing voter turnout in local, state, and national elections. SOL GOVT.7 The student will apply social science skills to understand the organization and powers of the national government by c) investigating and explaining the ways individuals and groups exert influence on the national government. SOL GOVT.8 The student will apply social science skills to understand the organization and powers of the state and local governments described in the Constitution of Virginia by d) investigating and explaining the ways individuals and groups exert influence on state and local governments; and e) evaluating the effectiveness of citizen efforts to influence decisions of state and local governments by examining historical or contemporary events.


ENDURING UNDERSTANDING: The power of expression, coupled with that of persuasion, enables individuals and groups to bring about political change. CONCEPTUAL UNIT QUESTION (Essential Question): How is government influenced by political parties, the voting process, elections, interest groups, and media? PREVIEW ACTIVITY: Option 1: Ask students to respond to the following two quotes: “It is not enough that people have the right to vote...People must have a reason to vote as well.” - Jesse Jackson “The most common way people give up their power is by thinking they don’t have any.” - Alice Walker Option 2: Students listen and respond to This I Believe essay, An Act of Faith in America. (http://thisibelieve.org/essay/989/) TEXTBOOK ALIGNMENT: SEE FILES

PACING GUIDE:

UNIT

TIMEFRAME

DATES I. Foundations of Government 3-4 weeks September II. Institutions of American Government, Including 4 sub-units

13-16 weeks (3-4 weeks per subunit) October to January


LITERATURE AND OTHER RESOURCES: LITERATURE All the President’s Men by Carl Bernstein and Robert Woodward – Washington Post reporters, Bernstein and Woodward, recount their pursuit of the scandal that came to be known as Watergate.

Campaigns & Elections: Contemporary Case Studies by Wilcox, et. al., eds. - This 1999 reader contains a collection of 19 campaign case studies. The case studies attempt to take students behind the scenes of a variety of campaigns to review strategies and techniques used in elections. Unique political personalities are also described Eyes on the Prize: America’s Civil Rights Years, 1954-1965 by Juan Williams – Originally broadcast as a PBS television series, this collection of oral histories begins with the dismantling of school segregation. A companion volume, Voices of Freedom, continues to trace this movement. Eyewitness to Power by David Gergen - Few Americans have observed the ups and downs of presidential leadership more closely over the past thirty years -- from Nixon to Clinton and Watergate to Whitewater -- than David Gergen. A White House adviser to four presidents, both Republican and Democrat, he offers a vivid, behind-the-scenes account of their struggles to exercise power and draws from them key lessons for leaders of the future.


Fight Club Politics: How Partisanship is Poisoning the House of Representatives by Juliet Eilperin - Juliet Eilperin uses interviews and her 10 years of experience reporting on Capitol Hill to write an excellent book on contemporary Congress. Her focus is on the negative consequences of the large number of safe districts created by redistricting.

The Making of the President, 1960, by Theodore White – White covers Nixon and Kennedy and sets a standard for similar writing. Vote.com: How Big-Money Lobbyists and the Media are Losing Influence, and the Internet is Giving Power Back to the People by Dick Morris – Morris argues that 1) money will not matter in politics anymore as the free Internet will replace paid, political TV advertising, 2) the Internet will kill lobbying as the focus of special-interest groups turns from elected officials directly to the public, and 3) American will be governed by direct democracy as people express their opinions on the Internet, forcing Congress to heed their will.

The Revolution Will Not Be Televised: Democracy, the Internet, and the Overthrow of Everything by Joe Trippi - Joe Trippi's book provides a behind-the-scenes look at Howard Dean's campaign for the 2004 Democratic presidential nomination. The book was written by Dean's campaign consultant, who was an innovator in using the Internet as a campaign tool. The book focuses on the use of new media and grassroots’ campaigning. DVDS Electoral Dysfunction with Mo Rocca Call #: 324.973 Ele DVDV Frontrunners Call #: 371.59 Fro DVDVPresents a political documentary that follows the student council presidential campaign at Stuyvesant High School in New York City Patriotism and You Call#:323.65 Pat DVDV This program explores the role of patriotism in America, both the obligations and benefits. The Response Call# F Res DVDV (see description above) Vote Democracy Call #:321.8 Vot DVDV Educational materials, as PDF files available from PBS website, offer students and teachers new ways to explore democracy abroad, elections, gender, role of dissent in democracy, and media literacy through class discussions, activities, and homework assignments. WEBSITES American National Election Studies (NES) http://www.electionstudies.org/ The Guide provides . . . immediate access to tables and graphs that display the ebb and flow of public opinion and electoral behavior and choice in American politics since 1948. CitizenJoehttp://www.citizenjoe.org/This Web site prides itself on providing non-partisan information about political issues and processes to "demystify the debate." Their well-organized site focuses on reporting on Congress, describing policy debates and presenting facts, figures, and statistics on these issues. Their data is well-documented and up-to-date. The authors of the page do not take positions on the issues they describe. Teachers who are too busy to monitor Congress might want to sign up for CitizenJoe's biweekly e-mail updates. Fairvote.orghttp://www.fairvote.org/ The site is maintained by the non-profit Center for Voting and Democracy and is designed to educate people on the implications for democracy of different types of electoral arrangements. The Center promotes reforms intended to increase democratic participation, such as proportional representation over winner-take-all systems. The site provides up-to-date, accurate information about U.S. national and state-level elections and election reforms.


The Living Room Candidate: Presidential Campaign Commercials http://livingroomcandidate.movingimage.us/index.phpThe Living Room Candidate is an online repository of television commercials run by major presidential candidates since 1952. The Pew Research Center for the People and the Press http://www.people-press.org/ This Web site provides surveys and press releases on surveys conducted by the Pew Research Center for the People and the Press. The center identifies itself as "an independent opinion research group that studies attitudes toward the press, politics and public policy issues. Political Compass: A Political Ideology Test http://www.politicalcompass.orgThis Web site provides an interesting set of questions to consider when labelling somebody a liberal or a conservative. The test is accompanied by good discussions on what it means to be a libertarian or an authoritarian and provides a great reading list that spans the ideological spectrum. Students will enjoy comparing themselves to Stalin and Gandhi. PollingReport.com http://www.pollingreport.comThis is the best place to get comprehensive, up-to-date polling results on a variety of issues and topics. The Web site brings together and clearly reports the results of various nationwide surveys of the American public. Project Vote Smart http://votesmart.org/This site is an excellent resource for any student researching campaigns, elections, interest groups, political ideology, voter participation, or democracy. The information presented on the site is unbiased, nonpartisan, and objective. The Roper Center for Public Opinion Research http://www.ropercenter.uconn.edu The Roper polling site combines information from several different political polling sources and provides access to opinion polls, particularly on the presidency, for most of the last half of the twentieth century. Also accessible here are articles discussing the use of data as well as its accuracy. Some archival materials go back to the 1940s. SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. Political party Campaign Direct primary Caucus Nominating convention Petition Federal election campaign

act Political action committee Campaign reform Electorate

Polling Grass roots Reapportionment Redistricting Gerrymandering Amendment Political efficacy Voter apathy Public policy Lobbying Interest group




STANDARD GOVT.1a





music, art)











STANDARD GOVT.1b









STANDARD GOVT.1c






STANDARD GOVT.1d







STANDARD GOVT.1e
















STANDARD GOVT.1f












STANDARD GOVT.1g









STANDARD GOVT.1h





















STANDARD GOVT.1i












STANDARD GOVT.1j


specific sources.










STANDARD GOVT.6a

The student will apply social science skills to understand local, state, and national elections by a) describing the nomination and election process, including the organization and evolving role of political parties;


Political parties are organized to win elections. Party factions can control the election process by controlling candidate selection. At each level of government, candidates for elective office are chosen using a variety of nominating methods.

