Multiple Pathways to Success Quarter 2 Learning Module. Aligned with Maryland State Standards. Social Studies LSN Government
|
|
- Antonia Maria Cummings
- 6 years ago
- Views:
Transcription
1 Multiple Pathways to Success Quarter 2 Learning Module Aligned with Maryland State Standards Social Studies LSN Government Prince George's County Public Schools Board of Education of Prince George's County, Maryland A0b PGCPS eii_deee
2 Local, State, and National Government 2nd Quarter Learning Module Maryland State Standards Covered in 2nd Quarter Goal 1: Political Systems The student will demonstrate an understanding of the historical development and current status of principles, institutions, and processes of political systems The student will evaluate how the principles of government assist or impede the functioning of government. Assessment limits: 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. Federal and Maryland state government: Legislative, Executive and Judicial powers, structure and organization. Local government will be assessed in terms of powers and responsibilities. Selection of National and Maryland state leaders: Electoral College and election/appointment processes. INDICATOR The student will evaluate roles and policies the government has assumed regarding public issues. Assessment limit: Public issues: Environment (pollution, land use) Entitlements (Social Security, welfare) Health care and public health (costs, substance abuse, diseases) Censorship (media, technology) Crime (prevention, punishments) Equity (race, ethnicity, region, religion, gender, language, Socioeconomic status, age, and individuals with disabilities) The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions. Assessment limits: Political parties, interest groups, lobbyists, candidates, citizens, and the impact of the media on elections, elected officials and public opinion. Referendum and initiative processes The student will analyze legislation designed to protect the rights of individuals and groups and to promote equity in American society. Assessment limits: Legislation that addresses the rights of individuals and groups: minority and womenâ TM5 rights, civil rights (affirmative action), and Native American rights. Legislation that addresses immigration policies. Information about the legislation will be provided in the item.
3 Goal 3: Geography The student will demonstrate an understanding of geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities throughout history. 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. Assessment limits: Political causes and effects of reapportionment, redistricting and voting patterns. Influence of demographic factors on government funding decisions. INDICATOR The student will evaluate the role of government in addressing land use and other environmental issues. Assessment limits: National, state, and/or local issues. Issues will include urban sprawl and government policy regarding growth and land use/zoning. Goal 4: Economics The student will demonstrate an understanding of the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers. EXPECTATION 4.1 The student will demonstrate an understanding of economic principles, institutions, and processes required to formulate government policy. INDICATOR The student will evaluate the effectiveness of current monetary and fiscal policy on promoting full employment, price stability, and economic performance. Assessment limits: Business cycle, monetary policy (Federal Reserve actions) and fiscal policy (Legislative and Executive actions) and their effect on economic performance, full employment, and price stability. Tools of monetary policy (Federal Reserve System FED) include the reserve requirement, interest rates, and open-market operations (buying and selling of government securities). Tools of fiscal policy include increasing/decreasing taxes and tariffs and/or spending. Measures of economic performance include Gross Domestic Product (GDP), Consumer Price Index (CPI), and unemployment rate. Quarter Learning Module Tasks 1. Unit 3: The U.S. Political Process a. Revisit important content/concepts from this unit using the following resources: i. United States Government Textbook, Chapters ii. Video: The Relationship between political parties and interest groups (Available online at
4 iii. Video: Primary elections versus general elections (Available online at b. Complete the Unit 3 Review Sheet. 2. Unit 4: The Legislative Branch a. Revisit important content/concepts from this unit using the following resources: i. United States Government Textbook, Chapters 5, 6, and 7 ii. Video: Congress.gov: Overview of the Legislative Process (Available online at iii. Web Resource: b. Complete the Unit 4 Review Sheet. 3. Use what you learned to take Civic Action! For this project, you will take what you learned about government action to research a public issue and write to your legislator advocating for change. a. First, read the Civic Action project instructions. b. Review the project rubric and guidance document for writing a letter to your legislator. c. Next, brainstorm and gather information about public issues that concern you. d. Draft a letter your legislator in which you advocate for your position. Be sure to proofread and revise before turning in a formal letter to a legislator.
