Moore County SchoolsFounding Principles of the United States and North Carolina: Civic Literacy

Social Studies Unit Guide

Unit Title: Unit 1: Historical Foundations of Government Conceptual Lenses:Recommended

Pacing:12 days Values and Beliefs

Change and continuityDiversity and unity

Natural rightsEquality

Authority/PowerDemocracy

Unit Overview:What are American values? Where did they come from? Have these values stayed the same or changed over time? What happenswhen a government does not uphold those values? In this unit, students will explore the origin of values that support Americandemocracy to better understand the meaning and application of these values in our past and present society. Students willsummarize how Enlightenment ideals influenced colonial governments in America and impacted significant events that led to theAmerican Revolution. They will evaluate the ways in which colonists responded to British actions and identify patterns of socialaction when American ideals cease to be upheld by the government. Finally, students will analyze the embedded values infounding and influential American documents and assess the extent to which those values have been upheld historically andpresently. Skills and knowledge students gain during this unit will carry over into the next unit when the students read, break down,and understand these embedded values in the United States Constitution.

Power Standards Supporting StandardsCL.C&G.1.1 Explain the influence of the foundingprinciples on state and federal decisions usingprimary and secondary source documents.

CL.H.1.1 Explain how the tensions over power andauthority led the founding fathers to develop ademocratic republic.

CL.B.1.3 Explain how the values and beliefs regarding freedom, equality,and justice have helped transform the American system of government.

CL.C&G.4.6 Critique the extent to which women, indigenous, religious,racial, ability, and identity groups have had access to justice as establishedin the founding principles of government.

CL.H.1.4 Explain the impact of social movements and reform efforts ongovernmental change, both current and in the past.

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Essential Vocabulary● Enlightenment● Magna Carta● English Bill of Rights● Legislature● Precedent● Common Law● Natural Rights● Social Contract● Consent of the governed● Separation of Powers● Rule of law● Mayflower Compact● Town Meetings● Fundamental Orders of

Connecticut

● Virginia House of Burgesses● Triangular Trade● Egalitarianism● Mercantilism● Navigation Acts● Salutary Neglect● French & Indian War● Proclamation of 1763● Stamp Act● Boycott● Repealed● Quartering Act● Declaratory Act● Townshend Act

● Boston Massacre● Tea Act● Boston Tea Party● Coercive Acts/Intolerable Acts● Delegates● First Continental Congress● Olive Branch Petition● Lexington and Concord● Second Continental Congress● Common Sense● Declaration of Independence● Articles of Confederation● Shays’ Rebellion

Unit Generalizations(Relationships between

concepts)

Learning Targets(What students know and

understand)

Essential Factual Content Textbook Alignment/Resources

Values and beliefs within anation may drive its form ofgovernment.

I can explain howEnlightenment ideals andfounding documentsinfluenced our democraticform of government.

● Enlightenment (ThomasHobbes, John Locke, SecondTreatises of Government,Baron de Montesquieu,Jean-Jacques Rousseau,natural rights, separation ofpowers, social contract)

● Magna Carta● Parliament● Bicameral● English Bill of Rights● Common Law

“Chapter 2: Roots ofAmerican Democracy.”Civics today: Citizenship,economics, and you, editedby Glencoe, Columbus, OH:McGraw-Hill Companies,Inc., 2008, pp.30-63.

Changing values and beliefsmay lead to conflicts overpower and authority.

I can explain how newEnlightenment ideals clashed

● Mercantilism● Triangle trade● Middle passage

“Chapter 2: Roots ofAmerican Democracy.”Civics today: Citizenship,

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with colonial practices and“old world” government.

● Development ofself-government (SalutaryNeglect, Fundamental Ordersof Connecticut, VirginiaHouse of Burgesses,Mayflower Compact, etc.)

● Events leading to AmericanRevolution (Navigation Acts,French and Indian War, BritishActs, “no taxation withoutrepresentation”, ContinentalCongresses, Declaration ofIndependence, etc.)

economics, and you, editedby Glencoe, Columbus, OH:McGraw-Hill Companies,Inc., 2008, pp.30-63.

Shared experiences can leadto the development of ideasabout government andnational identity.

I can summarize howEnlightenment ideals andcolonial experiencesinfluenced the Articles ofConfederation.

● Second Continental Congress● Articles of Confederation● Shays’ Rebellion

“Chapter 2: Roots ofAmerican Democracy.”Civics today: Citizenship,economics, and you, editedby Glencoe, Columbus, OH:McGraw-Hill Companies,Inc., 2008, pp.30-63.

Inquiry ActivitiesCompelling Question and Supporting Questions Link to Inquiry● What does it mean to be powerful?

○ Why were the colonists upset and what actions hadthey already taken to resolve their problems withGreat Britain?

○ What actually happened at the Tea Party onDecember 16, 1773?

○ Was Great Britain’s reaction to the Tea Party justified?

● C3 Inquiry: The Boston Tea Party: Activism orVandalism?

Recommended Primary Sources Recommended Secondary Sources● “The Colonies Reduced.” Digital History,

www.digitalhistory.uh.edu/active_learning/explorations/revolution/cartoon1.cfm.

● “The American Revolution: Experiences of Rebellion.”Choices Program, 14 June 2021,www.choices.edu/curriculum-unit/american-revolution-e

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● “Common Sense.” Bill of Rights Institute,billofrightsinstitute.org/founding-documents/primary-source-documents/common-sense/.

● “Declaration of Independence: A Transcription.” NationalArchives and Records Administration, National Archivesand Records Administration,www.archives.gov/founding-docs/declaration-transcript.

● “The Gilder Lehrman Institute of American HistoryAdvanced Placement United States History Study Guide.”Paul Revere's Engraving of the Boston Massacre, 1770 |AP US History Study Guide from The Gilder LehrmanInstitute of American History, 24 Mar. 2012,ap.gilderlehrman.org/resource/paul-revere's-engraving-boston-massacre-1770.

● “The Gilder Lehrman Institute of American HistoryAdvanced Placement United States History Study Guide.”Phillis Wheatley's Poem on Tyranny and Slavery, 1772 |AP US History Study Guide from The Gilder LehrmanInstitute of American History, 6 Dec. 2013,ap.gilderlehrman.org/resource/phillis-wheatley's-poem-tyranny-and-slavery-1772.

● “Join or Die.” Digital History,www.digitalhistory.uh.edu/active_learning/explorations/revolution/cartoon4.cfm.

● Letter from Abigail Adams to John Adams, 31 March - 5April 1776,www.masshist.org/digitaladams/archive/doc?id=L17760331aa.

xperiences-rebellion/.● Bender, Pennee. “‘Common Sense’: The Rhetoric of

Popular Democracy.” NEH, 17 May 2019,edsitement.neh.gov/lesson-plans/common-sense-rhetoric-popular-democracy.

● Capodice, Nick. “Founding Documents: Declaration ofIndependence.” Civics 101: A Podcast, Civics 101: APodcast, 8 Oct. 2020,www.civics101podcast.org/civics-101-episodes/declaration.

● “Foundations of Government.”4 Dec. 2013,www.icivics.org/curriculum/foundations-government.

● “Magna Carta and the Constitution.” AnnenbergClassroom, 5 Mar. 2019,www.annenbergclassroom.org/resource/magna-carta-and-the-constitution/.

● “Rebels: America--The Story of Us.” A & E Networks,2010.

● “Stamp Act.” Stanford History Education Group,sheg.stanford.edu/history-lessons/stamp-act.

● “Too Late to Apologize: A Declaration.” YouTube,uploaded by Soomo Publishing, 2 February 2010,https://youtu.be/uZfRaWAtBVg.

Optional Common Assessment

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Moore County SchoolsFounding Principles of the United States and North Carolina: Civic Literacy

Social Studies Unit Guide

Unit Title: Unit 2: The U.S. Constitution Conceptual Lenses:Recommended

Pacing:12 days Values and beliefs

Conflict and compromisePrinciples of Democracy

Individual rightsEqualityDiversity

Unit Overview:In this unit, students will use their prior knowledge of American values and examine them within the context of the U.S.Constitution. First, students will review the strengths and weaknesses of the Articles of Confederation to explore the context inwhich The Constitution was written. Students will learn about the role factions play in democratic governments and examine howconflicting factions, such as the Federalist and Anti-Federalists, reached compromise during the Constitutional Convention. Theywill explore the important ways in which those compromises affect them today and examine contemporary arguments in supportand opposition to the compromises. Students will also be introduced to the Federalist Papers in this unit to interpret the originalintent of the founders. Original intent is a theme which will be revisited using the Federalist Papers in subsequent units. Lastly,students will read the Constitution to describe its structure, identify important clauses, and explain how they apply in landmarkSupreme Court cases, legislation, and current events.

Power Standards Supporting StandardsI.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.

CL.C&G.1.1 Explain the influence of the founding principles onstate and federal decisions using primary and secondary sourcedocuments.

