UNIT 3 Rules were made to be broken or at least interpreted
|
|
- Raymond Shelton
- 6 years ago
- Views:
Transcription
1 UNIT 3 Rules were made to be broken or at least interpreted Elaborated Unit Focus This unit is designed to help students understand how rules and laws are created in American Government. Rule of law is the primary theme for this unit. Through it students will grasp a better understanding of the legislative process, the functions of departments and agencies of the federal bureaucracy, and the laws and rules that govern lobbyists. The concept of distribution of power will be used to help students better understand differences between the House and the Senate and differences between the national legislature and state legislature. By looking at individuals, groups, and institutions, students will get a better picture of the people and positions involved in the legislative process, the role of lobbyists, and interest groups. Standards/Elements SSCG4 The student will demonstrate knowledge of the organization and powers of the national government. a. Describe the structure and powers of the legislative, executive, and judicial branches. SSCG9 The student will explain the differences between the House of Representatives and the Senate, with emphasis on terms of office, powers, organization, leadership, and representation of each house. SSCG10 The student will describe the legislative process including the roles played by committees and leadership. a. Explain the steps in the legislative process. b. Explain the function of various leadership positions within the legislature. SSCG11 The student will describe the influence of lobbyists (business, labor, professional organizations) and special interest groups on the legislative process. a. Explain the function of lobbyists. b. Describe the laws and rules that govern lobbyists. c. Explain the function of special interest groups. SSCG15 The student will explain the functions of the departments and agencies of the federal bureaucracy. a. Compare and contrast the organization and responsibilities of independent regulatory agencies, government corporations, and executive agencies. b. Explain the functions of the Cabinet. SSCG17 The student will demonstrate knowledge of the organization and powers of state and local government described in the Georgia Constitution. a. Examine the legislative, executive, and judicial branches. UPDATED 2/14/11 Page 1 of 5
2 Enduring Understandings/Essential Questions Students will understand that in a democracy, rule of law influences the behavior of citizens, establishes procedures for making policies, and limits the power of government. In what ways is the legislative process guided by rules and laws? How do decisions made by executive agencies impact individuals and groups outside of government? How does the legislative process differ at the national level and the state level? Students will understand that distribution of power in government is based on documents and laws combined with contemporary values and beliefs. In what ways is the legislature bound to follow a particular process in lawmaking? How has the power of the bureaucracy changed over the last 200 years? How does the power of the bureaucracy challenge the distribution of power in government? Students will understand that individuals, groups, and institutions make decisions that impact a society through intended and unintended consequences. Where in the legislative process do individuals get to exert their greatest influence? Are individuals or groups more important to the legislative process? What role do lobbyists and interest groups play in the legislative process? To what extent are lobbyists and interest groups affected by the laws and rules made by the institutions they attempt to influence? Sample Balanced Assessment Plan Description of assessment GPS Type of assessment Graphic organizer comparing the organization, structure, and powers of the national legislature with the state legislature. 4a 17a Students create a game called House or Senate. They are responsible for the creation, organization, and content found in the game. The class should get an opportunity to play a couple of the games. Lead students through a brief simulation of the lawmaking process. Students will complete a two column chart. On one side is a brief description of the step, the other side is an analysis of WHY that step is important. What theme does each step connect to? What would happen if that step was removed? Students take on the roles of various leadership positions. Other students take on the role of media and conduct interviews with the members of the legislature on a particular topic. Students should switch sides at some point during the interview. UPDATED 2/14/11 Page 2 of 5 9 Discussion *Self Assessment 10a 10b Discussion *Self- Assessment discussion *Self- Assessment
