Jackson County Schools Curriculum Pacing Guide High School Social Science - Civics Fall / Spring Semester Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Foundations of Government and Declaration of Independence U. S. Constitution Legislative Branch Executive Branch Judicial Branch and Criminal Activity Civic Repsonsibility Political Behavior Local Government 15 days 10 days 15 days 15 days 20 days 10 days SSCG1 SSCG2 SSCG3 SSCG9 SSCG10 SSCG11 1. Use cardinal directions 2. Use intermediate directions 3. Use a letter/number grid system to determine location 4. Compare/contrast categories of natural/cultural/political features found on maps 5. Use inch to inch map scale to determine distance on map 6. Use map key/legend to acquire information from, historical, physical, political, resource, product and economic maps 7. Use a map to explain impact of geography on historical and current events Map and Globe SSCG12 SSCG13 SSCG14 SSCG15 SSCG20 SSCG16 SSCG21 SSCG22 SSCG7 SSCG8 SSCG18 8. Draw conclusions and make generalizations based on information from maps 9. Use latitude and longitude to determine location 10. Use graphic scales to determine distances on a map 11. Compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities 12. Compare maps with data sets (charts, tables, graphs) and /or readings to draw conclusions and make generalizations 1. Compare similarities and differences 2. Organize items chronologically 3. Identify issues and/or problems and alternative solutions 4. Distinguish between fact and opinion 5. Identify main idea, detail, sequence of events, and cause and effect in a social studies context 6. Identify and use primary and secondary sources 7. Interpret timelines 8. Identify social studies reference resources to use for a specific purpose Information Processing 9. Construct charts and tables 10. Analyze artifacts 11. Draw conclusions and make generalizations 12. Analyze graphs and diagrams 13. Translate dates into centuries, eras, or ages 14. Formulate appropriate research questions 15. Determine adequacy and/or relevancy of information 16. Check for consistency of information 17. Interpret political cartoons Jackson County Schools High School SS - Civics June 3, 2013
L9-10RH1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as date/origin of the information. L9-10RH2: Determine the central ideas/information of a primary/secondary source; provide an accurate summary of how key events/ideas develop in the text. L9-10RH3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. L9-10RH4:Determine the meaning of words and phrases used in a text, including vocabulary describing political, social, or economic aspects of social science. L9-10RH5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis Jackson County Schools Curriculum Pacing Guide High 9-10 School Literacy Social Standards Science in History - Civics 11-12 Literacy Standards in History L9-10RH6: Compare the point of view of two authors for how they treat the same or similar topics, including which details they include and emphasize in their accounts. L9-10RH7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. L9-10RH8: Assess the extent to which the reasoning and evidence in a text support the author s claims. L9-10RH9: Compare and contrast treatments of the same topic in several primary and secondary sources. L9-10RH10: By the end of grade 10, read and comprehend history/social studies texts independently and proficiently. ELACC11-12WHST1: Write arguments focused on discipline-specific content. in a style that responds to the discipline, context and expertise of likely readers. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), e. Provide a concluding statement or section that follows from and supports the distinguish the claim(s) from alternate or opposing claims, and create an organization information or explanation provided (e.g., articulating implications or the significance of that logically sequences the claim(s), counterclaims, reasons, and evidence. the topic). b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant ELACC11-12WHST4: Produce clear and coherent writing in which the development, data and evidence for each while pointing out the strengths and limitations of both organization, and style are appropriate to task, purpose, and audience. claim(s) and counterclaims in a discipline appropriate form that anticipates the ELACC11-12WHST5: Develop and strengthen writing as needed by planning, revising, audience s knowledge level, concerns, values, and possible biases. editing, rewriting, or trying a new approach, focusing on addressing what is most c. Use words, phrases, and clauses as well as varied syntax to link the major sections of significant for a specific purpose and audience. the text, create cohesion, and clarify the relationships between claim(s) and reasons, ELACC11-12WHST6: Use technology, including the Internet, to produce, publish, and between reasons and evidence, and between claim(s) and counterclaims. update individual or shared writing products in response to ongoing feedback, including d. Establish and maintain a formal style and objective tone while attending to the norms new arguments or information. and conventions of the discipline in which they are writing. ELACC11-12WHST7: Conduct short as well as more sustained research projects to e. Provide a concluding statement or section that follows or supports the argument. answer a question (including a self- generated question) or solve a problem; narrow or ELACC11-12WHST2: Write informative/explanatory texts, including the narration of broaden the inquiry when appropriate; synthesize multiple sources on the subject, historical events, scientific procedures/ experiments, or technical processes. demonstrating understanding of the subject under investigation. a. Introduce a topic and organize complex ideas, concepts, and information so that each ELACC11-12WHST8: Gather relevant information from multiple authoritative print and new element