Pacing Guide & Curriculum Map. High School American Government

Transcription

1 Pacing Guide & Curriculum Map High School American Government

2 Preface Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the district receive a common curriculum. The maps help ensure that all state requirements are taught and that the content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your instruction but provide flexibility based on the individual needs of students. The maps are living documents and feedback is requested of teachers to ensure continuous improvement. All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps were designed for the instruction to take place by quarter. There is some flexibility within the quarters for mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its entirety. The maps have been structured in such a way as to scaffold student learning. Listed below are a few of the new or updated features common to all curriculum maps: Essential Question(s): o Provide application of the skills/concepts o Have more than one right answer which promotes student discourse o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning o Are referred to at the beginning, middle, and end of the lesson o Require you to make a decision o Promote critical thinking and problem solving o Encourage interdependence o Are open-ended Academic Vocabulary are: o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction o Not necessarily the bold words in the chapter. o Cumulative and continuously used throughout the year. o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition. Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these): Purpose: For the student to know what is being taught and what the student will learn o Date o Benchmark o Measurable, student-friendly objective o Essential Question o Bell work o Agenda (Specific daily schedule) o Homework o Exit Strategy/Card

3 Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There should be daily: o Teacher to student and student to student discourse utilizing academic vocabulary. o Reading and authentic writing o Writing that includes higher-order thinking o Incorporation of effective reading and writing instructional strategies Maps are organized to include the following: o o o o Pacing Objective Essential questions, content and understanding, benchmarks, and assessment Appendix/ resources

4 STRATEGIES FOR HONORS AMERICAN GOVERNMENT In an effort to boost the rigor and better prepare our high school students for Advanced Placement courses this document has been prepared as a guide for Honors teachers. Instruction should be based on content / skills from the Lake County Schools Curriculum Map. The course curriculum map should serve as the instructional guide, not a textbook or any specific resource. Use the Essential Question for each unit as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction (remember, it s like a thesis in an essay) and a purpose for learning all the unit content. The same holds true for the Essential Content and you are focusing on each day. They should be visible and discussed before and after instruction. Social Studies Literacy Strategies should be utilized regularly (Cornel Notes, Dialectical Notes, or similar note-taking method, SOAPStone or APPARTS analysis tools, and PERSIA or G-SPRITE categorization tools). Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. History Alive lessons). Students should conduct research projects and/or papers. Assessment should include both formative assessments for learning and summative assessments. Questions should include Level 1 items that involve low order, foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3 questions require more abstract thought, thinking beyond the information at hand. Students should be engaged in higher order writing on a regular basis, short and extended responses, more in-depth essays, and authentic writing. Students must be able to produce historical writing, that is, they must be able to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic). Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments), they provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook). Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework shouldn t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc.

5 Required Instruction for Social Studies Grade 12 - American Government The Florida Legislature has mandated certain instructional initiatives by specific legislation. These mandates are not assigned to particular grade levels or subject areas, but are intended for broad implementation. Compliance should be appropriate to the developmental level of students and should fit reasonably within the frameworks of specific courses. The following list contains the required instructional mandates that apply to Social Studies classes. Some of these requirements [such as F.S (2)(d)] may be implemented in every public school classroom. Others may fit precisely into one or more specific courses. The highlighted items are the ones most likely to be addressed, in full or in part, in Grade 12 - American Government. This does not imply, however, that non-highlighted items cannot be addressed as appropriate. The 2003 Florida Statutes, Title XLVIII, Public Education, Chapter 1003, Course of Study and Instructional Aids, required instruction states: (1) Each district school board shall provide all courses required for high school graduation and appropriate instruction designed to ensure that students meet State Board of Education adopted standards in the following subject areas: reading and other language arts, mathematics, science, social studies, foreign languages, health and physical education, and the arts. (2) Members of the instructional staff of the public schools, subject to the rules of the State Board of Education and the district school board, shall teach efficiently and faithfully, using the books and materials required, following the prescribed courses of study, and employing approved methods of instruction, the following: (a) The content of the Declaration of Independence and how it forms the philosophical foundation of our government. (b) The arguments in support of adopting our republican form of government, as they are embodied in the most important of the Federalist Papers.

