US Government TEKS :: The student is expected to... explain major political ideas in history such as natural law, natural rights, divine right of kings, and social contract theory.[usg.1a] identify the characteristics of classic forms of government such as absolute monarchy, authoritarianism, classical republic, despotism, feudalism, liberal democracy, and totalitarianism.[usg.1b] analyze the principles and ideas that underlie the Declaration of Independence and the U.S. Constitution, including those of Thomas Hobbes, John Locke, and Charles de Montesquieu.[USG.2A] analyze the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, and James Madison, on the development of the U.S. government.[usg.2b] analyze debates and compromises necessary to reach political decisions using historical documents.[usg.2c] identify significant individuals in the field of government and politics, including Abraham Lincoln, George Washington, and selected contemporary leaders.[usg.2d] give examples of the processes used by individuals, political parties, interest groups, or the media to affect public policy.[usg.3a] analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present.[usg.3b] analyze the political significance to the United States of the location and geographic characteristics of selected places or regions such as Cuba and Taiwan.[USG.4A] analyze the economic significance to the United States of the location and geographic characteristics of selected places and regions such as oil fields in the Middle East.[USG.4B] analyze and evaluate the consequences of a government policy that affects the physical characteristics of a place or region.[usg.5a] analyze and evaluate the consequences of a government policy that affects the human characteristics of a place or region.[usg.5b] analyze government policies that influence the economy at the local, state, and national levels.[usg.6a] identify the sources of revenue and expenditures of the U. S. government and analyze their impact on the U.S. economy.[usg.6b] compare the role of government in the U.S. free enterprise system and other economic systems.[usg.6c] explain the effects of international trade on U.S. economic and political policies.[usg.7a] explain the government's role in setting international trade policies.[usg.7b] explain the importance of a written constitution.[usg.8a] evaluate how the federal government serves the purposes set forth in the Preamble to the U.S. Constitution. [USG.8B] analyze how the Federalist Papers explain the principles of the American constitutional system of government. [USG.8C] evaluate constitutional provisions for limiting the role of government, including republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.[usg.8d] analyze the processes by which the U.S. Constitution can be changed and evaluate their effectiveness. [USG.8E] analyze how the American beliefs and principles reflected in the U.S. Constitution contribute to our national identity.[usg.8f] analyze the structure and functions of the legislative branch of government, including the bicameral structure of Congress, the role of committees, and the procedure for enacting laws.[usg.9a] analyze the structure and functions of the executive branch of government, including the constitutional powers of the president, the growth of presidential power, and the role of the Cabinet and executive departments. [USG.9B] analyze the structure and functions of the judicial branch of government, including the federal court system and types of jurisdiction.[usg.9c] analyze the functions of selected independent executive agencies and regulatory commissions such as the National Aeronautics and Space Administration and the Federal Communications Commission.[USG.9D] explain how certain provisions of the U.S. Constitution provide for checks and balances among the three branches of government.[usg.9e] analyze selected issues raised by judicial activism and judicial restraint.[usg.9f] explain the major responsibilities of the federal government for domestic and foreign policy.[usg.9g]
compare the structure and functions of the Texas state government to the federal system.[usg.9h] analyze the structure and functions of local government.[usg.9i] explain why the Founding Fathers created a distinctly new form of federalism and adopted a federal system of government instead of a unitary system.[usg.10a] categorize government powers as national, state, or shared.[usg.10b] analyze historical conflicts over the respective roles of national and state governments.[usg.10c] evaluate the limits on the national and state governments in the U.S. federal system of government.[usg.10d] compare different methods of filling public offices, including elected and appointed offices, at the local, state, and national levels.[usg.11a] analyze and evaluate the process of electing the President of the United States.[USG.11B] identify the functions of political parties.[usg.12a] analyze the two-party system and evaluate the role of third parties in the United States.[USG.12B] analyze the role of political parties in the electoral process at local, state, and national levels.[usg.12c] identify opportunities for citizens to participate in political party activities at local, state, and national levels. [USG.12D] compare the U.S. system of government with other political systems.[usg.13a] analyze advantages and disadvantages of federal, confederate, and unitary systems of government.[usg.13b] analyze advantages and disadvantages of presidential and parliamentary systems of government.[usg.13c] understand the roles of limited government and the rule of law to the protection of individual rights.[usg.14a] analyze the rights guaranteed by the Bill of Rights, including first amendment freedoms.