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CL.C&G.2.2 Explain how the principle of federalism impacts theactions of state and local government.

CL.C&G.4.3 Exemplify how the constitutions of the UnitedStates and North Carolina have been interpreted and appliedsince ratification.

CL.H.1.1 Explain how the tensions over power and authority ledthe founding fathers to develop a democratic republic.

CL.C&G.2.1 Compare how national, state, and localgovernments maintain order, security, and protect individualrights.

Essential Vocabulary● Articles of Confederation● Northwest Ordinance● Shays’ Rebellion● Constitution● Bicameral● Ratify● Delegates● Constitutional Convention● Virginia Plan● New Jersey Plan● The Great Compromise● The Three-Fifths Compromise● Electoral College● Federalists

● Anti-Federalists● The Federalist Papers● Bill of Rights● Ratify● Preamble● Legislative branch● Executive branch● Judicial branch● Full Faith and Credit● Amendments● Supremacy Clause● Ratification● Necessary and Proper

Clause/Elastic Clause

● Popular Sovereignty● Republic● Rule of law● Separation of Powers● Checks and Balances● Federalism● Expressed Powers/Enumerated

Powers/Delegated Powers● Implied Powers● Reserved Powers● Concurrent Powers● Equal Protection Clause● Due Process Clause● Establishment Clause● Free Exercise Clause

Unit Generalizations(Relationships between

concepts)

Learning Targets(What students know and

understand)

Essential Factual Content Textbook Alignment/Resources

Shared values and principlesmay be necessary for a groupof people to progress andform a political system, but the

● I can explain how multiplefactions and theirperspectives on power andauthority, like the

● Articles of Confederation● James Madison● The Great Compromise● Electoral College

“Chapter 3: The Constitution.”Civics today: Citizenship,economics, and you, edited byGlencoe, Columbus, OH:

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practical application of thosesame values and principlesmay result in disagreement.

Federalists andAnti-Federalists, guidedthe development of theU.S. Constitution.

● I can give examples ofcompromises madebetween different factionsfor ratification.

● I can explain how thesecompromises affect metoday.

● 3/5ths Compromise● Federalist● Anti-Federalist● Ratification

McGraw-Hill Companies, Inc.,2008, pp.64-117.

The principles and idealsunderlying democracy areoften designed to promote thefreedom of the people in anation.

● I can describe the structureof the Constitution.

● I can define importantclauses within theConstitution.

● I can apply importantclauses within theConstitution to landmarkSupreme Court cases.

● I can interpret the Bill ofRights.

● I can evaluate theapplication ofConstitutionalamendments in SupremeCourt cases.

● I can identify democraticideals embedded withinthe Constitution.

● I can assess the extent towhich these ideals areupheld in landmarkSupreme Court cases andlegislation.

● Articles 1-7● Clauses (Establishment

Clause, Full Faith and CreditClause, Necessary andProper Clause, EqualProtection Clause, etc.)

● Bill of Rights● Amendments● Principles of democracy

(limited government, rule oflaw, separation of powers,natural rights, checks andbalances, social contract,etc.)

● “Chapter 3: TheConstitution.” Civics today:Citizenship, economics,and you, edited by Glencoe,Columbus, OH:McGraw-Hill Companies,Inc., 2008, pp.64-117.

● “Chapter 4: TheConstitution.” Civics today:Citizenship, economics,and you, edited by Glencoe,Columbus, OH:McGraw-Hill Companies,Inc., 2008, pp.118-147.

Inquiry Activities

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Compelling Question and Supporting Questions Link to Inquiry● Did the Constitution Establish a Just Government?

○ Why did the Framers of the Constitution feel a newdocument was necessary?

○ How did the Constitution construe thegovernment?

○ How did the framers protect slavery in theConstitution?

○ How democratic was the 1787 Constitution?

C3 Inquiry: Did the Constitution Establish a Just Government?

Recommended Primary Sources Recommended Secondary Sources● “America's Founding Preambles.” iCivics, 18 Jan. 2018,

www.icivics.org/node/2533016/resource?referer=node/1074005&page_title=DBQuest.

● “The American Revolution and Early Republic.” PBSNewshour Extra,www.journalisminaction.org/case/early-america/primary-source/1.

● “The Constitution.” The Constitution | The NationalConstitution Center,constitutioncenter.org/interactive-constitution/the-constitution.

● “The Constitution's Cover Letter.” iCivics, 9 Aug. 2018,www.icivics.org/node/2551240/resource?referer=node/1074005&page_title=DBQuest.

● “Federalist Papers No. 51 (1788).” Bill of Rights Institute,billofrightsinstitute.org/primary-sources/federalist-no-51.

● James Madison's Notes [on the discussion of slavery] ofthe Constitutional Convention (August 22, 1787),www.consource.org/document/james-madisons-notes-of-the-constitutional-convention-1787-8-22/.

● Bowman, Jeffrey, and Tracey M. DiLascio. “Counterpoint:Why We Need the Electoral College.” Points of View:Electoral College, Sept. 2019, p. 3.

● “Constitution USA with Peter Sagal.” PBS, PublicBroadcasting Service,www.pbs.org/tpt/constitution-usa-peter-sagal/home/.

● Feldman, Noah. “Hamilton vs. Madison and the Birth ofAmerican Partisanship.” TED,www.ted.com/talks/noah_feldman_hamilton_vs_madison_and_the_birth_of_american_partisanship?language=en.

● “Key Constitutional Concepts.” Annenberg Classroom, 2Apr. 2020,www.annenbergclassroom.org/page/key-constitutional-concepts.

● Rich, Alex K., and Heather Newton. “Point: The ElectoralCollege Has Destroyed Democracy.” Points of View:Electoral College, Sept. 2019, p. 2.

● “The Impact of Constitutional Compromises on Us Today(Video).” Khan Academy, Khan Academy,www.khanacademy.org/humanities/us-government-and-civics/us-gov-foundations/us-gov-ratification-of-the-us-constitution/v/impact-of-constitutional-compromise-on-us-today.

● “The Story of the Bill of Rights.” Annenberg Classroom, 3Mar. 2021,www.annenbergclassroom.org/resource/story-bill-rights/.

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● “The Bill of Rights.” Bill of Rights Institute, Bill of RightsInstitute, billofrightsinstitute.org/lessons/bill-rights.

● The Constitution, 16 Dec. 2013,www.icivics.org/curriculum/constitution.

Optional Common Assessment

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Moore County SchoolsFounding Principles of the United States and North Carolina: Civic Literacy

Social Studies Unit Guide

Unit Title: Unit 3: Governments, Citizenship, and Values Conceptual Lenses:Recommended

Pacing:5 days Values and Beliefs

CitizenshipTypes of Government

Unit Overview:What is democracy? What does it look like? What needs to exist in order to maintain one? In this unit, students will explore theconcept and action of democracy in comparison to other forms of government. Specifically, they will examine the values andbeliefs that are prioritized under various forms of government in order to ascertain values and beliefs necessary for a democracyto thrive. They will also investigate what citizenship looks like under different forms of government to better understand whatcitizens should and must do to maintain a healthy democratic society and ultimately understand what is expected of them interms of civic duties and responsibilities. Then, they will be able to understand the concept of citizenship and explain how itsperception and interpretation has changed over time through the study of Supreme Court cases. Lastly, students will be able todefine key vocabulary related to immigration in order to better understand and evaluate United States immigration policy andnaturalization.

Power Standards Supporting StandardsI.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.

CL.C&G.3.1 Differentiate citizenship and civicparticipation in terms of responsibilities, duties, andprivileges of citizens.

CL.H.1.3 Interpret historical and current perspectives

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.

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on the evolution of individual rights in America overtime, including women, tribal, racial, religious, identity,and ability.

CL.H.1.5 Explain how the experiences ofachievements of minorities and marginalized peopleshave contributed to the protection of individual rightsand “equality and justice for all” over time.

● 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.

CL.C&G.3.3 Summarize the changes in process, perception, and theinterpretation of U.S. citizenship and naturalization.

CL.C&G.3.4: Compare citizenship in the American constitutionaldemocracy to membership in other types of governments.

CL.G.1.1 Explain how views on freedom and equality influence legislationand public policy on issues of immigration, migration, and theenvironment.

Essential Vocabulary● Civics● Citizenship● Naturalization● Immigration● Undocumented person● DREAM Act● DACA● Asylum● Refugee● Temporary Protected Status● Green card

● ICE● INS● Deportation● Expatriation● Repatriation Immigrant● Direct democracy● Representative democracy● Republic● Autocracy● Totalitarian● Monarchy (absolute and

constitutional)

● Dictatorship● Oligarchy● Theocracy● Responsibility● Selective Service Act● Duty● Right● Voting● Volunteer● Value● Belief

Unit Generalizations(Relationships between

concepts)

Learning Targets(What students know and

understand)

Essential Factual Content Textbook Alignment/Resources

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The amount of authority anational government has canimpact its form ofgovernment.

● I can distinguish betweendifferent forms ofgovernment.

