a-g US Government Project Based

a-g US Government Project Based Gorman Learning Center (052344) Basic Course Information Title: a-g US Government Project Based Transcript abbreviations: Gov Length of course: Half Year Subject area: History / Social Science ("a") / Civics / American Government UC honors designation? No Prerequisites: None Co-requisites: None Integrated (Academics / CTE)? No Grade levels: 12th Course learning environment: Online Course Description Course overview: Students will pursue a deeper knowledge of the institutions of American government. By tracing the major historical development towards constitutional democracy, including political theorists prior to 1787, students will understand the context from which the remarkable document that is the Constitution sprang. A look at the debated topics between Federalists and Antifederalists (with attention to primary source documents) will be covered. An analysis of the different Articles and the powers of each branch will ensue, followed by a more in depth study of the unique freedoms and protections granted to Americans through the Bill of Rights. After examining the interplay of federal and state power, and related concepts of concurrent and reserved powers, students will analyze a history of important Supreme Court Rulings concerning Constitutional freedoms. They will study both past and extant systems of government and analyze the history and changing interpretations of the Constitution, the Bill of Rights, and the current state of the legislative, executive, and judiciary branches of government. A look at factors affecting foreign policy will also be considered. Finally, state and local government structure and practice will be examined. These standards represent the culmination of civic

literacy as students prepare to vote, participate in community activities, and assume the responsibilities of citizenship. Course content: Unit 1 The igin and Foundations of American Government Suggested Reading: Principles in Practice Chapters 1-2 Helpful Links: History of Democracy, What is a Republic? Foundations of American Government, Foundations Article, Constitutional Convention/ Compromises, History of Republican Gov (read links as well) Standards addressed: 12.1.1, 12.1.2. 12.1.3, 12.1.4, 12.1.5, 12.1.6 Students will understand the meaning of key terms including government, state, sovereignty, policy, and power, as well as the functions attributed to government. They will identify the distinct forms of government that have existed previously or are extant today, as well as various ways governments may be organized. They will be exposed to the theories of rule, including divine right and the social contract. Students will develop awareness of the historical context and the philosophical underpinnings for the ideas and system of government set forth in the US Constitution, as well as the "self-truths" proclaimed in the Declaration of Independence. They will review Greek and Roman advances in democratic and representative government, as well as read primary and secondary source selections from political thinkers from later European philosophers whose views directly influenced the founders of the US system of government. The philosophies and influence of, Montesquieu, John Locke, and Machiavelli will be considered, as well as the views of contemporary colonial thinkers Alexander Hamilton, John Jay, and James Madison in the Federalist Papers. Students will be familiar the major ideals and principles of American Democracy, as well as the debated issues prior to its adoption, and why promise of an upcoming Bill of Rights was necessary for early states to vote for ratification. Key Assignment Students will create a comic book style representation of key historical developments toward our Constitutional Democracy, beginning with key events in the classical world, such as direct democracy in Athens, the representative government of the Roman Republic (making sure to include the important features of their government structure, such as the upper and lower houses, etc), the Magna Carta, the Glorious Revolution and resultant English Bill of Rights, Key ideas of John Locke (Natural Rights Theory), Baron de Montesquieu (separate branches of government), and Rousseau (his view on human nature - perhaps contrasting it with that of Thomas Hobbes),