[usg.14b] analyze issues addressed in selected cases such as Engel v. Vitale, Miranda v. Arizona, and Schenck v. U.S. that involve Supreme Court interpretations of rights guaranteed by the U.S. Constitution.[USG.14C] analyze the role of each branch of government in protecting the rights of individuals.[usg.14d] explain the importance of due process rights to the protection of individual rights and to the limits on the powers of government.[usg.14e] analyze the impact of the incorporation doctrine involving due process and the Bill of Rights on individual rights, federalism, and majority rule.[usg.14f] explain the difference between personal and civic responsibilities.[usg.15a] evaluate whether and/or when the obligation of citizenship requires that personal desires and interests be subordinated to the public good.[usg.15b] evaluate whether and/or when the rights of individuals are inviolable even against claims for the public good. [USG.15C] analyze the consequences of political decisions and actions on society.[usg.15d] analyze the effectiveness of various methods of participation in the political process at local, state, and national levels.[usg.16a] analyze historical and contemporary examples of citizen movements to bring about political change or to maintain continuity.[usg.16b] analyze the factors that influence an individual's political attitudes and actions.[usg.16c] compare and evaluate characteristics, style, and effectiveness of state and national leaders, past and present. [USG.16D] analyze different points of view of political parties and interest groups on important contemporary issues. [USG.17A] analyze the importance of free speech and press in a democratic society.[usg.17b] express and defend a point of view on an issue of contemporary interest in the United States.[USG.17C] evaluate a political policy or decision in the United States that was a result of changes in American culture. [USG.18A] analyze changes in American culture brought about by government policies such as voting rights, the GI bill, and racial integration.[usg.18b] describe an example of a government policy that has affected a particular racial, ethnic, or religious group. [USG.18C]
identify examples of government-assisted research that, when shared with the private sector, have resulted in improved consumer products such as computer and communication technologies.[usg.19a] analyze how U.S. government policies fostering competition and entrepreneurship have resulted in scientific discoveries and technological innovations.[usg.19b] analyze the potential impact on society of recent scientific discoveries and technological innovations.[usg.20a] analyze the reaction of government to scientific discoveries and technological innovations.[usg.20b] 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.[usg.21a] create a product on a contemporary government issue or topic using critical methods of inquiry.[usg.21b] explain a point of view on a government issue.[usg.21c] analyze and evaluate the validity of information from primary and secondary sources for bias, propaganda, point of view, and frame of reference.[usg.21d] evaluate government data using charts, tables, graphs, and maps.[usg.21e] use appropriate mathematical skills to interpret social studies information such as maps and graphs.[usg.21f] use social studies terminology correctly.[usg.22a] use standard grammar, spelling, sentence structure, and punctuation.[usg.22b] transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.[usg.22c] create written, oral, and visual presentations of social studies information.[usg.22d] 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. [USG.23A] 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.[usg.23b] US Government New TEKS 2011-2012 Standards :: The student is expected to... 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 the rights of resistance to illegitimate government.[usg.1a] 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.[usg.1b] 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.[USG.1C] identify the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S. government.[usg.1d] examine debates and compromises that impacted the creation of the founding documents.[usg.1e] identify significant individuals in the field of government and politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan.[USG.1F] give examples of the processes used by individuals, political parties, interest groups, or the media to affect public policy.[usg.2a] analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present.[usg.2b] understand how population shifts affect voting patterns.[usg.3a] examine political boundaries to make inferences regarding the distribution of political power.[usg.3b] explain how political divisions are crafted and how they are affected by Supreme Court decisions such as Baker v. Carr.[USG.3C] identify the significance to the United States of the location and key natural resources of selected global places or regions.[usg.4a] analyze how U.S. foreign policy affects selected places and regions.[usg.4b] explain how government fiscal, monetary, and regulatory policies influence the economy at the local, state, and national levels.[usg.5a]