3 Students create a mock website for an interest group. The website must demonstrate the function of the group and identify several legislators they would lobby and explain why. Multiple choice quiz describing the differences and roles of the federal bureaucracy *Selected Sample Performance Task Performance Task for Unit 3: Lawmaking: It s a dirty job, but someone has to do it literally. Enduring understanding: Students will understand that in a democracy, rule of law influences the behavior of citizens, establishes procedures for making policies, and limits the power of government. Standards: (portions of) SSCG 4a, 9, 10, 11, 15, 17a The Chowder Theater Presents: The Iron Triangle! Congratulations! Your group of 3 has been chosen to write, produce, and star in the most anticipated play of the year: The Iron Triangle. The Chowder Foundation has agreed to fund a production of a play demonstrating the drama and interaction that exists between congressional committees, executive agencies, and interest groups. Over the next 3 weeks you will be learning about these relationships and preparing a scene demonstrating your understanding of how iron triangles represent the rule of law. The requirements for your play are as follows: You must choose a congressional committee, an executive agency, and an interest group that have some regular interaction. Some examples are listed below, but you may choose your own. You are to create a 5-10 minute scene from a play that CLEARLY represents the relationships between these three groups. It is strongly recommended that you turn in a written script of the play! - The names of the committee, agency, and interest group must be said OR displayed at some point during the play. - The PRIMARY function/purpose of the committee, agency, and interest group must be stated at some point during the play. - The following questions MUST be answered in the play: *How does the congressional committee benefit from the agency and the interest group? *How does the executive agency benefit from the congressional committee and the interest group? *How does the interest group benefit from the executive agency and the congressional committee? Finally, you are expected to create a typed program for your play that has a list of the cast and an introduction that answers the following questions: - How do the three components of the iron triangle, through their creation of rules and laws, affect the behavior of citizens? - How are the three components of the iron triangle affected by laws and rules? UPDATED 2/14/11 Page 3 of 5
4 Suggested iron triangles to research: Congressional Committee Executive Agency/Dept. Interest Group/Corp. House Armed Services Department of Defense Defense industry (Boeing, ITT, etc ) OR VFW, American Legion, etc. Senate Agriculture, Nutrition, Forestry Committee Department of Agriculture American Beverage Association, School Districts House Committee on Department of Education American Federation of Education and Labor Senate Agriculture, Nutrition, Forestry Committee Department of Interior Teachers Greenpeace or PETA Map and Globe Skills: Information Processing Skills: 1, 3, 4, 5, 6, 11, 15, 16 *Note concerning rubrics: Each performance task is accompanied by two rubrics: a content rubric and a product rubric. The content rubric (with bolded borders) is designed to measure how well a student can use the standards to demonstrate the enduring understanding(s). The second rubric focuses on the product of the performance task. This is where students are scored on items involving grammar, punctuation, spelling, creativity, presentation, etc. It is intended that the CONTENT rubric is weighed more heavily when assigning a grade to the students. Criteria Scale Content Rubric for Unit 3 Task: Iron Triangle Play (Below Standard) (Needs Improvement) (Meets Standard) 4 (Exceeds Standard) Correctly Only correctly identifies all 3 identifies 1 of the components and components OR only correctly correctly explains the explains the function of 1 function of each component. component Correctly analyzes the relationship between ALL 3 components Evaluates the iron triangle s effects on citizens or groups. Only explains how 1 component benefits from the other two OR only makes one correct connection between two components. Describes 1 or 2 clear actions/decisions of the triangle and behaviors of citizens or groups. Only correctly identifies 2 of the components OR only correctly explains the function of 2 components. Only explains how 2 of Clearly and correctly the components benefit explains how EACH from the other two OR component interacts only explains how with the other two. EACH component benefits from one of the others. Explains 3 clear actions/decisions of the triangle and behaviors of citizens or groups. UPDATED 2/14/11 Page 4 of 5 Correct name of Everything in meets standard, committee, agency, and PLUS describes a, interest group given current activity that each AND the function of component is working on. each is correctly explained. Explains 4 clear actions/decisions of the triangle and behaviors of citizens or groups. Everything in meets standard, PLUS cites examples for more than 2 of the relationships. Everything in meets standard PLUS provides a personal value judgment on the role of the iron triangle in a democracy with supporting facts relating to the behaviors of citizens or groups.