builds on the previous to create a unified whole; include formatting digital sources, using advanced searches effectively; assess the strengths and limitations (headings), graphics (figures, tables), and multimedia when aiding comprehension. of each source in terms of the specific task, purpose, and audience; integrate b. Develop the topic thoroughly by selecting the most significant and relevant facts, information into the text selectively to maintain the flow of ideas, avoiding plagiarism extended definitions, concrete details, quotations, or other information and examples and overreliance on any one source and following a standard format for citation. appropriate to the audience s knowledge of the topic. ELACC11-12WHST9: Draw evidence from informational texts to support analysis, c. Use varied transitions and sentence structures to link the major sections of the text, reflection, and research. create cohesion, and clarify the relationships among complex ideas and concepts. ELACC11-12WHST10: Write routinely over extended time frames (time for reflection d. Use precise language, domain-specific vocabulary and techniques such as metaphor, and revision) and shorter time frames (a single sitting or a day or two) for a range of simile, and analogy to manage the complexity of the topic: convey a knowledge stance discipline-specific tasks, purposes, and audiences. Jackson County Schools High School SS - Civics June 3, 2013
Jackson County Schools Curriculum Pacing Guide Unit 1: Foundations of Government and Declaration of Independence SSCG1 The student will demonstrate knowledge of the political philosophies that shaped the development of United States constitutional government. a. Analyze key ideas of limited government and the rule of law as seen in the Magna Carta, the Petition of Rights, and the English Bill of Rights. b. Analyze the writings of Hobbes (Leviathan), Locke (Second Treatise on Government), and Montesquieu (The Spirit of Laws) as they affect our concept of government. SSCG3 The student will demonstrate knowledge of the United States Constitution. a. Explain the main ideas in debate over ratification; include those in The Federalist. b. Analyze the purpose of government stated in the Preamble of the United States Constitution. SSCG9 The student will explain the differences between the House of Representatives and the Senate, with emphasis on terms of office, powers, organization, leadership, and representation of each house. SSCG10 The student will describe the legislative process including the roles played by committees and leadership. a. Explain the steps in the legislative process. b. Explain the function of various leadership positions within the legislature. SSCG12 The student will analyze the various roles played by the President of theunited States; include Commander-in-Chief of the Armed Forces, chief executive, chief agenda setter, representative of the nation, chief of state, foreign policy leader, and party leader. SSCG13 The student will describe the qualifications for becoming President of the United States. a. Explain the written qualifications for President of the United States. b. Describe unwritten qualifications common to past presidents. SSCG14 The student will explain the impeachment process and its usage for elected officials. Unit 2: U.S. Constitution Unit 3: Legislative Branch Unit 4: Executive Branch SSCG2 The student will analyze the natural rights philosophy and the nature of government expressed in the Declaration of Independence. a. Compare and contrast the Declaration of Independence and the Social Contract Theory. b. Evaluate the Declaration of Independence as a persuasive argument. c. Explain the fundamental principles upon which the United States Constitution is based; include the rule of law, popular sovereignty, separation of powers, checks and balances, and federalism. SSCG11 The student will describe the influence of lobbyists (business, labor, professional organizations) and special interest groups on the legislative process. a. Explain the function of lobbyists. b. Describe the laws and rules that govern lobbyists. c. Explain the function of special interest groups. a. Explain the impeachment process as defined in the U.S. Constitution. b. Describe the impeachment proceedings of Andrew Johnson and Bill Clinton. SSCG15 The student will explain the functions of the departments and agencies of the federal bureaucracy. a. Compare and contrast the organization and responsibilities of independent regulatory agencies, government corporations, and executive agencies. b. Explain the functions of the Cabinet. SSCG20 The student will describe the tools used to carry out United States foreign policy (diplomacy; economic, military, and humanitarian aid; treaties; sanctions and military intervention). Jackson County Schools High School SS - Civics June 3, 2013
SSCG16 The student will demonstrate knowledge of the operation of the federal judiciary. a. Explain the jurisdiction of the Supreme Court, federal courts and the state courts. b. Examine how John Marshall established the Supreme Court as an independent, coequal branch of government through his opinions in Marbury v. Madison. c. Describe how the Supreme Court decides cases. d. Compare the philosophies of judicial activism and judicial restraint. SSCG7 The student will describe how thoughtful and effective participation in civic life is characterized by obeying the law, paying taxes, serving on a jury, participating in the political process, performing public service, registering for military duty, being informed about current issues, and respecting differing opinions. SSCG8 The student will demonstrate knowledge of local, state, and national elections. a. Describe the organization, role, and constituencies of political parties. b. Describe the nomination and election process. Jackson County Schools Curriculum Pacing Guide Unit 5: Judicial Branch and Criminal Activity Unit 6: Civic Repsonsibility - Political Behavior - Local Government SSCG20 The student will describe the tools used to carry out United States foreign policy (diplomacy; economic, military, and humanitarian aid; treaties; sanctions and military intervention). SSCG21 The student will describe the causes and effects of criminal activity. a. Examine the nature and causes of crimes. b. Explain the effects criminal acts have on their intended victims. c. Categorize different types of crimes. d. Explain the different types of defenses used by perpetrators of crime. c. Examine campaign funding and spending. d. Analyze the influence of media coverage, campaign advertising, and public opinion polls. e. Identify how amendments extend the right to vote. SSCG18 The student will demonstrate knowledge of the powers of Georgia s state and local governments. a. Examine the powers of state and local government. b. Examine sources of revenue received by each level of government. c. Analyze the services provided by state and local government. Jackson County Schools High School SS - Civics June 3, 2013
Unit 1: Foundations of American Government and Declaration of Independence 3 weeks SSCG1 The student will demonstrate knowledge of the political philosophies that shaped the development of United States constitutional government. a. Analyze key ideas of limited government and the rule of law as seen in the Magna Carta, the Petition of Rights, and the English Bill of Rights. b. Analyze the writings of Hobbes (Leviathan), Locke (Second Treatise on Government), and Montesquieu (The Spirit of Laws) as they affect our concept of government. SSCG2 The student will analyze the natural rights philosophy and the nature of government expressed in the Declaration of Independence. b. Evaluate the Declaration of Independence as a persuasive argument. How the rule of law is applicable to all U.S. citizens The major concepts that came from the English Bill of Rights and the Magna Carta and the influence on American government How major political philosophers influenced the formation of U.S. government The Declaration of Independence was instrumental in the development of American democracy Analyze the key ideas of government as seen in the Magna Carta, the Petition of Rights, and the English Bill of Rights; analyze the writings of major political philosophers Evaluate the Declaration of Independence as a persuasive argument. Evaluate (3) Analyze (4) The principle of rule of law is one of the guiding foundations of American government The fundamental concepts of U.S. government were derived from English history and major political philosophers The Declaration of Independence was instrumental in the development of American democracy Why should the law be applicable to everyone? What are the key concepts of the English legal system that are reflected in American government? How did the Declaration of Independence lead to the American Revolution and the formation of U.S. government?
Unit 2: U.S. Constitution 2 weeks SSCG3 The student will demonstrate knowledge of the United States Constitution. a. Explain the main ideas in debate over ratification; include those in The Federalist. b. Analyze the purpose of government stated in the Preamble of the United States Constitution. c. Explain the fundamental principles upon which the United States Constitution is based; include the rule of law, popular sovereignty, separation of powers, checks and balances, and federalism. The debate over ratification of the U.S. Constitution The role of government as described in the Preamble Key aspects of the U.S. Constitution Explain the main ideas in the debate over ratification of the U.S. Constitution; explain the principles of the U.S. Constitution Analyze the purpose of government stated in the Preamble of the U.S. Constitution Explain (3) Analyze (4) Anti-Federalists fought for individual freedoms that are guaranteed in the Bill of Rights The Preamble outlined the goals the founding fathers had for our enduring government The fundamentals and principles of the U.S. Constitution include the rule of law, popular sovereignty, separation of powers, checks and balances, and federalism. Why did the Anti-Federalists have reservations about ratifying the U.S. Constitution? What was the purpose of the Preamble? What principles derived from the English form of government and from major political philosophers were incorporated into the U.S. Constitution?
Unit 3: Legislative Branch 3 weeks SSCG9 The student will explain the differences between the House of Representatives and the Senate, with emphasis on terms of office, powers, organization, leadership, and representation of each house. SSCG10 The student will describe the legislative process including the roles played by committees and leadership. a. Explain the steps in the legislative process. SSCG11 The student will describe the influence of lobbyists (business, labor, professional organizations) and special interest groups on the legislative process. a. Explain the function of lobbyists. c. Explain the function of special interest groups. Differences between House of Representatives and the Senate Similarities in the leadership roles in the two houses of Congress The influence of lobbyists and special interest groups There are shared and divided powers between both houses of Congress How a bill becomes a law Similarities and differences between house committees and the purposes of these committees Lobbyists and special interest groups influence the policymakers of the legislative branch Explain the differences between the House of Representatives and the Senate Describe the legislative process, including the roles played by committees and leadership; describe the influence of lobbyists and special interest groups on the legislative process. Explain (3) Describe (2) What are some of the shared and divided powers between both houses of Congress? What is the importance of using committees in the legislative process? How do lobbyists influence members of Congress?
