civic literacy unpacking document

NORTH CAROLINA UNPACKING DOCUMENT FOR FOUNDING PRINCIPLES OF THE UNITED STATES OF AMERICA AND NORTH CAROLINA:CIVIC LITERACY

The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, andmembers of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide acomprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to behelpful in the planning of local curriculum and classroom instruction.

This document will provide:

● Inquiry Strand: the State Board of Education approved indicators for inquiry● Standard: the State Board of Education approved standard(s) for a strand● Objective: the State Board of Education approved objectives for teaching and learning● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective● Students Will Understand: understandings that students should be able to arrive at as a result of the instruction● Students Will Know: information the student should know● Example Topics: possible content and/or topic ideas that can be used to teach the objective● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective

The example topics and example formative assessments provided with each objective are:

● Content examples for instruction that help to build student knowledge and understanding of the objective● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective● Examples to enhance the student’s ability to make connections across other disciplines and in the real world● Recommendations, with the understanding that PSUs retain local control to determine curriculum

The example topics and example formative assessments provided with each objective are:

● Not meant to be an exhaustive list● Not meant to be content that must be taught all at once● Not a checklist for basic recall or memorization● Not a checklist for assessment for each objective● Not intended to reflect summative assessment items

The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies Standards: View the Glossary of Instructional Terms

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https://www.dpi.nc.gov/glossary-instructional-terms-fall-2021-implementation

Inquiry Strand

The inquiry process for each grade and course within the North Carolina Social Studies Standard Course of Study asks students to inquire, thinkcritically, evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiryprocess on a regular basis throughout instruction. These skills should also be combined into an inquiry project at least once during the year orsemester.

Inquiry 9-12The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 9-12 grade band. Teachers shouldbe encouraged to use these indicators in every grade level.

Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of all high school courses students willhave been exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiryindicators in each grade.

Standard Indicator

Apply the inquirymodels to analyze andevaluate social studies

topics and issues inorder to communicateconclusions and take

informed actions

I.1.1 Compelling Questions● Identify issues and problems in social studies● Formulate questions based upon disciplinary concepts

I.1.2 Supporting Questions● Identify related issues and problems related to the compelling question● Formulate supporting questions

I.1.3 Gathering and Evaluating Sources● Locate credible primary and secondary sources● Identify a variety of primary and secondary sources in support of compelling and supporting questions● Summarize the central ideas and meaning of primary and secondary sources through the use of literacy strategies● Determine the origin, context, and bias of primary and secondary sources● Differentiate between facts and interpretation of sources● Evaluate competing historical narratives and debates among historians

I.1.4 Developing Claims and Using Evidence● Analyze data from charts, graphs, timelines, and maps● Analyze visual, literary, and musical sources● Examine change and continuity over time● Analyze causes, effects, and correlations● Determine the relevance of a source in relation to the compelling and supporting questions

I.1.5 Communicating Ideas● Construct written, oral, and multimedia arguments

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● Support arguments with evidence and reasoning while considering counterclaims● Use proper formatting in citing sources for arguments● Develop new understandings of complex historical and current issues through rigorous academic discussions● Participate in rigorous academic discussions emphasizing multiple viewpoints in which claims and evidence are

acknowledged, critiqued, and built upon in order to create new understandings of complex historical or current issuesI.1.6 Taking Informed Action

● Generate ideas through which the inquiry facilitates change● Devise a plan to enact change based on the results of the inquiry● Organize and take individual or collaborative action in order to affect change and inform others

The time period and focus for this course is from the American colonial era through the year of the most recent presidential election.

Unpacking the Behavioral Science ObjectivesStandard CL.B.1 Understand how values, beliefs, and norms influence the American system of governmentOverarching Concepts: Values, Beliefs, Norms, Influence, System, Government

Objective Mastery of theObjective

Students WillUnderstand Students Will Know Example Topics Examples of Formative

AssessmentCL.B.1.1Explain howvalues andbeliefs influencethe creation andimplementationof public policyand laws

Students must beable to demonstratethey understand howvalues and beliefscause the creation ofpolicy and laws andhow values andbeliefs affect theways laws and policyare implemented.

The values and beliefsof individuals andgroups may influencethe creation of publicpolicy and legislation

The values and beliefsof individuals andgroups may haveinfluence on thepassing of laws

The values and beliefsof individuals andgroups may influencehow laws and policiesare implemented andcarried out

The differences betweenlaw and policy

How values and beliefs ofpolitical groups,environmental groups,religious, racial, ethnic,gender identity groups,etc. influence the creationof public policy and laws

Examples of how valuesand beliefs of individualsand groups have a directinfluence on the waypublic policy and laws areimplemented once passed

Values● Community● Cooperation● Democracy● Diversity● Equality● Freedom● Liberty● Justice● Pacifism● Patriotism● Security● Self-government● Self-reliance● Stability

The teacher providesstudents with cards that listthe following values:community, cooperation,democracy, diversity,equality, freedom, liberty,justice, pacifism, patriotism,security, self-government,self-reliance, and stability.The teacher asks studentsto choose from the valuesand put them in orderaccording to their ownpersonal values.

Students select one law andone public policy, from a listgenerated by the teacher.The students write a shortstatement detailing how oneor more of the values helped

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to influence the creation ofthe law and policy theyselected.

While studying politicalplatforms of the majorpolitical parties, studentscomplete a cause-and-effectchart that identifies thevalues that are expressed byeach plank and how theplank leads to law or policy.The chart should have thefollowing column headings:1) Column 1 - Lists thenames of political parties; 2)Column 2 - Lists the valuesof each plank; 3) Column 3 -Explains how each plankbecame a cause leading tothe creation of a law orpolicy.

Students examine legislationfrom a current policy or billbefore the state’s generalassembly or localgovernment (e.g., city, town,county, or Board ofEducation) to explain whatvalue or belief may influencethe state or local official’sdecision on whether tosupport or oppose the bill.Students should determinewhat they would decide andwhy.

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AssessmentCL.B.1.2Explain howlegislation,policy, andjudicial rulingsreflect changingnorms andvalues in theUnited States

Students must beable to demonstratethey understand howthe norms and valuesof American societyinfluence legislation,policy, and judicialdecisions.

Legislative and judicialdecisions may notalways correlate to asociety’s evolvingnorms and values

A change in a nation’snorms and values canlead to atransformation in laws,policies, and judicialdecisions

Examples of variouslegislation, laws, policy,and judicial decisions thathave resulted fromchanges in expectationsof behavior as well aschanges in the acceptedvalues and norms in theUnited States

How changes in the socialand cultural values of theUnited States has led tochanges in laws, policy,and judicial decisions

How various social andpolitical movements haveled to the change in lawsand influence judicialdecisions

Examples of movementsfor change and reform inlaws and policy oftendevelop in reaction tochanges in societal values

Legislation and policy● Suffrage laws● Prohibition laws● 13th, 14th, 15th

Amendments● Slave codes● Black codes● Equal Rights

Amendment● “Don’t Ask, Don’t

Tell” policy● Immigration laws

and policies● Patriot Act● Health Insurance

Portability andAccountability Act

● FamilyEducationalRights andPrivacy Act

● ReligiousFreedomRestoration Act

● American IndianReligiousFreedom Act1978

● Individuals withDisabilitiesEducation Act

● American withDisabilities Act

● HouseUn-AmericanActivities

Amendments often reflectthe values and norms ofsociety at the time whenthey were created andapproved. Students selectan amendment and explainthe changing norms andvalues in American societythat led to the amendment.

Many Americans feelstrongly about issuesinvolving the rights ofimmigrants and will citetheir beliefs or values insupport or opposition toimmigration rights.Students explain how normshave changed andinfluenced legislation, evenif individual beliefs or valueshave not changed.

Students create acause-and-effect graphicorganizer showing how theSupreme Court cases ofPlessy v. Ferguson andBrown v. The Board ofEducation of Topeka,Kansas. The graphicorganizer should: 1) Reflectthe values of the time periodthey were decided; 2)Reflect the changing normsof the time period they were

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Committee● Affordable Care

Act

Judicial rulings● Scopes Trial● Plessy v.

Ferguson● Brown v. Board of

Education● Tinker v. Des

Moines● Citizens United v.

Federal ElectionsCommision

● Obergefell v.Hodges

● Ledbetter v.Goodyear

● Lilly LedbetterFair Pay Act

● United States v.Nixon

● NationalFederation ofIndependentBusiness v.Sebelius

● Goss v. Lopez● Grutter v.

Bollinger● Texas v. Johnson● Swann v.

CharlotteMecklenburg

● Loving v. Virginia

decided; and 3) Explain howthose changing normsinfluenced the Browndecision.

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AssessmentCL.B.1.3Explain how thevalues andbeliefs regardingfreedom,equality, andjustice havehelpedtransform theAmericansystem ofgovernment

Students must beable to demonstratethey understand howdiverse Americanbeliefs and valuesconcerning freedom,equality, and justicechange governmentpolicies andpractices.

Laws, policies, andpractices, often reflecta society's values andcan determine themanner in whichindividuals experiencefreedom, equality, andjustice

As a society evolves,diverse or changingbeliefs and values canlead to demands forchange in laws,policies, and practices

When the writtenvalues and beliefs of agovernment do notalign with thetreatment of itscitizens, individualsand groups mayprotest and demandthe passing of lawsthat grant equal andjust treatment, whichcan lead to reformsthat can transformsociety

Examples of variousgroups that have beeninfluential in starting andpromoting politicalmovements

Examples of varioussocial and politicalmovements that called forchange and reform

Examples of various lawsthat have both upheld andrestricted freedom,equality, and justice(North Carolina andUnited States)

Examples of variousjudicial decisions thathave both upheld andrestricted freedom,equality, and justice(North Carolina andUnited States)

Values/beliefs● Community● Cooperation● Democracy● Diversity● Equality● Freedom● Liberty● Justice● Pacifism● Patriotism● Security● Self-government● Self-reliance● Stability

Laws/policies● 13th, 14th, and

15th Amendments● 18th and 21st

Amendments● 19th Amendment● 24th Amendment● 26th Amendment● Separate but Equal● Title IX● Redlining● Fair Housing Act

Judicial decisions● Plessy v. Ferguson● Brown v. Board● Civil Rights Act

1964● Citizens United v.