the Judeo-Christian belief in human equality, and the key debates -and their resolutions - of the Constitutional Convention. The comics should include at least two direct references (or quotes) from primary source documents, and a works cited page should be attached. Alternate Assignment Students will write a 2-4 page paper or complete an alternate project to demonstrate understanding of how the Founding Fathers built on earlier developments toward our present system of representative democracy, such as the direct democracy of Greece, the bicameral houses of elected officials of Rome, the Magna Carta, the English Bill of Rights and Parliamentary system, as well as the views of political theorists such as John Locke, Baron de Montesquieu, Jean Jacques Rousseau, in creating both the Declaration of Independence and United States Constitution. Include also how the Judeo-Christian beliefs in human equality and the divine origin of rights impacted the documents. Students must make specific reference to at least two primary source documents in generating a complete response. Students should also address the debate over the adoption of the new Constitution, including references to the Federalist Papers, in their paper or project. Include a works cited page. Unit Assignment(s): Example Assignments: HW 1: Read Chapter 5, pgs. 122-155. Use your own paper to complete: all Ch. 5 Section Assessments OR Mind Maps (1 page per section) OR Cornell Notes (1 page per section plus graphic) HW 2: Read Chapter 6, pgs. 156-179. Use your own paper to complete: all Ch. 6 Section Assessments OR Mind Maps OR Cornell Notes HW 3: Read Chapter 7, pgs. 180-209. Use your own paper to complete: all Ch. 7 Section Assessments OR Mind Maps OR Cornell Notes HW 4: Read Chapter 8, pgs. 212-243. Use your own paper to complete: all Ch. 8 Section Assessments OR Mind Maps OR Cornell Notes Unit 2: Understanding the Constitution and Three Branches of Government Suggested Reading: Principles in Practice Chapters 3-8 Helpful links: The Constitution, Three Branches, Checks and Balances, Federalism, Amendments and Amendment Process, Six Principles, Legislative Branch, Executive Branch, Judicial Branch

Standards addressed: 12.2.1, 12.2.2, 12.2.3, 12.2.4, 12.2.5, 12.2.6, 12.4.1, 12.4.2, 12.4.3, 12.4.4, 12.4.5, 12.4.6 Students will make an in-depth study of the Constitution, including the six goals laid out in the preamble and the six (or seven) principles of government established by the document. They will identify how each of the three branches is established and defined by the first three Articles. Students will understand the working of the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. Students will closely examine Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. They will study Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the Supreme Court, and be able to explain the processes of selection and confirmation of Supreme Court justices. They will understand the purpose of the elastic clause and be able to explain the process through which the Constitution can be amended. Students will identify the basic nature of the 27 Amendments as well as the unique role of the first 10 Amendments. Students will also identify the balance of power in our unique system of federalism, including the historic trends in interpreting the relative authority of the states versus federal government. Key terms will include reserved powers, expressed powers, implied powers, and concurrent powers. They will examine the historic role of the supreme court in establishing judicial review and ultimately deciding cases of federal versus state authority. Key Assignment In a well organized 2-4 page paper, list the six goals of the Constitution stated in the Preamble and evaluate how well the document did in meeting these goals, using specific examples from the document. In addition, define and explain the six basic principles of government upon which the Constitution is based [popular sovereignty, limited government, separation of powers, checks and balances, federalism, and judicial review]. Choose two of the six principles to describe in more detail and include examples of how the principle described impacts the life of an average American citizen (or show how life might be different if the principle being discussed were not in place). Add 1-2 paragraphs to explain why, in your view, every new constitutional democracy formed in the last two hundred and twenty years has used the US Constitution as a starting point or model. Finally, describe one change you would make to the Constitution, and explain why.

You have just landed on a new planet that is being colonized by people from Earth. Cities have been formed throughout the continent you have landed on, each with a small ruling structure. By lottery of all 2,500,000 inhabitants on this continent, you have been randomly selected to write the central plan of government for a new nation. The other continents are forming into independent nations on other parts of the planet, so bear that in mind as you draw upon your knowledge from US Government to create a 2-4 page constitution for the new nation. The populace has indicated that they would like to see a plan that utilizes the same 6 basic principles of government as the US Constitution (popular sovereignty, limited government, federalism, separation of powers, checks and balances, and judicial review). However, you are not bound to a specific number of branches, nor must you have any specific number of Articles - in fact, you don't need to name different sections Articles at all. In addition to the plan of government, you must be prepared to answer questions about your document, including your reasoning for each unique aspect, and how each of the six principles is exemplified. Alternate Assignment (visual poster, digital slide representation, etc) Create a graphic organizer to represent each Article of the Constitution. Include a symbol for each Article and create a key or legend that defines each symbol. For each Article, include some type of summary of what is described, examples (if applicable), and, for the three branches of government described in the first three Articles, a bullet point list of the requirements for office, the powers granted, and the "checks" on other branches. Make sure to use your own words. Creative ways to demonstrate the checks and balances may be utilized as long as each branch is given sufficient detail. For the Amendments, include a shortened summary of the first 10 only. Add 1-2 paragraphs to explain why, in your view, every new constitutional democracy formed in the last two hundred and twenty years has used the US Constitution as a starting point or model. Finally, describe one change you would make to the Constitution, and explain why. Unit Assignment(s): Example Assignments: HW 5: Read Chapter 9, pgs. 244-273. Use your own paper to complete: all Ch. 9 Section Assessments OR Mind Maps OR Cornell Notes HW 6: Read Chapter 10, pgs. 274-301. Use your own paper to complete: all Ch. 10 Section Assessments OR Mind Maps OR Cornell Notes Project 1: News Flip Booklet