identify the sources of revenue and expenditures of the U. S. government and analyze their impact on the U.S. economy.[usg.5b] compare the role of government in the U.S. free enterprise system and other economic systems. understand how government taxation and regulation can serve as restrictions to private enterprise.[usg.5d] examine how the U.S. government uses economic resources in foreign policy.[usg.6a] understand the roles of the executive and legislative branches in setting international trade and fiscal policies. [USG.6B] explain the importance of a written constitution.[usg.7a] evaluate how the federal government serves the purposes set forth in the Preamble to the U.S. Constitution. [USG.7B] analyze how the Federalist Papers such as Number 10, Number 39, and Number 51 explain the principles of the American constitutional system of government.[usg.7c] evaluate constitutional provisions for limiting the role of government, including republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.[usg.7d] describe the constitutionally prescribed procedures by which the U.S. Constitution can be changed and analyze the role of the amendment process in a constitutional government.[usg.7e] identify how the American beliefs and principles reflected in the Declaration of Independence and the U.S. Constitution contribute to both a national identity and federal identity and are embodied in the United States today.[usg.7f] examine the reasons the Founding Fathers protected religious freedom in America and guaranteed its free exercise by saying that "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof," and compare and contrast this to the phrase, "separation of church and state."[usg.7g] analyze the structure and functions of the legislative branch of government, including the bicameral structure of Congress, the role of committees, and the procedure for enacting laws.[usg.8a] analyze the structure and functions of the executive branch of government, including the constitutional powers of the president, the growth of presidential power, and the role of the Cabinet and executive departments. [USG.8B] analyze the structure and functions of the judicial branch of government, including the federal court system, types of jurisdiction, and judicial review.[usg.8c] identify the purpose of selected independent executive agencies, including the National Aeronautics and Space Administration (NASA), and regulatory commissions, including the Environmental Protection Agency (EPA), Occupational Safety and Health Administration (OSHA), Food and Drug Administration (FDA), and Federal Communications Commission (FCC).[USG.8D] explain how certain provisions of the U.S. Constitution provide for checks and balances among the three branches of government.[usg.8e] analyze selected issues raised by judicial activism and judicial restraint.[usg.8f] explain the major responsibilities of the federal government for domestic and foreign policy such as national defense.[usg.8g] compare the structures, functions, and processes of national, state, and local governments in the U.S. federal system.[usg.8h] explain why the Founding Fathers created a distinctly new form of federalism and adopted a federal system of government instead of a unitary system.[usg.9a] categorize government powers as national, state, or shared.[usg.9b] analyze historical and contemporary conflicts over the respective roles of national and state governments. [USG.9C] understand the limits on the national and state governments in the U.S. federal system of government.[usg.9d] compare different methods of filling public offices, including elected and appointed offices at the local, state, and national levels.[usg.10a] explain the process of electing the president of the United States and analyze the Electoral College.[USG.10B] analyze the impact of the passage of the 17th Amendment.[USG.10C] analyze the functions of political parties and their role in the electoral process at local, state, and national levels. [USG.11A] explain the two-party system and evaluate the role of third parties in the United States.[USG.11B]
identify opportunities for citizens to participate in political party activities at local, state, and national levels. [USG.11C] 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.[usg.12a] analyze advantages and disadvantages of federal, confederate, and unitary systems of government.[usg.12b] analyze advantages and disadvantages of presidential and parliamentary systems of government.[usg.12c] understand the roles of limited government and the rule of law in the protection of individual rights.[usg.13a] identify and define the unalienable rights.[usg.13b] identify the freedoms and rights guaranteed by each amendment in the Bill of Rights.[USG.13C] analyze U.S. Supreme Court interpretations of rights guaranteed by the U.S. Constitution in selected cases, including Engel v. Vitale, Schenck v. United States, Texas v. Johnson, Miranda v. Arizona, Gideon v. Wainwright, Mapp v. Ohio, and Roe v. Wade.[USG.13D] explain the importance of due process rights to the protection of individual rights and in limiting the powers of government.[usg.13e] recall the conditions that produced the 14th Amendment and describe subsequent efforts to selectively extend some of the Bill of Rights to the states, including the Blaine Amendment and U.S. Supreme Court rulings, and analyze the impact on the scope of fundamental rights and federalism.[usg.13f] explain the difference between personal and civic responsibilities.[usg.14a] evaluate whether and/or when the obligation of citizenship requires that personal desires and interests be subordinated to the public good.[usg.14b] understand the responsibilities, duties, and obligations of citizenship such as being well informed about civic affairs, serving in the military, voting, serving on a jury, observing the laws, paying taxes, and serving the public good.[usg.14c] understand the voter registration process and the criteria for voting in elections.[usg.14d] analyze the effectiveness of various methods of participation in the political process at local, state, and national levels.[usg.15a] analyze historical and contemporary examples of citizen movements to bring about political change or to maintain continuity.