ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 4/16/03 SOCIAL STUDIES Subject Area COURSE TITLE: UNITED STATES GOVERNMENT COURSE CODE: H0153 GRADE LEVEL: 12 COURSE LENGTH: One Semester PREREQUISITE: Completion of U.S. History CREDIT: 5 units UC/CSU CREDIT: Receives UC/CSU credit for History, a requirement GRADUATION REQUIREMENT: Meets 5 units of 30 unit History/Social Studies requirement for graduation STANDARDS AND BENCHMARKS: Skill Standards: 1: 1.0-1.2; 2.0-2.3; 3.0-3.3; 4.0-4.3 Content Standards: 1.0-1.6; 2.0-2.6; 3.0-3.4; 4.0-4.6; 5.0-5.4; 6.0-6.7; 7.0-8.3; 9.0-9.6; 10.0 Technology: 1.0-1.1; 2.0-2.2 COURSE DESCRIPTION: COURSE GOALS: U.S. Government is a study of the institutions of American government. The course focuses on the executive, judicial and legislative branches of the federal government, the election process, and political parties. There is an emphasis on the concepts of constitutionalism, representative democracy, separation of powers, checks and balances, and federalism. Students will: 1. Understand the foundations of American constitutional democracy and its contemporary manifestations at the local, national and international levels. 2. Understand and apply the responsibilities of being a citizen in a participatory democracy. 3. Understand the role that a plurality of thought, culture, and expression play in nurturing a healthy community. TEXTBOOK MATERIALS: : Democracy in Action; Glencoe/McGraw Hill, 2000. TEACHER RESOURCES:
SKILL STANDARDS 1.0 STUDENT LISTENS TO UNDERSTAND, EVALUATE, RESPOND TO AND DELIVER SPOKEN MESSAGES IN BOTH FORMAL AND INFORMAL SITUATIONS 1.1 Asks and responds to questions in a manner, which contributes to and enriches classroom discussions and expands orally upon a variety of perspectives. 1.0 1.1 Performance Assessment, Essay Integrated throughout the course 1.2 Prepares and delivers oral presentations. 1.2 2.0 STUDENT UNDERSTANDS AND READS FOR MEANING AND DEMONSTRATES COMPETENCE AND FLUENCY IN APPLYING THE STRATEGIES AND SKILLS OF THE READING PROCESS TO A VARIETY OF HISTORICAL SOURCES (E.G., MAPS, GRAPHS, PRIMARY SOURCES, HISTORICAL DOCUMENTS, TEXTBOOKS, EDITORIALS, NEWS STORIES). 2.0 Essay, Integrated throughout the course 2.1 Interprets maps, graphs, charts, tables and cartoons. 2.1 2.2 Evaluates information for accuracy, intent, validity, and completeness (e.g., editorials, political speeches, primary source material, and 2.2 Page 2 of 19
political cartoons). 2.3 Represents key ideas, concepts, and details or historical sources in graphic or outline form (e.g., clustering, concept maps, webs, outlines). 2.3 3.0 STUDENT USES THE WRITING PROCESS TO WRITE ESSAYS/WORKS FOR A VARIETY OF PURPOSES AND DIVERSE AUDIENCES; ESTABLISHES AND MAINTAINS A CONTROLLING IMPRESSION OR COHERENT THESIS; DEMONSTRATES PURPOSE, ORGANIZATION STRUCTURE, SUPPORTING DETAILS INCLUDING QUOTATIONS, AS NECESSARY, AND CONCLUSIONS IN THEIR WRITING. 3.0 Essay Integrated throughout the course 3.1 Using the writing process, writes a research paper, utilizing primary and secondary sources and complete bibliography: (Acalanes High, Campolindo High). The subject relates to public policy or shall be focused on the community service project. Develops clear research questions or hypotheses. Develops key ideas through supportive evidence. The length shall be a minimum of 1500 words (five pages double-spaced). More pages (words) may be required at the discretion of 3.1 Page 3 of 19
the teacher. The paper shall have a minimum of five (5) secondary sources (3 of which must be print sources). The other two minimum sources can be Internet sources or interviews (a site decision). The format for the paper shall be Modern Language Association (MLA) and will include a bibliography of sources cited. 3.2 Using the writing process, demonstrates competence in writing expository, including analytical essays 3.2 3.3 Uses the latest technology for research (for example internet, SIRS Research MAS, electronic encyclopedias, Electronic Library, ProQuest). 4.0 STUDENT WILL DEMONSTRATE THE FOLLOWING INTELLECTUAL, REASONING, REFLECTION AND RESEARCH SKILLS. 4.1 Student demonstrates chronological and spatial thinking. 3.3 4.0 4.1 Essay, Integrated throughout the course Compares the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. Page 4 of 19