6 (c) The essentials of the United States Constitution and how it provides the structure of our government. (d) Flag education, including proper flag display and flag salute. (e) The elements of civil government, including the primary functions of and interrelationships between the Federal Government, the state, and its counties, municipalities, school districts, and special districts. (f) The history of the Holocaust ( ), the systematic, planned annihilation of European Jews and other groups by Nazi Germany, a watershed event in the history of humanity, to be taught in a manner that leads to an investigation of human behavior, an understanding of the ramifications of prejudice, racism, and stereotyping, and an examination of what it means to be a responsible and respectful person, for the purposes of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and institutions. (g) The history of African Americans, including the history of African peoples before the political conflicts that led to the development of slavery, the passage to America, the enslavement experience, abolition, and the contributions of African Americans to society. (k) The history of the state. (o) The study of Hispanic contributions to the United States. (p) The study of women s contributions to the United States. (q) A character-development program in the elementary schools, similar to Character First or Character Counts, which is secular in nature and stresses such character qualities as attentiveness, patience, and initiative. Beginning in school year , the character-development program shall be required in kindergarten through grade 12. Each district school board shall develop or adopt a curriculum for the character-development program that shall be submitted to the department for

7 approval. The character-development curriculum shall stress the qualities of patriotism, responsibility, citizenship, kindness, respect, honesty, self-control, tolerance, and cooperation. (r) In order to encourage patriotism, the sacrifices that veterans have made in serving our country and protecting democratic values worldwide. Such instruction must occur on or before Veterans Day and Memorial Day. Members of the instructional staff are encouraged to use the assistance of local veterans when practicable Recitation of the Declaration of Independence.-- (1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded, the last full week of classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom Week must include at least 3 hours of appropriate instructions in each social studies class, as determined by each school district, which instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration of Independence. (2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of September, public school principals and teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed. (3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty. (4) Upon written request by a student s parent, the student must be excused from the recitation of the Declaration of Independence. The Florida Statutes may be viewed online at

8 Social Studies Skills and Concepts Matrix This Social Studies Skills and Concepts Matrix is designed to demonstrate to the classroom teacher the vertical alignment of essential skills and concepts LCS students are expected to master at various stages throughout their PreK-12 education. It is constructed so that teachers can clearly determine the introduction, development, mastery, and reinforcement stages of selected Social Studies and Language Arts skills and concepts in order to facilitate achievement in the Social Studies. This matrix is not intended to be used as a checklist; rather, it is intended for teachers to reference throughout the school year to ease the planning process. It will also ensure uniform acquisition of these skills and concepts by students across the district, as each skill/concept is included in the Social Studies Curriculum, Instruction, and Assessment Alignment. The Social Studies Skills and Concepts Matrix encompasses four categories: Geography Skills and Concepts, Research Skills and Concepts, Social Studies Skills and Concepts, and Civic Awareness Concepts. Specific skills and concepts are listed, as well as the introduction, development, mastery, and reinforcement stages at each grade level. The mastery level for each skill/concept has been bolded in order to signify its importance at the specified grade level. The Introduction Benchmark denotes the corresponding Social Studies or Language Arts developmental-level benchmark to each skill/concept introduced. For easy reference, the table of standards and benchmarks uses an identification system that mirrors the structure of the standards organization. Subject: The two letters in the first slot identify the subject area, such as SS for Social Studies, LA for Language Arts, etc. Grade Level: The number in the second slot identifies the grade level. Strand: Standard: The letter in the third slot identifies the strand, such as A for American History, W for World History, etc. The number in the third slot identifies the general standard under the strand Benchmark: The number in the fifth slot is the benchmark under the grade cluster within the standard. SS.8.A.1.1 Subject Area: SS Social Studies LA Language Arts Grade Level Strand: A=American History G=Geography E=Economics C=Civics & Government W=World History H=Humanities Standard Number Benchmark Number

9 GEOGRAPHY SKILLS AND CONCEPTS Skills and Concepts K Introduction Benchmark Globe and maps are models of Earth, countries, states, etc. I D M R R R R R R R R R R SS.K.G.1.2 Location of home address, city, state, county, and country I D D D M R R R R R R R R SS.K.G.2.2 Relative location (near, far, up, down, over, under) I D D M R R R R R R R R R SS.K.G.1.1 Cardinal directions I D D M R R R R R R R R R SS.K.G.1.3 Equator I D M R R R R R R R R SS.2.G.1.3 Continents I D D M R R R R R R R SS.2.G.1.3 Countries of North America (U.S., Canada, Mexico) I D D D D M R R R R R SS.2.G.1.4 Four oceans I D D M R R R R R R R SS.2.G.1.3 Intermediate directions (NE, NW, SE, SW) I D D D M R R R R R R SS.2.G.1.1 State capital of Florida I D M R R R R R R R R SS.2.G.1.2 Washington, D.C., location I D D M R R R R R R R SS.2.G.1.2 Hemispheres I D D D M R R R R R R SS.2.G.1.3 Map parts: title, scale, grid, legend, compass rose I D D D M R R R R R R SS.2.G.1.1 Prime Meridian, International Dateline I D D D M R R R R R R SS.2.G.1.3 Thematic maps (population, precipitation, vegetation, etc.) I D D D D D M R R R R SS.2.G.1.1 Identify map types: physical, political 1 D D M R R R R R R SS.3.G.1.4 Landforms, water bodies I D D D D D D M R R SS.3.G.2.4 Name and location of 50 states I D D D M R R R R R SS.3.G.2.3 Time zones I D D D D D D D M R SS.2.G.1.3 U.S. regions I D D D D M R R R R SS.3.G.2.2 Latitude/longitude I D D M R R R R R SS.4.G.1.4 Tropic of Cancer/Tropic of Capricorn I D D M R R R R R SS.4.G.1.4 Global regions: climate, vegetation, economic, etc. I D D D M R R SS.6.G.6.1 Map projections I D D D M R R SS.6.G.1.2 I = Introduce D = Develop M = Mastery R = Reinforce