Federal Elections

The teacher providesinstruction on the shiftingplatforms of both theDemocratic and Republicanparties. The teacher givesstudents a timelinedepicting pertinent eventscharting the shifts in boththe Republican andDemocratic parties. Usingthe timeline, students createa graphic organizerexplaining how changingvalues and beliefs of bothparties impacted freedom,equality, and justice andhelped to transform theAmerican government overtime.

From a list of topicsgenerated by the teacher,students choose a topicidentifying a change in theAmerican system ofgovernment (e.g., votingrequirements or regulations,citizenship status orprotections, rights ofindividuals, etc.). Thestudents use the topic tocreate a one-paragraphmission statement thatshares how values andbeliefs regarding freedom,equality, and justice

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Commission● Obergefell v.

Hodges● Elk v. Wilkins● Gideon v.

Wainwright● Roper v. Simmons● Terry v. Ohio

contributed to changing orcompletely transforming theAmerican system ofgovernment.

CL.B.1.4Explain howindividual valuesand societalnormscontribute toinstitutionaldiscriminationand themarginalizationof minoritygroups livingunder theAmericansystem ofgovernment

Students must beable to demonstratean understanding ofhow both individualvalues and norms ofsociety contribute todiscrimination ofvarious groups withinsociety.

Students must beable to demonstratean understanding ofhow both individualvalues and norms ofsociety contribute tothe marginalization ofminority groups withinsociety.

Values and beliefs ofsome groups mayinfluence politicalactions and policiesthat affect the livedexperiences of others

Policies created tobenefit particulargroups in society canlead to discriminationand marginalization ofother groups andindividuals

Government policiesand practices that arenot designed torepresent all peoplecan lead todiscriminatorybehavior and practiceswhich deny someindividuals and groupsrights that should beenjoyed by all

Examples of societalnorms within the UnitedStates

Examples of religious andcultural values

Examples of Americanprinciples of government

The difference betweendiscrimination andinstitutionaldiscrimination

Examples of laws,policies, and practicesthat show discriminationin the United States, pastand present

Voting

DeJure Segregation

Redlining

3/5 compromise

Assimilation

Acculturation

Relocation

Immigration

Wage inequalities

Students are given an issueconcerning discrimination inthe United States. Thestudents create a 1-2paragraph speech that couldbe presented at acongressional hearingregarding the issue. Thespeech should provideexplanation on how societalnorms and cultural orreligious values havecontributed to thediscrimination ormarginalization of aminority group affected bythe issue.

Given a chart listing 10-15United States governmentlaws, policies, or practices,students complete a chartbased on the followingcategories: 1) TheLaw/policy/practice; 2)Values and beliefs that ledto the law/policy/practice;3) The groups thelaw/policy/practice

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discriminated against; and4) The impact on Americansociety.

Unpacking the Civics and Government ObjectivesStandard CL.C&G.1 Understand the impact of the founding principles of the United States on federal and state governmentOverarching Concepts: Impact, Founding Principles, Government



AssessmentCL.C&G.1.1 Explainthe influence of thefounding principleson state and federaldecisions usingprimary andsecondary sourcedocuments

The focus is theeffects of thefounding principleson decisions.

Students must beable to demonstratethey understandhow the foundingprinciples ofgovernmentinfluenced orimpacted decisionsmade at both thestate and federallevels ofgovernment.

Students must beable to use primaryand secondarysource documentsas they work tomaster thisobjective.

The foundingprinciples of anation caninfluence decisionsat all levels ofgovernment

The influence of anation’s foundingprinciples on thedecisions ofgovernment areoften expressed inits historical andcontemporarydocuments

The writtendocuments of ademocratic nationand its states canreflect thefundamentalprinciples that mayinclude life, liberty,and the pursuit ofhappiness and canprovide guidance

Various historicaldocuments that outlineand describe theprinciples upon whichboth the North Carolinaand United Statesgovernments werefounded

Contemporary andcurrent documents orartifacts that exemplifyor discuss theinfluence of thefounding principles onpolitical, economic,social, andgovernmentaldecisions of bothNorth Carolina and theUnited States

Examples of how thefounding principles ofboth the North Carolinaand United Statesgovernments haveinfluenced and

Founding Principles● The Creator-endowed

inalienable rights ofthe people

● Structure ofgovernment,separation of powerswith checks andbalances

● Frequent and freeelections in arepresentativegovernment

● Rule of law● Equal justice under the

law● Private property rights● Federalism● Due process● Individual rights as set

forth in the Bill ofRights

● Individualresponsibility

● Constitutionallimitations ongovernment power totax and spend, and

Students create aflipbook-style visual (paperor electronic) illustratinghow three of the foundingprinciples influenceddecisions made at the stateand federal levels.Students must use primaryor secondary sources andcite or reference the titleand author of each source.

Students are given twostrips of paper: one listing afounding principle and onewith an explanation of thefounding principle’sinfluence on a state orfederal decision. Thestudents read variousprimary source documentsof state and federaldecisions that are postedaround the room and placetheir strips on the correctprimary source. Oncecompleted, eachprimary source should have

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for makingdecisions thatuphold thoseprinciples

supported legislative,executive, and judicialdecisions

prompt payment ofpublic debt

● Strong defense andsupremacy of civilauthority over military

● Peace, commerce, andhonest friendship withall nations, entanglingalliances with none

Documents● Magna Carta● Iroquois Confederacy● Mayflower Compact● Articles of

Confederation● Declaration of

Independence● United States

Constitution● Bill of Rights● North Carolina

Constitutions● Supreme Court

Decisions

the founding principle(s)that aligns to the decisionand the statement(s)explaining the influence ofthe founding principle(s).



AssessmentCL.C&G.1.2Critique theconsistency withwhich federalpolicies, statepolicies, andSupreme Courtdecisions haveupheld the foundingprinciples

Students must beable to makejudgmentsabout the extent towhich policies andjudicial decisionshave beenconsistent inadhering to theintentions of the

The values andbeliefs of a nationchange over timeand can impact thedecisions handeddown by the courts

Citizens depend onthe courts tointerpret laws and

The differencebetween a law and apolicy

Examples of howfederal policies of theUnited States havesupported orcontradicted thefounding principles of

Founding principles● The Creator-endowed


● Structure ofgovernment,separation of powerswith checks andbalances

● Frequent and free

Students are assigned oneof the founding principlesand asked to respond to theprompt in the form of anewspaper editorial: Howconsistent has the SupremeCourt been in upholding theFounding Principles? Intheir response, studentsmust evaluate one Supreme

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founding principles,throughout thecourse of Americangovernment.

policies thatthreaten individualrights and maychallengedecisions that fallshort of ensuringthose protectionsfor all people

Individuals andgroups maydemand changeand reform whengovernmentpolicies do notalign to thefounding principlesof government

Competing ideasabout freedom,equality, andjustice can lead topolicies ordecisions that donot align to theprinciples uponwhich a nation wasfounded

government

Examples of how statepolicies havesupported orcontradicted thefounding principles ofboth the United Statesand those of NorthCarolina

elections in arepresentativegovernment


law● Private property rights● Federalism● Due process● Individual rights as set


● Individualresponsibility

● Constitutionallimitations ongovernment power totax and spend, andprompt payment ofpublic debt

● Strong defense andsupremacy of civilauthority over military

● Peace, commerce, andhonest friendship withall nations, entanglingalliances with none

Supreme Court decisions● Brown v. Board of

Education● Plessy v. Ferguson● Obergefell v. Hodges● Gideon v. Wainwright● Miranda v. Arizona● Tinker v. Des Moines● Texas v. Johnson

Court decision and explainthe extent to which itupheld the assignedfounding principle.

The teacher identifies fourplaces in the room andlabels them to form ahuman likert scale: 1)Strongly consistent; 2)Consistent; 3) Slightlyconsistent; 4) Notconsistent at all. Thecorners represent the levelof consistency thestatements have with thefounding principles. Theteacher reads statementsor descriptions of a varietyof policies and decisionsthat were made by theFederal government, NorthCarolina government, otherstate governments, and theSupreme Court. Studentslisten and then decidewhich corner in which theywant to stand. Once in theircorners, students should begiven time to discuss (withthose in that corner) whythey chose thecharacteristic of thatcorner. The teacher haseach group share somereasons they agreed upon.

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● Regents of theUniversity of Californiav. Bakke

Policies● Separate but Equal● Title IX● Affirmative action● Reverse discrimination● Sundown towns● Eugenics● Americans with

Disabilities Act policies● Individuals with

Disabilities EducationAct

Standard CL.C&G.2 Analyze the roles of the branches of government at the federal, state, and local levelsOverarching Concepts: Role, Branches of Government, Levels of Government



AssessmentCL.C&G.2.1Compare hownational, state, andlocal governmentsmaintain order,security, andprotectindividual rights

Students must beable to demonstratethey have anunderstanding of thesimilarities anddifferences of howall levels ofgovernmentmaintain order andsafety, as well asprotect the rights ofindividuals.

Governments mayuse a variety of lawenforcementpractices to ensureorder and justice

The functions ofeach branch ofgovernment caninvolve complexrelationshipsbetween multiplelevels ofgovernment inefforts to maintainorder and securityand protect the

Structure ofgovernment at thefederal, state, and locallevels

The separation ofpowers at the federal,state, and local levels

Similarities anddifferences in hownational, state, andlocal governmentsmaintain order, security,and protect individualrights

Federal- provides servicesand regulates activities forpeople of the nation, such as:

● Maintaining the military● Making treaties with

foreign countries● Regulating trade● Providing for the general

welfare

State- provides services andregulates activates forpeople of the state of NorthCarolina, such as:

● Maintaining law andorder

● Enforcing criminal law

Students are given severaldocuments to read, eachdescribing governmentmaintenance of order andsecurity. Students create atriple Venn Diagramshowing the similaritiesand differences in howfederal, state, and localgovernments eachmaintain order andsecurity.

