Download - Marion County Public Schools US Government · PDF fileSCHOOL YEAR 2015 - 2016 Marion County Public Schools US Government Curriculum Resource Guide Grade 12 Regular (2106310)/ Honors

SCHOOL YEAR 2015 - 2016

Marion County Public Schools

US Government

Curriculum Resource Guide

Grade 12

Regular (2106310)/ Honors (2106320)

Marion County Public Schools K-12 Academic Services 1614 E. Fort King Street Ocala, FL 34471 (352) 236 - 0519

Table of Contents

General Information – US Government Curriculum Resource Guide………………………..….pg. 3

12th Grade US Government Year-at-a-Glance..…………..……………..…………………………….….pg. 5

US Government NGSSS & LAFS Standards/Benchmarks Checklist………………………….……pg. 6

Unit 1: Foundations of Government……………………………….………………………………..……….pg. 11

Unit 2: Constitution & Federalism……………………….………………………………………………..…. pg. 15

Unit 3: Civic and Political Participation……………….………………………………………………..……pg. 19

Unit 4: Congress……………………………………………………….……………………………………………….pg. 25

Unit 5: The President & Bureaucracy………………………….……………………………………………..pg. 28

Unit 6: The Courts & Civil Liberties………………………………….………………………………………..pg. 31

Unit 7: State, Local, & Comparative Governments …………………………………………………...pg. 40

*For questions and feedback please contact Erin Howe, K-12 Social Studies

Program Specialist, K-12 Academic Services.

[email protected].

12th US Government 2015-2016 Curriculum Resources

8/9/15 Marion County Public Schools 2

mailto:[email protected]

Twelfth Grade US Government Regular & Honors (2106310/2106320)

Introduction: The District Curriculum Resource guide is based on the Next Generation Sunshine State Standards (NGSSS) and contains the essential social studies knowledge all high school US Government students must acquire. The NGSSS are content specific, and should guide a teacher to go more in depth with the course material they are teaching. The curriculum guide provides support to identify areas of coverage required verses teaching all the chapters in a textbook. The District Curriculum Resource guide includes the Florida Standards from the course description to enhance learning opportunities and instructional delivery to ensure student success. Florida Standards for Literacy in History/Social Studies are not meant to replace content standards, but rather to supplement content with appropriate skills to prepare students to be college and career ready. Teachers are encouraged to use a variety of resources to teach both content and skills. To address the concern of the high mobility rate within the school district the order of instruction should be followed by all high schools. The culmination of this course will be a Local End of Course Assessment (LEOCE). It is important to note that district curriculum resources are not static documents and are open to the revision process.

United States Government Course Description

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2106310 United States Government: The grade 9-12 United States Government course consists of the following content area strands: Geography, Civics and Government. The primary content for the course pertains to the study of government institutions and political processes and their historical impact on American society. Content should include, but is not limited to, the functions and purpose of government, the function of the state, the constitutional framework, federalism, separation of powers, functions of the three branches of government at the local, state and national level, and the political decision-making process.

2106320 United States Government: Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects).

Mathematics Benchmark Guidance

Social Studies instruction should include opportunities for students to interpret and create representations of historical events and concepts using mathematical tables, charts, and graphs.



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Instructional Practices

Teaching from well-written, grade-level instructional materials enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:

Reading assignments from longer text passages as well as shorter ones when text is extremely complex.

Making close reading and rereading of texts central to lessons.

Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.

Requiring students to support answers with evidence from the text.

Providing extensive text-based research and writing opportunities (claims and evidence).

English Language Development ELD Standards Special Notes Section

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Social Studies. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SS.pdf

For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at [email protected].

District Requirements

The Document Based Question (DBQ) Project is a mandated district initiative designed to complement the students’ mastery of the NGSSS, as well as the LAFS Literacy Standards. These DBQs are housed in project binders at the schools and are posted on the portal. The expectation is that the students will complete one DBQ. That DBQ title is required and noted on the YAG and on the map. Teachers may also choose to add additional titles to their instruction.

The Social Studies Reading/Writing Assessment is a district mandated writing assessment, which evaluates both NGSSS and LAFS, and is to be administered during the testing window indicated on the YAG. The prompts for the SS-RWA will be available through the CDT portal. These will be printed by a school administrator, testing coordinator, or scanning designate.

All non-state EOC courses will continue to have a Local End of Couse Exam (LEOCE) which includes a Performance Task. The performance task will be administered separate from the multiple choice portion. Please refer to your YAG for the actual administration dates. It is important to note that the SS-RWA doubles as the performance task on the LEOCE. task for the LEOCE.



http://www.cpalms.org/uploads/docs/standards/eld/SS.pdf

mailto:[email protected]

QtrFirst Date

of WeekUnit/Organizing Principle

Instructional Components/

Assessments

17-Aug Foundations - Ch. 1

24-Aug Origins - Ch. 2

31-Aug Constitution - Ch. 3

7-Sep 4 day Federalism - Ch. 4

14-Sep ER Political Parties - Ch. 9

21-Sep Political Process/Elections -

Ch. 9 & 12

28-SepER

DBQ - Should the Electoral College

Be Abolished? (Civics Mini-Q Binder)

5-Oct

12-Oct

19-Oct 4 day The President - Ch. 6

26-Oct ER Executive Branch - Ch. 6 & 7

2-Nov Federal Courts - Ch. 8

9-Nov ER Civil Liberties - Ch. 10

16-Nov Civil Rights - Ch. 11

23-Nov 2 day LEOC - Performance Task/RWA

30-Nov

Foreign & Comparative Policy -

Ch. 14 & 15

7-Dec ER

State & Local Politics -

Ch. 15 & 16

14-Dec

21-Dec

28-Dec

4-Jan 4 day Foundations - Ch. 1

11-Jan Origins - Ch. 2

18-Jan 4 day Constitution - Ch. 3

25-Jan 4 day Federalism - Ch. 4

1-Feb Political Parties - Ch. 9

8-Feb Political Process/Elections -

Ch. 9 & 12

15-Feb4 day

DBQ - Should the Electoral College

Be Abolished? (Civics Mini-Q Binder)

22-Feb ER

29-Feb

7-Mar The President - Ch. 6

14-Mar 4 day Executive Branch - Ch. 6 & 7

21-Mar

28-Mar Federal Courts - Ch. 8

4-Apr ER Civil Liberties - Ch. 10

11-Apr Civil Rights - Ch. 11

18-Apr LEOC - Performance Task/RWA

25-Apr Foreign Policy - Ch. 14

2-May Comparative Politics - Ch. 14 & 15

9-May State & Local Politics - Ch. 16

16-May ER

23-May ER

30-May NS

Unit 6 - The Courts & Civil

Liberties

Unit 7- State, Local, &

Comparative Governments

Unit 2 - Constitution & Federalism

Unit 3 - Civic and Political

Participation

Congress - Ch. 5

LEOCE Review & Senior Local End of Course Exam (LEOCE)

Local End of Course Exam (LEOCE)

Spring Break

FSA EOC -

Alg I, Alg

II, Geo

NGSSS

EOC - Bio

I, Civics,

USH (11th)

Unit 6 - The Courts & Civil

Liberties

Unit 7- State, Local, &

Comparative Governments

Unit 3 - Civic and Political

Participation

Unit 4 - Congress

Unit 5 - The President &

Bureaucracy

Congress - Ch. 5

LEOCE Review & Local End of Course Exam (LEOCE)

Unit 1 - Foundations of

Government

Unit 2 - Constitution & Federalism

State Assessments1st Q

uart

er

FSA EOC - Alg, Alg II, Geo

FSA G. 10 ELA, NGSSS FCAT 2.0 &

EOC Retakes, PSAT (Oct 14)

Unit 1 - Foundations of

Government

Unit 4 - Congress

Unit 5 - The President &

Bureaucracy

4th

Quart

er

3rd

Quart

er

2nd Q

uart

er

Weather Make-Up Days

FSA ELA Writing, FL Alt

Assess, CELLA

FSA G10, NGSSS EOC Alg 1, &

FCAT 2.0 Reading Retakes

FSA ELA

R/M,

NGSSS

FCAT 2.0

Science

Personal Fitness Test

FSA EOC - Alg, Alg II, Geo &

NGSSS EOC - Alg 1 retake, Bio,

Civics, USH (11th)

Winter Break



NGSSS Benchmarks for 12th US Government (2102335/Regular & 2102335/Honors)

Civics & Government Benchmarks SS.912.C.1.1: Evaluate, take, and defend positions on the founding

ideals and principles in American Constitutional government. SS.912.C.1.2: Explain how the Declaration of Independence reflected the political principles of popular sovereignty, social contract, natural rights, and individual rights. Analyze production possibilities curves to explain choice, scarcity, and opportunity costs.

