united states government · explain how the different ideas and structures of feudalism,...

1 U.S. Government

UNITED STATES GOVERNMENT

Government and Civic Engagement should provide students with an understanding of civic life, politics, and the constitutional process. It should also provide a

basis for understanding the rights and responsibilities of citizens and a framework for competent and active participation. The formal curriculum should be

augmented by related learning experiences in both school and community.

The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected

to be taught by infusing social studies skills into the pedagogy of the course. These skills should include, but are not limited to: acquiring an understanding of

change over time, distinguishing between primary and secondary sources, the analysis of primary sources, reading different sources critically, making arguments

in written and oral form based on evidence in support of a clearly defined thesis, and developing a solid command of major geographic features by interpreting

physical and political maps of Mississippi, the United States and the world's continents.

Domestic Affairs

Understand the fundamental principles and moral values of American democracy as

expressed in the U.S. Constitution and other important documents of American

democracy.

Explain how the U.S. Constitution calls for a system of shared powers, specifies the role of organized interests, details checks and balances, and explains

the importance of an independent judiciary, enumerated powers, rule of law, federalism, and civilian control of the military. (DOK 2)

Explain how the Founding Fathers‘ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the

governors and the governed. (DOK 2)

Understand the roles and responsibilities of the three branches of government as

established by the U.S. Constitution.

Analyze Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators;

election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the

process by which a bill becomes a law. (DOK 2)

Analyze Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from

office, the oath of office, and the enumerated executive powers. (DOK 2)

Analyze Article III of the Constitution as it relates to judicial branch, including the length of terms of judges and the jurisdiction of the Supreme Court. (DOK

2)

Understand the meaning, scope, and limits of rights and obligations of democratic

citizenship and that the relationships among democratic citizens and government are

mutable.

Explain the individual‘s legal obligations to obey the law, serve as a juror, and pay taxes. (DOK 1)

Explain the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the

military or alternative service. (DOK 1)

Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements). (DOK 1)

Explain how the Constitution can be amended. (DOK 1)

2 U.S. Government

Global Affairs

Understand the origins and characteristics of different political systems across time

and place, with emphasis on the quest for political democracy, its advances, and its

obstacles.

Explain how the different ideas and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliam entary systems, and

constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. (DOK 3)

Identify the forms of illegitimate power that some twentieth-century African, Asian, and Latin American dictators used to gain and hold office and the

conditions and interests that supported them. (DOK 1)

Analyze the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow Communist governments in

Czechoslovakia, Hungary, and Poland, including the roles of movement leaders and individuals. (DOK 3) Civil Rights/Human Rights

Understand the role that governments play in the protection, expansion, and

hindrance of civil/human rights of citizens.

Explain Supreme Court rulings that have resulted in controversies over changing interpretations of civil rights, including those in Plessy v. Ferguson,

Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States

v. Virginia (VMI). (DOK 2)

Explain the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national

authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; and the relationship of religion and

government. (DOK 2)

Analyze the meaning and importance of each of the rights guaranteed under the Bill of Rights and landmark Amendments (e.g., 13th, 14th, 15th, 19th,

26th) and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). (DOK 3)

Economics

Understand how some American Governmental actions protect and expand the

economic interest of American individual citizens, corporations and society in

general.

Critique whether certain governmental acts, such as the Sherman Anti-trust Act and the North American Free Trade Agreement, promote the ―common

welfare‖ of the United States as stated in the preamble to the Constitution. (DOK 3)

Cite evidence and explain how the American Governmental policies of containment and democratic expansion serve as means of expanding and

protecting the economic interests of the United States. (DOK 2)

Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, us e, transfer, and dispose of

property; right to choose one‘s work; right to join or not join labor unions; copyrights and patents). (DOK 2)

3 U.S. Government

Culture

Understand the fundamental values and principles of a civil society and how they are

influenced by and reflective of the culture of the people in the society and

understand the meaning and importance of those values and principles for a free

society.