● I can identify valuesystems under differentforms of government.

● I can explain societalconditions which maypredicate how muchauthority a governmenthas.

● I can discuss howcitizenship may differunder various forms ofgovernment.

● Democracy (direct,representative)

● Republic● Oligarchy● Autocracy (dictatorship,

constitutional monarchy,absolute monarchy)

● Theocracy● Citizenship

“Chapter 1: The AmericanPeople.” Civics today:Citizenship, economics, andyou, edited by Glencoe,Columbus, OH: McGraw-HillCompanies, Inc., 2008,pp.1-29.

Values and beliefs aboutnational identity may driveideas about citizenship andimmigration policy.

● I can list the rights ofcitizens.

● I can differentiatebetween civic duties andresponsibilities.

● I can define key termsrelated to immigration.

● I can explain thenaturalization process.

● I can discuss and evaluatebenefits and drawbacks ofdifferent immigrationpolicies.

● Citizenship● Individual rights● Civic rights● Civic duties● Civic responsibilities● Common good● Immigration● Push vs. pull factors● Repatriation Immigrant● Undocumented person● Refugee● Green card● Asylum● Temporary Protected

Status● ICE● INS● Deportation● Expatriation● Immigration policy

● “Chapter 1: The AmericanPeople.” Civics today:Citizenship, economics,and you, edited byGlencoe, Columbus, OH:McGraw-Hill Companies,Inc., 2008, pp.1-29.

● “Chapter 5: Duties andResponsibilities.” Civicstoday: Citizenship,economics, and you,edited by Glencoe,Columbus, OH:McGraw-Hill Companies,Inc., 2008, pp.149-169.

Inquiry Activities

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Compelling Question and Supporting Questions Link to Inquiry● Is there anything new about today’s immigration policy

debate?○ What is the current debate on immigration policy?○ What factors have shaped US immigration policy

arguments over time?○ How has the US immigration system changed over

time?○ How has the US immigration policy been criticized

over time?

C3 Inquiry: Immigration

Recommended Primary Sources Recommended Secondary Sources● “The 14th Amendment of the U.S. Constitution.” National

Constitution Center – The 14th Amendment of the U.S.Constitution,constitutioncenter.org/interactive-constitution/amendment/amendment-xiv.

● “Assessing the Strength of Democracy.” Facing Historyand Ourselves,www.facinghistory.org/educator-resources/current-events/assessing-strength-democracy.

● “The Civil Rights Act of 1866.” Teaching AmericanHistory,teachingamericanhistory.org/library/document/the-civil-rights-act-of-1866/.

● Douglass, Frederick. Two Speeches by FrederickDouglass; West India Emancipation.. And the Dred ScottDecision. C. P. Dewey, Rochester, New York, August 4,1857. Manuscript/Mixed Material. Retrieved from theLibrary of Congress, <www.loc.gov/item/mfd.21039/>.

● “Finding Your Voice.” Facing History and Ourselves,www.facinghistory.org/resource-library/my-part-story-exploring-identity-united-states/finding-your-voice.

● “Immigration and Americanization, 1880-1930.”Immigration and Americanization, 1880-1930 | DPLA,

● “Citizenship & Participation.” Citizenship & Participation, 30Nov. 2020,www.icivics.org/curriculum/citizenship-participation.

● “County Solutions Civic Action Plan.” Home, 18 Aug.2018,https://www.icivics.org/curriculum/countysolutions.

● DeSilver, Drew. “Despite Global Concerns about Democracy,More than Half of Countries Are Democratic.” PewResearch Center, Pew Research Center, 30 May 2020,www.pewresearch.org/fact-tank/2019/05/14/more-than-half-of-countries-are-democratic/.

● “Immigration and the U.S. Policy Debate.” Choices Program,14 June 2021,www.choices.edu/curriculum-unit/immigration-u-s-policy-debate/.

● TEDxTalks. “Citizen: The Most Important Title in AmericanDemocracy | Chris Hand | TEDxJacksonville.” YouTube,YouTube, 20 Nov. 2017,www.youtube.com/watch?v=S9IUkpxy1rs.

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dp.la/primary-source-sets/immigration-and-americanization-1880-1930.

● Taney, Roger Brooke, and Supreme Court Of The UnitedStates. U.S. Reports: Dred Scott v. Sandford, 60 U.S. 19How. 393. 1856. Periodical. Retrieved from the Library ofCongress, <www.loc.gov/item/usrep060393a/>.

● United States, Secretary of Homeland Security, and JanetNapolitano. Exercising Prosecutorial Discretion forIndividuals Who Came to the United States as Children,15 June 2012.www.dhs.gov/xlibrary/assets/s1-exercising-prosecutorial-discretion-individuals-who-came-to-us-as-children.

● “Welcome to the Civics Practice Test!” USCIS,my.uscis.gov/prep/test/civics.

Optional Common Assessment

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Moore County SchoolsFounding Principles of the United States and North Carolina: Civic Literacy

Social Studies Unit Guide

Unit Title: Unit 4: Political Identity, Parties, and Elections Conceptual Lenses:Recommended

Pacing: 12 Days (assessment and activities included)SocietyCulture

Social SystemsPolitical SystemNational Identity

Diversity

Unit Overview:This unit will build upon the previous three units by comparing and explaining the role of political systems in the world and in theUnited States. First, students will learn to understand how an individual’s political identity and political beliefs are formed throughpolitical socialization. Second, students will learn how individuals coalesce around political parties based on beliefs. Third,students will examine how political elections are held in the United States, and what externalities influence identity, parties, andelections. At the conclusion of the unit, students will have the ability to analyze the complexities and external influences that helpshape political identity, political parties, and political elections.

Power Standards Supporting StandardsI.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.● 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.

CL.B.1.1 Explain how values and beliefs influence the creationand implementation of public policy and laws.

CL.C&G.3.1 Differentiate citizenship and civic participation interms of responsibilities, duties, and privileges of citizens.

CL.C&G.3.6 Distinguish the relationship between the mediaand government in terms of the responsibility to inform theAmerican public.

CL.H.1.3 Interpret historical and current perspectives on theevolution of individual rights in America over time, includingwomen, tribal, racial, religious, identity, and ability.

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● Participate in rigorous academic discussionsemphasizing multiple viewpoints in which claims andevidence are acknowledged, critiqued, and built upon inorder to create new understandings of complex historicalor current issues.

CL.C&G.3.5 Explain how the two-party system has shaped thepolitical landscape of the United States.

CL.C&G.3.7 Assess the effectiveness of the election process atthe national, state, and local levels.

CL.G.1.2 Explain geopolitical and environmental factors whichaffect civic participation and voting in various regions of theUnited States.

Essential VocabularyOne-Party SystemTwo-Party SystemMulti-Party SystemPolitical SocializationPolitical SpectrumPolitical PartyPlatformPlankConventionPrecinctPropaganda

WardPrimary (Open, Closed, Semi)CaucusGeneral ElectionRun-Off ElectionRecallRanked Choice VotingPledged DelegatesElectoral CollegeChiafalo v. Washington (2020)Public Opinion

Federal Election CommissionPolitical Action CommitteeSuper PACHard MoneySoft MoneyCitizens United v. FEC (2010)GerrymanderingLobbyingRevolving DoorSpecial Interest GroupsIron TrianglesMass Media

HyperpluralismBureaucracyConservatismLiberalismPolitical ModerateNational Voter RegistrationAct (Motor Voter Act)Voting Rights Act of 1965Katzenbach v. Morgan (1965)Shelby County v. Holder (2013)

Unit Generalizations(Relationships between

concepts)

Learning Targets(What students know and

understand)

Essential Factual Content Textbook Alignment/Resources

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Political affiliation may bedriven by values and beliefs,culture, and location.

● I can summarize the rolesof political parties.

● I can explain how politicalaffiliations and identitiesare formed.

● I can explain the historicalfoundations and thecreation of nationalidentity in the formationof political beliefs.

● I can differentiate amongthe planks and platformsof political parties in theUnited States.

● Political Socialization● Political Party● Platform● Republican Party● Democratic Party● Libertarian Party● Single-Issue Parties● Ideological Parties● Single Candidates

See recommended primaryand secondary sources below.

Media can play a role incitizens’ ideas aboutgovernment, national identity,and leadership.

● I can list the roles of themedia in voting andelections.

● I can summarize the roleof the media in shapingpolitical beliefs.

● Mass Media● Sound Bites● Public Opinion● Biases

Competing interests can seekto direct government actionand distribution of resourcesthat may or may not benefitthe common good.

● I can identify lobbyingand special interestgroups.

● I can evaluate the impactlobbying and specialinterest groups have onpolitical parties.

● I can critique how politicalidentity, special interests,and party beliefs impactthe legislative andexecutive branches at thelocal, state, and federallevel.