5 LSN Government 2' Quarter Learning Module Unit 3 Review: The United States Political Process Part I: Vocabulary Use the glossary in your textbook and/or your class notes to define the following terms: 1. Veto- 2. Mass Media- 3. Political Action Committee (PAC)- 4. judicial review- 5. Checks and balances- 6. Interest Group- 7. Political Party- 8. Lobbying- 9. Representative Democracy- 10. Referendum Part II: Political Parties and Interest Groups Read each statement below. If that statement describes the action of a Political Party write P on the line. If the statement describes the action of an Interest Group write IG. 1. A national convention was held to nominate a candidate. 2. Candidate A ran an advertisement on tv to present negative ideas about Candidate B. 3. The Sierra Club sent a lobbyist to Washington DC to influence legislation. 4. The group supports a wide variety of issues in their platform to gain members with different interests. 5. This group is only concerned with gun control and does not seek members with different interests. Part III: Population and Representation Fill in the blanks to correctly complete the statements below. (Chapter 5-1 in text) Reapportionment Census Redistricting Every ten years, the federal government takes a,or population count. The purpose of this population count is to ensure fair representation for the states in the House of Representatives. Once the count is taken, occurs to redistribute seats in the House. States whose population grew rapidly may gain seats while states whose population grew slowly may lose seats. After seats are redistributed, must occur at the state level to accommodate any changes in the number of a state's representatives. Critical Thinking Question: If after the next Census and reapportionment Maryland's population shows some growth but it loses seats in the Houses of Representatives, what would that mean? In other words, how is it that a state can have population growth but still lose seats in apportionment? Part IV: Short Answer Respond to the given questions in complete sentences. 1. Why is it unlikely that Congressmen would support campaign finance reform? Explain. (page 495 in text) 2. Identify and describe several of the functions of political parties. (Chapter 16-2 in text)
6 LSN Government 2nd Quarter Learning Module Unit 4 Review: The Legislative Branch Part I: Vocabulary define the following vocabulary terms: 1. Smart Growth- 2. Referendum- 3. Petition- 4. Bicameral- 5. Censor Part II: Structure, Organization, and Powers 1. What is the purpose (job) of the legislative branch? 2 Com lete. the followino chart _ to compare. the national and Maryland state le islatures: United States Congress Maryland General Assembly Who do they make laws for? Are they bicameral? *Name the houses Powers $ Powers Choosing President Military Powers Types of Laws (Examples) Part Ill: Representation 1. What is the census and how often does it occur? 2. How is the census conducted? 3. Which house of Congress is impacted by the census? 4. What is reapportionment? Part V: Economics Inflation Cause Effects Recession 1. What does Gross Domestic Product (GDP) measure and why is it significant? 2. Describe how the U.S. Congress uses Fiscal Policy to influence the economy?
7 Part V: Civil Rights Legislation Background Information Civil Rights legislation, in general, is created for the purposes of ensuring fair access for ALL Americans to public accommodations. Most likely, you associate civil rights laws with the end of segregation and equality for African Americans fought for during the mid-20th century, but civil rights apply to many other groups. Examine the chart on page 409 of your textbook carefully and match the following pieces of civil rights legislation with the scenario that law prevents Equal Pay Act (1963) 3. Civil Rights Act (1964) 4. Voting Rights Act (1965) 5. Higher Education Act, Title IX (1972) 6. Americans with Disabilities Act (1990) A. High school refuses to allow female students to play football. B. State X prevents Arab-Americans from voting in primary elections. C. Restaurant fails to install wheelchair ramps noting high cost of construction D. Report released showing men make twice as much as women for doing same job. E. A man is refused a job because he is Jewish. Summarize the civil rights guaranteed by each of the laws listed above: Part VI: Supreme Court Cases Describe the Constitutional Issue (A) and Supreme Court decision (B) in each of the following cases: Marbury v. Madison (p 307) A.) B.) Plessy v. Ferguson (p 408) A.) B.) McCulloch v. Maryland (p 761) A.) B.) Brown v. Board of Education (p409) A.) B.)
8 2nd Quarter Learning Module Civic Action Project Task: Having just completed a review of the United States Political Process, how Congress works and how laws are made, it is time for you to put your knowledge to work! In this activity, your task will be to research a public issue affecting your community and write to either local, state or national legislators with either of the following purposes in mind: 1.) You may write in pursuit of additional information. Inquire as to where your legislator stands on the issue and whether or not he/she has proposed or supported any legislation on this topic. 2.) You may write to share your opinion and/or propose solutions. Once you have gathered the necessary information, propose a course of action you feel your legislator should take and explain why you feel that is best. Procedures Complete the given guide sheet to outline the following information: 1. Identify a public issue you feel is important and use the internet, your textbook, and class newspapers to research the issue. **Check out the following website to see if any legislation on your topic has been addressed lately: For MD General Assembly Decide on a target representative for your letter locate contact information for either your local County Council, representatives in the state legislature, or the United States Congress. 3. Examine the handout "Guide to Writing to Congressional Leaders" and the attached grading rubric. Use that guide to draft your own letter for the purpose of either request information or propose a solution. 4. When your draft is complete, ask a teacher or trusted peer to help you revise before going on to write a final copy to be mailed. 5. Bring in a properly addressed envelope with a stamp and your letter will be mailed after grading.
9 Grading Rubric Criteria Score Layout/ Design Letter is unattractive or inappropriate. Text is difficult to read. It does not have proper grammar or punctuation for a formal letter. Information, Information is poorly written, style, inaccurate, or incomplete. audience, tone Accurate Parts of the Formal Letter Grammar, Punctuation, and choice of words for the friendly letter Improper form is used. Grammar, punctuation, and choice of words poor for a formal letter. Letter appears busy or boring. Text i may be difficult to read. May have some grammar and. or punctuation that indicates it is a formal letter. Some information is provided, but is limited or inaccurate. Most formal letter elements out of place or missing. Following Students are often out of their Classroom Students occasionally leave area without permission and Guidelines area without permission. are disruptive to the class. and Directions The letter is eye-catching and The letter is creatively designed attractive. Text is easy to read, with easily read text. Grammar, Grammar style, and punctuation style, and purpose all excellent ' i s i ndicative of a formal letter. for a formal letter. Information is well written and interesting to read. Some formal letter elements may be missing. Information is accurate and complete, is creatively written, and is cleverly presented. Letter is complete with all required elements. Information mislabeled or Style, purpose, audience, Excellent job on presentation, missing. Inaccurate punctuation grammar, and punctuation all fair style, grammar, and or grammar. and indicative of a formal letter. punctuation. Students stay in their area and talk quietly to their own partner only. Students are always on task, stay in their own area, and work quietly. Students followed project directions and classroom directions.