Analyze how a civil society makes it possible for people, individually or collectively, to influence government in ways other than voting and elections (e.g.,

Lobbying, Political Action Committees, ―Political Art‖/political cartoons, protest songs, plays, movies, novels, etc.). (DOK 3)

Explain how religion and religious diversity has characterized the development of American democracy. (DOK 2)

Analyze the influence of the media on American political life. (DOK 3)

4 U.S. Government

Greenville Public School District Recommended Subject U. S. Government Curriculum MAP

2015-2016

Content: U. S. Government

STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) – (E-Economics) – (C-Culture) Grading Period

Objectives (PLD)

(What do your students need to be able to DO?)

Essential Questions

Skills Suggested Activities

(HOW will you teach it?)

Resources

(What MATERIALS will

you need?)

Assessment

How will you know that you have achieved

the desired student

outcome?)

Content Connection

(How will you integrate OTHER

CONTENT AREAS into

LITERACY core content?)

1st 9 Weeks 3rd 9

Weeks

1a. Explain how the U.S. Constitution calls for a system of shared powers, specifies the role of organized interests, details checks and balances, and explains the importance of an independent judiciary, enumerated powers, rule of law, federalism, and civilian control of the military. (DOK 2)

Who were the Framers of the Constitution? What were the differences between the Virginia Plan and the New Jersey Plan? What were some of the compromises on which the Constitutional Convention agreed?

Vocabulary Development Map / Graph / Chart Analysis Determining Cause and Effect Analyzing Political Cartoons

Draw a graph outlining the three basic kinds of governmental powers.

Have students perform the functions of each branch of government by dividing them into the three branches (Legislative, Executive, and Judicial). Each branch is to perform its constitutional function pertaining to any controversial law formulated by the students themselves.

• Have the students list how the rule of law is vital for preventing Anarchy in our society. Students should list how the rule of law prevents Crime, protects citizens, promotes a high and safe standard of living, and allows prosperity to exist in America through the personal ownership of private property.

• Have students to explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers.

Vocabulary strategies

Textbook Internet Power Point Primary Sources Secondary Sources Charts/ Graphs/ Tables http://www.arc hives.gov/edu cation/

Insight 360

Teacher Observation Student work samples Student oral and written responses Informal Assessment

CCR.ELALiteracy .RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source

http://www.archives.gov/education/



Grading Period

Objectives (PLD)


Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


1st 9 Weeks 3rd 9

Weeks

1b. Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed. (DOK 2)

Who were the Federalists and the Anti- Federalists? How long did the ratification of the Constitution take? What happened after its ratification?

Vocabulary Development Map / Graph / Chart Analysis Determining Cause and Effect Analyzing

Reading the Preamble to the Constitution and explaining the principles of the Constitution.

Have students to closely analyze the Preamble to Constitution. Students are to reword the Preamble by using more commonly used terminology, but that cannot change or add to the ideas expressed in this section of the Constitution.

• Have students create a chart of how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements).

• Have students label on a chart their states current representatives in the legislative branch of the national government.

Vocabulary strategies


Insight 360



1st 9 Weeks 3rd 9

Weeks

2a. Analyze Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of

Why does the Constitution divide power between the two houses of Congress? What is a term of Congress? How have sessions of Congress changed over time?

Vocabulary Development Map / Graph / Chart Analysis Determining Cause and Effect Analyzing

Have students to complete a compare/contrast chart of one Senator and one Congressman/Congresswoman from their state. Student should focus on the areas of: AGE, GENDER, PARTY AFFILIATION, BIRTH SOCIO-ECONOMIC STATUS, OCCUPATION, BILLS SPONSORED, etc….

Have students organize and carryout political campaigns as a candidate to the U.S. House o


Insight 360



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Grading Period

Objectives (PLD)


Essential Questions

Skillsf Suggested Activities


Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


1st 9 Weeks 3rd 9

Weeks

the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. (DOK 2)

(Continued)

Representatives or as a U.S. Senator.

Analyze the Seven Articles of the Constitution and discuss which basic principle apply to each article.