5 Evaluates the effects of rules and laws on the iron triangle. Correctly describes 1 or 2 clear connections between effects on the triangle. Correctly explains 3 clear connections between effects on the triangle. Correctly explains 4 clear connections between effects on the triangle. Everything in meets standard PLUS provides a personal value judgment on the role of the iron triangle in a democracy with supporting facts relating to rules/laws that affect the triangle. Criteria Scale Scene meets time requirement and all members participate Program is typed, includes a cast list, and is free of mechanical errors 1 (Below Expectations) Scene is less than 1 minute or more than 20 minutes long OR 1 member (or more) of the group does not participate in play because of poor design of script. Program is not typed. Product Rubric 2 (Needs Improvement) Total time of scene is substantially less than 5 minutes or more than 10 minutes OR each member of the group fails to describe at least 1 key piece of content. Program is typed, cast members are listed, but not according to their role OR has 3 or more mechanical errors. 3 (Meets Expectations) Total time of scene falls between 5 and 10 minutes AND each member describes AT LEAST 1 key piece of content (functions of components, relationships of components). Program is typed, all cast members are listed according to their role in the scene, AND has 1-2 mechanical error(s). 4 (Exceeds Expectations) Everything in meets expectations PLUS each member describes 2 or more key pieces of content. Everything in meets expectations PLUS has NO mechanical errors and demonstrates outstanding creativity in design or presentation. Resources for UNIT Links to all things legislative - Accessible, hip, student-friendly guide to Congress. - The virtual vault contains quality scans of original documents, including Georgia government records. UPDATED 2/14/11 Page 5 of 5
American Government Unit 3 Rules were made to be broken or at least interpreted
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the American Government course. American Government
More informationUNIT 4 The Executive: Dream Job or Nightmare?
UNIT 4 The Executive: Dream Job or Nightmare? Elaborated Unit Focus The purpose of this unit is to take a detailed look at the executive branch, focusing primarily on the president and the powers of the
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 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 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 informationThird Grade, Unit 6 American Government Basics
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Third Grade Social Studies Course. Third Grade,
More informationCherokee County School District Student Performance Standards Unit Guides - Social Studies: Third Grade
Unit 1 Connecting Themes (Enduring Understandings/Essential Questions) Beliefs and Ideals: The student will understand that the beliefs and ideals of a society influence the social, political, and economic
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 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 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 information3 Branches of Government Study Guide Foldable by Learning is the Game
Study Guide Foldable by Learning is the Game This activity comes with two options: Student Created and Print and Go. The student created option is printed single sided and turns this study guide into a
More informationDay Topic Assignment
Unit 5: Civil Liberties and Civil Rights Students should understand the institutional guarantees to political and civil rights granted under the Constitution; the rights conferred by the American government
More informationStudent Reading. American Indian Tribal Governments
Student Reading American Indian Tribal Governments American Indians who live on reservations are citizens of the United States but they are also citizens of their reservation. They live on federally protected
More informationAs a result, the legislature has adopted three sets of rules -- the Joint Rules, the Senate Rules, and the Assembly Rules.
This is Chris Micheli, with the Sacramento Governmental Relations Firm of Aprea & Micheli, and an adjunct professor at McGeorge School of Law in its Capital Lawyering program. Today's topic is comparing
More informationAmerican Government/Civics - Unit Number 4- The Federal System of Government
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the American Government / Civics Social Studies
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 informationSubject Area: Social Studies State-Funded Course: American Government/Civics
The Georgia Performance s for grades K-12 Fine Arts, K-12 Social Studies, K-12 Health and Physical Education, and SSCG1 SSCG1 a. SSCG1 b. he student will demonstrate knowledge of the political philosophies
More informationAmerican Government and Politics Curriculum. Newtown Public Schools Newtown, Connecticut
Curriculum Newtown Public Schools Newtown, Connecticut Adopted by the Board of Education June 2009 NEWTOWN SUCCESS-ORIENTED SCHOOL MODEL Quality education is possible if we all agree on a common purpose
More informationWhat Constitutes a Constitution?
Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design 8-2011 What Constitutes a Constitution? Becky Orsini Trinity University Nick Thomason Trinity
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 informationOne Stop Shop For Educators Eighth Grade Unit 4 Statehood Elaborated Unit Focus conflicts and changes governance
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Eighth Grade Social Studies course. Eighth
More informationBIG IDEAS. Political institutions and ideology shape both the exercise of power and the nature of political outcomes. Learning Standards
Area of Learning: SOCIAL STUDIES Political Studies Grade 12 BIG IDEAS Understanding how political decisions are made is critical to being an informed and engaged citizen. Political institutions and ideology
More informationNEW YORK STATE ASSEMBLY INTERN COMMITTEE 2012 SESSION INTERNSHIP CLASS SYLLABUS POLITICS AND POLICY IN THE NEW YORK STATE LEGISLATIVE PROCESS
1 NEW YORK STATE ASSEMBLY INTERN COMMITTEE 2012 SESSION INTERNSHIP CLASS SYLLABUS POLITICS AND POLICY IN THE NEW YORK STATE LEGISLATIVE PROCESS ACADEMIC COURSE DESCRIPTION: Policy is what government does
More informationUnit Objectives. Legis= Latin root for law
Name Block Teacher Legis= Latin root for law Legislation= laws that are made Legislative= to make laws Legislature= government body that makes laws Legislator= people who make the laws Unit Objectives
More informationThursday November 17, 2016 Assignment 43
Thursday November 17, 2016 Assignment 43 1. Open your workbook to any blank page or use notebook paper. 2. Title it The Checks and Balances Game The Three Branches of Government Assignment 43- copy this
More information6 th Grade. Connecting Themes Enduring Understandings
6 th Grade Connecting Themes Enduring Understandings Conflict & Change Time, Change, Continuity Governance Movement/ Migration 6 th Grade Production, Distribution, Consumption Culture Location Human Environmental
More informationMagruder's American Government 2011
A Correlation of Magruder's American Government 2011 To the INTRODUCTION This document demonstrates how American Government 2011 meets the. Correlation page references are to the Student and Teacher s
More informationAP US Government Syllabus. Desired Results
AP US Government Syllabus Certificated Teacher: Date: 2017-2018 Course Title: AP United States Government Desired Results Credit: _X One Semester (0.5) Two Semesters (1.0) Estimate of hours per week engaged
More informationUnit #11: The National Government
Unit #11: The National Government 1. What document defines the current structure and powers of the national government? A. Magna Carta B. Articles of Confederation C. Constitution of the United States
More information80 Chapter 3: Georgia s Legislative Branch
As you read, look for types of legislation that the General Assembly may address, how a bill becomes law, terms: amend, treaty, monopoly, veto, appropriate, budget, revenue, fiscal year, line item veto.
More informationRoswell Independent School District Curriculum Map Subject: U.S. GOVERNMENT July 2006 Grade Level: SENIOR 12 th Grade
9 weeks Stards/Essential Questions Concepts/Skills Activities/Assessments Resources 9 Str: Civics Government Content Stard III: Students underst the ideals, rights, responsibilities of citizenship underst
More informationLESSON TWELVE. Procedures:
LESSON TWELVE Core Learning Goal: 2 The student will demonstrate an understanding of the history, diversity, and commonality of the peoples of the nation and world, the reality of human interdependence,
More informationCivics Syllabus. Certificated Teacher: Date: Desired Results
Civics Syllabus Certificated Teacher: Date: 2017-2018 Desired Results Course Title/Grade Level: Civics Credit: X one semester (.5) two semesters (1) Estimate of hours per week engaged in learning activities:
More informationSocial Studies Lesson Plan- SS.4.C.2.2 Identify ways citizens work together to influence government and help solve community and state problems
Teacher s Name: Employee Number: School: Social Studies Lesson Plan- SS.4.C.2.2 Identify ways citizens work together to 1. Title: HOW A Bill Becomes a Law - 4 th Grade 2. Overview - Big Ideas: Enduring
More informationName: Class: Date: 2. appoints the heads of the executive departments within the executive branch of the federal government. a.