Political parties have national, state, and local organizations. Roles of political parties Select candidates Raise funds Conduct campaigns Identify important issues Monitor the party in power Each major political party seeks to define itself in ways that win majority support while remaining committed to core principles. The two major parties are coalitions of several factions and interest groups and recognize the importance of conducting campaigns that appeal to voters in the middle of the political spectrum, veering neither too far left nor too far right of the political center. A third party could form to highlight single issues in a given election or provide a long-term forum for minority views. Methods used by political parties to select candidates for national, state, and local offices include direct primary caucus nominating convention petition. The two major political parties use a national nominating convention to select presidential and vice-presidential candidates. In Virginia, state and local party organizations determine which method of nomination will be used to select candidates. Once nominated, candidates campaign and go before the voters for election to office. In Virginia, 17-year-olds can register and vote in special elections or participate in the nominating process if their 18th birthday is on or before the general election.


STANDARD GOVT.6b

The student will apply social science skills to understand local, state, and national elections by b) examining campaign funding and spending, including the impact of Supreme Court decisions, the nationalization of campaign

financing, and the role of issue groups;


Candidates must appeal to an increasing number of independent voters to win elections. Campaigning for political office is expensive. Recent laws and Supreme Court decisions have attempted to influence campaign financing.

Laws limit the amount individuals and groups may contribute to federal, state, and local candidates. The Federal Election Campaign Act Provides for a system of financing based on three principles:

o Public funding of presidential elections o Limitations on the amounts presidential and congressional candidates may receive from

contributors o Public disclosure of the amounts candidates spend to get elected

Legalized the creation of Political Action Committees (PACs)

Court cases impacting campaign financing Citizens United v. FEC: Deals with regulation of campaign financing by organizations; overturns

portions of McCain-Feingold (Bipartisan Campaign Reform Act) Emily’s List v. FEC: Challenges several Federal Election Commission regulations that restrict how

nonprofits may spend and raise money to advance their preferred policy positions and candidates Free Speech v. FEC: Challenged the constitutionality of the Federal Election Commission’s

regulations, policies, and practices determining when a communication is advocacy, and when it is solicitation

In state and local campaigns, campaign contributions received by a candidate are unlimited but must be reported. Rising campaign costs require candidates to conduct extensive fundraising activities. Increasingly, fundraising is done online.


STANDARD GOVT.6c

The student will apply social science skills to understand local, state, and national elections by c) analyzing the influence of media coverage, campaign advertising, public opinion polls, social media, and digital communications on

elections;


Media coverage, campaign advertising, public opinion polls, and Internet-based communications influence public opinions during a political campaign.

Influences on elections Mass media (including the Internet) influence public opinion. Campaign advertisements are used to persuade and/or mobilize the electorate. Polling is used to measure public attitudes, target ads, and refine campaign strategies. Internet-based communications include campaign Web sites e-mail communications with voters use of social networking sites and blogging online grassroots organizing.


STANDARD GOVT.6d

The student will apply social science skills to understand local, state, and national elections by d) investigating and explaining the impact of reapportionment and redistricting on elections and governance;


Changes in population and resulting reapportionment have a political effect on legislative membership through national, state, and local elections.

Terms to know reapportionment: Redistribution of the fixed number of seats in a legislative body (e.g., the 435

congressional seats) redistricting: Redrawing the boundaries of legislative districts gerrymandering: The process of redrawing district boundaries to benefit one political party or group of

citizens Reapportionment of congressional districts occurs after each census. In Virginia, the General Assembly’s majority party redraws state and congressional districts. Some states have removed legislators completely or partially from the process (e.g., by using nonpartisan commissions). United States Supreme Court cases in the early 1960s established the “one man, one vote” principle.


STANDARD GOVT.6e

The student will apply social science skills to understand local, state, and national elections by e) describing how amendments have extended the right to vote;


Amendments to the Constitution of the United States have extended the right of suffrage.

Amendments to the Constitution of the United States that extended suffrage The 15th Amendment ensures the right to vote regardless of race. The 19th Amendment grants women the right to vote. The 23rd Amendment allows voters in Washington, D.C., to vote for the United States president and

vice president. The 26th Amendment gives the right to vote to citizens 18 years old and older.


STANDARD GOVT.6f

The student will apply social science skills to understand local, state, and national elections by f) analyzing voter turnout in local, state, and national elections.


Analyzing trends among voter turnout provides data on the outcome of election results and potentially influences future campaigns.

Influences on voter turnout Campaign issues Candidates Political efficacy Voter attitudes toward government Voter loyalty to political parties Competitive and noncompetitive races Education, age, and income are important factors in predicting which citizens will vote. More citizens vote in presidential elections than in state, local, and other national contests. Voter turnout can be limited when voters believe their vote has little impact. Voter apathy, dissatisfaction, and failure to meet voting requirements can contribute to a decline in voting.


STANDARD GOVT.7c

The student will apply social science skills to understand the organization and powers of the national government by c) investigating and explaining the ways individuals and groups exert influence on the national government.


Individuals and groups exert influence on the national government.


meetings, petitioning, meeting with public officials) Joining interest groups or political parties Donating money to support a particular cause Ways interest groups/lobbyists influence public policy Identifying issues Stimulating interest in public affairs Working to build a positive image for the group Organizing individuals of like-minded interests Providing useful information to government officials Lobbying to persuade policymakers to share an interest group’s point of view Making political contributions Monitoring the policymaking and regulatory processes Organizing communities of like interests


STANDARD GOVT.8d

The student will apply social science skills to understand the organization and powers of the state and local governments described in the Constitution of Virginia by d) investigating and explaining the ways individuals and groups exert influence on state and local governments;


Individuals and groups influence public policy at the state and local levels.


hearings, petitioning, meeting with state and local officials) Joining interest groups or political parties Providing officials with accurate and detailed information Ways groups influence public policy Identifying issues Stimulating interest in public affairs, including through the use of media Working to build a positive image for the group Organizing individuals of like-minded interests Providing useful information to government officials Lobbying to persuade policymakers to share the group’s point of view


STANDARD GOVT.8e

The student will apply social science skills to understand the organization and powers of the state and local governments described in the Constitution of Virginia by e) evaluating the effectiveness of citizen efforts to influence decisions of state and local governments by examining historical or

contemporary events.


Citizens can exert a powerful influence on the policymaking process at the state and local levels.

Engaged individuals can have a great impact on policymakers. At the state and local levels, individuals can influence public policy through direct participation in public meetings personal contact with elected officials service on commissions and boards membership in interest groups advocacy within the community and across Virginia.


UNIT IV: Public Programs and Policy Making



issues; h) using a decision-making model to analyze the costs and benefits of a specific choice, considering incentives and possible consequences; i) applying civic virtues and democratic principles to make collaborative decisions; and j) communicating conclusions orally and in writing to a wide range of audiences, using evidence from multiple sources and citing specific sources. SOL GOVT.9 The student will apply social science skills to understand the process by which public policy is made by a) defining public policy and determining how to differentiate public and private action; b) examining different perspectives on the role of government; c) describing how the national government influences the public agenda and shapes public policy by examining examples such as the Equal Rights Amendment, the Americans with Disabilities Act (ADA), and Section 9524 of the Elementary and Secondary Education Act (ESEA) of 1965; d) describing how the state and local governments influence the public agenda and shape public policy; e) investigating and evaluating the process by which policy is implemented by the bureaucracy at each level; f) analyzing how the incentives of individuals, interest groups, and the media influence public policy; and g) devising a course of action to address local and/or state issues. SOL GOVT.12 The student will apply social science skills to understand the role of the United States in a changing world by a) describing the responsibilities of the national government for foreign policy and national security; b) assessing the role of national interest in shaping foreign policy and promoting world peace; and c) examining the relationship of Virginia and the United States to the global economy, security; and including trends in international trade. SOL GOVT.15 The student will apply social science skills to understand the role of government in the Virginia and United States economies by c) investigating and describing the types and purposes of taxation that are used by local, state, and federal governments to pay for services provided by the government;


d) analyzing how Congress can use fiscal policy to stabilize the economy; and e) describing the effects of the Federal Reserve’s monetary policy on price stability, employment, and the economy. ENDURING UNDERSTANDING: The American political system is designed to change slowly, based on the input of different stakeholders. CONCEPTUAL UNIT QUESTION (Essential Question): How do policymakers at the local, state, and national level address the needs of their constituents? PREVIEW ACTIVITY: Option 1: Imagine that you are a part of a presidential committee set up to decide the spending priorities for next year’s government budget. Your job is to list four top areas that you think should have the greatest share of the budget. Prepare a supporting argument for the four areas you have chosen. Option 2: Participate in iCivics simulation People’s Pie (https://www.icivics.org/games/peoples-pie) in which students control the budget of the federal government. Students choose how federal revenues should be raised and how taxpayers’ money should be spent. TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNIT

TIMEFRAME

DATES

I. Foundations of Government 3-4 weeks September II. Institutions of American Government, Including 4

sub-units 13-16 weeks (3-4 weeks per subunit) October to January


LITERATURE AND OTHER RESOURCES: LITERATURE Custer Died for Your Sins: An Indian Manifesto by Vine Deloria, Jr. – Deloria chronicles four centuries of crimes committed against American Indians The Jungle by Upton Sinclair – Early twentieth-century muckraker Sinclair points out the oppression of workers at the turn of the century. Within six months of the publication of this book, Congress passed the Pure Food and Drug Act and the Meat Inspection Act.

Savage Inequalities: Children in America’s Schools by Jonathan Kozol – Forty years after Brown v. Board of Education, Kozol finds that schools in poor black and Hispanic communities are still separate and not equal. DVDS An inconvenient truth a global warning Call #: 363.73874 GorDVDV Former Vice President Al Gore explains the facts of global warming, presents arguments that the dangers of global warning have reached the level of crisis, and addresses the efforts of certain interests to


discredit the anti-global warming cause. Between lecture segments, Gore discusses his personal commitment to the environment, sharing anecdotes from his experiences.

Emergence of Modern America Call #: 973.8 Pro DVDV Examines the ways the Progressive era altered the course of our history through the strengthening of labor unions, political reforms, and the imposition of the first federal income tax.

I.O.U.S.A Call #: 330.973 IouDVDVI.O.U.S.A. tells the story of America in debt. Faced with key deficits in budget, savings, trade and leadership, increased foreign competition and ballooning financial obligations, the federal government is critically overextended. With the economy already in shambles, 78 million baby boomers are now expecting retirement benefits from their indebted federal government.

Second Amendment: Right to Bear Arms Call #: 323.43 Sec VIDC Take a rare look inside the Missouri 51st, a militia in Kansas City with nearly a thousand supporters. Are they a group of paranoid anti-government extremists? Or are they patriots exercising their Second Amendment rights? You decide

WEBSITES The Annenberg Public Policy Center of the University of Pennsylvania http://www.appcpenn.orgThe Web site of the Annenberg Public Policy Center of the University of Pennsylvania provides summaries of the most recent reports issued by the Center and links to information about its research. Center for American Women and Politics http://www.rci.rutgers.edu/~cawp/ This site provides up-to-date fact sheets that list women candidates, women in Congress, women in statewide elective office, and women's PACs. It also provides information about female officeholders and the gender gap in public opinion and voting. Sample syllabi for women and politics classes and reports on research about women and politics can also be downloaded from this site.

Center for Budget and Policy Priorities http://www.cbpp.orgFounded in 1981, the Center for Budget and Policy Priorities is an organization that works at the federal and state levels on federal policy and public programs that affect low- and moderate-income families. Although it provides useful information on social insurance programs and pensions, poverty and income trends, and fiscal policy, the coverage of the federal budget is the most useful.

A Citizen's Guide to the Federal Budgethttp://www.access.gpo.gov/usbudget/fy2001/guidetoc.htmlUsing a colorful, easy-to-read format, this site provides data and information from the Government Printing Office on the U.S. budget-making process. The site compares creating a federal budget to family budgeting. Just as a family makes a budget by calculating its income and then subtracting the cost of what it must spend on necessities, so the federal government must first calculate its revenue and then subtract its expenditures. The summary of the steps it takes to create the budget helps students learn about the roles of the Office of Management and Budget Director, the Congressional Budget Office, and the heads of the departments, as well as some of the other agents of government. Public Agenda http://www.publicagenda.org/ Public Agenda is a nonprofit organization dedicated to citizen research on public policy topics. This Web site is useful as a teacher/student resource for a unit on public policy or political culture.


SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. Public policy Private sector Privatization Demographics Main stream Equal rights amendment

Americans with Disabilities Act

ESEA act Bureaucracy Cabinet

A bill Interest groups Foreign policy National security State Department National Security Council

Foreign Service Central Intelligence Agency

Department of Defense Department of Homeland Security

Federal Bureau of Investigation

Diplomacy Free trade International cooperation Human rights

Multinational Trade barriers Free trade Standard of Living NAFTA WTO Taxation Progressive tax Proportional tax Regressive tax Fiscal policy Inflation Interest rate Federal Reserve




STANDARD GOVT.1a





music, art)











STANDARD GOVT.1b









STANDARD GOVT.1c






STANDARD GOVT.1d







STANDARD GOVT.1e
















STANDARD GOVT.1f












STANDARD GOVT.1g









STANDARD GOVT.1h





















STANDARD GOVT.1i












STANDARD GOVT.1j


specific sources.










STANDARD GOVT.9a

The student will apply social science skills to understand the process by which public policy is made by a) defining public policy and determining how to differentiate public and private action;


Public policy relates to government action or inaction in regard to a specific public need.

Public policy is a purposeful course of action produced in response to a perceived problem, discussed and developed through a political process, and implemented by a public agency. Private sector activity consists of actions taken by individuals, nonprofits, or corporations to fulfill a public need. Examples include utilities (e.g., electric, gas), food banks, American Red Cross, and Habitat for Humanity. Privatization of government services occurs when there is an identified public need that the government is willing to outsource and that the private sector is capable of and willing to provide. Examples include prisons, waste collection, and roads.


STANDARD GOVT.9b

The student will apply social science skills to understand the process by which public policy is made by b) examining different perspectives on the role of government;


Individual ideologies are shaped by a number of demographic factors. Political opinions about the role of government shape public policy.

Differences of opinion about the role of government are due primarily to ideology. An ideology is a set of basic beliefs about life, culture, government, and society. A person’s ideology provides a framework for looking at government and public policy. Ideology is shaped by demographic factors, including family, education, religion, socioeconomic status, race and ethnicity, gender, and region. Traditionally, mainstream American political perspective falls into three broad categories of opinion: Conservative opinion generally believes that the role of government should be limited and that free

enterprise and initiative should be promoted. Moderate opinion generally represents middle ground between conservative and liberal positions. Liberal opinion generally believes that the role of government should be active and that economic

opportunity should be promoted. Individuals may not always be consistent in their opinions about public policy. For example, a person may hold conservative views about the economy and liberal views about society.


STANDARD GOVT.9c

The student will apply social science skills to understand the process by which public policy is made by c) describing how the national government influences the public agenda and shapes public policy by examining examples such as the

Equal Rights Amendment, the Americans with Disabilities Act (ADA), and Section 9524 of the Elementary and Secondary Education Act (ESEA) of 1965;


The laws enacted by the national government generally reflect the public agenda that is shaped by individuals, elected officials, political leaders, interest groups, and the print and electronic media.

Public policy is a purposeful course of action produced in response to a perceived problem, discussed and developed through a political process, and implemented by a public agency. Participants in the policy process include elected officials, political leaders, interest groups, the media, and individual citizens. These participants influence the public agenda and shape public policy by attending political and governmental meetings lobbying working in campaigns contributing money to candidates and funding causes organizing public opinion, using social media filing legal challenges petitioning government demonstrating running for office.