[usg.15b] understand the factors that influence an individual's political attitudes and actions.[usg.15c] examine different points of view of political parties and interest groups such as the League of United Latin American Citizens (LULAC), the National Rifle Association (NRA), and the National Association for the Advancement of Colored People (NAACP) on important contemporary issues.[usg.16a] analyze the importance of the First Amendment rights of petition, assembly, speech, and press and the Second Amendment right to keep and bear arms.[usg.16b] evaluate a U.S. government policy or court decision that has affected a particular racial, ethnic, or religious group such as the Civil Rights Act of 1964 and the U.S. Supreme Court cases of Hernandez v. Texas and Grutter v. Bollinger.[USG.17A] explain changes in American culture brought about by government policies such as voting rights, the Servicemen's Readjustment Act of 1944 (GI Bill of Rights), the Immigration and Nationality Act of 1965, the Immigration Reform and Control Act of 1986, affirmative action, and racial integration.[usg.17b] understand how U.S. constitutional protections such as patents have fostered competition and entrepreneurship.[usg.18a] identify examples of government-assisted research that, when shared with the private sector, have resulted in improved consumer products such as computer and communication technologies.[usg.18b] understand the potential impact on society of recent scientific discoveries and technological innovations. [USG.19A] evaluate the impact of the Internet and other electronic information on the political process.[usg.19b] 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.[usg.20a] create a product on a contemporary government issue or topic using critical methods of inquiry.[usg.20b] analyze and defend a point of view on a current political issue.[usg.20c] analyze and evaluate the validity of information, arguments, and counterarguments from primary and secondary sources for bias, propaganda, point of view, and frame of reference.[usg.20d]
evaluate government data using charts, tables, graphs, and maps.[usg.20e] use appropriate mathematical skills to interpret social studies information such as maps and graphs.[usg.20f] use social studies terminology correctly.[usg.21a] use standard grammar, spelling, sentence structure, and punctuation.[usg.21b] transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.[usg.21c] create written, oral, and visual presentations of social studies information.[usg.21d] 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. [USG.22A] 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.[usg.22b] United States Government Scope and Sequence :: The student is expected to... Scope and Sequence 1st Nine Weeks :: The student is expected to... Unit 1 TEKS/Specifications 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 the rights of resistance to illegitimate government.[usg.1a] 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.[usg.1b] 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.[USG.1C] identify the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S. government.[usg.1d] examine debates and compromises that impacted the creation of the founding documents.[usg.1e] identify significant individuals in the field of government and politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan.[USG.1F] compare the role of government in the U.S. free enterprise system and other economic systems. 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.[usg.12a] analyze advantages and disadvantages of federal, confederate, and unitary systems of government.[usg.12b] analyze advantages and disadvantages of presidential and parliamentary systems of government.[usg.12c] 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.[usg.20a] use social studies terminology correctly.[usg.21a] transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.[usg.21c] Unit 1 Documents Foundations of Government (3 weeks) Unit 1 At-A-Glance Scope and Sequence Universal Generalizations/Guiding Questions Instructional Resources Academic Vocabulary Assessments Sample Lessons NAT GEO ELPS Sample Lessons Unit 2 TEKS/Specifications
explain how government fiscal, monetary, and regulatory policies influence the economy at the local, state, and national levels.[usg.5a] compare the structures, functions, and processes of national, state, and local governments in the U.S. federal system.[usg.8h] explain why the Founding Fathers created a distinctly new form of federalism and adopted a federal system of government instead of a unitary system.[usg.9a] categorize government powers as national, state, or shared.[usg.9b] analyze historical and contemporary conflicts over the respective roles of national and state governments. [USG.9C] understand the limits on the national and state governments in the U.S. federal system of government.[usg.9d] compare different methods of filling public offices, including elected and appointed offices at the local, state, and national levels.[usg.10a] 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.[usg.20a] use social studies terminology correctly.[usg.21a] Unit 2 Documents Federalism: National, State and Local Government (3 weeks) At-A-Glance Scope and Sequence Universal Generalizations/Guiding Questions Instructional Resources Academic Vocabulary Assessments Sample Lessons NAT GEO ELPS Sample Lessons Unit 3 TEKS/Specifications give examples of the processes used by individuals, political parties, interest groups, or the media to affect public policy.[usg.2a] analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present.[usg.2b] identify how the American beliefs and principles reflected in the Declaration of Independence and the U.S. Constitution contribute to both a national identity and federal identity and are embodied in the United States today.