Students examine a law orjudicial decision (e.g., CivilRights Act 1964, Brown v.Board of Education, Tinker

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rights and welfareof citizens

State and localgovernments mayhave to requestnational resourcesto help addressissues andproblems theycannot fix on theirown

● Protecting propertyrights

● Supervising publiceducation

● Building and maintaininghighways

Local- provides services andprotection for citizens at thelocal level, such as:

● Police and fire protection● Building and maintaining

roads● Hospitals● Enforcing laws through

municipal courts● Clean water and

sanitation● Public education

v. Des Moines, etc.). Thestudents create a chart orgraphic organizercomparing the ways inwhich individual rightshave been protected onthe national, state, andlocal levels of governmentin that law or judicialdecision.



AssessmentCL.C&G.2.2 Explainhow the principle offederalism impactsthe actions of stateand localgovernment

Students must beable to demonstratetheir knowledge offederalism and theirunderstanding ofhow it impacts whatcan be done by bothstate and localgovernment.

The sharing ofpowers cancontribute to thecooperationbetween branchesof government andmay help ensurethat power isdispersed basedon theresponsibilities ofeach branch

Democraticsystems may bestructured to

Differences betweenthe federal and statestructure ofgovernments

The responsibilitiesand duties of state andlocal government

Examples of how thesharing of powersimpacts the actionscarried out by the stateand local government

The Bill of Rights

9th & 10th Amendments

Delegated/enumeratedpowers

● Collect taxes● Borrow money● Regulate foreign and

domestic commerce● Make money● Declare war● Raise and support an

army and navy● Establish lower federal

courts

Shared/concurrent powers

Students are given a chartwith 4-5 scenarios listedthat describe actions ofstate and local governmentin real world or hypotheticalsituations. Studentscomplete the chart bywriting brief explanations ofhow the principle offederalism impacts each ofthe actions described in thescenarios. In a pair-share,students share their writtenresponses and then debriefas a whole class.

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maintain a balanceof power betweenbranches ofgovernment andthe divisions ofauthorityresponsible forensuring that thebasic needs ofcitizens are met

In political systemsbased ondemocratic rulesand principles, thepower to govern isshared betweennational andstate/provincialgovernments andthe ultimate poweroften lies with thepeople

amendments thatspeak to and are basedon the principle offederalism

● Creating and collectingtaxes

● Building highways● Borrowing money● Making and enforcing

laws● Chartering banks and

corporations● Spending money for

the betterment of thegeneral welfare

● Governmentacquisition of privateproperty for public usewith fair compensation

Reserved powers● Establish local

governments● Issue licenses (driver,

hunting, marriage, etc.)● Regulate intrastate

commerce● Conduct elections● Ratify amendments to

the United StatesConstitution

● Provide for publichealth and safety

Powers that are neitherdelegated to the nationalgovernment or prohibitedfrom the states by the UnitedStates Constitution (e.g.,setting legal drinking andsmoking ages)

Students are divided intogroups. Each group isgiven a past local or stateevent occurring in NorthCarolina. Each groupdiscusses the event andprepares a pretendstatement that thegovernor, mayor, or otherlocal official would give toexplain how the actions ofthe state or localgovernment had to workwithin the bounds offederalism.

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https://www.thoughtco.com/1903-the-first-license-plates-us-1779187



AssessmentCL.C&G.2.3Differentiatebetween the typesof localgovernments inorder to understandthe role, powers,and functions eachplays within anintergovernmentalsystem

Students must beable to make adistinction betweenthe various types oflocal governments.

The core of thisobjective is for thestudent todemonstrateknowledge andunderstanding of theroles, powers, andfunctions that existand that are carriedout between bothlocal governmentsand state and localgovernments(Intergovernmental).

The role, powers,and functions of alocal governmentare determined byits municipalstructure,resourcesavailable, andneeds of thecommunity

The ways in whichlocal governmentscooperate andcompete to carryout theirresponsibilities canencourageeffectivecoordination oftheir differentpriorities andprevent disputesand conflicts

Intergovernmentalsystems promotecooperativedecision-makingthat helps ensureexecution ofpolicies throughthe effective flowof communication

The various types oflocal governments

How power andauthority work in anintergovernmentalsystem between thestate and localmunicipalities

Examples of howgovernmentalagencies, leaders, andprograms cooperate inan intergovernmentalsystem

Types of local governments● Counties● Cities/municipalities● Townships● Villages● Parrishes● Boroughs● Tribal governments● School districts● Special districts

Duties and responsibilitiesof city governments● Review and approve

the annual budget● Establish tax rates● Borrow funds● Pass ordinances and

resolutions● Regulate land use

through zoning laws● Regulate business

activity throughlicensing andregulations

● Regulate public healthand safety

● Exercise the power ofeminent domain

● Respond to constituentneeds and complaints

Duties and responsibilitiesof county governments● Administer and

enforce state laws

Students are providedscenarios related todifferent localgovernmental roles andpowers. Students point outthe ways local governmentswork together to addressissues described in thescenarios by listing thosethings from each scenario.

Students are assigned to4-5 groups. Each group isassigned a local event orscenario of a publicconcern that crossedcity-county boundary lines.Students decide whichgovernment would beresponsible for the differentportions of resolving theissue. On chart paper,groups create a graphicorganizer illustrating thedifferentiation.

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● Collect taxes● Assess property● Record public

documents● Conduct elections● Issue licenses● Parks and libraries● Sewers● Emergency

management services● Hospitals● Police protection● Building inspection● Planning and zoning

Examples of localgovernment agencies anddepartments● School boards● Police and fire

departments● Sheriff departments● Water resource

management● Utilities● Health department● Parks and recreation● Sanitation services● Sewer services● Public transportation● Public libraries

Intergovernmentalcooperation● Land use● Planning agreements● Mergers of local

service delivery

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● Boundary andannexation compacts

● Sharing of equipment,personnel, and utilities



AssessmentCL.C&G.2.4Compare thefederal governmentof the United Statesto various types ofgovernmentsaround the world interms of balancingsecurity and theprotection of rights

Students must beable to discuss theways in which theUnited Statesgovernmentbalances nationalsecurity and theprotection of rightsare similar ordifferent to what isdone in other typesof governmentsaround the globe.

The similaritiesand differences inthe structure andfunction of variousgovernments aredetermined by thegovernment type,the foundingprinciples, and thegoals of the nation

The measures ofhow a nationbalances keepingpeople securewhile protectingtheir rights maydiffer based on thetype ofgovernment andthe principles bywhich it isgoverned

The governmentand citizens of anation often have areciprocalrelationship whereeach hasresponsibilities to

The type ofgovernment thatdescribes the UnitedStates

Examples of varioustypes of governmentsthat have existed overtime, across the world

Examples of ways theUnited States tries toensure nationalsecurity

Examples ofsimilarities anddifferences in the waysthe United States’national governmentand other governmentsaround the worldprotect the rights ofpeople

Types of governments● Authoritarianism● Communism● Constitutional

democracy● Direct democracy● Representative

democracy● Monarchy● Oligarchy● Republicanism● Theocracy

Students create a graphicorganizer comparing howthe United Statesgovernment responded tothe attacks of 9/11/2001,how the British governmentresponded to the attack of7/7/2005, and how theSpanish governmentresponded to the attack of3/11/2004. The graphicshould detail how eachapproached nationalsecurity and the protectionof rights.

Students create a VennDiagram comparing howthe United States and anation of the student’schoice both approachednational security and theprotection of rights.

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the other when itcomes tobalancing thesecurity of thenation whileprotecting rights

A citizen’sindividual rights ina democraticgovernment mustoften be balancedwith the power andauthority of thosein charge and theneeds of the nation

Standard CL.C&G.3 Analyze the various responsibilities of individuals living in the United States in terms of citizenship, civic participation, and thepolitical processOverarching Concepts: Responsibility, Individual, Citizenship, Civic Participation, Political Process



AssessmentCL.C&G.3.1Differentiatecitizenship andcivic participation interms ofresponsibilities,duties, andprivileges ofcitizens

Students must beable to determinewhat is and is notapplicable to theresponsibilities,duties, and privilegesof United Statescitizenship.

Students must beable to determine theresponsibilities,duties, and privilegesthat are significant tocivic participation inthe United States.

Citizens have theresponsibility to beaware of theirrights and thelimits on thoserights when itcomes to fair andequal treatmentunder the law

A representativegovernment maynot workeffectively withoutthe participation ofinformed citizens

Examples ofresponsibilities ofcitizens living in theUnited States

Examples of duties ofcitizens living in theUnited States

Examples of privilegesof citizens living in theUnited States

Examples of the typesof behaviorsindividuals exhibit in

Citizen responsibilities● Support and defend

the Constitution● Stay informed of the

issues affecting theircommunity

● Participate in thedemocratic process

● Respect and obeyfederal, state, and locallaws

● Respect the rights,beliefs, and opinions ofothers

● Participate in the localcommunity

Students are given a set ofscenarios. Each scenarioasks the students toidentify, match, or point outwhat representsresponsibilities, duties, andprivileges of citizens of theUnited States.

The teacher draws or tapesa straight line somewherein the class, the hallway, orsomewhere outside. Thestudents line up on the lineand listen to the teacherread a statement based on

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who know theirduties andresponsibilitiesand abide by both

Whileresponsibilities arethings people do tobe good citizens,their civic dutiesensure that thedemocratic valueswritten into anation’sconstitution areupheld

Citizens enjoyprivileges that mayincrease whenused responsibly,but can decreasewhen they are not

Stablegovernments needa citizenry thatunderstands andabides by theirduties andresponsibilities

regards to civicparticipation Citizen duties

● Obeying the law● Paying taxes● Serving on a jury when

summoned● Registering with the

Selective ServiceCitizen privileges● Voting● Individual rights● Private property

Civic behaviors● Voting● Paying taxes● Volunteerism● Voter registration

drives● Blood drives● Community gardening● Community service● Local clean-ups● Census participation● Writing to an elected

official

a definition, description, orscenario of a duty,responsibility, or privilege.The teacher instructsstudents to move to theright or left of the linebased on if they think whatwas read was a privilege ora duty, a responsibility or aprivilege, or a responsibilityor a duty. A statementmight be: “Mary has justturned 18 and is eager tovote. If you think this isMary’s responsibility, step tothe left. If you think it is herduty, step to the right.” Thestudents would then moveto the side of the line theythink is correct.