Binder/INB 1: Interactive Notebook components will be scored: Title Page (10); Table of Contents (5); Journal (6); Crash Course (6); Classwork (60) Test 1: Chapters 5-10 Unit 3 Civil Rights, Freedoms, and Responsibilities Suggested Reading: Principles in Practice Chapters, Chapters 10-11 Helpful links: Bill of Rights, Rights vs Obligations, Civic Responsibilities, Religious Diversity in America, Eyes on the Prize, Episode 1 Standards addressed: 12.3.1, 12.3.2, 12.3,3, 12.3.4, 12.10 Students will become familiar with the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured. They will gain a deeper understanding of the specific freedoms outlined in the Bill of Rights. Economic rights (including the right to acquire, use, transfer, and dispose of property; right to choose one's work; right to join or not join labor unions; copyright and patent), legal obligation (e.g., obeying the law, paying taxes, serving as a juror, etc), and civic obligations (included voting and being informed), will be examined. Students will also identify the reciprocity between rights and obligations, pathways to citizenship, ways to individuals and groups may influence government in ways outside of voting, the historical role of religion and religious diversity, and the general relationships of government and civil society in other various forms of governments, both extant and past. Additionally, students will examine the fundamental values and principles of civil society, and the significance of those values and principles for a free society. Students will study of the Civil Rights Movement and the application of the Fourteenth Amendment in addressing legalized segregation, including landmark cases and changes this struggle brought about in interpretation and practice of Constitutional ideals such as freedom and equal rights. Students will also formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government. Key Assignment Any constitutional democracy is faced with an ongoing balancing act between securing individual rights and freedoms, and protecting the national interest and public safety. Research one of the following Acts of Congress that permitted some degree of eavesdropping on

communications: The FISA Amendments Act of 2008, The Patriot Act of 2001, or the USA Freedom Act of 2015. In a 2-4 page paper, describe how modern concerns that inspired the act have created much debate about privacy rights. Make sure to include any case where portions of the act were kept secret until exposed, and describe how they were exposed. Explain your view on the act, and be sure to cite at least one Amendment in your response. View several episodes of Eyes on The Prize (free on Youtube). Choose any two incidents or activists (or a combination thereof) that were not covered in your reading. After conducting any necessary additional research, create a 4-6 page screenplay covering the people and incidents chosen. If the incidents or people are not connected, the screenplay should be divided into separate scenes or acts. The screenplay will be based on facts you learned, but will include fictional - but believable- dialogue. Alternately, write a detailed summary of the events with your own commentary. Alternate Assignment With the 13th Amendment came the end of slavery in the United States. Given the prior existence of the Bill of Rights, why was the 14th Amendment necessary, and how did it come to take a crucial role in the Civil Rights Era? Discuss these topics in a 2-4 page paper, citing specific examples when the 14th Amendment was used and how it specifically has allowed the federal government to intervene and overrule acts or laws created by states. Assess why this is a necessary or unnecessary power in your view (the power of the federal government to enforce a national policy when a state passes a law or act that is not in alignment). Unit Assignment(s): Example Assignments: Students are expected to keep all homework and classwork in a binder that is brought to class daily. Any classwork not complete should be completed as additional homework. Hmwk - homework; Clwk - classwork. Hmwk 1: 4-page Handout - Text Ch. 1: People and Government Clwk 1: Rights and Responsibility Activity Unit 4: Political Parties and Elections Suggested Reading: Principles in Practice, chapters 9 and 12