[usg.7f] analyze the functions of political parties and their role in the electoral process at local, state, and national levels. [USG.11A] explain the two-party system and evaluate the role of third parties in the United States.[USG.11B] explain the difference between personal and civic responsibilities.[usg.14a] evaluate whether and/or when the obligation of citizenship requires that personal desires and interests be subordinated to the public good.[usg.14b] understand the responsibilities, duties, and obligations of citizenship such as being well informed about civic affairs, serving in the military, voting, serving on a jury, observing the laws, paying taxes, and serving the public good.[usg.14c] understand the voter registration process and the criteria for voting in elections.[usg.14d] analyze the effectiveness of various methods of participation in the political process at local, state, and national levels.[usg.15a] analyze historical and contemporary examples of citizen movements to bring about political change or to maintain continuity.[usg.15b] understand the factors that influence an individual's political attitudes and actions.[usg.15c] examine different points of view of political parties and interest groups such as the League of United Latin American Citizens (LULAC), the National Rifle Association (NRA), and the National Association for the Advancement of Colored People (NAACP) on important contemporary issues.[usg.16a] analyze and defend a point of view on a current political issue.[usg.20c]
analyze and evaluate the validity of information, arguments, and counterarguments from primary and secondary sources for bias, propaganda, point of view, and frame of reference.[usg.20d] use social studies terminology correctly.[usg.21a] transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.[usg.21c] Unit 3 Documents Political Behavior (3 weeks) At-A-Glance Scope and Sequence Universal Generalizations/Guiding Questions Instructional Resources Academic Vocabulary Assessments Sample Lessons NAT GEO ELPS Sample Lessons 2nd Nine Weeks :: The student is expected to... Unit 4 TEKS/Specifications understand how population shifts affect voting patterns.[usg.3a] examine political boundaries to make inferences regarding the distribution of political power.[usg.3b] explain how political divisions are crafted and how they are affected by Supreme Court decisions such as Baker v. Carr.[USG.3C] identify the sources of revenue and expenditures of the U. S. government and analyze their impact on the U.S. economy.[usg.5b] understand how government taxation and regulation can serve as restrictions to private enterprise.[usg.5d] understand the roles of the executive and legislative branches in setting international trade and fiscal policies. [USG.6B] describe the constitutionally prescribed procedures by which the U.S. Constitution can be changed and analyze the role of the amendment process in a constitutional government.[usg.7e] analyze the structure and functions of the legislative branch of government, including the bicameral structure of Congress, the role of committees, and the procedure for enacting laws.[usg.8a] explain the major responsibilities of the federal government for domestic and foreign policy such as national defense.[usg.8g] analyze the impact of the passage of the 17th Amendment.[USG.10C] identify examples of government-assisted research that, when shared with the private sector, have resulted in improved consumer products such as computer and communication technologies.[usg.18b] 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.[usg.20a] create a product on a contemporary government issue or topic using critical methods of inquiry.[usg.20b] analyze and evaluate the validity of information, arguments, and counterarguments from primary and secondary sources for bias, propaganda, point of view, and frame of reference.[usg.20d] evaluate government data using charts, tables, graphs, and maps.[usg.20e] use social studies terminology correctly.[usg.21a] use standard grammar, spelling, sentence structure, and punctuation.[usg.21b] transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.[usg.21c] Unit 4 Documents The Legislative Branch (3 weeks) At-A-Glance Scope and Sequence Universal Generalizations/Guiding Questions Instructional Resources Academic Vocabulary
Assessments Sample Lessons NAT GEO ELPS Sample Lessons Unit 5 TEKS/Specifications identify the significance to the United States of the location and key natural resources of selected global places or regions.[usg.4a] analyze how U.S. foreign policy affects selected places and regions.[usg.4b] examine how the U.S. government uses economic resources in foreign policy.[usg.6a] understand the roles of the executive and legislative branches in setting international trade and fiscal policies. [USG.6B] analyze the structure and functions of the executive branch of government, including the constitutional powers of the president, the growth of presidential power, and the role of the Cabinet and executive departments. [USG.8B] identify the purpose of selected independent executive agencies, including the National Aeronautics and Space Administration (NASA), and regulatory commissions, including the Environmental Protection Agency (EPA), Occupational Safety and Health Administration (OSHA), Food and Drug Administration (FDA), and Federal Communications Commission (FCC).[USG.8D] explain the major responsibilities of the federal government for domestic and foreign policy such as national defense.[usg.8g] explain the process of electing the president of the United States and analyze the Electoral College.