10 LSN 2nd Quarter Learning Module: Civic Action Project Brainstorming Sheet Activity Guide Sheet Directions: Use this sheet to record your ideas and information you will need to complete a letter to the legislator of your choice. Describe What is the issue and how is it affecting your community? Issue Idea #1 Issue Idea #2 Search Use online news sources to gather information about this issue. Identify Which level of government would be most likely to address this issue? Local, State, or National? Find Based on the previous response, locate and record the contact information for your local, state, or national legislator you wish to address. Search Is there any pending legislation on this topic? Other Is there any additional information you will need to compose your letter?
11 WIN MW W Youth Leadership Initiative : VIMI GUIDE TO WRITING A MEMBER OF CONGRESS I. When should a citizen write to a member of Congress? A. To express an opinion: about a current issue on which you feel strongly about the Congressman's voting record on that issue. about upcoming legislation B. Ask a question: Why does your party support a specific stand on an issue? What is his or her opinion on a specific issue? What are the challenges facing a representative in Congress? C. Propose legislation: Explain a problem you see in your community Depending on the representative you chose to write, this could be a national, state, or local issue. Suggest a solution to a problem. 11. Preparing to Write the Letter N A. Selecting a Member of Congress: Which Congressional committees would address your issue? Who chairs this committee? Do your own representatives in Congress sit on these committees? Is your representative's political ideology more liberal or more conservative than your own? What Members of Congress share your political views? What recent legislation has your Member of Congress sponsored? This can indicate an area of interest or expertise for your representative. Which Members of Congress have sponsored bills similar to the ideas you are proposing? B. Research your issue: Find out if any organizations share the same feelings about your topic. How do these organizations gather information and support for their position? Read recent newspaper and magazine articles about your issue. What statistical or factual evidence can you gather that supports your opinion? III. Write the Letter A. Traditional Mail: More formal and serious but often gets a slower response. B. Electronic Mail: Quicker response time but often a less detailed response. Congressional staffers commented that is less effective than traditional or "snail" mail. Written correspondence is often taken more seriously. IN
12 YOUR NAME (Do not write in italics) 1776 Independence Way Charlottesville, Virginia January 9, 20-- The Honorable FULL NAME 329 Cannon House Office Building Washington, DC Dear Congressman LAST NAME: Use Project Vote Smart to find your official's My name is T.J., and I am a twelfth grader from Monticello High School. I am very concerned about how our nation celebrates the Fourth of July holiday and hope you can answer a couple of questions. Begin by iden*ing who you are and why you are writing. In the 225 years since the Declaration of Independence was written, our understanding of this document and its importance to the history of this nation has increasingly declined. According to a recent poll of graduating high school seniors, almost half of them did not realize that the July 4 holiday commemorates the signing of this great document. Years ago people would celebrate the Fourth by gathering together to read the Declaration of Independence and discuss the importance of the tiny American colonies breaking free from the tyranny of the British Empire. Today the holiday is marked by mega sales at the local shopping mall and contests to consume the most hot dogs in fifteen minutes. These are great for the economy, b ey certainly do not encourage respect for freedom, liberty or the sacrifices of past generations. I believe it is up to legislators to provide guidance to our country by passing a law requiring all stores to close at 2 pm on July 4. This would allow all Americans to properly celebrate the holiday rather than working or shopping. Congress could also encourage a more thoughtful approach to the day by providing forums for discussion of our history and readings of the Declaration of Independence nationwide. Explain why you think your issue is so important. Offer a spec?fic solution. I am interested in your reaction to this proposal. Is this an issue you would be willing to discuss with other Members of Congress? Do you have any suggestions for making my proposal appealing to you and other legislators? I appreciate your consideration of these questions and look forward to your response. Sincerely, T.J. Brown Ask that the official write back with his or her opinion and thank him or her for reading your letter.
Share Conclusions. Disciplinary Tools. Questions
The High School Assessment (HSA) in American government provides Maryland students with the opportunity to learn the Constitutional framework and democratic process that structure the State and national
More informationCivics Grade 12 Content Summary Skill Summary Unit Assessments Unit Two Unit Six
Civics Grade 12 Content Summary The one semester course, Civics, gives a structure for students to examine current issues and the position of the United States in these issues. Students are encouraged
More informationUnited States Government End of Course Exam Review
United States Government End of Course Exam Review Enlightenment Concepts Natural rights- rights that all individuals are born with such as life, liberty, and property. Sovereignty- the idea that the people
More informationOklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM OKLAHOMA STATE BOARD OF EDUCATION
Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM P R E - K I N D E R G A R T E N T H R O U G H H I G H S C H O O L OKLAHOMA STATE BOARD
More informationHow Immigration Created a Multicultural Foundation
Suggested time: 2 Hours What s important in this lesson: How Immigration Created a Multicultural Foundation Other than our aboriginal peoples, Canada was founded and built by immigrants. This lesson will
More informationWatch the video and take the pre-test for Be sure you are working on getting your collaboration and service learning project completed.