SS.912.C.1.3: Evaluate the ideals and principles of the founding documents (Declaration of Independence, Articles of Confederation, Federalist Papers) that shaped American Democracy.

SS.912.C.1.4: Analyze and categorize the diverse viewpoints presented by the Federalists and the Anti-Federalists concerning ratification of the Constitution and inclusion of a bill of rights.

SS.912.C.1.5: Evaluate how the Constitution and its amendments reflect the political principles of rule of law, checks and balances, separation of powers, republicanism, democracy, and federalism.

SS.912.C.2.1: Evaluate how the Constitution and its amendments reflect the political principles of rule of law, checks

and balances, separation of powers, republicanism, democracy, and federalism. SS.912.C.2.2: Evaluate the importance of political participation and civic participation.

SS.912.C.2.3: Experience the responsibilities of citizens at the local, state, or federal levels.

SS.912.C.2.4: Evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.

SS.912.C.2.5: Conduct a service project to further the public good.

SS.912.C.2.6: Evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights. SS.912.C.2.7: Explain why rights have limits and are not absolute. SS.912.C.2.8: Analyze the impact of citizen participation as a means of achieving political and social change.

SS.912.C.2.9: Identify the expansion of civil rights and liberties by examining the principles contained in primary documents.

SS.912.C.2.10: Monitor current public issues in Florida. SS.912.C.2.11: Analyze public policy solutions or courses of action to resolve a local, state, or federal issue.

SS.912.C.2.12: Explain the changing roles of television, radio, press, and Internet in political communication. SS.912.C.2.13: Analyze various forms of political communication and evaluate for bias, factual accuracy, omission,

and emotional appeal.

SS.912.C.2.14: Evaluate the processes and results of an election at the state or federal level. SS.912.C.2.15: Evaluate the origins and roles of political parties, interest groups, media, and individuals in

determining and shaping public policy.

SS.912.C.2.16: Analyze trends in voter turnout.

SS.912.C.3.1: Examine the constitutional principles of representative government, limited government, consent of the governed, rule of law, and individual rights.

SS.912.C.3.2: Define federalism, and identify examples of the powers granted and denied to states and the national government in the American federal system of government.

SS.912.C.3.3: Analyze the structures, functions, and processes of the legislative branch as described in Article I of the Constitution.

SS.912.C.3.4: Analyze the structures, functions, and processes of the executive branch as described in Article II of the Constitution.

SS.912.C.3.5: Identify the impact of independent regulatory agencies in the federal bureaucracy.

SS.912.C.3.6: Analyze the structures, functions, and processes of the judicial branch as described in Article III of the Constitution.

SS.912.C.3.7: Describe the role of judicial review in American constitutional government.

SS.912.C.3.8: Compare the role of judges on the state and federal level with other elected officials.

SS.912.C.3.9: Analyze the various levels and responsibilities of courts in the federal and state judicial system and the relationships among them.



SS.912.C.3.10: Evaluate the significance and outcomes of landmark Supreme Court cases.

SS.912.C.3.11: Contrast how the Constitution safeguards and limits individual rights.

SS.912.C.3.12: Simulate the judicial decision-making process in interpreting law at the state and federal level.

SS.912.C.3.13: Illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels.

SS.912.C.3.14: Examine constitutional powers (expressed, implied, concurrent, reserved).

SS.912.C.3.15: Examine how power and responsibility are distributed, shared, and limited by the Constitution.

SS.912.C.4.1: Explain how the world’s nations are governed differently.

SS.912.C.4.2: Evaluate the influence of American foreign policy on other nations and the influences of other nations on American policies and society.

SS.912.C.4.3: Assess human rights policies of the United States and other countries.

SS.912.C.4.4: Compare indicators of democratization in multiple countries.

The following NGSSS standards are not unit specific and should be taught as they apply to the content in each unit.

Geography Benchmarks SS.912.G.4.1: Interpret population growth and other demographic data for any given place.

SS.912.G.5.5: Use geographic terms and tools to analyze case studies of policies and programs for resource use and

management.

Health Literacy Concepts HE.912.C.2.4: Evaluate how public health policies and government regulations can influence health promotion and

disease prevention. English Language Development Standards ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school

setting. ELD.K12.ELL.SS.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.



The Language Arts Florida Standards (LAFS) for Literacy should be taught in conjunction with your NGSSS Content Standards throughout all of the units.

Reading History Standards LAFS.1112.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting

insights gained from specific details to an understanding of the text as a whole.

LAFS.1112.RH.1.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

LAFS.1112.RH.1.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

LAFS.1112.RH.2.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

LAFS.1112.RH.2.5: Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

LAFS.1112.RH.2.6: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

LAFS.1112.RH.3.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

LAFS.1112.RH.3.8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

LAFS.1112.RH.3.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

LAFS.1112.RH.4.10: By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.

Speaking & Listening Standards LAFS.1112.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

LAFS.1112.SL.1.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

LAFS.1112.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

LAFS.1112.SL.2.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.



Writing in History Standards LAFS.1112.WHST.1.1: Write arguments focused on discipline-specific content.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

LAFS.1112.WHST1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

LAFS.1112.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

LAFS.1112.WHST.2.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

LAFS.1112.WHST.2.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

LAFS.1112.WHST.3.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

LAFS.1112.WHST.3.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

LAFS.1112.WHST 3.9: Draw evidence from informational texts to support analysis, reflection, and research. LAFS.1112.WHST.4.10: Write routinely over extended time frames (time for reflection and revision) and shorter

time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. purposes, and audiences.



The Mathematics Florida Standards (MAFS) should be taught in conjunction with and as they pertain to your NGSSS Content Standards throughout the course.

Aligned Clusters MAFS.912.S-ID Interpreting Categorical and Quantitative Data MAFS.912.S-ID.1: Summarize, represent and interpret data on a single count or measurement variable.

MAFS.912.S-IC Making Inferences and Justifying Conclusions MAFS.912.S-IC.2: Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Standards for Mathematical Practice MAFS.K12.MP.1.1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of oth ers, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

MAFS.K12.MP.5.1: Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical probl em. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools ap propriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of func tions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content locat ed on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

MAFS.K12.MP.6.1: Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulat ed explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.



UNIT / TOPIC 1: Foundations of Government PACING: 2 weeks

Key Learning Statement: The origins and establishment of American government was based on the philosophical and historical foundations of the Framers [of the American government, specifically, the Articles of Confederation and the Constitution].

Unit Essential Question: How did the philosophical and historical foundation of the framers shape the system of American Government?

Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment

SS.912.C.1.1 SS.912.C.1.2 SS.912.C.1.3 SS.912.C.1.4

SS.912.C.3.1

SS.912.C.4.1

SS.912.G.5.5

CONCEPTS / LESSON ESSENTIAL QUESTIONS KNOW / DO

People Form Governments

Why do people form and adhere to governments?