Multiple Choice 1. Which of the following statements is true of the bureaucracy of the federal government? a. The bureaucracy of the federal government is part of the executive branch. b. The head of the
More informationStage 1: Course Planning: Curriculum Map AP. Unit 1 Focus: Constitutional Underpinnings of United States Government
Stage 1: Course Planning: Curriculum Map AP Unit 1 Focus: Constitutional Underpinnings of United States Government Unit 2 Focus: Political Beliefs, Behaviors, Interest Groups Unit 3 Focus: Political Parties,
More informationChapter 8 The Presidency. Section 1 President and Vice President
The Presidency Chapter 8 The Presidency Section 1 President and Vice President Standard SSCG13: The student will describe the qualifications for becoming President of the United States Duties of the President
More informationFrom Articles to Amendments: A study of the U.S. Constitution
From Articles to Amendments: A study of the U.S. Constitution Use the weblinks provided to answer the following questions: The Preamble What six reasons did the founding fathers give as the purpose for
More informationSocial Studies Lesson Plan Analyze how the Constitution has expanded voting rights from our nation's early history to today
Teacher s Name: Employee Number: School: Social Studies Lesson Plan Analyze how the Constitution has expanded voting rights from our nation's early history to today 1. Title: Voting and the Constitution
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 informationAP U. S. Government and Politics Pacing Guide
AP U. S. Government and Politics Pacing Guide Strand 1 Introduction to U. S. Government ½ week Vocabulary related to government and politics Differences between government and politics Wilson, Chapter
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 informationBOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 1
BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 1 BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 2 BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social
More informationGeorgia s Government. Presentation, Graphic Organizers, & Activities
Georgia s Government Presentation, Graphic Organizers, & Activities STANDARDS: SS8CG1 The student will describe the role of citizens under Georgia s constitution. a. Explain the basic structure of the
More informationAP Government ELO s Students will be expected to know the following:
AP Government ELO s Students will be expected to know the following: 1. Demonstrate knowledge of the policymaking System within the United States Political System. 2. Demonstrate understanding of how Public
More informationAPG UGRP Unit 2 Part 2: The Bureaucracy and the Executive Branch
/10 Workbook Score: /10 Notes Score: Name Date Period APG UGRP Unit 2 Part 2: The Bureaucracy and the Executive Branch Weeks: 2 Anchor Text: The Rise of the Plebiscitary Presidency, Craig Rimmerman (1993)
More informationCongressional Structure
Name: Date: Block # Government Guided Notes Unit Three Day #1 The Legislative Branch Structure, Organization and Leadership Directions Activity listen and view today s PowerPoint lesson. As you view each
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 informationStandard CE.6a - Structure and Powers of National Government
Standard CE.6a - Structure and Powers of National Government The Constitution of the United States defines the structure and powers of the government. The powers held by government are divided between
More informationSocial Studies Lesson Plan- SS.3.C.3.3. Recognize that every state has a state constitution
Teacher s Name: Employee Number: School: Social Studies Lesson Plan- SS.3.C.3.3 Recognize that every state has a state 1. Title: Every State Has a State Constitution 2. Overview - Big Ideas: Enduring Understandings
More informationGeorgia Department of Education Teacher and Leader Keys Effectiveness Systems. Assessment Table of Specifications - (Analyzed by Item)
Assessment Table of Specifications - (Analyzed by Item) Using the Table of Specifications to build an assessment is the second step of the assessment development process. The purpose of this table is to
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 informationStudent Performance Q&A:
Student Performance Q&A: 2012 AP United States Government and Politics Free-Response Questions The following comments on the 2012 free-response questions for AP United States Government and Politics were
More informationGE172 State and Local Government [Onsite]
GE172 [Onsite] Course Description: This course studies institutions and structures of state, city and county governments and policy areas within their province, such as education, law enforcement, welfare,
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 informationAP US Government and Politics Course Syllabus Coach Tabor Wakeland HS
AP US Government and Politics Course Syllabus Coach Tabor Wakeland HS Text: Karen O'Connor, Larry J. Sabato and Alixaandra B. Yanus American Government: Roots and Reform. General Course Description & Expectations:
More informationThe Virginia Constitution and State Government
The Virginia Constitution and State Government Constitution of Virginia Judicial Executive Legislative The Constitution of Virginia gives the design plan for the government of the Commonwealth of Virginia.