The Equal Rights Amendment is a proposed amendment to the Constitution stating that equality of rights shall not be abridged by the government or any state based on gender. The Americans with Disabilities Act prohibits discrimination and ensures equal opportunity for persons with disabilities in employment, government services, public accommodations, commercial facilities, and transportation. The Individuals with Disabilities Education Act (IDEA) formerly Public Law 94-142, entitles children and young adults with disabilities access to a free appropriate public education (FAPE). Section 9524 of the Elementary and Secondary Education Act of 1965 states that local school divisions shall certify that there is no policy which prevents or denies participation in constitutionally protected prayer in public schools.


STANDARD GOVT.9d

The student will apply social science skills to understand the process by which public policy is made by d) describing how the state and local governments influence the public agenda and shape public policy;


In Virginia’s state and local governments, the public agenda is shaped by elected officials, political leaders, interest groups, the media, and individual citizens. The legislative acts of the state and local governments affect directly the everyday life of all Virginians.

State and local government officials and individual citizens can shape policy through direct participation in public meetings personal contact with elected officials service on boards and commissions advocacy within the community and across the state, individually or as a member of an interest group.


STANDARD GOVT.9e

The student will apply social science skills to understand the process by which public policy is made by e) investigating and evaluating the process by which policy is implemented by the bureaucracy at each level;


Public policy is primarily implemented by bureaucracies at the national, state, and local levels.

Bureaucracy consists of government agencies responsible for the implementation, administration, and regulation of policy. At all levels of government, employees of public agencies conduct the day-to-day operation of government and carry out public policy. Bureaucracies shape the meaning of laws passed by legislatures through rule making and help to draft new bills for lawmakers. Some bureaucrats shape policy by providing information and advice to the executive branches of government. Levels of bureaucracy National

o Cabinet departments o Office of the president o Federal agencies

Virginia o Cabinet departments o Office of the governor o State agencies

Local o County/city agencies o Regional authorities


STANDARD GOVT.9f

The student will apply social science skills to understand the process by which public policy is made by f) analyzing how the incentives of individuals, interest groups, and the media influence public policy;


Individuals, interest groups, and the media influence public policy.

Ways individuals influence public policy Participating in politics (e.g., voting, campaigning) Expressing opinions (e.g., lobbying, demonstrating, writing letters) Joining interest groups Ways interest groups influence public policy Identifying issues Making political contributions Lobbying government officials Ways the media influence public opinion Giving selective attention to issues Shaping attitudes and beliefs Providing information to policymakers Types of interest groups Economic Public Government Religious Civil rights Ideological Single issue


STANDARD GOVT.9g

The student will apply social science skills to understand the process by which public policy is made by g) devising a course of action to address local and/or state issues.


Students acquire the knowledge and skills required to influence public policy by studying how others addressed issues of interest in their community or the state.

Students need to demonstrate the knowledge and skills responsible citizenship requires, including the ability to formulate questions about state and/or local issues acquire and analyze information from a variety of print and electronic sources evaluate information act within a group in a positive manner to resolve conflict and build trust communicate a position effectively in writing, discussion, and debate implement a course of action evaluate the effectiveness of the action.


STANDARD GOVT.12a

The student will apply social science skills to understand the role of the United States in a changing world by a) describing the responsibilities of the national government for foreign policy and national security;


American foreign policy consists of the official positions and actions that the national government takes in its relationships with other countries. One of the primary responsibilities of the national government is to protect its citizens.

Foreign policy powers of the executive branch The president has primary responsibility for making foreign policy. The president is the commander in chief of the armed forces. The president and the executive branch negotiate, persuade, apply economic pressure, and threaten

military intervention. Foreign policy powers of other branches Congress has the power to declare war and to appropriate funds. The Senate has the power to confirm ambassadors and to ratify treaties. The Supreme Court has the power to interpret treaties. Key agencies in the foreign policy and national security arenas State Department National Security Council Foreign Service Department of Defense Central Intelligence Agency Department of Homeland Security Federal Bureau of Investigation Public opinion, special interests, international organizations, and foreign countries influence foreign policy and national security issues. Conventional diplomacy, foreign aid, economic sanctions, and military intervention abroad serve to protect American interests and promote national security.


STANDARD GOVT.12b

The student will apply social science skills to understand the role of the United States in a changing world by b) assessing the role of national interest in shaping foreign policy and promoting world peace;


United States foreign policy priorities reflect the political agenda of the time and can be fluid.

Foreign policy goals Fulfilling a commitment to preserve a peaceful world Promoting democratic values Protecting nations from aggression Encouraging market-oriented economies and free trade Advancing international cooperation Making foreign policy decisions requires balancing competing or contradictory foreign policy goals. Recent initiatives addressing foreign policy challenges Trade imbalances with other countries Curtailing human rights abuses Controlling nuclear and biological arms Determining the future of North Atlantic Treaty Organization (NATO) Curbing drug traffic


STANDARD GOVT.12c

The student will apply social science skills to understand the role of the United States in a changing world by c) examining the relationship of Virginia and the United States to the global economy, including trends in international trade.


The economies of Virginia and the United States depend on resources and markets around the world for the production and sale of goods and services.

Virginia and United States businesses have become multinational in their quest for resources, markets, and profits. In recent decades, the national government has worked to reduce barriers to international trade: Free trade increases worldwide material standards of living. The gains from free trade are not distributed equally, and some individuals or groups may lose more

than they gain when trade barriers are reduced. Despite mutual benefits from trade among people in different countries, many nations employ trade

barriers to restrict free trade for national defense reasons, to protect key individuals, or because some companies and workers are hurt by free trade.

United States trade agreements North American Free Trade Agreement (NAFTA): A free-trade zone of Canada, Mexico, and the United

States intended to eliminate trade barriers, promote fair competition, and increase investment opportunities.

World Trade Organization (WTO): Established in 1995. Its role is administering trade agreements, handling disputes, and providing a venue for negotiating among its member nations.


STANDARD GOVT.15c

The student will apply social science skills to understand the role of government in the Virginia and United States economies by c) investigating and describing the types and purposes of taxation that are used by local, state, and federal governments to pay for

services provided by the government;


The governments of Virginia and the United States finance their operations through the taxes that are collected from individuals and corporations. Different tax structures affect taxpayers differently and can be distinguished by whether the tax burden falls more heavily on those with higher or lower income levels.

Taxes and/or fees pay for the production of government-provided goods and services. The power to tax is the first among the expressed powers of Congress. Taxation is used to raise revenue; it is also used to regulate or discourage some activities. Tax policies can also be used to encourage certain activities. Income taxes paid by individuals and corporations are the largest single source of revenue today. Types of taxes Individual income tax Corporate income tax Payroll taxes Customs duties Sales tax Real estate and personal property taxes A progressive tax takes a larger percentage of taxes from people in higher-income groups than from people in lower-income ones; the United States federal income tax is an example. A proportional tax, also called a flat tax, is one in which the same tax rate is paid by people at all income levels. People who earn more pay more, but they pay the same percentage rate. Property tax is an example of a proportional tax. A regressive tax applies in the same way to everyone, but the tax paid represents a larger share from lower-income groups than from higher-income groups. Sales tax is a regressive tax.


STANDARD GOVT.15d

The student will apply social science skills to understand the role of government in the Virginia and United States economies by d) analyzing how Congress can use fiscal policy to stabilize the economy;


Congress has a variety of fiscal tools for its use in influencing the economy.

Fiscal policy refers to how government taxing and spending policy can be used to influence the economy. In the short term, fiscal policy can be used to reduce the extremes of recession and inflation. Fiscal policies are decisions by the federal government to change spending and taxation levels in order to influence national levels of output, employment, and prices. Under conditions of slow growth or high unemployment, Congress can stimulate the economy by increasing federal spending and/or reducing taxes to promote more employment and output. When inflation is growing too rapidly, Congress may slow the economy by decreasing federal spending and/or increasing taxes, which tends to lower price levels and interest rates.


STANDARD GOVT.15e

The student will apply social science skills to understand the role of government in the Virginia and United States economies by e) describing the effects of the Federal Reserve’s monetary policy on price stability, employment, and the economy;


The Federal Reserve System serves as the United States’ central bank. Monetary policies are decisions by the Federal Reserve System that lead to changes in the supply of money, short-term interest rates, and the availability of credit.