● Lobbying/Lobbyists● Revolving Door● Special Interest Groups● Iron Triangles● Hyperpluralism● Hard and Soft Money● Citizens United v. FEC

(2010)● Public Interest Groups● Private Interest Groups● Economic Interest

Groups

American values and beliefsmay be upheld throughcitizens’ ability to vote.

● I can evaluate the electionprocess at the local, state,and federal level.

● Census● Redistricting● Gerrymandering

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● Precinct● Ward● Conventions● Delegates● Electoral College● Faithless Electors● Chiafalo v. Washington

(2020)● Primary Elections● Caucuses● Special Elections (Run-Off,

Recall, Appointments)

Inquiry ActivitiesCompelling Question and Supporting Questions Link to Inquiry

● What do I believe? How have I come to believe it?○ Do any political parties represent me?○ Which domestic issues are most important to me?○ Which national party platform best supports my stance

on political issues?○ How do politicians address issues that are important to

me?○ Which international issues are most important to me?

● C3 Teachers: Do Any Political Parties Represent Me?

● What drives you to the polls?○ What are my political beliefs?○ What are the major stances of the political parties?○ What are the views of the political candidates?

● C3 Teachers: Issues Voting

Recommended Primary Sources Recommended Secondary Sources● “The 2020 Democratic Platform.” Democratic Party, 29

Aug. 2020,democrats.org/where-we-stand/party-platform/.

● “2020 Republican Party Platform.” GOP,https://prod-cdn-static.gop.com/docs/Resolution_Platfor

● “2021 Political Quiz.” ISideWith,www.isidewith.com/political-quiz.

● “Federalist No. 10 (Video).” Khan Academy, Khan Academy,www.khanacademy.org/humanities/us-government-and-ci

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m_2020.pdf?_ga=2.165306300.2055661719.1598124638-455285808.1584478680.

● “The Federalist Papers No. 10.” Avalon Project -Documents in Law, History and Diplomacy,https://avalon.law.yale.edu/18th_century/fed10.asp.

● The Gerry-mander: a new species of monster, whichappeared in Essex South District in Jan. Salem, Mass.: s.n.Salem, 1812. Pdf. Retrieved from the Library of Congress,<www.loc.gov/item/rbpe.00000100/>.

● “Lobbying Data Summary.” OpenSecrets,www.opensecrets.org/federal-lobbying/summary.

● “Party Identification - Research and Data from the PewResearch Center.” Pew Research Center, Pew ResearchCenter,www.pewresearch.org/topic/politics-policy/political-parties-polarization/political-parties/party-identification/.

● “Transcript of President George Washington's FarewellAddress (1796).” Our Documents - Transcript of PresidentGeorge Washington's Farewell Address (1796),https://www.ourdocuments.gov/doc.php?flash=false&doc=15&page=transcript

vics/us-gov-foundations/us-gov-government-power-and-individual-rights/v/federalist-papers-10-part-1.

● “Federalist No. 10 (Video).” Khan Academy, Khan Academy,www.khanacademy.org/humanities/us-government-and-civics/us-gov-foundations/us-gov-government-power-and-individual-rights/v/federalist-papers-10-part-2.

● “Gerrymandering: One Person, One Vote?” ChoicesProgram, 26 Aug. 2019,www.choices.edu/teaching-news-lesson/gerrymandering-one-person-one-vote/.

● “Media and Influence.” iCivics, 19 Nov. 2013,www.icivics.org/curriculum/media-and-influence.

● “Not Done: Women Remaking America.” PBS, PublicBroadcasting Service,www.pbs.org/show/makers-women-who-make-america/.

● “The Political Compass Test.” The Political Compass,www.politicalcompass.org/test.

● “Politics and Public Policy.” iCivics, 2 Mar. 2016,www.icivics.org/curriculum/politics-and-public-policy.

● TEDtalksDirector, director. How to Have Better PoliticalConversations | Robb Willer. YouTube, YouTube, 9 Feb.2017, www.youtube.com/watch?v=6V6p1tgHfm0.

Optional Common Assessment

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Moore County SchoolsFounding Principles of the United States and North Carolina: Civic Literacy

Social Studies Unit Guide

Unit Title: Unit 5: Interaction Between the Legislative andExecutive Branches

Conceptual Lenses:

RecommendedPacing: 10 days

Political ActionConflict and Compromise

Values and BeliefsAuthority

Unit Overview:In this unit, students will use their prior knowledge from historical foundations, Constitutional framework, and political parties andprocedures. First, students will examine the structure and roles of the legislative and executive branches of the federal and stategovernments. Then, students will use their knowledge of the Constitution and the branches of government to analyze thecomplexities of federalism, checks and balances, and separation of power among the federal and state governments.

Power Standards Supporting StandardsI.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.

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.

CL.C&G.1.1 Explain the influence of the founding principles onstate and federal decisions using primary and secondary sourcedocuments.

CL.C&G.1.2 Critique the consistency with which federalpolicies, state policies, and Supreme Court decisions haveupheld the founding principles.

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● Determine the relevance of a source in relation to thecompelling and supporting questions.

CL.C&G.4.4 Assess how effective the American system ofgovernment has been in ensuring freedom, equality, and justicefor all.

CL.C&G.4.3 Exemplify how the constitutions of the UnitedStates and North Carolina have been interpreted and appliedsince ratification.

CL.C&G.2.1 Compare how national, state, and localgovernments maintain order, security, and protect individualrights.

CL.C&G.2.2 Explain how the principle of federalism impacts theactions of state and local government.

CL.C&G.2.3 Differentiate between the types of localgovernments in order to understand the role, powers, andfunctions each plays within an intergovernmental system.

CL.C&G.3.5 Explain how the two-party system has shaped thepolitical landscape of the United States.

CL.G.1.1 Explain how views on freedom and equality influencelegislation and public policy on issues of immigration, migration,and the environment.

Essential VocabularyCongressHouse of RepresentativesSenatePower of the PurseCensusArticle IPork barrel projectsFilibusterClotureMajoritySuper MajorityCongressional termsCongressional CommitteesLegislative ProcessCongressional Caucuses

Presidential qualificationsVice Presidential qualificationsExecutive orderExecutive agreementRoles of the PresidentForeign policyExecutive Office of the PresidentCabinetBully PulpitCommander in ChiefCouncil of Economic AdvisorsExecutive privilegeNational Security CouncilOffice of Management and BudgetVeto

GovernorLt. GovernorCouncil of StateGeneral AssemblyHouse of RepresentativesSenateQualifications and termsGeneral StatutesOrdinanceMunicipalitiesCounty CommissionerSchool Board (LEA)SheriffRegister of DeedsClerk of Court

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ImpeachmentImpeachment TrialSenate ConfirmationGerrymandering

Legislative veto

Pocket VetoRidersSenatorial CourtesyWar Powers ResolutionElectoral college

Unit Generalizations(Relationships between

concepts)

Learning Targets(What students know and

understand)

Essential Factual Content Textbook Alignment/Resources

The Constitution can often beboth a source of guidance anddebate when the legislativebranch passes laws. 

● I can identify the parts ofthe legislative branch andits function in theAmerican politicalsystem.

● I can identify the powersof Congress and evaluatethe extent to which theyare successful atachieving the roles ofCongress.

● Article I● bicameral● Congress● House of

Representatives● Senate● Congressional terms● Legislative power● Non-legislative power● Implied power● Expressed power● Impeachment● Senate confirmation

hearings● Necessary and Proper

Clause● Commerce Clause● McCulloch v. Maryland● Power of the Purse

“Chapter 6: The LegislativeBranch.” Civics today:Citizenship, economics, andyou, edited by Glencoe,Columbus, OH: McGraw-HillCompanies, Inc., 2008,pp.171-205.

As a nation’s identity andculture changes, laws andpolicies may reflect thosechanges as well. 

● I can summarize how a billbecomes a law.

● I can examine thelegislative process andevaluate its effectivenessat the national and statelevels.

● Speaker of the House● President Pro Tempore● Standing committee● Joint committee● House Rules Committee● Filibuster● Cloture

“Chapter 6: The LegislativeBranch.” Civics today:Citizenship, economics, andyou, edited by Glencoe,Columbus, OH: McGraw-HillCompanies, Inc., 2008,pp.171-205.

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● I can read a bill andcritique the extent towhich it is “necessary andproper.”

● Veto● Pocket veto● Congressional override

Democratic governments areconstitutionally responsible toeffectively maintain order andensure the safety of itscitizens.

● I can identify the parts ofthe executive branch andtheir functions in theAmerican politicalsystem.

● Article II● President● Pardon● Reprieve● Amnesty● Budget● Executive order● War Powers Act● Vice President● Presidential terms and

limitations● 22nd amendment● 25th amendment● Executive Office of the

President● Federal bureaucracy

“Chapter 7: The ExecutiveBranch.” Civics today:Citizenship, economics, andyou, edited by Glencoe,Columbus, OH: McGraw-HillCompanies, Inc., 2008,pp.206-235.

Cooperation and compromiseamong branches ofgovernment may be necessaryfor elected officials to upholdtheir responsibilities to thepublic.