10 RESEARCH SKILLS AND CONCEPTS Skills and Concepts K Introduction Benchmark Provides supporting details of answer from text I D D D D D D D D D M R R LA.K Media skills student knows how to find materials in the media LA center I D D D D D D M R R R R SS.1.A.1.2 Identify and use dictionary, encyclopedia, almanac, atlas I D D D D D M R R R R LA Identify fact and opinion I D D D D M R R R R LA Search engines student can use an internet search engine to research I D D D D M R R R R LA SS.3.A.1.2 Oral history interviewing skills I D D D D D D D M R LA Check validity of information from research/text I D D D M R R R LA Identify strong vs. weak arguments I D D D D D M LA Identify and use articles, periodicals, journals I D D D M R LA I = Introduce D = Develop M = Mastery R = Reinforce SOCIAL STUDIES SKILLS AND CONCEPTS Skills and Concepts K Introduction Benchmark Identify, analyze and use primary/secondary sources I D D D D D D D M R R R R SS.K.A.1.2 Create timelines chronological order I D D D D D D D M D R R R SS.K.A.1.1 Charts/graphs/photo analysis I D D D D D D D D M R R LA Cause/effect I D D D D D D D D M R R LA Compare and contrast I D D D D D D D M R R LA Point of view I D D D D D D D M R R LA Create timelines using a scale I D D D M R R SS.6.W.1.1 Analyze current events I D D M R SS.8.A.1.3 Political cartoons I D D M R SS.8.A.1.2 I = Introduce D = Develop M = Mastery R = Reinforce

11 CIVIC AWARENESS CONCEPTS Skills and Concepts K Introduction Benchmark Concept of voting I D D D D M R R R R R R R SS.K.C.2.3 Declaration of Independence (STATE STATUTE) I D D D D D D D M R R R R SS.K.A.2.2 Identify Abraham Lincoln I D D D D D D D M R R R R SS.K.A.2.4 Identify George Washington as first President of the U.S.A. I D D M R R R R R R R R R SS.K.A.2.4 Martin Luther King was an influential leader of the Civil Rights Movement of the 20 th century I D D D D D D D D D D M R SS.K.A.2.4 Patriotic holidays that represent America I D D D D D D D D D D M R SS.K.A.2.2 Patriotic symbols that represent America I D D D D D D D D D D M R SS.K.A.2.5 U.S.A. is a nation of immigrants I D D D D M R R R R R R R SS.K.A.2.3 Citizens have the right and responsibility to participate in the government I D D D D D D D D D M R SS.1.C.2.1 Our government is headed by the President I D D M R R R R R R R SS.3.C.3.1 Our state is headed by the Governor I D D D D D M R R R R SS.3.C.3.1 Global/American concept of servitude I D D D D D M R R R R SS.2.C.2.4 Government officials are elected by the people I D D D D M R R R R SS.3.C.1.2 America won independence from England in the American Revolution I D D M R R R R SS.5.A.5.3 I = Introduce D = Develop M = Mastery R = Reinforce