Monetary policies are decisions by the Federal Reserve System that lead to changes in the availability and cost of money and credit in order to promote price stability, full employment, and sustainable economic growth. The Federal Reserve’s Open Market Committee is responsible for monetary policy decisions. The Federal Reserve conducts monetary policy by buying and selling government securities to influence the money supply and interest rates. In response to economic weakness, the Federal Reserve may implement monetary policy that helps to lower interest rates in order to stimulate employment and economic growth. Conversely, in response to an overheating economy, the Federal Reserve may implement monetary policy that aims to increase interest rates in order to restrain inflation.


UNIT V: Rights, Liberties, and Responsibilities

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL GOVT.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) planning inquiries by synthesizing information from diverse primary and secondary sources; b) analyzing how political and economic trends influence public policy, using demographic information and other data sources; c) comparing and contrasting historical, cultural, economic, and political perspectives; d) evaluating critically the quality, accuracy, and validity of information to determine misconceptions, fact and opinion, and bias; e) constructing informed, analytic arguments, using evidence from multiple sources to introduce and support substantive and significant claims; f) explaining how cause-and-effect relationships impact political and economic events; g) taking knowledgeable, constructive action, individually and collaboratively, to address school, community, local, state, national, and global issues; h) using a decision-making model to analyze the costs and benefits of a specific choice, considering incentives and possible consequences; i) applying civic virtues and democratic principles to make collaborative decisions; and j) communicating conclusions orally and in writing to a wide range of audiences, using evidence from multiple sources and citing specific sources. SOL GOVT.3 The student will apply social science skills to understand the concepts of democracy by a) recognizing the fundamental worth and dignity of the individual; b) recognizing the equality of all citizens under the law; c) recognizing what defines a citizen and how noncitizens can become citizens d) recognizing majority rule and minority rights; e) recognizing the necessity of compromise; and f) recognizing the freedom of the individual. SOL GOVT.11 The student will apply social science skills to understand civil liberties and civil rights by a) examining the Bill of Rights, with emphasis on First Amendment freedoms; b) analyzing due process of law expressed in the Fifth and Fourteenth Amendments; c) explaining how the Supreme Court has applied most of the protections of the Bill of Rights to the states through a process of selective incorporation; d) investigating and evaluating the balance between individual liberties and the public interest; and e) examining how civil liberties and civil rights are protected under the law. SOL GOVT.16 The student will apply social science skills to understand that in a democratic republic, thoughtful and effective participation in civic life is characterized by a) exercising personal character traits such as trustworthiness, responsibility, and honesty; b) obeying the law and paying taxes;


c) serving as a juror; d) participating in the political process and voting in local, state, and national elections; e) performing public service; f) keeping informed about current issues; g) respecting differing opinions and the rights of others; h) practicing personal and fiscal responsibility; i) demonstrating the knowledge, skills, and attitudes that foster the responsible and respectful use of digital media; and j) practicing patriotism. ENDURING UNDERSTANDING: Citizens in a constitutional democracy have options to seek redress when they believe their rights have been violated. CONCEPTUAL UNIT QUESTION (Essential Question): How should society balance the protection of individual rights against the government’s responsibility to provide security and stability? PREVIEW ACTIVITY: Option 1: Students will examine photographs that show civic demonstration. Students will discuss issues, beliefs and rights associated with each photograph. Photographs can include: anti-immigrant protests, demonstrations for or against California’s Proposition 8, minimum wage and Black Lives Matter rallies, gun rights and gun control advocates. Option 2: Students will be given scenarios that deal with the balance between protection of our individual rights and our civic duties and responsibilities. In small groups, they will discuss whether or not the action included in the scenario is acceptable or harmful to a society. Moreover, is the action one that would be protected by our Constitution? Students will provide reasons for their opinions. Discussion scenarios can include: burning of the U.S. flag, yelling “fire” in a crowded theatre, acting on one’s religious belief in harming other people, hate-groups holding public rallies, evading taxes, protesting war, falsely accusing someone of illegal behavior, advocating or urging revolution or overthrow of the government. TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNIT

TIMEFRAME

DATES

I. Foundations of Government 3-4 weeks September II. Institutions of American

Government, Including 4 sub-units 13-16 weeks (3-4 weeks per subunit) October to January

III. American Political Processes 4 weeks February IV. Public Programs and Policy Making 3 weeks March

V. Rights, Liberties, and Responsibilities 4 weeks April VI. Comparative Political and Economic Systems 4 weeks May LITERATURE AND OTHER RESOURCES: LITERATURE The Eyes on the Prize Civil Rights Reader by Clayborne Carson, ed. - This volume is a supplement to the highly acclaimed television series and text Eyes on the Prize: America's Civil Rights Years, 1954-1965, produced by PBS. It is an anthology of primary source material that


presents a rich historical documentation of the civil rights movement. The collection of court decisions, speeches, reports, and interviews with actual participants brings to students new insight and a depth of understanding of the struggle for civil rights that mere historical discussions cannot duplicate. Eyes on the Prize: America’s Civil Rights Years, 1954 – 1965 by Juan Williams – This compelling oral history of the first ten years of the Civil Rights movement is a tribute to the men and women, both black and white, who took part in the fight for justice and kept their eyes on the prize of freedom. Companion to the highly acclaimed PBS television series. Freedom and the Court, 8th ed. by Henry Abraham and Barbara Perry - Abraham and Perry provide a concise yet complete look at the development of civil rights and liberties in the United States through investigations of the Supreme Court's processes and interpretations. This edition of their book carries readers through cases from the 2002 term. It is an excellent source for in-depth reading about incorporation, the Fourteenth Amendment, and the development of court interpretations of the Bill of Rights. Letter from Birmingham Jail by Martin Luther King, Jr. – Written in 1963 while King was serving a jail sentence for participating in demonstrations, the letter persuasively argued that segregation contradicted America's democratic faith and religious heritage. The letter galvanized U.S. public opinion around the issue of black civil rights. The Social Contract by Jean Jacques Rousseau – Provides Rousseau’s (an important French Enlightenment thinker) interpretation of the rights and duties of individuals and governments.

Thomas Paine: Collected Writings – Common Sense/The Crisis/Rights of Man/The Age of Reason/ Pamphlets, Articles, and Letters (Library of America) – This is a collection of writings from the famous political philosopher, patriot, and revolutionary activist, Thomas Paine. Among these works, you will find Paine’s promotion of the ideas of a republican form of government under a written constitution, and the importance of individual rights over absolute monarchy. Two Treatises of Government by John Locke – Locke was one of the most influential Enlightenment thinkers and writers of the 17th century. His ideas were a source of inspiration to the writers of the Declaration of Independence and United States Constitution. According to Locke, life, liberty andproperty are natural rights, and government exists to protect those rights. When government fails to do so, the people have the right to change it. DVDS American Experience: Freedom Riders Call #: 323.119 Ame DVDV Documents the efforts of an integrated group of college students calling themselves the Freedom Riders, who in 1961 boarded a Greyhound bus bound for the deep South to organize against civil rights inequities. Voices of Civil Rights Call#: 323.119 Voi DVDV A documentary containing the personal narratives of everyday people who lived through this transformative era, from bus boycotts in Birmingham to the passage of the Civil Rights Act of 1964. WEBSITES The Bill of Rights Institutehttp://www.billofrightsinstitute.org Educating high school teachers about the Bill of Rights and the principles of other founding documents is the mission of the Bill of Rights Institute.

Constitutional Rights Foundation http://www.crf-usa.org/ The major goal of the Constitutional Rights Foundation is to educate students about the Constitution and citizenship, as well as promote civic engagement.


Democracy Project http://www.pbs.org/democracy/The Democracy Project, sponsored by PBS, offers a thorough explanation and discussion of all types of PBS programming and materials that are relevant to these courses. Speak Out http://speakout.comSpeak Out is a non-profit Web site devoted to political activism. Speak Out conducts thousands of online polls and distributes the results to political leaders. The site's goal is to better connect American citizens to the political process.