● I can examine the powersof the president andanalyze theireffectiveness to checkand balance the powersof Congress.

● Chief Executive● Commander in chief● Chief diplomat● Head of state● Party leader● Economic leader● Legislative leader● Cabinet● Veto● Pocket veto

“Chapter 7: The ExecutiveBranch.” Civics today:Citizenship, economics, andyou, edited by Glencoe,Columbus, OH: McGraw-HillCompanies, Inc., 2008,pp.206-235.

Geographic and culturaldifferences may necessitate adivision of responsibilitiesamong different levels ofgovernment.   

● I can compare andcontrast the NorthCarolina GeneralAssembly with the U.S.Congress.

● I can compare andcontrast the North

● General Assembly● Legislative oversight● Governor● Lt. Governor● Line item veto● Council-Manager System● County Commissioners

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Carolina executive branchwith the federal executivebranch.

● I can explain theorganization of localgovernment.

● I can summarize whataction I can take toresolve a localgovernment issue.

● I can give examples ofwhen geographic andcultural differences resultin conflict amongdifferent levels ofgovernment.

● Board of Education/LEA● Ordinances● Sheriff● Register of Deeds● Clerk of Court● District Attorney● District Court Judges● Public Works/Utilities● Property and Sales Tax● State Lodging Tax

Inquiry ActivitiesCompelling Question and Supporting Questions Link to Inquiry

● Who has the power?○ How are federal and state powers delineated?○ What do experts say about the balance of power

between state and federal government?○ How are public attitudes towards federalism changing?○ Should state government have the power to legislate

what is best for its citizens?

C3 Inquiry: Federalism

Recommended Primary Sources Recommended Secondary Sources● “Article I of the U.S. Constitution.” National Constitution

Center – The 1st Article of the U.S. Constitution,constitutioncenter.org/interactive-constitution/article/article-i.

● “Article II of the U.S. Constitution.” National ConstitutionCenter – The 2nd Article of the U.S. Constitution,constitutioncenter.org/interactive-constitution/article/article-ii.

● “Congress in the Modern Era.” Bill of Rights Institute.https://resources.billofrightsinstitute.org/wp-content/uploads/2016/08/CC-010-HandoutA.pdf

● “Constitution USA with Peter Sagal.” PBS, PublicBroadcasting Service,www.pbs.org/tpt/constitution-usa-peter-sagal/home/.

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● The Avalon Project : Federalist No 69,https://avalon.law.yale.edu/18th_century/fed69.asp.

● “Board of Education.” Moore County Schools,https://www.ncmcs.org/leadership/board_of_education

● “The Executive Branch.” The White House, The UnitedStates Government, 17 Jan. 2021,www.whitehouse.gov/about-the-white-house/our-government/the-executive-branch/.

● “Library of Congress.” Congress.gov, www.congress.gov/.● “Little Rock: Executive Order 10730.” ICivics, 24 June

2020,www.icivics.org/node/2768570/resource?referer=node/1074005&page_title=DBQuest.

● County of Moore | North Carolina,www.moorecountync.gov/.

● “North Carolina General Assembly.” Ncleg.gov, ncleg.gov/.

● “Documents of Freedom.” Bill of Rights Institute,www.docsoffreedom.org/activities/the-role-of-government-mcculloch-v-maryland-1819.

● Engaging Congress, engagingcongress.org/.● “The Executive Branch.” iCivics, 28 Aug. 2019,

www.icivics.org/curriculum/executive-branch.● “The Legislative Branch.” iCivics, 28 Aug. 2019,

www.icivics.org/curriculum/legislative-branch.● “McCulloch v. Maryland.” Landmark Supreme Court

Cases,www.landmarkcases.org/cases/mcculloch-v-maryland.“

● Necessary and Proper Clause.” Interpretation: Necessaryand Proper Clause | The National Constitution Center,constitutioncenter.org/interactive-constitution/interpretation/article-i/clauses/754.

● “One School's Fight: The Making of a Law.” AnnenbergClassroom, 20 Apr. 2020,www.annenbergclassroom.org/resource/one-schools-fight-making-law/.

● Postell, Joseph. “Congress: Beginnings and Today.” Bill ofRights Institute.https://resources.billofrightsinstitute.org/wp-content/uploads/2016/08/CC-010-ResourceB-Essay.pdf

● “State and Local Governments.” Home, 18 Aug. 2018,www.icivics.org/curriculum/state-and-local-government.

● “War and Constitutional Separation of Powers.”Documents of Freedom,www.docsoffreedom.org/readings/war-and-constitutional-separation-of-powers.

Optional Common Assessment

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Moore County SchoolsFounding Principles of the United States and North Carolina: Civic Literacy

Social Studies Unit Guide

Unit Title: Unit 6: The Judiciary and Judicial Processes Conceptual Lenses:Recommended

Pacing:15 Days Limited Government

Rule of LawIndividual Rights

Change and ContinuityValues & Beliefs

Diversity

Unit Overview:This unit will elaborate further on Unit 2 by examining Article III of the Constitution. Students shall discuss and analyze the role ofthe judicial branch of government at the federal and state level. The central focus will be on the court system, structure, customs,and tracing the evolution of philosophy and histories of American legal thought. Particular attention will be given to landmarkSupreme Court cases and the criminal/civil trial process.

Power Standards Supporting StandardsI.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.

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

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● Analyze causes, effects, and correlations.● Determine the relevance of a source in relation to the

compelling and supporting questions.

CL.C&G.1.2 Critique the consistency with which federalpolicies, state policies, and Supreme Court decisions haveupheld the founding principles.

CL.C&G.4.1 Differentiate the judicial systems of the UnitedStates and North Carolina in terms of structure, jurisdiction, andhow each provides for equal protection.

CL.C&G.4.2 Differentiate the structure and function of stateand federal courts in order to understand the adversarial natureof each.

CL.C&G.4.5 Summarize the importance of both the right to dueprocess of law and the individual rights established in the Bill ofRights in the American legal system.

● Participate in rigorous academic discussionsemphasizing multiple viewpoints in which claims andevidence are acknowledged, critiqued, and built upon inorder to create new understandings of complex historicalor current issues.

CL.B.1.2 Explain how legislation, policy, and judicial rulingsreflect changing norms and values in the United States.

CL.C&G.1.1 Explain the influence of the founding principles onstate and federal decisions using primary and secondary sourcedocuments.

CL.C&G.2.1 Compare how national, state, and localgovernments maintain order, security, and protect individualrights.

CL.C&G.4.3 Exemplify how the constitutions of the UnitedStates and North Carolina have been interpreted and appliedsince ratification.

CL.C&G.4.4 Assess how effective the American system ofgovernment has been in ensuring freedom, equality, and justicefor all.

CL.H.1.3 Interpret historical and current perspectives on theevolution of individual rights in America over time, includingwomen, tribal, racial, religious, identity, and ability.

Essential Vocabulary and Optional Supreme Court Cases for ConsiderationArticle IIISupreme CourtJudiciary Act of 1789

Opinion Types (Unanimous,Majority, Dissenting,Concurring)

Marbury v. Madison (1803)McCulloch v. Maryland (1819)Gibbons v. Ogden (1824)

Texas v. Johnson (1989)Planned Parenthood v. Casey(1992)

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Court Structures (Federaland State Level)Constitutional LawJurisdiction Types(Original, Appellate,Exclusive, Concurrent)Rule of 4Writ of CertiorariAmicus Curiae BriefJudicial ReviewJudicial ActivismJudicial RestraintLegal Philosophies(Originalism, Textualism,Living Constitution, etc.)Stare DecisisPrecedent

DocketSolicitor GeneralCriminal LawPublic DefenderParoleProbationGrand JuryJury of PeersIndictmentDefendantRights of AccusedBeyond a Reasonable DoubtCivil LawInjuryDamagesPreponderance of EvidencePenal Code

Worcester v. Georgia (1832)Dred Scott v. Sanford (1857)Ex Parte Crow Dog (1883)Plessy v. Ferguson (1896)Schenck v. United States (1919)Korematsu v. United States(1944)Brown v. Board of Education(1954)Griswold v. Connecticut (1965)Miranda v. Arizona (1966)Loving v. Virginia (1967)Tinker v. Des Moines (1969)New York Times v. United States(1971)Furman v. Georgia (1972)Roe v. Wade (1973)Gregg v. Georgia (1976)Regents of the University ofCalifornia v. Bakke (1978)Hazelwood v. Kuhlmeier (1988)

United States v. Lopez (1995)Olmstead v. L.C. (1999)Grutter v. Bollinger (2003)Hamdi v. Rumsfeld (2004)Gonzales v. Raich (2005)City of Sherrill v. Oneida IndianNation (2005)District of Columbia v. Heller(2008)Obergefell v. Hodges (2015)Masterpiece Cakeshop v.Colorado Civil Rights Commission(2018)Carpenter v. United States (2018)Trump v. Hawaii (2018)Rucho v. Common Cause (2019)Gamble v. United States (2019)Jones v. Mississippi (2020)McGirt v. Oklahoma (2020)Bostock v. Clayton County (2020)

Unit Generalizations(Relationships between

concepts)

Learning Targets(What students know and

understand)

Essential Factual Content Textbook Alignment/Resources

The Constitution providesprovisions that courts canfollow to resolve conflict whileupholding democratic ideals.

