CURRICULUM FRAMEWORK PROGRESS GUIDE Based on the Maryland Voluntary State Curriculum

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1 CURRICULUM FRAMEWORK PROGRESS GUIDE Based on the Maryland Voluntary State Curriculum Social Studies Local, State, and National Government Grade 10 Copyright July 30, 2008 Prince George s County Public Schools PGIN Board of Education of Prince George's County, Maryland

2 BOARD OF EDUCATION OF PRINCE GEORGE S COUNTY, MARYLAND Verjeana M. Jacobs, Esq., Chair Ron L. Watson, Ph.D., Vice Chair Donna Hathaway Beck Pat J. Fletcher Heather Iliff R. Owen Johnson, Jr. Rosalind A. Johnson Linda Thornton Thomas Amber P. Waller Edward Burroughs III, Student Board Member John E. Deasy, Ph. D., Superintendent of Schools William R. Hite, Jr., Ed.D., Chief of Staff Gladys Whitehead, Ph.D., Interim Chief Academic Officer Kara Miley-Libby, Ed.D., Acting Director of Curriculum and Instruction Judith Russ, Acting Coordinating Supervisor of Academic Programs Gwendolyn F. Smith, Ph.D., Coordinating Supervisor, Comprehensive Instructional Support Phyllis Evans, Social Studies Supervisor, K-12 i

3 ACKNOWLEDGEMENTS Prince George s County Public Schools wishes to thank the following professionals who worked on the Curriculum Framework Progress Guide for L/S/N Government under the direction of the Social Studies Office: Normand Lambert, Friendly High School Christie Wallace, Bladensburg High School Sandra Rose, Social Studies Instructional Specialist, K-12 We would also like to thank the Curriculum Writing Production Staff for their assistance. ii

4 TABLE OF CONTENTS Introduction page 1 VSC Indicators by Unit page 3 Pacing Guide page 5 Pacing Calendar page 8 Materials page 11 Reading Strategies Guide page 12 Unit 1: Political and Economic Structures page 14 Unit 2: Foundations and Principles of Government and The Constitution page 29 Unit 3: Participation in Government page 47 Unit 4: The Legislative Branch page 66 Unit 5: The Executive Branch page 83 Unit 6: The Judicial Branch page 102 Unit 7: Domestic and Foreign Policy page 118 Appendix: Social Studies DTA from Standards of Excellence page 132 Social Studies Rubric page 133 Suggested Social Studies Learning Activities page 135 Research/Service Learning Projects page 137 Possible Field Trips page 138 Field Trip Guide page 143 BCR/ECR Answer Cues page 146 Curriculum Guide Evaluation Form page 160 iii

5 Local, State, and National Government Introduction This Social Studies Curriculum Framework Progress Guide is aligned with the Social Studies Voluntary State Curriculum prepared by the Maryland State Department of Education (MSDE). An explanation of the Maryland Voluntary State Curriculum and the four social studies standards is below. The Maryland Voluntary State Curriculum The Maryland Voluntary State Curriculum (VSC) defines what students should know and be able to do at each grade level, pre-kindergarten through grade eleven, in all four content areas. The VSC is the document that aligns the Maryland Content Standards, the Maryland School Assessment Program, and the High School Assessment Program. The curriculum documents are formatted so that each begins with content standards or broad, measurable statements about what students should know and be able to do. Indicator statements provide the next level of specificity and begin to narrow the focus for teachers. Finally, the objectives provide teachers with very clear information about what specific learning should occur. The Four Social Studies Standards 1.0 Political Science: Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence with particular emphases on the democratic skills and attitudes necessary to become responsible citizens. Students will understand the historical principles and the development of skills and attitudes necessary to become responsible citizens. 2.0 Peoples of the World and Nations: Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the World through both a multicultural and historic perspective. Students will understand how people in Maryland, the United States, and around the world are alike and different. 3.0 Geography: Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time. Students will use geographic concepts and processes to understand location and its relationship to human activities. 4.0 Economics: Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world. Students will identify economic principals and processes that are helpful to producers and consumers when making good decisions. The Social Studies Rubric The Social Studies Rubric from MSDE is included in the Resource Section of the guide. It is intended for social studies teachers to use with every writing assignment. Writing is a performance activity that allows students to reflect and elaborate on how they think and what they know. It is important to extend student understanding of the expectations of the rubric with repeated opportunities to write five to seven minute Brief Constructed Responses (BCR) and twenty-five to thirty minute Extended Constructed Responses (ECR). 1

6 Planning and Observation Guide Social Studies (K-12) Social Studies instruction should reflect teacher planning, knowledge, organization, classroom management and climate, instructional delivery and assessment. Timeframes for instruction vary and are dependent upon the particulars of the instructional activity. The planning and observation guide is included to assist social studies teachers in the planning and observation process. Service Learning This guide also contains activities which will enable students to fulfill the Infused Service Learning requirement mandated by the state of Maryland. Infused Service Learning means that students are expected to complete classroom-based activities designed to increase their understanding of the importance of their involvement in issues affecting their communities. Such activities include surveys, research projects, letter writing campaigns, and lobbying initiatives. Infused Service Learning Activities are included at the end of this guide. The guide also reflects the principles of Dimensions of Learning. If students are involved in meaningful activities where they are encouraged to share the responsibility for the acquisition and integration of knowledge, they are more likely to care about what they study. What they study will in turn influence their overall development as citizens. The development of citizenship is the most critical function of the Social Studies program. Please Note: This guide was prepared in accordance with the Maryland Voluntary State Curriculum. Lessons have been adapted and incorporated into the curriculum guide using the MSDE Web based course ( and the MSDE Exemplary lessons ( A Guide for Using this Curriculum Framework Progress Guide A planning and pacing guide as well as a calendar are provided to assist teachers with staying on pace in order to reach all of the instructional concepts. A comprehensive list of all the VSC reading standards addressed in the social studies classroom is included on pages for reference and use. Many of the reading standards are imbedded within the Social Studies Curriculum and ought to be utilized as part of the learning process. This guide is arranged by unit. Each unit has a lesson framework or skeleton for every lesson within that unit. Teachers can then take the information given in the other frameworks to create their own lesson plans. Each unit contains three completed lesson plans to be utilized as models for incorporating the standards, resources, instructional modifications, and assessments in the lesson planning process. It is not expected that every resource given on the framework will be used. The teacher may pick and choose the resources that are best for the students in their classroom. Within the Suggested Student Objectives section of the framework, objectives that are noted with an Indicator (1.1.1j) are taken directly from the VSC. 2

7 Preparing Students for the HSA in Government (Adapted from the MSDE Web Based Course) What should be happening in Social Studies classrooms to prepare students for the High School Assessment in Government? Students should be able to: ORGANIZE SYNTHESIZE INTERPRET Complex information EXPLAIN (concepts, problems or current issues) EVALUATE Consider alternative solutions, strategies and perspectives Elaborate and apply their understanding of content Explain their answer in clear and concise written responses Apply basic ideas, concepts, and principles in the various disciplines in Social Studies Compare and contrast issues Give evidence and explanation in written expression Develop and defend arguments Analyze charts, political cartoons, maps, and other stimuli related to the Core Learning Goals Teachers should: Incorporate the Core Learning Goals and assessment limits into daily lesson plans. Include before, during and after reading strategies. Engage students in activities that emphasize problem solving, analysis, and evaluation. Stress written communication as well as oral. Offer opportunities to interpret social studies data. Apply content to real-world situations. Include multiple perspectives to allow for discussion and analysis. Incorporate research and use of technology into their lesson plans. Use alternative assessments (i.e. mock trials, debates, mock congressional hearings etc ) to mirror student learning. Use student writing to assess content knowledge. Include multiple kinds of stimuli (primary documents, political cartoons, photos, newspapers, and journal articles) into daily lesson plans and classroom assessments. Frequently assign and assess student writing. Use the Social Studies rubric to score student responses. Emphasize critical thinking skills in lessons and classroom assessments. 3

8 Core Learning Goals Indicator Chart By Unit C.L.G. Indicator Unit I Political and Economic Structures Unit II Foundations and Principles of Government and the Constitution Unit III Participation in Government Unit IV The Legislative Branches (National, State and Local) Unit V The Executive Branches (National, State and Local) Unit VI The Judicial Branches (National and State) X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Unit VII Domestic and Foreign Policy 4

9 Local, State, and National Government Pacing Guide Unit 1: Political and Economic Structures Lesson 1: Purposes of Government Lesson 2: Forms of Government Lesson 3: Direct and Representative Governments/ Parliamentary and Presidential Democracies Lesson 4: Limited and Unlimited Governments Lesson 5: Government Decision-Making Lesson 6: Types of Economies 7 Sessions 1 Session 1 Session 1 Session 1 Session 1 Session 2 Sessions Unit 2: Foundations and Principles of Government and the Constitution Lesson 7: Principles of Democracy Lesson 8: Roots of American Democracy Lesson 9: Founding Documents Lesson 10: The Bill of Rights Lesson 11: The Powers of Government 12 Sessions 1 Session 1 Session 2 Sessions 4 Sessions 4 Sessions Unit 3: Participation in Government Lesson 12: Civic Responsibility Lesson 13: Political Parties Lesson 14: Election Politics Lesson 15: Interest Groups Lesson 16: Role of the Media Lesson 17: Demographics and Reapportionment Lesson 18: Civic Participation 10 Sessions 1 Session 2 Sessions 2 Sessions 1 Session 1 Session 1 Session 1 Session Unit 4: The Legislative Branch Lesson 19: Structure and Organization of Congress Lesson 20: Powers of Congress Lesson 21: Lawmaking Lesson 22: Influencing Lawmaking Lesson 23: State and Local Legislatures Lesson 24: Evaluating Legislation Lesson 25: Developing Fiscal Policy 9 Sessions 1 Sessions 2 Sessions 2 Sessions 1 Session 1 Session 1 Session 1 Session 5

10 Unit 5: The Executive Branch Lesson 26: The Electoral College and the Election of the President Lesson 27: Structure and Organization of the Executive Branch Lesson 28: Roles and Powers of the Modern Presidency Lesson 29: The Executive and Foreign Policy Lesson 30: The Executive and the Economy Lesson 31: State and Local Executives 10 Sessions 2 Sessions 2 Sessions 2 Sessions 2 Sessions 1 Session 1 Session Unit 6: The Judicial Branch Lesson 32: Federal and State Courts Lesson 33: Judicial Review Lesson 34: Criminal Law Lesson 35: Civil Law Lesson 36: Equal Protection Lesson 37: Rights of Students Unit 7: Domestic and Foreign Policy Lesson 38: Demographics and Public Policy Lesson 39: Monetary Policy Lesson 40: Measuring the Economy Lesson 41: Foreign Policy 13 Sessions 1 Session 1 Session 3 Sessions 3 Sessions 3 Sessions 2 Sessions 9 Sessions 2 Sessions 2 Sessions 2 Sessions 3 Sessions 6

11 PGCPS Pacing Calendar Quarter One (45 days) AUGUST 2008 Monday Tuesday Wednesday Thursday Friday PEIP 14 PEIP 15 PEIP 18 Professional Duty Day all Teachers 19 Professional Duty Day all Teachers 20 Professional Duty Day all Teachers 21 Professional Duty Day all Teachers Students Return Begin Unit 1 SEPTEMBER 2008 Monday Tuesday Wednesday Thursday Friday 1 Holiday - Labor Day* Schools Closed 2 Ramadan** End Unit 1 17 Begin Unit Professional Development Day Schools Closed for Students Rosh Hashanah** 1 2 Eid Al-Fitr** 3 OCTOBER 2008 Monday Tuesday Wednesday Thursday Friday Holiday -Yom Kippur* Schools Closed MSTA Convention Closed for Students and Teachers End Unit 2 Begin Unit End Q1 31 Grading/ Teacher Planning - Closed for Students and Teachers *Schools and offices closed **Holiday begins at sunset the previous day, PGCPS prohibits scheduling of any meetings or activities during or after the regular school day. 7

12 PGCPS Pacing Calendar Quarter Two (48 days) NOVEMBER 2008 Monday Tuesday Wednesday Thursday Friday 3 Begin Q2 4 Holiday Election Day* Schools Closed Parent/ Teacher Conferences Closed for Students and Teachers End Unit 3 26 Thanksgiving Break Schools Closed 27 Thanksgiving Day Schools Closed 28 Thanksgiving Break Schools Closed DECEMBER 2008 Monday Tuesday Wednesday Thursday Friday Begin Unit Eid Al-Adha** Winter Break Schools Closed for Students and Teachers 23 Winter Break Schools Closed for Students and Teachers 24 Holidays Christmas* Closed for Students and Teachers 25 Holidays Christmas* Closed for Students and Teachers 26 Holidays Christmas* Closed for Students and Teachers JANUARY 2009 Monday Tuesday Wednesday Thursday Friday End Unit 4 Begin Unit Holiday MLK Day* Schools Closed End Q2 30 Grading/ Teacher Planning Schools Closed for Students *Schools and offices closed **Holiday begins at sunset the previous day, PGCPS prohibits scheduling of any meetings or activities during or after the regular school day. 8

13 PGCPS Pacing Calendar Quarter Three (47 days) FEBRUARY 2009 Monday Tuesday Wednesday Thursday Friday Professional Development Schools Closed ½ Day for Students Holiday President s Day* Schools Closed End Unit 5 Begin Unit MARCH 2009 Monday Tuesday Wednesday Thursday Friday End Unit Begin Unit 7 APRIL 2009 Monday Tuesday Wednesday Thursday Friday Spring Break Schools Closed 7 Spring Break Schools Closed 8 Spring Break Schools Closed 9 Spring Break Schools Closed 10 Holiday Easter* Schools Closed 13 Holiday Easter* Schools Closed End Q3 17 Grading/ Teacher Planning Schools Closed for Students *Schools and offices closed **Holiday begins at sunset the previous day, PGCPS prohibits scheduling of any meetings or activities during or after the regular school day. 9

14 PGCPS Pacing Calendar Quarter Four (42 days) APRIL 2009 Monday Tuesday Wednesday Thursday Friday End Unit 7 MAY 2009 Monday Tuesday Wednesday Thursday Friday Government HSA Holiday Memorial Day* Schools Closed 26 HSA Extension Project for Students is on blackboard 27 HSA Extension Project for Students is on blackboard 28 HSA Extension Project for Students is on blackboard 29 HSA Extension Project for Students is on blackboard JUNE 2009 Monday Tuesday Wednesday Thursday Friday End Q4 Last Day Students 18 Last Day Teachers 19 *Schools and offices closed **Holiday begins at sunset the previous day, PGCPS prohibits scheduling of any meetings or activities during or after the regular school day. 10

15 Local, State, and National Government Materials List Name of Material Core Materials United States Government: Democracy in Action 2008 Student Edition Teacher Edition Ancillaries Block Scheduling Implementation Guide Reading Essentials and Study Guide Foldables for High School Government Reading Strategies and Activities for the Social Studies Classroom American Biographies Guided Reading Activities Chapter Summaries Cooperative Learning Activities Government Simulations and Debates Historical Documents and Speeches Interpreting Political Cartoons Participating in Government Activities Reteaching Activities Skill Reinforcement Activities Source Readings Supreme Court Case Studies Vocabulary Activities Living Constitution, Teacher Edition Assessment: Section Quizzes and Chapter Tests and Authentic Assessment Plus Rubrics Section Focus Transparencies, Strategies, and Activities Unit Overlay Transparencies Reproducible Lesson Plans Daily Lecture Notes Technology TeacherWorks Plus DVD Vocabulary Puzzlemaker CD-Rom StudentWorks with Audio Summaries DVD ExamView Assessment Suite CD-Rom Interactive Self-Assessment Tutor CD-Rom MindJogger VideoQuizzes DVD PresentationPlus! CD-Rom Abbreviation Use in the Curriculum Framework Guide DIA SE TE BSG RESG FLD RSA BIO GR CS CLA GSD HDS IPC PGA RTA SRA SR SC VOC CONST TEST SFTrans UTrans RLP DLN 11

16 Adapted from the VSC Core Learning Goals for High School Reading English Language Arts Rationale: The Core Learning Goals for Reading English Language Arts have been included to insure that teachers incorporate both reading and writing strategies in teaching social studies content. The expectations and indicators referenced in this guide are those that are aligned with the aim of delivering social studies instruction while incorporating the use and mechanics of reading strategies to access social studies information from this guide. Note: Expectations and Indicators referenced in this guide were selected as a means of achieving interdisciplinary consistency in high school. Goal 1 Reading, Reviewing and Responding to Texts The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis. Expectation 1. The student will use effective strategies before, during, and after reading, viewing, and listening to self-selected and assigned materials. Indicator 1. The student will use pre-reading strategies appropriate for both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, setting purpose(s), and making predictions. Indicator 2. The student will use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fix-up strategies such as re-reading, questioning, and summarizing. Indicator 3. The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading. Indicator 4. The student will apply reading strategies when comparing, making connections, and drawing conclusions about non-print text. Goal 2 Composing in a Variety of Modes The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Expectation 1. The student will compose oral, written, and visual presentations that inform, persuade, and express personal ideas. Indicator 4. The student will compose persuasive texts that support, modify, or refute a position and include effective rhetorical strategies. Expectation 2. The student will compose texts using the prewriting, drafting, revising, and editing strategies of effective writers and speakers. Indicator 1. The student will use a variety of prewriting strategies to generate and develop ideas. Indicator 2. The student will select and organize ideas for specific audiences and purposes. Indicator 3. The student will revise and edit texts for clarity, completeness, and effectiveness 12

17 Adapted from the VSC Core Learning Goals for High School Reading English Language Arts cont. Goal 3 Controlling Language The student will demonstrate the ability to control language by applying the conventions of Standard English in writing and speaking. Expectation 1. The student will demonstrate understanding of the nature and structure of language, including grammar concepts and skills, to strengthen control of oral and written language. Indicator 1. The student will demonstrate the advantages and limitations of speech and writing when communicating in various situations for specific audiences and purposes. Goal 4 Evaluating the Content, Organization, and Language Use of Texts The student will demonstrate the ability to evaluate the content, organization, and language use of texts. Expectation 1. The student will describe the effect that a given text, heard or read, has on a listener or reader. Expectation 2. The student will assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices. 13

18 Unit One: Political and Economic Structures 14

19 Unit One Overview (Adapted from the MSDE Web Based Course) Rationale or Purpose for Teaching: The purpose of this unit is to provide students with knowledge about the importance of government as an institution necessary to a civil society. Students begin by examining the need for government through an examination of the relevance that government has for their lives. As part of that examination, students will evaluate the effectiveness of various systems and types of government and determine whether those governments meet the needs of their citizens in a world that continues to grow into a global network. They will also compare political systems described as democratic (limited) or authoritarian (unlimited) based on these criteria: the amount of civic participation in the governing process; the authority of the government; and the protection of individual liberties. In addition, students will analyze how different forms of government federal, unitary, or confederate distribute power and authority. They will also be introduced to economic concepts fundamental to understanding the role that economics plays within a specific political system. Additionally, students will analyze a number of economic systems to determine how governments provide solutions to basic economic questions necessary for meeting the wants of their citizens. Essential Concepts: Governments provide a structure for making and enforcing decisions. Governments establish power and authority. The purposes of government include: protecting individual rights, maintaining order, providing public services and providing for economic security and the common defense. Democratic governments address the balance between civil liberties and authority. Power is distributed differently in the forms of government. Governments make economic decisions based on the scarcity of resources. Economic decisions made by governments directly affect our current and future daily life and standard of living. A nation s socio-economic goals drive economic decisions. Essential Questions: How does government affect the daily life of individuals? What are the purposes of government? How do governments address the degree to which their system is a limited government, and has rule of law, consent of the governed/popular sovereignty and majority rule? What are the differences between the forms of government (Unitary, Federal, and Confederate)? What are the different types of democracy (direct, representative, parliamentary and presidential)? What are the advantages and disadvantages of limited and unlimited political systems? What are the characteristics of limited and unlimited political systems? What are the economic principles of opportunity cost and scarcity? How do governments prioritize socio-economic goals in response to changing economic, social and political conditions? How do economic systems (traditional, market and command) address the three economic questions? --What to produce? --How to produce? --For whom to produce? Why do governments organize their mixed economies using elements of traditional, market and command economic systems? 15

