1. The rights and responsibilities and practices of the United States citizenship in the Constitution and the nations history.
|
|
- Sophie Caldwell
- 5 years ago
- Views:
Transcription
1 2 nd Nine Weeks Unit 5 Civil Liberties and the Judicial Branch (Duration 2-4 Weeks) Big Ideas: 1. The rights and responsibilities and practices of the United States citizenship in the Constitution and the nations history. Essential Questions: 1. In what ways does the U.S. Constitution protect individuals and groups? 2. What does it mean to be a citizen of the United States? 3. How do governments balance the rights of individuals with the common good? 4. How do citizens balance personal interests, needs, and talents with civic responsibility for the common good? Vocabulary Due process Writ of habeas corpus Bill of Attainder Ex post facto law Marbury v. Madison McCulloch v. Maryland dual court system judicial review 14 th Amendment Strand Concept PO Standards: Priority (PS)/ Supporting (SS) / Interdisciplinary (IS) HUSD Support Materials & Resources S3 C2 PO7 (PS Analyze the structure, powers, and roles of the judicial branch of the United States government, including landmark United States Supreme Court decisions: specific powers delegated by the Constitution in Article III judicial review developed in Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden dual court system of state and federal courts S3 C3 PO2 (PS. Examine how the Constitution guarantees due process of law through Constitutional mandates and Amendments. Constitutional mandates (e.g., the right of habeas corpus, no bill of attainder, and the prohibition of ex post facto laws) Fourth, Fifth, Sixth, Seventh, and Eighth Amendments protection provided by the Fourteenth Amendment
2 S3 C4 PO1 (PS) Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. Apply (Level 3) Analyze basic individual rights and freedoms guaranteed by Amendments and laws: freedom of religion, speech, press, assembly, and petition in the First Amendment right to bear arms in the Second Amendment Ninth Amendment and guarantee of people s unspecified rights civil rights in the Thirteenth and Fourteenth Amendments voting rights in the Fifteenth, Nineteenth, Twenty-third, Twenty fourth, and Twenty-sixth Amendments; Native American citizenship and voting rights (Arizona, 1948); Voting Rights Act of 1965 conflicts which occur between rights (e.g., the tensions between the right to a fair trial and freedom of the press, and between majority rule and individual rights) right to work laws S3 C4 PO2 (PS Define citizenship according to the Fourteenth
3 1 st Nine Weeks Unit 1 Foundations of National Government and Federalism (Duration 2-4 Weeks) Big Ideas: 1. The United States democracy is based on principles and ideals that are embodied by symbols, people and documents Essential Questions: 1. What is the purpose of government? 2. What is power? How is power gained, used, justified? 3. Under what circumstances is the exercise of political power and authority legitimate? 4. How powerful should the national government be; is the Founders fear of government as valid today as it was in the 1700s? 5. How can the abuse of power be avoided? 6. Is the Federal System the best way to govern the United States? 7. What conflicts exist among fundamental principles and values of Constitutional Democracy? Vocabulary John Locke and social contract Charles de Montesquieu and separation of powers Articles of Confederation Great Compromise Three-Fifths Compromise Preamble Federalism Tenth Amendment Supremacy Clause Separation of Powers Checks and Balances Judicial Review Federalists Anti-Federalists Federalist Papers Popular Sovereignty Monarchy Oligarchy Theocracy Parliamentary Unitary
4 Strand Concept PO Standards: Priority (PS)/ Supporting (SS) / Interdisciplinary (IS) HUSD Support Materials & Resources S3 C1 PO1 (PS) Examine the foundations of democratic representative government: a. Greek direct democracy b. Roman republic S3 C1 PO2 S3 C1 PO3 (PS) Trace the English roots of American democracy: a. Magna Carta b. English Bill of Rights c. Representative government (PS).Describe the philosophical roots of American Democracy S3 C1 PO4 S3 C2 PO1 S3 C2 PO2 (PS) Examine the fundamental principles (e.g., equality, natural rights of man, rule of law) in the Declaration of Independence. (PS) Analyze why the weak central government and limited powers of the Articles of Confederation demonstrated the need for the Constitution. (PS) Analyze the creation of United States Constitution S3 C2 PO3 S3 C2 PO4 S3 C2 PO8 S3 C2 PO9 (PS) Examine the United States federal system of government: powers of the national government powers of the state governments powers of the people (PS) Describe the steps leading to the adoption of the Constitution: Federalist and Anti-Federalist positions (e.g., The Federalist Papers) Bill of Rights ratification (PS) Analyze the structure, power, and organization of Arizona s government as expressed in the Arizona Constitution (PS) Analyze the forms, structure, powers and roles of local government
5 S3 C2 PO10 (PS) Examine the sovereignty of tribal governments and their relationship to state and federal governments S3 C5 PO1 (PS) Compare the United States system of politics and government to other systems of the world (e.g., monarchies, dictatorship, theocracy, oligarchy, parliamentary, unitary, proportional elections).