12 Next Generation Sunshine State Standards for Social Studies and Health Related to Character Education The writers of the Next Generation Sunshine State Standards for Social Studies and Health Education have worked to incorporate required instruction related to Character Education into the standards. The intent was to include character education as a learning progression that increases with rigor and depth of understanding over time. These standards will be part of the required instruction for grades K 8. For high school courses, these character education standards will be included as part of required Social Studies courses in the Florida Course Descriptions. Here is a listing of where the required Character Education has been included in the Social Studies and Health Education standards: Patriotism: -Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government. -- SS.912.C.1.1 -Identify the expansion of civil rights and liberties by examining primary documents (e.g., Preamble, Declaration of Independence, Constitution, Emancipation Proclamation, 13th, 14th, 15th, 19th, 24th, and 26th Amendments, Voting Rights Act of 1965). -- SS.912.C.2.9 Citizenship: -Evaluate the importance of political participation and civic participation. -- SS.912.C.2.2 -Experience the responsibilities of citizens at the local, state, or federal levels (e.g., registering or pre-registering to vote, volunteering, communicating with government officials, informing others about current issues, participating in a political campaign/mock election). -- SS.912.C Evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights. -- SS.912.C.2.6 Charity: -Conduct a service project to further the public good (e.g., school, community, state, national, international). -- SS.912.C.2. Racial, Ethnic, and Religious Tolerance: -Describe various socio-cultural aspects American life including arts, artifacts, literature, education, and publications. -- SS.912.A.1.7 -Analyze the impact of the Holocaust during World War II on Jews as well as other groups. -- SS.912.A.6.3 -Examine efforts to expand or contract rights for various populations during World War II (e.g., women, African Americans, German Americans, Japanese Americans, Native Americans, Hispanic Americans, Italian Americans). -- SS.912.A.6.4 -Assess human rights policies of the United States and other countries. -- SS.912.C.4.3 Cooperation: -Use a decision-making model to analyze a public policy issue affecting the student's community that incorporates defining a problem, analyzes the potential consequences, and considers the alternatives. -- SS.912.E.2.2

13 First 4.5-weeks Origins & Foundations of American Government- 1 week Athenian democracy and the Roman republic Influence of the Magna Carta, the English Petition of Rights and the English Bill of Rights Examining the writings of Hobbes, Locke and Montesquieu Rights of Englishmen Natural Rights Philosophies expressed in the Declaration of Independence The Constitution: Framework for Government in the U.S.- 1 week Ratification debates and The Federalist Papers Fundamental Principals of the Constitution: rule of law, consent of the governed, limited government, separation of powers and federalism Examine the Bill of Rights, with emphasis on 1 st Amendment Freedoms Explore the balance between individual liberties and public interest Every citizen s right to be treated equally under the law Our Federal System-.5 week Relationship between state governments and the national government How are powers shared? What powers are denied? Balance of power National Gov.: Legislative Branch 1 week Bicameral body with committees Expressed and implied powers Necessary and proper clause How a bill becomes a law Constitutional checks and balances National Gov.: Executive Branch-.5 week Identify the roles & responsibilities of the President & Vice Pres. Presidential Cabinet Presidential succession Constitutional checks and balances Review-.5 week & Midterm exam Pacing Guide High School American Government Second 4.5-weeks National Gov.: Judicial Branch- 1 week Organization and jurisdiction of federal courts John Marshall, the Supreme Court & Marbury v. Madison How the Supreme Court Settles cases Comparing philosophies of judicial activism vs. judicial restraints National Gov.: Shaping Public Policy-.5 week Different perspectives on the roles of government How local, state and national governments form public policy Implementing policy: examining the bureaucracy at each level Analyze how individuals, interest groups and media influence public policy Political Parties, Voting & Interest Groups-.5 week Organization, role and constituencies of political parties Nomination and election process Campaign funding and spending Media coverage, campaign advertising and public opinion polls Reapportionment and redistricting How amendments extend the right to vote Analyzing voter turnout State & Local Government-.25 week Examine the legislative, executive and judicial branches of state gov. Examine structures and powers of local governments: counties, cities and towns Analyze the relationships between state and local governments Citizenship: Rights, Responsibilities and Liberties- 1 week Fundamental worth and dignity of the individual Equality of all citizens Majority rule and minority rights Necessity of compromise Examining Bill of Rights, with emphasis on 1 st Amendment Freedoms Due process of law expressed in 5 th & 14 th amendments Effective participation in civic life Comparative Government & Foreign Policy-.5 week Responsibilities of national government for foreign policy and national security Assessing the role played by national interest in shaping foreign policy and promoting world peace Examining recent foreign policy and international trade initiatives Civic Life-.25 week Review-.5 week & Final exam

14 Origins & Foundations of American Government (1 week) The student will demonstrate knowledge of the political philosophies that shaped the development the United States constitutional government by a) describing the development of Athenian democracy and the Roman republic. What elements of the United States constitutional system evolved from Athens and Rome? The United States constitutional system incorporates democratic elements that were developed in Athens and Rome. Democratic elements of the United States constitutional system borrowed from Athens and Rome Athens Direct democracy Rome Indirect democracy/ republic Demonstrate an understanding of the origins and purposes of government, law, and the American political system. SS.912.C.1.1 Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government. Teaching Resources: MacGruder s Text Chapter 1: Principles of Government Chapter 2: Origins of America Government We the People: The Citizen and the Constitution Unit 1: What are the Historical Foundations of the American Political System? Lessons 1-9 Unit 2: How did the Framers Create the Constitution? Lessons History Alive! The Constitution in a New Nation Activity 1.2 Experiencing the Weaknesses of the Articles of Confederation Activity 1.3 Analyzing the Features of the Articles of Confederation Activity 1.4 Spelling Out the Weaknesses of the Articles