20 Essential Vocabulary: unitary command economy majority rule oligarchy mixed economy separation of powers confederate traditional economy limited government authoritarian market economy absolute power totalitarian economic resources socio-economic goals absolute monarchy scarcity social contract dictatorship goods and services federal system democracy opportunity cost presidential democracy representative democracy parliamentary democracy direct democracy economic wants trade off *Terms that have been italicized are VSC Assessment Limits* 16

21 Unit: One Standard: 1.0 Expectation: 1.1 Indicator: Objectives: Estimated Time: 1 Session Lesson 1: Purposes of Government Political Science The student will demonstrate an understanding of the structure and functions of government and politics in the United States. The student will analyze historic documents to determine the basic principles of United States government and apply them to real world situations. (a) Describe the purposes of government, such as protecting individual rights, promoting the common good, and providing economic security. (b) Evaluate why governments are formed. (h) Analyze the Preamble as the mission statement of the Constitution of the United States. Suggested Student Objectives: Students will describe the purposes of government, such as protecting individual rights, promoting the common good, and in order to understand why governments are formed. Students will evaluate why governments are formed in order to understand why we have government. Students will analyze the Preamble as the mission statement of the Constitution of the United States in order to examine the effect government has on the daily lives of citizens. Students will evaluate the role of government in providing public goods, such as national defense and public education in order to describe the services which government provides. Reading Strategies: Make Comparisons Cause and Effect Main Idea and Supporting Details Vocabulary Development Analyze Information Technology/Web Resources: (political cartoons); unitedstreaming: Founding of our Federal Government and American History: Foundations of American Government Suggested Student Resources and Materials DIA SE pages 9-11; Chapter 1 Section 1; Chapter 3 Section 1 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages 9-11; Chapter 1 Section 1; Chapter 3 Section 1 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFTrans; RTA FLD page 44 Suggested Formative Assessment Sample (BCR, SR, ECR) SR- In which form of government do sovereign states have more power than the central government? a) federal b) confederate c) authoritarian d) unitary BCR- How does the government affect the daily lives of individuals? Include details and examples to support your answer. Modifications for Special Education Students: Students should complete the activity Studying the Parts of the Constitution found on page 64 of the TE. Students should complete the activity Developing Vocabulary found on page 6 of the TE. Modifications for ESOL Students: Students should complete the activity Preparing a Teaching Booklet found on page 6 of the TE. Honors Extensions: Students should complete the activity Health found on page 9 of the TE. Notes: ECR- There are many purposes of government. Governments provide law and order, promote the common good, and provide protection for the people. Explain how the United States government addresses the purposes of government. Should the government provide these services? Explain why or why not. Include details and examples to support your answer. 17

22 Overview: Lesson 1: Purposes of Government This lesson uses the Preamble to introduce students to the purposes of government as outlined by the framers of the Constitution. VSC Expectations, Indicators, Assessment Limits, Objectives: Lesson Objectives: Students will describe the purposes of government, such as protecting individual rights, promoting the common good, and providing economic security in order to understand why governments are formed.(1.1.1 a) Students will evaluate why governments are formed in order to understand why we have government.(1.1.1 b) Students will analyze the Preamble as the mission statement of the Constitution of the United States in order to examine the effect government has on the daily lives of citizens.(1.1.1 h) Students will evaluate the role of government in providing public goods, such as national defense and public education in order to understand the services which government provides. (4.1.2 c) Warm Up: Expectation Indicator Assessment Limits Objectives Documents: Declaration of Independence, United States Constitution. Basic Principles: limited government, consent of the governed, popular sovereignty, majority rule and rule of law a. Evaluate competing ideas about the main purpose government, such as protecting individual rights, promoting the common good, and providing economic security b. Explain what government is and evaluate why governments are formed Ask students to brainstorm responses to the question, What does our government do for us? Write responses on the board. Explain to students that what our government is supposed to do its role in our lives is defined by our Constitution. Introductory and Development Activities: (1) Write the word preamble on the board. Ask the students what it might mean. The prefix pre- means before, and amble means walk. Therefore the Preamble of the Constitution is the introduction, what comes before. The Preamble states the purpose of the Constitution the purpose of the government that the framers designed. It is similar to an introductory paragraph in an essay. What does an author try to do in the introductory paragraph of an essay, story or article? Capture the attention of the reader by giving them a preview of what the writing will be about. Based on what we learned in the warm up, what should be included in a preamble to a document like the Constitution? 18

23 (2) Hand out copies of Decoding the Preamble Puzzle. You may wish to use the overhead of Decoding the Preamble Puzzle as well. Have students use the license plate artwork to translate the actual words of the Preamble individually and write the six functions of the U.S. government. Ask students to pair and compare their responses. Have student pairs share their results with the class. Guided Practice Activities: Hand out copies of What Does Government Do? The Preamble of the Constitution. Ask students to use the class responses from the Warm-Up activity in order to fill in the boxes for examples for each of the six functions of the U.S. government outlined in the Preamble. Independent Activities: Hand out copies of Creating a New Constitution: Does One Size Fit All? For this activity, you may have students work individually, in pairs, or in groups. Have students read (or read out loud) the paragraph at the top of the handout about the history behind the creation of the U.S. Constitution. Have students identify four significant events that contributed to how the authors of our Constitution felt about the role of government. Finally, ask students to review each of the hypothetical situations (based on real-world examples) in which a new Constitution is needed. Have them identify which parts of the U.S. Preamble they could keep in the example and which parts they would need to change. Assessment: Students should complete one of the following extension activities: Closure Activities: Write a Preamble as a class for your school s student handbook. Using the State Preambles extension handout, have the students compare the different states preambles to the US Constitution Preamble. Have students choose one of the four situations provided in the student handout, Creating a New Constitution: Does One Size Fit All, and write a preamble for that chosen situation. Separate the students into groups. Assign each group a phrase of the Preamble. Each group should use resources from the classroom to create a poster/collage that represents what they think the phrase means. As the students leave the classroom, have them fill out exit slips explaining what the Preamble to the United States Constitution is and why it is important. Notes: All Teacher Resources and Student Handouts for this lesson are on the High School Social Studies E-Org. This lesson was adapted from the Youth Leadership Initiative. 19

24 Unit: One Estimated Time: 1 Session Lesson 2: Forms of Government Standard: 2.0 Peoples of the Nation and World Expectation: 2.2 The student will compare and evaluate the effectiveness of the United States system of government and various other political systems. Indicator: The student will analyze advantages and disadvantages of various types of governments throughout the world. Objective: (b) Compare confederate, unitary and federal forms of government and determine how each assists or impedes the functioning of government. Suggested Student Objectives: Students will define confederate, unitary and federal forms of government in order to identify the similarities and differences between the three forms of government. Reading Strategies: Compare and Contrast Cause and Effect Main Idea and Supporting Details Vocabulary Development Analyze Information Summarize Classify Fact and Opinion Technology/Web Resources: (political cartoons); unitedstreaming: Founding of our Federal Government and American History: Foundations of American Government Suggested Student Resources and Materials DIA SE pages 12-17; Chapter 1 Section 2; Chapter 1 Section 3 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages 12-17; Chapter 1 Section 2; Chapter 1 Section 3 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA. FLD page 45 Modifications for Special Education Students: Students should complete the activity Distinguishing Fact from Opinion found on page 21 of the TE. Modifications for ESOL Students: Students should complete the activity Setting up a Government found on page 19 of the TE. Honors Extensions: Students should complete the activity Distinguishing Fact from Opinion found on page 21 of the TE. Notes: Suggested Formative Assessment Sample (BCR, SR, ECR) SR- In which form of government do sovereign states have more power than the central government? a) federal b) confederate c) authoritarian d) unitary BCR- What are the advantages and disadvantages of unitary, confederate and federal governments? Include details and examples to support your answer. ECR- Compare confederate, unitary and federal forms of government. Explain how each assists or impedes the functioning of government. Include details and examples to support your answer. 20

25 Unit: One Estimated Time: 1 Session Lesson 3: Direct, Representative, Parliamentary and Presidential Democracies Standard: 2.0 Peoples of the Nations and World Expectation: 2.2 The student will compare and evaluate the effectiveness of the United States system of government and various other political systems. Indicator: The student will analyze advantages and disadvantages of various types of governments throughout the world. Objectives: (a) Describe the advantages and disadvantages of a direct and representative democracy. (c) Compare parliamentary and presidential democracies. Suggested Student Objectives: Students will examine direct and representative democracies in order to analyze and compare their characteristics. Students will compare parliamentary and presidential democracies in order to identify differences between governments. Students will define presidential and parliamentary government in order to describe differences between governments. Students will interpret the ideas of Baron de Montesquieu as they relate to separation of powers, republican government, and equality under the law in order to chart the founding principles of American government. Reading Strategies: Summarize Classify Fact and Opinion Compare and Contrast Cause and Effect Main Idea and Supporting Details Technology/Web Resources: (political cartoons): unitedstreaming: This is Our Government Suggested Student Resources and Materials DIA SE pages pages Chapter 1 Section 3 Chapter 25 Section 1 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages pages Chapter 1 Section 3 Chapter 25 Section 1 Suggested Formative Assessment Sample (BCR, SR, ECR) SR Which of these is an advantage of a representative democracy? a) Political parties have the same platforms b) Citizens are able to vote on all issues c) Government agencies make decisions quickly d) Legislators are elected by the people RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA BCR Discuss the reasons why the Framers of the Constitution favored representative democracy over direct democracy. Include details and examples to support your response. ECR The text concludes that politics is about the public interest, not just who gets what. Consider the two forms of democracy (direct and representative) and discuss which form is best able to achieve the goal of politics promoting the public interest. Include details and examples to support your response. Modifications for Special Education Students: Students should complete the activity Multiple Learning Styles found on page 20 of the TE. Modifications for ESOL Students: Students should complete a Venn diagram illustrating the similarities and differences between the British Parliament and the U.S. Congress after viewing the C-Span clip. Honors Extensions: Students should view the C-Span clip and complete an appropriate writing activity. Notes: See Types of Government: The State Opening of British Parliament clip at 21

26 Lesson 3: Parliamentary and Presidential Democracies Overview: In this lesson, students are introduced to the principles of government and law developed by the Baron de Montesquieu, including separation of powers, republican government, and equality under the law VSC Expectations, Indicators, Assessment Limits, Objectives: Expectation Indicator Assessment Limits Objectives Types of Democratic (Parliamentary and Presidential), and Authoritarian (Monarchy, Oligarchy, Dictatorship, Totalitarian) Political Systems a. Compare the advantages and disadvantages of a direct and representative democracy b. Compare confederate, unitary and federal forms of government and determine how each assists or impedes the functioning of government c. Compare Parliamentary and Presidential democracies Lesson Objectives: Students will compare parliamentary and presidential democracies in order to understand differences between governments.(2.2.1c) Students will define presidential and parliamentary government in order to understand differences between governments. Students will interpret the ideas of Baron de Montesquieu as they relate to separation of powers, republican government, and equality under the law in order to understand the founding principles of American government. Students will apply their interpretations of specific quotations from Montesquieu to the political cartoons, King Andrew the First and I Want My Seat Back in order to demonstrate an understanding of the founding principles of American government. Warm Up: Display the overhead of King Andrew the First and ask the following questions: (1) What is the cartoonist trying to illustrate in this picture? (2) Why is Andrew Jackson standing on the U.S. Constitution? 22

27 Introductory and Development Activities: Introduce students to the second political cartoon and ask the following questions: (1) What is the cartoonist trying to illustrate in this picture? (2) Why is it important that the bald eagle is trying to regain his position? Guided Practice Activities: Pass out copies of the Baron de Montesquieu Biography and read with the class. Independent Activities: Pass out copies of Study Guide: Baron de Montesquieu s On the Spirit of Laws and direct students to complete it individually or in groups. Discuss their interpretations of Montesquieu s writings as a class. Assessment: Using the concepts separation of powers, republican government, and equality under the law, students will complete a BCR in which they respond to the following questions: How do you think Montesquieu would respond to the political cartoon King Andrew the First? What problems would he see with this picture? Would Montesquieu agree with Bill Mauldin in the I Want My Seat Back cartoon? What is the importance of laws and whom do they protect in this illustration? Do you agree with Montesquieu s thoughts about a republican government? What advantages does he believe this form of government has over a democracy? Include details and examples to support your response. Closure Activities: Teacher will lead an oral review of the concepts of separation of powers, republican government, and equality under the law. Notes: All Teacher Resources and Student Handouts for this lesson can be found on the High School Social Studies E-Org. Overhead with copy of Wietenkampf s King Andrew the First Overhead with copy of Bill Mauldin s I Want My Seat Back Student handout: Baron de Montesquieu Biography Student handout: Study Guide: Baron de Montesquieu s On Spirit of Laws This lesson was adapted from the Youth Leadership Initiative. 23

28 Unit: One Estimated Time: 1 Session Lesson 4: Limited and Unlimited Governments Standard: 2.0 Peoples of the Nation and World Expectation: 2.2 The student will compare and evaluate the effectiveness of the United States system of government and various other political systems. Indicator: Types of Democratic (Parliamentary and Presidential), and Authoritarian (Monarchy, Oligarchy, Dictatorship, Totalitarian) Political Systems, Forms of Government (Confederation, Federal, Unitary). Objectives: (d) Describe the characteristics of limited (democratic) and unlimited (authoritarian) governments. (e) Evaluate the advantages and disadvantages of limited and unlimited governments. (f) Explain how governments with written constitutions are not necessarily constitutional governments, which follow the rule of law, such as the Peoples Republic of China and North Korea. Suggested Student Objectives: Students will distinguish between limited and unlimited governments in order to categorize governments as democratic or non-democratic. Reading Strategies: Summarize Classify Fact and Opinion Compare and Contrast Cause and Effect Main Idea and Supporting Details Technology/Web Resources: (political cartoons) Suggested Student Resources and Materials Instructional Directions (Page references for TE and ancillary materials) Suggested Formative Assessment Sample (BCR, SR, ECR) Democracy in Action, Pages Chapter 1 Section 3 Democracy in Action, Pages Chapter 1 Section 3 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). BCR- Describe characteristics of an authoritarian system of government. Use details and examples to support your answer. SR- Which of these is most associated with an authoritarian government? a) The legislative process is slow b) Freedom of expression is valued c) Government leaders have absolute power d) Elections for government offices are conducted fairly FLD page 69 ECR- Describe whether the rights and the will of minorities better protected in a representative democracy, an autocracy, or an oligarchy. Explain your response using details and examples. Modifications for Special Education Students: Students should complete the activity Setting up a Government found on page 19 of the TE. Modifications for ESOL Students: Students will create a Foldable which correctly and accurately depicts the differences between limited and unlimited governments. Honors Extensions: Students will create a political cartoon which correctly and accurately depicts the differences between limited and unlimited governments. Notes: 24

29 Unit: One Standard: 4.0 Expectation: 4.1 Indicator: Objectives: Estimated Time: 1 Session Lesson 5: Government Decision Making Economics The student will demonstrate an understanding of economic principles, institutions, and processes required to formulate government policy. The student will utilize the principles of economic costs and benefits and opportunity cost to analyze the effectiveness of government policy in achieving socio-economic goals. (a) Explain how scarcity and opportunity cost affect government decision-making. (b) Explain how governments attempt to prioritize socio-economic goals in response to changing economic, social and political conditions. Suggested Student Objectives: Students will examine scarcity and opportunity cost in order to investigate their impact on government decision making. Students will explore various socio-economic goals in order to discuss how our government prioritizes these goals. Reading Strategies: Compare and Contrast Classify Fact and Opinion Summarize Vocabulary Development Technology/Web Resources: (political cartoons); Suggested Student Resources and Materials DIA SE pages 5-11; Chapter 1 Section 1; Chapter 26 Section 1 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages 5-11; Chapter 1 Section 1; Chapter 26 Section 1 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). FLD page 69 Suggested Formative Assessment Sample (BCR, SR, ECR) SR- Which of these would be an opportunity cost to a government offering a tax break to businesses that invest in new machinery? a) an increase in industrial innovation b) an increase in industrial productivity c) a decrease in the quality of goods exported d) a decrease in the amount of money collected BCR- Explain how scarcity and opportunity cost affect how governments make economic decisions. Include details and examples to support your response. ECR- Compare who benefits from government decisions made in an autocracy with who benefits from government decisions made in a representative democracy. Explain which system you believe a new nation would benefit by. Include details and examples to support your response. Modifications for Special Education Students: Students should complete the activity The Naturalist on page 719 of the TE Modifications for ESOL Students: Students should complete the activity The Naturalist on page 719 of the TE. Honors Extensions: Students will complete the cooperative learning activity (Depicting Economic Roles) found on page 718 in the TE. Notes: 25

30 Unit: One Standard: 4.0 Expectation: 4.1 Indicator: Objectives: Estimated Time: 2 Sessions Lesson 6: Types of Economies Economics The student will demonstrate an understanding of economic principles, institutions, and processes required to formulate government policy. The student will evaluate how governments affect the answers to the basic economic questions of what to produce, how to produce, and for whom to produce. (a) Explain how traditional, command and market economies answer the basic economic questions of what to produce, how to produce, and for whom to produce. (b) Describe how governments organize their economic system for the production, distribution and consumption of goods and services. (c) Explain how elements of market, command and traditional economies have shaped the United States mixed economic system, such as consumer preferences, tariff policies and farming practices. Suggested Student Objectives: Students will identify the different economic systems in order to evaluate their role in formulating government policy. Students will compare economic systems by determining how the three basic economic questions are answered in each in order to describe how economic systems are classified. Students will explain the concept of mixed economies in order to demonstrate understanding of the concept of economic systems. Reading Strategies: Main Idea and Details Vocabulary Development Predict Cause and Effect Compare and Contrast Make Inferences Technology/Web Resources: (political cartoons) Suggested Student Resources and Materials Instructional Directions (Page references for TE and ancillary materials) Suggested Formative Assessment Sample (BCR, SR, ECR) DIA SE pages 26-30; Chapter 1 Section 4; Chapter 26 Section 1 DIA TE pages 26-30; Chapter 1 Section 4; Chapter 26 Section 1 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). FLD page 44 page 69 Modifications for Special Education Students: Students should complete the activity Multiple Learning Styles on page 28 of the TE. Modifications for ESOL Students: Students should complete the activity Making Comparisons found on page 720 of the TE. SR- A traditional economy is an economic system a) based on long-standing customs b) composed of elements of capitalism and socialism c) controlled completely by the government d) determined solely by individuals competing for profits BCR- Explain why the United States can be called a mixed economy. Include details and examples to support your response. Honors Extensions: Students will complete the lesson Economy in Transition: The Ukraine found at Notes: ECR- Typically a government follows one of four types of economic systems: traditional, command, market and mixed. Explain how each system answers the basic economic questions of what to produce, how to produce and for whom to produce. Include details and examples to support your response. 26