More informationCurriculum Pacing Guide Grade/Course Grade 8 - Civics Grading Period: Repeated each nine weeks
Grade/Course Grade 8 - Civics Grading Period: Repeated each nine weeks 36 Weeks Unit/ The student will develop the social studies skills responsible citizenship requires, including the ability to a) examine
More informationUnit 1 Foundations of American Government. Unit 2 The Three Branches of Government. Unit 3 Civil Liberties
Content Area: Social Studies (SUBJECT) CURRICULUM Course Title: Introduction to Politics Grade Level: 11-12 Unit 1 Foundations of American Government Unit 2 The Three Branches of Government 6 weeks 6 weeks
More informationTo Kill a Mockingbird Final Assessment
To Kill a Mockingbird Final Assessment Lucky you! You have been chosen to design a brand new newspaper for Maycomb. You will plan, write, and publish a newspaper that shows your understanding of the people
More informationMendez arrived in Tehran in early January 1980, to begin putting the plan in place. At the same time, Ambassador Taylor began the slow process of
The Canadian Caper On November 4, 1979, a mob of 300-500 Iranian militants stormed the United States embassy in Tehran, Iran, and took 66 diplomats and staff hostage. Amazingly, 6 diplomats escaped from
More informationGrade 04 Social Studies Unit 07 Exemplar Lesson 02: The Influence of the U.S. Constitution
Unit: 07 Lesson: 02 Suggested Duration: 2 days Grade 04 Unit 07 Exemplar Lesson 02: The Influence of the U.S. Constitution This lesson is one approach to teaching the State Standards associated with this
More informationThe Executive Branch
The Executive Branch Each state has its own constitution based on its unique history, needs, philosophy, and geography. Just like the national government, each state's constitution separates power between
More informationCreating the Constitution 1. Teachers Curriculum Institute. The United States, N 70 W 35 N 30 N. 75 W miles
G E O G R A P H Y C H A L L E N G E The United States, 1790 40 N 70 W N W E S 35 N 30 N 0 75 W 100 200 miles 85 W 80 W 0 100 200 kilometers Albers Conic Equal-Area Projection Creating the Constitution
More informationGrade 8: Module 1: Unit 2: Lesson 9 Close Reading:
Grade 8: Module 1: Unit 2: Lesson 9 Close Reading: Paragraph 1 of Refugee and Immigrant Children: A Comparison (from Refugee Children in Canada: Searching for Identity ) This work is licensed under a Creative
More informationStandards Curriculum Map Bourbon County Schools
Standards Curriculum Map Bourbon County Schools Level: 9 th Grade/HS Grade and/or Course: Updated: 5/25/12 I.S.S. Civics e.g. = Example only Days Unit/Topic Standards Activities Learning Targets ( I Can
More informationUnit 4 The Executive Branch Chapter 13 & 15. The Presidency & the Bureaucracy
Unit 4 The Executive Branch Chapter 13 & 15 The Presidency & the Bureaucracy Name Period Textbook Readings #1 pp. 391-411 Reading Notes/Quiz Dates: #2 pp. 412-429 Reading Notes/Quiz Dates: #3 pp. 467-479
More informationLearning Objectives. Prerequisites
In We the Jury, your students take on the role of a juror in a civil case. Jurors meet in the deliberation room to weigh the evidence and reach a verdict. But it s not easy all jurors must agree which
More informationCreating the Constitution
G e o g r a p h y C h a l l e n g e Creating the Constitution What compromises emerged from the Constitutional Convention? P R E V I E W On a separate sheet of paper, create a T-chart with the heads Articles
