St. Lucie County Social Studies Scope & Sequence Documents, Grades 6-12

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1 St. Lucie County Social Studies Scope & Sequence Documents, Grades /20 12 th Grade US Government The St. Lucie County Scope & Sequence and Suggested Pacing Guide should be used in concert as a teaching and learning tool in our continuing effort to improve the rigor of instruction and better prepare our students for future learning (including college and career readiness) and to address skills requirements of the Common Core State Standards for Literacy in History/Social Studies in Grades Instruction should be based on content / skills from the St. Lucie County Public Schools Scope and Sequence, Suggested Pacing Guides, and the Common Core State Standards Appendix. These documents should serve to guide instruction, rather than a textbook or any other specific resource. Use the Learning Goal and Scale as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction and a purpose for learning all the related content. The same holds true for the target(s) you are focusing on each day. They should be visible and discussed before and after instruction. Strategies must include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology affecting the multiple intelligences, and utilizing both individual and cooperative learning. Activities may include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. Economics Alive/Kagan Structures). Students should conduct extended research projects such as the Euro Challenge or Project Citizen. Social Studies Literacy Strategies should be utilized regularly (Cornell Notes, Dialectical Notes, or similar note-taking method, SOAPStone or APPARTS analysis tools, and PERSIA or G-SPRITE categorization tools). Assessment should include both formative assessments for learning, and summative assessments. Questions should follow Webb s Depth of Knowledge / Cognitive Complexity and include Level 1 items that involve low order, foundational knowledge/skills; Level 2 items that require students to infer or draw conclusions; and Level 3 items that require more abstract thought or an extension of the information at hand. Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments). Notebooks provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook). Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework shouldn t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc. (Read Marzano s article The Case For and Against Homework available on SHARE). o Previews involve activating prior knowledge, preparing students for the next topic of instruction. o Process activities relate to content/skills recently learned where students are involved in metacognition. The Common Core State Standards for Literacy in History/Social Studies are integrated with the Scope and Sequence and are also available on the at

2 1 Day Rules, Procedures, Pre Tests Establish course content (Syllabus). Explain class expectations. Establish rules and procedures. Conduct pre tests and initial evaluations. Initial Activities. 7 Days (Block) 14 Days (Period) Principles and Foundation of Government Examine the constitutional principles of representative government, limited government, consent of the governed, rule of law, and individual rights. Define federalism, and identify examples of the powers granted and denied to states and the national government in the American federal system of government Explain how the Declaration of Independence reflected the political principles of popular sovereignty, social contract, natural rights, and individual rights. Evaluate the ideals and principles of the founding documents (Declaration of Independence, Articles of Confederation, Federalist Papers) that shaped American democracy. Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government. Government, public policy, legislative power, executive power, constitution, dictatorship, democracy, state, sovereign, preamble, ratify, federalism, compromise, impeach, elastic clause, judicial review, exclusive power, checks and balances, judicial branch, separation of power, amendments, limited government, popular sovereignty, supremacy clause, reserve powers, autography, oligarchy, federal government, presidential government, parliamentary government, Magna Carta, English Bill of Rights, petition of rights, bicameral, unicameral, repeal, delegate, articles of confederation, new jersey plan, Virginia plan, three-fifths compromise, Connecticut compromise, constitutionalism, veto, Bill of Rights, electoral college, treaty. SS.912.C.3.1 SS.912.C.3.2 SS.912.C.1.2 SS.912.C.1.3 SS.912.C.1.1 SS.912.C.1.5 SS.912.C.3.15 SS.912.C.2.6 SS.912.C.3.15 SS.912.C.2.6 SS.912.C.1.4 SS.912.C.2.4 SS.912.C.3.11

3 Principles and Foundation of Government (cont d) Evaluate how the Constitution and its amendments reflect the political principles of rule of law, checks and balances, separation of powers, republicanism, democracy, and federalism. Examine how power and responsibility are distributed, shared, and limited by the Constitution. Evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights. 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 rights. Evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good. Contrast how the Constitution safeguards and limits individual rights. 1 Day September 17 Constitution Day The federal government requires that we provide an Preamble, Popular Sovereignty, Natural Rights, educational program pertaining to the United States Federalism, Legislative Branch, Executive Branch, Judicial Constitution on this day. (If Constitution Day falls on a Saturday or Sunday, activities shall be Branch, The Constitution of the United States of America, Checks and Balances, Bill of Rights, Articles conducted on the preceding Friday). FEDERAL STATUTE