31 Lesson 6: Types of Economies Overview: This is an introductory lesson on economic systems. The students will determine how basic economic questions are answered in each system. VSC Expectations, Indicators, Assessment Limits, Objectives: Expectation Indicator Assessment Limits Objectives Role of Government in a. Explain how traditional, answering the basic economic command and market questions (What to produce?, economies answer the basic How to produce?, For whom economic questions of what to to produce?) in Traditional, produce, how to produce and Market, Command, and Mixed for whom to produce Economies b. Identify how governments organize their mixed economies using elements of market, command, and traditional in order to make policies to satisfy economic wants c. Explain how elements of market, command and tradition have shaped the United States mixed economic system, such as consumer preferences, tariff policies and farming practices Lesson Objectives: Students will identify the different economic systems in order to evaluate their role in formulating government policy. Students will compare economic systems by determining how the three basic economic questions are answered in each in order to understand how economic systems are classified. Students will explain the concept of mixed economies in order to demonstrate understanding of the concept of economic systems. Warm Up: Ask students to interpret the following quote: "Political institutions are a superstructure on an economic foundation." (Vladimir Ilyich Lenin, 1913) Discuss the relationship between government and economics. 27

32 Introductory and Development Activities: Show students a transparency of Basic Economic Questions and discuss how our government responds to the questions. Guided Practice Activities: Have students complete the handout Comparison Chart by reading information on the different economic systems in their text. Use the Teacher Resource Types of Economic Systems to supplement their texts. Review student work, and then ask: "Does the economic system of the United States fit into one of the three basic systems?" Independent Activities: Introduce the concept of "mixed economy" and have students at least five examples (in their notebooks) of why the United States is a mixed economy. Assessment: Have students answer this Brief Constructed Response item: What is a mixed economy? Is a mixed economy more desirable than the other economic systems? Why or why not? Include examples and details to support your answer. Use the Social Studies Rubric to score student responses. Closure Activities: Teacher will lead an oral review of the concepts of traditional economy, command economy, marked economy, and mixed economy. Notes: All Teacher Resources and Student Handouts for this lesson can be found on the High School Social Studies E-Org. Overhead Transparency: Basic Economic Questions Teacher Resource: Types of Economic Systems Student Handout: Comparison Chart Teacher Resource: Comparison Chart This lesson was adapted from the Youth Leadership Initiative. 28

33 Unit Two: Foundations and Principles of Government and the Constitution 29

34 Unit 2 Overview (Adapted from the MSDE Web Based Course) Rationale or Purpose for Teaching: The purpose of this unit is to provide students with knowledge about the foundations of government in the United States. Students begin by examining fundamental principles of government and law developed by leading European philosophers. In addition, students will examine both the historical and the philosophical concepts and documents of a constitutional government. As part of the examination, students will analyze the fundamental principles of American government contained in the Declaration of Independence, Articles of Confederation, United States Constitution and the Maryland Constitution. Students will examine how the powers of government are divided and shared on the national and state levels. Students will also examine the flexibility of the Constitution of the United States and how it can be changed both formally and informally. Additionally, students will identify the importance of securing and protecting civil rights as exemplified in the Bill of Rights. Essential Concepts: Philosophical ideas and historic documents are important in the understanding of how the American government was formed and how such ideas influenced the writing of our Constitution and Bill of Rights. The relationship of a limited government to political and economic freedom is important in a constitutional government. To be a productive citizen in our society, one must be able to understand and apply the principles of democracy and constitutionalism to his/her life. All governments address the relationship between liberty and authority. The United States Government derives its power from the consent of the governed to avoid tyranny and protect people s rights. Essential Questions: How did the principles of government outlined by political philosophers (e.g. Hobbes, Montesquieu, Locke) influence the framers of the Constitution? How do the actions of the United States Government affect the rights and responsibilities of citizens? What is the significance of the Declaration of Independence, Articles of Confederation, and Bill of Rights and how did they influence the development of the United States Constitution? What comparisons can be made between the Articles of Confederation and the United States Constitution? How did the Bill of Rights affect the ratification process of the United States Constitution? What are the formal and informal methods of changing the Constitution (Interpretation, custom, tradition, executive actions, and acts of Congress)? How are the principles of government reflected in our founding documents? How are the powers of government divided and shared? 30

35 Essential Vocabulary: Magna Carta popular sovereignty reserved powers English Bill of Rights majority rule delegated powers Mayflower Compact separation of powers concurrent powers Articles of Confederation denied powers consent of the governed Federalist Papers enumerated powers rule of law Anti-Federalist federalism ratify Constitution checks and balances limited government Preamble judicial review Amendments Bill of Rights due process eminent domain Court Cases Marbury v. Madison McCulloch v. Maryland *Terms that have been italicized are VSC Assessment Limits* 31

36 Unit: Two Standard: 1.0 Expectation: 1.1 Indicator: Objective: governed and Indicator: Objective: powers, checks Estimated Time: 1 Session Lesson: 7 Principles of Democracy Political Science The student will demonstrate understanding of the structure and functions of government and politics in the United States. The student will demonstrate understanding of the structure and functions of government and politics in the United States. (j) Apply the principles of federalism, checks and balances, rule of law, judicial review, separation of powers, consent of the majority rule to real world situations. The student will evaluate how the principles of government assist or impede the functioning of government. (a) Evaluate the principles of federalism, representative democracy, popular sovereignty, consent of the governed, separation of and balances, rule of law, limited government, majority rule and how they protect individual rights and impact the functioning of government. (c) Analyze the principle of equal protection and how it has affected individual rights. (f) Describe how the Constitution provides for checks and balances, such as legislative overrides of vetoes, the limitations on the powers of the President and the appointment process. Suggested Student Objectives: Students will evaluate the principles of federalism, representative democracy, popular sovereignty, consent of the governed, separation of powers, checks and balances, rule of law, limited government, majority rule and how they protect individual rights and impact the functioning of government in order to describe how concepts support a representative democracy. Students will analyze the principle of equal protection and how it has affected individual rights in order to identify how concept protects citizens from government abuse of power. Students will describe how the Constitution provides for checks and balances, such as legislative overrides of vetoes, the limitations on the powers of the President and the appointment process in order to explain how these concepts create a balanced central government. Reading Strategies: Analyze Information Cause and Effect Main Idea and Supporting Details Predict Make Inferences Technology/Web Resources: (political cartoons); unitedstreaming: Gambling and Judicial Review; Marbury v. Madison: The Principle of Judicial Review Suggested Student Resources and Materials DIA SE pages Chapter 3 Section 1 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages Chapter 3 Section 1 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). Suggested Formative Assessment Sample (BCR, SR, ECR) SR- The purse and the sword shall not be in the same hands. George Mason Which of these principles of government is expressed by this statement? a) rule of law b) executive privilege c) popular sovereignty d) separation of powers BCR- Define judicial review. Explain how it gives the Judicial Branch power over the other branches. Include details and examples to support your response. ECR- The list below contains three of the six principles of American Government: Checks and Balance Separation of Powers Popular Sovereignty Describe how each of these principles makes our government work. Explain the relationship between these three principles. Include details and examples to support your response. Modifications for Special Education Students: Students should complete the activity Multiple Learning Styles found on page 65 of the TE. Modifications for ESOL Students: Students should complete the Cooperative Learning Activity found on page 64 of the TE. 32

37 Honors Extensions: Students should complete the Advanced Level activities for Marbury v. Madison found at Notes: 33

38 Lesson 7: Principles of Democracy Overview: Through this lesson, students will understand the four key principles of the Constitution: separation of powers, checks and balances, Federalism, and limited government. VSC Expectations, Indicators, Assessment Limits, Objectives: Expectation Indicator Assessment Limits Objectives Documents: Declaration of Independence, United States Constitution. Basic Principles: limited government, consent of the governed, popular sovereignty, majority rule and rule of law Apply the principles of federalism, checks and balances, rule of law, judicial review, separation of powers, consent of the governed and majority rule to real world situations Evaluate how principles assist or impede functions of government. Concepts: federalism, separation of powers, checks and balances, judicial review, representative democracy, limited government, rule of law, individual rights and responsibilities, consent of the governed, majority rule, popular sovereignty, equal protection, and eminent domain Evaluate the principles of federalism, representative democracy, popular sovereignty, consent of the governed, separation of powers, checks and balances, rule of law, limited government, majority rule and how they protect individual rights and impact the functioning of government 34

39 Lesson Objectives: Students will apply the principles of federalism, checks and balances, rule of law, judicial review, separation of powers, consent of the governed and majority rule to real world situations in order to demonstrate an understanding of these concepts.(1.1.1j) Students will evaluate the principles of federalism, representative democracy, popular sovereignty, consent of the governed, separation of powers, checks and balances, rule of law, limited government, majority rule and how they protect individual rights and impact the functioning of government in order to demonstrate internalization of these concepts.(1.1.2 a) Students will analyze the principle of equal protection and how it has affected individual rights in order to demonstrate an understanding of this concept.(1.1.2 c) Students will describe how the Constitution provides for checks and balances, such as legislative overrides of vetoes, the limitations on the powers of the President and the appointment process in order to demonstrate an ability to apply these concepts.(1.1.2 f) Warm Up: Concept Attainment: Write the word Constitution on the board or overhead and ask students to write down the first thing they think of when they hear this word. Students should give their responses one at a time, generating a list of words on the board. Once all students have given at least one response, explain that you will be exploring many of the concepts they identified today in class. Introductory and Development Activities: Analyzing the Constitution: Using the provided overhead Constitution Principles, define with students the following key words: separation of powers, checks and balances, Federalism, limited government. Be clear in pointing out the distinctions between all the terms, in particular the difference between separation of powers and checks and balances. Guided Practice Activities: (1) Distribute the Political Cartoons handouts. Ask students to study each of the cartoons and answer the questions at the bottom of each page. Teacher Key: Cartoon #1 Checks and Balances, Separation of Powers Cartoon #2 Federalism, Limited Government Cartoon #3 Separation of Powers, Checks and Balances Cartoon #4 Limited Government (2) Using the overhead Understanding the Constitution, analyze each Article in the Constitution with the class. The purpose of this activity is to familiarize the class with the basic structure of the Constitution, so they will be more prepared when they begin the next group activity. 35

40 Independent Activities: Carousel Activity: Divide students into four equal groups. Assign each group a Constitution principle and distribute the relevant Constitution Principle handouts to each student along with a copy of the Constitution. Explain that each group will be responsible for two tasks. First, they must research their principle using a copy of the Constitution and their handout. Second, they will prepare a poster based on their research that creatively explains their Constitution principle to the rest of the class in a carousel activity. *Directions for the carousel: Display the four posters around the room and have each group stand at their station. Each of the four student groups will divide in half, one group will become the teachers and the second will become the learners. The learners will travel clockwise and stop at each poster to be taught about each principle. Meanwhile, the teachers will explain their Constitution principle using their prepared poster to instruct each group of learners that arrives at their station. Once all learners have traveled to each station, the teachers and learners will switch places and the carousel will resume again. *Note to teachers: The carousel activity works best if the teacher has all groups switch at the same time. Also, explain to students that they will be using the information learned in the activity for an individual reflective writing piece. This will serve to hold them accountable for the information they learn during the carousel process. If your class is too large for only four groups, other principles can be taught such as majority rule and representative government. Assessment: Have students answer this Brief Constructed Response item: Which of the Constitution principles do you believe is the most important for our government to protect in today s society? In your response, cite several specific reasons to support your thesis. Include details and examples to support your response. Use the Social Studies Rubric to score student responses. Closure Activities: Teacher will lead an oral review of the principles of separation of powers, checks and balances, Federalism, and limited government. Notes: All Teacher Resources and Student Handouts for this lesson can be found on the High School Social Studies E-Org. 36

41 Unit: Two Estimated Time: 1 Session Lesson 8: Roots of Democracy Standard: 1.0 Political Science Expectation: 1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States. Indicator: The student will analyze historic documents to determine the basic principles of United States government and apply them to real-world situations. Objectives: (c) Examine the fundamental principles of government and law developed by leading philosophers, such as Hobbes, Locke, Montesquieu and Rousseau. (d) Explain how common law and historic documents, such as Magna Carta, the English Bill of Rights, and the Mayflower Compact influenced framers of the Constitution and its development. Suggested Student Objectives: Students will describe the notion of higher law to which the colonists felt they were entitled in order to list these natural rights. Reading Strategies: Main Idea and Supporting Details Cause and Effect Evaluate Synthesize Information Technology/Web Resources: (political cartoons); Suggested Student Resources and Materials DIA SE pages 18-24; Chapter 2 Section 1 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages 18-24; Chapter 2 Section 1 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s).. Suggested Formative Assessment Sample (BCR, SR, ECR) SR- Which term describes rights that are based on nature and providence? a) civil rights b) unalienable rights c) essential rights d) divine rights BCR- What is meant by the term social contract? Include details and examples to support your response. ECR- Explain the influence of the Mayflower Compact, Magna Carta, and English Bill of Rights on the United States Constitution and Bill of Rights. Which principles of our government were derived from those documents? Include details and examples to support your response. Modifications for Special Education Students: Students should complete the modified lesson found at Modifications for ESOL Students: Students should complete the activity Multiple Learning Styles: Audio/Musical Activity found on page 37 of TE. Honors Extensions: Students should complete primary source readings and writing activities on any of the following: The Leviathan by Thomas Hobbes; Two Treatises of Government by John Locke or The Social Contract by Jean Jacques Rousseau. Notes: See Enlightenment Thinkers: Influence of Enlightenment Thinkers Madison/Montesquieu video clip at 37

42 Unit: Two Standard:1.0 Expectation: 1.1 Indicator: Objectives: Indicator: Estimated Time: 2 Sessions Lesson 9: Founding Documents Political Science The student will demonstrate understanding of the structure and functions of government and politics in the United States. The student will analyze historic documents to determine the basic principles of United States government and apply them to real-world situations. (d) Explain how common law and historic documents, such as Magna Carta, the English Bill of Rights and the Mayflower Compact influenced the framers of the Constitution and its development. (e) Analyze how the Constitution eliminated the weaknesses of the Articles of Confederation. (f) Examine the ratification process of the Constitution and the arguments that occurred including the viewpoints of the Federalists and the Anti-Federalists. (g) Explain the fundamental principles of American government contained in the Declaration of Independence, Articles of Confederation, United States Constitution and the Maryland Constitution. (h) Analyze the Preamble as the mission statement of the Constitution of the United States. The student will evaluate how the principles of government assist or impede the functioning of government. (f) Describe how the Constitution provides for checks and balances, such as Legislative overrides of vetoes, the limitations on the powers of the President and the appointment process. Suggested Student Objectives: Students will analyze how the Constitution eliminated the weaknesses of the Articles of Confederation in order to demonstrate an understanding of the differences between to two documents. Students will describe how the Constitution provides for checks and balances, such as legislative overrides of vetoes, the limitations on the powers of the President and the appointment process in order to demonstrate the ability to apply the concept of checks and balances. Students will understand that the United States Constitution establishes the Executive, Legislative, and Judicial branches as the structure of American government in order to demonstrate an understanding of the organization of the United States Constitution. Students will identify the three branches of government and identify the duties of each branch in order to understand how government functions. Reading Strategies: Synthesize Information Main Idea and Supporting Details Classify Analyze Information Cause and Effect Make Inferences Technology/Web Resources: (political cartoons); unitedstreaming: Almost Painless Guide to the U.S. Constitution; Our Constitution: The Document that Gave Birth to a Nation; Judicial Review, Governmental Powers, and Constitutional Rights Suggested Student Resources and Materials DIA SE pages 42-47; 48-52; 53-58; Chapter 2 Sections 2, 3, 4; Chapter 3 Section 1 Instructional Directions (Page references for TE and ancillary materials) Democracy in Action, pages 42-47; 48-52; 53-58; Chapter 2 Sections 2, 3, 4; Chapter 3 Section 1 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). Suggested Formative Assessment Sample (BCR, SR, ECR) SR- A major weakness of the national government under the Articles of Confederation was its: a) lack of authority to regulate interstate trade b) unequal representation of the states c) power to violate individual rights d) executive and judicial functions in a single branch of government BCR- Explain why the Virginia Plan was used as the basis for the new Constitution rather than the New Jersey Plan and show how they led to the Great Compromise. Include details and examples to support your response. FLD, page 46 ECR- Explain the significance of the Declaration of Independence and the Articles of Confederation. How did they influence the development of the United States Constitution? Include details and examples to support your response. Modifications for Special Education Students: Students should complete the activity Expressing Problems Clearly found on page 45 of the TE. Modifications for ESOL Students: Students should view complete the activity Multiple Learning Styles found on page 37 of the TE. Honors Extensions: Students should complete the activity The Anti-Federalist Papers found at Notes: The Maryland Constitution should be infused in this lesson and may be found at 38

43 Lesson 9: Founding Documents Overview: The purpose of this lesson is to introduce students to the structure and function of American government. Using the United States Constitution as a primary source, students will gain a greater understanding of the role of each of the three branches of government. VSC Expectations, Indicators, Assessment Limits, Objectives: 1.1 Expectation Indicator Assessment Limits Objectives Documents: Declaration of Independence, United States Constitution. Basic Principles: limited government, consent of the governed, popular sovereignty, majority rule and rule of law Explain the fundamental principles of American government contained in the Declaration of Independence, Articles of Confederation, United States Constitution and the Maryland Constitution Apply the principles of federalism, checks and balances, rule of law, judicial review, separation of powers, consent of the governed and majority rule to real world situation Evaluate how principles assist or impede functions of government. Concepts: federalism, separation of powers, checks and balances, judicial review, representative democracy, limited government, rule of law, individual rights and responsibilities, consent of the governed, majority rule, popular sovereignty, equal protection, and eminent domain Evaluate the principles of federalism, representative democracy, popular sovereignty, consent of the governed, separation of powers, checks and balances, rule of law, limited government, majority rule and how they protect individual rights and impact the functioning of government Describe how the Constitution provides for checks and balances, such as Legislative overrides of vetoes, the limitations on the powers of the President and the appointment process 39

44 Lesson Objectives: Students will analyze how the Constitution eliminated the weaknesses of the Articles of Confederation in order to demonstrate an understanding of the differences between to two documents.(1.1.1 e) Students will describe how the Constitution provides for checks and balances, such as legislative overrides of vetoes, the limitations on the powers of the President and the appointment process in order to demonstrate the ability to apply the concept of checks and balances.(1.1.2 f) Students will understand that the U.S. Constitution establishes the Executive, Legislative, and Judicial branches as the structure of American government in order to demonstrate an understanding of the organization of the U.S. Constitution. Students will identify the three branches of government and identify the duties of each branch in order to understand how government functions. Warm Up: (1) Student demonstration. Ask a student volunteer to come to the front of the class, first making sure that he or she is willing to follow all of your directions. Ask the volunteer to perform the following tasks: a. Stand up straight. b. Wave arms in the air. c. Hold left arm out to the side. d. Hold right arm out to the side. Now ask class what is helping this student perform these tasks. (Class should indicate that bones and muscles help this student support movements.) e. Ask the volunteer to stand as if he/she does not have any bones or muscles. (2) If the student remains standing, ask if standing would possible without bones or muscles. Guide students by asking these questions: a. What happens to your body when you break a bone? b. Does your body keep the proper shape? c. What do bones and muscles do for our bodies? Why are they important? Make the point that bones and muscles are necessary to give the body structure and to help the body function properly. Introductory and Development Activities: Show a copy of the U.S. Constitution to the class and write the following analogy on the board: Bones and muscles are the framework of the body just as is the framework of the American government. Alternate version: Bones and Muscles: the Body :: : American Government Tell students that they will need to be able to finish this analogy by the end of the lesson. Define government as a group of people who are in charge of a city, state, or country that make laws and enforce these laws. If necessary, write the definition of government on the board. Discuss the purpose of the U.S. Constitution. Tell students if bones give the body shape, the Constitution gives our government shape. If muscles help the body function, the Constitution helps our government function. Tell students that they will be looking closer at this important document to learn more about our government. Guided Practice Activities: 40