Presidential Election Process, How Parties select Candidates, Nominations and Electoral College, Initiative, Referendum, and Recall, Campaign Finance, Citizens United v.fec Standards addressed: 12.6.1, 12.6.2, 12.6.3, 12.6.4, 12.6.5, 12.6.6, 12.8.1, 12.8.2, 12.8.3 Students will study the origin, development, and role of political parties. They will identify the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections. Students will learn the roles of polls, campaign advertising, and the controversies over campaign funding, including the Citizens United Supreme Court Decision. Students will learn the available means that citizens may use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office). They will identify the features of direct democracy in numerous states (e.g., the process of referendums, recall elections), understand trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral College. Students will learn the meaning and importance of a free and responsible press and identify how public officials use the media to communicate with the citizenry and to shape public opinion. Key Assignment Student will describe all stages required in a presidential election, including state primaries and caucuses, national party conventions, and the general election, utilizing a flow chart or other visual and written summary. Understanding of the differences between caucuses and primaries should be demonstrated, as well as an understanding of the electoral college system. Students will create a video or written journal of a mock candidate for President. The journal should begin with some plausible background for your "character," including past career, political party, stances on major issues, and motivations for running. Include various believable steps your mock candidate takes to: acquire funding, become involved in a caucus or primary (depending on state - make sure to complete research and an accurate description of each), more funding efforts and ads, etc, details of the national party convention, and the lead up to the national election. You can decide if your fictional character won or did not win the presidency, but to complete the assignment correctly, she or he must have been successful the earlier stages! Make sure to demonstrate an understanding of the electoral college system. For extra

credit, explain on whether your candidate benefited from the Supreme Court's Citizen's United ruling and include a commentary on why this has been a controversial ruling. Alternate Assignment: Students will research a past or upcoming presidential election and demonstrate the parties, beliefs, and stages through which each candidate passed, as well as the outcome of the election. Students will also address the funding sources of each candidate, how much money was raised (or is projected to be raised), how the funding was (or will be used), and what the need for fund raising implies about who may successfully run for office. Create a poster, video, or written paper to demonstrate your findings. Extra Credit option: Include a discussion of the Supreme Court ruling in Citizens United in commentary on the overall implications of campaign funding, and demonstrate which candidate benefited (or are likely to benefit) from it, as well as which did not (or will not). Unit Assignment(s): Example Assignments: HW 1: Read Chapter 1, pgs. 4-33. Use your own paper to complete: All Ch. 1 Section Assessments OR Mind Maps (1 page per section) OR Cornell Notes (1 page per section plus graphic) HW 2: Read Chapter 2, pgs. 34-61. Use your own paper to complete: All Ch. 2 Section Assessments OR Mind Maps OR Cornell Notes HW 3: Read Chapter 3, pgs. 62-93. Use your own paper to complete: All Ch. 3 Section Assessments OR Mind Maps OR Cornell Notes Unit 5: Landmark Supreme Court Cases Suggested Reading: Principles in Practice, Chapter 13 Suggested Links: Notable First Amendment Cases, Important Bill of Rights Cases Standards addressed: 12.5.1, 12.5.2, 12.5.3, 12.5.4 Students will review landmark U.S. Supreme Court interpretations of the Constitution and its amendments. They will study the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) expressed in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. They will understand the effects of the Supreme Court's

interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the arguments espoused by each side in these cases. Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). Key Assignment Is free speech unlimited? In what cases have restrictions on free "speech" been upheld, and in what instances has the court ruled in favor of individual (or group) freedoms of expression. Research the case of Schenk v United States in 1919. Write a 2-4 page report summarizing the events that caused Schenk to challenge his accusers, how the lower courts ruled, and how the Supreme Court ruled. Explain the reasoning given for the ruling, especially Oliver Wendell Holmes's famous analogy from this case. Go on to discuss your own opinion of the case and how it might or might not apply in the computer/ internet age we live in. Make sure to cite your sources. Using the list of cases additional Supreme Court cases shown above, create a presentation summarizing each case (in chronological order), including the background of the case, the legal question, the parties involved, how the lower courts ruled, and how the Supreme Court ruled. Include one quote from a Supreme Court Justice from the majority opinion for each case that exemplifies their reasoning. Also include your opinion of why each case was significant Alternate Assignment Choose one recent Supreme Court case, whether it has been already decided or will be decided in the near future. Carefully form your own opinion on the case, thinking about Constitutional issues. Imagine yourself a new Supreme Court Justice and choose one other Justice who either voted against how you would vote, or you think is likely to do so. Write a 3-5 page dialogue between yourself and the opposing Justice (if it was unanimous and you agree, you can write a monologue instead of a dialogue). In your dialogue (or monologue), make sure to refer to at least one prior ruling. Make sure to also mention the Constitutional issues at hand. Research any historically significant challenge to First Amendment rights (see samples below). In a 2-4 page paper, explain the history that events that prompted the legal challenge,

discuss what the arguments were on each side, how the court ruled, and the implications (if any) to the future interpretations of the freedom in question. Discuss any other interesting conclusions the federal judges (or Supreme Court Justices) have made about the case. Cite your sources. Some Notable Supreme Court First Amendment Cases: Schenk v United States, 1919 (a man was arrested for distributing leaflets encouraging men drafted to fight in WWI to resist "involuntary servitude." ) Chaplinsky v New Hampshire, 1942 ( A man was arrested for shouting offensive or derogatory words towards others in a public place). Dennis v U.S., 1951 (members of the Communist Party of the United States were charged with promoting views that included violently overthrowing the government) Brandenburg v Ohio, 1969 (A KKK leader was charged with advocating violence) Tinker V Des Moines 1969 (Students were expelled for wearing armbands in protest of the Vietnam War) Bob Jones University v United States 1983 (A private, religious school challenged the IRS for taking away its tax exempt status because they did not allow inter-racial dating) Mozart v Hawkins County Board of Education 1987 (Parents sued the school for using textbooks that taught beliefs they described as contrary to their religion) Santa Fe Independent School District V Doe 2000 (A student "chaplain" was selected to lead the audience in Christian prayers before school football games, and two parents challenged this practice based on the establishment clause) Counts V Cedarville School District, 2003 (A school board voted to restrict access to Harry Potter books by removing them from the school libraries, on the grounds that they promoted disrespect for authority and dealt with witchcraft, etc). Note: this case was settled in lower federal courts and was not heard by the Supreme Court. Unit Assignment(s): Example Assignments: HW 5: Skim Chapters 23 & 24, pgs. 636-685. Use your own paper to complete: 1) List 3 similarities and 3 differences between state governments and the national government; create chart/no sentences. 2) List 5 key words, 5 services, and 5 challenges of local governments; create chart/no sentences. Binder/INB 1: Interactive Notebook components will be scored: Title Page (10); Table of Contents (5); Journal (6); Crash Course (6); Classwork (60) Test 1: Chapters 1, 2, 3, 4, 23 and 24 Unit 6 : Foreign Policy and Comparative Political and Economic Systems