Declaration of Independence

Why did the colonists choose to dissolve their political bonds with Great Britain and form their own government?

Articles of Confederation

What factors led to the formation and dissolution of the Articles of Confederation?

Convention

How were the major disagreements at the

Constitutional Convention solved?

Ratification How were the Federalists able to

overcome the Anti- Federalists opposition to the Constitution?

Know

3/5ths Compromise Anti-Federalist Articles of Confederation Bill of Rights colonial government Constitutional Convention Continental Congress Declaration of Independence Democracy

dictatorship Divine Right Federalist Federalist Papers Intolerable Acts Locke Magna Carta monarchy

Natural rights New Jersey Plan road to revolution separation of powers Shays Rebellion (pros and cons) slave trade Social Contract Virginia Plan

Do

SS.912.C.1.1

Students will compare and evaluate viewpoints on the founding ideas and principles in U.S. Constitutional government.

Students will construct arguments on a given position based on their knowledge of the ideals held by the Founders and/or what is written in the Constitution.

Students will defend the legality of an action or belief and use the founding ideals or the Constitution to support their claim.

o Students will not be required to identify specific framers of the Constitution.



SS.912.C.1.2

Students will identify and explain rights specified in the Declaration of Independence (i.e., natural rights, popular sovereignty, social contract).

Students will identify grievances listed in the Declaration of Independence in terms of popular sovereignty, social contract, natural rights, and individual rights.

Students will examine and evaluate the influence of Enlightenment ideas on the drafting of the Declaration of Independence.

Students will identify and describe popular sovereignty, social contract, natural rights, and individual rights.

SS.912.C.1.3

Students will differentiate among the Declaration of Independence, Articles of Confederation, and Federalist Papers and determine how each one was individually significant to the founding of the United States.

Students will list the founding documents in chronological order and analyze how the documents are connected to one another.

Students will identify key individuals who contributed to the founding documents (e.g., Thomas Jefferson, Alexander Hamilton, John Jay, and James Madison).

SS.912.C.1.4

Students will analyze competing arguments by the Federalists and the Anti-Federalists for and against the inclusion of a bill of rights in the U.S. Constitution.

o Students will not be required to identify specific Federalist Papers.

SS.912.C.3.1

Students will identify the major principles of the Constitution, including representative government, limited government, consent of the governed, rule of law, and individual rights.

Students will describe how the U.S. system characterizes a representative government and the constitutional provisions that establish representative government.

Students will examine how the structure of the U.S. Constitution limits the power of the federal government through separation of powers, checks and balances, and federalism.

Students will explain how the language of the Constitution fulfills the phrase “consent of the governed.”

o Students will not be required to judge the constitutional principles in order of importance or necessity.



SS.912.C.4.1

Students will identify other forms of government utilized in other countries (e.g., communism, monarchy [absolute and constitutional], dictatorship, oligarchy).

Students will compare and contrast democracy in the United States with democracies in other countries (e.g., proportional representation, parliamentary, direct). Students will compare and contrast the platforms of political parties found in the United States with the platforms of political parties in other countries.

Students will explain the role of supranational political organizations and their effect on governments of other countries (e.g., European Union, African Union).

Students will analyze the role of religion in other forms of government and how it impacts governance (e.g., theocracy, sharia law).

SS.912.G.5.5

Students will use geographic terms and tools to analyze case studies of policies and programs for resource use and management.

Students will compare resource management programs in a variety of communities. Students will examine maps to analyze policies concerning future resource use. Students will describe the importance of resource management. Students will evaluate local and state resource use policies.

o Students will not be required to know specific resource use policies or programs.

COMMON ASSESSMENTS ACTIVITIES AND RESOURCES

Suggested DBQ: (not required): World History Mini-Q Vol. 3 Project Binder The Enlightenment Philosophers: What was their Main Idea? NOTE: This DBQ is used in 10th Grade Intensive Reading. Use at your own discretion.

TEXTBOOK Chapters

1 – Foundations of Government

2 – Origins of American Government

Textbook Supplementals

Political Cartoon: “Ratifying the Constitution” Primary Sources: “Second Treatise” “Tocqueville’s Democracy in America” “Montesquieu’s The Spirit of Laws” Supreme Court Case Study

“Gideon v Wainwright”

“Schenck v United States”



WRITING PROMPTS

We the People

“Constitutional Government” pg. 26-27;

“Individual Rights and the U.S. Constitution” pg 62-63

“Declaration of Independence” pg. 43-46 OUTSIDE SOURCES

www.justlawlinks.com

Government Alive- Ch. 3 Experiential Exercise- walk through Statuary Hall to interview historic figures about key ideas that influenced democratic government in the U.S.

Suggested Writing Prompt: Not Required

After reading excerpts * from the Intolerable Acts, the Declaration of Independence, and Locke’s Second Treatise, write an essay that discusses reasons for rebellion and evaluates if the reasons are appropriate with Locke’s right to revolution. Include evidence from the excerpts to support your thesis. *Teacher may select what excerpts from these documents as these are public domain resources. Additional prompts that could be addressed using the text and these documents:

Were the colonist justified in their decisions to rebel from England?

Why did the British consider their actions appropriate?

Provide another historical example where a group of people may have felt justified to rebel against governmental authority. (This may require additional research on the part of the student.)



http://www.justlawlinks.com/

UNIT / TOPIC 2: The Constitution and Federalism PACING: 2 weeks

Key Learning Statement: The Constitution is the supreme law of the land and establishes a federal government.

Unit Essential Question: How have the values and principles in the Constitution shaped America today?


SS.912.C.1.5

SS.912.C.3.2 SS.912.C.3.14 SS.912.C.3.15

SS.912.G.4.1

SS.912.G.5.5


Constitutional Powers

How and why were powers divided among the three branches of government?

How and why were powers divided among the states and national government?

Changes in Federalism

How did the US transition from dual federalism to cooperative federalism?

How does the federal government use grants and mandates to influence state policies?

Know

checks and balances Civil War concurrent powers cooperative federalism delegated powers dual federalism enumerated powers

expressed powers federalism grants implied powers inherent powers judicial review limited government

mandates popular sovereignty Preamble republicanism reserved powers separation of powers Supremacy Clause

Do

SS.912.C.3.2

Students will examine federalism in the United States to determine the distribution of power between state and federal governments.

Students will explain how the three branches of government were instituted as means of distributing, limiting, and sharing power in the United States Constitution.

Students will analyze how individual rights are distributed and limited by the language of the United States Constitution and its amendments.

Students will describe how expressed, implied, concurrent, and reserved powers distribute, limit, and share power and responsibility in the United States Constitution.

o Students will not be asked to assess whether individuals, states, or the federal government should limit, share, or distribute more of their power.



SS.912.C.1.5

Students will identify and/or explain the three branches of government (executive, legislative, and judicial) established by the Constitution and how the terms separation of power and checks and balances apply.

Students will define rule of law, understand its origins from the Magna Carta, and acknowledge the influence of political thinkers such as John Locke, Charles Montesquieu, and Thomas Paine.

Students will distinguish what sections of the U.S. Constitution establish the federal system and identify what powers are granted to the states.

Students will contrast republicanism and democracy as forms of government and discern how the United States reflects both.

Students will evaluate how the political principles of rule of law, checks and balances, separation of powers, republicanism, democracy, and federalism are applied within the framework of constitutional government.

o Students will not be required to explain the amendments process.

SS.912.C.3.14

Students will identify that expressed powers are also known as enumerated powers found in Article I of the United States Constitution.

Students will identify powers that are expressed in the United States Constitution to Congress (e.g., coin money, declare war, tax).

Students will analyze the role of the “general welfare clause” and “necessary and proper clause” in granting Congress implied powers.