45 Using the textbook or the version of the U.S. Constitution included in this lesson, pass out one copy of The Constitution and one copy of the student handout Constitution Reading Guide to each student. Tell students that they will complete this guide with a partner. Go over the format of the reading guide and complete the first question together as a model. When most students are finished, go over the answers using an overhead format of the Constitution Reading Guide and the Answer Key to the Constitution Reading Guide. Reinforce the concept of the purpose of the three branches of government by asking students to answer the following questions: a. What are the three branches of government? b. Why are the three branches so important to the American government? Independent Activities: The student handout, Identifying the Branches of Government and the Constitution, challenges students to make the connection between the Articles outlined in the U.S. Constitution and the responsibilities of the branches today. Instruct students to use the Three Branches of American Government handout to practice sorting information regarding the branches of government. Students can sort according to branch, responsibility, member, and location. Use this activity to quiz students on this topic in a variety of ways. Assessment: Hand out copies of the student resource, Writing Activity: The Three Branches of Government. Either alone or in pairs, have students demonstrate their understanding of the responsibilities of the three branches of government by choosing one character and completing the corresponding mission. This activity can be completed in class or at home. Closure Activities: Pass out an Exit Slip to each student. Direct them to complete the analogy by filling in the blank on the Exit Slip and have them return it to you when finished. Notes: All Teacher Resources and Student Handouts for this lesson can be found on the High School Social Studies E-Org. Student handout: The Constitution Student handout: Constitution Reading Guide Teacher resource: Constitution Reading Guide Answer Key Student handout: Exit Slip-Analogy Student handout: Identifying the Branches of Government and The Constitution Student handout: The Three Branches of American Government Student handout: Writing Activity: The Three Branches of Government Student handout: Writing Activity Organizer: The Three Branches of Government This lesson was adapted from the Youth Leadership Initiative. 41

46 Unit: Two Estimated Time: 4 Sessions Lesson 10: The Bill of Rights Standard: 1.0 Political Science Expectation: 1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States. Indicator: The student will analyze historic documents to determine the basic principles of United States government and apply them to real-world situations. Objectives: (i) Identify the rights in the Bill of Rights and how they protect individuals and limit the power of government. (k) Explain how amendments to the Constitution expand or limit individual civil liberties, such as the 14th Amendment, 18th Amendment & proposed flag burning amendment. Indicator: Explain how amendments to the Constitution expand or limit individual civil liberties, such as the 14th Amendment, 18th Amendment & proposed flag burning amendment. Objectives: (d) Examine the purpose of eminent domain and how it affects citizens rights. (e) Describe the formal process for amending the Constitution and why this process is necessary. Suggested Student Objectives: Students will identify the rights in the Bill of Rights in order to describe how these rights protect individuals and limit the power of government.( Students will explain how amendments to the Constitution expand or limit individual civil liberties, such as the 14th Amendment, 18th Amendment & proposed flag burning amendment in order to demonstrate an understanding of these amendments. Students will examine the purpose of eminent domain in order to explain how it affects citizens rights. Students will describe the formal process for amending the Constitution in order to understand why this process is necessary. Students will create flipbooks in order to illustrate their understanding of the rights protected by the First, Fourth, Fifth and Eighth Amendments to the Constitution. Reading Strategies: Classify Make Inferences Summarize Predict Consequences Evaluate Make Comparisons Technology/Web Resources: (political cartoons); unitedstreaming: Founding of our Federal Government; American History: Foundations of American Government Suggested Student Resources and Materials DIA SE pages Chapter 3 Section 4 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages Chapter 3 Section 4 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). FLD page 46 Suggested Formative Assessment Sample (BCR, SR, ECR) SR- The United States Constitution can be called a living document because it a) can be changed when needed b) outlines the governments structure c) refers to life, liberty and the pursuit of happiness d) supports every citizen s right to make a good living BCR- Some lawmakers wish to censor music lyrics that encourage violence and destructive behavior. Explain why some lawmakers would want to censor music. Based on what you know about the Bill of Rights, do you believe this type of censorship is constitutional? Explain why or why not. Include details and examples to support your response. ECR- The exclusionary rule states that prosecutors may not use illegally obtained evidence in court. Explain the privacy protections in the Bill of Rights that support this rule. Discuss the advantages and disadvantages of the exclusionary rule. Do the advantages of the rule outweigh the disadvantages? Explain why or why not. Include details and examples to support your response. Modifications for Special Education Students: Students should complete the activity Students and the Fourth Amendment found in the Authentic Assessment Teacher Ancillary. Modifications for ESOL Students: Students should complete the activity Students and the Fourth Amendment found in the Authentic Assessment Teacher Ancillary. Honors Extensions: Students should complete a case study of Kelo v. New London (eminent domain) found at Notes: Many of the Landmark Supreme Court Cases referenced at the back of this document should be addressed in this lesson. 42

47 Lesson 10: The Bill of Rights Overview: In this lesson, students will be introduced to the Bill of Rights. Students will be asked to illustrate those rights in order to demonstrate an understanding of the ways in which our Constitution protects the citizens of the United States. Students will also be able to determine how the Constitution affects the daily life of Americans. VSC Expectations, Indicators, Assessment Limits, Objectives: Expectation Indicator Assessment Limits Objectives Documents: Declaration of Independence, United States Constitution. Basic Principles: limited government, consent of the governed, popular sovereignty, majority rule and rule of law Identify the rights in the Bill of Rights and how they protect individuals and limit the power of government Explain how amendments to the Constitution expand or limit individual civil liberties,such as the 14th Amendment, 18th Amendment & proposed flag burning amendment Lesson Objectives: Students will identify the rights in the Bill of Rights in order to understand how these rights protect individuals and limit the power of government.(1.1.1 i) Students will explain how amendments to the Constitution expand or limit individual civil liberties, such as the 14th Amendment, 18th Amendment & proposed flag burning amendment in order to demonstrate an understanding of these amendments.(1.1.1 k) Students will examine the purpose of eminent domain in order to explain how it affects citizens rights.(1.1.2 d) Students will describe the formal process for amending the Constitution in order to understand why this process is necessary.(1.1.2) Students will create flipbooks in order to illustrate their understanding of the rights protected by the First, Fourth, Fifth and Eighth Amendments to the Constitution. Warm Up: Display the teacher transparencies, Actions of Citizens and ask the students to comment on the following questions: What is going on in the photograph? Why are people acting this way? What is the consequence for participating in this type of activity? What is important about the actions of these citizens? Explain that all the citizens have the right to participate in this activity. Have the students create a concept web on the term, rights. Ask them to link any words that they already associate with the term and any examples of rights that they can think of. Introductory and Development Activities: 43

48 Pose the question: If it rains outside, what do you use to stay dry? When the students answer umbrella, the teacher should open the prop umbrella. Explain to the students that the document that will be discussed today protects our rights just as an umbrella protects us from the rain. Project a copy of the teacher transparency, The Bill of Rights. Distribute the student handout, Umbrella Worksheet to each student. In each of the panels, there is a space where the students can record the rights protected by that amendment. Lead a discussion with the students, briefly explaining each of the amendments. Using The Bill of Rights to explain each amendment, students should follow along and fill in the blanks according to the main message of each amendment. Guided Practice Activities: Explain to the students that now that they have briefly reviewed the purpose of the ten amendments, they are going to focus their attention on four amendments that we hear about in the news. Inform the students that they are going to create a flipbook that illustrates and defines these four amendments. Hand out a plain piece of paper and a pair of scissors to each student. Ask the students to fold the paper hot dog style (length wise). The students should then cut the upper fold of the paper one time in the center towards the crease, creating two flaps on the outer fold. (See illustration A) The students should then make two more cuts, one on either side of the center cut. (See illustration B) When completed correctly, it creates four flaps that can be flipped to reveal blank writing space underneath. Explain to the students that by the end of the lesson, they will have a flipbook that both illustrates and explains four major amendments. Illustration A Fold Illustration B Cut Fold Cut 44

49 Independent Activities: (1) Display the teacher transparency, The First Amendment. Read the amendment aloud and analyze the pictures included. In the space provided, write a simple definition of this amendment. Discuss the following questions regarding the First Amendment with your class. The First Amendment deals with freedom of speech. Why would we need freedom of speech? Can we disagree with our leaders? Can newspapers report on anything they want or do they always have to say nice things about the people that help run our city, state, or country? We have the right to agree and disagree without getting in trouble or facing consequences from our government. However, with this amendment comes great responsibility. While we may agree or disagree, we have to be responsible citizens. What does this mean? We have this right because our representatives hundreds of years ago entrusted us to use this amendment with care and not abuse it at the cost of someone else s job or life. Students need to find or create an illustration that captures the meaning of the First Amendment. These illustrations can be drawn or cut from newspapers and magazines and placed on the far left outside flap of the flipbook. Students should also write a brief class definition of the first amendment on the inside of the first flap (under the illustration). (2) Repeat the process for the Fourth Amendment beginning with the teacher transparency, The Fourth Amendment. Guide a discussion of the Fourth Amendment s meaning. Here are some ideas: This amendment says that a government worker or official, like the police, cannot come into your home to search it whenever they want. They cannot do this unless they have a very good reason that they present to a judge, who then tells them that they are allowed to go into your house. Do you think this right is worth protecting? Why? Students need to generate an illustration that captures the meaning of the fourth amendment. These illustrations need to be drawn or cut from newspapers and magazines. Students should also write a brief class definition of the fourth amendment on the inside of the second flap (under the illustration). (3) Guide students in a discussion of the Fifth Amendment s meaning using the same techniques used for the First and Fourth Amendments. Here are some ideas: When you break a law, a group of people will decide if you are guilty or not guilty. This amendment ensures that a jury tries you, meaning that you have several people determining your guilt or innocence, not just one person. Do you think it is better to have a single judge to decide your fate? Why would this right need to be protected? Students need to generate an illustration that captures the meaning of the seventh amendment. These illustrations need to be drawn next to the fourth amendment (on the third flap). Students should also write a brief class definition of the seventh amendment on the inside of the third flap (under the illustration). (4) Use the same strategies to discuss the meaning of the Eighth Amendment. Here are some ideas: This amendment states that the punishment for a crime has to fit the offense. In other words, you cannot get a huge million dollar parking ticket for parking in the wrong place. The punishment has to be appropriate to the crime. Do you think that this is fair? Can you think of reasons why this right may need protection? Would it help change people if they knew that they would receive a big fine for small crimes? Hint: Teacher may display flipbooks for Constitution Day! 45

50 Assessment: As a culminating activity, have the students return to the umbrella worksheet. Propose the following scenario to them: A group of visitors from another planet has landed in order to study the United States. One of the things that they are interested in is the Bill of Rights. The visitors are not quite sure that this document would work on their planet. It is your job to convince the visitors that the Bill of Rights is important in preserving the rights of citizens in a democracy. You can convince them by: o Creating a poem/song that describes how the Bill of Rights protects citizens. o Creating a poster that describes how the Bill of Rights protects citizens. o Write a BCR that describes how the Bill of Rights protects citizens. Closure Activities: Bill of Rights in the News: Students review imaginary news headlines to determine which of the amendments reviewed in this lesson is at issue. Notes: All Teacher Resources and Student Handouts for this lesson can be found on the High School Social Studies E-Org. Teacher transparency: Actions of Citizens Teacher transparency: The Bill of Rights Student handout: Umbrella Worksheet Teacher transparency: The First Amendment Teacher transparency: The Fourth Amendment Teacher transparency: The Fifth Amendment Teacher transparency: The Eighth Amendment Extension handout: In the News Teacher resource: In the News This lesson was adapted from the Youth Leadership Initiative. 46

51 Unit: Two Estimated Time: 4 Sessions Lesson 11: The Powers of Government Standard: 1.0 Political Science Expectation: 1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States. Indicator: The student will analyze historic documents to determine the basic principles of United States government and apply them to realworld situations. Objectives: (i) Identify the rights in the Bill of Rights and how they protect individuals and limit the power of government. (k) Explain how amendments to the Constitution expand or limit individual civil liberties, such as the 14th Amendment, 18 th Amendment & proposed flag burning amendment. Objectives: The student will evaluate how the principles of government assist or impede the functioning of government. (d) Examine the purpose of eminent domain and how it affects citizens rights. (e) Describe the formal process for amending the Constitution and why this process is necessary. Suggested Student Objectives: Students will examine how Article I of the Constitution delegates explicit powers to Congress in order to describe how the Constitution limits the power of the Legislative Branch. Reading Strategies: Analyze Information Synthesize Information Summarize Compare and Contrast Main Idea and Supporting Details Technology/Web Resources: (political cartoons); unitedstreaming: Judicial Review; Governmental and Constitutional Rights Suggested Student Resources and Materials DIA SE pages Chapter 3 Section 2 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages Chapter 3 Section 2 Section Focus Transparencies, Reproducible Lesson Plans, Daily Lecture Notes, Guided Reading Activities, Reading Essentials and Study Guides, and Section Quizzes for the above section. Suggested Formative Assessment Sample (BCR, SR, ECR) SR- Which of these Supreme Court cases established supremacy of the federal government over the states? a) Plessy v. Ferguson b) New Jersey v. TLO c) Marbury v. Madison d) McCulloch v. Maryland BCR- Explain the power of judicial review and how it checks the powers of the legislative and judicial branches. Include details and examples to support your response. ECR- Explain the role of the president, the Congress, and the federal courts in passing and carrying out the laws of the United States. Include details and examples to support your response. Modifications for Special Education Students: Students should complete the Basic Reading Level activities for McCulloch v. Maryland found at Modifications for ESOL Students: Students should complete the Developing a Political Cartoon Based on a decision activity for McCulloch v. Maryland found at Honors Extensions: Students should complete the You Make the Call: Using the U.S. Constitution to Decide the Outcome activity for McCulloch v. Maryland found at Notes: Many of the Landmark Supreme Court Cases referenced at the back of this document should be addressed in this lesson. 47

52 Unit Three: Participation in Government 48

53 Unit Three Overview (Adapted from the MSDE Web Based Course) Rationale or Purpose for Teaching: This unit presents students with an overview of the operation of the contemporary political system in the United States and emphasizes the essence of our civic responsibility. Study of the historical evolution of political parties, the voting and electoral processes, and an exploration of the rights and responsibilities of citizenship anchor the unit. The students will analyze media impact on political parties, voters and elections. Essential Concepts: Citizens have a legal responsibility to obey laws and participate in the political process. Political parties and interest groups, though different, both play a vital role in the American political process. The mass media is often called the fourth branch of government because they influence public opinion and thus government policies. Essential Questions: What are the legal responsibilities of a United States Citizen? What role do political parties play in the electoral process? What role do interest groups play in American politics? How do the mass media influence the American political process? How do average citizens participate in the political process? 49

54 Essential Vocabulary: Primary election referendum due process General election initiative procedural due process Political parties interest group substantive due process Campaign lobbyist civil rights Candidate media equal protection Elected officials slander incorporation doctrine Constituents public opinion citizens reapportionment Political Action Committee 5 th Amendment Redistricting Citizens Bill of Rights 14 th Amendment gerrymandering demographics Plessy v. Ferguson Tinker vs. Des Moines School District Brown v. Board of Education *Terms that have been italicized are VSC Assessment Limits* 50

55 Unit: Three Estimated Time: 1 Session Lesson 12: Civic Responsibility Standard: 1.0 Political Science Expectation: 1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States. Indicator: The student will evaluate how the principles of government assist or impede the functioning of government. Objectives: (t) The student will evaluate how the principles of government assist or impede the functioning of government. (u) Describe the election process in the United States including the nominating process, primary and general elections. Indicator: The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions. Objective: (j) Describe the importance of being informed on civic issues, volunteering and public service. Suggested Student Objectives: Students will analyze how polling is used improperly to measure public attitudes in order to explain how this can interfere with citizens abilities to make informed decisions. Students will evaluate polling questions in order to determine ways in which the media and interest groups attempt to influence public opinion. Reading Strategies: Make Inferences Predict Main Idea and Supporting Details Evaluate Analyze Information Make Comparisons Vocabulary Development Technology/Web Resources: (political cartoons) unitedstreaming: America At It s Best: What it Means to be an American Citizen Suggested Student Resources and Materials DIA SE pages Chapter 14 Section 2 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages Chapter 14 Section 2 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). Suggested Formative Assessment Sample (BCR, SR, ECR) SR- Which of these is important to a successful democracy? a) discouraging criticism of elected officials b) ensuring that only the most capable citizens receive an education c) producing policies that address a variety of citizens' concerns d) refusing to allow presidents to meet with leaders of hostile countries BCR- Identify the form of government used in the United States. Is the success of our form of government dependent upon citizens fulfilling their duties and responsibilities? Explain your position. Includes details and examples to support your response. ECR- Describe civic responsibility. Explain whether civic responsibility imply that citizens not only obey laws, but report lawbreakers to the authorities. Include details and examples to support your response. Modifications for Special Education Students: Students should complete the activity Cooperative Learning Activity: Making a Flowchart found on page 392 of the TE. Modifications for ESOL Students: Students will complete the following activity: Create a citizenship pledge of two parts: The government reaffirming its responsibilities to the people and the people reaffirming their responsibilities to their country. Create either a poster or brochure illustrating this pledge. Honors Extensions: Students should complete the activity Critical Thinking: Analyzing Information found on page 394 of the TE. Notes: See Citizens' Roles: Youth Participation video clip at 51

56 Overview: Lesson 12: Civic Responsibility The purpose of this exercise is to identify the problems associated with polling and the aggregation of data, particularly to identify biases in the wording of questions or the size or make-up of the survey sample. VSC Expectations, Indicators, Assessment Limits, Objectives: Lesson Objectives: Students will analyze how polling is used improperly to measure public attitudes in order to understand how this can interfere with citizens abilities to make informed decisions. Students will evaluate polling questions in order to determine ways in which the media and interest groups attempt to influence public opinion. Warm Up: Expectation Indicator Assessment Limits Objectives Concepts: political parties, interest groups, impact of the e. Evaluate the reliability and influence of the media on elections, elected officials and public opinion. media on elections, elected officials, and public opinion f. Describe the roles of political parties in the United States and how they influence elections, elected officials and public opinion. h. Analyze the roles of participants in the election process including voting, contributing, and electioneering. j. Describe the importance of being informed on civic issues, volunteering, and public services. Explain to students the growing use of opinion polls in American politics and the difficulty in writing unbiased questions and choosing a representative sample. Ask students to read and discuss the Polling Bias Types sheet. Introductory and Development Activities: Using the overhead Polling Methods and Questions, evaluate the polling methods and questions for potential problems. Record student answers in the spaces provided on the overhead. Guided Practice Activities: In class, visit one of the following websites with students and ask them to compare the polling techniques and questions, evaluating them for biases and spurious relationships: A. Nationally acclaimed polling groups like Gallup, CNN, or Time. - This site serves as an independent, nonpartisan resource on trend in American public opinion. It contains up-to-date polls on current office candidates and issues from the major polling groups. 52