Suggested Reading: Principles in Practice, Chapters 14-15 Types of Government, Parliamentary Systems, Modern Dictators, Communism and Socialism, Modern Revolutions, Presidential Foreign Policy, Modern American Foreign Policy Standards addressed: 12.9.1, 12.9.2, 12.9.3, 12.9.4, 12.9.5, 12.9.6, 12.9.7, 12.9.8 Students will examine analyze the development of different political systems across time, with a focus on the drive for political democracy, its advances, and its obstacles. identify how the different philosophies and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. Compare the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems, including the influence and role of parliamentary leaders (e.g., William Gladstone, Margaret Thatcher). Discuss the advantages and disadvantages of federal, confederal, and unitary systems of government. Describe for at least two countries the consequences of conditions that gave rise to tyrannies during certain periods (e.g., Italy, Japan, Haiti, Nigeria, Cambodia). Identify the forms of illegitimate power that twentieth-century African, Asian, and Latin American dictators used to gain and hold office and the conditions and interests that supported them. Identify the ideologies, causes, and outcomes of major Mexican, Central American, and South American revolutions in the nineteenth and twentieth centuries. Describe the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow such governments in Czechoslovakia, Hungary, and Poland, including the roles of individuals (e.g., Alexander Solzhenitsyn, Pope John Paul II, Lech Walesa, Vaclav Havel). Identify the successes of relatively new democracies in Africa, Asia, and Latin America and the ideas, leaders, and general societal conditions that have launched and sustained, or failed to sustain, them. Understand the scope of presidential power and decision making through examination of case studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and Bosnia. Key Assignment Choose one country that underwent a major change in government, such as a revolution, in the 20th or 21st Century. In a 2-4 page paper, describe what form of government was in place before the change, what problems or event precipitated the change, how it happened, and how the resulting government was different from the original. Make sure to include outside influences (from other nations) if they had a significant impact on the change or revolution. Add

your own commentary on why this was an improvement or decline in your opinion. Include a works cited page. Students will research one nation that has gone through extreme shifts in type of government in the last several decades. Create a dialogue-based script of 4-6 pages that demonstrates the changes the nation has gone through, using real or fictional characters. Some action may be included, but the purpose is to convey reasons for the change (was there discontent among the people?), how the change happened (peaceful or armed revolution), and the resultant government. If there is still instability in the area, make sure to include that information. Consider including a prologue. Alternate Assignment Choose a communist nation to research. Suggested nations would include Russia, China, North Korea, Vietnam, or Cuba. In a 2-4 page paper, explain the nation s road to communism, making sure to examine what economic or other conditions may have led people to revolution or vote for a new system. Explain whether the new government participated in a purge of intellectuals or dissenters, and why they might have done so. Describe how the nation s practice of communism does or does not include a control of media and other sources of information, and why the government might feel this is necessary. Finally, discuss if the nation has changed in regard to private ownership of businesses, or other deviations from strict communism, and why this may or may not have occurred over time. Students will make a chart to compare and contrast any two nations with distinct political systems. For example, both Japan and Great Britain have constitutional monarchies with parliamentary governments, but with several key differences. The United States, Argentina, and Mexico have a constitutional democracy with presidential systems.. Other nations, such as Saudi Arabia, Qatar, and Oman have absolute monarchies. Students may choose two from within the same type of government, such as comparing the United States and Mexico, or two from more distinctive categories, such as comparing Japan and Oman. In addition to a chart, students will write a 2 page written report to compare and contrast the two governments.

Students will research the United States s foreign policy changes in regards to one country over the last 100 years. They will choose one country which has undergone political changes that have resulted in differing US foreign policy. Examples would include Russia, China, Cuba, Iran, Nicaragua, Japan, etc. Students should have images (drawn or pasted), as well as written information on the timeline. Additionally, students will submit a 2-3 page report on the shifts in foreign policy toward this nation, along with explanations for them. Unit Assignment(s): Example Assignments: HW 1: Read Chapter 11, pgs. 304-329. Use your own paper to complete: All Ch. 11 Section Assessments OR Mind Maps (1 page per section) OR Cornell Notes (1 page per section plus graphic). HW 2: Read Chapter 12, pgs. 330-351. Use your own paper to write a chapter summary of at least 5 sentences or a graphic organizer with at least 5 ideas. Include & underline at least 5 vocabulary terms. HW 3: Read Chapter 13, pgs. 354-385. Use your own paper to complete: YOUR CHOICE of 3 of the 5 sections in Ch. 13 Section Assessments OR Mind Maps OR Cornell Notes. Unit 7: Local and State Governments Suggested Reading: Principles in Practice Chapter 16 Overview of State and Local Gov, CA State Government Official Site, State Offices Standards addressed: 12.7.1, 12.7.2, 12.7.3, 12.7.4, 12.7.5, 12.7.6, 12.7.7, 12.7.8, 12.8.1, 12.8.2, 12.8.3 Students analyze and compare the powers and procedures of the national, state, tribal, and local governments. They will identify how conflicts between levels of government and branches of government are resolved, as well as how state and local governments acquire funding. Students will learn how public policy is formed, including the setting of the public agenda and its implementation. They will compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. Identify the

