Content Area: Social Studies (SUBJECT) CURRICULUM Course Title: Introduction to Politics Grade Level: 11-12 Unit 1 Foundations of American Government Unit 2 The Three Branches of Government 6 weeks 6 weeks Unit 3 Civil Liberties 6 weeks Unit 4 Participating in Government (Linkage Institutions) 6 weeks Date Created: June 29, 2017 Board Approved on: September 14, 2017
Content Area: Social Studies Unit Title: Foundation of American Government (SUBJECT): (UNIT) Target Course/Grade Level: Introduction to Politics Unit Summary Recent surveys and national studies show a sharp decline in voting and civic participation especially among the 18 25 year old age group. The course makes an attempt to confront this serious problem by not only exposing students to the process but have them see that they have a stake in it. It is the ultimate goal of this course to produce active and cognizant citizens, who are aware of how to make a difference in this country and the larger world. The politics class serves a dual purpose in our schools. It educates the students who elect to take the course and provides an important civic purpose to the entire student body and larger community. In basic terms, the class makes the high school student more aware of their role as active participants in the American Democratic system. The course places emphasis on the analysis of the Declaration of Independence, the Constitution, the Bill of Rights and how it impacts the rights of every citizen in America. The course is important in terms of career education as well. Certainly any student interested in law, politics, lobbying, the media and government processes would be advised to take this course. It is realistic experience in how the American governmental system works at various levels. Through the various student centered projects and discussion, students will raise their social consciousness and encourage them to act upon this new awareness. Primary interdisciplinary connections: Infused within the unit are connections to the 2009 NJCCCS for Social Studies, and the Common Core Standards. 21 st Century Themes: The unit will integrate the 21st Century Life and Career standard 9.1, strands A-D. These strands include: Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross cultural understanding and interpersonal communication. Technology connections: For further clarification refer to NJ Core Content Curriculum Content Standards at http://www.state.nj.us/education/cccs. Content Standards Learning Targets CONTENT STANDARDS LINK: # New Jersey Student Learning Standards 6.1.12.A.2. Analyze the intellectual origins of the major ideas expressed in the Declaration of Independence. a 6.1.12.A.2. Evaluate the importance of the Declaration of Independence, the Constitution, and the Bill of Rights
b 6.1.12.A.2. c 6.1.12.A.2. d 6.1.12.A. 2.f to the spread of democracy around the world. Compare and contrast state constitutions, including New Jersey s 1776 constitution, with the United States Constitution, and determine their impact on the development of American constitutional government. Compare and contrast the arguments of Federalists and Anti Federalists during the ratification debates, and assess their continuing relevance. Examine the emergence of early political parties and their views on centralized government and foreign affairs, and compare these positions with those of today s political parties Unit Essential Questions How do political relationships effect elections? What do election outcomes mean for the future? What were the weaknesses under the Articles of Confederation Students will know How the separation of powers works The role of the federalists and anti-federalists had in the ratification of the Constitution Unit Enduring Understandings Students will understand that Marbury v- Madison led to judicial review Shay s Rebellion exposed the weaknesses of the Articles of Confederation John Locke s writings on limited government and natural rights help fuel the movement for independence Students will be able to List the process for amending the Constitution Analyze how the Bill of Rights protected individual rights
Evidence of Learning Formative Assessments Teacher-directed questions Homework Class discussion Summative Assessments Multiple choice quiz for each chapter Multiple choice test at end of unit Free response essay questions as part of end of unit test Multiple choice and free response questions generated from online support for text Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Modified assignments. Differentiated instruction. Native language texts and native language to English dictionary. Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Remy, Richard C., United States Government, Democracy in Action, Columbus, McGraw Hill / Glencoe Publishers Teacher created study guides. Relevant articles used at teacher s discretion. Relevant video clips and films used at teacher s discretion.** Teacher Notes:
Content Area: Social Studies Unit Title: Three Branches of Government Introduction to Politics (UNIT 2) Target Course/Grade Level: Introduction to Politics Unit Summary Recent surveys and national studies show a sharp decline in voting and civic participation especially among the 18 25 year old age group. The course makes an attempt to confront this serious problem by not only exposing students to the process but have them see that they have a stake in it. It is the ultimate goal of this course to produce active and cognizant citizens, who are aware of how to make a difference in this country and the larger world. The politics class serves a dual purpose in our schools. It educates the students who elect to take the course and provides an important civic purpose to the entire student body and larger community. In basic terms, the class makes the high school student more aware of their role as active participants in the American Democratic system. The course places emphasis on the analysis of the Declaration of Independence, the Constitution, the Bill of Rights and how it impacts the rights of every citizen in America. The course is important in terms of career education as well. Certainly any student interested in law, politics, lobbying, the media and government processes would be advised to take this course. It is realistic experience in how the American governmental system works at various levels. Through the various student centered projects and discussion, students will raise their social consciousness and encourage them to act upon this new awareness. Primary interdisciplinary connections: Infused within the unit are connections to the 2009 NJCCCS for Social Studies, and the Common Core Standards. 