15 Origins & Foundations of American Government (1 week) The student will demonstrate knowledge of the political philosophies that shaped the development of the United States constitutional government by b) explaining the influence of the Magna Carta, the English Petition of Rights, and the English Bill of Rights. What elements of the Constitution of the United States of America are derived from the Magna Carta, the English Petition of Rights, and the English Bill of Rights? The United States constitutional system incorporated ideas from the Magna Carta, the English Petition of Rights, and the English Bill of Rights. Magna Carta Limited power of the government Fundamental rights Trial by jury Due process of law English Petition of Rights Early document supporting idea that men have rights and establishing concept of rule of law Included basic rights Guarantee of trial by jury Protection against marshal law Protection against quartering of troops Protection of private property Demonstrate an understanding of the origins and purposes of government, law, and the American political system. SS.912.C.1.1 Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government. Assessments: - Test Prep Workbook - Chapter Tests with Exam Review (with CD-ROM) - Chapters 1 & 2 Assessment from Textbook - Teaching Resource Kit Unit 1 quizzes History Alive! Project The Constitution Activity 2.5 Creating Metaphors for the Constitution English Bill of Rights Limited power of the monarch No standing army in peacetime Free elections Right of petition Parliamentary checks on power Democratic elements of the United States constitutional system borrowed from Athens and Rome Athens Direct democracy Rome Indirect democracy/ republic

16 Origins & Foundations of American Government (1 week) The student will demonstrate knowledge of the political philosophies that shaped the development of the United States constitutional government by c) examining the writings of Hobbes, Locke, and Montesquieu. What were the fundamental principles of American government and law developed by leading European political thinkers? Principles of government and law developed by leading European political thinkers Thomas Hobbes, John Locke, and Montesquieu may be found in the Declaration of Independence, and the Constitution of the United States of America. Fundamental political principles Limited government John Locke, Thomas Hobbes (Constitution of the United States of America, Declaration of Independence) Government's authority coming only from the consent of the governed John Locke (Declaration of Independence, Constitution of the United States of America) Separation of powers Montesquieu (Constitution of the United States of America) Demonstrate an understanding of the origins and purposes of government, law, and the American political system. SS.912.C.1.1 Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government. Demonstrate an understanding of the origins and purposes of government, law, and the American political system. Activities: - Develop a concept web of government. - Classify, compare & contrast various forms of government. - Develop a chart listing the various philosophies of government and find examples of these in the Declaration of Independence, Articles of Confederation and the Constitution Compare and contrast The Articles of Confederation with The United States Constitution. - Summarize the major compromises that the delegates agreed to make and the effect of those compromises.

17 Origins & Foundations of American Government (1 week) The student will demonstrate knowledge of the political philosophies that shaped the development of the United States constitutional government by d) explaining the guarantee of the rights of Englishmen set forth in the charters of the Virginia Company of London. Why are charters of the Virginia Company of London significant? The charters of the Virginia Company of London extended the rights of Englishmen to the colonists. Demonstrate an understanding of the origins and purposes of government, law, and the American political system. The basic rights of Englishmen were guaranteed to the colonists by the charters of the Virginia Company of London. SS.912.C.1.1 Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government.

18 Origins & Foundations of American Government (1 week) The student will demonstrate knowledge of the political philosophies that shaped the development of the United States constitutional government by e) analyzing the natural rights philosophies expressed in the Declaration of Independence. How are the natural rights philosophies, expressed by John Locke and Jean- Jacques Rousseau, reflected in the Declaration of Independence? The Declaration of Independence is an expression of natural rights philosophy. Natural rights philosophy of John Locke and Jean-Jacques Rousseau expressed in the Declaration of Independence Rousseau believed that all men are equal. Locke believed that government is based on an agreement between people and their rulers ("social contract"). He felt that people have the right to life, liberty, and property. Demonstrate an understanding of the origins and purposes of government, law, and the American political system. SS.912.C.1.1 Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government. SS.912.C.1.2 Explain how the Declaration of Independence reflected the political principles of popular sovereignty, social contract, natural rights, and individual rights. SS.912.C.1.3 Evaluate the ideals and principles of the founding documents (Declaration of Independence, Articles of Confederation, Federalist Papers) that shaped American democracy.