6 2 nd Nine Weeks Unit 4 Executive Branch (Duration 2-4 Weeks) Big Ideas: 1. The roles and responsibilities of the Executive Branch are part of the Constitution and political process. Essential Questions: 1. How are modern political conflicts similar to the issues debated by the Federalists and Anti-Federalists? 2. Can an individual make a difference in the political process? 3. Does the current electoral process result in the best candidates for president? 4. Do political parties enhance or hurt the political process?(move TO UNIT 3 Legislative Branch) 5. Do citizens have an obligation to participate in their government? 6. How much power should the president have? 7. What is media literacy and why is it important for a democratic republic? (Move to Unit 3 Legislative Branch) Strand Concept PO Standards: Priority (PS)/ Supporting (SS) / Interdisciplinary (IS) HUSD Support Materials & Resources S3 C4 PO3 (PS) Examine the basic political, social responsibilities of citizenship: connections between self-interest, the common good, and the essential element of civic virtue obligations of upholding the Constitution obeying the law, serving on juries, paying taxes, voting, and military service analyzing public issues, policy making, and evaluating candidates S3 C4 PO4 (PS) Demonstrate the skills and knowledge (e.g., group problem solving, public speaking, petitioning and protesting) needed to accomplish public purposes. S3 C4 PO5 (PS) Describe the role and influence of political parties, interest groups, and mass media: political perspectives (e.g., liberalism, conservatism, progressivism, libertarianism) influence of interest groups, lobbyists, and PAC s on elections, the political process and policy making influence of the mass media on elections, the political process and policy making Move to Legislative Branch Unit 3
7 S3 C2 PO6 (PS) Analyze the structure, powers, and roles of the executive branch of the United States government: specific powers delegated in Article II of the Constitution roles and duties of the president development and function of the executive branch, including the cabinet and federal bureaucracy election of the president through the nomination process, national conventions, and electoral college
8 Arizona Department of Education Common Core Standards Grade Cluster Standard Common Core Standards Explanations & Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. This standard requires students to examine the details of a primary (firsthand accounts) or secondary source (secondhand accounts) to support their analysis of the document. Sources for analysis include: journals, maps, illustrations, photographs, documentaries, logs, records, etc. Textual evidence could include: author s main point, purpose and perspective, fact versus opinion, differing points of view, credibility and validity of the text. Students might also consider date, bias, intended audience and the possibility of changes due to translation. 12 R 1 Students connect details to attain conclusions of the text as a whole. Students read Federalist Paper No. 10, examining Madison s arguments favoring a representative system of government over a pure democracy including such arguments as those against the power of factionalism in society. SSHS-S1C4-04d Students read a summary of the Kyoto Accords to predict its impact on future policy decisions by the nations which signed it. SSHS-S4C5-03
9 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. The standard asks students to create a chain of causation which can be supported by details from the text. When such a chain cannot be clearly built, students are to acknowledge that causation is not complete and clear. : 12 R 3 Students will connect the Amendments of the US Constitution to the political developments that led to the passage of each. SSHS-S3C R 5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. Students will analyze editorials from the Wall Street Journal and the New York Times supporting or opposing the monetary policies set by the Federal Reserve Bank. SSHS-S5C3-05; SSHS-S5C3-06 The standard asks students to evaluate a primary source noting how its structure reinforces its meaning. Students identify the parts of text and how they work together as a whole. They identify thesis statements, supporting details, and conclusions, as well as transition statements. They recognize the power of voice and diction in texts. Students will analyze the Declaration of Independence outlining the key grievances against King George III and the steps of remonstrance before the colonists chose
