Granite School District U.S. Government and Citizenship: 12 th Grade Curriculum Map. Skills

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1 Quarter 1 Granite School District : The significant ideas of the U.S. Constitution impact our modern lives. 1.1 Investigate the ideas and events that significantly influenced the creation of the United States Constitution. 1.2 Assess the essential ideas of United States constitutional. 1.3 Determine the importance of popular sovereignty and limited in a democratic society 1.4 Investigate the organization and functions of the United States. -identify and summarize the philosophies that contributed to the Constitution -identify and investigate the events that led to the creation of the Constitution -analyze how the idea of compromise affected the constitution -examine the purposes and role of -investigate the major ideas of our founding documents -compare the Articles of Confederation to the United States Constitution -explain how the separation of powers is maintained through checks and balances -describe how the federal system creates a division of power -determine how judicial review makes the Constitution a living document -examine how the rule of law affects everyday life -investigate the necessity for civic virtue -explain how power is shared and distributed among the three branches of -examine ways the executive branch carries out the law -investigate how laws are interpreted by courts -Declaration of Independence -Locke -failures of the Articles of Confederation -separation of powers -checks and balances -distribution of powers -limited -popular sovereignty -judicial review -rule of law -representative democracy -compromise -The Great Compromise -3/5 th Compromise -New Jersey Plan -Virginia Plan -Civic Virtue Suggested Assessments and Learning Activities Anticipatory set: brainstorm who, what, where, when, how, why and so what. Place large post-it note papers around the room titled with each of the prompts and have students move in groups to brainstorm information for each prompt. Divide the class into six groups and give one post-it to each group with a copy of the We the People: The Citizen and the Constitution. Have students search for more information and details on the prompt, crossing off any information that does not fit. Share information with the class in a creative, visual way. Have students analyze the Declaration of Independence, Articles of Confederation, and excerpts from: The 1. What events and ideas influenced the creation of the U.S. Constitution? 2. How does the way is organized under the Constitution reflect our beliefs about the purpose and role of? 3. Where do we see the impact of the Constitution in our daily lives? Learning Extensions Have each student assume the role of one of the significant framers and write a class script after researching the events of the Constitutional Convention and perform the play. Host a Meeting of the Minds Teaching and Learning Department, 2009 Page 1

2 Granite School District Magna Charta, Two Treatises of Government and Spirit of the Law, Virginia Declaration of Rights, Social Contract, and writings of the founders and framers. Complete a two-column note paper with U.S. and Constitution on one column and other documents on the other. Synthesize findings in jigsaw format. Divide the constitution into sections and assign each student a different section. Have them look through a current periodical or newspaper and find a current issue that relates to their section. Have each student meet in there article group that the section comes from and share expertise then jigsaw the article groups so that everyone gets the information for each group. with the philosophers who impacted the constitution. Analyze the U.S. Constitution using DeBono s Six Thinking Hats strategy. Teaching and Learning Department, 2009 Page 2

3 Quarter 1 : Power is distributed among local, state, and national in the U.S. federal system. Granite School District -identify and explain the concept of federalism -examine the debate between federal supremacy and states rights -assess the unique relationship between the sovereign American Indian nations and the U.S. -describe the powers given to local s -investigate the structure and function of local -assess how federal monies influence local policy and decision making -explore current issues affecting local s -examine how public education is a function of state and local Suggested Assessments and Learning Strategies 3.1 Determine the relationship between the national and the states. 3.2 Analyze the role of local in the United States federal system. 1.3 Determine the importance of popular sovereignty and limited in a democratic society. 1.4 Investigate the organization and functions of the United States. -federalism -American Indian sovereignty -Federal supremacy -states rights -local -state vs. local control -land use -public education Divide the class into three groups. (One group will represent local, another state, and the third group will represent national.) Using the steps of brainstorming, have students in each group create a list of services provided by local/state/ or national. As they do, have the students place these services on a three column chart labeled local/state/national. They will only fill in their assigned column. Afterwards, have the students do a give one-get one with students in the other two groups. Finally, have the students use a highlighter to highlight services that are shared. Have the class discuss the purpose for local, state, and national. The discussion should lead to the ability of the students to answer essential questions 1 and 2. Review the topic of federalism and why the Constitution is the supreme law of the land. Have the students look at newspapers and magazines for examples of conflict and/or compromise between the national and state s. Review the three branches of and the concepts of separation of powers and checks and balances. Use the Constitution as a primary source to identify each of these in action. Relate to current events. Briefly discuss the history of judicial review. Select important court cases to illustrate the topic of judicial review. Allow the students to work in pairs/groups to study the facts behind the case, the ruling of the court, and how judicial review has impacted history. Allow students time to share their findings. 1. What are the benefits of shared powers? 2. Why do state and local s exist? 3. What is the relationship between national and state? 4. How do current issues demonstrate conflict and compromise between state and national? Learning Extensions -Political cartoons on federalism, separation of powers, checks and balances, and/or judicial review etc. -Review the state constitution for similarities and/or differences. -Create a game board centered on checks and balances that clearly illustrates the powers and limitations of each branch. Teaching and Learning Department, 2009 Page 3