57 Independent Activities: Students should visit the following websites on their own and should compare the polling techniques and questions, evaluating them for biases and spurious relationships: Assessment: B. A local television station or newspaper that normally conducts polls for the area. - local for suburban Maryland. -which covers Maryland and the nation. **RICHMOND STATION** *Each of these has an election guide icon on its opening webpage C. An Internet polling company conducting surveys with people who log onto their web page. - This site offers a variety of polls. Please review first and be specific as to the polls students may view as some may not be suitable. There is a specific politics section included on the website that is recommended for this activity. NOTE This is not scientific polling but useful in a discussion of evaluating bias in polls. Students should respond to the following BCR: Is the success of our form of government dependent upon citizens fulfilling their duties and responsibilities? Explain your position. Include details and examples to support your response. Closure Activities: Teacher should conduct an oral review of the concepts presented in this lesson. Notes: All Teacher Resources and Student Handouts for this lesson can be found on the High School Social Studies E-Org. This lesson was adapted from the Youth Leadership Initiative. 53

58 Unit: Three Estimated Time: 2 Sessions Lesson 13: Political Parties Standard: 1.0 Political Science Expectation: 1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States. Indicator: The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions. Objective: (f) Describe the roles of political parties in the United States and how they influence elections, elected officials and public opinion. Suggested Student Objectives: Students will create a fictional political party as a class in order to demonstrate an understanding of the role of political parties in the election process. Students will learn the difference between a primary and a caucus in order to explain and evaluate the role of each in the presidential nomination process. Students will simulate the presidential nomination process at the state level in order to demonstrate an understanding of the role of political parties in the election process. Reading Strategies: Summarize Cause and Effect Make inferences Classify Compare and Contrast Vocabulary Development Technology/Web Resources: (political cartoons); Suggested Student Resources and Materials Instructional Directions (Page references for TE and ancillary materials) Suggested Formative Assessment Sample (BCR, SR, ECR) DIA SE pages Chapter 16 DIA TE pages Chapter 16 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). FLD page 59 SR- Which of these explains a difference between political parties and interest groups? a) political parties evaluate government policy, while interest groups set government policy b) political parties influence laws, while interest groups ratify laws c) political parties address many issues, while interest groups usually focus on one issue d) political parties support candidates, while interest groups nominate candidates BCR- Describe three ways strong third parties would make the American political system more democratic? Include details and examples to support your response. ECR- Describe the process used at nominating conventions. Explain why nominating conventions might be less democratic way of choosing a party s candidates than are primary elections. Which way do you think is better? Explain your position. Include details and examples to support your response. Modifications for Special Education Students: Students should complete the activity Multiple Learning Styles: Verbal/Linguistic found on page 466 of the TE. Students should complete the activity Critical Thinking: Making Comparisons found on page 461 of the TE. Modifications for ESOL Students: Students should complete the activity Critical Thinking: Making Comparisons found on page 461 of the TE. Honors Extensions: Students should complete the activity Critical Thinking: Identifying Central Issues found on page 467 of the TE. Notes: See Political Parties: The Two Parties Today video clip at 54

59 Overview: Lesson 13: Political Parties The student will understand how political parties nominate candidates for a national office and then evaluate the system as they participate in a primary and caucus simulation. VSC Expectations, Indicators, Assessment Limits, Objectives: Expectation Indicator Assessment Limits Objectives Concepts: political parties, interest groups, impact of the media on elections, elected officials, and public opinion f. Describe the roles of political parties in the United States and how they influence elections, elected officials and public opinion. Lesson Objectives: Students will create a fictional political party as a class in order to demonstrate an understanding of the role of political parties in the election process. Students will learn the difference between a primary and a caucus in order to explain and evaluate the role of each in the presidential nomination process. Students will simulate the presidential nomination process at the state level in order to demonstrate an understanding of the role of political parties in the election process. Warm Up: Distribute student handout What s on your Pizza? Ask students to read and answer the questions together with a partner. Discuss their responses with the class. Ensure that students understand the differences between the two proposed choices for selecting a pizza. Introductory and Development Activities: Ask students to imagine they are creating a fictional national political party. In creating this party, students should contemplate what issues are most important for young people and how they want their party to represent these issues. Students can get in small groups or pairs to brainstorm their ideas. 55

60 Guided Practice Activities: Create on the board or overhead a list of the issues that the students suggested in their groups. The class will determine 3-4 key ideas that will form the base of their party platform. Next, have the students brainstorm a name to give their fictional party. Distribute student handout Party Letter to the class. Instruct students to assume they are members of their created political party and they have just received a letter from the national headquarters. Once students finish reading the letter, discuss the handout with them. Ensure that all students know the difference between a caucus and a primary based on the information in the letter. Independent Activities: 1. Distribute the map Methods of Selecting Presidential Delegates. Students can analyze the map and respond to the following questions: Which type of nominating method is currently the most popular? Why are so few states holding caucuses? What is the advantage of having a caucus over a primary and vice-versa? 2. Students will nominate two people in the class to simulate the candidates for the given party during the presidential nominating process. Inform students that candidates they select must be prepared to speak in front of the class on behalf of the party 3. The two chosen candidates will select one to two members of the class to help them create a three to four minute speech that represents why they believe they should be the party s nominee for the presidency. While these students are working on their speeches, the other members of the class will brainstorm a list of possible questions to ask their candidate if they have the opportunity. 4. Divide the class in half and assign one half of the class the state of Texas (primary) and the other half Pennsylvania (caucus). *Note: The teacher can choose other states that represent a caucus and a primary. 5. Instruct the class that they will now be participating in the nominating process for their state. Candidates will be given three to four minutes to give their prepared speech. Instruct party members to listen carefully to the speeches to help determine their vote. 6. Conduct the primary for Texas first. *Note: The teacher should make class copies of the ballots provided on the sheet Primary Ballots prior to this step. Each student will place their vote on one of the primary ballots and give it to the teacher for a tally of the votes. Remind students they are voting for the candidate and not the student. 7. Conduct the caucus for Pennsylvania next. Remind students that it is the nature of a caucus to include careful deliberation and discussion. They have the opportunity to ask questions and discuss issues with their fellow party members. Give the students approximately minutes for their caucus. Once enough time has elapsed, the teacher should take a hand count to determine who the caucus will send as their delegate to the national convention and which candidate will receive their votes. 8. The teacher will tally the votes for both states and select one candidate who will represent the party at the national convention. Assessment: Students should respond to the following BCR: Explain why nominating conventions are a less democratic way of choosing a party s candidates than are primary elections. Which way do you think is better? Explain your position. Include details and examples to support your response. 56

61 Closure Activities: Students should respond to the following questions in their notebooks: What are the advantages of a primary? A caucus? What are the disadvantages of each? Which method do you think is more popular and why? Which would you prefer to participate in and why? Notes: All Teacher Resources and Student Handouts for this lesson can be found on the High School Social Studies E-Org. Student handout: What s On Your Pizza? Student handout: Party Letter. Map: Methods of Selecting Presidential Delegates. Class copies of Primary Ballots. This lesson was adapted from the Youth Leadership Initiative. 57

62 Unit: Three Estimated Time: 2 Sessions Lesson 14: Election Politics Standard: 1.0 Political Science Expectation: 1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States. Indicator: The student will evaluate how the principles of government assist or impede the functioning of government. Objective (u) Describe the election process in the United States including the nominating process, primary and general elections. Indicator: The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions. Indicator: (e) Evaluate the reliability and influence of the media on elections, elected officials and public opinion. Indicator: (f) Describe the roles of political parties in the United States and how they influence elections, elected officials and public opinion. Indicator: (g) Describe how citizens, candidates, campaigns and campaign financing influence the political process in the United States. Suggested Student Objectives: Students will examine the election process in order to complete a flow chart illustrating the nominations, primary elections, and general elections processes. Reading Strategies: Cause and Effect Evaluate Make Inferences Analyze Information Make Comparisons Technology/Web Resources: (political cartoons); unitedstreaming: Campaign Essentials: Ballot Battles, Follow the Money, Making the Message-The Fight for the President, Nine Days in New Hampshire, The Unraveling of a Candidate. Suggested Student Resources and Materials DIA SE pages ; Chapter 16 Section 3; Chapter 17 Section 1 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages ; Chapter 16 Section 3; Chapter 17 Section 1 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). Suggested Formative Assessment Sample (BCR, SR, ECR) SR- Some groups are lobbying to permit citizens to register and vote on election day. Which of these is an argument against such a measure? a) citizens lack the time to register to vote b) present law allows voters to vote in any precinct c) officials cannot quickly verify a voter's identity d) transportation is available to polling places BCR- Describe the election process in the United States including the nominating process, primary and general elections. Include details and examples to support your response. ECR- News organizations predict the winners of elections before all the votes are counted. On election day 2000, supporters of George W. Bush complained that news organizations predicted Al Gore to be the winner in California hours before the polls closed on the West Coast. Explain reasons why Bush supporters may have been displeased with the early predictions. Should news organizations predict the winners of elections? Explain why or why not. Include details and examples to support your response. Modifications for Special Education Students: Students should complete the activity Multiple Learning Styles: Verbal/Linguistic found on page 477 of the TE. Students should complete the activity Cooperative Learning: Plotting the Campaign Trail found on page 476 of the TE. Modifications for ESOL Students: Students should complete the activity Plotting the Campaign Trail found on page 476 of the TE. Honors Extensions: Students should complete the activity Covering the Campaign Trail found on Notes: 58

63 Unit: Three Estimated Time: 1 Session Lesson 15: Interest Groups Standard: 1.0 Political Science Expectation:1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States. Indicator: The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions. Objectives: (d) Evaluate how the media, political parties, special-interest groups, lobbyists, Political Action Committees (PACs) influence public opinion and government policies. (k)analyze various methods that individuals or groups may use to influence laws and governmental policies including petitioning, letter writing and acts of civil disobedience. Suggested Student Objectives: Students will evaluate the role and/or purpose of an interest group in order to describe their influence on the political process. Reading Strategies: Make Inferences Vocabulary Development Analyze Information Fact and Opinion Compare and Contrast Cause and Effect Evaluate Technology/Web Resources: (political cartoons) Suggested Student Resources and Materials DIA SE pages Chapter 18 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages Chapter 18 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). FLD page 61 SR- An interest group is most likely to a) nominate party candidates b) veto proposed legislation c) set government policy d) lobby elected officials Suggested Formative Assessment Sample (BCR, SR, ECR) BCR- Although the House and Senate limit interest groups gifts and entertainment for lawmakers, in what other ways do interest groups use their money to influence Congress? Include details and examples to support your response.. ECR- It has been said that people in lower socio-economic levels could greatly benefit by forming and joining interest groups. Explain the rationale behind that theory. Do you agree or disagree? Explain your position. Include details and examples to support your response. Modifications for Special Education Students: Students should complete the activity Multiple Learning Styles: Kinesthetic found on page 505 of the TE. Modifications for ESOL Students: Students should complete the activity Analyzing Information activity found on page 506 of the TE. Honors Extensions: Students should complete a research activity where they investigate/research a specific interest group or Political Action Committee. Students should complete the activity Issues to Debate found on page 511 of the TE. Notes: See Interest Groups: NRA video clip at 59

64 Unit: Three Estimated Time: 1 Session Lesson 16: Role of the Media Standard: 1.0 Political Science Expectation: 1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States. Indicator: The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions. Indicator: (b) Analyze the external factors that influence the law-making process including the roles of the media, lobbyists, Political Action Committees (PACs), special-interest groups, citizens and public opinion. Indicator: (c) Analyze the role of the media, special-interest groups, and public opinion in influencing the policy and decisions of the executive branch. Indicator: (d) Evaluate how the media, political parties, special-interest groups, lobbyists, Political Action Committees (PACs) influence public opinion and government policies. Indicator: (e) Evaluate the reliability and influence of the media on elections, elected officials and public opinion. Indicator: (k) Analyze various methods that individuals or groups may use to influence laws and governmental policies including petitioning, letter writing and acts of civil disobedience. Suggested Student Objectives: Students will identify the different types of political advertisements (card stacking, contrast, glittering generalities, mudslinging, plain folks, testimonial, and transfer) in order to describe the role of the media in American politics in influencing voter/public opinion. Students identify possible consequences, both intended and unintended, of political advertisements in order to describe the role of the media in American politics. Students will list the many ways that commercials are used to influence the electorate in order to demonstrate an understanding of the concept of media involvement in American politics. Students will be able to construct a political advertisement of their own in order to illustrate the role of the media involvement in election politics using graphics and logos representative of media tactics used to persuade voters. Reading Strategies: Make Inferences Fact and Opinion Vocabulary Development Analyze Information Evaluate Cause and Effect Technology/Web Resources: (political cartoons); unitedstreaming: Campaign Essentials: Politics and the Media, First Television War: A Documentary Report Suggested Student Instructional Directions Resources (Page references for TE and and Materials ancillary materials) DIA SE pages Chapter 19 DIA TE pages Chapter 19 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). FLD page 62 Suggested Formative Assessment Sample (BCR, SR, ECR) SR- The mass media is sometimes referred to as the fourth branch of the government because it a) endorses all governmental policies. b) influences public opinion. c) is a powerful federal agency. d) is paid for with federal taxes. BCR- Explain how the media influences voters opinions of political candidates. Include detail and examples to support your response. Modifications for Special Education Students: Students should complete the activity Critical Thinking: Formulating Questions found on page 529 of the TE. Modifications for ESOL Students: Students should complete the activity Geography found on page 538 of the TE. Honors Extensions: Students should complete the activity Conducting Interviews found on page 542 of the TE. ECR- News organizations predict the winners of elections before all the votes are counted. On election day 2000, supporters of George W. Bush complained that news organizations predicted Al Gore to be the winner in California hours before the polls closed on the West Coast. Explain reasons why Bush supporters may have been displeased with the early predictions. Should news organizations predict the winners of elections? Explain why or why not. Include details and examples to support your response 60

65 Overview: Lesson 16: Role of the Media The purpose of this lesson is to introduce students to political advertisements and help them understand how those advertisements influence the issues and candidates in campaigns. VSC Expectations, Indicators, Assessment Limits, Objectives: Expectation Indicator Assessment Limits Objectives Concepts: political parties, interest groups, impact of the media on elections, elected officials, and public opinion e. Evaluate the reliability and influence of the media on elections, elected officials and public opinion f. Describe the roles of political parties in the United States and how they influence elections, elected officials and public opinion. Lesson Objectives: Students will identify the different types of political advertisements (card stacking, contrast, glittering generalities, mudslinging, plain folks, testimonial, and transfer) in order to explain how they affect American politics. Students identify possible consequences, both intended and unintended, of political advertisements in order to demonstrate and understanding of the role of the media in American politics. Students will be able to explain how candidates use political advertisements to influence voter opinion on campaign issues in order to demonstrate an understanding of the role of the media in American politics. Students will be able to predict how candidates might use different types of advertisements to reach different groups of people in order to demonstrate an understanding of the concept of election politics. Students will list the many ways that commercials are used to influence the electorate in order to demonstrate an understanding of the concept of media involvement in American politics. Students will be able to construct a political advertisement of their own in order to explain the impact of media involvement in election politics. Warm Up: Students should be asked to describe a popular ad from television. They can do this orally, draw a picture, write a description, etc. The teacher may then ask students, What features of this ad made it so memorable? The teacher may choose to record responses on the board under the heading, techniques used by advertisers. Alternately, the teacher could tape and show several product commercials and ask students to do the same as above. Discuss student responses. Which techniques are the most effective? The least? If advertisers were trying to promote a candidate for office rather than a product, how would their ads look different? The same? 61

66 Introductory and Development Activities: Teachers should use the Youth Leadership Initiative website to access examples of advertisements from actual campaigns. In order to run the video clips, you must use a computer installed with QuickTime. Visit the Center for Politics website ( to view campaign advertisements. Teachers may wish to use either the Types of Political Advertising guide or organizer with this tutorial. Guided Practice Activities: After reviewing the media types tutorial from the website, the class can discuss what they learned. Guide the students to compare the similarities between the types of advertisements students described and the ones featured on the website. Teachers may also address the following questions during class discussions. Do the advertisements appeal to specific audiences? How can advertisements influence public opinion about campaign issues? Independent Activities: Students should create a political advertisement for a contemporary or imaginary politician. Suggested guidelines include: For a contemporary candidate, students should research the politician s background and know where he/she stands on at least three central issues. Students creating an imaginary candidate should write a brief biography of their candidate, including that candidate s position on at least three issues. Students would then choose one of the types of ads from this lesson and create their own ad in that style. Components of this ad could include: o dialogue for the advertisement o music or other background sounds o setting o special effects Depending on time, students could create their ads using a variety of media. They could present their work as a PowerPoint presentation, a skit, or a storyboard. The teacher may also wish to add a written component to the assignment. Suggested questions include: o Who is your intended audience? What issues are important to your audience? What are you trying to convince them to do or think? o What issues are important to your candidate? How does your ad address these issues? Assessment: Students should complete one of the following extension activities: Students should find examples of each type of commercial and bring descriptions or the actual tapes to class. Students should contact an elected official and interviews them about political advertisements. Students should contact a candidate and watch the production of an advertisement. 62

67 Closure Activities: As the students leave the classroom, have them fill out exit slips explaining the impact of bias in election politics. Notes: All Teacher Resources and Student Handouts for this lesson can be found on the High School Social Studies E-Org. This lesson was adapted from the Youth Leadership Initiative. 63

68 Unit: Three Estimated Time: 1 Session Lesson 17: Demographics and Reapportionment STANDARD: 3.0 Geography Expectation: 3.1 The student will demonstrate an understanding of the relationship of cultural and physical geographic factors in the development of government policy. Indicator: The student will evaluate demographic factors related to political participation, public policy, and government policies. Objective: (f) Determine the impact of reapportionment and redistricting on individuals, groups, local communities and regions. Suggested Student Objectives: Students will analyze demographic characteristics of constituencies in order to determine how they impact reapportionment. Reading Strategies: Vocabulary Development Analyze Information Classify Make Inferences Compare and Contrast Technology/Web Resources: (political cartoons) Suggested Student Resources and Materials DIA SE pages Chapter 5 Section 1 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages Chapter 5 Section 1 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). Suggested Formative Assessment Sample (BCR, SR, ECR) SR- The population of Massachusetts has increased since 1970, but its representation in Congress has declined. Which of these best explains why this has happened? a) a large number of people in Massachusetts are not citizens b) a large number of people in Massachusetts have not registered to vote c) massachusetts has chosen not to send representatives to the national government d) population growth in Massachusetts has not kept pace with the growth of other states BCR- Describe how reapportionment and redistricting impact individuals, groups, local communities, and regions. Identify a group that might be impacted and explain your answer. Use details and examples to support your response. ECR- Describe how redistricting impacts representation. Explain how redistricting makes Congress equally representative of the people. Include details and examples to support your response. Modifications for Special Education Students: Students should complete the activity Apportionment (Legislative Branch, Activity 3) found at Modifications for ESOL Students: Students should complete the activity Apportionment (Legislative Branch, Activity 3) found at Honors Extensions: Students should complete the activity Apportionment (Legislative Branch, Activity 3) found at Notes: 64