● I can recall major clausesand amendments to theConstitution.

● Commerce Clause● Supremacy Clause● Full Faith and Credit

Clause● Necessary and Proper

Clause● General Welfare Clause● Bill of Rights● 11th-27th Amendments● Due Process Clause

“Chapter 3: The Constitution.”Civics today: Citizenship,economics, and you, edited byGlencoe, Columbus, OH:McGraw-Hill Companies, Inc.,2008, pp.64-117.

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● Equal Protection ClauseWhile cultural norms andvalues may change, judicialreview can allow the SupremeCourt to provide continuity ofdemocratic values.

● I can explain the structureand function of the federaljudiciary.

● I can evaluate theeffectiveness of thefederal judiciary.

● Article III● Judiciary Act of 1789● Supreme, Appellate, and

District Courts● Types of Jurisdiction● Rule of 4● Writ of Certiorari● Docket● Amicus Curiae Brief● Judicial Review● Judicial Activism● Judicial Restraint● Marbury v. Madison (1803)

“Chapter 8: The JudicialBranch.” Civics today:Citizenship, economics, andyou, edited by Glencoe,Columbus, OH: McGraw-HillCompanies, Inc., 2008,pp.236-265.

Supreme Court decisions canstrengthen or weaken citizens’individual rights and theamount of authority held bythe federal government overtime.

● I can analyze the impactjudicial rulings have onsociety through examininglandmark Supreme CourtCases.

Note: Supreme Court caseslisted are considered landmarkrulings. They are not requiredfor teaching. Teachers mayselect cases as appropriate fortheir students.

● Types of Opinions(Unanimous, Majority,Dissenting, Concurring)

● Legal Philosophies(Originalism, Textualism,Living Constitution, etc.)

● Stare Decisis● Precedent● McCulloch v. Maryland

(1819)● Gibbons v. Ogden (1824)● Worcester v. Georgia

(1832)● Dred Scott v. Sanford

(1857)● Ex Parte Crow Dog (1883)● Plessy v. Ferguson (1896)● Schenck v. United States

(1919)● Korematsu v. United

States (1944)● Brown v. Board of

Education (1954)

● “Chapter 8: The JudicialBranch.” Civics today:Citizenship, economics,and you, edited byGlencoe, Columbus, OH:McGraw-Hill Companies,Inc., 2008, pp.236-265.

● “Chapter 15: Legal Rightsand Responsibilities.”Civics today: Citizenship,economics, and you,edited by Glencoe,Columbus, OH:McGraw-Hill Companies,Inc., 2008, pp.420-445.

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● Griswold v. Connecticut(1965)

● Miranda v. Arizona (1966)● Loving v. Virginia (1967)● Tinker v. Des Moines

(1969)● New York Times v. United

States (1971)● Furman v. Georgia (1972)● Roe v. Wade (1973)● Gregg v. Georgia (1976)● Regents of the University

of California v. Bakke(1978)

● Hazelwood v. Kuhlmeier(1988)

● Texas v. Johnson (1989)● Planned Parenthood v.

Casey (1992)● United States v. Lopez

(1995)● Olmstead v. L.C. (1999)● Grutter v. Bollinger

(2003)● Hamdi v. Rumsfeld

(2004)● Gonzales v. Raich (2005)● City of Sherrill v. Oneida

Indian Nation (2005)● District of Columbia v.

Heller (2008)● Obergefell v. Hodges

(2015)● Masterpiece Cakeshop v.

Colorado Civil RightsCommission (2018)

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● Carpenter v. UnitedStates (2018)

● Trump v. Hawaii (2018)● Rucho v. Common Cause

(2019)● Gamble v. United States

(2019)● Jones v. Mississippi

(2020)● McGirt v. Oklahoma

(2020)● Bostock v. Clayton

County (2020)

Geographic and culturaldifferences may necessitate adivision of responsibilitiesamong different levels ofgovernment.   

● I can summarize thestructure and function ofthe state judiciary.

● I can evaluate theeffectiveness of the statejudiciary.

● I can analyze the impactof judicial rulings onNorth Carolina throughexamining landmarkNorth Carolina SupremeCourt Cases.

● Supreme, Appellate,Superior, District, SmallClaims Courts

● Election ofJudges/Justices

● State v. Mann (1829)● Swann v.

Charlotte-MecklenburgBoard of Education (1971)

● Leandro v. State (1997)

Individual rights arefundamental to ensuring thatAmerican values are upheld inan adversarial court of law.

● I can explain criminal law,civil law, and juvenile law.

● I can compare andcontrast criminal and civilproceedings.

● I can identify individualrights that are afforded topeople involved in a legaldispute.

● Criminal Law● Public Defender● Parole● Probation● Grand Jury● Jury of Peers● Indictment● Defendant● Rights of Accused● Beyond a Reasonable

Doubt

● “Chapter 15: Legal Rightsand Responsibilities.”Civics today: Citizenship,economics, and you,edited by Glencoe,Columbus, OH:McGraw-Hill Companies,Inc., 2008, pp.420-445.

● “Chapter 16: Civil andCriminal Law.” Civicstoday: Citizenship,

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● Civil Law● Preponderance of

Evidence● Penal Code

economics, and you,edited by Glencoe,Columbus, OH:McGraw-Hill Companies,Inc., 2008, pp.446-467.

Inquiry ActivitiesCompelling Question and Supporting Questions Link to Inquiry

● What are the Constitutional responsibilities and powers ofthe Supreme Court?○ How does the Supreme Court protect your rights?○ How does the judicial system function alongside the

other two branches of government?

● National Endowment for the Humanities, “Oyez! Oyez! Oyez!Simulating the Supreme Court

● Are students protected by the First Amendment?○ What is the difference between the Tinker Standard and

the Frasier standard as they relate to students’ freespeech?

○ Does the “no prior restraint” rule apply to students?○ How does the Supreme Court determine the limit to

students’ rights?○ Can school officials exert control over students’ use of

social media?

C3 Inquiry: The First Amendment

Recommended Primary Sources Recommended Secondary Sources● “The 3rd Article of the U.S. Constitution.” National

Constitution Center – The 3rd Article of the U.S.Constitution,constitutioncenter.org/interactive-constitution/article/article-iii.

● “The Federalist Papers : No 78”, The Avalon Project,https://avalon.law.yale.edu/18th_century/fed78.asp.

● “Federalist No. 78 Excerpts Annotated.” Bill of RightsInstitute,billofrightsinstitute.org/activities/federalist-no-78-excerpts-annotated.

● 12 Angry Men. Directed by Sidney Lumet, Orion-NovaProductions, 1957.

● “Constitution USA with Peter Sagal.” PBS, PublicBroadcasting Service,www.pbs.org/tpt/constitution-usa-peter-sagal/home/.

● Calabresi, Steven G., et al. “On Originalism in ConstitutionalInterpretation.” On Originalism in ConstitutionalInterpretation | The National Constitution Center,constitutioncenter.org/interactive-constitution/white-papers/on-originalism-in-constitutional-interpretation.

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● “NC General Statutes Table of Contents.” Ncleg.gov,https://www.ncleg.gov/Laws/GeneralStatutesTOC.

● “Opinions of the Court - 2020.” Supreme Court of the UnitedStates,https://www.supremecourt.gov/opinions/slipopinion/20.

● “Supreme Court Nominations Research Guide: Nomination& Confirmation Process.” Guides,guides.ll.georgetown.edu/c.php?g=365722&p=2471070.

● “The Judicial Branch.” iCivics, 18 Mar. 2021,www.icivics.org/curriculum/judicial-branch.

● “Justice Scalia On Life Part 1.” YouTube, uploaded by CBSNews, https://youtu.be/FrFj7JAyutg.

● “Justice Scalia On Life Part 2.” YouTube, uploaded by CBSNews, https://youtu.be/bU1n7RRUy84.

● “Landmark Library.” iCivics, 25 Nov. 2020,www.icivics.org/curriculum/landmark-library.

● “Marbury v. Madison.” Landmark Supreme Court Cases,www.landmarkcases.org/cases/marbury-v-madison.

● Urofsky, Melvin I. Dissent and the Supreme Court: Its Role inthe Court's History and the Nation's Constitutional Dialogue.Vintage Books, 2017.

● Woodward, Bob, and Scott Armstrong. The Brethren: Insidethe Supreme Court. Simon & Schuster, 2005.