4 Granite School District Quarter 2 : Citizens of the United States have rights and responsibilities that are outlined in our Constitution. -determine the rights and liberties outlined in the Bill of Rights -examine how the Bill of Rights promotes civil rights and protects diversity -assess the significance of the First and Fourteenth Amendments -examine how the Bill of Rights promotes a just legal system - summarize the differing interpretations of the Constitution -identify landmark court cases and their impact on civil rights and individual liberties -assess the need to obey laws -examine the election and voting process -examine the U.S. tax system -recognize the need for selective service -investigate the ideas of the major political parties -evaluate the need for civic dialogue -participate in activities that promote the public good -analyze and evaluate conflict and cooperation -develop an understanding of the role of civility in dealing with differences Suggested Assessments and Learning Activities 2.1 Assess the freedom and rights guaranteed by the United States Constitution. 2.2 Analyze how civil rights and liberties have been changed through court decisions. 4.1 Investigate the responsibilities and obligations of citizens. 4.2 Investigate ways in which responsible citizens take part in civic life. 4.3 Assess methods for respectfully dealing with differences. -rights -responsibility -liberty -diversity -rule of law -selective service -civic dialogue -political parties -public good Ask students to work in groups to create a list of the rights of citizens. Have students skim the Constitution to add to the list of rights given to the people. Look at Amendment IX. What is meant by this amendment? Share interpretations from loosen and strict constructionists point-of-view. Select a group of major court cases that have extended individual rights. Place the students into small groups to read the background on the case and discuss it with their group. Students should produce a visual that represents their court case and be prepared to share with the class. As a class, create a visual timeline of human rights. In a five paragraph essay, answer the essential question: What are the responsibilities of citizenship? 1. What does it mean to be a responsible citizen of the United States? 2. In what ways does the U.S. Constitution protect individuals and groups? 3. How have civil rights and liberties been changed through court decisions? 4. How do we use our citizenship? Extension Activities -Mock Trial/Mock Supreme Court Hearing -Write/analyze Supreme Court Justice assenting/ dissenting opinions Teaching and Learning Department, 2009 Page 4

5 Quarter 2 Granite School District : Economics are a key component of the relationship between the United States and the international system. 5.1 Explore major economic systems. 5.2 Determine how supply and demand affect the availability of goods and services. 6.1 Examine major functions outside the United States. 6.2 Evaluate how United States foreign policy affects the world. 6.3 Explore how the United States influences other nations, and how other nations influence the United States -explain how scarcity and abundance contribute to economic systems -develop an understanding of different economic systems -examine the problems of today s newly developing economies -analyze the role that price, incentive, and profit plays in production and distribution -determine how scarcity and choice influence al decision making -examine how private and public sectors contribute to an economic system -analyze the role of specialization and exchange in the economic process -explain the purpose of -analyze how powers are acquired, used, and justified -compare different political systems with the U.S. system -analyze and evaluate conflict and cooperation within and among nations -explain the powers the Constitution gives to president and Congress in foreign affairs -describe the process by which U.S. foreign policy is made -analyze the various ways in which U.S. foreign policy is carried out -explain how U.S. domestic politics affect foreign policy -describe the impact of the U.S. concepts of democracy and individual rights on the world -explain how developments in other nations affect U.S. society and life -describe the role of the U.S. international organizations -scarcity -abundance -capitalism -communism -socialism -mixed economic systems -price, incentive, profit -competitive market system -dictatorship -democracy -theocracy -monarchy -totalitarianism -diplomacy -individual rights -international organizations -United Nations -World Trade Organization 1. How does supply and demand impact our daily lives? 2. What makes the United States a world power in today s international system? 3. How is U.S. policy influenced by developments in other nations? 4. Why is the U.S. concept of democracy and individual rights a powerful influence in the world? 5. How does U.S. foreign policy currently impact our nation s economy? Teaching and Learning Department, 2009 Page 5

6 Granite School District Suggested Assessments and Learning Activities -Anticipatory Set: Reference a current item in short supply (Wii Systems, iphones, gasoline, natural gas, etc.) and discuss what happens to the price of items when they are scarce/non-renewable. Contrast that with items with surplus supply (cell phones, SUVs, etc.) and discuss what happens to the price of items when they flood the marketplace. Have students research and graph current market trends (nationally and internationally). Make predictions about future trends of supply and demand. -Conduct a hands-on supply and demand activity or game. -Examine a map of U.S. natural resources and data on U.S. imports/exports. Research U.S. imports/exports and determine why the U.S. imports goods and resources it is capable of producing itself and exports labor and other materials it is capable of producing itself. Write a survival plan for the United States based on research that explores how the U.S. could/could not sustain itself if it were cut off from the rest of the world. Draw inferences from students research to determine the ways in which economic wealth equates to world power and compare the U.S. to other powerful nations such as China. -Have students choose a country and research its and economic structure, natural resources, manufacturing, exports/imports, etc. Prepare a presentation to the United States and try to negotiate a trade agreement. Allow the class to decide which proposals would most benefit the U.S. economy. -Read and analyze the Carter Doctrine and determine how current events reflect the policy. Write a five-paragraph persuasive essay that address the question of whether or not the U.S. is responsible for protecting the world s supply of oil and how best the U.S. can balance economics and diplomacy. Learning Extensions -Model United Nations Teaching and Learning Department, 2009 Page 6