10 revolution as their course of actions. SSHS-S1C4-03d Student will analyze the text of the Seneca Falls Declaration of Sentiments noting how the document builds outrage against the many forms of discrimination against women during the 19 th century in the US. SSHS-S1C7-02a Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. This standard addresses students developing and strengthening their writing through the writing process with a focus on purpose and audience The standard requires that students use charts, graphs, and other media along with text to address a question or a problem. : 12 R 7 Students integrate the information provided by Mary C. Daly, vice president at the Federal Reserve Bank of San Francisco, with the data presented visually in the FedViews report. In their analysis of these sources of information presented in diverse formats, students frame and address a question or solve a problem raised by their evaluation of the evidence. Common Core State Standards, Appendix B, p Students will use Consumer Reports, scientific charts and graphs, to verify reliability of online advertising for a product. SSHS-S5C5-02; ETHS-S5C1-05 Students research voter turnout in national elections in the United States and other
11 democracies, to explain voter participation or voter apathy. SSHS-S3C R 9 12 W 2 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. topic in several primary and secondary sources. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and This standard requires students to read multiple accounts of an event and construct their own interpretation using pertinent information from all of the accounts. While doing so, students will note any discrepancies among sources. Students write a morning after analysis of a national election to interpret trends and predict future impacts on the nation. SSHS-S1C10-01 Students read accounts, watch newsreel footage and review photographs which document the transformation of society on the home front during World War II, paying close attention to the roles of women and minorities. SSHS-S1C8-02c This standard requires students to write an informative/explanatory composition that: a. introduces a topic b. include formatting and graphics c. presents detailed facts, examples and reasoning d. attributes sources of information when appropriate e. structures ideas f. develop the topic thoroughly The expository composition should address a topic in US history, civics, or economics.
12 12 W 4 multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Student writing will use organization, sentence variety, and domain-specific vocabulary and techniques which enhance the presentation of evidence. An effective conclusion to the work will be required. Students will be required to use graphics, charts, multimedia, and formatting skills to enhance the document. The writing will be informative or explanatory. Students will write an illustrated paper on the progression of Supreme Court cases which have limited and defined the legal use of the death penalty. SSHS-S3C3-02 Students describe the effects of westward expansion on the lives of American Indians from the Trail of Tears (1828) through the Dawes Act (1887). SSHS-S1C5-04; SSHS-S1C7-03a The standard requires the use of writing that is appropriate to a specific task, purpose, and audience. a. The standard requires the use of writing that is appropriate to a specific practical task and its
13 Produce clear and coherent functional writing (e.g., formal letters, envelopes, technical directions, experiments, labels, timelines, graphs/tables, procedures, charts, maps, captions, diagram, sidebar, flow chart) in which the development, organization and style are appropriate to task, purpose, and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. audience. Students produce a household budget using an effective graphic organizer. SSHS-S5C5-03; ETHS-S1C4-01 Students produce a flow chart on how a bill becomes a law in the Arizona State Legislature. SSHS-S3C2-08c; ETHS-S1C4-01 Students must use technology to produce and publish writing products. Students work will be critiqued with feedback and expectations that students will conduct additional research. Feedback may come from the teacher or other students. 12 W 6 Students will use the 13 th and 14 th Amendments, and relevant Supreme Court cases to define citizenship. They will add the current on-going efforts to amend the Constitution to deprive anchor babies (children born in the US to undocumented residents) of their citizenship. SSHS-S3C4-02; ETHS-S2C1-01 Students track government regulation of business since the Progressive Era through today, updating their work as government passes new legislation. SSHS-S1C10-01; SSHS-S1C10-02; SSHS-S1C10-03; SSHS-S5C1-03b; ETHS-S2C1-01