Vocabulary strategies Pre-reading Warm-ups Writing prompts

1st 9 Weeks 3rd 9

Weeks

2b. Analyze Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. (DOK 2)

What are the formal qualifications necessary to become President? What are the President’s many roles? Why is Article II of the Constitution controversial?


Have students examine primary and secondary resources to develop a narrative explaining Article II of the Constitution.

Have students research the President’s power to create federal law through “Executive Order”’ Students are to report the events surrounding the following Executive Orders: Executive Orders—Lincoln’s suspension of Habeas Corpus, Andrew Johnson’s “Christmas Proclamation”, 8802, 9066, 9981, 10730, and Proclamation 4311.

Have students to discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers.

Write an essay on explain how the Electoral College works.


Insight 360



6 U.S. Government




Grading Period

Objectives (PLD)


Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


1st 9 Weeks 3rd 9

Weeks

2c. Analyze Article III of the Constitution as it relates to judicial branch, including the length of terms of judges and the jurisdiction of the Supreme Court. (DOK 2)

What is the structure of the national judiciary? What criteria are used to determine the jurisdiction of a federal court case? How are federal judges appointed, and what are their terms and salaries?


Have students examine primary and secondary resources to develop a narrative explaining Article III of the Constitution.

After exploring the Constitution and learning about it rights and responsibilities you will read three Supreme Court cases. Your task is to decide how the Supreme Court ruled on these cases and explain your decision making.

Have students argue both points of view in the following landmark Supreme Court decisions— Marbury v. Madison (1803) McCulloch v. Maryland (1819) Dredd Scott v. Sanford (1857) Plessy v. Ferguson (1896) Schenck v. the U.S. (1917) Koresmatsu v. the U.S. (1944) Brown v. Board of Education (1954) United States v. Nixon (1974


Insight 360



2nd 9 Weeks 4th 9

Weeks

3a. Explain the individual’s legal obligations to obey the law, serve as a juror, and pay taxes. (DOK 1)

How and why does the Constitution give Congress the power to tax? What are the most significant federal taxes collected today?


Have students examine primary and secondary resources to develop a narrative explaining legal obligations to obey the law.

Have students write a narrative describing their fears over not having a real “peer” of theirs sitting on a jury in a criminal or civil trial against them. Have students conduct a jury selection based on the choices made by the prosecution (State) and the criminal defense teams.


Insight 360



7 U.S. Government







Grading Period

Objectives (PLD)


Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd 9 Weeks 4th 9

Weeks

3b. Explain the obligations of civic- mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service.

How can we differentiate between isolationism and internationalism?


Have students examine primary and secondary resources to develop a narrative explaining civic- mindedness, including voting, being informed on civic issue.

Have students to outline their obligations of civic mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service.

Have students to create support calling poster for greater participation in the electoral process by their peers. (e.g. Rock the Vote, was a campaign to encourage more young people to vote)


Insight 360



2nd 9 Weeks 4th 9

Weeks

3c. Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements). (DOK 1)

What questions surround American citizenship? How do people become American citizens by birth and by naturalization? How can an American lose his or her citizenship?


Have students examine primary and secondary resources to develop a narrative explaining how one becomes a citizen of the United States.

Have students document the current naturalization process to U.S. citizenship.


Insight 360



8 U.S. Government







Grading Period

Objectives (PLD)


Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


1st 9 Weeks 3rd 9

Weeks

3d. Explain how the Constitution can be amended. (DOK 1)

What are the different ways to formally amend, or change the wording of, the Constitution? How many times has the Constitution been amended? What is the Bill of Rights?


Create five groups and have each group to discuss the process of constitutional change by means other than formal amendment.

Have students create a poster displaying the two constitutional methods for proposing and ratifying an amendment to the U.S. Constitution.

Have students write a narrative arguing for a proposed amendment to the U.S. Constitution.

• Have students write a narrative opposing a proposed amendment to the U.S. Constitution.