Analyzes how change happens at different rates at different times; understands that some aspects can change while others remain the same; and understands that change is complicated and affects not only technology and politics but also values and beliefs. Uses a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. Relates current events to the physical and human characteristics of places and regions. 4.2 Student understands historical research, evidence, and point of view. 4.2 Distinguishes valid arguments from fallacious arguments in historical interpretations. Identifies bias and prejudice in historical interpretations. Page 5 of 19
Evaluates major debates among historians concerning alternative interpretations of the past, including an analysis of authors use of evidence and the distinctions between sound generalizations and misleading oversimplifications. Constructs and tests hypotheses; collects, evaluates, and employs information from multiple primary and secondary sources; and applies it in oral and written presentations. 4.3 Student understands historical interpretation 4.3 Shows the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. Recognizes the complexity of historical causes and effects, including the limitations on determining cause and effect. Interprets past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. Page 6 of 19
Understands the meaning, implication, and impact of historical events and recognizes that events could have taken other directions. Analyzes human modification of landscapes and examines the resulting environmental policy issues. Conducts cost-benefit analyses and applies basic economic indicators to analyze the appropriate economic behavior of the U.S. economy. Page 7 of 19
TECHNOLOGY STANDARDS Technology 1.0 Student understands ethical and societal issues relative to the responsible use of technology. 1.1 Understands user e-mail constraints (e.g., privacy). 2.0 2.4 Essay Integrated througho ut the course 2.0 Student uses a variety of media and formats to effectively communicate and share information and ideas with multiple audiences. 2.1 Uses presentation tools to communicate with diverse audiences (e.g., incorporates multimedia elements). 2.2 Uses telecommunication software to collaborate and interact with peers, experts and other audiences (e.g., email, video conferencing). 4.0 4.1 4.3 Integrated througho ut the course Integrated througho ut the course CONTENT STANDARDS Content 1.0 STUDENT EXPLAINS THE FUNDAMENTAL PRINCIPLES AND MORAL VALUES OF AMERICAN DEMOCRACY AS EXPRESSED IN THE U.S. CONSTITUTION AND OTHER ESSENTIAL DOCUMENTS OF AMERICAN DEMOCRACY. 1.0 Essay, 2 weeks Page 8 of 19
1.1 Analyzes the influence of ancient Greek, Roman, English, and leading European political thinkers on the development of American government. Locke Rousseau Hobbes Aristotle Machiavelli 1.2 Discusses the character of American democracy and its promise and perils as articulated by Alexis de Tocqueville. 1.3 Explains how the U.S. Constitution reflects a balance between the classical republican concern with promotion of the public good and the classical liberal concern with protecting individual rights; and discusses how the basic premises of liberal constitutionalism and democracy are joined in the Declaration of Independence as self-evident truths. Reads Declaration of Independence Reads U.S. Constitution 1.4 Explains how the Founding Fathers realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers. 1.1 1.2 1.3 1.4 Page 9 of 19