69 Unit: Three Estimated Time: 1 Session Lesson 18: Civic Participation Standard: 1.0 Political Science Expectation: 1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States. Indicator: The student will evaluate how the principles of government assist or impede the functioning of government. Objective: (t) Describe an individual s legal obligations to obey the law, pay taxes, serve on a jury and serve as a witness. Indicator: The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions. Objective: (h) Analyze the roles of participants in the election process including voting, contributing, and electioneering. (i) Analyze how citizens make informed decisions regarding candidates, issues, and policies. (j) Describe the importance of being informed on civic issues, volunteering and public service. (k) Analyze various methods that individuals or groups may use to influence laws and governmental policies including petitioning, letter writing and acts of civil disobedience. Suggested Student Objectives: Students will explore the importance of civic participation in participate in simulations reflecting responsible citizenship behaviors. Students will analyze the roles of participants in the election process including voting, contributing and electioneering in order to describe the impact of civic participation on American politics. Reading Strategies: Evaluate Make Inferences Cause and Effect Vocabulary Development Analyze Information Predict Make Comparisons Technology/Web Resources: (political cartoons) united streaming: America At It s Best: What it means to be an American Citizen Suggested Student Resources and Materials DIA SE pages Chapter 14 Section 2 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages Chapter 14 Section 2 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). Suggested Formative Assessment Sample (BCR, SR, ECR) SR- This is vital to the success of United States democracy a) poll tax b) political parties c) voting d) PACs BCR- Read the scenario below. Recently a city ordinance [law] was passed that banned skateboard riding on most city streets and sidewalks. You and your friends believe this is an unjust law. Describe two legal ways you and your friends could try to get this law changed. Explain why each of your choices would be effective. Include details and examples to support your response. ECR- Describe the various voting rights acts passed in America s history. Explain the effects that the Voting Rights Acts have had on African American s participation in government. Include details and examples to support your response. Modifications for Special Education Students: Students should complete the Voter s Handbook activities found on pages of the SE and TE. Modifications for ESOL Students: Students should complete the Voter s Handbook activities found on pages of the SE and TE. Honors Extensions: Students should complete the Voter s Handbook activities found on pages of the SE and TE. Notes: See Citizens' Roles: Paths to Elected Office video clip at **This is a Student Service Learning Activity. See attached.** 65

70 Student Service Learning Activity Unit Three: Participation in Government Lesson 18: Civic Participation 1. Conduct a survey of 18 year olds about the constitutionality of conscription and question whether or not a draft should be reinstated. 2. Analysis of the public opinion poll, political cartoon, news coverage of a campaign. 3. Research information to conduct the Meet the Youth Forum. 4. Students will draft a personal statements based on results of the polling and research to prepare for a Meet the Youth Forum and invite city, county, and/or state legislators via phone, and formal letters to come to their class/school. 5. Journal Activity to reflect on the experience and what influences political choice. 66

71 Unit Four: The Legislative Branch 67

72 Unit Four Overview (Adapted from the MSDE Web Based Course) Rationale or Purpose for Teaching: The purpose of this unit is to provide students with knowledge about the importance of the legislative branch to the foundations of American democracy. Students begin by examining ways in which the framers of the Constitution envisioned the power of government could be balanced against the public good. As part of that examination, students will consider the necessity of being informed about: the structure, functions, and powers of the legislative branches; and the immediate impact that local, state, and national legislatures have on contemporary society. In addition, students will examine the legislative process of three levels of government: local government, the Maryland General Assembly, and the United States Congress. Students will discover the structure, functions, and powers of the legislative body at each of those levels. They will also analyze the power of legislation to protect and to limit the rights of individuals and groups. Finally, students will examine vocabulary and terminology specific to the legislative process and to both the Maryland General Assembly and the United States Congress. Essential Concepts: Principles of government (Popular Sovereignty, Separation of Powers, Checks and Balances, Federalism) Delegated v. Reserved powers Representative government Purpose of government Role of government in peoples daily lives Basic economic principles, (supply and demand, money supply, interest rates, wages, taxes) Knowledge of the purpose of the legislative branch Basic knowledge of the Congress Essential Questions: What are the powers, structure and organization of the legislative branches (United States Congress, Maryland General Assembly and local councils)? How are legislative tools used in the law making process as a method of limiting government and ensuring that the people are represented? What are the powers denied to national and state governments? What are the implied powers of United States Congress? How can individuals and groups initiate change in government? What is the effectiveness of legislation promoting equity (immigration policies, affirmative action)? How do changes in demographics affect representation and decisions by representatives? What are the election and appointment processes for members of the national, state and local legislative branches? 68

73 Essential Vocabulary: bicamerial legislature county council bill redistricting public opinion ex post facto law Maryland General Assembly political parties implied powers House of Delegates Political Action Committee (PAC) enumerated powers State Senate initiative override reapportionment referendum Americans with Disabilities Act constituents media Civil Rights Act of 1964 incumbent lobbyist Higher Education Act, Title IX 1972 Speaker of the House interest groups Voting Rights Act, 1965 President of the Senate demographics Indian Education Act, 1972 United States census limited government Native American Rights legislator veto women s rights candidate necessary and proper clause Individuals with Disabilities Education Act, 1997 United States Senate impeachment immigration policy United States House of Fiscal policy affirmative action Representatives ordinance budget segregation minority rights seniority rule equality eminent domain expressed powers Bill of Attainder *Terms that have been italicized are VSC Assessment Limits* 69

74 Unit: Four Standard:1.0 Expectation: 1.1 Indicator: Indicator: Standard: 3.0 Expectation: 3.1 Objectives: Estimated Time: 1 Session Lesson 19: Structure and Organization of Congress Political Science The student will demonstrate understanding of the structure and functions of government and politics in the United States. The student will evaluate how the principles of government assist or impede the functioning of government. (j)describe legislative tools that can be used during the law making process, such as filibuster, conference committees, and overriding a veto. Geography The student will demonstrate an understanding of the relationship of cultural and physical geographic factors in the development of government policy. The student will evaluate demographic factors related to political participation, public policy and government policies. (a) Evaluate the impact of changing population size on representation in legislative bodies as determined by the United States Census. (b) Explain the reasons for reapportionment and its impact on fiscal decisions and representation. Suggested Student Objectives: Students will identify the rights in the Bill of Rights in order to understand how these rights protect individuals and limit the power of government. Students will explain how amendments to the Constitution expand or limit individual civil liberties, such as the 14th Amendment, 18th Amendment and proposed flag burning amendment in order to demonstrate an understanding of these amendments. Students will examine the purpose of eminent domain in order to explain how it affects citizens rights. Students will describe the formal process for amending the Constitution in order to understand why this process is necessary. Students will create flipbooks in order to illustrate their understanding of the rights protected by the First, Fourth, Fifth and Eighth Amendments. Reading Strategies: Cause and Effect Draw Conclusions Make Inferences Analyze Classify Compare and Contrast Technology/Web Resources: (political cartoons); unitedstreaming: Suggested Student Resources and Materials DIA SE pages Chapter 5 Almost Painless Guide to the Legislative Branch; Our Federal Government: The Legislative Branch Instructional Directions Suggested Formative Assessment Sample (Page references for TE (BCR, SR, ECR) and ancillary materials) DIA TE pages Chapter 5 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). IPC 5 FLD page 48 SR- The process of setting up new congressional districts after reapportionment is called a) redistricting b) gerrymandering c) bicameral legislature d) censuring BCR- What is the difference between reapportionment and redistricting? Include details and examples to support your response. ECR- How does the existence of committees in the House and Senate enable Congress to work more efficiently? How does the committee system sometimes slow down the work of Congress? Include details and examples to support your response. Modifications for Special Education Students: Students should complete the activity Multiple Learning Styles: Logical/Mathematical on page 125 of the TE. Modifications for ESOL Students: Students should complete the activity Showing the Senate on page 139 of the TE. Honors Extensions: Students should complete the activity Following Local Coverage of Congress found on page 122 of the TE. Notes: See Qualifications and Terms of Office: Life as a Member of the U.S. House video clip at 70

75 Overview: Lesson 19: Structure and Organization of Congress In this lesson, students will develop the skills needed for informed participation in public affairs by communicating with public officials. VSC Expectations, Indicators, Assessment Limits, Objectives: Expectation Indicator Assessment Limits Objectives Federal (Congress- House of Representatives & Senate), State (General Assembly House of Delegates & State Senate), and Local Legislative Branches: Structure, Powers, Selection of Leaders and the Electoral Process Political parties, interest groups, lobbyists, citizens, and the impact of the media Describe the bicameral structure, powers and organization of the United States Congress and the Maryland General Assembly Analyze the external factors that influence the law-making process including the roles of the media, lobbyists, Political Action Committees, interest groups, citizens and public opinion Lesson Objectives: Warm Up: Students will describe the bicameral structure, powers and organization of the U.S. Congress in order to demonstrate an understanding of Article I of the U.S. Constitution.(1.1.2j) Students will analyze the external factors that influence the law-making process including the roles of the media, lobbyists, Political Action Committees, interest groups, citizens and public opinion in order to demonstrate an understanding of how these groups are involved in the law-making process.(1.1.4b). Students will be able to identify effective persuasive writing techniques in order to effectively communicate with a legislative leader. Students will be able to research and format a persuasive letter to a legislator of their own choosing in order to effectively communicate with a legislative leader. Distribute copies of the readings No School Uniforms! and School Uniforms Can Help Parents and Teachers. Students may work individually or in small groups to answer. 71

76 Introductory and Development Activities: Review the Guide to Writing a Congressional Leader. This guide helps students identify the issues and research they will address in their letters. Guided Practice Activities: Prior to writing their letters, students may also review the Sample Congressional Letter for a clear example of how to format a formal letter. Review the warm up activity with students. Have they clearly identified themselves, their argument, and supporting facts? Independent Activities: Students should begin drafting letters to one of their elected federal or state officials. Assessment: Students should bring completed letters (and stamped envelopes) to class on the next class meeting. Letters (and envelopes) should be graded and then mailed. Closure Activities: Students should review the Sample Congressional Letter for a clear example and review of how to format a formal letter. Review the warm up activity with students. Make sure that they have clearly identified themselves, their argument, and their supporting facts. Notes: All Teacher Resources and Student Handouts for this lesson can be found on the High School Social Studies E-Org. No School Uniforms! reading School Uniforms Can Help Parents and Teachers reading Guide to Writing a Congressional Leader handout Sample Congressional Letter traditional mail This lesson was adapted from the Youth Leadership Initiative 72

77 Unit: Four Standard: 1.0 Expectation: 1.1 Indicator: Objectives: Estimated Time: 2 Sessions Lesson 20: Powers of Congress Political Science The student will demonstrate understanding of the structure and functions of government and politics in the United States. The student will evaluate how the principles of government assist or impede the functioning of government. (h) Identify and explain the implied powers of Congress including the Elastic Clause (necessary and proper) and its effects on the functioning of government. (i) Describe the bicameral structure, powers and organization of the United States Congress and the Maryland General Assembly. Suggested Student Objectives: Students will analyze the powers given to Congress in the Constitution in order to describe the role of implied powers on the principle of limited government. Reading Strategies: Classify Make Comparisons Cause and Effect Categorize Make Inferences Draw Conclusions Technology/Web Resources: (political cartoons) unitedstreaming: The Almost Painless Guide to The Legislative Branch; Our Federal Government: The Legislative Branch Suggested Student Resources and Materials DIA SE pages Chapter 6 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages Chapter 6 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). IPC 6 Suggested Formative Assessment Sample (BCR, SR, ECR) SR- Which of these is an example of an implied power of Congress? a) signing a peace treaty b) proposing an amendment to the Constitution c) regulating internet usage d) coining a new twenty-five cent coin BCR- Explain how the Constitution s commerce clause permits Congress to require that all radio and television stations be licensed by the federal government. Include details and examples to support your response. ECR- SR 6 Explain the necessary and proper clause. Do you think that the necessary and proper clause gives the federal government too much power? Explain your position. FLD Include details and examples to support your response. page 49 Modifications for Special Education Students: Students should complete the activity The Legislative Veto found on page 175 of the TE. Modifications for ESOL Students: Students should complete the activity Local Courts found on page 169 of the TE. Honors Extensions: Students should complete the activity Congressional Investigations found on page 156B of the TE. Notes: Many of the Landmark Supreme Court Cases referenced at the back of this document should be addressed in this lesson. 73

78 Unit: Four Estimated Time: 2 Sessions Lesson 21: Lawmaking Standard: 1.0 Political Science Expectation: 1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States. Indicator: The student will evaluate how the principles of government assist or impede the functioning of government. Objectives: (k) Examine the powers and functions of local legislative bodies in Maryland, such as county councils, county commissioners, and city councils. Suggested Student Objectives: Students will describe the bicameral structure, powers and organization of the U.S. Congress in order to demonstrate an understanding of Article I of the U.S. Constitution. Students will describe legislative tools that can be used during the law making process, such as filibusters, conference committees, and overriding veto in order to demonstrate an understanding of the lawmaking process. Students will research and draft original legislation in order to apply knowledge about the lawmaking process. Students will identify the differences between local, state, and national issues in order to demonstrate an understanding of the concept of levels of government. Students will demonstrate organizational and writing skills in order to demonstrate the ability to draft original legislation. Students will identify how constituents can influence the policy-making process in order to demonstrate an understanding of the role of citizens in a democracy. Reading Strategies: Cause and Effect Vocabulary Development Compare and Contrast Drawing Conclusions Evaluate Analyze Information Make Inferences Synthesize Information Technology/Web Resources: (political cartoons) unitedstreaming: The Almost Painless Guide to The Legislative Branch; Our Federal Government: The Legislative Branch Suggested Student Resources and Materials DIA SE pages Chapter 7 Section 1 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages Chapter 7 Section 1 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). Suggested Formative Assessment Sample (BCR, SR, ECR) SR- Which of these officials is responsible for making laws? a) a federal judge b) the governor of a state c) a United States senator d) the Secretary of Defense BCR- Discuss the stages in the legislative process at which a bill can be delayed or killed. Include details and examples to support your response. HDS 7 CLA 7 FLD page 50 ECR- Many bills start as ideas that citizens bring to their congressional representatives. If you could bring an idea for a bill to your senator or representative, what would it be? Explain why you would propose this idea. Include details and examples to support your response. Modifications for Special Education Students: Students should complete the activity Cooperative Learning Creating a Board Game found on page 182 of the TE. Modifications for ESOL Students: Students should complete the activity Cultural Life found on page 185 of the TE. Honors Extensions: Students should complete the activity Track a Bill found at Notes: **This is a Student Service Learning Activity. See activity after lesson.** 74

79 Overview: Lesson 21: Lawmaking The purpose of this lesson is to help students understand the process members of the U.S. Congress follow when drafting legislation. An emphasis will be placed on proposing innovative solutions to national issues. VSC Expectations, Indicators, Assessment Limits, Objectives: Expectation Indicator Assessment Limits Objectives Federal (Congress- House of Representatives & Senate), State (General Assembly House of Delegates & State Senate), and Local Legislative Branches: Structure, Powers, Selection of Leaders and the Electoral Process Describe the bicameral structure, powers and organization of the United States Congress and the Maryland General Assembly Describe legislative tools that can be used during the law making process, such as filibuster, conference committees, and overriding a veto Lesson Objectives: Students will describe the bicameral structure, powers and organization of the U.S. Congress in order to demonstrate an understanding of Article I of the U.S. Constitution.(1.1.2j) Students will describe legislative tools that can be used during the law making process, such as filibusters, conference committees, and overriding a veto in order to demonstrate an understanding of the lawmaking process.(1.1.2k) Students will research and draft original legislation in order to apply knowledge about the lawmaking process. Students will identify the differences between local, state, and national issues in order to demonstrate an understanding of the concept of levels of government. Students will demonstrate organizational and writing skills in order to demonstrate the ability to draft original legislation. Students will identify how constituents can influence the policy-making process in order to explain the role of citizens in a democracy. 75

80 Warm Up: Students may begin by viewing the representative pieces of legislation provided (H.R. 1234, H.R. 1267, and H.R. 1895). Additional legislation can be viewed at As students review legislation they may ask the following questions. What is the purpose of this legislation? Who will benefit from the proposal? What types of costs are included in funding the legislation? Introductory and Development Activities: The form Guidelines for Drafting Legislation follows. Students can use this guideline as a tool to draft their legislation. Students may also use Sample Topics for Legislation to help them identify topics for legislation. Guided Practice Activities: Review all prior activities with students as final review and practice. Independent Activities: Students may begin research once they have identified a topic of interest. They should adhere to the guidelines set forth in this lesson. Assessment: Students should present their bills to the class. Teachers should score the sample bills using the Rubric for Draft Legislation found at the back of this lesson plan. Closure Activities: Review all elements of this activity at the end of class and before students begin to create their original draft legislation. Notes: All Teacher Resources and Student Handouts for this lesson can be found on the High School Social Studies E-Org. Sample bills to review for purpose and format a) H.R. 1267: The Z s to A s Act b) H.R. 1895: School Anti-Violence Empowerment Act Handouts: a) Guidelines for Drafting Legislation b) Brainstorming Ideas for Legislation c) Sample Topics for Legislation Template for student designed legislation: a) H.R. 1234: To establish a national community service program as an incentive for post-secondary education Teacher rubric This lesson was adapted from the Youth Leadership Initiative. 76

81 Student Service Learning Activity Unit Four: The Legislative Branch Lesson 21: Lawmaking 1. Research lawmaking process and identify a local issue in need of legislation. 2. Debate how best to deal with issues through legislation. 3. Draft proposed legislation to address a need within the community that presents a public issue. 4. Write and send letters to appropriate legislators who can impact the addressed need and follow-up with a phone call and regarding progress. 5. Journal Activity to reflect on the experience and what influences political choice. 77

82 Unit: Four Standard: 1.0 Expectation 1.1: Indicator: Objective: Estimated Time: 1 Session Lesson 22: Influencing Lawmaking Political Science The student will demonstrate understanding of the structure and functions of government and politics in the United States. The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions. (b) Analyze the external factors that influence the law-making process including the roles of the media, lobbyists, Political Action Committees (PACs), special-interest groups, citizens and public opinion. Suggested Student Objectives: Students will analyze the external factors that influence the law-making process including the roles of the media, lobbyists, Political Action Committees, interest groups, citizens and public opinion in order to explain the role of these groups in the lawmaking process.(1.1.4b) Students will be able to interpret a chart in order to form generalizations about the growth of political action committees. Students will be able to identify the major arguments in the debate over the influence of political action committees on the American political system in order to explain the role of PACs in the political process. Students will be able to predict the ways in which legislators respond to attempts by interest groups to influence the legislative process in order to demonstrate an understanding of the influence of interest groups. Reading Strategies: Cause and Effect Evaluate Make Inferences Compare and Contrast Fact and Opinion Technology/Web Resources: (political cartoons) United Streaming: Campaign Essentials : Politics and the Media Suggested Student Resources and Materials DIA SE pages Chapter 7 Section 3 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages Chapter 7 Section 3 Section Focus Transparencies, Reproducible Lesson Plans, Daily Lecture Notes, Guided Reading Activities, Reading Essentials and Study Guides, and Section Quizzes for the above sections. Suggested Formative Assessment Sample (BCR, SR, ECR) SR- The mass media is sometimes referred to as the fourth branch of government because it a) endorses all governmental policies b) influences public opinion c) is a powerful federal agency d) is paid for with federal taxes BCR- How do lobbyists and special interest groups influence Congress? Which do you think is more effective? Include details and examples to support your response. ECR- Explain how a candidate running for political office might use the media to win votes during an election campaign. Do you think that this makes a difference in who citizens vote for? Explain your position. Include details and examples to support your response. Modifications for Special Education Students: Students should complete the activity Multiple Learning Styles Visual/Spatial Activity found on page 196 of the TE. Modifications for ESOL Students: Students should complete the activity Visual/Spatial found on page 196 of the TE. Honors Extensions: Students should complete the activity Cooperative Learning Activity Planning a Strategy found on page 195 of the TE. Notes: 78