[USG.10B] understand the potential impact on society of recent scientific discoveries and technological innovations. [USG.19A] evaluate the impact of the Internet and other electronic information on the political process.[usg.19b] use social studies terminology correctly.[usg.21a] create written, oral, and visual presentations of social studies information.[usg.21d] 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. [USG.22A] 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.[usg.22b] Unit 5 Documents The Executive Branch (3 weeks) At-A-Glance Scope and Sequence Universal Generalizations/Guiding Questions Instructional Resources Academic Vocabulary Assessments Sample Lessons NAT GEO ELPS Sample Lessons Unit 6 TEKS/Specifications analyze the structure and functions of the judicial branch of government, including the federal court system, types of jurisdiction, and judicial review.[usg.8c] explain how certain provisions of the U.S. Constitution provide for checks and balances among the three branches of government.[usg.8e] analyze selected issues raised by judicial activism and judicial restraint.[usg.8f] analyze U.S. Supreme Court interpretations of rights guaranteed by the U.S. Constitution in selected cases, including Engel v. Vitale, Schenck v. United States, Texas v. Johnson, Miranda v. Arizona, Gideon v. Wainwright, Mapp v. Ohio, and Roe v. Wade.[USG.13D] explain the importance of due process rights to the protection of individual rights and in limiting the powers of government.[usg.13e]
recall the conditions that produced the 14th Amendment and describe subsequent efforts to selectively extend some of the Bill of Rights to the states, including the Blaine Amendment and U.S. Supreme Court rulings, and analyze the impact on the scope of fundamental rights and federalism.[usg.13f] analyze the importance of the First Amendment rights of petition, assembly, speech, and press and the Second Amendment right to keep and bear arms.[usg.16b] evaluate a U.S. government policy or court decision that has affected a particular racial, ethnic, or religious group such as the Civil Rights Act of 1964 and the U.S. Supreme Court cases of Hernandez v. Texas and Grutter v. Bollinger.[USG.17A] explain changes in American culture brought about by government policies such as voting rights, the Servicemen's Readjustment Act of 1944 (GI Bill of Rights), the Immigration and Nationality Act of 1965, the Immigration Reform and Control Act of 1986, affirmative action, and racial integration.[usg.17b] 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.[usg.20a] evaluate government data using charts, tables, graphs, and maps.[usg.20e] use appropriate mathematical skills to interpret social studies information such as maps and graphs.[usg.20f] use social studies terminology correctly.[usg.21a] transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.[usg.21c] Unit 6 Documents The Judicial Branch (3 weeks) At-A-Glance Scope and Sequence Universal Generalizations/Guiding Questions Instructional Resources Academic Vocabulary Assessments Sample Lessons NAT GEO ELPS Sample Lessons Course Documents :: The student is expected to... Course Glossary and Biographies Constitution Week Activities NAT GEO ELPS Link Social Studies Lesson Plan Template Strategies Magna Carta Declaration of Independence US Constitution CCRS - Social Studies Standards, Grade 9-12 :: The student is expected to... Interrelated Disciplines and Skills. Spatial analysis of physical and cultural processes that shape the human experience. Use the tools and concepts of geography appropriately and accurately.[9-12.i.a.1] Interrelated Disciplines and Skills. Spatial analysis of physical and cultural processes that shape the human experience. Analyze the interaction between human communities and the environment.[9-12.i.a.2] Interrelated Disciplines and Skills. Spatial analysis of physical and cultural processes that shape the human experience. Analyze how physical and cultural processes have shaped human communities over time. [9-12.I.A.3] Interrelated Disciplines and Skills. Spatial analysis of physical and cultural processes that shape the human experience. Evaluate the causes and effects of human migration patterns over time.[9-12.i.a.4] Interrelated Disciplines and Skills. Spatial analysis of physical and cultural processes that shape the human experience. Analyze how various cultural regions have changed over time.[9-12.i.a.5]
Interrelated Disciplines and Skills. Spatial analysis of physical and cultural processes that shape the human experience. Analyze the relationship between geography and the development of human communities. [9-12.I.A.6] Interrelated Disciplines and Skills. Periodization and chronological reasoning. Examine how and why historians divide the past into eras.[9-12.i.b.1] Interrelated Disciplines and Skills. Periodization and chronological reasoning. Identify and evaluate sources and patterns of change and continuity across time and place.[9-12.i.b.2] Interrelated Disciplines and Skills. Periodization and chronological reasoning. Analyze causes and effects of major political, economic, and social changes in U.S. and world history.[9-12.i.b.3] Interrelated Disciplines and Skills. Change and continuity of political ideologies, constitutions, and political behavior. Evaluate different governmental systems and functions.[9-12.i.c.1] Interrelated Disciplines and Skills. Change and continuity of political ideologies, constitutions, and political behavior. Evaluate changes in the functions and structures of government across time.[9-12.i.c.2] Interrelated Disciplines and Skills. Change and continuity of political ideologies, constitutions, and political behavior. Explain and analyze the importance of civic engagement.