Module 3 Note Taking Guide Module 3 Policy and Elections Module 3 Lessons 3.00 Introduction Watch the video and take the pre-test for 3.00. Be sure you are working on getting your collaboration and service
More informationInstructional Guide Map US Government
2012-201 Instructional Guide Map US Government Note: Instructional Guide Maps are an overview of the Alliance Instructional Guides. They assist teachers with planning instructional units and effective
More informationA Correlation of. To the Mississippi College- and Career- Readiness Standards Social Studies
A Correlation of To the 2018 Mississippi College- and Career- Readiness Standards Social Studies Table of Contents USG.1... 3 USG.2... 5 USG.3... 11 USG.4... 17 USG.5... 20 USG.6... 24 USG.7... 27 2 US
More informationPrentice Hall Magruder s American Government 2006 and Oklahoma State and Local Government Workbook 2006
Prentice Hall Magruder s American Government 2006 and Oklahoma State and Local Government Workbook 2006 Grades 9-12 C O R R E L A T E D T O for Grades 9-12 UNITED STATES GOVERNMENT High School Standard
More informationSocial Studies Curriculum 12th Grade - American Government
Social Studies Curriculum 1th Grade - American Government Overarching Essential Question: What does it mean to be a knowledgeable, active participant in our American Democracy and how will I proceed as
More informationGrade 12. Prentice Hall. Magruder s American Government District of Columbia Learning Standards for Social Studies. Grade 12
Prentice Hall Magruder s American Government 2006 Grade 12 C O R R E L A T E D T O for Social Studies Grade 12 DISTRICT OF COLUMBIA LEARNING Magruder s 2006 Grade 12 Standards and Learning Activities Principles
More informationWe the People (Level 3) Lessons. Standard (*Power) Learning Activities Student Will Be Able To (SWBAT):
PRINCIPLES OF U.S. GOVERNMENT 12.1. Broad Concept: Students explain the fundamental principles and moral values of the American Republic as expressed in the U.S. Constitution and other essential documents
More informationUnit Six: West African Nations in the 21 st Century Global Marketplace
Unit Six: West African Nations in the 21 st Century Global Marketplace Grade Level: Grades 6-12 National History Standards: Era 9: Standard 2A The student understands how population explosion and environmental
More informationUS Government Module 3 Study Guide
US Government Module 3 Study Guide There are 3 branches of government. Module 3 will cover the legislative and execute and module 4 will cover the judicial. 3.01 The Legislative Branch aka Congress Established
More informationGeorgia Standards of Excellence American Government and Civics 2016
A Correlation of 2016 To the Georgia Standards of Excellence American Government and Civics 2016 FORMAT FOR CORRELATION TO THE GEORGIA STANDARDS OF EXCELLENCE (GSE) GRADES K-12 SOCIAL STUDIES AND SCIENCE
More informationH.S.A. Vacation Review Answer Booklet
H.S.A. Vacation Review Answer Booklet 10 th Grade Local, State, and National Government Winter 2008 Name: Period: Teacher: NOTES FOR SCORING SCORING: Please use the scoring guide below and the rubric to
More informationStudent Name: House of Representatives 1. Must be years old 2. years a citizen Length of Term: 2. How many terms can they serve?
2 nd quarter Civics Study Guide Page 1 Student Name: Date: 2 nd quarter Civics Study Guide In completing this study guide, you will need to draw on your knowledge from throughout the second nine weeks.
More informationGovernment & Economics, GP
East Penn School District Secondary Curriculum A Planned Course Statement for ernment & Economics, GP Course # 230 Grade(s) 12 Department: Social Studies Length of Period (mins.) 41 Total Clock Hours:
More informationTeacher Guide: rights
Teacher Guide: rights In order of appearance in Preparing for the Oath, the Civics Test items covered in this theme are: 58. What is one reason colonists came to America? freedom political liberty religious
More information12 th Grade United States Government We the People Correlations
Pacing 1 Foundations of Democracy 9 Days 2 The Constitution 10 Days 3 Rights and Obligations of Citizens 8 Days 4 Parties, Polls, and Political Participation 8 Days 12 th Grade ed States Government We
More informationPrinciples of American Democracy and Economics
54 GRADE TWELVE Grade Twelve Principles of American Democracy and Economics Students in grade twelve pursue a deeper understanding of the institutions of American government. They compare systems of government
More informationThree Branches of the American Government Packet
Name: Three es of the American Government Packet THREE BRANCHES OF GOVERNMENT Directions: Use the Civics in Action section in your book to complete the flow chart below by filling in the blanks with words
More informationPRACTICE TEST ANSWER KEY & SCORING GUIDELINES AMERICAN GOVERNMENT
Ohio s State Tests PRACTICE TEST ANSWER KEY & SCORING GUIDELINES AMERICAN GOVERNMENT Table of Contents Questions 1 23: Content Summary and Answer Key... iii Question 1: Question and Scoring Guidelines...
More informationSupplemental Texts: Woll, Peter. American Government: Readings and Cases, 15th ed. New York: Longman, 2003.