Students will describe examples of concurrent powers as those powers shared by both state and federal governments (e.g., build roads, tax citizens, make laws).

Students will explain how reserved powers define issues as matters for the people or the state governments.

Students will compare the roles of expressed, implied, concurrent, and reserved powers in United States federalism.

SS.912.C.3.15

Students will examine federalism in the United States to determine the distribution of power between state and federal governments.

Students will explain how the three branches of government were instituted as means of distributing, limiting, and sharing power in the United States Constitution.

Students will analyze how individual rights are distributed and limited by the language of the United States Constitution and its amendments.

Students will describe how expressed, implied, concurrent, and reserved powers distribute, limit, and share power and responsibility in the United States Constitution.

o Students will not be required to assess whether individuals, states, or the federal government should limit, share, or distribute more of their power.



SS.912.C.4.1





SS.912.G.5.5





TEXTBOOK

Chapters

3 – The Constitution

4 – Federalism

13.4 – Federalism and the Supreme Court

Textbook Supplemental

Political Cartoon: “Amending the Constitution” “Checks and Balances” “States’ Rights versus Congress”

Primary Sources: “Federalist Paper No. 39” “Federalist Paper No. 39’ “Reagan on Government”

Supreme Court Case Study

Marbury v Madison; McCulloch v Maryland; Gibbons v Ogden

WRITING PROMPTS



We the People

“A New Constitution and a New Government” pg. 90

“Laboratories of Democracy” pg. 116

“The United States Constitution” pg. R18-R39

Simulation: Arguing a Federalism Case pg. 434

OUTSIDE SOURCES Constitution: http://www.archives.gov/education/lessons/constitution-workshop/

Annenberg: Federalism http://www.learner.org/courses/democracyinamerica/dia_3/index.html

Annenberg: Constitution http://www.learner.org/courses/democracyinamerica/dia_2/index.html

Government Alive

Ch.4 Skill Builder- three challenges that examine specific provisions of the Constitution as well as its overarching principles

Ch. 6 Response Group- discuss 3 case studies illustrating the challenges to defining national and

state powers in the federal system.



http://www.archives.gov/education/lessons/constitution-workshop/

http://www.learner.org/courses/democracyinamerica/dia_3/index.html


UNIT / TOPIC 3: Civic & Political Participation PACING: 3 weeks

Key Learning Statement: The role and reliability of linkage institutions, in the American political system, impacts the effectiveness of democracy.

Unit Essential Question: Why is civic participation and engagement essential to an effective democracy?


SS.912.C.2.2 SS.912.C.2.3 SS.912.C.2.8 SS.912.C.2.11 SS.912.C.2.12 SS.912.C.2.13 SS.912.C.2.14 SS.912.C.2.15 SS.912.C.2.16

SS.912.G.4.1

SS.912.G.5.5


Interest Groups

How do interest groups affect the political process?

Political Parties

How is the role of political parties different from interest groups?

Media

How does the media affect the political process?

Elections

How do elections transform public opinion into public policy?

Know

527s bias campaign funding campaigns caucus direct democracy elections

hard money interest group issue ads Linkage Institutions lobbying mass media Political Action Committee

political parties polls primary public opinion public policy soft money suffrage

Do

SS.912.C.2.2

Students will explain the different ways in which United States citizens can exercise political and civic participation.

Students will understand that political and civic participation is encouraged, but not required, in the United States (e.g., voting, attending town hall meetings, campaigning).

Students will describe the ways in which individuals can be denied and limited in their right to practice political and civic participation (e.g., losing voting rights for felonies, limitations on political contributions, limits on the type of protesting).

Students will analyze the importance of political and civil participation by citing historical examples of citizens petitioning for their rights (e.g., Civil Rights Movement, Women’s Suffrage Movement).

o Students will not be required to compare political and civic participation in the United States to other parts of the world.



SS.912.C.2.3

Students will list various responsibilities held by citizens (e.g., voting, volunteering, informing, respecting laws).

Students will understand the process of registering or preregistering to vote. Students will recognize the process of running for office through participating in a campaign or staging a mock election.

Students will attend or watch governmental proceedings at the local, state, and/or federal level (e.g., attend a school board meeting, viewing recorded proceedings).

Students will contact governmental officials at the local, state, and/or federal level (e.g., calling their office, writing letters, visiting websites, using social media platforms).

o Examples are registering or pre-registering to vote, volunteering, communicating with government officials, informing others about current issues, participating in a political campaign/mock election.

SS.912.C.2.8

Students will cite historical examples of citizens achieving political and social change to show the impact individuals can have (e.g., the Civil Rights Movement, Women’s Suffrage, the Abolitionist Movement, and war protests).

Students will examine the role of the Internet and social media as a means of using technology to promote political and social change (e.g., e-mail, social media).

Students will identify legal methods that citizens can use to promote social and political change (e.g., protests, petitioning, demonstrations, and contacting government offices).

Students will assess the impact of civic participation on a given contemporary or historical example.

o Examples are e-mail campaigns, boycotts, blogs, podcasts, protests, demonstrations, letters to editors.

SS.912.C.2.11

Students will describe the procedure by which a bill is introduced to the legislature at either the state level or the federal level.

Students will explain the process of using ballot proposals or amendments at the local or state level to resolve issues. Student will demonstrate knowledge of the differences of purpose of the branches and the functions of the office holders.

Students will analyze the role of interest groups and the methodology used by interest groups to influence local, state, and federal courses of action.

Students will demonstrate an understanding of the logistics of the election processes. o Students will not be required to have specific knowledge about how a particular issue was

resolved.



SS.912.C.2.12

Students will analyze the role of the 24-hour news cycle and the impact it has had on the political process.

Students will explain the ways in which the Internet and social media have provided politicians with new means of reaching their constituents.

Students will examine how technology will impact the role of radio and newspapers as media used for political communications.

Students will contrast how politicians campaign today with historical campaigns.

Students will compare the strength and weaknesses of different media, including, but not limited to, television, radio, press, and Internet.

SS.912.C.2.13

Students will analyze various forms of political communication and evaluate for bias, factual accuracy, omission, and emotional appeal.

Students will examine the effectiveness of different campaign materials distributed by candidates to build appeal (e.g., bumper stickers, buttons, and yard signs).

Students will analyze the coverage of the same political issue by different media outlets (video and print) to identify possible bias and omissions.

Students will compare coverage of the same political event or issue by different websites, blogs, and social media to evaluate factual accuracy.

Students will research the historical impact of propaganda and campaign advertisements on the American political process.

o Examples are political cartoons, propaganda, campaign advertisements, political speeches, electronic bumper stickers, blogs, media.

o Students will not be required to match specific propaganda or advertisements with a specific candidate or issue.

SS.912.C.2.14

Students will explain the process by which candidates register for elections at the state or federal level.

Students will describe the different methods used to tabulate election results in state and federal elections. (i.e., electronic voting, punch cards, fill-in ballots).

Students will analyze the different primary formats and how political parties nominate candidates using primaries.

Students will examine the role of debates on the results of elections at the state and federal level.

Students will contrast the different ways in which elections are decided (i.e., Electoral College, proportional, popular vote, winner-take-all).

o Students will not be required to memorize results of particular elections.



SS.912.C.2.15

Students will identify the origins of the two major political parties and evaluate their roles in shaping public policy.

Students will analyze the role of interest groups and political action committees on American politics by examining their origins and how they operate.

Students will contrast the modern media’s influence on politics with the press at other major points in United States history.

Students will describe changes in the U.S. voting population throughout history, recognizing major turning points (e.g., 15th Amendment, 19th Amendment, and 26th Amendment).

o Students will not be required to compare the United States system to political parties, interest groups, and media in other countries.

SS.912.C.2.16

Students will examine data of voter turnout to reach conclusions about why turnout was particularly high or low.