AssessmentCL.C&G.3.2Compare strategiesused by individualsto address

Students must beable to discuss thesimilarities anddifferences among

Strategies used tofight againstpractices that limitindividual rights

Examples thatdemonstrate whencitizen action producesocietal change

Strategies● Picketing● Boycotts● Lawsuits

Students compare threemovements that sought toaddress discrimination: 1)Movement #1 - focus on

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discrimination,segregation,disenfranchisement, reconcentration,and otherdiscriminatorypractices that haveexisted in theUnited States

the strategies usedto bring awarenessto and fight againstthe different forms ofdiscriminatorypractices that havebeen usedthroughout theUnited States overtime, paying specificattention tosegregation,discrimination,disenfranchisement,and reconcentration.

and freedoms maytake many differentforms in ademocratic society

Challenges to lawsand policies thatdiscriminateagainst and limitthe right to votemay be addressedin the courts orthrough acts ofcivil disobedience

In a representativegovernment,people oftenprotest acts ofdisenfranchisement because it notonly limits the rightto vote but violatesthe principle of freeelections

Civil disobediencemay result whencitizens believethat thegovernment hasnot honored theresponsibility toprotect the rightsof individualswithin the society

Similarities anddifferences of variousstrategies used toprotest discriminatorypractices and laws

Similarities anddifferences in thestrategies people useto addresssegregation,reconcentration, anddisenfranchisement

● Sit-ins● Voting● Marches● Holding elected office● Lobbying● Civil disobedience● Armed resistance● Hunger strike● Advertising● Social media campaigns● Walk-outs● Organizing

Example events● Walkouts (East L.A.

Walkouts & Sal Castro,Adkin High SchoolWalkouts in Kinston,North Carolina, etc.)

● Montgomery BusBoycott

● Greensboro Sit-ins● ERA Marches● Protest: Red Summer● Stonewall Uprising● Organized protest for

environmental justicemovement

● Takeover of BIA (Bureauof Indian Affairs)

● American IndianMovement Occupationof Alcatraz

fighting segregation; 2)Movement #2 - focus onfightingdisenfranchisement; and 3)Movement #3 - focus onfighting reconcentration.Students compare thestrategies used in eachmovement using a tripleVenn Diagram.

The teacher gives studentsexamples of various typesof protest. The studentsuse a Venn Diagram tocompare the strategiesused by each and theimpact it had.

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AssessmentCL.C&G.3.3Summarize thechanges in process,perception, and theinterpretation ofUnited Statescitizenship andnaturalization

Students must beable to demonstratethe ability to create asummary or abstractof changes in theprocess, perception,and interpretation ofUnited Statescitizenship andnaturalization.

Requirements forcitizenship oftenreflect the changingvalues and desiresof a nation

The perception andinterpretation ofwho should be acitizen may changebased on thegroups in powerand the values anddesires of civicfactions

The legalcharacteristics of acitizen of the UnitedStates

The legal process ofbecoming a citizen ofthe United States

The criteria that hasdefined citizenship inthe United Statesduring various periodsof history

How the naturalizationprocess has changedover time

Why the naturalizationprocess has changedover time

Citizenship requirements

Naturalization process

Changes to citizenshipprocess, perception, andinterpretation● 14th Amendment● Deferred Action for

Childhood Arrivals● Chinese Exclusion Act● Immigration quotas● Cuban Adjustment Act

1966● “Wet Foot, Dry Foot”

Policy● “Melting Pot Theory”● Undocumented

immigrants● Immigration and

Customs Enforcement● United States

Citizenship Test(various versionsthroughout Americanhistory)

The teacher has studentsread both historical andcurrent articles (e.g.,newspaper, magazine,pamphlets, etc.) aboutcitizenship processes in theUnited States). Studentscreate a Janus figuresummarizing the changingprocesses for citizenship.One half of the Janus figuresummarizes the historicalarticles and the other halfsummarizes the currentarticles. Once completed,students write a finalstatement summarizing theevolution of the changes.

Students read about thechanges in the citizenshipprocess over time.Students create a politicalcartoon with a 1-2 sentencesummary thatsummarizes how theprocess changed over time.

Students read two politicalcartoons aboutnaturalization in the UnitedStates from two differenteras of history. Studentswrite a headlinesummarizing the change (ifany) in perception of

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naturalization of immigrantsover time.



AssessmentCL.C&G.3.4Comparecitizenship in theAmericanconstitutionaldemocracy tomembership inother types ofgovernments

Students must beable to describe anddiscuss thesimilarities anddifferences of beinga citizen of AmericanDemocracy to beinga citizen of anotherform of government.

Citizenship canlook differentdepending on thetype ofgovernmentsystem or foundingprinciples of anation

The rights andresponsibilities ofcitizenship varybased on thegovernment typeor foundingprinciples of anation

Constitutional andlegal criteria whichdefine citizenshipin a nation maychange with thechange of lawsand leadership

The political,religious, andeconomicfreedoms providedto citizens of ademocratic nationare often

The similarities ofAmerican citizenshipto citizenship in othergovernments in termsof rights andresponsibilities

The differencesbetween citizenship inthe United States andcitizenship in othernations in terms ofrights andresponsibilities

Similarities anddifference in thenaturalization processof the United Statesversus processes usedin other nations

Types of governments● Oligarchy● Constitutional

democracy● Direct democracy● Representative

democracy● Monarchy● Authoritarianism● Theocracy● Republicanism● Socialism● Socialist democracy● Communism

Characteristics ofCitizenship● Natural born citizens● Various types of visas● Process of

naturalization● Responsibilities of

citizens● Duties of citizens● Privileges of citizens● Green Card

Students compare anothercountry’s process forbecoming a citizen.Students complete agraphic organizercomparing the UnitedStates’ naturalizationprocess to that othercountry’s process forbecoming a citizen.

Students write a journalentry as a visitor to theUnited States from aforeign country (or viceversa) in which the studentdescribes how being acitizen is similar anddifferent in the two places.

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accompanied bythe responsibilityof active civicparticipation at theindividual,community, state,and national levels



AssessmentCL.C&G.3.5 Explainhow the two-partysystem has shapedthe politicallandscape of theUnited States

Students must beable to demonstrateunderstanding ofhow the two-partysystem hasinfluenced Americanpolitics, campaigns,elections, andbalance of power ingovernment.

Competing politicalparties can play animportant role insparking debatesthat can lead to thecreation of lawsand governmentprograms thatbenefit the people

The amount ofinfluence of apolitical party or itsplatform maychange over time

In a two-partysystem, the twodominant politicalparties controlvoting in mostelections, at everylevel of government,and often win themajority of theelected offices

The history,development, andcharacteristics of thetwo-party system

Examples of the majorpolitical parties ofAmerican politics

Political parties that shapedthe two-party system● Democrat- Republican

Party● Federalist Party● Whig Party● Democrat Party● Republican Party

Characteristics of atwo-party system● Limited choices● Power passes back

and forth● Absence of

proportionalrepresentation

● Prevents fringe partiesgaining power

Students create a graphicorganizer to show theimpact that the two-partysystem has had on theElectoral College.

Students create a60-second TikTok-style orFlipgrid-style videoexplaining how thehistorical development ofthe two-party systemshaped the politicallandscape of the UnitedStates.

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AssessmentCL.C&G.3.6Distinguish therelationshipbetween the mediaand government interms of theresponsibility toinform theAmerican public

Students must beable to make adistinction betweenthe responsibilitiesthat are essential tothe United Statesgovernment andthose essential to themedia when it comesto informing thepublic.

A nation’sgovernment mayuse informationfrom the media toencourage publicsupport

The relationshipbetween mediaand governmenthas a profoundimpact on theinformation towhich the publichas access

An unbiased andresponsible mediamay help a nationlive up to itsdemocratic ideals

The news mediaacts as awatchdog to createpublic awarenessand protect publicinterest againstcorruption, and hasthe power toinfluence the waysin whichgovernmentoperates andpolitical leaderscommunicate

How the firstamendment relates tothe role of the media

Examples of how themedia fulfills its roleas the “4th estate” orwatchdog

Examples of regulatoryagencies related to therole of the media

Examples of how thegovernment is involvedin informing theAmerican public

Freedom of speech

Freedom of press● Peter Zenger Case

Examples of media’s role● Watchdog● Investigation

Examples of responsibilitiesof the media● Keep public informed● Report fact-based,

unbiased information● Keep executive branch

officials attuned to thepublic's majorconcerns

● Enables governmentofficials to conveymessages to thegeneral public

Government-mediarelationship● Federal

CommunicationsCommission

● Federal TradeCommission

● Freedom ofInformation Act

● The Privacy Act of1974/Code of FairInformation Practice

● Federal

The teacher finds andprovides students with twoexamples (written or video)of a historical orcontemporary/current issueinvolving the governmentand the American people.Students read or watch theinformation presented andmake an outline of thethings they find to beimportant about themedia’s role to inform theAmerican people about thetopic and what the media’sresponsibility is or shouldbe, in relation to thegovernment. Students thenincorporate their thoughtsin their outline into a shortletter to the editordiscussing the media’sresponsibility to inform theAmerican people.

Given a packet of 3-4teacher-selected politicalcartoons editorializing therelationship between themedia and government,students choose one of thecartoons to analyze. Inanalyzing their chosencartoon, students point outthe aspects of the cartoonthat are important in the

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CommunicationsCommissionRegulations

● Equal Time Rule

media’s responsibility tokeep the American publicinformed.

Students read a newsarticle about therelationship between mediaand government. Studentsdistinguish the importantinformation from the articleregarding the media’srelationship withgovernment and itsresponsibility to keep theAmerican public informedby filling out a bubble mapwith relevant information inas many bubbles thestudent deems important.



AssessmentCL.C&G.3.7Assess theeffectiveness of theelection process atthe national, state,and local levels

Students must beable to demonstratethe ability to makecriteria basedjudgements aboutthe effectiveness ofthe processes inplace for national,state, and localelections forinstituting the will ofthe people.