AP GOVERNMENT AND POLITICS Instructor: Virginia Church JD email: vichurch@thedinoffschool.com Meetings: by appointment AP United States Government and Politics is an intensive study of the formal and informal
More informationCIVICS TEACHER S GUIDE
TABLE OF CONTENTS Course Overview... 5 Unit Overviews... 8 Unit 1: Introduction to Civics and Government... 8 Unit 1 Focus Standards... 9 Unit 2: The Constitution... 10 Unit 2 Focus Standards... 11 Unit
More informationTotal Hrs Lecture Total Hrs Lab 0.00 Total Course Hrs Total Student Hrs
HSAGT 10 - AMERICAN GOVERNMENT Total Hrs Lecture 50.00 Total Hrs Lab 0.00 Total Course Hrs 50.00 Total Student Hrs 99.50 High School Credits 5.00 COURSE DESCRIPTION This course introduces students to the
More informationORGANIZING TOPIC: NATIONAL GOVERNMENT: SHAPING PUBLIC POLICY STANDARD(S) OF LEARNING
ORGANIZING TOPIC: NATIONAL GOVERNMENT: SHAPING PUBLIC POLICY STANDARD(S) OF LEARNING GOVT.9 The student will demonstrate knowledge of the process by which public policy is made by a) examining different
More informationCourse Title: POD Topic/Concept: Government in our lives (Chapter 1) Time Allotment: 6 days Unit Sequence: 1 Major Concepts to be learned:
Course Title: POD Topic/Concept: Government in our lives (Chapter 1) Time Allotment: 6 days Unit Sequence: 1 1. Identify the features of a state or nations 2. Explain the purposes of government 3. Explain
More informationThe Constitution: A More Perfect Union
The Constitution: A More Perfect Union How has the Constitution created a more perfect Union? P R E V I E W Read the quotation and answer the questions that follow. If men were angels, no government would
More informationMethods of Proposal. Method 1 By 2/3 vote in both the House and the Senate. [most common method of proposing an amendment]
Methods of Proposal Method 1 By 2/3 vote in both the House and the Senate [most common method of proposing an amendment] Method 1 By 2/3 vote in both the House and the Senate [most common method of proposing
More informationSocial Studies 12 th grade
Social Studies 12 th grade Strand Contents & Skills Essential Questions Assessment 1. Essentials of US Government 1. Foundations and Origins of American Government 1.1. The Purposes of Government 1.1.a.
More informationSocial Studies. Smyth County Schools Curriculum Map Subject:U.S. Government. Grade:12 th
Standards Grade:12 th 1st Quarter Gov. 1 ( Skills) Gov. 2 (Political Philosophies) Gov. 3 (Concepts of Democracy) Gov. 4 (U.S. Constitution) Gov. 5 (Federalism) Gov. 6 (Elections) Gov. 7 (Powers of the
More informationCalifornia Subject Examinations for Teachers
CSET California Subject Examinations for Teachers TEST GUIDE SOCIAL SCIENCE SUBTEST III Subtest Description This document contains the Social Science subject matter requirements arranged according to the
More informationHamburg Area School District
Effective Date: 2016-2017 Name of Course: Civics Grade Level: 9th Department: Instructional Time: Length of Course: Period Per Cycle: Length of Period: 43 Minutes Full Year 6 43 Minutes Texts and Resources:
More informationPrentice Hall Magruder s American Government 2002 Correlated to: Maryland Social Studies Content Standards, Political Systems (By the end of grade 12)
Maryland Social Studies Content Standards, Political Systems (By the end of grade 12) 6.1 Students demonstrate understanding of the nature and purposes of various forms of government, including the United
More informationCourse Objectives for The American Citizen
Course Objectives for The American Citizen Listed below are the key concepts that will be covered in this course. Essentially, this content will be covered in each chapter of the textbook (Richard J. Hardy
More informationTwelfth Grade Government Course Map
Twelfth Grade Government Course Map Course Title: Senior American Government Duration: one semester Frequency: one class period daily Year: 2013-14 Text: Magruder s American Government (Prentice Hall)
More informationUnited States Government 2005
United States Government 2005 correlated to Social Science Content Standards for California Public Schools History/Social Science Content Standards Grade 12 5910 Rice Creek Pkwy, Suite 1000 Shoreview,
More informationFlorida Course Standards and Access Points for United States Government
A Correlation of Prentice Hall Magruder's American Government Florida Edition To the Florida Course Standards and Access Points for United States Government 2106310 CORRELATION FLORIDA DEPARTMENT OF EDUCATION
More informationA.P. United States Government & Politics Syllabus
A.P. United States Government & Politics Syllabus Course Overview/Description AP Government and Politics is a college level course that explores the political theory and everyday practice that direct the
More informationSocial Studies Curriculum Guide Ninth Grade AMERICAN GOVERNMENT
Social Studies Curriculum Guide Ninth Grade AMERICAN GOVERNMENT It is the policy of the Fulton County School System not to discriminate on the basis of race, color, sex, religion, national origin, age,
More informationBits and Pieces to Master the Exam Random Thoughts, Trivia, and Other Facts (that may help you be successful AP EXAM)
Bits and Pieces to Master the Exam Random Thoughts, Trivia, and Other Facts (that may help you be successful AP EXAM) but what is government itself but the greatest of all reflections on human nature?