Optional Common Assessment

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Moore County SchoolsFounding Principles of the United States and North Carolina: Civic Literacy

Social Studies Unit Guide

Unit Title: Unit 7: Freedom and Equality Conceptual Lenses:Recommended

Pacing:10 Rule of Law

Individual RightsContinuity and Change

FreedomPower

Authority

Unit Overview:This unit will build upon prior units with an emphasis placed on human agency in relation to civil rights and civil liberties in theUnited States.Court Cases listed are examples. Teachers should select cases as appropriate for use with their students.

Power Standards Supporting StandardsI.1.5 Communicating Ideas

● Construct written, oral, and multimedia arguments.● 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 andevidence are acknowledged, critiqued, and built upon inorder to create new understandings of complex historicalor current issues.

CL.C&G.3.2 Compare strategies used by individuals to addressdiscrimination, segregation, disenfranchisement,reconcentration, and other discriminatory practices that haveexisted in the United States.

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.1.6 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 effect change and inform others.

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CL.C&G.4.4 Assess how effective the American system ofgovernment has been in ensuring freedom, equality, and justicefor all.

CL.C&G.4.5 Summarize the importance of both the right to dueprocess of law and the individual rights established in the Bill ofRights in the American legal system.

CL.H.1.4 Explain the impact of social movements and reformefforts on governmental change, both currentand in the past.

CL.B.1.4 Explain how individual values and societal normscontribute to institutional discrimination and themarginalization of minority groups living under the Americansystem of government

CL.C&G.1.2 Critique the consistency with which federalpolicies, state policies, and Supreme Court decisions haveupheld the founding principles.

CL.C&G.4.3 Exemplify how the constitutions of the UnitedStates and North Carolina have been interpreted and appliedsince ratification.

CL.H.1.2 Compare competing narratives of the historicaldevelopment of the United States and North Carolinain terms of how each depicts race, women, tribes, identity,ability, and religious groups.

CL.H.1.5 Explain how the experiences and achievements ofminorities and marginalized peoples havecontributed to the protection of individual rights and “equalityand justice for all” over time.

CL.H.1.6 Exemplify ways individuals have demonstratedresistance and resilience to inequities, injustice, anddiscrimination within the American system of government overtime.

Essential VocabularyNativismReconstructionJim CrowNative American reservations movement

Alien and Sedition Acts, 1798Indian Removal Act, 18301st Amendment5th Amendment

De jure vs. de facto lawWorcester v. Georgia (1832)Dred Scott v. Sanford (1857)Ex Parte Crow Dog (1883)

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Dawes severaltyChinese exclusionWomen’s Voting Rights movementImmigration Acts (1920s)Native American Citizenship Act 1924Rise of the KlanFHA - RedliningInternment Camps/Executive Order9066Religious RightPro-Life/Choice MovementsEqual Rights AmendmentFeminism MovementCivil Rights ActStonewall RebellionVoting Rights ActLabor Union movement

9th Amendment13th Amendment14th Amendment15th Amendment19th Amendment24th Amendment26th AmendmentAmericans with Disabilities Act of 1990Republican MotherhoodSpheres of InfluenceSlaveryEqual Rights AmendmentPhyllis Schlafly & Gloria SteinamBilly GrahamGreensboro 4Booker T. Washington & W.E.B. DuBois

Plessy v. Ferguson (1896)Schenck v. United States (1919)Korematsu v. United States (1944)Brown v. Board of Education (1954)Griswold v. Connecticut (1965)Loving v. Virginia (1967)New York Times v. United States (1971)Lemon v. Kurtzman (1971)Roe v. Wade (1973)Regents of the University of California v.Bakke (1978)Planned Parenthood v. Casey (1992)Grutter v. Bollinger (2003)City of Sherrill v. Oneida Indian Nation(2005)Obergefell v. Hodges (2015)Masterpiece Cakeshop v. Colorado CivilRights Commission (2018)Trump v. Hawaii (2018)McGirt v. Oklahoma (2020)Bostock v. Clayton County (2020)

Unit Generalizations(Relationships between

concepts)

Learning Targets(What students know and

understand)

Essential Factual Content Textbook Alignment/Resources

Government policy and judicialdecisions can affectindividuals' access to equalprotection under the law.

I can explain the evolution ofthe First Amendment and itsapplication to all Americancitizens.

● Schenck v. United States(1919)

● Griswold v. Connecticut(1965)

● New York Times v. UnitedStates (1971)

● Lemon v. Kurtzman (1971)● Roe v. Wade (1973)● Masterpiece Cakeshop v.

Colorado Civil RightsCommission (2018)

See recommended primaryand secondary sourcesbelow.

Current textbooks areoutdated.

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I can explain the evolution ofdue process and equalprotection (Fifth/FourteenthAmendments) and itsapplication to all Americancitizens.

● Jim Crow Laws● Native American

reservations movement● Dawes Severalty Act● Chinese Exclusion Act● Women’s Voting Rights

movement● Immigration Acts (1920s)● Native American Citizenship

Act 1924● Executive Order 9066● Civil Rights Act 1964● Stonewall Rebellion● Voting Rights Act 1965● Americans With Disabilities

Act● Worcester v. Georgia (1832)● Dred Scott v. Sanford (1857)● Ex Parte Crow Dog (1883)● Plessy v. Ferguson (1896)● Korematsu v. United States

(1944)● Brown v. Board of Education

(1954)● Loving v. Virginia (1967)● Regents of the University of

California v. Bakke (1978)● Grutter v. Bollinger (2003)● City of Sherrill v. Oneida

Indian Nation (2005)● Obergefell v. Hodges (2015)● Masterpiece Cakeshop v.

Colorado Civil RightsCommission (2018)

● Trump v. Hawaii (2018)● McGirt v. Oklahoma (2020)

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● Bostock v. Clayton County(2020)

The right to vote isfundamental to the expansionof democracy and protectionof democratic values.

I can explain the evolution ofthe Eighteenth andTwenty-First Amendmentsand its application to allAmerican citizens.

● 18th Amendment● 21st Amendment● Volstead Act● Temperance Movement● Women’s Rights Movement● Women’s Anti-Saloon

LeagueI can explain the evolution ofthe Nineteenth Amendmentand its application to allAmerican citizens.

● Seneca Falls Declaration● Elizabeth Cady Stanton● Susan B. Anthony● Lucretia Mott● Grimke Sisters● Equal Rights Amendment● Phyllis Schlafly & Gloria

SteinamI can explain the evolution ofthe Fifteenth, Seventeenth,Twenty-Third, Twenty-Fourth,and Twenty-SixthAmendments and theirapplication to all Americancitizens.

● Taxation withoutRepresentation

● Voting Rights Act 1965● Freedom Summer● Civil Rights Act 1964● Grandfather Clauses,

Literacy Tests, Poll Taxes● Jim Crow Laws● Greensboro 4● Booker T. Washington &

W.E.B. DuBois● Impacts of Vietnam War on

Voting RightsWhile the Constitutionprovides guidance, conflictover government policy thatrestricts or expands itsauthority to balance freedomand equality may arise.

I can explain the evolution ofthe Ninth Amendment inrelation to legislation and legalissues concerning theAmerican citizenry.

● Right to Privacy● Expression Clause● Exercise Clause● Establishment Clause● Right to Vote● International Travel● FHA and Redlining

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● Health Care Decision Making● Americans With Disabilities

Act● Education Rights

Inquiry ActivitiesCompelling Question and Supporting Questions Link to Inquiry

● What Made Nonviolent Protest Effective during the Civil RightsMovement?

○ What was the impact of the Greensboro Sit-In protest?○ What made the Montgomery bus boycott, the Birmingham

campaign, and the Selma to Montgomery marches effective?○ How did others use nonviolence effectively during the civil

rights movement?

C3 Inquiry: What Made Nonviolent ProtestEffective during the Civil Rights Movement?

● What is a Vote Worth?○ How was voting limited prior to the Voting Rights Act?○ How did supporters argue for voting rights?○ How did supporters fight for voting rights?○ How did the Voting Rights Act expand voting rights?

C3 Inquiry: What is a Vote Worth?

● Was the Vote Enough?○ Why did Americans oppose granting suffrage to women?○ What were the primary arguments used by suffragettes and

the opposition?○ Were some rights not gained in the 19th Amendment?○ What was the Equal Rights Amendment?

C3 Inquiry: Was the Vote Enough?

● Should safety outweigh freedom?○ Were the limitations on personal rights justified during World

War I and World War II?○ Was the limitation of personal rights during the Cold War

justified?○ Should our personal rights be limited in the War on Terror?

C3: Safety and Freedom

Recommended Primary Sources Recommended Secondary Sources

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● “Cherokee Resistance.” iCivics, 13 Apr. 2021,www.icivics.org/node/2982365/resource?referer=node/1074005&page_title=DBQuest.

● “Civil Rights - African American Studies: Primary Sources -Research Guides at Princeton University.” PrincetonUniversity, The Trustees of Princeton University,libguides.princeton.edu/c.php?g=84534&p=542099.

● “The Nashville Sit-Ins.” iCivics, 21 Aug. 2014,www.icivics.org/node/1083102/resource?referer=node/1074005&page_title=DBQuest.