Elected leaders areexpected torepresent theinterests of theelectorate

Elections allowcitizens todetermine whomakes decisions atdifferent levels ofgovernment andcan contribute togreater civicparticipation andeffective advocacy

How the electoralcollege process works

How state and federallegislation hasimpacted the electionprocess in the UnitedStates and state andlocal elections

How voting processesand practices impactfederal, state, and localelections

Caucuses

Primaries

Electoral College

Party conventions

State Board of Elections

Local Board of Elections

Midterm elections

General elections

Students examine apresidential election wherethe popular vote and theelectoral vote differed.Students then respond tothe prompt: To what extentwas the election processeffective? Students listseveral reasons to defendtheir position using specificexamples from legislationas criteria for theirargument.

After having receivedinstruction on North

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Elections at alllevels may allowcitizens to guidethe direction ofpublic policy andlimit the power ofgovernment

The processes andprocedures ofdemocraticelections are oftenestablished toensure the integrityof the electoralsystem and theparticipation ofqualified citizens

Presidential elections

Runoff elections

Special elections

Local/state/federal races

Ballot construction

Secret ballot

Voting machines

Volunteers

Poll workers

Early voting

Same day voting

Absentee voting

North Carolina ElectionSecurity Rules

North Carolina post-electionprocedures and audits

Referendum

Recall

Straight ticket voting

Carolina’s state electionprocesses, studentscomplete a chart assessingthe effectiveness of thestate election process bydetermining if a list ofelection practices and laws,listed by the teacher, areconsistent with federalelection laws. The chartshould have a column for“Consistent”, a column for“Inconsistent”, and acolumn for “Unclear”.Students write a finalstatement justifying theirassessment making sure toinclude examples tosupport their writtenassessment.

Students evaluate aninfographic showing theprocess flow of the caucusversus the process flow ofthe primary in a presidentialelection. Students work inpair-share groups to write aparagraph with the group’sassessment of theeffectiveness of eachprocess. Students write afinal statement justifyingone process over the other.

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Standard CL.C&G.4 Analyze how the judicial, legal, and political systems of the United States and North Carolina embody the founding principles ofgovernmentOverarching Concepts: Judicial System, Legal System, Political System, Founding Principles, Government



AssessmentCL.C&G.4.1Differentiate thejudicial systems ofthe United Statesand North Carolinain terms ofstructure,jurisdiction, andhow each providesfor equal protection

Students must beable to determinehow the structures ofboth the national andstate judicialsystems facilitateequal protectionunder the law.

Students must beable to determinehow the power, right,or authority tointerpret and applythe law (jurisdiction)facilitates equalprotection under thelaw.

The different levelsof the judiciaryhave varyingjurisdictions and attimes are at oddswith each otheroverinterpretations ofequal protection

Jurisdiction limitsthe power of acourt to hearcertain cases andprevents confusingand contradictoryorders anddecisions

The laws andconstitutions ofboth federal andstate governmentshave rules aboutthe power andlimits of courts tohear cases

Although each hasdifferentjurisdiction, equalprotection forcesfederal and state

The structure of boththe United States andNorth Carolina judicialsystems

What is meant byequal protection underthe law

Examples of judicialjurisdiction at both thefederal and statelevels

Article III of the UnitedStates Constitution

Article IV of the NorthCarolina Constitution

Judiciary Act of 1789

Equal Protection Clause ofthe 14th Amendment

Types of jurisdiction● Original● Appellate● Exclusive

Federal court system● District (trial) courts● Circuit courts● Supreme Court

Federal court jurisdictions● Original● Appellate● Diversity

North Carolina court system● State Supreme Court● The Appellate Courts● Superior Court● District Courts

North Carolina court

Students compare Article IIIof the United StatesConstitution and Article IVof the North CarolinaConstitution. In eachArticle, students circle thesimilarities and differencesbetween the structures ofboth the national and statejudicial systems. Based onthe information circled,students create a 2-3 slidepresentation differentiatingthe judicial system of theUnited States and NorthCarolina.

Students are givendecisions from both theUnited States SupremeCourt and North CarolinaSupreme Court to read.Students write twoparagraphs in which theydifferentiate which of thedecisions best providedequal protection and useevidence from the judicialdecision to support theirargument.

Students are given a chartlisting 5-10 brief

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judicial systems tomake fair andimpartialdecisions, rulings,and orders

jurisdictions● Trial jurisdiction (civil,

criminal, juvenile)● Appellate jurisdiction

(Court of Appeals,State Supreme Court)

descriptions of real orhypothetical court cases.Make sure the list includesboth federal and statecases. Students will readeach case and determinethe jurisdiction each casewould come under andexplain which court shouldhear the case and why.

Students look atorganizational charts of theUnited States Court ofAppeals and the NorthCarolina Appellate Courts.Students determine whichstructures within the twosystems are designed tobring about equalprotection. Students sharetheir thoughts with ashoulder partner. Aftersharing, the shoulderpartners create aninfographic illustrating theirthoughts.



AssessmentCL.C&G.4.2Differentiate thestructure andfunction of stateand federal courtsin order tounderstand theadversarial nature

Students must beable to determine thedistinctions betweenthe structure of statecourts and federalcourts.

Students must be

A nation’s judicialsystem can includeadversarial groupswhich must findways to resolveconflict andbalance competinginterests

Similarities anddifferences in thestructure of federaland state courts

Similarities anddifferences in thefunctions of criminal

Article III of the UnitedStates Constitution

Article IV of the NorthCarolina Constitution

Types of jurisdiction● Original

Students are assigned to agroup and asked to roleplay either a criminal or civilcourt case. In their roleplay, students identify thepurpose and/or goal of thetwo sides. After eachgroup has presented their

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of each able to determine thedistinctions betweenthe function of statecourts and federalcourts.

Students must beable to demonstrateknowledge andunderstanding ofwhat is meant by thephrase “adversarialnature of the courts.”

The adversarialsystem of thecourts can be slowand cumbersome,but maximizes thechances that allrelevant facts andarguments will beplaced before ajudge or jury andworks to ensureequal protection ofindividual rights

and civil courts

The differencebetween aninquisitorial systemand an adversarialsystem

● Appellate● Exclusive

Adversarial nature of thecourt system● Civil cases● Criminal cases● Jury● Grand jury● Plaintiff● Prosecution● Defense● Jury trial● Bench trial● Judge● Mediation/ arbitration● Rules of evidence● Magistrates● Witnesses

Federal court system● District (trial) courts● Circuit courts● Supreme Court

North Carolina court system● State Supreme Court● The Appellate Courts● Superior Court● District Courts

skit, each student writes aBroadway review for oneskit. The Broadway reviewshould reflect on theadversarial naturepresented in the role play ofthe skit and includeevidence from the skitsupporting the importantpoints they choose toinclude in their review.

Students study a diagramof a state/federalcourtroom involved in a civilor criminal case. Thediagram should includedifferent people, the rolesthey play, and how theyaffect the outcome of thecourt case. Students circlethose items that representthe adversarial nature ofthe court, identify each itemthey circle, and explain theirresponses in a briefparagraph.



AssessmentCL.C&G.4.3Exemplify how theconstitutions of theUnited States andNorth Carolina have

Students must beable to use materialpresented to them tocome up with newexamples of

The distribution ofboth federal andstate power,according to theconstitutions of

Examples of differentinterpretations of theNorth CarolinaConstitution

United States Constitution

North Carolina Constitutions

Examples of interpretations

The teacher gives studentsa historical orcontemporary casepresented in North Carolinacourts. Students review the

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been interpretedand applied sinceratification

interpretations ofboth the UnitedStates and NorthCarolinaConstitutions.

each, has beeninterpreteddifferently overtime

The interpretationof laws may ormay not align tothe tenets outlinedin a constitutionand may contradictthe constitutionalprinciples uponwhich a nation orstate was founded

Examples of differentinterpretations of theUnited StatesConstitution

How the Preamble andvarious Articles,Sections, andamendments of boththe North Carolina andUnited StatesConstitutions havebeen appliedthroughout the historyof Americangovernment

of the United StatesConstitution● Judicial review● Judicial restraint● Judicial activism● Founder’s intent● Strict constructionism● Loose constructionism● Jurisprudence● Statutory interpretation

Example issues presentedfor interpretation in NorthCarolina courts● First amendment rights● Second amendment

rights● Eugenics● Capital punishment● Desegregation● Equity in education● Voting● Immigration

case and come up withtheir own example of howthey think the court mighthave interpreted the casebased on both the UnitedStates and North CarolinaConstitutions using criteriaappropriate for theirexample interpretationselected from the following:judicial restraint, judicialactivism, founder’s intent,strict constructionism,loose constructionism,jurisprudence, and statutoryinterpretation.

Based on theirunderstanding of the Brownv. Board of EducationSupreme Court decision,students craft their ownpretend decision based onthe “Founder’s Intent”interpretation of the U.S.Constitution.



AssessmentCL.C&G.4.4 Assesshow effective theAmerican system ofgovernment hasbeen in ensuringfreedom, equality,and justice for all

Students must beable to demonstratethe ability to makecriteria basedjudgements abouthow effectivelyfreedom, equality,and justice havebeen provided in the

Some individualsand groups of anation may notexperience thesame access tofreedom, equality,and justice asothers

Examples of how theAmerican governmenthas granted freedom,equality, and justice

Examples of how theAmerican governmenthas denied freedom,equality, and justice

Court decisions related tofreedom, equality, andjustice● Brown v. Board of

Education● Plessy v. Ferguson● Mapp v. Ohio● Gideon v. Wainwright● Obergefell v. Hodges

The teacher posts thefollowing John F. Kennedyquote: “This nation, for allits hopes and all its boasts,will not be fully free until allits citizens are free.”Students pick anamendment, SupremeCourt Case, law, piece of

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American system ofgovernment.

National ideals onfreedom, equality,and justice may notbe attainable orequitable foreveryone when thelaws, policies, andthe actions ofgovernment do notalign with itsfounding principles

● Loving v. Virginia● Tinker v Des Moines● Dred Scott v. Sandford● Griggs v. Duke Power

Co.● Swann v. Mecklenburg● Legislation and

government practicerelated to freedom,equality, and justice

Civil Rights Act of 1964

Civil Rights Act of 1968

Voting Rights Act of 1965

Fair Housing Act of 1968

3/5 Compromise

Separate but Equal

Emancipation Proclamation

American with DisabilitiesAct

Affirmative action

legislation, or governmentaction related to freedom,equality, or justice from aprovided list. Studentsevaluate their choice byassessing how effectivelyfreedom, equality, andjustice were preservedaccording to Kennedy’squote. Students do this inan outline or essay format.

Students are provided asummary of a recentgovernment action relatedto freedom, equality, andjustice. The studentsdetermine how effective thegovernment was inensuring freedom, equality,and justice for all. Studentswrite a letter to theircongressionalrepresentative concerningtheir viewpoint supportedwith evidence.



AssessmentCL.C&G.4.5Summarize theimportance of boththe right to dueprocess of law andthe individual rights

Students must beable to demonstratethe ability to create asummary or abstractof the importance ofthe right to due

The historicalevents in a nation’sgovernment canlead to thedevelopment ofconstitutional

Examples of individualrights outlined in theBill of Rights

The importance of dueprocess

14th Amendment

Elements of due process● Equality● Fairness● Equity

Given an article ordocument with informationabout a Supreme Courtcase based on due processof the law, students createa “flip card.” The front of

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established in theBill of Rights in theAmerican legalsystem

process within theAmerican legalsystem.

Students must beable to demonstratethe ability to create asummary or abstractof the importance ofindividual rightsestablished in the Billof Rights within theAmerican legalsystem.

principles thatprotect the rights ofall people

Unequalapplication of thelaw can be aviolation of theright to dueprocess of law andindividual rightsguaranteed to bothcitizens andnon-citizens underthe Americansystem ofgovernment

Citizen protections,under the law indemocraticsystems, aredesigned to preventunreasonable,unfair, or arbitrarytreatment by thegovernment

How due processimpacts individualrights

Examples of theapplication of dueprocess and individualrights

● Evidence

Individual rights● Freedom of speech● Freedom of religion● Freedom of the press● Right to assemble● Right to petition● Right to bear arms● Right to a fair trial● Right to counsel● Right to speedy trial● Rights against illegal

search and seizure● Rights against

excessive bail andfines

● Rights against crueland unusualpunishment

the “flip card” shouldinclude a description of thecase and a questionbeneath the summary thatasks, “How did Due Processof the Law impact thedecision?” The back of theflip card should include asummary of how the casesupported the importanceof due process andindividual rights. In apair-share, students shareflip cards with classmatesby having them read thefront and try to discuss theanswer that is on the back.

Students are assigned toread the 5th, 6th, and 7thamendments to the UnitedStates Constitution. Afterreading each amendment,students create a60-second Flipgrid-stylevideo summarizing theimportance of due processand individual rights inregard to each amendment.



AssessmentCL.C&G.4.6Critique the extentto which women,indigenous,religious, racial,ability, and identity

Students must beable to make ajudgement of howmuch or how littleaccess to justice, asoutlined in the

National ideals onjustice may notalways beattainable orequitable foreveryone

Examples of foundingprinciples aligned tosupport “justice”

Examples of whenwomen, indigenous,

Founding principles alignedto access to justice● The creator-endowed


● Frequent and free

Pairs of students work tocomplete a worksheet withinformation detailingjudicial cases, laws, anddecisions impacting a listof 5-8 marginalized groups.

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groups have hadaccess to justice asestablished in thefounding principlesof government

founding principlesof the nation, thatvarious groups in theUnited States havehad, paying specificattention to women,indigenous, religious,racial, ability, andidentity groups.

Both de facto rulesand practices andde jure recognitionof segregation mayhinder access tojustice

Separate andunequal standardsof justice fordifferent racial,religious, ability,and identity groupscan lead to conflict

When the rights ofpeople areprotected througheffective justicesystems, pathwaysare created forinclusion, equity,and equalopportunity

Access todemocratic rightsand freedoms maybe denied orgranted to a groupbased on accessto fair and equaltreatment

religious, racial, ability,and identity groupshave been deniedaccess to justice asestablished in thefounding principles

Examples of whenwomen, indigenous,religious, racial, ability,and identity groupshave been grantedaccess to justice asestablished in thefounding principles

elections in arepresentativegovernment


law● Private property rights● Due process● Individual rights as set


Each pair of studentscritique the group’s accessto justice. The studentsassign a (+) to every pieceof evidence that indicatesthe group had access tojustice and a (-) to everypiece of evidence thatindicates they have not hadaccess to justice. Studentswrite a summary paragraphtaking all the evidence intoaccount critiquing theoverall access to justice asestablished in the foundingprinciples for the group.

Students choose aSupreme Court case andwrite one paragraph thatcritiques the extent towhich women, indigenous,religious, racial, ability, andidentity groups had accessto justice as established inthe founding principles.

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Unpacking the Economics ObjectivesStandard CL.E.1 Understand the role of government in both federal and state economiesOverarching Concepts: Role, Government, Federal Economy, State Economy



AssessmentCL.E.1.1 Explainhow the rolefederal and stategovernments playin economicdecision-makingimpactseconomicmobility, status,and quality of lifeof individualsliving in America

Students must beable to demonstrateknowledge andunderstanding ofhow the decisionsmade by state andfederalgovernmentsimpact economicmobility, quality oflife, and status.

Government decisionson regulations can playa critical role in thequality of life individualsand groups experience

The monetary and fiscalpolicy decisions of agovernment may havepositive or negativeconsequences that alterthe status or quality oflife for individuals andgroups

Types of economicpolicies

The role economicpolicies play in aneconomy

The effect of stateand/or federalgovernment economicdecisions on theeconomic mobility,status, and quality of lifeof individuals living in theUnited States

Agencies responsible foreconomic policy● Federal Reserve● Department of

Labor● Congress● Bureau of Labor

Statistics● Bureau of Economic

Analysis● Office of Budget and

Management

Types of economicpolicies● Fiscal● Monetary● Supply-side● Trade/tariff● Labor market● Taxes● Subsidies &

stimulus

Examples of applicationof economic policies● Consumption● Investment● Regulation of

monopolies

Students are assigned astate or federal economicpolicy decision. Studentstake on the hypotheticalrole of an investigativejournalist and write anewspaper articlesummarizing the policydecision, the factors andevents that caused thepolicy decision to becreated, the impact of thepolicy decision on theeconomic status, theimpact of the policydecision on the ability toimprove their economicstatus (usually measuredin income), and the overallquality of life for at leasttwo identified groups (ofthe student’s choice) livingin the United States.

Students are given thechoice of two decisionsfrom which to create a flowchart: 1) the government’sdecision to lower interestrates and 2) a state’s

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● Expansionary andcontractionary

● Changes ingovernmentspending

● Changes in taxes● Changes in the

money supply● Changes in the

interest rate● Changes in tariffs

and trade relations

Impact of economicpolicies● Inflation/deflation● High/Low Interest

Rates● National debt● Increase/decrease

in import prices● Increase/decrease

in net exports (themeasure of totalnational trade)

decision to increase salestaxes. The students’flowcharts should providea logical flow depictingimpacts on the quality oflife for citizens, any changein economic status ofcitizens, and the impact oneconomic mobility ofcitizens.



AssessmentCL.E.1.2Summarize therole of the UnitedStates and NorthCarolina in theworld economy

Students must beable to demonstratethe ability to createa summary orabstract of what ispresented in anyoral, written, orgraphic stimulusabout the roles ofboth the United

Economicinterdependencebetween global, national,state, and localgovernments can lead toboth cooperation andconflict within the globaleconomy

The economic activity of

The role North Carolinaplays in the worldeconomy

The role the UnitedStates plays in the worldeconomy

Roles in the worldeconomy● Imports● Exports● Trade negotiations● Economic

stabilization● Economic growth● World Trade

Organization

Students read about aprominent industry withinNorth Carolina. Studentschart its product, history,technological evolution,and impact on the NorthCarolina and United stateseconomies. Studentssummarize the role NorthCarolina plays in the world

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States and NorthCarolina in theglobal economy.

a place or region can beencouraged or hinderedby national and statelaws and regulations

The economic role of anation or state may bedetermined by its naturalresources, themarketplace, and thelaws and regulations ofboth foreign anddomestic governments

● InternationalMonetary Fund

North Carolina in theworld economy● Sweet potatoes● Pork● Tobacco● Furniture● Biotechnology● Nanotechnology● Aircraft● Christmas trees● Soy beans● Textiles and apparel● Manufacturing● Banking

United States in the worldeconomy● Manufacturing● Services● Technology design● Stable currency● Free trade

agreements● Government bonds● Outsourcing● Finance● Research and

development● Pharmaceuticals● Oil● Aircraft● Automotive parts

economy with a250-character tweet.

Students review data onthe largest foreign importsand exports from NorthCarolina. Students write aheadline summarizing therole North Carolina plays inthe world economy.

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Unpacking the Geography ObjectivesStandard CL.G.1 Understand the role geography plays in civic participation, legislation, and public policyOverarching Concepts: Geography, Civic Participation, Legislation, Public Policy



AssessmentCL.G.1.1 Explainhow views onfreedom andequalityinfluencelegislation andpublic policy onissues ofimmigration,migration, andthe environment

Students must beable to demonstratetheir knowledge andunderstanding ofhow the viewspeople have aboutequality andfreedom can becauses for thecreation of laws andpolicies regardingimmigration,migration, andenvironmentalissues.

The people of a nationmay agree on thephilosophical principlesof immigration, butdisagree on the practicalapplication of thoseprinciples

Views on freedom andequality can influencelaws and policies onmigration andimmigration

Laws designed toexpand or restrict thesettlement or use ofland may also restrictfreedom and limitpolitical, economic, andsocial equality

How views on freedomand equality haveinfluenced the passing,repeal, or expansion oflaws and policy regardingmigration and immigration

How views on freedomand equality haveinfluenced the passing,repeal, or expansion oflaws and policy regardingthe environment

Views on freedom andequality● Landownership● Land use● Border security● Safety● Quotas● Tribal sovereignty● Discrimination

Legislation or policyexamples● Homestead Act● Border Security for

America Act of2017

● Latinx Migration● Indian Reservation

System● Immigration and

CustomsEnforcement

● Chinese ExclusionAct

● Immigration andNationality Act

● Water crisis inFlint, MI

● Toxic SubstancesControl Act

● Residential

Students read primarysource documents aboutthe passing of the BorderSecurity for America Act2017. Students explain, inone paragraph, how viewson freedom and equalityinfluenced legislation onthe Border Security forAmerica Act 2017.