More informationACALANES UNION HIGH SCHOOL DISTRICT Adopted: 4/16/03. SOCIAL STUDIES Subject Area
ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 4/16/03 SOCIAL STUDIES Subject Area COURSE TITLE: UNITED STATES GOVERNMENT COURSE CODE: H0153 GRADE LEVEL: 12 COURSE LENGTH: One Semester PREREQUISITE: Completion
More informationGeer/Schiller/Segal/Herrera, Gateways to Democracy, 3 rd Edition ISBN w/ MindTap PAC: ISBN text alone: ACGM
ACGM Geer/Schiller/Segal/Herrera, Gateways to Democracy, 3 rd Edition ISBN w/ MindTap PAC: 9781285852904 ISBN text alone: 9781285858548 GOVT 2305 Federal Government LEARNING OUTCOMES Upon successful completion
More informationAppendix C SCPS - Civics EOC Review Guide. Congress. Makes Laws (House of Representatives and Senate) Executive Branch
Three Branches Appendix C SCPS - Civics EOC Review Guide Branch Members of the Branch Role Legislative Branch Congress Makes Laws (House of Representatives and Senate) Executive Branch President Enforce
More informationPrentice Hall: Magruder s American Government 2002 Correlated to: Arizona Standards for Social Studies, History (Grades 9-12)
Arizona Standards for Social Studies, History (Grades 9-12) STANDARD 2: CIVICS/GOVERNMENT Students understand the ideals, rights, and responsibilities of citizenship, and the content, sources, and history
More information5-8 Social Studies Curriculum Alignment. Strand 1: History
5-8 Social Studies Curriculum Alignment Strand 1: History Content Standard 1: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes,
More informationName Period Date. Grade 9, Unit 3 Pre-assessment. High Stakes for Children in Immigration Reform. By: Alison Burns
Name Period Date Grade 9, Unit 3 Pre-assessment Please read the following article and answer the questions below: High Stakes for Children in Immigration Reform By: Alison Burns RICHMOND, Va. - As a U.S.
More informationFlorida's Future State and County Policies: 2010 Elections Will Be Significant in Future Policy Choices 1
FE827 Florida's Future State and County Policies: 2010 Elections Will Be Significant in Future Policy Choices 1 Rodney L. Clouser 2 Introduction Implications of the 2010 election cycle on policy decisions
More informationLesson Title: Supreme Court Decision of Dred Scott v. Sanford (1857) 60 U.S Lesson Overview:
Charles H Wright African American Museum Underground Railroad/Library of Congress Slavery in the United States: Defining United States Supreme Court Cases Dred Scott v Sanford (1857) 60 US 393 Raymond
More informationMISSOURI EOC EXAM S T U D Y G U I D E
MISSOURI EOC EXAM S T U D Y G U I D E DIRECT VS. REPRESENTATIVE DEMOCRACY Direct Democracy will of the people is translated into public policy directly by the people themselves Initiatives Referendums
More informationGovernment by the People by Magleby, Light, and Nemacheck; 2011 Brief Edition.
Syllabus for American National Government Spring - 2012 S.J. Carney COURSE: 1113 TEXTBOOK: TESTS: GRADING PACKAGE: WRITING ASSIGNMENT: Government by the People by Magleby, Light, and Nemacheck; 2011 Brief
More informationU.S. American Government AP Syllabus/Curriculum Guide
U.S. American Government AP Syllabus/Curriculum Guide Requirements for Credit: Course Title: Advanced Placement- U.S. Government Periods per week: 5 Clock Hours per year: 120 Grade Level: 10-12 Length
More informationWhat are some problems in the functioning of the government today?
Instructions Create a project to explain the three branches of the American government under the United States Constitution. You will include information on the legislative, executive, and judicial branches
More informationPerformance Objective Critical Attributes Benchmarks/Assessment
Curriculum Standard One: The students will explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American democracy.
More informationSocial Studies Grade 1
Office of Curriculum and Instruction Social Studies Grade 1 ABSTRACT Students in grade one expand their understanding of citizenship through an examination of local government and the responsibilities
More informationCivics & Government and Civics & Government CP
Oley Valley School District Planned Course Instruction Civics & Government and Civics & Government CP Submitted by: David Hoffman April 2018 Oley Valley School District - Planned Course Instruction Cover
More informationMagruder s American Government
Presentation Pro Magruder s American Government C H A P T E R 8 Mass Media and Public Opinion 200 by Prentice Hall, Inc. S E C T I O N The Formation of Public Opinion 2 3 Chapter 8, Section What is Public
More informationCHAPTER 9: THE POLITICAL PROCESS. Section 1: Public Opinion Section 2: Interest Groups Section 3: Political Parties Section 4: The Electoral Process
CHAPTER 9: THE POLITICAL PROCESS 1 Section 1: Public Opinion Section 2: Interest Groups Section 3: Political Parties Section 4: The Electoral Process SECTION 1: PUBLIC OPINION What is Public Opinion? The
More informationChapter 6 Congress 9/28/2015. Roots of the U.S. Congress 6.1. Bicameral legislature. TABLE 6.1 What are the powers of Congress? 6.