More informationUnited States Government: Our Democracy. Chapter 5: The Structure of Congress
Chapter Planner and Suggested Pacing Guide UNDERSTANDING BY DESIGN Enduring Understandings Congress makes the law and serves as a check on the other branches by among other things confirming presidential
More informationExam. Name. MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
Exam Name MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. 1) Max Weber identified which of the following as a characteristic of? A) red tape B) task
More informationS8CG2 The student will analyze the role of the legislative branch in Georgia state government. a. Explain the qualifications, term, election, and
S8CG2 The student will analyze the role of the legislative branch in Georgia state government. a. Explain the qualifications, term, election, and duties of members of the General Assembly. b. Describe
More informationMiddle-Childhood Lesson Plan By Whitney Whitehair
Middle-Childhood Lesson Plan By Whitney Whitehair Lesson: The Three Branches of Government (Legislative, Executive, Judicial) Length: 2-45 minute sessions Age or Grade Level Intended: 5 th grade Academic
More informationChapter 8 The Presidency - Section 1 SSCG12&13 Duties of the President President s Term Salary and Benefits
The Presidency Chapter 8 The Presidency - Section 1 SSCG12&13 Duties of the President The constitutional duties of the nation s first president,, and those of a modern president are much the same. However,
More informationTuesday November 29, 2016
Tuesday November 29, 2016 1. Open your civics workbook to page 49. 2. Title it The Legislative Branch. The Legislative Branch Homework Assignment # 48 Assignment 48 Raw Score Review for Quiz on Fri. 3
More informationCivics and Economics
Test Blueprint Civics and Economics 2008 History and Social Science Standards of Learning This revised test blueprint will be effective with the administration of the 2010-2011 History and Social Science
More informationWho Can be Governor of New Jersey?
Who Can be Governor of New Jersey? NJ Center for Civic Education Grade Level: 4-5 Objectives: Student will be able to: identify the role of the Governor determine the qualifications for Governor of New
More informationAmerican Government/Civics - Unit Number 6- The Legislative Branch
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the American Government/Civics Social Studies
More informationSyllabus for AP U.S Government and Politics/ Lawrence Holland (206) Room 328
Syllabus for AP U.S Government and Politics/2016-17 Lawrence Holland lholland@bisd303.org (206) 855-0475 Room 328 Course Overview A.P. U.S. Government and Politics is a one-year college level course, designed
More informationWho s Who and What s What in American Government Diane R. Neylan John F. Kennedy High School Richmond City Public Schools
Social Studies GOVT.7, GOVT.8 Collaborative Project, Presentation Who's Who and What's What in American Government This lesson uses Internet resources, digital images, and presentation software to help
More informationLegislative Process and Behavior
Legislative Process and Behavior Baylor University Political Science (PSC) 3310 Fall 2016 Instructor Information Dr. Patrick Flavin Email: Patrick_J_Flavin@baylor.edu Phone: 254.710.7418 Office location:
More informationLobby? You? Yes, Your Nonprofit Organization Can!