Students read primarysource documents prior tothe passing of the ChineseExclusion Act. Studentsexplain with a flipgrid-likepresentation how views onfreedom and equalityinfluenced legislation onthe Chinese Exclusion Act.

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Lead-Based PaintHazard ReductionAct of 1992

● Clean Water Act● Safe Drinking

Water Act● “Not in my

backyard” (NIMBY)



AssessmentCL.G.1.2 Explaingeopolitical andenvironmentalfactors whichaffect civicparticipation andvoting in variousregions of theUnited States

Students must beable to demonstratetheir knowledge andunderstanding ofgeopolitics and howit can be a catalystfor both civicparticipation andvoting, making sureto address thegeopolitics inmultiple regions ofthe United States,including NorthCarolina.

Students must beable to demonstratetheir knowledge andunderstanding ofhow environmentalissues in variousregions of the UnitedStates influencecivic participationand impact voting.

Geographic, economic,and demographicinfluences on politicsmay increase ordecrease civicparticipation and voting

Different geopoliticalfactors can impact theway a place handlesvoting within its national,regional, or stateboundaries

The difference betweenpolitical geography andgeopolitics

Examples of howgeographic boundariesdrawn on political mapsimpact voting and civicparticipation

Examples of howenvironmental factorsimpact voting and civicparticipation

Voterdisenfranchisement

Gerrymandering

Redistricting

United States Census

Population density

Disease/pandemics/epidemics

Location of pollingstations

Natural disasters

Voter I.D. laws

Students craft a PublicService Announcement(PSA) explaining thereasons for and the effectsof gerrymandering withinthe United States. Studentsshare their ideas on waysto assure that eligiblevoters are notdisenfranchised.

The teacher gives studentsscenarios describing thelocations of polling sitesand election results invarious communities.Students explain, in oneparagraph, how the locationof polling sites may haveimpacted how the votercast their vote and theresults of the election.

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AssessmentCL.G.1.3Exemplify howthe United Statesinteracts withinternationalgovernments tonavigate globalenvironmentalissues

Students must beable to use materialpresented to them tocome up with newexamplesrepresenting thevarious ways theUnited States workswith foreigngovernments toaddress issuespertaining to theenvironment.

When nationscollaborate to protectthe environment, theycan encouragecollective actions forcommon solutions andhelp leverage resourcesto manage emergingenvironmental issues

A nation’s policy andfunding decisions mayaffect environmentalissues around the world

A nation’s commitmentto work multilaterallywith other nations toimprove environmentalissues across the globeis often supported by itsforeign policy andfunding decisions

The position of the UnitedStates on past andcontemporary globalenvironmental policyissues

Ways in which the UnitedStates has interacted withother nations to addressenvironmental issues invarious places across theglobe

Examples ways theUnited States interactson global environmentissues● Multilateral

cooperation● Bilateral

cooperation● Summits/

conferences● Cooperative

groups

Examples of globalenvironmental issues● Marine pollution● Water pollution &

freshwater● Overfishing● Global warming● Resource shortage● Acid rain pollution● Ozone depletion● Land desertification● Decrease of forest

coverage● Waste disposal● Natural disasters● Rising sea levels

In small groups, studentsreview a currentenvironmental treaty ofwhich the United States isincluded. Students createan example of a new treatyregarding environmentalissues and decide what 5-8items would need to beincluded to have othercountries sign onto theirtreaty.

Students look at a list ofinternational environmentalagreements of the lastcentury. After reviewing theagreements and the stanceof the United States oneach one of theagreements, studentscreate an example of a newinternational agreement theUnited States would takepart in.

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Unpacking the History ObjectivesStandard CL.H.1 Understand how individual rights and the American system of government have evolved over timeOverarching Concepts: Individual Rights, System of Government, Evolution of Government Over Time



AssessmentCL.H.1.1 Explainhow the tensionsover power andauthority led thefounding fathersto develop ademocraticrepublic

Students must beable to discuss thetensions that wereexperiencedbetween theAmerican colonistsand the Britishgovernment.

Students must beable to demonstratetheir knowledge andunderstanding ofhow the tensionsbetween theAmerican colonistsand the Britishgovernment becamecauses for thedevelopment of thenew Americannation.

Innovative ideas aboutgovernment and theresponsibility it has tothe people may sparkconflict and politicalrevolution that maylead to the creation ofa new government andpolitical system

Revolution is oftencaused by new ideasand can lead to thecreation of systems

Political revolution canbe caused bydevelopment andspread of new ideasabout power andauthority

Colonial and Britishperspectives concerningpower, authority, andrepresentative government

Reasons for colonial unrestand rebellion

Examples of ways in whichthe American colonistsresponded to Britishcolonial policies andauthority

Colonial debt resultingfrom the French & IndianWar

Proclamation of 1763Salutary neglect

Declaration ofIndependence

The AmericanRevolutionary War

Challenges of Articles ofConfederation

Sherman Compromise/Great Compromise

Events & acts creatingtension in ColonialAmerica● Townshend Acts● Stamp Act● Sugar Act● Navigation Acts● Coercive

Acts/Intolerable Acts● Quartering Act● Sons of Liberty● Taxation without

Representation● Admiralty Courts

Students create acause-and-effect chartpresenting events whichreflect the tensionsbetween the colonistsand their mother countryGreat Britain, from 1763to 1776. The chartshould include: 1)Explanations for whyeach event causedtensions between thecolonists and GreatBritain and 2)Explanations for howeach event listed helpedlead to the creation of theUnited States as ademocratic republic.Students should includeat least 10 of thefollowing in their chart:Proclamation of 1763,Townshend Acts,Coercive Acts/IntolerableActs, Salutary Neglect,Stamp Act, Sugar Act,Navigation Acts, Sons ofLiberty, Boston Tea Party,Taxation withoutRepresentation, AdmiraltyCourts, Royal Governorsv. Colonial Interests,

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● Royal Governors v.Colonial Interests

● British suspension ofcolonial laws untilking approved

● Parliament ignoredthe rights colonistshad as Britishsubjects

● Boston Massacre

Boston Massacre, and theDeclaration ofIndependence.

Students read theDeclaration ofIndependence. Studentshighlight 5-6 grievancesthat influenced tensionsconcerning ideas ofpower and authority.Students write a briefparagraph explaining howthe tensions over powerand authority led to theDeclaration ofIndependence andinfluenced the creation ofa democratic republic.Students use a Jigsawactivity to review eventsthat created or promotedtensions between thecolonists and the Britishauthority in charge. EachJigsaw group creates agraphic organizer listing4-5 causes or incidentsthat helped lead to thecreation of a democraticrepublic. The graphicmust be sure to includeexplanations for eachcause or incident listed.

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AssessmentCL.H.1.2Comparecompetingnarratives of thehistoricaldevelopment ofthe United Statesand NorthCarolina in termsof how eachdepicts race,women, tribes,identity, ability,and religiousgroups

Students must beable to discusssimilarities anddifferencesbetween written,visual, and oralnarratives, fromcontrastingsources, and thepicture thesenarratives portray ofthe development ofboth the UnitedStates and NorthCarolina

These contrastingsources need toinclude the voicesof women, racial,tribal, religious,identity, and abilitygroups.

Informational andhistorical documentscan present competingideas about thecontributions thatvarious groups bring tothe development of anation or state

Competing narrativesconcerning thecontributions ofvarious individuals andgroups to thedevelopment of anation or state areoften constructedaround a linear seriesof events

Differing perspectives onthe development of theUnited States and NorthCarolina

Different stories of howrace, women, tribes, aswell as identity, ability, andreligious groups have beendepicted in thedevelopment of both theUnited States and NorthCarolina

Examples of how race isdepicted through differentperspectives in UnitedStates and North Carolinahistory

Examples of how womenare depicted throughvarious perspectives inUnited States and NorthCarolina history

Examples of how varioustribes, identity ability, andreligious groups aredepicted through variousperspectives in UnitedStates and North Carolinahistory

Teachers should selectcompeting narrativesconcerning topics such as:● Boston Tea Party● Edenton Tea Party● American

Revolutionary War● 3/5 Compromise● Slave Trade

Compromise● Suffrage● Mormons● Quakers● Slavery● Citizenship● Enfranchisement● Civil Rights Acts● Immigration Quotas● Relocation of

American Indians● Immigrant Labor● The Reservation

System● Manifest Destiny● Wilmington Coup● Segregation● Equal Rights

Amendment● American Indian Land

Rights● The “Capitol Crawl”

Students read severalcompeting narrativesabout the involvementand contributions ofgroups or people duringthe AmericanRevolutionary War.Students then use theinformation from thenarratives to complete achart comparing how thefollowing four groupswere depicted in thenarratives: women,American Indians, AfricanAmericans, and Quakers.The chart should have thefollowing columnheadings: 1) Column 1 -Four rows listing one ofthe four groups on eachrow; 2) Column 2 -Narrative A Information;3) Column 3 - Narrative BInformation; 4) Column 4- Narrative C Information(Optional if Using 3Narratives); and 5)Column 5 - Student’scomparison of what thenarratives say about atleast two of the fourgroups listed.

Students read twonarratives with differing

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perspectives about theBattle of Hayes Pond andits historical significancein the struggle againstunlawful acts againstgroups living in NorthCarolina. Studentscomplete a Venn Diagramcomparing the twodifferent perspectives ofthe battle, what led up toit, and its aftermath.

Students read twonarratives representingtwo differentperspectives ofReconstruction withinNorth Carolina in regardsto freedmen. Studentscomplete a Janus figurerepresenting the twodifferent perspectives ofthe historical narratives.