● “Opinions of the Court - 2020.” Supreme Court of the UnitedStates,https://www.supremecourt.gov/opinions/slipopinion/20.

● “Woman Suffrage and World War I.” ICivics, 21 Feb. 2020,www.icivics.org/node/2718102/resource?referer=node/1074005&page_title=DBQuest.

● “Civil Rights.” iCivics, 30 Jan. 2015,www.icivics.org/curriculum/civil-rights.

● Voter Identification. MIT Election Data and Science Labhttps://electionlab.mit.edu/research/voter-identification

● “Freedom Riders.” PBS, Public Broadcasting Service,www.pbs.org/wgbh/americanexperience/films/freedomriders/.

● Voices for Suffrage, voicesforsuffrage.com/info.

Optional Common Assessment

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Moore County SchoolsFounding Principles of the United States and North Carolina: Civic Literacy

Social Studies Unit Guide

Unit Title: Unit 8: The Government and the Economy Conceptual Lenses:Recommended

Pacing:4 days Economic Systems

RegulationInterdependenceGlobal Economy

Unit Overview:This unit focuses on The United States Economic system, fiscal and monetary policy and America's role in the global economy.Students will be able to compare fiscal and monetary policy and the impact each has on the American economy. Students will alsoexplore the government’s role in trade policies and examine the impact of trade policies on the economy.

Power Standards Supporting StandardsI.1.1 Compelling Questions

● Identify issues and problems in social studies.● Formulate questions based upon disciplinary concepts.

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.

CL.B.1.1 Explain how values and beliefs influence the creationand implementation of public policy and laws.

CL.C&G.1.1 Explain the influence of the founding principles onstate and federal decisions using primary and secondary sourcedocuments.

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.

CL.C&G.2.2 Explain how the principle of federalism impacts theactions of state and local government.

CL.C&G.2.4 Compare the federal government of the UnitedStates to various types of government around the world interms of balancing security and the protection of rights.

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CL.E.1.1 Explain how the role federal and state governmentsplay in economic decision-making impacts economic mobility,status, and quality of life of individuals living in America.

CL.E.1.2 Summarize the role of the United States and NorthCarolina in the world economy.

CL.G.1.3 Exemplify how the United States interacts withinternational governments to navigate global environmentalissues.

CL.H.1.4 Explain the impact of social movements and reformefforts on governmental change, both current and in the past.

Essential VocabularyCapitalismLaissez FaireAdam SmithJohn Maynard KeynesMixed EconomyKeynesian EconomicsMonetary PolicyFiscal PolicyThe Federal ReserveBoard of GovernorsDiscount rateReserve rateGovernment BondsTreasury BillsNational DeficitBudget deficitBudget surplusFederal Deposit Insurance Corporation

Government Regulation/deregulationDeficit spendingGlobalizationOutsourcingNAFTATrade embargoTrade surplusTrade deficitExchange rateWTOUN

Property TaxSales TaxRegressive taxProgressive taxExcise taxIncome tax

Unit Generalizations(Relationships between

concepts)

Learning Targets(What students know and

understand)

Essential Factual Content Textbook Alignment/Resources

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Regulation may impact thegrowth rate of an economy.

● I can differentiatebetween monetary andfiscal policy.

● I can explain the structureof the Federal Reserve.

● I can analyze the Fed’srole in the Americaneconomy.

● Monetary policy● Fiscal Policy● Taxation● Government spending● Reserve Rate● Discount Rate● Federal Open Market

Committee● Government Bonds● Treasury Bills● Interest rates● The Federal Reserve Act

1913● The Board of Governors● 12 Federal reserve

districts● Reserve Rate● Discount Rate● Federal Open Market

Committee● Government Bonds● Treasury Bills● Interest rates

● “Chapter 23: The FreeEnterprise System.”Civics today: Citizenship,economics, and you,edited by Glencoe,Columbus, OH:McGraw-Hill Companies,Inc., 2008, pp.624-653.

● “Chapter 24: Money andBanking.” Civics today:Citizenship, economics,and you, edited byGlencoe, Columbus, OH:McGraw-Hill Companies,Inc., 2008, pp.654-673.

● “Chapter 25: GovernmentFinances.” Civics today:Citizenship, economics,and you, edited byGlencoe, Columbus, OH:McGraw-Hill Companies,Inc., 2008, pp.674-699.

The power of taxation comeswith opportunity costs thatcan affect communities andother social systems.

● I can identify differentmethods of federal andstate taxation.

● I can evaluate the impactof taxation ongovernment revenue.

● Power of the purse● Article I● Commerce Clause● 16th Amendment● Regressive Taxation● Progressive Taxation● Proportional Tax● Income Tax● Excise Tax● Property Tax● Sales Tax

Budgets can represent aprioritization of values and

● I can compare thenational and statebudgeting process.

● National Budget● State Budget

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beliefs supported by agovernment.

● I can evaluate a federaland state budget’s impacton national and localeconomies.

● Federal BudgetingProcess

● Office of Managementand budget

● Budget surplus● Budget deficit● Deficit spending● National Deficit● North Carolina budgeting

processGlobalization and America’sinterdependence with globaleconomies comes withopportunities costs that canaffect resources andconsumer choice.

● I can evaluate theimportance ofglobalization.

● I can explain the impactthe United States andNorth Carolina have onthe world economy.

● Article I● Commerce Clause● Globalization● International Trade● Trade Surplus● Trade Deficit● WTO● Embargo● Research Triangle Park

● “Chapter 26: InternationalTrade.” Civics today:Citizenship, economics,and you, edited byGlencoe, Columbus, OH:McGraw-Hill Companies,Inc., 2008, pp.700-731.

Inquiry ActivitiesCompelling Question and Supporting Questions Link to Inquiry● Who is to blame for the Great Recession?

○ What role did the government play in causing theGreat Recession?

○ What role did the consumer play in causing theGreat Recession?

○ What role did financial institutions play in causingthe Great Recession?

C-3 Inquiry: Great recession

● Is Free Trade worth the price? ( C-3 Teachers)○ What are the arguments for free trade?○ What are the arguments against free trade?○ Why did the United States sign onto NAFTA?○ Has NAFTA achieved its goals?

C-3 Inquiry: Free Trade

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Recommended Primary Sources Recommended Secondary Sources● “Bureau of Economic Analysis.” U.S. Bureau of Economic

Analysis (BEA), www.bea.gov/.● Congressional Budget Office, www.cbo.gov/.● “Federal Budget Graphs from FRED.” Economic Research

- Federal Reserve Bank of St. Louis,https://research.stlouisfed.org/dashboard/14943.

● “Free Trade Agreements.” International TradeAdministration | Trade.gov,www.trade.gov/free-trade-agreements.

● “North Carolina Department of Commerce.” NCCommerce, 15 June 2021, www.nccommerce.com/.

● “President’s Budget.” The White House, The UnitedStates Government, 10 June 2021,www.whitehouse.gov/omb/budget/.

● “Trade Policy: Tariffs and Free Trade: C-SPANClassroom.” C,www.c-span.org/classroom/document/?7772.

● U.S. Bureau of Labor Statistics, U.S. Bureau of LaborStatistics, 11 June 2021, www.bls.gov/.

● "The Wealth of Nations" is from Adam Smith, An Inquiryinto the Nature and Causes of the Wealth of Nations, ed.Edwin A. Seligman (London: J. M. Dent, 1901), pp.12-15,400-401,436-437,https://www.sjsu.edu/people/cynthia.rostankowski/courses/HUM2AF13/s3/Reader-Lecture-08-Adam-Smith-Wealth-of-Nations-Reading.pdf.

● Amadeo, Kimberly. “US Federal Government TaxRevenue” The Balance, 17 May 2021,www.thebalance.com/current-u-s-federal-government-tax-revenue-3305762.

● DeSilver, Drew. “Global Inequality: How the U.S.Compares.” Pew Research Center, Pew Research Center,30 May 2020,www.pewresearch.org/fact-tank/2013/12/19/global-inequality-how-the-u-s-compares/.

● “Government & the Market.” iCivics, 19 Nov. 2013,www.icivics.org/curriculum/government-market.

● Inside Job. Directed by Charles Fergusen, Sony PicturesClassics, 2010.

● Junger, Sebastian. “The Men and the Dogs.” Tribe: onHomecoming and Belonging. Grand Central Publishing,2018.

● “Lesson Plan: How to Create a Balanced Budget - It's a'Balancing Act'.” PBS, Public Broadcasting Service,www.pbs.org/newshour/extra/lessons-plans/lesson-plan-how-to-create-a-balanced-budget-its-a-balancing-act/.

● “The North American Free Trade Agreement (NAFTA):C-SPAN Classroom.” C,www.c-span.org/classroom/document/?7055.

● “The Preamble and the Federal Budget: Are We Slicingthe Pie Correctly?” Mini Q’s in Civics, The DBQ Project,2021.

Optional Common Assessment

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