[9-12.i.c.3] Interrelated Disciplines and Skills. Change and continuity of economic systems and processes. Identify and evaluate the strengths and weaknesses of different economic systems.[9-12.i.d.1] Interrelated Disciplines and Skills. Change and continuity of economic systems and processes. Analyze the basic functions and structures of international economics.[9-12.i.d.2] Interrelated Disciplines and Skills. Change and continuity of social groups, civic organizations, institutions, and their interaction. Identify different social groups (e.g., clubs, religious organizations) and examine how they form and how and why they sustain themselves.[9-12.i.e.1] Interrelated Disciplines and Skills. Change and continuity of social groups, civic organizations, institutions, and their interaction. Define the concept of socialization and analyze the role socialization plays in human development and behavior.[9-12.i.e.2] Interrelated Disciplines and Skills. Change and continuity of social groups, civic organizations, institutions, and their interaction. Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.[9-12.i.e.3] Interrelated Disciplines and Skills. Change and continuity of social groups, civic organizations, institutions, and their interaction. Identify and evaluate the sources and consequences of social conflict.[9-12.i.e.4] Interrelated Disciplines and Skills. Problem-solving and decision-making skills. Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.[9-12.i.f.1] Interrelated Disciplines and Skills. Problem-solving and decision-making skills. Analyze ethical issues in historical, cultural, and social contexts.[9-12.i.f.2] Diverse Human Perspectives and Experiences. Multicultural societies. Define a "multicultural society" and consider both the positive and negative qualities of multiculturalism.[9-12.ii.a.1] Diverse Human Perspectives and Experiences. Multicultural societies. Evaluate the experiences and contributions of diverse groups to multicultural societies.[9-12.ii.a.2] Diverse Human Perspectives and Experiences. Factors that influence personal and group identities (e.g., race, ethnicity, gender, nationality, institutional affiliations, socioeconomic status). Explain and evaluate the concepts of race, ethnicity, and nationalism.[9-12.ii.b.1] Diverse Human Perspectives and Experiences. Factors that influence personal and group identities (e.g., race, ethnicity, gender, nationality, institutional affiliations, socioeconomic status). Explain and evaluate the concept of gender.[9-12.ii.b.2] Diverse Human Perspectives and Experiences. Factors that influence personal and group identities (e.g., race, ethnicity, gender, nationality, institutional affiliations, socioeconomic status). Analyze diverse religious concepts, structures, and institutions around the world.[9-12.ii.b.3] Diverse Human Perspectives and Experiences. Factors that influence personal and group identities (e.g., race, ethnicity, gender, nationality, institutional affiliations, socioeconomic status). Evaluate how major philosophical and intellectual concepts influence human behavior or identity.[9-12.ii.b.4] Diverse Human Perspectives and Experiences. Factors that influence personal and group identities (e.g., race, ethnicity, gender, nationality, institutional affiliations, socioeconomic status). Explain the concepts of socioeconomic status and stratification.[9-12.ii.b.5] Diverse Human Perspectives and Experiences. Factors that influence personal and group identities (e.g., race, ethnicity, gender, nationality, institutional affiliations, socioeconomic status). Analyze how individual and group identities are established and change over time.[9-12.ii.b.6]
Interdependence of Global Communities. Spatial understanding of global, regional, national, and local communities. Distinguish spatial patterns of human communities that exist between or within contemporary political boundaries.[9-12.iii.a.1] Interdependence of Global Communities. Spatial understanding of global, regional, national, and local communities. Connect regional or local developments to global ones.[9-12.iii.a.2] Interdependence of Global Communities. Spatial understanding of global, regional, national, and local communities. Analyze how and why diverse communities interact and become dependent on each other. [9-12.III.A.3] Interdependence of Global Communities. Global Analysis. Apply social studies methodologies to compare societies and cultures.[9-12.iii.b.1] Analysis, Synthesis, and Evaluation of Information. Critical examination of texts, images, and other sources of information. Identify and analyze the main idea(s) and point(s) of view in sources.[9-12.iv.a.1] Analysis, Synthesis, and Evaluation of Information. Critical examination of texts, images, and other sources of information. Situate an informational source in its appropriate contexts (contemporary, historical, cultural). [9-12.IV.A.2] Analysis, Synthesis, and Evaluation of Information. Critical examination of texts, images, and other sources of information. Evaluate sources from multiple perspectives.[9-12.iv.a.3] Analysis, Synthesis, and Evaluation of Information. Critical examination of texts, images, and other sources of information. Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.[9-12.iv.a.4] Analysis, Synthesis, and Evaluation of Information. Critical examination of texts, images, and other sources of information. Read narrative texts critically.[9-12.iv.a.5] Analysis, Synthesis, and Evaluation of Information. Critical examination of texts, images, and other sources of information. Read research data critically.[9-12.iv.a.6] Analysis, Synthesis, and Evaluation of Information. Research and methods. Use established research methodologies.[9-12.iv.b.1] Analysis, Synthesis, and Evaluation of Information. Research and methods. Explain how historians and other social scientists develop new and competing views of past phenomena.