1.5 Describes the systems of separated and shared powers, the role of organized interests (Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the importance of an independent judiciary (Federalist Paper Number 78), enumerated powers, rule of law, federalism, and civilian control of the military. Reads Federalist Papers 10, 51, 78 1.6 Understands that the Bill of Rights limits the powers of the federal government and state governments. Reads Bill of Rights 1.5 1.6 2.0 STUDENT EVALUATES THE SCOPE AND LIMITS OF RIGHTS AND OBLIGATIONS AS DEMOCRATIC CITIZENS, THE RELATIONSHIPS AMONG THEM, AND HOW THEY ARE SECURED. 2.1 Discusses the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured. Freedom of Religion Freedom of Speech Freedom of Assembly Freedom of the Press 2.0 2.1 Essay, 2 weeks Page 10 of 19
2.2 Explains how economic rights are secured and their importance to the individual and to society. 2.3 Discusses the individual s legal obligations to obey the law, serve as a juror, and pay taxes. 2.4 Understands the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. Community Service Project 2.5 Describes the reciprocity between rights and obligations; that is, why enjoyment of one s rights entails respect for the rights of others. 2.6 Explains how one becomes a citizen of the United States, including the process of naturalization. 2.2 2.3 2.4 2.5 2.6 3.0 STUDENT EVALUATES WHAT THE FUNDAMENTAL VALUES AND PRINCIPLES OF CIVIL SOCIETY ARE, THEIR INTER-DEPENDENCE, AND THE MEANING AND IMPORTANCE OF THOSE VALUES AND PRINCIPLES FOR A FREE SOCIETY. 3.1 Explains how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes. 3.0 3.1 Essay, 2 weeks *Italicized standards receive minimal emphasis Page 11 of 19
3.2 Explains how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. Belonging to groups Letter writing Political Action Committees 3.3 Discusses the influence of religion and religious diversity on the political process and public policy. 3.2 3.3 3.4 Compares the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. 3.4 4.0 STUDENT ANALYZES THE UNIQUE ROLES AND RESPONSIBILITIES OF THE THREE BRANCHES OF GOVERNMENT AS ESTABLISHED BY THE U.S. CONSTITUTION. 4.1 Discusses Article I of the Constitution as it relates to 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. 4.0 4.1 Essay,, Performance Assessment 2 weeks Page 12 of 19
4.2 Explains the process through which the Constitution can be amended. 4.3 Identifies their current representatives in the legislative branch of the national government. 4.4 Discusses 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. 4.5 Discusses 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. 4.6 Explains the processes of selection and confirmation of Supreme Court justices. 4.2 4.3 4.4 4.5 4.6 5.0 STUDENT UNDERSTANDS LANDMARK U.S. SUPREME COURT INTERPRETATIONS OF THE CONSTITUTION AND ITS AMENDMENTS. 5.1 Understands the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms articulated in the First Amendment and the due process and equal-protection-of-the-law clauses of the Fourteenth Amendment. 5.0 5.1 Essay, Performance Assessment, 2 weeks 5.2 Analyzes judicial activism and judicial restraint and the effects of each policy over the decades. 5.2 Page 13 of 19
5.3 Evaluates the effects of the 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. 5.4 Explains 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, Roe v. Wade, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia VMI, and other relevant landmark cases. 5.3 5.4 6.0 STUDENT EVALUATES ISSUES REGARDING CAMPAIGNS FOR NATIONAL, STATE, AND LOCAL ELECTIVE OFFICES. 6.1 Analyzes the origin, development, and role of political parties. 6.2 Discusses the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections. 6.0 6.1 6.2 Essay, Performance Assessment,, Communication 1 Week 6.3 Evaluates the roles of polls, campaign advertising, and the controversies over campaign funding. 6.3 6.4 Describes the means that citizens use to participate in the political process. 6.4 6.5 Discusses the features of direct democracy in numerous states. 6.5 Page 14 of 19