19 The Constitution: Framework for Government in the United States (1 week) The student will demonstrate knowledge of the concepts of democracy by a) recognizing the fundamental worth and dignity of the individual; b) recognizing the equality of all citizens under the law; c) recognizing majority rule and minority rights; d) recognizing the necessity of compromise; e) recognizing the freedom of the individual. What concepts define the meaning of democracy as expressed in the United States constitutional system? Concepts of democracy define and shape the meaning of citizenship. Fundamental political concepts Fundamental worth and dignity of the individual: All persons are entitled to life, liberty, and due process under the law. Equality: All persons are entitled to equal rights and treatment before the law. Majority rule: The will of the majority as expressed through elections is fundamental to the American system. Minority rights: The Constitution of the United States protects the rights of the few from oppression. Compromise: The structure of the United States government necessitates compromise by all sides. Individual freedom: All persons are born free, equal, and independent. An analysis of current events demonstrates contemporary applications of democratic concepts. Demonstrate an understanding of the origins and purposes of government, law, and the American political system. SS.912.C.1.1 Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government. SS.912.C.1.2 Explain how the Declaration of Independence reflected the political principles of popular sovereignty, social contract, natural rights, and individual rights. SS.912.C.1.3 Evaluate the ideals and principles of the founding documents (Declaration of Independence, Articles of Confederation, Federalist Papers) that shaped American democracy. Teaching Resources: Magruder s Text Chapter 3: The Constitution Chapter 4: Federalism We the People: The Citizen and the Constitution Unit 2: How Did the Framers Create the Constitution? Lessons Unit 3: How Did the Values and Principles Embodied in the Constitution Shape American Institutions and Practices? Lessons History Alive! The Constitution in a New Nation Activity 2.2 The Compromises of the Constitution Activity 2.3 Constitutional Card Sort Activity 2.4 Maintaining the Balance of Power Activity 3.3 Understanding the Bill of Rights Activity 4.2 Giving Voice to Jefferson and Hamilton

20 The student will demonstrate knowledge of the Constitution of the United States of America by a) examining the ratification debates and The Federalist. The Constitution: Framework for Government in the United States (1 week) How did the amount of power given to the national government polarize the ratification debates? The debates over ratification of the Constitution of the United States of America focused on power given to the national government. Ratification debates Nine of thirteen states needed to ratify constitution Anti-Federalist position Suspicious of a strong central government Wanted bill of rights to protect personal liberties Federalist position Believed that a strong central government was the best way to protect freedom The Federalist was a series of essays supporting adoption of the Constitution of the United States of America. Demonstrate an understanding of the origins and purposes of government, law, and the American political system. SS.912.C.1.3 Evaluate the ideals and principles of the founding documents (Declaration of Independence, Articles of Confederation, Federalist Papers) that shaped American democracy. SS.912.C.1.4 Analyze and categorize the diverse viewpoints presented by the Federalists and the Anti-Federalists concerning ratificationof the Constitution and inclusionof a bill of rights. Assessments: - Test Prep Workbook - Chapter Tests with Exam Review (with CD-ROM) - Chapters 3 & 4 Assessment from Textbook - Teaching Resource Kit Unit I - quizzes

21 The student will demonstrate knowledge of the Constitution of the United States of America by b) identifying the purposes for government stated in the Preamble. The Constitution: Framework for Government in the United States (1 week) What is the significance of the Preamble of the Constitution of the United States of America? The purpose of government is established in the Preamble of the Constitution of the United States of America. Purposes for government as stated in the Preamble To form a more perfect union To establish justice To ensure domestic tranquility To provide for the common defense To promote the general welfare To secure the blessings of liberty Demonstrate an understanding of the origins and purposes of government, law, and the American political system. SS.912.C.1.5 Evaluate how the Constitution and its amendments reflect the political principles of rule of law checks and balances, separation of Powers, republicanism, democracy, and federalism. Activities: - Create an illustration of the six principles of The U.S. Constitution. Analyze the merits of the amendment process. - Develop a chart depicting how power is dispersed among the different levels of government and between national, state and local levels. - Explain how the principle of limited government is expressed through Separation of Powers and Checks/Balances. - Compare the United States Constitution to the Iroquois Constitution.

22 The Constitution: Framework for Government in the United States (1 week) The student will demonstrate knowledge of the Constitution of the United States of America by c) examining the fundamental principles upon which the Constitution is based, including the rule of law, consent of the governed, limited government, separation of powers, and federalism. What are the fundamental principles contained in the Constitution of the United States of America? The Constitution of the United States of America is based on fundamental principles. Demonstrate an understanding of the origins and purposes of government, law, and the American political system. Fundamental principles Consent of the governed: People are the only source of governmental power. Limited government: The government may do only those things that the people have given it the power to do. Separation of powers: Government is divided into three branches legislative, executive, and judicial. Checks and balances: This is a system whereby each branch of government exercises some control on the others. Federalism: In this form of government, powers are divided between the national government and state governments. Rule of law: The Constitution of the United States of America is supreme and all individuals are accountable under the law. SS.912.C.1.5 Evaluate how the Constitution and its amendments reflect the political principles of rule of law checks and balances, separation of Powers, republicanism, democracy, and federalism.