Unit 4: Executive Branch 3 weeks SSCG12 The student will analyze the various roles played by the President of the United States; include Commander-in-Chief of the Armed Forces, chief executive, chief agenda setter, representative of the nation, chief of state, foreign policy leader, and party leader. SSCG13 The student will describe the qualifications for becoming President of the United States. a. Explain the written qualifications for President of the United States. b. Describe unwritten qualifications common to past presidents. SSCG14 The student will explain the impeachment process and its usage for elected officials. a. Explain the impeachment process as defined in the U.S. Constitution. b. Describe the impeachment proceedings of Andrew Johnson and Bill Clinton. SSCG15 The student will explain the functions of the departments and agencies of the federal bureaucracy. b. Explain the functions of the Cabinet. SSCG20 The student will describe the tools used to carry out United States foreign policy (diplomacy; economic, military, and humanitarian aid; treaties; sanctions and military intervention). The various role played by the president The qualifications for becoming president The impeachment process and how it has been used historically The functions of the cabinet The tools used to implement U.S. foreign policy The U.S. President is largely regarded as one of the most powerful people in the world as evident by his many roles in leading the country There are more expectations for becoming U.S. President than merely the written qualifications The House of Representatives and the Senate play distinct roles in the impeachment process, and both Presidents Andrew Johnson and Bill Clinton were impeached but were not removed from office The Cabinet serves as advisors in its support for the U.S. President The U.S. has an arsenal of tools in carrying out its foreign policy objectives Analyze the various roles played by the President of the United States Describe the qualifications for becoming President of the United States; describe the tools used to carry out United States foreign policy Explain the impeachment process; explain the functions of the departments and agencies of the federal bureaucracy Explain (3) Describe (2) Analyze (4) What do you feel is the most important role of a president? What do the American people look for in a president other than the written requirements for becoming president? What is the role of the House and the Senate in the impeachment process? Why were Presidents Johnson and Clinton impeached but not removed from office? What role does each Cabinet leader serve in advising the president? What are the various means the president can use in seeking U.S. foreign policy objectives?
Unit 5: Judicial Branch and Criminal Activity 4 weeks SSCG16 The student will demonstrate knowledge of the operation of the federal judiciary. a. Explain the jurisdiction of the Supreme Court, federal courts and the state courts. b. Examine how John Marshall established the Supreme Court as an independent, coequal branch of government through his opinions in Marbury v. Madison. c. Describe how the Supreme Court decides cases. SSCG21 The student will describe the causes and effects of criminal activity. a. Examine the nature and causes of crimes. SSCG22 The student will demonstrate knowledge of the criminal justice process. b. Explain an individual s due process rights. c. Describe the steps in a criminal trial or civil suit. The historical importance of the Marbury v. Madison case The similarities and differences between criminal and civil law Due process rights of citizens The various causes and consequences of crimes Explain the jurisdiction of the Supreme Court; explain due process Examine the establishment of the Supreme Court; examine the nature and causes of crimes Describe the steps in a criminal trial or civil suit Describe (2) Examine (2) Explain (3) The Marbury v. Madison case established judicial review, and it set a precedent for how decisions are made by the courts The process and requirements involved in the criminal and civil law systems are different Due process protects the legal rights of American citizens The American people play a significant role in determining the severity of punishments for the various crimes in the criminal justice system What was the historical significance of Marbury v. Madison? What type of evidence and steps are required in the criminal justice system and in civil cases? What are some of the rights that are considered part of due process? How do the American people play a role in the criminal justice system?
Unit 6: Civic Responsibility and Political Behavior and State and Local Government 2 weeks SSCG7 The student will describe how thoughtful and effective participation in civic life is characterized by obeying the law, paying taxes, serving on a jury, participating in the political process, performing public service, registering for military duty, being informed about current issues, and respecting differing opinions. SSCG8 The student will demonstrate knowledge of local, state, and national elections. a. Describe the organization, role, and constituencies of political parties. b. Describe the nomination and election process. e. Identify how amendments extend the right to vote. SSCG18 The student will demonstrate knowledge of the powers of Georgia s state and local governments. a. Examine the powers of state and local government. The duties included in civic responsibility The election procedures on local, state, and national levels How the state and local governments share and differentiate in terms of powers and responsibilities Describe civic responsibility; describe the role of political parties; describe the election process Examine the powers of state and local government Identify Amendments that extended the right to vote Examine (2) Describe (2) Identify (1) Civic responsibilities are vital to the stability of U.S. government and society The electoral college is used to choose the U.S. President as opposed to the majority vote used in other types of elections State and local governments exercise reserved powers in meeting the needs of American citizens How does one determine one s civic responsibility? How are representatives on the various levels of government chosen? What are the main functions and responsibilities of the state and local government?