14 12 W 8 12 W 10 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. This standard requires students to use and attribute many reliable sources using advanced research skills. Students note that all sources have their limitations and take care to use a variety of sources and avoid plagiarism. Attribution should follow a standard format, i.e., MLA. Students use several slave narratives from the American Memory Collection of the Library of Congress to construct a picture of their conditions in the antebellum South. SSHS-S1C6-01c, d; ETHS-S5C1-06 Students use resources (photographs, diaries, publications, newspaper articles, editorials, political cartoons, etc.) to compare the movement for suffrage in different areas of the United States. SSHS-S1C7-02a; ETHS-S5C1-06 This standard requires students to be given multiple opportunities to write about a wide range of social studies topics of varying lengths (e.g., one paragraph, responses, multiple paragraph essays, research projects). Long-term research projects should be alternated with shorter writing assignments. Students write bell work as an opening activity or reflective journaling as a concluding activity on any topic in a social studies class. Students write a research paper about a relevant topic over the course of a semester.
15 SSHS-S1C1-04
Strand 3: Civics/Government Concept 1: Foundations of Government
Strand 3: Civics/Government Concept 1: Foundations of Government PO 1. Examine the foundations of democratic representative government: a. Greek direct democracy p. 17-18, 19c b. Roman republic N/A PO
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 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 informationCorrelation of. Arizona s Social Studies Standards High School
Correlation of 2016 To Arizona s Social Studies Standards High School Introduction This document demonstrates how Pearson, 2016 meets the Arizona Social Studies Standards, High School. Citations are to
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 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 informationHigley Unified School District AZ US History Grade 11 Revised Aug. 2015
When Worlds Collide: Early American Civilizations and European Contact (Duration 1-2 Weeks) Big Ideas: 1. In ancient times, migrating peoples settled the Americas, where their descendants developed complex
More information1. Students access, synthesize, and evaluate information to communicate and apply Social Studies knowledge to Time, Continuity, and Change
COURSE: MODERN WORLD HISTORY UNITS OF CREDIT: One Year (Elective) PREREQUISITES: None GRADE LEVELS: 9, 10, 11, and 12 COURSE OVERVIEW: In this course, students examine major turning points in the shaping
More informationA Correlation of. Prentice Hall Magruder s American Government To the. Nevada Social Studies Standards Social Studies Skills & Civics
A Correlation of Prentice Hall American Government 2011 To the Social Studies Skills & Civics Grades 9-12 Prentice Hall,, Grades 9-12 Introduction This document demonstrates how American Government 2010
More informationA Correlation of Prentice Hall World History Survey Edition 2014 To the New York State Social Studies Framework Grade 10
A Correlation of Prentice Hall World History Survey Edition 2014 To the Grade 10 , Grades 9-10 Introduction This document demonstrates how,, meets the, Grade 10. Correlation page references are Student
More informationSAMPLE HIGHER ORDER QUESTIONS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTES. How did the benchmark help me. better understand?
CIVICS BENCHMARK CARD: SS.7.C.1.1 STANDARD: Demonstrate an understanding of the origins and purposes of government, law, and the American political system. BENCHMARK: SS.7.C.1.1 Recognize how Enlightenment
More informationLESSON TITLE Social Studies Standards- by indicator ELA Standards- WTP Units 1-6
Correlation of We the People Series- Level Three to the South Carolina Social Studies Academic Standards [2011] and the South Carolina College- and Career-Ready Standards for English Language Arts, Grades
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 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 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 informationENGLISH LANGUAGE ARTS IV Correlation to Common Core READING STANDARDS FOR LITERATURE KEY IDEAS AND DETAILS Student Text Practice Book
ENGLISH LANGUAGE ARTS IV Correlation to Common Core READING STANDARDS FOR LITERATURE KEY IDEAS AND DETAILS Student Text Practice Book CC.11-12.R.L.1 Cite strong and thorough textual evidence to support
More informationHigley Unified School District World History Grade 10 Revised Aug Third Nine Weeks
Third Nine Weeks Era of European Industrialism and Imperialism, 1800 CE to 1914 CE (Duration 3-5 Weeks) Big Ideas: Essential Questions: 1. The Industrial revolution changed the way people lived and worked.