Insight 360



1st 9 Weeks 3rd 9

Weeks

4a. Explain how the different ideas and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. (DOK 3)

How can we describe the free enterprise system and the laissez- faire theory? What is the role of government in a mixed economy? What is socialism?


Have students examine primary and secondary resources to develop a narrative explaining ideas and structures of parliamentary systems.

Have students created a chart or diagram displaying the amount of control various forms of governments assert over their economic systems. (e. g. give examples of the degree of government control over the three key economic decisions: what to produce, how to produce, and who gets what is produced).


Insight 360



9 U.S. Government







Grading Period

Objectives (PLD)


Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


4a. (continued) Have students create a comparison/ contrast diagram of (Dictatorship, Absolute and Constitutional Monarchies) (Democracy, Oiigopoly, Autocracy) (Unitary Government, Confederate Government, and Federal Government)

1st 9 Weeks 3rd 9

Weeks

4b. Identify the forms of illegitimate power that some twentieth- century African, Asian, and Latin American dictators used to gain and hold office and the conditions and interests that supported them. (DOK 1)

What is the fundamental difference between a democracy and a dictatorship?


Have students examine primary and secondary resources to develop a narrative explaining the forms of illegitimate power.



Insight 360



1st 9 Weeks 3rd 9

Weeks

4c Analyze the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow Communist governments in Czechoslovakia, Hungary, and Poland, including the roles of movement leaders and individuals. (DOK 3)

What do the theories of Karl Marx describe? What characteristics do communist economies have? How did communism operate in the Soviet Union, China, and other nations?


Have students examine primary and secondary resources to develop a narrative explaining give rise to Communism.

Have students to analyze the pro- communist and anti-communist allegories in the children’s novel Animal Farm (1945) a political satire of the Russian Revolution and Stalinist Regime.

Have students view video news footage of the 1989 Fall of the Berlin Wall and analyze two primary sources supporting the end of communism in the Soviet Union and opposition to the


Insight 360



10 U.S. Government







Grading Period

Objectives (PLD)


Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


4c. (Continued) end of the communist regime. Students are to critique each narrative and write a response to each.

Have students create a collage of the anti-communist materials popular in America during the late 1940s, 1950s, and 1960s. Collage should include posters, magazines, political cartoons, album covers, songs, etc…

2nd 9

Weeks 4th 9

Weeks

5a. Explain Supreme Court rulings that have resulted in controversies over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). (DOK 2)

How did the Civil Rights Movement fulfill the promise of the Amendments?


Have students examine primary and secondary resources to develop a narrative explaining Supreme Court rulings that have resulted in controversies.

Have students compare and contrast the following landmark Court decisions concerning equality in the realm of public education (Brown v. the Board of Education (1954) and Regents of the University of California v. Bakke (1978)) Have students to cite how each case expanded or protected the rights of students to have equality in the realm of public education.

• Have students compare and contrast the Supreme Court’s decision in Lovings v. Virginia (1967) and Obergefell v. Hodges (2015) Student’s must high light what constitutional amendment and provisions were being interpreted.


Insight 360



11 U.S. Government




Grading Period

Objectives (PLD)


Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


1st 9 Weeks 3rd 9

Weeks

5b. Explain the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; and the relationship of religion and government. (DOK 2)

How is majority rule, individual rights; liberty and equality different on the state and national level in a federal system?


Have students use a graphic organizer to compare majority rule and individual rights; liberty and equality; state and national authority in a federal system.

Have students write a narrative opposing a recent Supreme Court decision that was highly unpopular in their region. The students must not use emotion or religious arguments in their exposition, but sound constitutional principle on how the Court’s opinion goes beyond the Founding Father’s intentions and powers set forth by the Court in Article III of the Constitution.


Insight 360



1st 9 Weeks 3rd 9

Weeks

5c. Analyze the meaning and importance of each of the rights guaranteed under the Bill of Rights and landmark Amendments (e.g., 13th, 14th, 15th, 19th, 26th) and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). (DOK 3)

What are the rights guaranteed to individual in the Bill of Rights?