Students will compare solutions offered by politicians and political scientists that attempt to increase voter turnout.

Students will explain how legislative action has both increased and decreased voter turnout at different points in American history (e.g., 15th, 19th, and 26th Amendments, Jim Crow, poll tax, and current voter suppression efforts).

Students will contrast voter turnout figures for presidential election years against elections that featured only local or state races.

o Examples may include, but are not limited to, youth voter turnout and issue-based voting. o Students will not be required to have specific knowledge of voter turnout in a particular election.

SS.912.C.4.1







SS.912.G.5.5





Required DBQ: Civics Mini – Q Project Binder Should the Electoral College Be Abolished?

TEXTBOOK

Chapters

9 – The Political Process

12 – Understanding Elections Textbook Supplementals

Political Cartoon: “Public Opinion Polls” “Interest Groups and Their Impact” “Voter Turnout” “It takes a Village”

Primary Sources: “Thomas Jefferson on Partisanship” “2004 Political Party Platforms”

Supreme Court Case Study: Buckley v Valeo Bush v Gore

We the People

“The Role of Political Parties in the Constitutional System” pg. 274

Simulation

“Running a Presidential Campaign” pg. 364

WRITING PROMPTS

Suggested Writing Prompt: Not Required Should Everyone Vote? America has a lower voter turnout than many other comparable democracies. After reading Should Everyone Vote, write an essay advocating for or against making voting in elections mandatory. Be sure to include counter arguments and provide a current event that might motivate someone to exercise their right to vote. Support your argument(s) with evidence from the text.



OUTSIDE SOURCES Government Alive

Ch. 7- Visual Discovery- case studies identifying forms of civic participation used by individuals to effect change on local, national & international level

Ch. 8- Experiential Exercise- create informational websites about candidates and interest groups. Then have a ‘meet & greet’ to learn about relationship of candidates & interest groups

Ch. 9 Experiential Exercise- analyze persuasive techniques and then create & evaluate campaign commercials for candidates

Ch. 10- Experiential Exercise- participate in various parts of the presidential process from state primaries to Electoral College.

Annenberg

http://redistrictinggame.org/ Elections

http://www.learner.org/courses/democracyinamerica/dia_13/index.html Interest Groups

http://www.learner.org/courses/democracyinamerica/dia_14/index.html Understanding Media


Government Alive

Ch.4 Skill Builder- three challenges that examine specific provisions of the Constitution as well as its overarching principles

Ch. 6 Response Group- discuss 3 case studies illustrating the challenges to defining national and

state powers in the federal system.



http://redistrictinggame.org/




UNIT / TOPIC 4: Congress PACING: 2 weeks

Key Learning Statement: Congress fulfills the powers of Article I and is the lawmaking branch of government in the United States.

Unit Essential Question: How does Congress perform its Constitutional duties?


SS.912.C.3.3 SS.912.G.4.1

SS.912.G.5.5


Powers of Congress

What are the powers of Congress in the system of checks and balances?

House of Representatives

What are the duties and responsibilities of the House of Representatives in the American System of Government?

Senate

How does the Senate differ from the House in its functions in the American System?

How does a bill become law

How does a bill become a law?

Know

bill caucus cloture committee conference committee eligibility for office enumerated powers expressed powers filibuster finance powers

gerrymandering impeach implied powers leadership Necessary and Proper non-legislated powers over-ride pocket veto President of Senate President Pro Tempore

qualification reapportionment resolution rider rules committee select committee Speaker of the House standing committee veto

Do

SS.912.C.3.3

Students will explain why Article I of the Constitution established a bicameral legislative body and how the House of Representatives functions differently than the Senate.

Students will identify the methods for determining the number of members in the House of Representatives and the Senate. Students will identify and describe the “enumerated powers” granted to Congress (i.e., taxes, borrow money, declare war, and make laws).

Students will analyze the role of the legislative branch in terms of its relationship with the judicial and executive branch of the government.

Students will describe constitutional amendments that have changed the role of Congress from its original description in Article I of the Constitution (i.e., 10th, 14th, 16th, 17th, and 27th).

o Students will not be required to identify specific legislation passed by Congress. o Students will not be required to compare the United States Congress to other international

legislative bodies.



SS.912.C.4.1





SS.912.G.5.5





Optional DBQ: American History Mother Q Project Binder Why was the Equal Rights Amendment Defeated? NOTE: Mother Q binders are not set up the same at the Mini-Qs. Supporting documents (Hook Activity and Document Questions) are located in the Teacher Toolkit. Teachers will also need to preview the documents to determine how many are appropriate to use with this unit.

TEXTBOOK

5 – Congress: The Legislative Branch Textbook Supplementals

Political Cartoon: “Filibustering the Senate” “The Iron Duke” “Gerry-mander” “Pork-Barrel Spending” “Corruption in Congress”

“Immigration Reform” Primary Sources

“War Powers Resolution”

WRITING PROMPTS



Supreme Court Case Study

Heart of Atlanta Motel v United States

United States v American Library Association

Baker v Carr We the People

“The Source of Laws” pg. 156 OUTSIDE SOURCES

http://www.teachablemoment.org/high/senate.html

http://redistrictinggame.org/ iCivics.org

Law Craft, Represent Me, Cast Your vote Government Alive

Ch. 11 Skill builder- learn important aspects of being an effective legislator

Ch. 12 Experiential Exercise- create a mock House of Representative- learn key steps in the legislative process and factors influencing law making process

School House Rocks

‘I’m just a Bill’

Annenberg http://www.learner.org/courses/democracyinamerica/dia_6/index.html



http://www.teachablemoment.org/high/senate.html

http://redistrictinggame.org/


UNIT / TOPIC 5: President & Bureaucracy PACING: 2 weeks

Key Learning Statement: The President carries out laws passed by Congress and directs the bureaucracy according to Article II of the US Constitution.

Unit Essential Question: The President carries out laws passed by Congress and directs the bureaucracy according to Article II of the US Constitution.


SS.912.C.3.4 SS.912.C.3.5


Roles of the President

How does the President fulfill his many roles?

Powers of the President

How does the President perform his various duties?

Executive Office of the President

How does the Executive Office of the President assist the President in performing his duties?

Independent agencies/Bureaucracy

How does the organization of the bureaucracy lead to the implementation of law?

Budget

What is the President’s role in the creation of a budget?

Know

amnesty bureaucracy cabinet Cabinet Secretary Chief Citizen Chief diplomat Chief Executive Chief Legislator Chief of Staff

Chief of State Chief of the party Commander in Chief diplomatic recognition Electoral College Executive Office of the President executive orders federal debt independent agencies

mandatory spending discretionary spending NSC OMB pardon reprieve succession treaty war powers act



Do

SS.912.C.3.4

Students will examine the role of the executive branch in terms of its relationship with the judicial and legislative branch of the government.

Students will describe constitutional amendments (e.g., 12th, 20th, 22nd, and 25th) that have changed the role of the executive branch from its original description in Article II. Students will explain the qualifications one must have to seek the office of the president and the process of presidential elections.

Student will describe the different powers assigned to the executive branch via Article II (i.e., commander-in-chief, head of cabinet, treaties, and appointments).

Students will explain different presidential responsibilities outlined in Article II (e.g., receiving foreign heads of state, delivering the State of the Union address, and carrying out faithful execution of the law). Students will analyze the impeachment process and understand how a president can be removed from office.

o Students will not be required to identify specific presidents. o Students will not be required to match policy with specific presidential administrations.

SS.912.C.3.5

Students will describe how independent regulatory agencies interact with the three branches of government and with citizens.

Students will examine the role independent regulatory agencies play in the federal bureaucracy and why such agencies were created.

Students will explain the role of the Federal Reserve and other agencies like the Securities and Exchange Commission on monitoring the United States economy.