More informationHigley Unified School District AZ US History Grade 11 Revised Aug Third Nine Weeks. Emergence of the Modern United States (Duration 4-5 Weeks)
Third Nine Weeks Emergence of the Modern United States (Duration 4-5 Weeks) Big Ideas: 1. The expansion of industry resulted in the growth of big business and prompted laborers to form unions to better
More informationPopular Sovereignty Articles of Confederation Ratification Framers Virginia Plan. Government. Constitution
Critical Content/Concept Web American Government: Origin and Structure Conceptual Lens: History Grade: 12 th - Government History Constitution Historical Documents Structure Founding Fathers Purposes Political
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 informationAppendix D: Standards
Appendix D: Standards This unit was developed to meet the following standards. National Council for the Social Studies National Curriculum Standards for Social Studies Literacy Skills 13. Locate, analyze,
More information8 th Grade United States History Curriculum Map
8 th Grade United States History Curriculum Map Course Description: Eighth Grade: M/J U.S. History The eighth grade social studies curriculum consists of the following content area strands: American History,
More informationCommon Core Standards Standards Content Skills/Competency Suggested Assessment
8 th Grade: Course Title: US History II (1776 1860) Duration: September - November 5/10/11 MAP Big Ideas/Enduring Understandings People have natural rights and governments are created to protect those
More informationHigley Unified School District AZ US History Grade 11 Revised Aug Fourth Nine Weeks
Fourth Nine Weeks World War II/Post War US/Era of Social Change (Duration 7 9 Weeks) Big Ideas: Essential Questions: 1. In response to the fighting in Europe, the United States provided economic and military
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 informationPLANNED COURSE 10th Grade Social Studies Wilkes-Barre Area School District
PLANNED COURSE 10th Grade Social Studies Wilkes-Barre Area School District Academic Standard(s) For U.S.History II Unit 3 Title: Postwar United States (1945 to Early 1970 s) Conceptual Lens: Social Change
More informationTennessee Social Studies Standards
A Revised Correlation and Narrative Summary of To the Tennessee Magruder s American Government with Pearson Realize 2020 The Pearson Advantages: Hailed as a stellar educational resource since 1917, the
More informationBHS Social Studies Department Curriculum Grade 11 United States History Unit 2 - Constitution and Voting
BHS Social Studies Department Curriculum Grade 11 United States History Unit 2 - Constitution and Voting Essential Understandings Essential Questions The Constitution was written in its historical form
More informationMagruder s American Government South Carolina Edition 2014
A Correlation of Magruder s American Government South Carolina Edition 2014 South Carolina Social Studies Academic Standards , Table of Contents USG-1... 3 USG-2... 8 USG-3... 12 USG-4... 17 2 , USG-1
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 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 informationCORRELATION GUIDE Level 3
We the People The Citizen and the Constitution Published by the Center for Civic Education Funded by the U.S. Department of Education by act of Congress CORRELATION GUIDE Level 3 For Michigan Social Studies
More informationSOCIAL STUDIES GRADE 10 AMERICAN HISTORY. Curriculum Map and Standards Office of Teaching and Learning Curriculum Division
SOCIAL STUDIES AMERICAN HISTORY GRADE 10 Curriculum Map and Standards 2018-2019 Aligned with Ohio s Learning Standards for Social Studies and the Standards for Literacy in History/Social Studies Office
More informationTenth Grade Government Pacing Guide