6.6 Analyzes 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. 6.6 6.7 Identifies current local representatives in the legislative branch of the government. 7.0 STUDENT ANALYZES AND COMPARES THE POWERS AND PROCEDURES OF THE NATIONAL, STATE, TRIBAL, AND LOCAL GOVERNMENTS. 7.1 Explains how conflicts between levels of government and branches of government are resolved. 7.0 7.1 Essay, 1 week 7.2 Identifies the major responsibilities and sources of revenue for state and local governments. 7.2 7.3 Discusses reserved powers and concurrent powers of state governments. 7.3 7.4 Discusses the Ninth and Tenth Amendments and interpretations of the extent of the federal government s power. 7.4 7.5 Explains how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders. 7.5 7.6 Compares the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. 7.6 Page 15 of 19
7.7 Identifies the organization and jurisdiction of federal, state, and local courts and the interrelationships among them. 7.7 8.0 STUDENT EVALUATES THE INFLUENCE OF THE MEDIA ON AMERICAN POLITICAL LIFE. 8.1 Discusses the meaning and importance of a free and responsible press. 8.2 Describes the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics. 8.0 8.1 8.2 Essay, 2 weeks 8.3 Explains how public officials use the media to communicate with the citizenry and to shape public opinion. Propaganda techniques Analysis of motive and influence 8.3 9.0 STUDENT ANALYZES THE ORIGINS, CHARACTERISTICS, AND DEVELOPMENT OF DIFFERENT POLITICAL SYSTEMS ACROSS TIME, WITH EMPHASIS ON THE QUEST FOR POLITICAL DEMOCRACY, ITS ADVANCES, AND ITS OBSTACLES. 9.0 2 weeks 9.1 Explains 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. Page 16 of 19
Parliamentary democracy Totalitarianism Representative democracy 9.1 Compares the various ways in which power is distributed, shared, and limited in systems of shared powers and in parliamentary systems. 9.2 Discusses the advantages and disadvantages of federal, confederal, and unitary systems of government. 9.3 Describes for at least two countries the consequences of conditions that gave rise to tyrannies during certain periods. 9.4 Describes the circumstances that give rise to various forms of government, and methods of maintaining control, in dealing with unresolved economic, social, and political issues. Democratic and non-democratic countries Developed and underdeveloped countries 9.5 Identifies the successes and challenges of relatively new democracies in the World and the ideas, leaders, and general societal conditions that have launched and sustained, or failed to sustain, them. 9.1 9.2 9.3 9.4 9.5, 9.6, 9.7 10.0 STUDENT ANALYZES TENSIONS WITHIN OUR CONSTITUTIONAL DEMOCRACY AND THE IMPORTANCE OF MAINTAINING A BALANCE BETWEEN THE FOLLOWING CONCEPTS: 9.8 Essay, 2 weeks Page 17 of 19
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 11.0 STUDENT ANALYZES THE ORIGINS, CHARACTERISTICS, AND DEVELOPMENT OF DIFFERENT POLITICAL SYSTEMS ACROSS TIME, WITH EMPHASIS ON THE QUEST FOR POLITICAL DEMOCRACY, ITS ADVANCES, AND ITS OBSTACLES. 10.0 9.0 Essay, communication, 2 Weeks Explains 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. Page 18 of 19
TEACHING STRATEGIES AND PROCEDURES Teacher-based Lectures Simulations Technology & Applications Group work Student-based Presentations Research Primary Source Written Work Outside Enrichment Activities Field Trips Interviews Speakers/Meetings Reading GRADING GUIDELINES (+/- 5%) Process 25% (Activities that provide information to the student and teacher for the purpose of improving learning, i.e., homework, class participation, quizzes, etc.) Performance 75% (Activities that provide information to the student and teacher for the purpose of determining the level of knowledge in skill at a particular point in the course, i.e., quizzes, tests, projects, etc.) Page 19 of 19