Students will examine the role of different independent federal agencies in protecting consumers (e.g., Food and Drug Administration, Consumer Product Safety Commission, and Federal Communications Commission).

Students will explain the role of the Environmental Protection Agency and similar agencies tasked with monitoring land, water, and air quality.

o Examples may include, but are not limited to, Federal Reserve, Food and Drug Administration, Federal Communications Commission.

o Students will not be required to know all of the different independent regulatory agencies. Students will not have to know specific regulatory policies.




Optional DBQ: American History Mother Q Project Binder Why was the Equal Rights Amendment Defeated? NOTE: Mother Q binders are not set up the same at the Mini-Qs. Supporting documents (Hook Activity and Document Questions) are located in the Teacher Toolkit. Teachers will also need to preview the documents to determine how many are appropriate to use with this unit.

TEXTBOOK

Chapters

6 – The Presidency

7 – The Executive Branch at Work Textbook Supplementals

Political Cartoon: “Presidential Influence” “Declaring War” “Electoral System” “Streamline the Bureaucracy”

Primary Sources: “Washington’s Farewell Address” “John F. Kennedy’s Inaugural Address” “Budget Clash”

Supreme Court Case Study: United States v Nixon Clinton v City of New York

New York Times v United States New Deal Cases

We the People

“Executive Power and the President” pg. 186

“The Federal Bureaucracy” pg. 214 OUTSIDE SOURCES

http://www.archives.gov/education/lessons/ford-nixon-letter/

war powers-http://www.teachablemoment.org/high/libyawarpowers.html iCivics.org

executive command

branches of power Annenberg

Presidency- http://www.learner.org/courses/democracyinamerica/dia_7/index.html

Bureaucracy- http://www.learner.org/courses/democracyinamerica/dia_8/index.html

WRITING PROMPTS

Suggested Writing Prompt: Not Required Are Executive Orders a necessary part of the American democratic system? After reading excerpts from the Constitution and Executive Orders 9685 and 9980, write an essay that discusses the president’s use of Executive Orders and evaluate their Constitutionality. Examine Competing Views. Give another example of a president using Executive Orders to enforce/enact/create law Readings Needed: Constitution Article II Sec 1 Clause 1 Constitution Article II Sec 3 Clause 4 Executive Order 9685 Executive Order 9980



http://www.archives.gov/education/lessons/ford-nixon-letter/

http://www.teachablemoment.org/high/libyawarpowers.html



UNIT / TOPIC 6: The Courts & Civil Liberties PACING: 4 weeks

Key Learning Statement: The Supreme Court interprets law and settles disputes according to Article III of the United States Constitution.

Unit Essential Question: What is the Judicial Branch’s role in the system of checks and balances?


SS.912.C.2.1 SS.912.C.2.2 SS.912.C.2.3 SS.912.C.2.4 SS.912.C.2.6 SS.912.C.2.7 SS.912.C.2.8 SS.912.C.2.9 SS.912.C.2.10

SS.912.C.3.7 SS.912.C.3.8 SS.912.C.3.9 SS.912.C.3.10 SS.912.C.3.11 SS.912.C.3.12


Structure of the Federal Courts system

How does a case move from local courts to the U.S. Supreme Court?

What are the roles and duties of the Supreme Court in the American system of government?

Civil Liberties

How does the Constitution protect individual Freedoms?

Civil Rights

How have civil rights movements resulted in fundamental changes in the United States?

Know

1st Amendment 2000 election affirmative action appellate jurisdiction citizenship civil disobedience corpus defendant discrimination due process

Establishment Clause Free Exercise Claus freedoms grand juries grandfather clause Jim Crow judicial review Judiciary Act of 1789 lower federal courts original jurisdiction

plaintiff precedent presidential influence presumption of innocence state court system Supreme Court term length writ of certiorari writ of habeas



Do

SS.912.C.2.1

Students will contrast the process by which citizens by birth, naturalized citizens, and non-citizens obtain citizenship using the language of the Constitution and its amendments.

Students will differentiate the rights held by native born citizens and naturalized citizens (e.g., running for public office).

Students will describe the different processes by which a foreign national can become a naturalized citizen including, but not limited to, taking a naturalization test and the interview process.

Students will apply their knowledge of Constitutional amendments (i.e., 13th, 14th, 15th, and 19th) to explain how the concept of citizenship has changed over the course of history.

SS.912.C.2.2

Students will explain the different ways in which United States citizens can exercise political and civic participation.

Students will understand that political and civic participation is encouraged, but not required, in the United States (e.g., voting, attending town hall meetings, campaigning).

Students will describe the ways in which individuals can be denied and limited in their right to practice political and civic participation (e.g., losing voting rights for felonies, limitations on political contributions, limits on the type of protesting).

Students will analyze the importance of political and civil participation by citing historical examples of citizens petitioning for their rights (e.g., Civil Rights Movement, Women’s Suffrage Movement).

o Students will not be required to compare political and civic participation in the United States to other parts of the world.

SS.912.C.2.3

Students will list various responsibilities held by citizens (e.g., voting, volunteering, informing, respecting laws). Students will understand the process of registering or preregistering to vote.

Students will recognize the process of running for office through participating in a campaign or staging a mock election.






SS.912.C.2.4

Students will evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.

Students will cite historical examples of local, state, and federal governments instituting new laws or policies to protect the public good.

Students will analyze how environmental and financial policies place limitations on citizens and private industry for the public good.

Students will explain different services provided by local, state, and federal governments to certain citizens to ensure their rights are protected (e.g., social services, law enforcement, defense, emergency response).

Students will examine situations when individuals’ rights have been restricted for the public good (e.g., limits on speech or rationing of goods during wartime, enactment of the Patriot Act).

o Students will not be required to comment on whether government actions were appropriate for a given situation.

SS.912.C.2.6

Students will evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights.

Students will define the rights granted to citizens of the United States based on their knowledge of the Constitution and its amendments.

Students will differentiate the rights provided by the Bill of Rights from those rights provided by the initial Constitution. Students will describe the importance of the Bill of Rights and the role it played in extending the natural rights of liberty and property for citizens.

Students will analyze the historical role of the amendment process as a means of extending rights to citizens. (e.g., 13th, 14th , 15th, 19th, and 26th amendments).

Students will apply their knowledge of freedoms granted by the Constitution and its amendments to analyze a given scenario (e.g., freedom of speech, right to bear arms, and search and seizure).

SS.912.C.2.7

Students will explain why rights have limits and are not absolute.

Students will analyze the role of the judicial branch and how the courts’ interpreting of laws has placed limits on rights.

Students will explain the necessity and/or reasoning for placing limits on freedom of speech (e.g., inciting a crime, campaign contributions, defamation, military secrets).

Students will cite historical examples of times when freedoms and rights were restricted as a matter of national security (e.g., during the Civil War, world wars, and post-9/11).

o Examples are speech, search and seizure, religion, gun possession.



SS.912.C.2.8

Students will cite historical examples of citizens achieving political and social change to show the impact individuals can have (e.g., the Civil Rights Movement, Women’s Suffrage, the Abolitionist Movement, and war protests).

Students will examine the role of the Internet and social media as a means of using technology to promote political and social change (e.g., e-mail, social media).

Students will identify legal methods that citizens can use to promote social and political change (e.g., protests, petitioning, demonstrations, and contacting government offices).

Students will assess the impact of civic participation on a given contemporary or historical example.

o Examples are e-mail campaigns, boycotts, blogs, podcasts, protests, demonstrations, letters to editors.

SS.912.C.2.9

Students will identify different groups of people (e.g., African Americans, immigrants, and women) that have had their civil rights expanded through the passage of new legislation.

Students will analyze the role of the courts and landmark court cases in expanding the rights of citizens (e.g., Brown v. Board of Education, Miranda v. Arizona, and Roe v. Wade).