Term 1 9 weeks Lessons General Assessments Unit 1 Foundations of American Government Unit 2: Political Behavior: Government By the People Chapter 1: Principles of Government Chapter 2: Origins of American
More informationInstructional Activities/Strategies Common Core Standards
Topic/ Pacing Q 2 American Revolution 15 days NM Standards 8.3-C.1. describe political philosophies and concepts of government that became the foundation for the American revolution and the United States
More informationPrinciples of American Democracy
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 informationWe the People: The Citizen and the Constitution
We the People: The Citizen and the Constitution Textbook & Program Alignment to the Ohio Academic Content Standards for the Social Studies Grades 3-12 As Prepared by the Ohio Center for Law-Related Education
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 informationAcademic Calendar Compare and contrast direct and representative democracy. (See USHG F1.1; F1.2)
Academic Calendar Academic Calendar: (In alignment with Civics Content Expectations) 1st / 3rd Quarter Marking Period: 1.2 Alternative Forms of Government Describe constitutional government and contrast
More informationVirginia and United States Government
History and Social Science Standards of Learning Virginia 2018 Standards for define the knowledge that enables citizens to participate effectively in civic and economic life. Students will apply social
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 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 information2015 CIVICS EOC CONTENT FOCUS REPORT
SS.7.C..4: SS.7.C..5: SS.7.C..6: SS.7.C..7: Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. Analyze the ideas (natural rights, role
More informationPerformance Level Descriptors Civics Grade 2
Grade 2 Content Standard 1.0 Rules, Law, and Government: Students know why society needs rules, laws, and governments. Identify a variety of rules, laws, and authorities that keep people safe and property
More informationUS Government Bill Dickens Prep period 7&8 Room: #1306 william.dickens@ankenyschools.org Phone: 515-965-9610 Course description: US Government learning standards AG 1 Apply knowledge gained from current
More informationAmerican Government & Civics - Course Practices and Skills
American Government & Civics - Course Practices and Skills I. Civic Participation 1. Demonstrate respect for the rights of others in discussions and classroom; respectfully disagree with other viewpoints
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 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 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 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 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 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 informationA Correlation of. To the. Louisiana High School Civics Standards 2011
A Correlation of 2016 To the Civics Standards 2011 Introduction This document demonstrates how Pearson American Government, 2016 meets the Civics Standards, 2011. Hailed as a stellar educational resource
More informationBig Picture for Grade 12. Government
Big Picture for Grade 12 Government (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation,
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 informationJWJ Civics Remediation
STANDARD 1: Demonstrate an understanding of the origins and purposes of government, law, and the American political system. TESTED BENCHMARK BENCHMARK SS.7.C.1.1 Recognize how Enlightenment ideas including
More informationA Correlation of Pearson myworld History Early Ages Edition, 2012 To the Oregon Social Science Standards Grade 7 and 8
A Correlation of Pearson myworld History To the Oregon Social Science Standards Grade 7 and 8 Table of Contents Social Sciences Grade 7 World History and Geography Eastern Hemisphere Historical Knowledge...