83 Overview: Lesson 22: Influencing Lawmaking In this lesson, students will understand the role that outside influences such as political action committees (PACs), presidential vetoes, and the media play in the legislative process. They will be challenged to respond to unpredictable outside influences and explain how recommendations from these sources will impact their legislative decisions. VSC Expectations, Indicators, Assessment Limits, Objectives: Lesson Objectives: Warm Up: Expectation Indicator Assessment Limits Objectives Political parties, interest groups, lobbyists, citizens, and the impact of the media Students will analyze the external factors that influence the law-making process including the roles of the media, lobbyists, Political Action Committees, interest groups, citizens and public opinion in order to explain the role of these groups in the lawmaking process. (1.1.4b) Students will be able to interpret a chart in order to form generalizations about the growth of political action committees. Students will be able to identify the major arguments in the debate over the influence of political action committees on the American political system in order to explain the role of PACs in the political process. Students will be able to predict the ways in which legislators respond to attempts by interest groups to influence the legislative process in order to explain the influence of interest groups. Write the word committee on the board. Ask students to define committee. Who forms committees? Why? Add the words political action before the word committee. Record student answers to the following: What might the goals be of a political action committee? What types of groups might form political action committees? What steps might a political action committee take to meet its goals? Introductory and Development Activities: 1) Distribute copies of the article, What is a Political Action Committee? This selection provides background information on the meaning of the term PAC and a description of the evolution of PACs since ) After reading about the formation of PACs, distribute the chart demonstrating the growth of political action committees over the past thirty years. Questions accompany the graph to assist students in interpreting the information and can be answered individually or through class discussion. Guided Practice Activities: Explain how initiative, referendum, and recall are opportunities for individuals and groups to initiate change in state and local government policy Analyze the external factors that influence the law-making process including the roles of the media, lobbyists, Political Action Committees, interest groups, citizens and public opinion 79

84 Distribute copies of the articles offering opposing viewpoints on PACs and ask students to answer the discussion questions provided in the Reading Guide. Discussion questions are designed to challenge students to analyze the differences between the articles and evaluate the merits of each perspective. Students may read and answer questions individually or in small groups. Students may also be grouped in jigsaw fashion. Three small groups should each read and study one article, and then groups are shuffled to have a few members of each of the first three groups. Students should compare and contrast the strengths and weaknesses of the major arguments of each article. Independent Activities: Students should visit the media center or computer lab and use the handout Top 7 PAC Contributors during Election 2000 to learn more about some of the most influential PACs as well as questions to help students analyze the political impact of these organizations. Assessment: Students should respond to the following BCR: For at least three (3) of the issues below, choose one PAC studied in this lesson and explain how its members might wish to influence legislation in that issue: a) the environment b) the minimum wage c) immigration d) the war on terrorism e) education Include details and examples to support your response. Closure Activities: Based on the readings in this lesson, students should write a short paragraph that explains why they think PACs are a positive, negative, or neutral influence in American politics today. Notes: All Teacher Resources and Student Handouts for this lesson can be found on the High School Social Studies E-Org. Reading: What is a Political Action Committee? Chart: Growth in PAC Numbers and Congressional Contributions Articles: a) PACs, Parties, and Presidents by Larry Sabato b) The Case for PACs by Herbert Alexander c) The Choice is Clear: It s People vs. the PACs by Archibald Cox and Fred Wertheimer Handouts: a) Political Action Committees - Top 7 Campaign Contributors, Jan. 1, 1999 June 30, 2000 b) Reading Guide This lesson was adapted from the Youth Leadership Initiative. 80

85 Unit: Four Estimated Time: 1 Session Lesson 23: State and Local Legislatures Standard: 1.0 Political Science Expectation: 1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States. Indicator: Objective: Indicator: Objective: Indicator: Standard: 3.0 Expectation 3.1 Indicator: Objective: The student will evaluate how the principles of government assist or impede the functioning of government. (j) Describe legislative tools that can be used during the law making process, such as filibuster, conference committees, and overriding a veto. (l) Describe the structure, powers and authority of the executive branch on the federal, state, and local levels. The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions. (a) Explain how initiative, referendum, and recall are opportunities for individuals and groups to initiate change in state and local government policy. (b) Analyze the external factors that influence the law-making process including the roles of the media, lobbyists, Political Action Committees (PACs), special-interest groups, citizens and public opinion. Geography The student will demonstrate an understanding of the relationship of cultural and physical geographic factors in the development of government policy. The student will evaluate the role of government in addressing land use and other environmental issues. (a) Analyze the affect of legislative decisions on land use and environmental issues. (b) Describe how local governments control the use of land and manage growth through zoning laws and/or ordinances. Suggested Student Objectives: Students will examine the organization of the Maryland General Assembly in order to compare it s powers and structure to the United States Congress using a Venn Diagram. Reading Strategies: Make Inferences Classify Vocabulary Development Compare and Contrast Make Comparisons Identify Central Issues Technology/Web Resources: (political cartoons); Suggested Student Resources and Materials DIA SE pages ; ; Chapter 23 Sections 1 and 2; Chapter 24 Section 1 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages ; ; Chapter 23 Sections 1 and 2; Chapter 24 Section 1 Suggested Formative Assessment Sample (BCR, SR, ECR) SR- Which of these is a responsibility of the Maryland General Assembly? a) approving the annual state budget b) supervising the Maryland State Police c) reviewing criminal appeals d) vetoing unpopular laws RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). BCR- The native oyster population is less than 1% of its numbers 30 years ago. Some want to introduce a non-native species to the bay. Explain the pros and cons of legislation restricting this action. Do you think that the non-native species should be permitted? Include details and examples to support your response. ECR- Traffic congestion is a problem in the Baltimore-Washington metropolitan region. Propose possible actions the government could take to solve this problem. Explain why some people would oppose these actions. Include details and examples to support your response. Modifications for Special Education Students: Students should complete an organizational chart showing the structure of the Maryland General Assembly. Modifications for ESOL Students: Students should complete the activity Interpersonal found on page 639 of the TE. Honors Extensions: Students should complete the activity Simulation 8 Mock Public Hearing in the Government Simulations and Debates Booklet. Notes: ALL students should view the Smart Growth Power Point Presentation found on the High School Social Studies E-Org. An appropriate writing activity should follow. 81

86 Unit: Four Standard: 1.0 Expectation 1.2 Indicator: Estimated Time: 1 Session Lesson 24: Evaluating Legislation Political Science The student will evaluate how the United States government has maintained a balance between protecting rights and maintaining order. The student will analyze legislation designed to protect the rights of individuals and groups and to promote equity in American society. Objective: (b) Examine immigration policies the government has implemented, such as the Immigration Reform and Control Act (1986) and the Immigration Act of (c) Identify the purpose of affirmative action and explain how the implementation of affirmative action has changed over time. Suggested Student Objectives: Students will examine federal legislation that promotes equity (in society) in order to evaluate the impact of legislation on various groups in society. Reading Strategies: Vocabulary Development Compare and Contrast Cause and Effect Draw Conclusions Classify Make Inferences Technology/Web Resources: (political cartoons) unitedstreaming: Civil Rights: The Long Road to Equality; Free at Last; Immigration to the United States: American Heritage Series Suggested Student Resources and Materials DIA SE pages ; Chapter 14 Sections 1 and 5 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages ; Chapter 14 Sections 1 and 5 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). IPC 14 SR 14 FLD page 57 Suggested Formative Assessment Sample (BCR, SR, ECR) SR- Which of these best describes a goal of affirmative action legislation? a) to encourage young people to go into politics b) to promote educational opportunities for minorities c) to require employers to provide health benefits to all workers d) to establish job training courses for the economically disadvantages BCR- Describe an action that the federal government has taken to prevent discrimination. How effective do you think this action has been? Include details and examples to support your response. ECR- Briefly explain the Immigration Act of Why did Congress exempt some refugees from the immigration quotas when it passed the Immigration Reform Act of 1990? Do you think the exemption was fair? Explain your position. Include details and examples to support your response. Modifications for Special Education Students: Students should complete the activity Extra Credit Project Looking in From Outside found on page 386 of the TE. Modifications for ESOL Students: Students should complete the activity Producing a Documentary found on page 388of the TE. Honors Extensions: Students should complete the activity Interpersonal found on page 389 of the TE. Notes: 82

87 Unit: Four Standard: 4.0 Expectation 4.1 Indicator: Objectives: Estimated Time: 1 Session Lesson 25: Developing Fiscal Policy Economics The student will demonstrate an understanding of economic principles, institutions, and processes required to formulate government policy. The student will evaluate the effectiveness of current monetary and fiscal policy on promoting full employment, price stability, and economic performance. (a) Describe the role of the United States Congress and the Maryland General Assembly in developing fiscal policy and the approval of budgets. (b) Describe how national, state, and local legislative bodies use taxing and spending to influence the economy. (c) Evaluate the effectiveness of fiscal policy in achieving economic growth and employment, such as tax incentives and changes in spending. Suggested Student Objectives: Students will examine the role of the Legislative Branch in development of fiscal policy in order to describe how it influences the economy. Reading Strategies: Analyze Information Vocabulary Development Classify Predict Cause and Effect Make Inferences Synthesizing Information Technology/Web Resources: (political cartoons); Suggested Student Resources and Materials DIA SE pages ; Chapter 7 Section 2; Chapter 20 sections 1-3 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages ; Chapter 7 Section 2; Chapter 20 Sections 1-3 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). IPC 20 VOC 20 FLD page 63 Suggested Formative Assessment Sample (BCR, SR, ECR) SR- With which government actions is the Consumer Price Index (CPI) most associated? a) imposing economic sanctions b) reducing unemployment c) measuring the rate of inflation d) offering federal business loans Modifications for Special Education Students: Students should complete the activity Critical Thinking Identifying Alternatives on page 558 of the TE. Modifications for ESOL Students: Students should complete the activity Making a Flowchart found on page 561 of the TE. BCR- If the Constitution required a balanced budget and a war increased defense spending, how could Congress meet this constitutional requirement? Include details and examples in your response. ECR- Describe how the system for withholding federal income tax works. Explain why the government requires taxpayers to follow this system when paying their taxes. Include details and examples to support your response. Honors Extensions: Students should complete the activity Look Who s Footing the Bill found at Notes: ALL students should complete the activity Calculate CPI! found at An appropriate writing activity should follow. 83

88 Unit Five: The Executive Branch 84

89 Unit Five Overview (Adapted from the MSDE Web Based Course) Rationale or Purpose for Teaching: The purpose of this unit is to provide students with knowledge about the importance of the executive branch of American government to the foundations of democracy. Students begin by examining the following roles and responsibilities of the executive branch: the structure, powers and authority of the executive branch the responsibilities of national, state, and local executives the executive and the economy the implementation of foreign policy Students will examine the system of checks and balances established in the Constitution of the United States that both provide and constrain the broad powers of the executive branch. Students will also examine how presidential power has changed over time, why it has changed, and how it might change in their lifetimes. Additionally, they will consider the powers that the Constitution expressly delegates to the presidency: to command the armed forces to make treaties to approve or veto legislation to grant pardons to appoint ambassadors, justices, and cabinet members to ensure that laws are enforced In addition to the office of the presidency, students will examine the roles and responsibilities of state and local executives: governors, county executives, and mayors. As part of that examination, students will consider topics, such as legislation, budget creation, controlling growth, dealing with natural disasters, and law enforcement. Finally, they will also consider the influence that the media, public opinion, and interest groups have on executive decision-making. Essential Concepts: The organization and power of the executive branch provides a structure for limited government and law enforcement. The President has both foreign and domestic responsibilities in conjunction with Congress. The executive balances competing socio-economic goals to ensure economic equity. National, state and local executives create fiscal policy. The Electoral College system provides a structure for the election of the President. The power of the executive has changed over time. Executive power is constrained by the system of checks and balances. The branches and levels of government have separate spheres of influence and power, but our government is a federal system that works in checks and balances. External factors (special interest groups, the media and public opinion) can influence the decisions of the executive. 85

90 Essential Questions: What are the powers, structure, and authority of the executive branches (President, Governor and local executives)? How do regulatory agencies carry out the policies of the executive on the national and state level? How does the executive branch balance competing socio-economic goals to ensure economic equity? How does the executive branch develop fiscal policy to manage the economy? What are the budget responsibilities of the executive branch at the national, state and local levels of government? How does the Electoral College system function within the presidential election process? How and why has the power of the executive expanded over time? How can the executive use their power to maintain order and safety? How do the legislative and judicial branches limit the powers of the executive? How do the media, special interest groups and the public affect the policy decisions of the executive? What are the President s responsibilities in making foreign policy and setting the legislative agenda? Essential Vocabulary: electoral college cabinet executive order primary executive privilege ambassador bureaucracy Pardon embassy mandate Treaty budget elector Alliance foreign policy candidate Amnesty county executive presidential democracy veto budget patronage executive privilege checks and balances spoils system executive agreement impeachment federal deficit land use Lt. Governor mayor public issues governor monetary policy checks and balances ambassador Food and Drug Administration Federal Aviation Administration embassy (FDA) Environmental Protection Agency (FAA) Communication Commission (CCC) budget *Terms that have been italicized are VSC Assessment Limits* 86

91 Unit: Five Standard: 1.0 Expectation: 1.1 Indicator: Objective: Estimated Time: 2 Sessions Lesson 26: The Electoral College and The Election of the President Political Science The student will demonstrate understanding of the structure and functions of government and politics in the United States. The student will evaluate how the principles of government assist or impede the functioning of government. (n) Describe the selection process for the president of the United States including the Electoral College. Suggested Student Objectives: Describe the strengths and weaknesses of the Electoral College in order to evaluate its role in electing the president. (1.1.2 n) Students will be able to evaluate the Electoral College is in order to identify the characteristics of the system that makes it work as a winner-take-all system in the United States. Students will identify the reasons why the Framers of the U.S. Constitution adopted an Electoral College system to elect a chief executive in order to demonstrate an understanding of this system. Students will be able to identify and explain four unique elections that did not fit the ideal process that the Framer s created in 1791 in order to demonstrate an internalization of this system. Reading Strategies: Main Idea and Supporting Details Make Inferences Cause and Effect Predict Consequences Compare and Contrast Evaluate Vocabulary Development Technology/Web Resources: (political cartoons); United Streaming: Our Federal Government: Electing A President: The Process Suggested Student Resources and Materials DIA SE pages Chapter 8 Section 2 Instructional Directions (Page references for TE and ancillary materials) DIA TE pages Chapter 8 Section 2 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). Suggested Formative Assessment Sample (BCR, SR, ECR) SR- Electors are elected by popular vote but the president is elected by a) Congress b) political parties c) popular vote d) the Electoral College BCR- In evaluating the Electoral College system, is it important that in a presidential election a strong third-party presidential candidate run? Explain your position. Include details and examples to support your response. ECR: Critics of the Electoral College system feel that it needs to be eliminated in favor of a direct popular vote system. Supporters feel that since the system has worked for this long, it should stay as is. What are the major weaknesses? What are the strengths? Do you think that the Electoral College should be eliminated? Explain your position. Include details and examples to support your response. Modifications for Special Education Students: Students should complete the activity Creating a Map on page 221 of the TE. Modifications for ESOL Students: Students should view the USG Video Program Video Lesson 17 Elections and Voting. Students should complete the activity Diagramming the Electoral College on page 221 of the TE. Honors Extensions: Students should read The Federalist #68. An appropriate writing activity should follow. Notes: See Powers and Responsibilities: Reading of the Electoral College Votes video clip at 87

92 Lesson 26: The Electoral College and the Election of the President Overview: The purpose of this lesson is to help students understand why the Electoral College was created by the Framers of the U.S. Constitution; to describe how the Electoral College works; and to provide concrete examples of U.S. presidential elections that were not decided completely by the popular vote. VSC Expectations, Indicators, Assessment Limits, Objectives: Expectation Indicator Assessment limits Objectives Federal and Maryland State government: Powers, structure, and organization of the Executive Branch Selection of National and Maryland State leaders: Electoral College and election/appointment process. m. Describe the structure, powers and authority of the executive branch on the federal, state, and local levels. n. Analyze the degree to which the powers of the executive branch have changed over time. o. Describe the strengths and weaknesses of the Electoral College in electing the president. Lesson Objectives: Describe the strengths and weaknesses of the Electoral College in order to evaluate its role in electing the president. (1.1.2 n) Students will know what the Electoral College is in order to understand how it works as a winner-take-all system in the United States government. Students will understand that a president must receive a majority of electoral votes from the Electoral College in order to officially win the General Election the popular vote, although crucial, is not the only decider of an election. Students will identify the reasons why the Framers of the U.S. Constitution adopted an Electoral College system to elect a chief executive in order to demonstrate an understanding of this system. Students will understand that the Electoral College has undergone change and scrutiny since its conception in 1791 in order to comprehend that it has played a decisive role in the General Election process in the United States. Students will be able to identify and explain four unique elections that did not fit the ideal process that the Framer s created in 1791 in order to demonstrate an internalization of this system. 88

93 Warm Up: Ask students to vote on one of the following choices, ice cream or pizza. Have the students close their eyes and raise their hands to place their vote. Tally the votes on the board. Write popular vote next to the result. Instruct the students to reach under their chairs and remove the post-it. Prior to class record write the name of a state and its electoral votes on the postits. Conduct the election again only this time the students get the number of votes on their post-it. Re-tally the votes. Compare the results. What happened? Are the results different? Why or why not? Is this fair? Who has the advantage in the second election? Explain to the students that they are electors in the pizza/ice cream election. Ask them what they think this term means. Answers should include the idea that an elector represents the majority of votes in their state and thus their state would either choose pizza or ice cream receiving all of the electoral votes. Introductory and Development Activities: Place the political cartoon transparency on the overhead projector. In pairs give students 2-5 minutes to study the cartoon and reflect on the guide questions. Discuss possible answers with students. What is wrong with the map of the United States? Why are only a few states included on this map? What is the artist inferring about voters in the states that are visible? How will this affect voters in other states? Guided Practice Activities: Ask students why the Framers of the United States Constitution would want to use an Electoral College system versus a popular election to choose the chief executive. Briefly discuss the historical background of the College, using the What s the Scoop? and use the worksheet and transparency to discuss the main reasons why the college was created. (There are three versions one for middle level students and two for more advanced students.) How valid are the arguments for using an electoral system? Do you believe we still need an electoral college? Why or why not? Independent Activities: Use the flowchart on How the Electoral College Works to discuss the steps for becoming president. Using the transparency as a visual aid, explain briefly how the electoral college works and what a candidate must do to win. As a quick review, have students the questions at the bottom of the page either individually, or with one partner. OR Have the students create their own graphic organizer using the flowchart as a model. Working in groups, have the students brainstorm a list of problems that might arise from using the Electoral College to elect a president. Assign each group one of the following elections: 1800, 1824, 1876, and Using the worksheet, What Happened When as a guide have each group create a chart that highlights the events of that election year. Have the students display their charts around the room. Give each student a copy of Elections That Broke the Rules and have them circulate throughout the room to complete the questions. 89