Students will examine the role of the legislative branch on expanding the rights and liberties of citizens (e.g., Voting Rights Act and Civil Rights Act).

Students will assess the role of the executive branch on influencing the expansion of civil rights and liberties (e.g., Truman’s desegregation of the army and Lincoln’s Emancipation Proclamation).

Students will explain the role founding documents, such as the Declaration of Independence and the Constitution, had on setting precedent for future granting of rights. Examples are Preamble, Declaration of Independence, Constitution, Emancipation Proclamation, 13th, 14th, 15th, 19th, 24th, and 26th Amendments, Voting Rights Act of 1965.

o Students will not be required to analyze primary documents that are only loosely affiliated to the expansion of rights or liberties.



SS.912.C.2.10

Students will monitor current public issues in Florida.

Students will research Florida issues being discussed at the national level by monitoring major publications via print and online media.

Students will observe their regional media’s coverage of local and state-level issues by watching local news, reading their town’s newspaper, and visiting regional websites.

Students will contact members of their local, state, and/or federal government to gain an understanding of the issues in Florida that the politicians feel of are the utmost importance.

Students will follow the progress of current issues in Florida by following politicians, journalists, and other important public figures by signing up for e-mail alerts or using traditional and social media.

o Examples are On-line Sunshine, media, e-mails to government officials, political text messaging.

SS.912.C.3.6

Students will examine the role of the judicial branch in terms of its relationship with the executive and legislative branches of the government.

Students will describe the role of the Supreme Court and lesser federal courts.

Students will explain what Article III says about judicial tenure, appointment, and salaries.

Students will describe the powers granted to the courts by Article III, including, but not limited to, treason, jurisdiction and trial by jury.

o Students will not have to name all of the members of the Supreme Court.

o Students will not be required to have specific knowledge about judicial decisions. SS.912.C.3.7

Students will define judicial review and identify it as a means of achieving a separation of powers among the three branches of government.

Students will analyze the importance of the Supreme Court case Marbury v. Madison and its impact on judicial review.

Students will examine the role of district courts, the court of appeals, and the Supreme Court in the judicial review process. Students will explain the relationship between the concept of judicial review and the language of the Supremacy Clause in Article VI of the Constitution.

Students will describe how judicial review was a key point of contention during the Constitutional Convention.

o Students will not be required to cite contemporary cases or issues that should have been addressed by judicial review.



SS.912.C.3.8

Students will contrast the ways state and federal judges are appointed compared to other elected officials.

Students will compare the decision making process of judges compared to other political figures.

Students will differentiate the role judges have with the general (voting) public versus other elected officials.

Students will distinguish the qualifications needed for a judge at the state or federal level versus other elected officials.

o Examples may include, but are not limited to, decisions based on the law vs. will of the majority.

SS.912.C.3.9

Students will examine why particular court cases go to the state court, while others go to federal court.

Students will describe the relationship among the Supreme Court, federal appellate courts, and federal district courts.

Students will analyze the role of the Erie Doctrine and the Rooker-Feldman Doctrine on the relationship between federal court decisions and state court decisions.

Students will explain the roles of different courts and judges in a given state (i.e., city courts, justice of the peace, county courts, and family court).

Students will contrast the differences among civil trials and criminal trials at the state level.

Students will describe what Article III of the Constitution states about the relationship between state and federal courts.

o Students will not be required to have specific knowledge about the court system of each state.

SS.912.C.3.10

Students will analyze the impact of a given Supreme Court decision.

Students will identify a Supreme Court description when provided a synopsis of a ruling or a description of the impact a given case had.

o Examples may include, but are not limited to, Marbury v. Madison, Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona, Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United States v. Nixon, Roe v. Wade, Bush v. Gore, Texas v. Johnson, Mapp v. Ohio, McCulloch v. Maryland, and District of Columbia v. Heller.

SS.912.C.3.11

Students will identify the individual rights citizens are granted in the language of the Constitution, the Bill of Rights, and other constitutional amendments. Students will describe the role of the Supreme Court in further defining the safeguards and limits of constitutional rights. Students will explain the reasoning for limits on certain individual rights (i.e., freedom of speech, freedom of religion, the right to bear arms). Students will analyze the role of safeguards in protecting the rights of the individual from possible tyranny of the majority.

o Students will not have to know state laws that may further limit or safeguard individual rights.



SS.912.C.3.12

Students will simulate the judicial decision-making process in interpreting law at the state and federal level.

Students will describe how the judicial process applies the principles of the United States Constitution and state constitutions in making judicial decisions.

Students will incorporate language from the Constitution or court briefs to justify a legal decision when interpreting state or federal law.

Students will explain the process used by judges at the state and federal level when making a decision or writing summary opinions.

Students will contrast the rulings made by different judges through citing language from specific court decisions. Students will demonstrate an understanding of the process that state or federal judges apply to reach a decision.

o Students will not be required to speculate on whether state or federal judges made the right decision when issuing an opinion.


Optional DBQ: Civics Mini – Q Project Binder Should Schools Be Allowed to Limit Students’ Online Speech? NOTE: This is a reserved title for 7th Grade Civics. Use at your discretion.

TEXTBOOK

Chapters

8 – The Federal Courts and the Judicial Branch

10 – Civil Liberties

11 – Civil Rights Textbook Supplementals

Political Cartoon: “Seats on the U.S. Supreme Court” “Freedom of the Press”

“Separation of Church and State” “Government Surveillance” “Gesundheit”

“Search and Seizure”

Primary Sources: “Blackstone’s Commentaries” “Federalist Paper No. 78” “Brandeis on Freedom of Speech”

“Truman on Human Liberty” “Equal Rights for Women” “Fannie Lou Hamer on Civil Rights”

WRITING PROMPTS

The Local End of Course Exam (LECOE) Performance Task should be administered in

this Unit. This doubles as the SS-RWA.

This is part of the end of course exam and will be treated as a District Assessment.

Please see your Testing Coordinator for more

information.

Please refer to the YAG for the week in which this performance piece should be

administered.



Supreme Court Case Study: Plessy v Ferguson Miranda v Arizona Brown v Board of Education Tinker v Des Moines Korematsu v United States Terrorism Cases Reno v American Civil Liberties Union Texas v Johnson Furman v Georgia Gregg v Georgia Mapp v Ohio

We the People

“The Supreme Court and the System of Checks and Balances”pg. 242

“Fundamental Rights and the Doctrine of Incorporation” pg. 314

“Civic Participation” pg. 348

OUTSIDE SOURCES http://www.archives.gov/education/lessons/brown-case-order/ http://www.archives.gov/education/lessons/brown-v-board/

iCivics.org

Do I have a Right?

Argument Wars

Court Quest

Supreme Decision

Immigration nation

uscourts.gov

educational resources/classroom activities - real life scenarios

Government Alive

Ch. 5- Problem Solving- simulate a court hearing on a 1st amendment case on a conflict of rights

Annenberg T

The Courts http://www.learner.org/courses/democracyinamerica/dia_9/index.html Civil Liberties




http://www.archives.gov/education/lessons/brown-case-order/

http://www.archives.gov/education/lessons/brown-v-board/



Civil Rights

http://www.learner.org/courses/democracyinamerica/dia_5/index.html Citizenship






UNIT / TOPIC 7: State, Local, & Comparative Governments PACING: 3 weeks

Key Learning Statement: Although the concept of government is universal, it varies based on its location [local, state, federal, and international level].

Unit Essential Question: How is government different at the local, state, federal and international level?


SS.912.C.2.3 SS.912.C.2.5 SS.912.C.2.10 SS.912.C.2.11

SS.912.C.3.13 SS.912.C.4.1 SS.912.C.4.2 SS.912.C.4.3 SS.912.C.4.4

SS.912.G.4.1

SS.912.G.5.5


State Governments

How does the state government affect your daily life?

Local Governments

How are decisions made at the local government level?

International Governments

How had America’s role in the world changed over time?

Know

10th amendment capital civic responsibility commission system council-manager system county democracy democratization

détente governor incorporation Initiative legislative line item veto mayor-council system Monroe Doctrine

municipality NATO parliamentary presidential totalitarian treaty United Nations universal declaration of human r rights

Do

SS.912.C.2.3

Students will list various responsibilities held by citizens (e.g., voting, volunteering, informing, respecting laws). Students will understand the process of registering or preregistering to vote.

Students will recognize the process of running for office through participating in a campaign or staging a mock election.






SS.912.C.2.5

Students will conduct a service project to further the public good.

Students will research nonprofit organizations and governmental agencies to better understand how different people conduct service projects for the public good.

Students will collaborate with peers on a service project that is researched, planned, and performed in their local community.

Students will contact members of their local, state, and/or federal government to gain an understanding of the role of various forms of government on furthering the public good.

Students will analyze furthering the public good as a responsibility of citizens. o Examples are school, community, state, national, international.

SS.912.C.2.10

Students will monitor current public issues in Florida.

Students will research Florida issues being discussed at the national level by monitoring major publications via print and online media.

Students will observe their regional media’s coverage of local and state-level issues by watching local news, reading their town’s newspaper, and visiting regional websites.

Students will contact members of their local, state, and/or federal government to gain an understanding of the issues in Florida that the politicians feel of are the utmost importance.

Students will follow the progress of current issues in Florida by following politicians, journalists, and other important public figures by signing up for e-mail alerts or using traditional and social media.

o Examples are On-line Sunshine, media, e-mails to government officials, political text messaging.

SS.912.C.2.11

Students will analyze public policy solutions or courses of action to resolve a local, state, or federal issue.

Students will describe the procedure by which a bill is introduced to the legislature at either the state level or the federal level.

Students will explain the process of using ballot proposals or amendments at the local or state level to resolve issues.

Students will demonstrate knowledge of the differences of purpose of the branches and the functions of the office holders.

Students will analyze the role of interest groups and the methodology used by interest groups to influence local, state, and federal courses of action.

Students will demonstrate an understanding of the logistics of the election processes. o Students will not be required to have specific knowledge about how a particular issue was

resolved.



SS.912.C.3.13

Students will analyze various forms of political communication and evaluate for bias, factual accuracy, omission, and emotional appeal.

Students will examine the effectiveness of different campaign materials distributed by candidates to build appeal (e.g., bumper stickers, buttons, and yard signs).

Students will analyze the coverage of the same political issue by different media outlets (video and print) to identify possible bias and omissions.

Students will compare coverage of the same political event or issue by different websites, blogs, and social media to evaluate factual accuracy.

Students will research the historical impact of propaganda and campaign advertisements on the American political process.

o Examples are political cartoons, propaganda, campaign advertisements, political speeches, electronic bumper stickers, blogs, media.

o Students will not be required to match specific propaganda or advertisements with a specific candidate or issue.

SS.912.C.4.1


Students will compare and contrast democracy in the United States with democracies in other countries (e.g., proportional representation, parliamentary, direct).

Students will compare and contrast the platforms of political parties found in the United States with the platforms of political parties in other countries.





SS.912.C.4.2

Students will describe how the use of the United States military has influenced foreign policy and the effect it has had on other nations (e.g., Afghanistan, Iraq, Germany, and Japan).

Students will identify agencies of the United States government that contribute to its foreign policy agenda (e.g., NSA, CIA).

Students will examine how the use of embargos and economic sanctions by the United States has affected other nations (e.g., Cuba, Iran, and Syria).

Students will recognize how nongovernmental organizations (NGOs) influence foreign policy (e.g., USAID, Red Cross, American Woman Suffrage Association, and Amnesty International).

Students will explain how terrorism has influenced United States’ foreign policy and its relationship with nations that harbor terrorists.

Students will describe how United States’ trade policy influences its relationships with other nations (e.g., NAFTA, China, and Saudi Arabia).

o Students will not be required to assess whether the United States should intervene more or less in international matters.

SS.912.C.4.3

Students will synthesize human rights policies with data to assess the effectiveness of a given policy.

Students will identify the supranational organizations the United States works with to ensure human rights are upheld internationally (e.g., UN, NATO, and G8).

Students will describe human rights outlined in the United States Constitution, the Bill of Rights, and other amendments.

Students will examine the influences of nongovernmental organizations (NGOs) on human rights policies of the United States and other countries. (e.g., Amnesty International, Human Rights Watch, and Invisible Children).

Students will assess the impact of the Universal Declaration of Human Rights on human rights awareness and it effects in the United States and in other countries.

o Students will not be required to know an individual country’s human rights policies.



SS.912.C.4.4

Students will identify different indicators of democratization, including, but not limited to, civil rights, political participation, rule of law, free media, safety, and government responsiveness.

Students will compare the level of democratization among different countries using various available reliable data.

Students will incorporate the findings of agencies that monitor democratization to assess a given country’s democratization (e.g., Freedom House, Index of Economic Freedom, and Human Development Index).

Students will examine the progress of democratization in countries for a given period of time.

Students will describe the benefits that some countries have experienced by switching to a democratic form of government (e.g., market economies, social equality, and human empowerment).

o Examples could feature information including timelines, graphs, tables, charts, or excerpts from primary or secondary sources.

o Students will not have to know specific details about a given country’s progress toward

democratization.

SS.912.G.4.1

Students will examine changes in population data from states and compare it to redistricting maps for the U.S. House of Representatives.

Students will compare maps detailing migration patterns to maps detailing demographics to analyze voting shifts over the course of time.

Students will examine Florida state maps detailing population and evaluate the influence of population density on public policy.

Students will analyze population maps to determine the changing needs for government services.

SS.912.G.5.5

Use geographic terms and tools to analyze case studies of policies and programs for resource use and management.

Students will compare resource management programs in a variety of communities. Students will examine maps to analyze policies concerning future resource use.

Students will describe the importance of resource management.

Students will evaluate local and state resource use policies. o Students will not have to know specific resource use policies or programs.




Optional DBQ: American History Vol. 2 Project Binder The Geography of the Cold War: What was Containment?

TEXTBOOK Chapters

14 – Making Foreign Policy

15 – Comparative Political and Economic Systems

16 – Florida State and Local Governments

Textbook Supplementals

Political Cartoon: “Local Government Zoning” “The United Nations” “China’s Market Reforms”

Primary Sources: “ The Four Freedoms” “Universal Declaration of Human Rights” “Nelson Mandela on Apartheid” “Florida’s Ordinance of Secession” “Florida’s Constitutions”

Florida Handbook: Florida Constitution Study Guide OUTSIDE SOURCES iCivics.org

counties work

activate

Annenberg – Global Politics- http://www.learner.org/courses/democracyinamerica/dia_15/index.html Government Alive

Ch. 2 Response Group- students are representatives at a constitutional convention charged with creating a stable government & economic system for a fictitious country that has achieved independence

Ch. 17- Response Group- assume role of members of the national security council to advise the president on 3 foreign policy issues

Ch. 18- Experiential Exercise- assume role of delegate to the U.N. to debate a resolution on global climate change.

Students attend a city council meeting or view a school board or county commission meeting.

WRITING PROMPTS

Suggested Writing Topic: Not Required

Citizens are affected by decisions at the local, state, and federal level. Write an essay that argues which level of government has the greatest impact on your daily life. Give an argument for one of the other two types. Give an example of a past or current event that demonstrates how the type of government you originally chose affect a citizen’s life.




Download - Marion County Public Schools US Government · PDF fileSCHOOL YEAR 2015 - 2016 Marion County Public Schools US Government Curriculum Resource Guide Grade 12 Regular (2106310)/ Honors

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