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 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 Correlation of. Pearson myworld History Survey Edition. To the. Oregon Social Sciences Standards. Grades 7 and 8
A Correlation of Pearson myworld History Survey Edition 2012 To the Oregon Social Sciences Standards Grades 7 and 8 Social Sciences Grade 7 World History Eastern Hemisphere Table of Contents Historical
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 informationCHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE PRINCIPLES OF AMERICAN DEMOCRACY (formerly U.S. Government)
CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE PRINCIPLES OF AMERICAN DEMOCRACY (formerly U.S. Government) Course Number 5221 Department Social Science Length of Course One (1) semester Grade
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 informationStandards Content Skills/Competency Suggested Assessment Civics D: Summarize the basic
8 th Grade: Course Title: US History II (1776 1860) Duration: September - November 8/29/13 MAP Big Ideas/Enduring Understandings People have natural rights and governments are created to protect those
More informationPURPOSE AND FRAMEWORK FOR D39 SOCIAL STUDIES CURRICULUM
Wilmette Public Schools Grade 7 Social Studies (2014 Review) What is the story a seventh grader is able to tell by the end of the year? The purpose of our system of government is to balance the interest
More informationMichigan MAISA Units for Social Studies Grade 9
A Correlation of To the Michigan MAISA Units for Social Studies A Correlation of Pearson, To the Michigan Content Standards for Social Studies, Introduction This document demonstrates how Pearson, 2016
More informationUNITED STATES GOVERNMENT
(Required) In United States Government, students examine the theory and practice of American government. The course is designed to provide a comprehensive introduction to fundamental political concepts
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 informationLecture Outline: Chapter 2
Lecture Outline: Chapter 2 Constitutional Foundations I. The U.S. Constitution has been a controversial document from the time it was written. A. There was, of course, very strong opposition to the ratification
More informationArizona Educator Proficiency Assessments (AEPA ) FIELD 06: POLITICAL SCIENCE/AMERICAN GOVERNMENT TEST OBJECTIVES
Arizona Educator Proficiency Assessments (AEPA ) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Proportions I. Concepts and Skills 1 4 21% II. Political Thought, Comparative Government, and
More informationConstitutional Foundations
CHAPTER 2 Constitutional Foundations CHAPTER OUTLINE I. The Setting for Constitutional Change II. The Framers III. The Roots of the Constitution A. The British Constitutional Heritage B. The Colonial Heritage
More informationLeveled Readers. Primary Source Readers: George Washington and. Primary Source Readers: American Indians of the
5.A.3.2 5.A.2.3 5.A.2.2 NGSSS 5.A.1.2 5.A.1.1 Use primary and secondary sources to understand history. Identify Native American tribes from different geographic regions of North America (cliff dwellers
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 informationAmarillo ISD Social Studies Curriculum
Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board
More informationFoundations Series: American Government 2010
A Correlation of American Government 2010 South Carolina Social Studies Standards for U.S. Government Grades 9-12 INTRODUCTION This document demonstrates how meets the objectives of the U.S. Government.
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 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 informationPhase II Curriculum Unit 1: Conceptual Foundations of Civic and Political Life Essential Understanding:
Davison Community Schools ADVISORY CURRICULUM COUNCIL Phase I-II, 2018 3-19-18 United States Government Course Essential Questions (from Phase I report): 1. Who is an American and what does it mean to
More informationSSS- Social Sciences Stimuli. Embedding the Florida Standards in Social Sciences (E.S. Administrators)
SSS- Social Sciences Stimuli Embedding the Florida Standards in Social Sciences (E.S. Administrators) Session Title: SSS- Social Studies Stimuli: Embedding the Florida Standards in Social Sciences Audience:
More informationBellwood-Antis School District Curriculum Revised on 8/23/2011
Course: Civics Teacher: Matt McNaul Grade Level: 9 Big Ideas Modern Conflicts have an historical basis Essential Questions What conflicts have impacted our foreign policy today? Effective democracy requires
More informationAPG UGRP Unit 1: Foundations of Government UGRP
/15 UGRP Score: /15 UEQ Score: Name Date Period APG UGRP Unit 1: Foundations of Government UGRP Time: 4 Weeks 1 week for Chapters 1-2 and 2 weeks for Chapter 3 Anchor Text: The Constitution and America