organization and jurisdiction of federal, state, and local (e.g., California) courts and the interrelationships among them. Key Assignment Identify the schedule for a local city council meeting that you are able to attend. Attend the meeting and take notes on the main topics being discussed. Pay careful attention as to whether local citizens are involved in speaking to their local city council in favor or against any of the issues at hand. Write a 2-4 page report about our experience, including the issue(s) being discussed, how they might impact your community, where you stand on the issue, and what you learned about the processes of local government from this exercise. Alternate Assignment Research your local city/ county, and state political structure. Create a detailed chart (on paper, poster, or electronic presentation) demonstrating the breakdown of the three branches of government as they exist at the local level (city and/ or county) and state levels. Make sure to include significant positions in each branch at both county and state level, as well their general job duties and terms of office. Unit Assignment(s): Example Assignments: HW 4: Read Chapter 14, pgs. 386-421. Use your own paper to write a chapter summary of at least 5 sentences or a graphic organizer with at least 5 ideas. Include & underline at least 5 vocabulary terms. HW 5: Read Chapter 15, pgs. 422-449. Use your own paper to complete: All Ch. 15 Section Assessments OR Mind Maps OR Cornell Notes. Project 1: Supreme Court Case Presentation Binder/INB 1: Interactive Notebook components will be scored: Title Page (10); Table of Contents (5); Journal (3); Crash Course (3); Classwork (50) Test 1: Chapters 11, 12, 13, 14 & 15 EOC (End of Course) Key Assignment or Final Project If student has already completed four prior Key Assignments, this may be done in lieu of Final Exam, making sure to include the added portion indicated below:

Research and identify several key issues being debated in your city or state. Schedule a meeting with a local politician about these issues, and prepare an interview in advance. Ask permission to record the interview. If granted, provide a write up of what you learned about our political process from the interview and submit a copy of the recorded. If unable to record, take careful notes and complete a write up of the questions and responses given, as well as the reflection on our political system noted above. * If using this as a final project (in place of final exam), add a page comparing and contrasting local government with federal government in function and form. Alternate Assignment Find your local courthouse and choose a type of court to attend, either criminal or civil. Investigate with your local city hall regulations for attending, as well as information about what cases are ongoing (ideally someone will be helpful if you tell them it is for a school project). Attend at least one hour of the trial, and take detailed notes on everything you observe (do no record as it typically not permitted to do so). Write a detailed account of the case you witnessed, the issues from the course that it might touch upon(such as the balance between individual freedom and public safety, or between state and federal authority, or about personal freedom and the property rights of others, etc), and your overall impression of our nation's judicial system. * If using this as a final project (in place of final exam), add a page comparing and contrasting local government with federal government in function and form. Alternate Assignment Research your local city/ county, and state political structure. Create a detailed chart (on paper, poster, or electronic presentation) demonstrating the breakdown of the three branches of government as they exist at the local level (city and/ or county) and state levels. Make sure to include significant positions in each branch at both county and state level, as well their general job duties and terms of office. * If using this as a final project (in place of final exam), add a page comparing and contrasting local government with federal government in function and form. Unit Assignment(s): Example Assignments:

HW 1: Write a 1 page summary (minimum 3 paragraphs of 5 sentences each) of your CHOICE of Chapter 21, 22, or 25) Project 1: Editorial Binder/INB 1: Interactive Notebook components will be scored: Semester Reviews (15) Test 1: Final Course Materials Textbooks Title Author Publisher Edition Website Primary United States Government: Principles in Practice US Government: Democracy in Action Luis Ricardo Fraga Holt McDougal 2012 http://www.hmhco.com/shop/educationcurriculum/social-studies/secondarysocial-studies/united-states-governmentprinciples-inpractice#sthash.9dtzncu6.dpbs Glencoe Glencoe 2005 [ empty ] No Yes