Lobby? You? Yes, Your Nonprofit Organization Can! CAN YOUR NONPROFIT ORGANIZATION LOBBY? Of course it can. It should, and it s easy. Anyone who can make a phone call or write a letter can lobby. If you
More informationPart One: Structure of the American Bureaucracy
The Bureaucracy Part One: Structure of the American Bureaucracy I. Bureaucracy (General Term): The agencies, departments, commissions, etc. within the executive branch. II. Executive Office of the President:
More informationUnit III: The Federal Government / + 1 for each Chapter completed. + 3 possible. Name: Date: Period: Chapter 8: The Legislative Branch
Unit Review Guide Unit III: The Federal Government / + 1 for each Chapter completed. + 3 possible. Name: Date: Period: Chapter 8: The Legislative Branch Section 1: Members of Congress 1. Policy 2. Constituents
More informationGRADE 5 ELEMENTARY-LEVEL SOCIAL STUDIES TEST
FOR TEACHERS ONLY THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 5 ELEMENTARY-LEVEL SOCIAL STUDIES TEST RATING GUIDE BOOKLET 1 MULTIPLE-CHOICE AND CONSTRUCTED-RESPONSE QUESTIONS NOVEMBER 14, 2007 Updated
More informationClay County Civics Review
Clay County Civics Review Units 4 and 5: The Legislative and Executive Branches C3.4, C3.8, C4.1, C4.2, C4.3 Review content provided by Florida Joint Center for Citizenship Review tasks created by Kelly
More informationSkill-Builders. Grades 4 5. Social Studies. Writer Kate O Halloran. Editorial Director Susan A. Blair. Cover Designer Roman Laszok
Daily Skill-Builders Social Studies Grades 4 5 Writer Kate O Halloran Editorial Director Susan A. Blair Cover Designer Roman Laszok Interior Designer Mark Sayer Production Editor Maggie Jones WALCH PUBLISHING
More informationWorking with the Legislators The New Ten Commandments! Bob Wilson Executive Director, Michigan Trails and Greenways Alliance
Working with the Legislators The New Ten Commandments! Bob Wilson Executive Director, Michigan Trails and Greenways Alliance 28 years of policymaking in the Michigan Senate Worked for seven different SML
More informationGRADE EIGHT SOCIAL STUDIES CONTENT STANDARDS AND OBJECTIVES CORRELATION TO WE THE PEOPLE
GRADE EIGHT SOCIAL STUDIES CONTENT STANDARDS AND OBJECTIVES CORRELATION TO WE THE PEOPLE Grade 8 Social Studies Standard: 1 Citizenship Objectives Students will SS.O.08.01.01 evaluate how citizens can
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 informationGRADE 12 / GOVERNMENT - ECONOMICS
GRADE 12 / GOVERNMENT - ECONOMICS (1) History The student understands major political ideas and forms of government in history The student is expected to: (A) explain major political ideas in history such
More informationTHE CANADIAN IDENTITY IN THE 20 TH CENTURY CULMINATING ACTIVITY DECADE PRESENTATION
CULMINATING ACTIVITY DECADE PRESENTATION DESCRIPTION: In this activity students will work in groups of up to four, and focus on ONE DECADE IN CANADIAN HISTORY covered during the course. The group will
More information3rd Nine Weeks. Student s Name: School: Core Teacher: Block: Gifted Resource Teacher:
Suffolk Public School s Portfolio Packet 3rd Nine Weeks Student s Name: School: Accelerated Course: _7 th Civics Core Teacher: Block: Gifted Resource Teacher: This packet must be submitted at the conclusion
More informationThe Electoral Process STEP BY STEP. the worksheet activity to the class. the answers with the class. (The PowerPoint works well for this.
Teacher s Guide Time Needed: One class period Materials Needed: Student worksheets Projector Copy Instructions: Reading (2 pages; class set) Activity (3 pages; class set) The Electoral Process Learning
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 informationThe Texas Legislature
CHAPTER 25 The Texas Legislature LEARNING OBJECTIVES After reading this chapter you should be able to Define the key terms at the end of the chapter. List the powers and duties of the Legislature, as set
More informationSectional Tensions Escalate
Michael Connor North Quincy High School Sectional Tensions Escalate 1848-1861 This lesson will cover the causes of the Civil War from 1848 to 1861. The students will read and analyze various primary source
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 informationCarefully read the Parents Constitution. Then answer the questions that follow on another sheet of paper. Be prepared to share your answers.
The Bill of Rights What rights and freedoms does the Bill of Rights protect and why are they important? P R E V I E W Carefully read the Parents Constitution. Then answer the questions that follow on another
More informationJournalism Terminology. Mr. McCallum
Journalism Terminology Mr. McCallum Art Photos, maps, charts, graphs, illustrations. Art dresses up the paper and makes it visually appealing. Each story should be examined for art possibilities. (See
More information