More informationhaving an effect or impact on the actions, behavior, opinions, etc., of another or others
SS.7.C.1.1 Recognize how Enlightenment ideas including Montesquieu s view of separation of powers and John Locke s theories related to natural law and how Locke s social contract influenced the founding
More informationAmerican Government CP Curriculum Pacing Guide
Unit 1 Principals of American Government Unit 2 The Legislative Branch Pacing 7 days 7 days USG-1.1 USG-1.2 USG-1.3 USG-1.5 USG-1.6 USG-2.1 USG-2.2 Analyze political theories related to the existence,
More informationChp. 4: The Constitution
Name: Date: Period: Chp 4: The Constitution Filled In Notes Chp 4: The Constitution 1 Objectives about The Constitution The student will demonstrate knowledge of the Constitution of the United States by
More informationPACING GUIDE United States Government
Greater Clark County Schools PACING GUIDE United States Government 2014-2015 G R E A T E R C L A R K C O U N T Y S C H O O L S ANNUAL PACING GUIDE ONGOING CONTENT AREA LITERACY STANDARDS 2014-2015 Standards
More informationTexas Essential Knowledge and Skills (TEKS)
Texas Essential Knowledge and Skills (TEKS) 113.24. Social Studies, Grade 8. Category Student Expectation Strategy/Assessment (a) Introduction (1) In Grade 8, students study the history of the United States
More informationILLINOIS LICENSURE TESTING SYSTEM
ILLINOIS LICENSURE TESTING SYSTEM January 2017 Effective beginning May 14, 2018 ILLINOIS LICENSURE TESTING SYSTEM January 2017 Subarea Range of Objectives I. Social Science Foundational Skills 0001 0003
More informationPrentice Hall. Magruder s American Government, with Virginia and United States Government Grade 12
Prentice Hall Magruder s American Government, with Virginia and United States Government 2011 Grade 12 C O R R E L A T E D T O Grade 12 and Curriculum Framework with Virginia and United State Government
More informationArkansas Social Studies Curriculum Framework United States Government
A Correlation of 2016 To the Introduction This document demonstrates how Pearson Magruder s meets the for,. Citations are to the Student Edition. Hailed as a stellar educational resource since 1917, Pearson
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 informationUnit Essential Questions Content / Knowledge Skills Assessment
WDHS Curriculum Map: created by Pat Vilary Course: Current World Issues DATE: May 14, 2012 COURSE MP1 Units MP2 Units MP3 Units MP4 Units Current World Issues X X X X Unit Essential Questions Content /
More informationI. Politics in Action: Amending the Constitution (pp ) A. Flag desecration and Gregory Johnson B. A constitution is a nation s basic law.
CHAPTER 2 The Constitution CHAPTER OUTLINE I. Politics in Action: Amending the Constitution (pp. 31 32) A. Flag desecration and Gregory Johnson B. A constitution is a nation s basic law. II. The Origins
More informationNew York State Social Studies High School Standards 1
1 STANDARD I: HISTORY OF THE UNITED STATES AND NEW YORK Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points
More information7th Grade Social Studies GLEs
7th Grade Social Studies GLEs Geography The World in Spatial Terms. Analyze various types of maps, charts, graphs, and diagrams related to U.S. history (G-A-M2) Places and Regions 2. Explain how physical
More information010 Political Science
010 Political Science Effective after October 1, 2013 MI-SG-FLD010-05 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW OF THE TESTING PROGRAM... 1-1 Contact
More informationSOCIAL STUDIES SKILLS
SOCIAL STUDIES SKILLS Anchor Standard: The student understands and applies reasoning skills to conduct research, deliberate, and form and evaluate positions through the processes of reading, writing, and
More informationAMERICAN GOVERNMENT AND POLITICS Midterm Study Guide Use ink- do not type. ed assignments will not be accepted.
AMERICAN GOVERNMENT AND POLITICS Midterm Study Guide Use ink- do not type. Emailed assignments will not be accepted. CHAPTER 1 CONSTITUTIONAL DEMOCRACY 1. politics 2. institution 3. government 4. liberty
More informationName: Date: Per.: Civics Benchmark Review & EOC Study Guide
Name: Date: Per.: Civics Benchmark Review & EOC Study Guide Essential Question 1. The Enlightenment idea of separation of powers was developed by. Answer 2. John Locke s theory that certain truths in society
More informationWorldView Software. Civics. West Virginia Correlation Document
WorldView Software Civics West Virginia Correlation Document 76 North Broadway, Suite 2002, Hicksville, NY 11801 516-681-1773 history@worldviewsoftware.com West Virginia Social Studies Standards Civics
More information