4 5 Days (Block) 10 Days (Period) Political Behavior Evaluate the constitutional provisions establishing citizenship, and assess the criteria among citizens by birth, naturalized citizens, and non-citizens. Evaluate the importance of political participation and civic participation. Participate in a mock election. Evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good. Conduct a service project to further the public good. Evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights. Analyze the impact of citizen participation as a means of achieving political and social change Analyze public policy solutions or courses of action to resolve a local, state, or federal issue. Create a chart explaining the changing roles of television, radio, print media, and the Internet in political communication. Create a political cartoon showing how a particular party or interest group uses propaganda to persuade people to their point of view. Evaluate the processes and results of an election at the state or federal level. Create a chart listing the major functions of political parties in the United States. Analyze trends in voter turnout using historical data. Political party, major parties, party in power, partisanship, plurality, bipartisan, consensus, multiparty, coalition, single-member district, Incumbent, electorate, factions, ward, precinct, split-ticket voting, Nomination, general election, caucus, direct primary, closed primary, open primary, absentee voting, ballot, polling place, coattail effect, Political Action Committees (PAC), subsidy, soft money, hard money, suffrage, franchise, gerrymandering,, injunction, preclearance, off-year elections, political socialization, gender gap, party identification, straight-ticket voting, split-ticket voting, independents, public affairs, public opinion, mass media, peer group, opinion leaders, mandate, interest groups, sample, public opinion poll, medium, public agenda, propaganda, lobbying, grass roots. SS.912.C.2.1 SS.912.C.2.2 SS.912.C.2.3 SS.912.C.2.4 SS.912.C.2.5 SS.912.C.2.6 SS.912.C.2.8 SS.912.C.2.11 SS.912.C.2.12 SS.912.C.2.13 SS.912.C.2.14 SS.912.C.2.15 SS.912.C.2.16 SS.912.C.3.13

5 5 Days (Block) 10 Days (Period) The Legislative Branch Use a graphic organizer to compare and contrast the four types of minor parties (ideological, single issue, economic protest, and splinter.) Illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels. Evaluate the importance of political Expressed power, delegated power, implied power, participation and civic participation. inherent power, strict constructionist, consensus, tax, Participate in a mock Congress direct and indirect tax, deficit financing, term, session, Evaluate, take, and defend positions on issues public debt, commerce powers, legal tender, bankrupts, that cause the government to balance the eminent domain, patent and copyright, naturalization, interests of individuals with the public good. single-member district, gerrymander, constituency, Write a letter or send an to your partisan, speaker of the house, president of the senate, Congressional representative expressing your whip, floor leader, perjury, bill, joint resolution, views on how the Senator or Representative concurrent resolution, resolution, filibuster, veto should vote on upcoming legislation. Analyze public policy solutions or course of action to resolve a local, state, or federal issue. Evaluate the origins and roles of political parties, interest groups, media, and individuals in determining and shaping public policy. Define federalism, and identify examples of the powers granted and denied to states and the national government in the American federal system of government. Create a chart that identifies the organization of the House of Representative and Senate, and their various committees Develop a flow chart of the process followed by the United States Senate and House of Representatives when making a law Identify, explain and give examples of each of the three types of Congressional powers Examine how power and responsibility are distributed, shared, and limited by the Constitution. SS.912.C.2.2 SS.912.C.2.3 SS.912.C.2.4 SS.912.C.2.8 SS.912.C.2.11 SS.912.C.2.15 SS.912.C.3.2 SS.912.C.3.3 SS.912.C.3.13 SS.912.C.3.14 SS.912.C.3.15

6 5 Days (Block) 10 Days (Period) The Executive Branch Analyze the structures, functions, and processes Presidential succession, balance the ticket, presidential of the executive branch as described in Article II electors, electoral votes, electoral college, district plan, of the Constitution. proportional plan, direct popular elections, electorate, Identify the impact of independent regulatory executive article, mass media, imperial presidency, agencies in the federal bureaucracy progressive tax, tax return, payroll tax, regressive tax, Examine how power and responsibility are estate tax, Interest, deficit, surplus, public debt, distributed, shared, and limited by the entitlement, controllable spending, uncontrollable Constitution. spending, domestic affairs, foreign affairs, isolationist, Evaluate the importance of political foreign policy, ambassador, espionage, terrorism, draft, participation and civic participation. cold war, containment, détente, foreign aid, regional Evaluate the processes and results of an security, UN security council. election at the state or federal level. Evaluate the origins and roles of political parties, interest groups, media, and individuals in determining and shaping public policy. Analyze trends in voter turnout. Evaluate the influence of American foreign policy on other nations and the influences of other nations on American policies and society. Assess human rights policies of the United States and other countries. Use geographic terms and tools to analyze case studies of policies and programs for resource use and management. SS.912.C.3.4 SS.912.C.3.5 SS.912.C.3.15 SS.912.C.2.2 SS.912.C.2.14 SS.912.C.2.15 SS.912.C.2.16 SS.912.C.4.2 SS.912.C.4.3 SS.912.G.5.5 End of Q1