AssessmentCL.H.1.3Interprethistorical andcurrentperspectives onthe evolution ofindividual rightsin America overtime, includingwomen, tribal,racial, religious,

Students must beable to paraphrasehistorical andcurrent perspectiveson how the principleof individual rightshas evolved in theUnited States, fromcolonialself-government topresent-day, paying

People may view orinterpret the facts ofhistory subjectivelywhich can creatediffering opinions

People interpret historyand contemporaryevents differentlybased on their livedexperiences, culture,

Examples of various lawsand practices that havelimited individual rights

Examples of laws andpractices that havedisenfranchised people inthe United States

Examples of various lawsand practices that have

Laws and practices thathave removed or limitedindividual rights● Grandfather Clause● Poll taxes● Literacy tests● Slave codes● Black codes● Sundown towns● Jim Crow laws● Marriage laws

Teachers give studentsdocuments withinformation to read aboutthe evolution of votingrights for women in theUnited States. Based onthe information in thedocuments, studentscreate a visualrepresenting theirinterpretation of what

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identity, andability

specific attention towomen, tribal, racial,religious, identity,and ability groups.

Students must beable to study andaddress examplesacross time, invarious geographicregions of the UnitedStates and atvarious levels ofgovernment.

Students must beable to examinemultipleperspectivespresented inhistorical andcurrent competingnarratives as theywork to master thisobjective.

and political lens

Interpretations of theevolution of the rightsof marginalized groupscan lead to multipleand competingnarratives of theirtreatment

granted or expanded therights of marginalized ordisenfranchised people

How rights for women,tribal, racial, religious,identity, and ability groupshave evolved over time

● Chinese ExclusionAct

● Redlining● Executive Order 9066● Plessy v. Ferguson● Dred Scott v. Sanford● Gerrymandering● 18th Amendment● American Indian

reservations

Laws and practices thathave granted or expandedindividual rights● Bill of Rights● 13th, 14th, 15th

Amendments● 19th Amendment● Voting Rights Act of

1965● Indian Civil Rights Act● Obergefell v. Hodges● Americans with

Disabilities Act● Title VII of Civil

Rights Act of 1964● Title IX● Older Americans Act

1965● Fair Housing Act● FDR Executive Order

8802● Truman Executive

Order 9981● Kennedy Executive

Order 11118● LBJ Executive Order

11141

they read. The visualrepresentation can be adrawing, painting, orgraphic design. Thevisual may not includeany writing-- only pictures,images, and symbols.

Students are assigned aspeech that a state ornational elected officialhas given about the rightsof older Americans. Afterreading the speech,students take on the roleof a person who is askedto give a rebuttal to thespeech. In a 2-3paragraph rebuttal thestudents will paraphrasethe speech. The rebuttalmust include the official’sperspective on theevolution of the rights ofolder Americans.

Students read threeperspectives on theevolution of individualrights for either racial ortribal groups in the UnitedStates. One documentshould present aperspective prior to 1860,one should present aperspective between1860-1945, and oneshould present a

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● Religious FreedomAct of 1978

perspective between1945-1975. Studentsgive their interpretation ofwhat they read in eachdocument by putting thewords they read into theircreation of a 2-3 minutecommercial.

Students are assigned atext to read thathighlights the evolution ofindividual rights of peoplewith disabilities. Afterreading the text, studentscreate a news reportparaphrasing theinformation they read.



AssessmentCL.H.1.4 Explainthe impact ofsocialmovements andreform efforts ongovernmentalchange, bothcurrent and inthe past

Students must beable to demonstratetheir understandingof how changesenacted at variouslevels of governmenthave resulted fromthe actions anddemands of socialmovements andreform efforts thathave occurred atvarious times inAmerican history.

Individuals and groupsmay question anddemand change froma government thatbecomes oppressiveand fails to protect thepeople’s rights andfreedoms

A country’s foundingprinciples andpast experiences mayinfluencethe direction it takeswhen responding todemands for politicaland social reform

How social movementshave impactedgovernmental change

How reform efforts haveimpacted governmentalchange

Social movements/reformefforts

● TemperanceMovements/Reform

● Abolition Movement● Labor

Movements/Reform● Mental Health

Movements/Reform● Immigration Reform● Elder Rights

Movement● American Indian

Movement● Asian American

Movement● Farm Workers

Students create a posterexplaining the impact ofthe Americans withDisabilities Act (ADA)reform efforts for peoplewith disabilities in theUnited States. The postermust identify thefollowing: 1) Aproblem/(s) prior to thepassing of the ADA; 2)Any informationimportant to the reformefforts used to informand address theproblem/(s); 3) What theADA legally requires; and

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Movements/Reform● Civil Rights

Movements/Reform● LGBTQ Movement● Equal Rights

AmendmentMovement

Impacts of reform efforts● Farm Workers

Alliance● Patient rights

○ Affordable CareAct

○ The HealthInsurancePortability andAccountabilityAct of 1996

● Criminal rights○ Miranda v.

Arizona○ Gideon v.

Wainwright● Prohibition● Americans With

Disabilities Act● Marriage Laws● DACA/Dreamers● Indian Citizenship Act● Civil Rights Acts● Voting Rights Act● Indian Civil Rights Act

4) A clear depiction of theimpact the reform effortshave had ongovernmental change asa result of the ADA.

Students create a PublicService Announcement(PSA) highlighting thefactors that led to thecreation of the AffordableHealth Care Act. The PSAshould be sure to sharehow the AffordableHealth Care Act impactedgovernmental change.

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AssessmentCL.H.1.5 Explainhow theexperiences andachievements ofminorities andmarginalizedpeoples havecontributed to theprotection ofindividual rightsand “equality andjustice for all”over time

Students must beable to demonstrateknowledge andunderstanding ofhow the livedexperiences andachievements ofminority groups andmarginalized peoplehave influenced theprotection ofindividual rights,equality, and justice,at various timesthroughoutAmerican history.

The experiences ofsome people can helpbring aboutachievements thatestablish changes inthe protection of rightsfor all people

The fight to end thenegative livedexperiences of somemay lead to politicaland socialachievements thatbenefit a greaternumber of people in asociety

The struggle forfreedom and equalityby marginalizedgroups can lead to thelegislative and judicialachievements thatbenefit others andmay serve ashistorical examples forothers who seekrecognition of theirrights, equality, andjustice

How the experiences orachievements ofmarginalized people havecontributed to theprotection of rights,equality, and justice in theUnited States and NorthCarolina

Examples of actions takenby minority leaders andmarginalized groups thathave helped protectindividual rights in both theUnited States and NorthCarolina

Experiences/achievements● A. Phillip Randolph● Rosa Parks● James Meredith● Adam Clayton Powell,

Jr.● Martin Luther King, Jr.● Greensboro Four● John Lewis● Elizabeth Cady Stanton● Susan B. Anthony● Dolores Huerta● Cesar Chavez● Frederick Douglass● Lucretia Mott● Harvey Milk● Jennifer

Keelan-Chaffins

Contributions to individualrights, equality, & justice● The Equal Rights

Amendment● Indian Citizenship Act

of 1924 (Snyder Act)● The Indian Civil Rights

Act● Religious Freedom Act

of 1978● Executive Order 12898● Civil Rights Act of 1965● Voting Rights Act of

1965● 19th Amendment● 26th Amendment● Title VII of the Civil

After learning aboutvarious women whocontributed to votingrights, students create ahistorical marker thathighlights the experiencesof women who havedemanded voting rightsfor all women. Thehistorical marker shouldexplain the impact thesewomen had on equality forwomen over time. Finally,students write a shortstatement detailing wheretheir historical marker willbe placed and why thatlocation is significant tothe contributions detailedon the marker.

After learning aboutvarious achievements ofminorities, studentschoose the achievementsof a minority or personfrom a marginalized groupand create a 5-15 pagechildren's book about theexperiences andachievements they hadand the impact they haveleft on equality and justiceover time in the UnitedStates. The class maychoose to give the book to

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Rights Act of 1964 classes in localelementary schools.



AssessmentCL.H.1.6Exemplify waysindividuals havedemonstratedresistance andresilience toinequities,injustice, anddiscriminationwithin theAmericansystem ofgovernment overtime

Students must beable to use materialpresented to them tocome up withappropriateexamples of howpeople have beenable to resist andendureinequities, injustice,and discriminationwithin the Americansystem ofgovernment.

The various behaviorsand tools people useas strategies ofresistance andresilience tooppressivecircumstances canalter discriminatorypractices that mayexist within a nation’ssystems ofgovernment

The ability torecognize and resistdiscriminatorybehaviors andpractices andpositively adapt withinthe context ofadversity can equipindividuals toovercome the negativeimpact of theinequities andinjustices that mayexist in a society

As individuals learn tosuccessfully deal withchallenges that resultfrom inequities,injustices, and

Examples of waysindividuals have resistedinequities, injustice, anddiscrimination

Examples of ways peoplehave been able to recoverfrom difficulties andchallenges that have beenthe result of discrimination,injustice, and inequities

Examples of resistance● Civil disobedience● Rallies/marches● Strikes● Walkouts● Sit-ins● Boycotts● Voter registration

drives & voting● Communicating with

local, state, andUnited States electedofficials

● Petitions● Letter writing & social

media campaigns

Examples of resilience● Responses to 9/11

attacks● Japanese American

responses toExecutive Order 9066

● American Indianresponses to Battleof Hayes Pond

● Responses to naturaldisasters

● Surviving the GreatDepression

● American Indianability to maintainidentity and culture

The teacher givesstudents threehypothetical scenariosdescribing a situationinvolving an inequity, aninjustice, and some typeof discrimination. Basedon the information ineach scenario, studentscome up with their ownexamples of resistancefor each situation.Students explain whytheir examples ofresistance would beeffective.

Students are given achart with the followinghistorical events thatoccurred in NorthCarolina: 1) Durhamresident Doris Lyonrefuses to move to a seatin the back of a city bus1943; 2) Adkin HighSchool Walkout 1951; 3)Holy Week Fast, March1964; and 4) UNCCafeteria Workers Strike1969. Students proposenew examples ofresistance different from

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discrimination theymay be able toovercome the negativeconsequences of thepolitical, economic,and social disparitiesof marginalization andoppression

despite efforts ofassimilation

● Holocaust survivors● African American

response to TulsaRace Massacre

those described abouteach event.

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