Title Introduction and Origins of United States Government Big Idea/Enduring Understanding American Constitutional Government was influenced by ideas, people and historical documents. American beliefs and principals are reflected in the U.S. constitution. United States Government Unit 1 Suggested Dates 2 weeks Guiding Questions How do people influence the founding documents? How do ideas influence the founding documents? How is the United States form of Government similar to other governments? How is it different? Content TEKS 1ABCDEF 5C 7ABCF 12ABC TEKS Process Skills 20AC 21ABCD 22AB Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* SS TEKS Sample Assessment Question 1A-F -How does the U.S. Constitution reflect the political ideas of the past? -Identify the types of governmental systems and compare them. -Why are some forms of government more desirable than others? -How have certain historical documents influenced the U.S. Constitution? -What individuals had the most influence on the writing of the U.S. Constitution and why? -How did our fathers compromise to reach a common goal? -What events of the early American colonial experience led colonists to believe they would have representative government? -Why were the colonists and the British unable to compromise and settle their differences? -How did the weaknesses of the Articles of confederation lead to the Constitution convention? Page 1 of 11
7A-F -What is the purpose of a constitution? -What is the basic structure of the U.S. Constitution? -How did the Founders hope to prevent any one branch of government from gaining too much power? -How does federalism divide power between levels of government? -From whom does government receive its power? -What is the importance of the Supreme Court case Marbury v. Madison? -What is the function of each of the 3 branches of government? -How does the elastic clause strengthen the power of congress? -What are the primary ways that changes are made to the constitution? -What freedoms and protections are granted in the Bill of Rights? -How do the amendments to the Constitution show the development of democracy in the United States? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with Student Expectations ( 1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The student is expected to: *(A) explain major political ideas in history, including the laws of nature and nature's God, unalienable rights, divine right of kings, social contract theory, and Standard Clarifications Philosophies, philosophers and ideas of government: Written constitutions, natural law and right/wrong forms of gov, such as authoritarian, direct democracy,etc.) Constitutionalis m- is the principal behind a political system Vocabulary laws of nature and of nature s God unalienable rights divine right of kings social contract theory government resistance Instructional Strategies graphic organizers, illustrated dictionary chart, visuals/videos, reciprocating teaching, Cornell Notes --Students will view the video Inside the shadows of North Korea Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. McGrawHill TEXT NationalGeographic: https://www.youtube.com/watch?v=dvg4mogjoty Inside the Shadows of North Korea ABC News: North Korea: Inside the Shadows Page 2 of 11
the rights of resistance to illegitimate government; (B) identify major intellectual, philosophical, political, and religious traditions that informed the American founding, including Judeo-Christian (especially biblical law), English common law and constitutionalism, Enlightenment, and republicanism, as they address issues of liberty, rights, and responsibilities of individuals; (C) identify the individuals whose principles of laws and government institutions informed the American founding documents, including those of Moses, William Blackstone, John Locke, and Charles de Montesquieu; in which the people limit the powers of their government by a written or unwritten constitution or contract. Thomas Hobbeslaws of nature, rule of law, protection of the minority. Jean Jacques Rousseau-laws of nature, populare sovereignty, scial contract theory John Locke-social contract theroy, unalienavle rights Charles de Montesquieu-sep aration of powers, checks and balances, Enlightenment and its influence on political thought. English Common Law Constitutionali sm Liberty Monarchy classical republic authoritarian direct democracy theocracy tribal socialists republics confederate system unitary system parliamentary system and write three essays in relation to the topic. Powerpoint/cla s lecture-fill in notes woksheets and handouts of excerpts of documents Group assignment: Pros/cons of dictaorships and democracies. Political Philosopers stickfigures. Page 3 of 11
William Blackstone-The relationship between the government and the individual Religious Influence Judeo-Christian Moses-Receives the 10 commandments Theories of Government Evolutionary Theory Force Theory Divine right of kings - is the idea that a monarch was ordained by god and responsible only to God and not to the people they govern. Social contract theory The rights of resistance to illegitimate government- Consent of the governed rule of law Enlightenment Moses William Blackstone John Locke Charles de Montesquieu Page 4 of 11
Documents and Eras of Influence: English Common law Enlightenmen ta cultural and philosophical movement in Europe that grew out of the new method of inquiry. The basic premise was the superiority of reason. (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The student is expected to: (C) compare the role of government in the U.S. free Bloom s Level Analyzing free enterprise system Page 5 of 11
enterprise system and other economic systems; (12) Government. The student understands the similarities and differences that exist among the U.S. system of government and other political systems. The student (A) compare the U.S. constitutional republic to historical and contemporary forms of government such as monarchy, a classical republic, authoritarian, socialist, direct democracy, theocracy, tribal, and other republics; Bloom s Level Analyzing This student expectation requires multiple comparisons. monarchy classical republic authoritarian socialist direct democracy theocracy Bill of Rights Institute Video Library (Requires differentiated filtering main page includes links to short viewing guides- videos hosted on YouTube) Representative Government Video Carta RobinHood Clips: Divine Right of Kings, Magna Youtube: Reading of the Declaration of Independence (12) Government. The student understands the similarities and differences that exist among the U.S. system of government and other political systems. The student (B) analyze advantages and disadvantages of federal, confederate, and unitary systems of government; Bloom s Level Analyzing Students must be able to compare the advantages and disadvantages of each of these government systems. Federal Government system - a system of political organization in S ystem of Gov federal, Page 6 of 11
which the powers of the government are divided between the national (federal), state and local governments. confederate unitary (12) Government. The student understands the similarities and differences that exist among the U.S. system of government and Confederate government system - a system of political organization in which an alliance of independent states creates a central government of very limited power. The member states have supreme authority over all matters except those few which have been expressly delegated to the central government. Unitary government system - -a system of political organization in which most or all of the governing powers resides in a centralized government. Bloom s Level Analyzing McGraw Hill: Presidential and Parliament Government graphic organizer. Page 7 of 11
other political systems. The student (C) analyze advantages and disadvantages of presidential and parliamentary systems of government. The students must be able to compare the advantages and disadvantages of the two systems Presidential system - In the presidential system there is a strong and independent chief executive with extensive powers in domestic and foreign affairs. They are independently elected apart from the legislature. The United States is the originator of this system. Argentina, Brazil, Mexico, and the Philippines are other examples of the presidential system of government. Parliamentary System -In the parliamentary system the legislative branch is supreme to the executive and judicial system. The executive and legislative branches are blurred. A prime minister and the Presidential system Parliamentary system Page 8 of 11
(20) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student ministers of several executive departments carry out the functions of the executive branch. The majority political party or a coalition of parties selects the Prime Minister. Japan, Canada, Great Britain are all examples of Parliamentary systems of government. Bloom s Level Analyzing (A) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; Page 9 of 11
(20) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student Bloom s Level Analyzing (C) analyze and defend a point of view on a current political issue; (21) Social studies skills. The student communicates in written, oral, and visual forms. The student Bloom s Level Applying (A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, and punctuation; (C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; (D) create written, oral, and visual presentations of social studies information Page 10 of 11
(22) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. Page 11 of 11