Have students use a graphic organizer to compare he rights guaranteed under the Bill of Rights.

Have student list what freedoms or protections were established by Court decisions of the following years: Clear and Present Danger” – (1917) “Recital of the Pledge of Allegiance” – (1943) “Public School Students are protected by the 14th Amendment” – (1954) “Illegally obtain evidence banned in criminal courts” – (1961) “Poor Citizens have a right to legal counsel in criminal court” – (1963) “Contraceptives and Marital Privacy” – (1965)

Textbook Internet Power Point Primary Sources Secondary Sources Charts/ Graphs/ Tables http://www.arc hives.gov/edu cation/ Insight 360



12 U.S. Government







Grading Period

Objectives (PLD)


Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


5c (continued) “Citizens must be informed of their rights as part of due process” – (1966) “Students bring their constitutional protections to school too” – (1969) “Medical Privacy is a Woman’s Right” – (1973) “Whites cannot be discriminated against due to race” – (1978) “Symbolic Speech protects some highly unpopular acts” – (1989) “Expansion of the Freedom to Marry” -- (2015)

2nd 9 Weeks 4th 9

Weeks

6a. Critique whether certain governmental acts, such as the Sherman Anti-trust Act and the North American Free Trade Agreement, promote the ― “common welfare” of the United States as stated in the preamble to the Constitution. (DOK 3)

What is the difference between Sherman Anti-trust Act and the North American Free Trade Agreement?


Have students use a graphic organizer to compare the Sherman Anti-trust Act and North American Free Trade Agreement,

Have students create a list of the following federal laws and list the positive and negative benefits of each federal law— The Sherman Anti-Trust Act of 1890 The Clayton Anti-Trust Act of 1914 The Smoot- Hawley Tariff of 1930 The National Labor Relations Act 1935 The Labor Management Relations Act of 1947 The North American Free Trade Agreement of 1994


Insight 360



13 U.S. Government




Grading Period

Objectives (PLD)


Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd 9 Weeks 4th 9

Weeks

6b. Cite evidence and explain how the American Governmental policies of containment and democratic expansion serve as means of expanding and protecting the economic interests of the United States. (DOK 2)

What evidence explains how the American Governmental policies of containment and democratic expansion serve as means of expanding and protecting the economic interests of the United States?.


Have students examine primary and secondary resources to develop a narrative explaining containment and democratic expansion.



Insight 360



2nd 9 Weeks 4th 9

Weeks

6c. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one’s work; right to join or not join labor unions; copyrights and patents). (DOK 2)

What are some economic rights that are important to individuals in our society?


Have students use a graphic organizer to compare individual and to society right to acquire, use, transfer, and dispose of property



Insight 360



14 U.S. Government







Grading Period

Objectives (PLD)


Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd 9 Weeks 4th 9

Weeks

7a. Analyze how a civil society makes it possible for people, individually or collectively, to influence government in ways other than voting and elections (e.g., Lobbying, Political Action Committees, ― “Political Art”/political cartoons, protest songs, plays, movies, novels, etc.). (DOK 3)

What amendments focused on voting rights for individuals?


Have students use a graphic organizer to compare Lobbying, Political Action Committees.



Insight 360



2nd 9 Weeks 4th 9

Weeks

7b. Explain how religion and religious diversity has characterized the development of American democracy. (DOK 2)

What amendments focused on religion for individuals?


Have students examine primary and secondary resources to develop a narrative explaining Vocabulary strategies religious diversity.

Pre-reading Warm-ups Writing prompts


Insight 360



15 U.S. Government







Grading Period

Objectives (PLD)


Essential Questions



Resources


you need?)

Assessment


the desired student

outcome?)

Content Connection


CONTENT AREAS into


2nd 9 Weeks 4th 9

Weeks

7c. Analyze the influence of the media on American political life. (DOK 3)

How have the media contributed to American politics?


Debate whether the government should force the media to reveal their sources.



Insight 360



16 U.S. Government




united states government · explain how the different ideas and structures of feudalism,...

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