Chapter 6 Congress Roots of the U.S. Congress 6.1 Bicameral legislature House Representatives based on population Two-year term Senate Two from each state Six-year term TABLE 6.1 What are the powers of
More informationExplain why governments are formed Describe the purposes of government:
HSA Review POLITICAL SYTEMS Explain why governments are formed (Theories of the origin of government) Divine Right Theory, Force Theory, Evolutionary Theory, Social Contract Theory Describe the purposes
More informationStandards Map - Basic Comprehensive Program Grade Twelve - History-Social Science Principles of American Democracy
Publisher: Program Title: Components: Pearson Prentice Hall Prentice Hall Magruder's American Government 2005 Student Edition (SE): 0-13-166803-X Grade Level(s): Grades 9-12 Intended Audience: s Map -
More informationAP U.S. Government & Politics Unit 3: Institutions of National Government: The Congress
AP U.S. Government & Politics 2017-18 Unit 3: Institutions of National Government: The Congress Textbook: Chapter 11; Congress: Balancing National Goals and Local Interests ; pp. 286-321 Web sites to use:
More informationACGM. GOVT 2305 Federal Government LEARNING OUTCOMES Upon successful completion of this course, students will:
ACGM Geer/Schiller/Segal/ Herrera/Glencross, Gateways to Democracy: The Essentials, 3 rd Edition ISBN w/ MindTap PAC: 9781285852911 ISBN text alone: 9781285858579 GOVT 2305 Federal Government LEARNING
More informationAP U.S. Government and Politics*
Advanced Placement AP U.S. Government and Politics* Course materials required. See 'Course Materials' below. AP U.S. Government and Politics studies the operations and structure of the U.S. government
More informationMagruder s American Government 2011
A Correlation of Magruder s American Government To the California History-Social Science Content Standards for INTRODUCTION This document demonstrates how Magruder s American Government 2010 meets the
More informationAnalyzing American Democracy
SUB Hamburg Analyzing American Democracy Politics and Political Science Jon R. Bond Texas A&M University Kevin B. Smith University of Nebraska-Lincoln O Routledge Taylor & Francis Group NEW YORK AND LONDON
More informationWhy Should I Vote? Does It Really Matter? by Eileen McAnulla
Why Should I Vote? Does It Really Matter? by Eileen McAnulla Lesson Description (Abstract): In this lesson students will analyze disaggregated voting data to determine how voting trends impact the issues
More informationReading, Charts, Exit Ticket, Writing activity Common Core Aligned
CHECKS & BALANCES Activities Reading, Charts, Exit Ticket, Writing activity Common Core Aligned Teacher Tips Checks & Balances Lesson This lesson fits in perfect during American Government or Constitution
More informationAmerican Government /Civics
American Government /Civics AMERICAN GOVERNMENT/CIVICS The government course provides students with a background in the philosophy, functions, and structure of the United States government. Students examine
More informationI. Making the Constitution: (includes The Articles of Confederation, Preamble, and Federalists vs. Antifederalists )
Civics 3 rd Quarter Civics Study Guide Page 1 Student Name: Civics 3 rd Quarter Civics Study Guide Date: In completing this study guide, you will need to draw on your knowledge from throughout the 3 rd
More informationU.S. Government and Politics
Core In, students examine the history, principles, and function of the political system established by the U.S. Constitution. Starting with a basic introduction to the role of government in society and
More informationAP Government and Politics Summer Assignment
AP Government and Politics Summer Assignment To the AP Government student: For AP Government, you are required to complete the summer assignment prior to August 15, 2014 of the school year. The purpose
More informationdays TIPS FOR BEING SUCCESSFUL IN AP U.S. GOVERNMENT:
A.P. U.S. GOVERNMENT AND POLITICS FALL 2018 Course Information Sheet Semester Course: 18 weeks; ½ credit Necessary for graduation Instructor: Mr. Beck Class period Meeting days COURSE DESCRIPTION: AP Government
More informationSummer Reading Assignment The Surge: 2014 s Big GOP Win and What It Means for the Next Presidential Election: Edited by Larry Sabato
AP U.S Government & Politics Mrs. Rokosny 2018-19 AP U.S. Government and Politics Summer Assignment #1 Due The first day of class Summer Reading Assignment The Surge: 2014 s Big GOP Win and What It Means
More informationPrentice Hall Magruder s American Government 2004 Correlated to: Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 11)
Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 11) History Students use materials drawn from the diversity of human experience to analyze and interpret significant events,
More informationWhat are some problems in the functioning of the government today?
Instructions Create a project to explain the three branches of the American government under the United States Constitution. You will include information on the legislative, executive, and judicial branches
More informationStudent Name: Civics 3 rd Quarter Civics Study Guide
Civics 3 rd Quarter Civics Study Guide Page 1 Student Name: Civics 3 rd Quarter Civics Study Guide Date: In completing this study guide, you will need to draw on your knowledge from throughout the 3 rd
More informationSection 9-1: Understanding the Constitution
Name: Date: Chapter 9 Study Guide Section 9-1: Understanding the Constitution Fill in the blanks: 1. The United States government may be described as a representative democracy, or one in which people
More informationTexts Wilson, James Q., and John J. DiLuilo Jr. American Government Institutions and Policies, 10th edition. Boston: Houghton Mifflin, 2006.