23 The student will demonstrate knowledge of the Constitution of the United States of America by d) illustrating the structure of the national government as outlined in Article I, Article II, and Article III. The Constitution: Framework for Government in the United States (1 week) How does the Constitution of the United States of America organize the national government? Articles I, II, and III of the Constitution of the United States of America establish three co-equal branches of government. Organization of the national government Article I establishes the legislative branch of the national government setting forth the two houses of Congress to make laws. Article II establishes the executive branch to carry out the laws passed by Congress. Article III creates the United States Supreme Court and empowers Congress to establish lower Federal Courts to interpret the laws. Demonstrate an understanding of the origins and purposes of government, law, and the American political system. SS.912.C.1.5 Evaluate how the Constitution and its amendments reflect the political principles of rule of law checks and balances, separation of Powers, republicanism, democracy, and federalism. Demonstrate an understanding of the principles, functions, and organization of government. SS.912.C.3.3 Analyze the structures, functions, and processes of the legislative branch as described in Article I of the Constitution. SS.912.C.3.4 Analyze the structures, functions, and processes of the executive branch as described in Article II of the Constitution. SS.912.C.3.6 Analyze the structures, functions, and processes of the judicial branch as described in Article III of the Constitution.

24 The student will demonstrate knowledge of the Constitution of the United States of America by e) describing the amendment process. The Constitution: Framework for Government in the United States (1 week) What are the procedures to amend the Constitution of the United States of America? The amendment process provides a way that the Constitution of the United States of America can remain responsive to the needs of a changing nation. To date, there have been 27 amendments to the original Constitution. Terms to know Amendment: A formal revision to the Constitution, responding to needs of a changing nation Demonstrate an understanding of the origins and purposes of government, law, and the American political system. SS.912.C.1.5 Evaluate how the Constitution and its amendments reflect the political principles of rule of law checks and balances, separation of Powers, republicanism, democracy, and federalism. National amendment procedure (Article V) To propose an amendment Requires a 2/3 vote of both Houses of Congress OR Requires a national convention requested by 2/3 of state legislatures To ratify an amendment Approval by 3/4 of state legislatures OR Acceptance by conventions in 3/4 of states

25 Our Federal System (.5 week) The student will demonstrate knowledge of the federal system described in the Constitution of the United States of America by a) explaining the relationship of the state governments to the national government; b) describing the extent to which power is shared; c) identifying the powers denied state and national governments; d) examining the ongoing debate that focuses on the balance of power between state and national governments. What is the relationship of the state governments to the national government? How is power divided and shared between the national and state levels of government? What powers are denied to both national and state governments? The Constitution of the United States of America provides for a federal system of government in which power is shared between the states and the national government. The Constitution of the United States of America establishes a federal form of government in which the national government is supreme. The powers not given to the national government by the Constitution of the United States of America are reserved to the states or people. Powers of national government Expressed powers Powers directly stated in the Constitution of the United States of America, such as the power to levy and collect taxes, make war, and regulate trade among the states Implied powers Powers reserved by the national government but not specifically listed; source for implied powers is the elastic clause or necessary and proper clause (Article I, Sec. 8) Inherent powers Powers that the national government may exercise simply because it is the national government, such as establishment of diplomatic relations and regulation of immigration Demonstrate an understanding of the principles, functions, and organization of government. SS.912.C.3.2 Define federalism and identify examples of powers granted and denied to states and the national government in the American federal system of governement. SS.912.C.3.14 Examine constitutional powers (expressed, implied, concurrent, reserved). SS.912.C.3.15 Examine how power and responsibility are distributed, shared, and limited by the Constitution.

26 The student will demonstrate knowledge of the federal system described in the Constitution of the United States of America by a) explaining the relationship of the state governments to the national government; b) describing the extent to which power is shared; c) identifying the powers denied state and national governments; d) examining the ongoing debate that focuses on the balance of power between state and national governments. Our Federal System (.5 week) Areas where powers are shared Taxation Education policy Criminal justice laws Conflicts between the state and national authority in a federal system are found in concurrently held powers. Powers denied to both the national and state governments Ex post facto laws Tax on exports Federalism is not a static relationship between levels of government. The distribution of power between the states and the national government is the source of considerable political debate.