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. Civil liberties Bill of Rights Search and seizure Double jeopardy Cruel and unusual Self-incrimination Due process Due process clause Public interests Equal protection clause Civil liberties 1964 Civil Rights Act 1965 Voting Rights Act Title IX Americans with Disabilities

Act Citizenship




STANDARD GOVT.1a





music, art)











STANDARD GOVT.1b









STANDARD GOVT.1c






STANDARD GOVT.1d







STANDARD GOVT.1e
















STANDARD GOVT.1f












STANDARD GOVT.1g









STANDARD GOVT.1h








Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid: Problem: Which state tax(es) should increase?Criteria

Alternatives

Raises the most revenue


Takes a larger percentage of income from people in higher‐income groups


Sales taxGasoline taxCigarette taxIncome taxDecision:

Should the state legislature add lanes on U.S. Route 60 from the Midland Trail to Virginia Beach (303 miles)?BEFORE THE CHOICE WAS MADEExpected Costs Expected BenefitsThe money required to build the lanes Decreased traffic congestion through town


AFTER THE CHOICE WAS MADE—OUTCOMEUnintended Consequences Intended ConsequencesFewer people may choose to carpool or use alternative transportation, and the number of cars on the road might increase to meet the capacity of the new lanes.





STANDARD GOVT.1i












STANDARD GOVT.1j


specific sources.










STANDARD GOVT.3a, b, c, d, e, f

The student will apply social science skills to understand the concepts of democracy by a) recognizing the fundamental worth and dignity of the individual; b) recognizing the equality of all citizens under the law; c) recognizing what defines a citizen and how noncitizens can become citizens; d) recognizing majority rule and minority rights; e) recognizing the necessity of compromise; and f) recognizing the freedom of the individual.

Essential Understandings Essential Knowledge Concepts of democracy define and shape the meaning of United States citizenship.

Fundamental concepts of democracy Fundamental worth and dignity of the individual: All persons are entitled to life, liberty, and due process

under the law. Equality: All persons are entitled to equal rights and treatment under the law. Citizenship: The common thread that connects all Americans, recognized by two principles:

o A person receives American citizenship by virtue of being born in the United States o Citizenship on those born to at least one United States citizen anywhere in the world

Noncitizens: o All persons not meeting the principles of citizenship may become a United States citizen through

the naturalization process. o The naturalization process is the way that a person not born in the United States voluntarily

becomes a United States citizen. Majority rule: The will of the majority as expressed through elections is fundamental to the American

system. Minority rights: The Constitution of the United States protects the rights of the few from oppression. Compromise: The structure of the United States government necessitates compromise by all sides. Individual freedom: All persons are born free, equal, and independent. An analysis of current events demonstrates contemporary applications of these democratic concepts.


STANDARD GOVT.11a

The student will apply social science skills to understand civil liberties and civil rights by a) examining the Bill of Rights, with emphasis on First Amendment freedoms;


The first 10 amendments to the Constitution of the United States, known as the Bill of Rights, outline American civil liberties.

Term to know civil liberties: Freedoms upon which the government may not infringe The Bill of Rights is composed of the first 10 amendments to the Constitution of the United States. The Bill of Rights guarantees the rights of individuals and expresses limitations on federal and state governments. First Amendment freedoms Religion: Government may not establish an official religion, endorse an official religion, or unduly

interfere with the free exercise of religion. Speech: Individuals are free to express their opinions and beliefs. Press: The press is free to gather and publish information, including that which criticizes the

government. Assembly: Individuals may peacefully gather. Petition: Individuals have the freedom to make their views known to public officials. Rights of the accused The Bill of Rights protects citizens from

o unreasonable search and seizures o double jeopardy o self-incrimination o cruel and unusual punishment.

Ninth Amendment Citizens have rights beyond what is specifically listed in the Constitution of the United States.


STANDARD GOVT.11b

The student will apply social science skills to understand civil liberties and civil rights by b) analyzing due process of law expressed in the Fifth and Fourteenth Amendments;


The right to due process of law is outlined in the Fifth and Fourteenth Amendments to the Constitution of the United States.

Two types of due process of law Procedural due process of law: The government must use fair proceedings. Substantive due process of law: The laws under which the government acts must be constitutional. Amendments protecting due process of law The Fifth Amendment prohibits the national government from acting in an unfair or arbitrary manner. The Fourteenth Amendment prohibits state and local governments from acting in an unfair or arbitrary

manner.


STANDARD GOVT.11c

The student will apply social science skills to understand civil liberties and civil rights by c) explaining how the Supreme Court has applied most of the protections of the Bill of Rights to the states through a process of

selective incorporation;


The selective incorporation of the Bill of Rights through the Fourteenth Amendment (due process clause) greatly enhances the protection of civil rights.

Beginning in the twentieth century, the Supreme Court used the Fourteenth Amendment (due process clause) to limit state actions, just as the Bill of Rights limits the national government. The Supreme Court has incorporated in the due process clause all of the provisions of the Bill of Rights except those of the Third, Seventh, and Tenth Amendments and the grand jury requirement of the Fifth Amendment.


STANDARD GOVT.11d

The student will apply social science skills to understand civil liberties and civil rights by d) investigating and evaluating the balance between individual liberties and the public interest;


The protection of civil liberties and civil rights, as guaranteed by the Constitution of the United States, is balanced by compelling public interest.

Few rights are considered absolute. At times, individual rights must be balanced against public interest. Limitations of rights Some forms of speech are not protected (e.g., libel, slander, obscenity). Speech that is a “clear and present danger” is not protected (e.g., shouting “Fire!” in a crowded

building). The press can be restricted when publication will cause serious and irreparable harm (e.g., breach of

national security).


STANDARD GOVT.11e

The student will apply social science skills to understand civil liberties and civil rights by e) examining how civil liberties and civil rights are protected under the law.


Some civil liberties and civil rights are protected by law.

The equal protection clause is contained in the 14th Amendment to the Constitution of the United States. The promise of equal protection under the law does not guarantee all people will be treated exactly the same. The government may classify or categorize people into groups for justifiable government goals (e.g., adults under 21 may not purchase alcohol). Examples of how civil liberties and civil rights are protected under the law: Civil Rights Act of 1964 Voting Rights Act of 1965 Americans with Disabilities Act Title IX of the Education Amendments of 1972


STANDARD GOVT.16a, b, c, d, e, f, g, h, i, j

The student will apply social science skills to understand that in a democratic republic, thoughtful and effective participation in civic life is characterized by a) exercising personal character traits such as trustworthiness, responsibility, and honesty; b) obeying the law and paying taxes; c) serving as a juror; d) participating in the political process and voting in local, state, and national elections; e) performing public service; f) keeping informed about current issues; g) respecting differing opinions and the rights of others; h) practicing personal and fiscal responsibility; i) demonstrating the knowledge, skills, and attitudes that foster the responsible and respectful use of digital media; and j) practicing patriotism.


Thoughtful and effective participation in civic life depends upon the exercise of good citizenship.

Characteristics of a good citizen Trustworthiness and honesty Courtesy Respect for the rights of others Responsibility Accountability Self-reliance Respect for the law Patriotism Financial responsibility Ways to participate thoughtfully and effectively in civic life Obey the law Pay taxes Serve as a juror Register and vote Perform public service Keep informed Respect the opinions of others Practice personal and fiscal responsibility


UNIT VI: Comparative Political and Economic Systems



issues; h) using a decision-making model to analyze the costs and benefits of a specific choice, considering incentives and possible consequences; i) applying civic virtues and democratic principles to make collaborative decisions; and communicating conclusions orally and in writing to a wide range of audiences, using evidence from multiple sources and citing specific sources. SOL GOVT.12 The student will apply social science skills to understand the role of the United States in a changing world by a) describing the responsibilities of the national government for foreign policy and national security; b) assessing the role of national interest in shaping foreign policy and promoting world peace; and c) examining the relationship of Virginia and the United States to the global economy, including trends in international trade. SOL GOVT.13 The student will apply social science skills to understand how world governments and economies compare and contrast with the government and the economy in the United States by a) describing the distribution of governmental power; b) explaining the relationship between the legislative and executive branches; c) comparing and contrasting the extent of participation in the political process; and d) comparing and contrasting economic systems. SOL GOVT.14 The student will apply social science skills to understand economic systems by a) identifying the basic economic questions encountered by all economic systems; b) comparing the characteristics of traditional, free market, command, and mixed economies, as described by Adam Smith and Karl Marx; and c) evaluating the impact of the government’s role in the economy on individual economic freedoms.