Advanced Placement: Government and Politics Syllabus The Advanced Placement Course in United States Government and Politics will provide and fashion students with an analytical perspective on government
More informationUS History, Ms. Brown Need Help? or Call
Course: US History/Ms. Brown Homeroom: 7th Grade US History Standard # Do Now Day #76 Aims: SWBAT define Separation of powers and checks and balances SWBAT identify and explain how each branch of government
More informationUnit #2: Political Beliefs/Political Behaviors AP US Government & Politics Mr. Coia
Unit #2: Political Beliefs/Political Behaviors AP US Government & Politics Mr. Coia Name: Date: Period: Mon 10/6 AP Gov course evaluation Grading FRQs Conservative and liberal views Explain Election Interview
More informationUNIT 6 Why THIS type of government? How did we get here?
UNIT 6 Why THIS type of government? How did we get here? Elaborated Unit Focus The idea behind this unit is that students, with all the working knowledge they have acquired the first 5 units, can now take
More informationAmerican Government. Week. Folders
Week American Government Folders 12.1 Students explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other essential documents of American
More informationAmerican Government: Teacher s Introduction and Guide for Classroom Integration
American Government: Teacher s Introduction and Guide for Classroom Integration Contents of this Guide This guide contains much of the same information that can be found online in the Course Introduction
More informationVirginia and United States Government
2008 Curriculum Framework Virginia and United States Government Commonwealth of Virginia Board of Education Richmond, Virginia Approved July 17, 2008 STANDARD GOVT.1 a, b, c, d, e, f, g The student will
More informationGroton Public Schools Curriculum Map INTRODUCTION. Course Title: AP Government and Politics Curriculum Area and Grade: Social Studies, Grade 11-12
1 Groton Public Schools Curriculum Map INTRODUCTION Course Title: AP Government and Politics Curriculum Area and Grade: Social Studies, Grade 11-12 Course Purpose: From the AP website: AP Government and
More informationUnit One Reading Guide DEFINING DEMOCRACY
Name Period Textbook: Chapter One Unit One Reading Guide DEFINING DEMOCRACY Direct Democracy Representative Democracy Core Beliefs of American Democracy Individual liberty Popular consent Equality of opportunity
More informationUnit #2: Political Beliefs/Political Behaviors AP US Government & Politics Mr. Coia
Unit #2: Political Beliefs/Political Behaviors AP US Government & Politics Mr. Coia Name: Date: Period: Thurs 10/10 (Tues 10/15) Grading FRQs Conservative and liberal views of the Affordable Care Act Video:
More information1 pt. 2pt. 3 pt. 4pt. 5 pt
Court Cases Federalism Parties, Politics, Campaigns & Elections Amendments & Interest Groups Legislative Branch 1pt 1 pt 1 pt 1pt 1 pt 2 pt 2 pt 2pt 2pt 2 pt 3 pt 3 pt 3 pt 3 pt 3 pt 4 pt 4 pt 4pt 4 pt
More informationChapter 5 - The Organization of Congress
Congressional Membership - Section 1 Chapter 5 - The Organization of Congress Introduction The Founders did not intend to make Congress a privileged group. They did intend to make the legislative branch
More informationFinal Exam Review Multiple Choice Questions
Unit 1 - Foundations, Federalism, Civil Liberties, and Civil Rights Chapters 1-5 Divine Right of Kings v. Social Contract Contract - consent to give some liberty up for gov t protections. DRoK - Ordination
More informationInteracting with your Legislator ~ Tips to the Constituent
Interacting with your Legislator ~ Tips to the Constituent Legislators are faced with many topics that they must make informed and the best decisions that are best for those they represent. But it is not
More informationAP Government and Politics Summer Assignment 2018 J. Cunning
AP Government and Politics Summer Assignment 2018 J. Cunning Welcome to class! Congratulations on the commitment of your time and energy to AP Gov. Class has started! This will be a demanding course; a
More informationStudent Name: temporarily a bill becoming a law. Leader of the House of Representatives. Leader of the Senate (besides the Vice President)
2 nd quarter Civics Study Guide Page 1 Student Name: Date: 2 nd quarter Civics Study Guide In completing this study guide, you will need to draw on your knowledge from throughout the second nine weeks.
More informationJackson County Schools Curriculum Pacing Guide High School Social Science - Civics Fall / Spring Semester Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Jackson County Schools Curriculum Pacing Guide High School Social Science - Civics Fall / Spring Semester Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Foundations of Government and Declaration of Independence
More information12 th Grade U.S. Government Curriculum Map FL Literacy Standards (See final pages)
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
More informationObligations (something you HAVE to do or you can be penalized or punished in some way) 1. (Example: voting) 2. Selective Service: (Define it below)
7 th Grade Civics First Quarter Civics Study Guide Page 1 7 th Grade Civics First Quarter Study Guide Student Name: Date: In completing this study guide, you will need to draw on your knowledge from throughout
More informationPROCEDURES AND ASSESSMENT
TEACHING AMERICAN HISTORY RIMAS M. AMBRAZIEJUS FINAL PROJECT CONSTITUTIONAL CONVENTION, COMPROMISE AS A POLITICAL NECESSITY. NECESSARY IN THE CREATION AND FOUNDING OF THESE UNITED STATES, AND NECESSARY
More informationSS4CG2 The student will explain the importance of freedom of expression as guaranteed by the First Amendment to the U. S. Constitution.
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Fourth Grade Social Studies. UNIT # 7 Our
More information