21 st Century Themes: The unit will integrate the 21st Century Life and Career standard 9.1, strands A-D. These strands include: Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross cultural understanding and interpersonal communication. Technology connections: For further clarification refer to NJ Core Content Curriculum Content Standards at http://www.state.nj.us/education/cccs. Content Standards Learning Targets CONTENT STANDARDS LINK: # New Jersey Student Learning Standards 6.1.12.A.2.e Explain how judicial review made the Supreme Court an influential branch of government, and
assess the continuing impact of the Supreme Court today. 6.1.12.A.2.d 6.1.8.A.3.g Compare and contrast the arguments of Federalists and Anti Federalists during the ratification debates, and assess their continuing relevance. Evaluate the impact of the Constitution and Bill of Rights on current day issues. f 6.1.12.A.2. Examine the emergence of early political parties and their views on centralized government and foreign affairs, and compare these positions with those of today s political parties. Unit Essential Questions How does apportionment and membership in the House of Representatives represent local voters What are the key characteristics of a member of congress Why are committees more important in the House than in the Senate Why odes the Senate have fewer rules and a less formal atmosphere that the House How has the characteristics of the American system led to conflict between the president and congress What political influences affect the selection of a Supreme Court justice Students will know The 12 different cabinet departments that report directly to the President How the electoral college system works How gerrymandering reshapes districts Unit Enduring Understandings Students will understand that That iron triangles are composed of interest groups, Congress and government agencies Presidential powers tend to grow in times of national emergency Bill pass through many steps before becoming a law Students will be able to Understand Role of the president Understand Role of congress Understand Role of the supreme court Differentiate between a regular veto and a line item veto Recognize how the separation of powers impacts American society Evidence of Learning
Formative Assessments Teacher-directed questions Homework Class discussion Summative Assessments Multiple choice quiz for each chapter Multiple choice test at end of unit Free response essay questions as part of end of unit test Multiple choice and free response questions generated from online support for text Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Modified assignments. Differentiated instruction. Native language texts and native language to English dictionary. Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Remy, Richard C., United States Government, Democracy in Action, Columbus, McGraw Hill / Glencoe Publishers Teacher created study guides. Relevant articles used at teacher s discretion. Relevant video clips and films used at teacher s discretion.** Teacher Notes:
Content Area: Social Studies Unit Title: Civil Liberties (SUBJECT): (UNIT) Target Course/Grade Level: Introduction to Politics Unit Summary Recent surveys and national studies show a sharp decline in voting and civic participation especially among the 18 25 year old age group. The course makes an attempt to confront this serious problem by not only exposing students to the process but have them see that they have a stake in it. It is the ultimate goal of this course to produce active and cognizant citizens, who are aware of how to make a difference in this country and the larger world. The politics class serves a dual purpose in our schools. It educates the students who elect to take the course and provides an important civic purpose to the entire student body and larger community. In basic terms, the class makes the high school student more aware of their role as active participants in the American Democratic system. The course places emphasis on the analysis of the Declaration of Independence, the Constitution, the Bill of Rights and how it impacts the rights of every citizen in America. The course is important in terms of career education as well. Certainly any student interested in law, politics, lobbying, the media and government processes would be advised to take this course. It is realistic experience in how the American governmental system works at various levels. Through the various student centered projects and discussion, students will raise their social consciousness and encourage them to act upon this new awareness. Primary interdisciplinary connections: Infused within the unit are connections to the 2009 NJCCCS for Social Studies, and the Common Core Standards. 21 st Century Themes: The unit will integrate the 21st Century Life and Career standard 9.1, strands A-D. These strands include: Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross cultural understanding and interpersonal communication. Technology connections: For further clarification refer to NJ Core Content Curriculum Content Standards at http://www.state.nj.us/education/cccs. Content Standards Learning Targets CONTENT STANDARDS LINK: # New Jersey Student Learning Standards 6.1.12.D.2.b Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and individual rights) have been denied to different groups of people throughout time. 6.1.12.D.2.d Analyze arguments for new women s roles and rights, and explain why 18th century society limited women s aspirations.