94 Assessment: Have students debate the merits of an Electoral College system. The focus question could be, Is the Electoral College system really one man, one vote? Viewpoints that could be debated should include: Voters from large states Voters from small states 18 th Century Philosophy/Framers of the Constitution Disenfranchised voters (minorities, women) Former Presidential candidates Closure Activities: To close, review the three main ideas from the lesson. Have students to respond to the following questions in either a discussion or written format: Do you think the Electoral College is necessary? Why or why not? There is a point in the Electoral College process when the election is no longer a popular election. Identify that turning point and explain the significance of this change. OR Have the students create a political cartoon that illustrates why the election process is not always one man-one vote. Notes: All Teacher Resources and Student Handouts for this lesson can be found on the High School Social Studies E-Org. Warm-Up Transparency: Where Would You Go? Transparency and student handout: How the Electoral College Works. (Forms A and B) Transparency and student handout: The Electoral College: What s the Scoop? (Forms A,B, and C) Student handout: What Happened When? Student handout: Elections that Broke the Rules and response questions. Chart paper and markers or transparencies This lesson was adapted from the Youth Leadership Initiative. 90

95 Unit: Five Estimated Time: 2 Sessions Lesson 27: Structure and Organization of the Executive Branch Standard: 1.0 Political Science Expectation: 1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States. Indicator: The student will evaluate how the principles of government assist or impede the functioning of government. Objective: (l) Describe the structure, powers and authority of the executive branch on the federal, state, and local levels. Indicator: The student will evaluate roles and policies the government has assumed regarding public issues. Objective (a) Describe how executive departments and agencies enforce governmental policies that address public issues, such as the Center for Disease Control (CDC), Federal Bureau of Investigation (FBI), Environmental Protection Agency (EPA), Drug Enforcement Agency (DEA). Expectation: 1.2 The student will evaluate how the United States government has maintained a balance between protecting rights and maintaining order. Indicator: The student will evaluate the impact of governmental decisions and actions that have affected the rights of individuals and groups in American society and/or have affected maintaining order and/or safety. Objective: (b) Explain how executive departments and regulatory agencies assist in maintaining order and protecting the safety of the nation, such as the Department of Defense (DOD), Federal Bureau of Investigation (FBI), Department of Homeland Security (DHS). Suggested Student Objectives: Students will investigate various regulatory agencies in order to identify how each address public issues. Reading Strategies: Classify Fact and Opinion Vocabulary Development Compare and Contrast Summarize Cause and Effect Technology/Web Resources: (political cartoons); unitedstreaming: Our Federal Government: Executive Branch; Our Federal Government: The Presidency Suggested Student Instructional Directions Resources and Materials DIA SE DIA TE pages ; ; pages ; ; ; ; Chapters 9 and 10; Chapters 23 and 24 Chapters 9 and 10; Chapters 23 and 24 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). Suggested Formative Assessment Sample (BCR, SR, ECR) SR- The purpose of the Centers for Disease Control (CDC) is to promote health and safety by preventing and controlling disease, injury, and disability. Which of these is most likely a responsibility of this government agency? a) to help healthcare workers find jobs b) to fund and operate medical schools c) to establish immunization programs for children d) to enforce laws that protect people from discrimination BCR: Is the bureaucracy too large and uncontrollable? Discuss the existing checks on the exercise of bureaucratic power. Include details and examples to support your response. ECR: Read the information below. Occupational Safety and Health Administration (OSHA) federal agency that requires businesses to make workplaces safe for employees and to ensure that employees follow safety guidelines. Describe advantages and disadvantages of OSHA regulations. Should the federal government be involved in regulating workers' safety? Why or why not? Include details and examples to support your response. Modifications for Special Education Students: Students should construct a graphic organizer illustrating the organization of the United States Executive Branch. Modifications for ESOL Students: Students should complete the Daily Life activity found on page 249 in the TE. Honors Extensions: Students should complete the Cooperative Learning Activity Creating a Public Awareness Booklet found on page 276 of the TE. Notes: See Qualifications and Term of Office: Presidential Eligibility Requirements video clip at 91

96 Unit: Five Standard: 1.0 Expectation: 1.1 Indicator: Objectives: Expectation: 1.2 Indicator: Objectives: Estimated Time: 2 Sessions Lesson 28: Roles and Powers of the Modern Presidency Political Science The student will demonstrate understanding of the structure and functions of government and politics in the United States. The student will evaluate how the principles of government assist or impede the functioning of government. (l) Describe the structure, powers and authority of the executive branch on the federal, state, and local levels. The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions. (c) Analyze the role of the media, special-interest groups, and public opinion in influencing the policy and decisions of the executive branch. The student will evaluate how the United States government has maintained a balance between protecting rights and maintaining order. The student will evaluate the impact of governmental decisions and actions that have affected the rights of individuals and groups in American society and/or have affected maintaining order and/or safety. (a) Describe the purpose, limitations and impact of executive orders in maintaining order and providing safety for citizens. (c) Analyze the impact of national emergencies on the expansion of the powers of the government. (d) Analyze the relationship between governmental authority and maintaining order under the rule of law. Suggested Student Objectives: Describe the structure, powers and authority of the executive branch on the federal, state, and local levels in order to demonstrate an understanding of Article II of the United States Constitution. Students will analyze demographic characteristics of past presidents in order to explain generalizations about the unofficial requirements of the United States Presidency. Students will interpret and analyze song lyrics in order to describe the characteristics of American presidents. Students will investigate the qualifications, benefits, roles and powers required of the president in order identify Article II of the United States Constitution. Students will identify, analyze and generate examples of the formal and informal powers of the president in order to apply their knowledge about Article II of The United States Constitution. Students will interpret and evaluate several presidential quotations in order to apply their knowledge of Article II of the United States Constitution. Reading Strategies: Fact and Opinion Make Comparisons Vocabulary Development Evaluate Compare and Contrast Make Inference Cause and Effect Technology/Web Resources: (political cartoons) unitedstreaming: Our Federal Government: The Presidency; Our Federal Government: Executive Branch; So You Want to Be President? Suggested Student Resources DIA SE pages Chapter 9 Instructional Directions DIA TE pages Chapter 9 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s).. Suggested Formative Assessment Sample (BCR, SR, ECR) SR- Read the excerpt below. The President in every possible instance shall consult with Congress before introducing United States Armed Forces into hostilities [military conflicts] and after such introduction shall consult with the Congress until United States Armed Forces are no longer engaged in hostilities The War Powers Act of 1973 Based on the excerpt The War Powers Act was most likely issued in response to a) protest against drafting women. b) lack of preparedness in the armed forces. c) expansion by the President of his role as Commander in Chief. d) attempts by the Supreme Court to control the Department of Defense. BCR- In times of national crisis, the President s power and authority has exceeded the literal interpretation of the Constitution. Describe situations that may cause the powers of the President to change. Should the President s power change due to a national emergency or crisis? Explain why or why not. Include details and examples to support your answer. ECR- The modern presidency of the United States is often referred to as the most powerful office in the world. Yet the President's powers are limited. Explain how the President's powers are limited. Explain how the President can be successful in overcoming these limitations. Which of the ways you described for overcoming limitations to presidential power would be the most effective? Explain why. Include details and examples to support your answer. Modifications for Special Education Students: Students will complete the Cooperative Learning Activity Polling Popularity found on page 246 of the TE. Modifications for ESOL Students: Students should complete the Cooperative Learning Activity Media Coverage of Presidential Roles found on page 253 of the TE. Honors Extensions: Students should complete the activity Presidential Debate found on pages of TE and SE. Notes: 92

97 Lesson 28: Roles and Powers of the Modern Presidency Overview: The formal powers and qualifications of the president of the United States (often abbreviated POTUS) envisioned by the Founders and expressed in Article II of the Constitution are relatively potent but limited. However, the power and scope of the American presidency has changed dramatically, particularly as a result of the great demands and challenges presented by the Modern Era. This lesson allows students to investigate and analyze the power of the American presidency. VSC Expectations, Indicators, Assessment Limits, Objectives: Expectation Indicator Assessment limits Objectives Federal and Maryland State government: Powers, structure, and m. Describe the structure, powers and authority of the executive branch on the federal, state, and local levels. organization of the Executive Branch n. Analyze the degree to which the powers of the executive branch have changed over time. Lesson Objectives: Describe the structure, powers and authority of the executive branch on the federal, state, and local levels in order to demonstrate an understanding of Article II of the U.S. Constitution.(1.1.2 n) Students will analyze demographic characteristics of past presidents in order to make generalizations about the unofficial requirements of the U.S. Presidency. Students will interpret and analyze song lyrics in order to relate them to the characteristics of American presidents. Students will investigate the qualifications, benefits, roles and powers required of the president in order to demonstrate an understanding of Article II of the U.S. Constitution. Students will identify, analyze and generate examples of the formal and informal powers of the president in order to apply their knowledge about Article II of The U.S. Constitution. Students will analyze hypothetical presidential decisions in order to apply their knowledge of formal and informal powers of POTUS. Students will interpret and evaluate several presidential quotations in order to apply their knowledge of Article II of the U.S. Constitution. 93

98 Warm Up: School of Rock Project Demographic Characteristics of Past U.S. Presidents using the supporting Presidential Powers PowerPoint or via overhead and ask students to make generalizations about the qualities of current and past presidents. Pass out or project via overhead the lyrics and play the song Fortunate Son written and recorded (1969) by John Fogerty and Creedence Clearwater Revival. You may also want to share the following background information to help students put the song and the songwriter in historical context: Although the group was not overtly political, several of their songs, particularly "Fortunate Son" and "Who'll Stop the Rain," eloquently expressed the counterculture's resistance to the Vietnam War and sympathy for those who were fighting in what now stand as anthems of those troubled times. Source: Ask students to respond to the following questions: What do you think this song is about, (i.e. what s going on?) (Hint: You may incorporate background information into your answer.) Compare and contrast these lyrics to the demographic characteristics of presidents. What connections can you make between the lyrics and those statistics? How do the lyrics relate to the American presidency? What do you think is the overall message of the songwriter? Introductory and Development Activities: Job Description: POTUS In this activity, students will explore the qualifications, benefits, roles and powers required of the president, and create a Help Wanted ad. a. Hand out or project using the supporting Presidential Powers PowerPoint or via overhead Job Description: POTUS and discuss the requirements and benefits of the president of the United States. b. Project or handout Roles of the President. Ask students to provide historical or recent examples of presidents fulfilling each role. c. Place students in groups of 2-3 and pass out Help Wanted Advertisement: President of the United States. Ask the students to produce a help wanted ad for a POTUS and present it to the class. Pass out the graphic organizer Presidential Powers: Formal or Expressed Powers. Long Version: a. Divide the class into five teams: 1) Constitutional Requirements, 2) Commander in Chief, 3) Chief Executive, 4) Head of State, and 5) Chief Legislator. b. Using their textbooks and online sources like ask students to fill in the organizer and provide examples of presidents using those powers for their assigned topic. c. Then divide the class again into at least five groups with one member of the original teams in each new group. Students will then teach the other group members about the powers of the president and give their examples. Short Version: a. Project the Presidential Powers PowerPoint and have students discuss the information and fill in their graphic organizer. 94

99 Guided Practice Activities: Pass out the graphic organizer Presidential Powers: Informal or Implied Powers and the article Informal Powers of the President. Long Version: a. Divide the class into three teams: 1) Executive Orders, 2) Executive Agreements, 3) Executive Privilege b. Using their textbooks and the Informal Powers of the President article, ask students to fill in the organizer and provide examples of presidents using those powers for their assigned topic. c. Divide the class again into at least three groups with one member of the original teams in each new group. Students will then teach the other group members the powers of the president and give their examples. Short Version: a. Project the Presidential Powers PowerPoint and have students discuss the information and fill in their graphic organizer. Independent Activities: Pass out the handout Making Connections: Analyzing Presidential Decisions and the Making Connections: Analyzing Presidential Decisions graphic organizer. a. Applying their knowledge of formal and informal powers, ask students to evaluate the constitutional ramifications of the several hypothetical decisions made by the president. Students should compare and contrast what the president is formally and informally authorized to do with what presidents have actually done. b. Divide students into small groups, and have them discuss the scenarios and record their answers on the graphic organizer. They will then share their findings with the rest of the class. Note: For a shorter activity, you can divide the class into six groups and assign each one of the scenarios. Assessment: Students should complete the following BCR: In times of national crisis, the President s power and authority has exceeded the literal interpretation of the Constitution. Describe situations that may cause the powers of the President to change. Should the President s power change due to a national emergency or crisis? Explain why or why not. Include details and examples to support your response. Closure Activities: Presidential Quotations Project the quotations of several presidents, and for each have students address the following: Interpret the quote (i.e. what is the president saying). What seems to be the president s attitude toward his job? What powers and/or roles of the POTUS apply to the quote? What message or wisdom can be gleaned from the quote? 95

100 Notes: All Teacher Resources and Student Handouts for this lesson can be found on the High School Social Studies E-Org. Overhead: Demographic Characteristics of U.S. Presidents Overhead: Fortunate Son Overhead: Job Description: POTUS Overhead: Roles of the President Student handout: Help Wanted Advertisement: President of the United States Supporting resource: Presidential Powers PowerPoint Student handout: Presidential Powers: Formal or Expressed Powers Teacher resource: Presidential Powers: Formal or Expressed Powers Answer Key Student handout: Presidential Powers: Informal or Implied Powers Teacher resource: Presidential Powers: Informal or Implied Powers Answer Key Article: Informal Powers of the President Student handout: Making Connections: Analyzing Presidential Decisions Teacher resource: Making Connections: Analyzing Presidential Decisions Answer key Overheads: Presidential Quotes This lesson was adapted from the Youth Leadership Initiative. 96

101 Unit: Five Estimated Time: 2 Sessions Lesson 29: The Executive and Foreign Policy Standards: 1.0 Political Science Expectation: 1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States. Indicator: The student will evaluate how the principles of government assist or impede the functioning of government (l) Describe the structure, powers and authority of the executive branch on the federal, state, and local levels. Expectation 1.2 The student will evaluate how the United States government has maintained a balance between protecting rights and maintaining order. Indicator: The student will evaluate the impact of governmental decisions and actions that have affected the rights of individuals and groups in American society and/or have affected maintaining order and/or safety. Objective: (b) Explain how executive departments and regulatory agencies assist in maintaining order and protecting the safety of the nation, such as the Department of Defense (DOD), Federal Bureau of Investigation (FBI), Department of Homeland Security (DHS). Standard: 2.0 Peoples of the Nation and the World Expectation: 2.1 The student will evaluate the interdependent relationship of United States politics and government to world affairs. Indicator: The student will analyze economic, political, social issues and their effect on foreign policies of the United States. Objective: (a) Explain how the executive develops and implements foreign policy, such as executive agreements, the appointment of foreign ambassadors and the creation of treaties. Indicator: (b) Evaluate how policies of the executive affect relationships with other countries including alliances for national defense, arms control, economic trade, and social programs. Suggested Student Objectives: Students will evaluate how policies of the President affect relationships with other countries including alliances for national defense, arms control, economic trade, and social programs in order to identify the foreign policy powers of the United States President. Students will analyze how the United States political, economic and social goals directly affect our foreign policy in order to describe United States foreign policy. Reading Strategies: Cause and Effect Fact and Opinion Evaluate Making Comparisons Main Ideas and Supporting Details Draw Conclusions Technology/Web Resources: (political cartoons) Suggested Student Resources and Materials Instructional Directions (Page references for TE and ancillary materials) Suggested Formative Assessment Sample (BCR, SR, ECR) DIA SE pages ; ; Chapter 9 Section 2; Chapter 22 Section 2; Chapter 22 Section 3 DIA TE pages ; ; Chapter 9 Section 2; Chapter 22 Section 2; Chapter 22 Section 3 RLP; DLN; GR; RESG; TEST; VOC; RSA; SFT; RTA for the above section(s). SR The United States stops trading with a country because of reported evidence that the government of the country mistreats its citizens. Which foreign policy tool is the United States government using in this situation? a) economic sanction b) peace treaty c) foreign aid d) military involvement BCR If you were President of the United States, how would you go about making a major shift in United States foreign policy to ensure success? Include details and examples to support your response. IPC 22 ECR Explain ways our foreign aid to other countries has benefited the United States. Do you think the benefits of foreign aid are worth the cost? Explain why or why not. Include details and examples to support your response. Modifications for Special Education Students: Students should complete the activity Listing Powers found on page 615 of the TE. Modifications for ESOL Students: Students should complete the activity Critical Thinking Activity--Recognizing Central Issues found on page 255 of the TE. Honors Extensions: Students should complete the activity Evoking the War Powers Act found on page 606B of the TE. Notes: See Commander-in-Chief: National Security Decision-Making at 97

102 Lesson 29: The Executive and Foreign Policy Overview: In this lesson, students will examine the role of the president in the formation of United States foreign policy. VSC Expectations, Indicators, Assessment Limits, Objectives: Expectation Indicator Assessment limits Objectives Policies of the United States government that promote or fail to promote relationships with other countries include national defense (military) arms control, and security of other nations, trade, human rights, economic sanctions, and foreign aid. Contemporary concerns which affect international relationships including: national security, economic wellbeing, the spread of democracy, developing nations, weapons of mass destruction, terrorism, and global economic conditions. a. Explain how United States foreign policy is developed and implemented, such as executive agreements, the appointment of foreign ambassadors and the creation of treaties. b. Evaluate how policies of the executive affect relationships with other countries including alliances for national defense, arms control, economic trade, and social programs. Lesson Objectives: Students will evaluate how policies of the President affect relationships with other countries including alliances for national defense, arms control, economic trade, and social programs in order to understand the foreign policy powers of the U.S. President.(2.1.1 b) Students will analyze how the United States political, economic and social goals directly affect our foreign policy in order to apply their knowledge of U.S. foreign policy. Warm-Up: Ask students the following discussion question: Why does the United States provide foreign aid to other nations? Introductory and Development Activities: Have students list on their own paper any policies or goals that they associate with American foreign policy. Write student responses on the chalkboard. Students may come up with concepts that are not in the assessment limits. Include any legitimate foreign policies or goals. 98

103 Guided Practice Activities: Distribute the handout United States Foreign Policy and have students categorize their responses into political, social or economic goals. This can be done as a class or in small groups and then shared. See the Teacher Resource Sheet for possible responses. Many terms may be listed under more than one category. Independent Activities: Ask students these summary questions: Which foreign policy goal seems most important to the United States right now? Why? How can the United States carry out that particular foreign policy goal? Assessment: Complete the following BCR: Read the news article excerpt below. Explain ways our foreign aid to other countries has benefited the United States. Do you think the benefits of foreign aid are worth the cost? Explain why or why not. Include details and examples to support your response Closure Activities: Teacher will lead an oral review of the political, social, and economic goals that shape United States foreign policy. Notes: All Teacher Resources and Student Handouts for this lesson can be found on the High School Social Studies E-Org. United States Foreign Policy Student Worksheet United States Foreign Policy Teacher Resource Sheet This lesson was adapted from the MSDE website. 99