SOL GOVT.15 The student will apply social science skills to understand the role of government in the Virginia and United States economies by a) describing the provision of government goods and services that are not readily produced by the market; b) describing government’s establishment and maintenance of the rules and institutions in which markets operate, including the establishment and enforcement of property rights, contracts, consumer rights, labor-management relations, environmental protection, and competition in the marketplace; and f) evaluating the trade-offs in government decisions. ENDURING UNDERSTANDING: The political and economic system develop symbiotically and reflect varying views of what is valuable to society, in accordance with the time and place in which the society occurs. CONCEPTUAL UNIT QUESTION (Essential Question): What type of political and economic system yields the greatest benefit for the people and their interests? PREVIEW ACTIVITY: Option 1: Students will create and present pictowords and/or skits that demonstrate the meaning of key economic and political terms: equality, capitalism, socialism, totalitarianism, democracy, globalization, and economic liberalism. Option 2: This preview requires class access to computers. Individually or in pairs, allow students time to play a game such as Sporcle’s “Countries of the World”, http://www.sporcle.com/games/g/world. After the game, reflect on the parts of the world/countries that they know the most and the least about. Option 3: (with Current Events Connection): Assign students different countries and, using the internet or a newspaper, have them identify the 2 or 3 most significant current events in that country. Students should classify those topics (“women’s rights”, “elections”, “health”, etc.) and add their country’s name to the appropriate lists. A useful resource might be the BBC’s country profiles (http://news.bbc.co.uk/2/hi/country_profiles/default.stm)

TEXTBOOK ALIGNNMENT: SEE FILES PACING GUIDE:

UNIT

TIMEFRAME

DATES

I. Foundations of Government 3-4 weeks September II. Institutions of American Government, including

4 sub-units 13-16 weeks (3-4 weeks per subunit) October to January



LITERATURE AND OTHER RESOURCES: LITERATURE Animal Farm by George Orwell – An allegorical critique of Soviet totalitarianism. The Communist Manifesto by Karl Marx and Friedrich Engels – The classic explanation of Marxist ideology. Das Kapitalby Karl Marx – Details Marx’s economic theory that would be adopted by revolutionaries in Russia in 1917, and then later in China, Cuba, and other places around the world. One Day in the Life of Ivan Denisovich by Alexander Solzhenitsyn – An artistic indictment of political oppression in Stalin-era Soviet Union, this novel details a grueling day in a labor camp in Siberia. Voices of Dissent: Critical Readings in American Politics 6th. Ed. - Joseph Peschek and William Grover, Eds. - It is a book written with the goal of aiding students in developing a critical approach to thinking about the workings of American government and democracy. In the words of the editors, "We frankly hope our reader will make you feel uncomfortable, shake you up a bit and ultimately stimulate you to ask deep questions about the American political and economic system." The Wealth of Nations by Adam Smith – The classic defense of free market capitalism and laissez-faire policies.

DVDS Afghanistan: State of the Taliban Call#: 958.1 This documentary traces the history of the Taliban from its rise to power in 1996 to its dominance over the Afghan population. Through interviews with Afghan civilians and refugees this program examines the ideology and objectives of this militant Islamic organization and the tactics they use that often violate human rights and are contrary to the beliefs of many who follow the Islamic religion. Africa Call #: 960 Afr VIDC Africa from its ancient civilizaton to the formation of modern African states. Also covers the slave trade and land use. China From the Inside Call #: 951 Chi DVDV Four short documentaries about contemporary China, focusing on political life, women, environmental degradation, and intellectual freedom therein. Iran: A Revolution Betrayed Call #: 955.054 Ira VIDC A historical documentary on the emotional muddle of Iranian political and religious turmoil of recent years. Looks at the career of the Shah and the triumph of Khomeini. Shows how the revolution began to devour its own as liberals fought conservatives, national minorities were crushed, and the dissident were eliminated through secret trials and executions. On our Watch Call# 962.704 On DVDV The world invoked its vow 'Never Again!' after the genocide in Rwanda and atrocities in Srebrenica. Then came Darfur. Over the past four years at least 200,000 people have been killed, 2.5 million driven from their homes, and mass rapes have once more been used as a weapon of war in a brutal campaign by Janjaweed militias and the Sudanese government against civilians in Darfur. FRONTLINE asks why the international community and the United Nations have once again failed to stop the slaughter WEBSITES BBC Country Profiles http://news.bbc.co.uk/2/hi/country_profiles/default.stmFull profiles provide an instant guide to history, politics and economic background of countries and territories, and background on key institutions. They also include audio and video clips from BBC archives.


CIA World Factbookhttps://www.cia.gov/library/publications/the-world-factbook/https://www.cia.gov/library/publications/the-world-factbook/ https://www.cia.gov/library/publications/the-world-factbook/ https://www.cia.gov/library/publications/the-world-factbook/ https://www.cia.gov/library/publications/the-world-factbook/ National Conference of State Legislatures Web Sitehttp://www.ncsl.org The National Conference of State Legislatures informs state legislatures about policy information and helps them communicate with each other and voice their concerns to the federal government. The organization's Web site provides recent news releases and links to six topics: an NCLS profile, Policy Issues, State Legislatures, State-Federal Relations, Publications, and Meetings. SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. Foreign policy Trade imbalance Human rights Multinational Free trade NAFTA WTO Federal system Separation of powers Unitary system Limited government Authoritarian government Good and services Traditional economy Free market economy Command economy Mixed economy Adam Smith Capitalism Karl Marx Centrally Planned Economy

Communism Consumer sovereignty Consumer Product Safety Commission

Fair Labor Standards Act

OSHA FDA Infrastructure Trade offs SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdSGJORTZrMW9hSzQ&usp=sharing



STANDARD GOVT.1a





music, art)











STANDARD GOVT.1b









STANDARD GOVT.1c






STANDARD GOVT.1d







STANDARD GOVT.1e
















STANDARD GOVT.1f












STANDARD GOVT.1g









STANDARD GOVT.1h





















STANDARD GOVT.1i












STANDARD GOVT.1j


specific sources.










STANDARD GOVT.12a

The student will apply social science skills to understand the role of the United States in a changing world by a) describing the responsibilities of the national government for foreign policy and national security;


American foreign policy consists of the official positions and actions that the national government takes in its relationships with other countries. One of the primary responsibilities of the national government is to protect its citizens.

Foreign policy powers of the executive branch The president has primary responsibility for making foreign policy. The president is the commander in chief of the armed forces. The president and the executive branch negotiate, persuade, apply economic pressure, and threaten

military intervention. Foreign policy powers of other branches Congress has the power to declare war and to appropriate funds. The Senate has the power to confirm ambassadors and to ratify treaties. The Supreme Court has the power to interpret treaties. Key agencies in the foreign policy and national security arenas State Department National Security Council Foreign Service Department of Defense Central Intelligence Agency Department of Homeland Security Federal Bureau of Investigation Public opinion, special interests, international organizations, and foreign countries influence foreign policy and national security issues. Conventional diplomacy, foreign aid, economic sanctions, and military intervention abroad serve to protect American interests and promote national security.


STANDARD GOVT.12b

The student will apply social science skills to understand the role of the United States in a changing world by b) assessing the role of national interest in shaping foreign policy and promoting world peace;


United States foreign policy priorities reflect the political agenda of the time and can be fluid.