6.3.12.C.1 6.1.8.A.3.g Participate in a real or simulated hearing about a social issue with a related economic impact (e.g., growing health care costs, immigration), and justify conclusions after weighing evidence from multiple experts and stakeholders. Evaluate the impact of the Constitution and Bill of Rights on current day issues. Unit Essential Questions Why is the Constitution considered to be a living document What is the difference between the establishment clause and free exercise clause What constitutes unreasonable search and seizures by the police What are the issues involved when the Supreme Court deals with affirmative action cases Students will know Gideon V- Wainwright was a landmark decision guaranteeing the right to counsel The 4 th Amendment protects against unreasonable searcha and seizure That the rights of the accused were expanded under the Warren Court Unit Enduring Understandings Students will understand that The 14 th Amendment protected the rights of the citizens from the state School prayer was banned in public schools in 1962 Free Speech has limits public assembly has limits Students will be able to Differentiate between civil rights and civil liberties Recognize that prior restraint is censorship How Bill of Rights protect individuals How the Constitution protects us from cruel and unusual punishment under the 8 th amendment Evidence of Learning Formative Assessments Teacher-directed questions Homework Class discussion
Summative Assessments Multiple choice quiz for each chapter Multiple choice test at end of unit Free response essay questions as part of end of unit test Multiple choice and free response questions generated from online support for text Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Modified assignments. Differentiated instruction. Native language texts and native language to English dictionary. Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Remy, Richard C., United States Government, Democracy in Action, Columbus, McGraw Hill / Glencoe Publishers Teacher created study guides. Relevant articles used at teacher s discretion. Relevant video clips and films used at teacher s discretion.** Teacher Notes: Content Area: Social Studies Unit Title: Linkage Institutions (SUBJECT): (UNIT)
Target Course/Grade Level: Introduction to Politics Unit Summary Recent surveys and national studies show a sharp decline in voting and civic participation especially among the 18 25 year old age group. The course makes an attempt to confront this serious problem by not only exposing students to the process but have them see that they have a stake in it. It is the ultimate goal of this course to produce active and cognizant citizens, who are aware of how to make a difference in this country and the larger world. The politics class serves a dual purpose in our schools. It educates the students who elect to take the course and provides an important civic purpose to the entire student body and larger community. In basic terms, the class makes the high school student more aware of their role as active participants in the American Democratic system. The course places emphasis on the analysis of the Declaration of Independence, the Constitution, the Bill of Rights and how it impacts the rights of every citizen in America. The course is important in terms of career education as well. Certainly any student interested in law, politics, lobbying, the media and government processes would be advised to take this course. It is realistic experience in how the American governmental system works at various levels. Through the various student centered projects and discussion, students will raise their social consciousness and encourage them to act upon this new awareness. Primary interdisciplinary connections: Infused within the unit are connections to the 2009 NJCCCS for Social Studies, Language Arts Literacy and Technology and the Common Core Standards. 21 st Century Themes: The unit will integrate the 21st Century Life and Career standard 9.1, strands A-D. These strands include: Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross cultural understanding and interpersonal communication. Technology connections: For further clarification refer to NJ Core Content Curriculum Content Standards at http://www.state.nj.us/education/cccs. Content Standards Learning Targets CONTENT STANDARDS LINK: # New Jersey Student Learning Standards 6.1.12.A.2.f Examine the emergence of early political parties and their views on centralized government and foreign affairs, and compare these positions with those of today s political parties. 6.1.12.D.2.d 6.1.12.A.2.f Analyze arguments for new women s roles and rights, and explain why 18th century society limited women s aspirations. Examine the emergence of early political parties and their views on centralized government and foreign affairs, and compare these positions with those of today s political parties.
6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Unit Essential Questions What are the four linkage institutions What is the multi-party system and how does it affect governing How are primaries conducted a a method of choosing candidates What outside influences affects how a person votes Whjy are interest groups powerful agencies in affecting public policy Students will know How voting rights have been expanded to different minority groups How the mass media impact the government and elections Parties nominate their candidates Interest groups impact public opinion Unit Enduring Understandings Students will understand that Third parties have played only a minor role in American politics Primary elections are better than a party caucus for selecting candidates A candidates image can be more important that the candidates message Political action committees paly a major role in campaign finance Students will be able to Recognize how patronage jobs increase party loyalty Differentiate between a closed and open primary Understand how soft money donations are given directly to PACs (PACs) Understand how the elimination of poll taxes and literecay tests increased African American voting participation Undertandd how political socialization is genertated by the influencd of mass media, family, schools and peer groups Evidence of Learning Formative Assessments Teacher-directed questions Homework Class discussion
Summative Assessments Multiple choice quiz for each chapter Multiple choice test at end of unit Free response essay questions as part of end of unit test Multiple choice and free response questions generated from online support for text Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Modified assignments. Differentiated instruction. Native language texts and native language to English dictionary. Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Remy, Richard C., United States Government, Democracy in Action, Columbus, McGraw Hill / Glencoe Publishers Teacher created study guides. Relevant articles used at teacher s discretion. Relevant video clips and films used at teacher s discretion.** Teacher Notes: