12 th Grade U.S. Government Curriculum Map FL Literacy Standards (See final pages)

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1 12 th Grade U.S. Government Curriculum Map FL Literacy Standards (See final pages) Grading Standard Description Unit/Chapter Pacing Chapter Vocab/Resources Period 1 SS 912.C13 SS 912.C4.1 SS912.C2.8 SS912.C2.7 Analyze various forms of political communication and evaluate for bias, factual accuracy, omission, and emotional appeal. Explain how the world's nations are governed differently. Analyze the impact of citizen participation as a means of achieving political and social change. Explain why rights have limits and are not absolute. Unit 1 Principles of Govt. 4 1 Political Cartoon in textbook pg. 9 1 SS 912.C1.1 SS 912.C1.2 SS 912.C1.3 SS 912.C1.5 1 SS912.C1.3 SS912.C3.1 SS912.C3.1.5 positions on the founding ideals and principles in American Constitutional government. Explain how the Declaration of Independence reflected the political principles of popular sovereignty, social contract, natural rights, and individual Evaluate how the Constitution Examine the constitutional principles of representative government, limited government, consent of the governed, rule of law, and individual Evaluate how the Constitution Unit 1 Origins of American Govt Unit 1 Constitution Spirit of the Law Two Treatises Dec. of Independence Federalist 10,47,51 Ben Franklin Snake Cartoon 3 Checks & Balances Chart textbook pg. 73 Amending Charts in textbook pg. 79

2 SS912.C2.1 1 SS 912.C1.1 SS 912.C1.3 SS 912.C1.5 SS912.C3.2 SS S912.C3.3 1 SS 912.C1.4 SS912.C.2.4 SS SS Evaluate the constitutional provisions establishing citizenship, and assess the criteria among citizens by birth, naturalized citizens, and noncitizens. positions on the founding ideals and principles in American Constitutional government. Democracy Evaluate how the Constitution Define federalism, and identify examples of the powers granted and denied to states and the national government in the American federal system of government. Examine constitutional powers (expressed, implied, concurrent, reserved). legislative branch as described in Article I of the Constitution. Analyze and categorize the diverse viewpoints presented by the Federalists and the Anti- Federalists concerning ratification of the Constitution and inclusion of a bill of positions on issues that cause the government to balance the interests of individuals with the public good. Evaluate how the Constitution Evaluate the processes and Unit 1 Federalism Unit 2 Political Parties 2 4 Federalist 17 Venn Diagram in textbook pg Federalist Papers

3 results of an election at the state SS Evaluate the origins and roles of political parties, interest groups, media, and individuals in determining and shaping public policy. 1 SS912.C.2.2 Evaluate the importance of political participation and civic participation. SS912.C.2.8 Analyze the impact of citizen participation as a means of achieving political and social change. SS912.C.2.14 Evaluate the processes and results of an election at the state SS912.C.2.16 Analyze trends in voter turnout. 1 SS912.C.2.14 Evaluate the processes and results of an election at the state 1 SS912.C.2.14 Evaluate the processes and results of an election at the state SS912.C.2.15 Evaluate the origins and roles of political parties, interest groups, media, and individuals in determining and shaping public policy. SS912.C.2.12 Explain the changing roles of television, radio, press, and Internet in political communication. 1 SS912.C1.3 SS912.C.2.15 SS912.C.4.3 SS912.G5 SS912.C.2.13 Evaluate the origins and roles of political parties, interest groups, media, and individuals in determining and shaping public policy. Assess human rights policies of the United States and other countries. Analyze various forms of political communication and evaluate for bias, factual accuracy, omission, and emotional appeal. Unit 2 Voters & Voter Behavior Unit 2 Electoral Process Unit 2 Mass Media & Public Opinion Unit 2 Interest Groups Voter Registration Presentation Clay Elections Office Graphs & Polls from past elections showing turnout and voter behavior. 7 Political Cartoons Local Election Turnout History Alive Campaign Commercial Project Compare/Contrast older vs. newer political ads. Evaluate Kennedy/Nixon debate. 1 day 9 **suggested to do chapter 9 before chapter 8.** Federalist 10 Political Cartoons Interest group websites analyze issues. Worksheet to utilize 21 st century learning skills 2 SS912.C.1.3 Unit Federalist 51

4 SS912.C.2.9 SS912.C.3.3 S912.G41 2 SS912.C.1.1 SS912.C.2.9 SS912.C.3.3 SS912.C SS912.C.3.3 SS912.C SS912.C.3.4 SS912.C.2.14 SS912.C SS912.C.1.2 SS912.C.1.3 Identify the expansion of civil rights and liberties by examining the principles contained in primary documents. legislative branch as described in Article I of the Constitution. positions on the founding ideals and principles in American Constitutional government. Identify the expansion of civil rights and liberties by examining the principles contained in primary documents. legislative branch as described in Article I of the Constitution. Examine constitutional powers (expressed, implied, concurrent, reserved). legislative branch as described in Article I of the Constitution. Examine constitutional powers (expressed, implied, concurrent, reserved). executive branch as described in Article II of the Constitution. Evaluate the processes and results of an election at the state Evaluate the significance and outcomes of landmark Supreme Court cases. Explain how the Declaration of Independence reflected the political principles of popular sovereignty, social contract, natural rights, and individual Congress Unit 3 Powers of Congress Unit 3 Congress in Action Unit 4: The Presidency Unit 4 The Presidency in Action 4 11 **Special note: re: Electoral Duties of Congress the teacher may wish to teach this when he/she teaches the electoral college in the Executive Branch chapters. 3.5 Federalist 53, 56, 57, 58, Have students look up current leadership in congress. Look at and debate a current bill in local, state or federal legislatures **Include CH 11, Sect. 4 pg. 318 for congressional role in Presidential elections. Bush v. Gore Evaluation of presidential debates Federalist 70 Kennedy/Nixon Debate Watergate Cartoons

5 SS912.C SS912.C.1.3 SS912.C.3.4 SS912.G.5 2 SS912.C.2.9 SS912.C SS912.C.1.3 SS912.C.4.2 SS912.C.1.5 SS912.C.3.13 SS912.C.4.3 executive branch as described in Article II of the Constitution. executive branch as described in Article II of the Constitution. Illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels. Identify the expansion of civil rights and liberties by examining the principles contained in primary documents. Evaluate the influence of American foreign policy on other nations and the influences of other nations on American policies and society. Evaluate how the Constitution Illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels. Assess human rights policies of the United States and other countries. 2 SS912.C.1.3 Unit 4: Govt. At Work: The Bureaucracy Unit 4 Financing Govt. Unit 4 Foreign Policy & National Defense Unit 5 Judicial Branch 3 Days 15 Evaluate the website of an independent agency and its responsibilities. 60 minutes video Shipbreakers of Bangledesh. compare conditions to those of U.S. workers 1 day 16 U.S. Debt Clock website -Social Security not working **Have students look up the current justices and their backgrounds. Landmark cases study.

6 SS912.C.3.6 SS912.C.3.8 SS912.C.3.9 SS912.C.3.7 SS912.C SS912.C.1.2 SS912.C.2.6 SS912.C.2.7 SS912.C.3.10 SS912.C.3.11 SS912.C SS912.C.3.11 SS912.C.1.1 SS912.C.2.9 SS912.C.3.10 SS912.C.1.2 judicial branch as described in Article III of the Constitution. Compare the role of judges on the state and federal level with other elected officials. Analyze the various levels and responsibilities of courts in the federal and state judicial system and the relationships among them. Describe the role of judicial review in American constitutional government. Simulate the judicial decisionmaking process in interpreting law at the state and federal level. Explain how the Declaration of Independence reflected the political principles of popular sovereignty, social contract, natural rights, and individual positions about rights protected by the Constitution and Bill of Rights. Explain why rights have limits and are not absolute. Evaluate the significance and outcomes of landmark Supreme Court cases. Contrast how the Constitution safeguards and limits individual Illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels. Contrast how the Constitution safeguards and limits individual positions on the founding ideals and principles in American Constitutional government. Identify the expansion of civil rights and liberties by examining the principles contained in primary documents. Evaluate the significance and outcomes of landmark Supreme Court cases. Explain how the Declaration of Independence reflected the political principles of popular Unit 5 Civil Liberties: First Amendment Freedoms Unit 5 Civil Liberties: Protecting Individual Rights 19 Cases: Gideon v. Wainwright, McCleskey v. Kemp, Lee v. Weisman Debate 8 th amendment Debate locak issue in the news --prayer at the flagpole Mapp v. Ohio Gideon v. Wainwright NRA Website **Skip Chapter 23 w/teacher discretion

7 sovereignty, social contract, natural rights, and individual r SS912.C SS912.C.2.9 SS912.C.3.10 SS912.C.2 SS912.C.2.11 SS.G SS912.C.4.1 SS912.C.1.2 SS912.C.1.3 SS positions on issues that cause the government to balance the interests of individuals with the public good. Identify the expansion of civil rights and liberties by examining the principles contained in primary documents. Evaluate the significance and outcomes of landmark Supreme Court cases. Analyze public policy solutions or courses of action to resolve a local, state, or federal issue. Explain how the world's nations are governed differently. Explain how the Declaration of Independence reflected the political principles of popular sovereignty, social contract, natural rights, and individual Compare indicators of democratization in multiple countries. Unit 5 Civil Rights: Equal Justice Under Law Unit 6 Comparative Political Systems 2 Chapter 23: Comparative Economic Systems 2 SS912.C.2.10 SS912.C.3.1 SS912.C.3.2 Monitor current public issues in Florida. Examine the constitutional principles of representative government, limited government, consent of the governed, rule of law, and individual Define federalism, and identify examples of the powers granted and denied to states and the national government in the American federal system of Unit 6 Governing Florida & The States Plessy v. Ferguson Brown v. Board of Education Citizenship Test Skip with teacher discretion will learn in economics Current events in Florida Sample ballots Jury Questionnaire

8 government. SS912.C.2.11 Analyze public policy solutions or courses of action to resolve a local, state, or federal issue. S912.C.2.14 Evaluate the processes and results of an election at the state SS912.C.1.5 Evaluate how the Constitution SS912.C.3.4 executive branch as described in Article II of the Constitution. SS912.C.3.6 judicial branch as described in Article III of the Constitution. SS912.C.3.9 Analyze the various levels and responsibilities of courts in the federal and state judicial system and the relationships among them. 2 SS912.C.3.13 Illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels. Unit 6 Florida s Local Government and Finance Florida Literacy Standards to be incorporated throughout the entirety of the course. Florida Reading Standards for Social Studies Key Ideas and Details LAFS RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. LAFS RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. LAFS RH.1.3Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure LAFS RH.2.1Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). LAFS RH.2.2 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

9 LAFS RH.2.3 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. Integration of Knowledge and Ideas LAFS RH.3.1 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. LAFS RH.3.2. Evaluate an author s premises, claims, and evidence by corroborating or challenging them with other information. LAFS RH.3.3Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Range of Reading and Level of Text Complexity LAFS RH.4.1. By the end of grade 12, read and comprehend history/social studies texts in the grades 11 CCR text complexity band independently and proficiently. Florida Writing Standards for Social Studies (11-12) Text Types and Purposes LAFS WHST.1.1. Write arguments focused on discipline-specific content. o Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. o Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience s knowledge level, concerns, values, and possible biases. o Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. o Provide a concluding statement or section that follows from or supports the argument presented. LAFS WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. o Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. o Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. o Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. o Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. o Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). LAFS WHST.1.3 (See note; not applicable as a separate requirement)

10 Production and Distribution of Writing LAFS WHST.2.1 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS WHST.2.2 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. LAFS WHST.2.3 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Present Knowledge LAFS WHST.3.1 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. LAFS WHST.3.2 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. LAFS WHST.3.3 Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing Note LAFS WHST.4.1 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.