Foreign policy goals Fulfilling a commitment to preserve a peaceful world Promoting democratic values Protecting nations from aggression Encouraging market-oriented economies and free trade Advancing international cooperation Making foreign policy decisions requires balancing competing or contradictory foreign policy goals. Recent initiatives addressing foreign policy challenges Trade imbalances with other countries Curtailing human rights abuses Controlling nuclear and biological arms Determining the future of North Atlantic Treaty Organization (NATO) Curbing drug traffic


STANDARD GOVT.12c

The student will apply social science skills to understand the role of the United States in a changing world by c) examining the relationship of Virginia and the United States to the global economy, including trends in international trade.


The economies of Virginia and the United States depend on resources and markets around the world for the production and sale of goods and services.

Virginia and United States businesses have become multinational in their quest for resources, markets, and profits. In recent decades, the national government has worked to reduce barriers to international trade: Free trade increases worldwide material standards of living. The gains from free trade are not distributed equally, and some individuals or groups may lose more

than they gain when trade barriers are reduced. Despite mutual benefits from trade among people in different countries, many nations employ trade

barriers to restrict free trade for national defense reasons, to protect key individuals, or because some companies and workers are hurt by free trade.

United States trade agreements North American Free Trade Agreement (NAFTA): A free-trade zone of Canada, Mexico, and the United

States intended to eliminate trade barriers, promote fair competition, and increase investment opportunities.

World Trade Organization (WTO): Established in 1995. Its role is administering trade agreements, handling disputes, and providing a venue for negotiating among its member nations.


STANDARD GOVT.13a, b, c, d

The student will apply social science skills to understand how world governments and economies compare and contrast with the government and the economy in the United States by a) describing the distribution of governmental power; b) explaining the relationship between the legislative and executive branches; c) comparing and contrasting the extent of participation in the political process; and d) comparing contrasting economic systems.


Participation in the political process reflects the degree to which governmental power is limited. Different economies have different degrees of government involvement.

The two most common ways to organize institutions of the central government A federal system of government (e.g., United States, Mexico): Powers are shared between levels of

government; powers are separated and shared among the branches of the national government. A unitary system of government (e.g., the United Kingdom, the People’s Republic of China): All

governmental power is vested in the central government, which may choose to delegate some of its authority; this type of government often has a parliamentary system. The legislative branch holds both legislative and executive powers. The executive is chosen by the legislature.

Limited governments have restraints on power and encourage broad-based participation in the political process. Governments of unlimited power (authoritarian governments) place no limits on the power wielded by one person or small group. Economic systems vary based on the degree to which the government intervenes in the marketplace. In some countries, the government controls the means of production, goods, services, and resources. The key factor in determining the type of economy a country has is the extent of government involvement in economic decision making.


STANDARD GOVT.14a

The student will apply social science skills to understand economic systems by a) identifying the basic economic questions encountered by all economic systems;


Every society must answer basic economic questions.

Basic economic questions What goods and services should be produced? How should they be produced? For whom are they produced? How a society answers these questions determines the type of economy it has.


STANDARD GOVT.14b

The student will apply social science skills to understand economic systems by b) comparing the characteristics of traditional, free market, command, and mixed economies, as described by Adam Smith and Karl

Marx;


The type of economy a country has is determined by the amount of government involvement in economic decision making.

Traditional economy Economic decisions are based on custom and historical precedent. People often perform the same type of work as their parents and grandparents, regardless of ability or

potential. Free market economy A free market economy is characterized by private ownership of property/resources, profit motive,

competition, consumer sovereignty, and individual choice. Adam Smith was one of the founders of free market capitalism. Command economy A command economy is characterized by central ownership of property/resources, a centrally planned

economy, and lack of consumer choice. Karl Marx provided the ideological foundation for communist/centrally planned economies. Mixed economy Individuals and businesses make decisions for the private sector. Government makes decisions for the public sector. Government’s role is greater than in a free market economy and less than in a command economy. Most economies today are mixed economies.


STANDARD GOVT.14c

The student will apply social science skills to understand economic systems by c) evaluating the impact of the government’s role in the economy on individual economic freedoms.


Maintaining freedom of choice in the marketplace is the basis of the free-enterprise system. Government plays a limited but important role in the protection of individual economic freedoms. Individuals have the right to the basic economic freedoms enjoyed in a free market society. The government is responsible for protecting these freedoms.

The degree of economic freedom in a nation tends to be directly related to the degree of political freedom its citizens enjoy. Democratic nations High degree of economic freedom High degree of political freedom Authoritarian nations Limited economic freedom Limited political freedom Economic freedoms of individuals can include ability to earn money right to purchase property right to spend incomes on goods and services right to choose occupations or change jobs right to make choices about where and how much to save right to start new businesses and decide what to produce. The government has created certain institutions and consumer-protection laws and agencies to protect these freedoms, including the following: Consumer Product Safety Commission Fair Labor Standards Act Occupational Safety and Health Administration Food and Drug Administration


STANDARD GOVT.15a

The student will apply social science skills to understand the role of government in the Virginia and United States economies by a) describing the provision of government goods and services that are not readily produced by the market;


Many public goods and services would not be available if they were not provided by the government.

Government-provided public goods and services benefit many but would not be available to everyone if individuals had to provide them. Taxes and/or fees pay for the production of government-provided goods and services. Examples of goods and services provided by the government Infrastructure Public health and safety Public schools Reasons why government provides public goods and services It is more efficient and not likely that the good or service would be provided by private individuals in the

marketplace. The goods or services may benefit everyone, not only a purchaser. The value of the goods or services is greater than individual consumers could afford. It promotes economic equity.


STANDARD GOVT.15b

The student will apply social science skills to understand the role of government in the Virginia and United States economies by b) describing government’s establishment and maintenance of the rules and institutions in which markets operate, including the

establishment and enforcement of property rights, contracts, consumer rights, labor-management relations, environmental protection, and competition in the marketplace;


Political opinions differ about the role of government in a market economy. Protecting the environment is a public service. Property rights of an individual are relative and limited. Contracts are legally binding. The United States government creates laws and agencies to regulate production and exchange activities, conduct research, and establish guidelines for consumer rights and safety.

An important role for the government in the economy is to define, establish, and enforce property rights. In a free market economy, markets need a backdrop of a rule of law, in which the government enforces contracts and protects property rights, to function well. Individuals enter into agreements (contracts) with one another to buy and sell goods and services. Whether written or oral, these agreements are legally binding and can be enforced within the judicial system established by government. The government can intervene in labor-management relations and can regulate competition in the marketplace. To protect the environment, the government sets regulations and levies fees to ensure that the producer pays all costs resulting from polluting. The government can also subsidize pollution reduction efforts. Examples of government agencies created to protect Consumers (e.g., Consumer Product Safety Commission regulates the safety of many products not

covered by other agencies; the Food and Drug Administration regulates the safety of food, drugs, and cosmetics)

Labor (e.g., Occupational Safety and Health Administration) The environment (e.g., Environmental Protection Agency)


STANDARD GOVT.15f

The student will apply social science skills to understand the role of government in the Virginia and United States economies by f) evaluating the trade-offs in government decisions.


Since economic resources are limited, the government must make choices about what it can and cannot fund.

A trade-off consists of giving up of one benefit or advantage in order to gain another regarded as more favorable. A trade-off is not an all-or-nothing decision and is not always monetary. When creating a new policy that requires funding, or evaluating an existing policy for funding, the government has to make choices to decrease resources from existing programs, raise taxes, or borrow money.

Textbook Alignment Chart

Grade 12- United States and Virginia Government


Textbook: Magruder’s American Government (Prentice Hall)

Units Student Textbook Pages

I. Foundations of Government

II. Institutions of American Government

III. American Political Processes IV. Public Programs and Policy Making

V. Rights, Liberties, and Responsibilities

VI. Comparative Political and Economic Systems

Pages 2-93 and Pages 266-543 Pages 66-115 Pages 120-209 Pages 212-261 Pages 544-639 Pages 644-701