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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

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  • 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 3

    12th Grade US Government 5

    US Government NGSSS & LAFS Standards/Benchmarks 6

    Unit 1: Foundations of 11

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

    Unit 3: Civic and Political 19

    Unit 4: 25

    Unit 5: The President & 28

    Unit 6: The Courts & Civil 31

    Unit 7: State, Local, & Comparative Governments 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

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    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

    Home |

    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 ELLs need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link:

    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.

    12th US Government 2015-2016 Curriculum Resources

    8/9/15 Marion County Public Schools 4[email protected]

  • QtrFirst Date

    of WeekUnit/Organizing Principle

    Instructional Components/


    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


    DBQ - Should the Electoral College

    Be Abolished? (Civics Mini-Q Binder)



    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


    Foreign & Comparative Policy -

    Ch. 14 & 15

    7-Dec ER

    State & Local Politics -

    Ch. 15 & 16




    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


    7-Mar The President - Ch. 6

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


    28-Mar Federal Courts - Ch. 8

    4-Apr ER Civil Liberties - Ch. 10