[9-12.iv.b.2] Analysis, Synthesis, and Evaluation of Information. Research and methods. Gather, organize, and display the results of data and research.[9-12.iv.b.3] Analysis, Synthesis, and Evaluation of Information. Research and methods. Identify and collect sources. [9-12.IV.B.4] Analysis, Synthesis, and Evaluation of Information. Critical listening. Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.[9-12.iv.c.1] Analysis, Synthesis, and Evaluation of Information. Reaching conclusions. Construct a thesis that is supported by evidence.[9-12.iv.d.1] Analysis, Synthesis, and Evaluation of Information. Reaching conclusions. Recognize and evaluate counterarguments.[9-12.iv.d.2] Effective Communication. Clear and coherent oral and written communication. Use appropriate oral communication techniques depending on the context or nature of the interaction.[9-12.v.a.1] Effective Communication. Clear and coherent oral and written communication. Use conventions of standard written English.[9-12.V.A.2] Effective Communication. Academic integrity. Attribute ideas and information to source materials and authors. [9-12.V.B.1] CCRS - Cross Disciplinary Standards, Grade 9-12 :: The student is expected to... Key Cognitive Skills. Intellectual curiosity. Engage in scholarly inquiry and dialogue.[9-12.i.a.1] Key Cognitive Skills. Intellectual curiosity. Accept constructive criticism and revise personal views when valid evidence warrants.[9-12.i.a.2] Key Cognitive Skills. Reasoning. Consider arguments and conclusions of self and others.[9-12.i.b.1] Key Cognitive Skills. Reasoning. Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.[9-12.i.b.2] Key Cognitive Skills. Reasoning. Gather evidence to support arguments, findings, or lines of reasoning. [9-12.I.B.3] Key Cognitive Skills. Reasoning. Support or modify claims based on the results of an inquiry.[9-12.i.b.4] Key Cognitive Skills. Problem solving. Analyze a situation to identify a problem to be solved.[9-12.i.c.1]
Key Cognitive Skills. Problem solving. Develop and apply multiple strategies to solve a problem.[9-12.i.c.2] Key Cognitive Skills. Problem solving. Collect evidence and data systematically and directly relate to solving a problem.[9-12.i.c.3] Key Cognitive Skills. Academic behaviors. Self-monitor learning needs and seek assistance when needed. [9-12.I.D.1] Key Cognitive Skills. Academic behaviors. Use study habits necessary to manage academic pursuits and requirements.[9-12.i.d.2] Key Cognitive Skills. Academic behaviors. Strive for accuracy and precision.[9-12.i.d.3] Key Cognitive Skills. Academic behaviors. Persevere to complete and master tasks.[9-12.i.d.4] Key Cognitive Skills. Work habits. Work independently.[9-12.i.e.1] Key Cognitive Skills. Work habits. Work collaboratively.[9-12.i.e.2] Key Cognitive Skills. Academic integrity. Attribute ideas and information to source materials and people. [9-12.I.F.1] Key Cognitive Skills. Academic integrity. Evaluate sources for quality of content, validity, credibility, and relevance.[9-12.i.f.2] Key Cognitive Skills. Academic integrity. Include the ideas of others and the complexities of the debate, issue, or problem.[9-12.i.f.3] Key Cognitive Skills. Academic integrity. Understand and adhere to ethical codes of conduct.[9-12.i.f.4] Foundational Skills. Reading across the curriculum. Use effective prereading strategies.[9-12.ii.a.1] Foundational Skills. Reading across the curriculum. Use a variety of strategies to understand the meanings of new words.[9-12.ii.a.2] Foundational Skills. Reading across the curriculum. Identify the intended purpose and audience of the text. [9-12.II.A.3] Foundational Skills. Reading across the curriculum. Identify the key information and supporting details. [9-12.II.A.4] Foundational Skills. Reading across the curriculum. Analyze textual information critically.[9-12.ii.a.5] Foundational Skills. Reading across the curriculum. Annotate, summarize, paraphrase, and outline texts when appropriate.[9-12.ii.a.6] Foundational Skills. Reading across the curriculum. Adapt reading strategies according to structure of texts. [9-12.II.A.7] Foundational Skills. Reading across the curriculum. Connect reading to historical and current events and personal interest.[9-12.ii.a.8] Foundational Skills. Writing across the curriculum. Write clearly and coherently using standard writing conventions.[9-12.ii.b.1] Foundational Skills. Writing across the curriculum. Write in a variety of forms for various audiences and purposes.[9-12.ii.b.2] Foundational Skills. Writing across the curriculum. Compose and revise drafts.[9-12.ii.b.3] Foundational Skills. Research across the curriculum. Understand which topics or questions are to be investigated.[9-12.ii.c.1] Foundational Skills. Research across the curriculum. Explore a research topic.[9-12.ii.c.2] Foundational Skills. Research across the curriculum. Refine research topic based on preliminary research and devise a timeline for completing work.[9-12.ii.c.3] Foundational Skills. Research across the curriculum. Evaluate the validity and reliability of sources.[9-12.ii.c.4] Foundational Skills. Research across the curriculum. Synthesize and organize information effectively. [9-12.II.C.5] Foundational Skills. Research across the curriculum. Design and present an effective product.[9-12.ii.c.6] Foundational Skills. Research across the curriculum. Integrate source material.[9-12.ii.c.7] Foundational Skills. Research across the curriculum. Present final product.[9-12.ii.c.8] Foundational Skills. Use of data. Identify patterns or departures from patterns among data.[9-12.ii.d.1] Foundational Skills. Use of data. Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data.[9-12.ii.d.2]