7 5 Days (Block) 10 Days (Period) The Judicial Branch Create a diagram to list and explain the main role and characteristics of the district courts, courts of appeal, and the Supreme Court. Identify and define the concept of judicial review; write a summary of how Marbury v. Madison changed the role of the Supreme Court. 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. Evaluate the significance and outcomes of landmark Supreme Court cases. Conduct a mock judicial hearing. Examine how power and responsibility are distributed, shared, and limited by the Constitution. Outline and explain the steps that a case goes through to reach the Supreme Court. Research a recent Supreme Court nomination hearing and discuss in class. Inferior court, superior court, jurisdiction, exclusive jurisdiction, concurrent jurisdiction, plaintiff, defendant, original jurisdiction, appellate jurisdiction, criminal case, civil case, docket, writ of certiorari, majority opinion, precedent, concurring opinion, dissenting opinion, redress, court martial, civilian tribunal, civil liberties, civil rights, due process clause, process of incorporation, establishment clause, free exercise clause, prior restraint, shield laws, exclusionary rule, ex post facto law, grand jury SS.912.C.3.6 SS.912.C.3.7 SS.912.C.3.8 SS.912.C.3.9 SS.912.C.3.10 SS.912.C.3.12 SS.912.C.3.15

8 4 Days (Block) 8 Days (Period) Civil Liberties and Civil Rights Evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights Evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good. Explain why rights have limits and are not absolute. Identify the expansion of civil rights and liberties assimilation, segregation, Jim Crow Law, Separate-butequal, integration, de jure segregation, de facto by examining the principles contained in primary documents. segregation, affirmative action, citizen, naturalization, Create a comparison chart that distinguishes the differences between civil liberties (freedoms) and civil rights (government actions to secure freedoms). Identify the differences between freedoms guaranteed to African Americans and other groups with the 13th, 14th, and 15th Amendments to the Constitution Create a presentation on a federal court case that affected one of the following issues: affirmative action, women s rights, or immigration. Find and describe court cases related to each of the amendments, except the 3rd Amendment Research a selected banned and/or challenged book and present findings to the class. (Include a summary of the book and an explanation of who tried to ban the book and why). Discuss the merits of the case in relationship to the First Amendment. civil liberties, civil rights, due process clause, picketing, assemble, right of association, substantive due process, procedural due process, police power, search warrant, involuntary servitude, discrimination, writs of assistance, probable cause, exclusionary rule, writ of habeas corpus, bill of attainder, indictment, double jeopardy, bench trial, Miranda rule, bail, capital punishment, treason, heterogeneous, immigrants, reservation, refugees, expatriation, denaturalization, deportation SS.912.C.2.6 SS.912.C.2.4 SS.912.C.2.7 SS.912.C.2.9

9 4 Days (Block) 8 Days (Period) Comparative Government Compare and contrast the main types of government (Autocracy, oligarchy, and democracy.) Decide which political systems most countries use. Evaluate the influence of American foreign policy on other nations and the influences of other nations on American policies and society. Assess human rights policies of the United States and other countries. Compare indicators of democratization in multiple countries. Create a presentation to compare and contrast the two most common ways to organize institutions of the central government, e.g., unitary system; federal system. Write an essay explaining the differences between the federal systems of Mexico and the United States. Create a diagram listing and explaining the main characteristics of a unitary system of government (e.g. Great Britain and Japan) Evaluate the significance of communism as an economic term and as a political term. Write an essay about how the governments and economic systems in the former Soviet Union, Cuba, and China reflect this idea. Develop a graphic organizer comparing and contrasting the main political systems. Create a political cartoon based on different government systems Create a map showing the predominant political systems in the world. monarchy, minister, shadow cabinet, devolution, consensus, dissolution, prefecture, mestizo, nationalization, North America Free Trade Agreement (NAFTA),purge, Soviets, perestroika, glasnost, capital, factors of production, capitalist, entrepreneur, free enterprise system, laws of supply of demand, monopoly, trust, laissez-faire theory, socialism, proletariat, bourgeoisie, welfare state, market economy, centrally planned economy, collectivization, privatization, commune, Great Leap Forward SS.912.C.4.1 SS.912.C.4.2 SS.912.C.4.3 SS.912.C.4.4 SS.912.G.5.5

10 3 Days (Block) 6 Days (Period) State and Local Government Research current issues affecting the state and local government and propose possible solutions. Contact the state and/or local representative about a public policy issue. Describe the election process, terms and compensation of state legislators. Using a Venn diagram or double bubble map, compare the responsibilities of the Federal Government with those of state and local governments. Which government is generally likely to have the most impact upon your daily life? Illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels. Summarize the basic principles found in every constitution. Create a chart explaining how to propose changes to the Florida Constitution. Research the services available through state and/or local governments. Limited Government, statutory law, initiative, popular sovereignty, police power, constituent power, referendum, recall, item veto, clemency, pardon, parole, commutation, reprieve, bench trial, jury, justice of the peace, warrant, magistrate, appellate jurisdiction SS.912.C.2.10 SS.912.C.2.11 SS.912.C.2.1 SS.912.C.3.2 SS.912.C.3.13 End of Semester

Social Studies Curriculum High School

Social Studies Curriculum High School Mission Statement: American Government The Social Studies Department of Alton High School is committed to the following; assisting students in mastering and appreciating the principles of government, preparing