27 National Government: Legislative Branch (.75 week) The student will demonstrate knowledge of the organization and powers of the national government by a) examining the legislative, executive, and judicial branches. How is Congress organized? How are committees organized and what is their purpose? What are the expressed and implied powers? What are the three parts of the executive branch and how are these positions filled? What are the expressed and implied powers of the executive branch? What is the organization and jurisdiction of the federal court system?. - The legislative branch is a bicameral body with committees playing a major role in the legislative process. - The Constitution of the United States of America grants both expressed and implied powers to the legislative branch. - The executive branch consists of the President, Vice President, and the federal bureaucracy. - The organization and powers of the judicial branch are derived from the Constitution of the United States of America and federal law. The two houses of Congress The Senate: 100 members, with each state having two senators The House of Representatives: 435 members, with representation based on the population of the state(s) Congressional committees Committees are organized by subject matter. Because of the large volume of work, committees are essential to the legislative process. Expressed powers of Congress Levy taxes Borrow money Regulate commerce Coin money Implied powers allow Congress to do all things necessary and proper to carry out its expressed powers. Demonstrate an understanding of the principles, functions, and organization of government. SS.912.C.3.3 Analyze the structures, functions, and processes of the legislative branch as described in Article I of the Constitution. SS.912.C.3.4 Analyze the structures, functions, and processes of the executive branch as described in Article II of the Constitution. SS.912.C.3.5 Analyze the structures, functions, and processes of the judicial branch as described in Article III of the Constitution. SS.912.C.3.14 Examine constitutional powers (expressed, implied, concurrent, reserved). SS.912.C.3.15 Examine how power and responsibility are distributed, shared, and limited by the Constitution. Teaching Resources: Magruder s Text Chapter 10: Congress Chapter 11: Powers of Congress Chapter 12: Congress in Action We the People: The Citizen and the Constitution Unit 2: How Did the Framers Create the Constitution? Lessons 13 Unit 3: How Did the Values and Principles Embodied in the Constitution Shape American Institutions and Practices? Lesson 22 Assessments: - Test Prep Workbook - Chapter Tests with Exam Review (with CD-ROM) - Chapters Assessment from Textbook - Teaching Resource Kit Unit III - quizzes Activities: - Diagram the checks on Congress's power. - Analyze how Congress has used the Interstate Commerce Clause to implement certain changes such as desegregation. - Evaluate how and why government raises money to pay for its operations and services. - Describe Congress's non-legislative powers. - Compare/contrast membership numbers and terms of the Senate and House Develop concept web showing a significant event and how Congress has Congress has reacted to it - Describe the sequence of census -- reapportionment - redistricting. - Analyze the changes in Florida's congressional district map since 1980.

28 The student will demonstrate knowledge of the organization and powers of the national government by a) examining the legislative, executive, and judicial branches. National Government: Executive Branch (.5 week) What are the three parts of the executive branch and how are these positions filled? What are the expressed and implied powers of the executive branch? The executive branch is headed by the President and Vice President, who are supported by the Executive Office, the cabinet, and the federal bureaucracy. Responsibilities of the President and Vice President Overseeing the various parts of the executive branch Enforcing laws Issuing executive ordinances Appointing and removing officials Making treaties and executive agreements Commanding the military Demonstrate an understanding of the principles, functions, and organization of government. SS.912.C.3.4 Analyze the structures, functions, and processes of the executive branch as described in Article II of the Constitution. SS.912.C.3.14 Examine constitutional powers (expressed, implied, concurrent, reserved). SS.912.C.3.15 Examine how power and responsibility are distributed, shared, and limited by the Constitution. Teaching Resources: Magruder s Text Chapter 13: The Presidency Chapter 14: The Presidency in Action Chapter 17: Foreign Policy and National Defense We the People: The Citizen and the Constitution Unit 1: What are the Historical Foundations of the American Political System? Lessons 3, 6, 7 Unit 2: How Did the Framers Create the Constitution? Lessons 14 Unit 4: How Have the Protections of the Bill of Rights Been Developed and Expanded? Lessons Unit 6: What are the Roles of the Citizen in American Democracy? Lessons Assessments: - Test Prep Workbook - Chapter Tests with Exam Review (CD-ROM) - Chapters 13, 14, & 17 Assessment - Teaching Resource Kit Unit IV- quizzes Activities: - Describe the President's 2 major legislative powers; explain how they are significant in the system of checks and balances. - Analyze the most recent Electoral College map. What is the EC's role in electing President? - Outline the pros/cons of the proposed reforms of the Electoral College. - List several reasons for the growth of presidential power. - Explain how foreign policy is developed and implemented. - Trace the historical changes in U.S. foreign policy. How have interests changed over time; predict the impact on future international relationships? - Contrast the philosophies of isolationism and internationalism. - Evaluate the roles of the CIA, Dept. of Homeland Security, NASA, & Selective Service System in U.S. national security.