Curriculum Unit Name of Course: American Government Grade Level(s): 10 Brief Description (Course Catalog): This course reviews the basic concepts of United States Government from pre-revolutionary days to the present time, the functions of national, state and local governments and their relationships to the citizens of the United States. The responsibilities and obligations of both the citizen and the government to each other are an integral part of this course. The course will combine the historical foundations with analysis of current events. Students will be encouraged to simulate, observe and participate in local government. Length of Course (Qtr, Sem or Year): 1 Semester Name of Unit/Big Idea: Political Beliefs and Civic Responsibilities This unit will examine the various political aspects of campaigning, purpose of political parties, the election process, interest groups, money, and the role of the media. This unit will also examine the issues and candidates as part of the 2015 elections. Finally, we will analyze current events and how they impact our lives. Length of Course (Days/Weeks): 2.5 weeks In what ways should people participate in public affairs? Does the two-party system help or harm democracy? Why do voters act as they do? How fair and effective is the electoral process? What is the place of the media and public opinion? To what extent do interest groups advance or harm democracy? 14.B.4, 14.B.5, 14.F.4a, 16.A.4a, 16.B.4a Common Core State ELA or Math Standards: C.C.R.S. (See Below) Describe the political spectrum in America today. Students will be able to...(skill objectives) 1. Read closely to determine what the text says Identify the differences between radical, liberal, explicitly and to make logical inferences from it; cite Unit 1 Exam moderate, conservative, and reactionary politics in MaGruder s American American Government. Government: Chapter 5, 6, Describe the organization, role, and constituencies 7, 8, & 9 2. Determine central ideas or themes of a text and of political parties. Evaluate the pillars and issues that are present in the modern American Democratic Party. Evaluate the pillars and issues that are present in the modern American Republican Party. Evaluate, take, and defend positions of importance of civic virtue today and the role of political 3. Analyze how and why individuals, events, and ideas 4. Interpret words and phrases as they are used in a
philosophy in thinking about government. Describe the influence of bipartisanship and compromise. Describe the nomination and election process, including how the Electoral College functions. Evaluate the arguments for and against the Electoral College. Examine campaign funding and spending. Analyze the influence of media coverage, campaign advertising, and public opinion polls. Describe gerrymandering and how it influences congressional districts and voting outcomes. Identify how amendments extend the right to vote. 5. Analyze political cartoons. 6. Analyze the structure of texts, including how 7. Assess how point of view or purpose shapes the 8. Integrate and evaluate content presented in diverse 9. Delineate and evaluate the argument and specific 10. Analyze how two or more texts address similar 11. Read and comprehend complex literary and Name of Unit/Big Idea: Foundation of American Government This unit provides an overview of important philosophical ideas and historical events that influenced the writing of the Constitution and the Bill of Rights. It is particularly important to understand the content of this unit because it provides a frame of reference and a basis for understanding. The students will appreciate why our history as a people has been a great adventure in ideas and in trying to make these ideas a reality. In this unit the student will learn why the Articles of Confederation were replaced by the Constitution. The student will learn why the Framers created the United States government as they did. And the student will analyze how the debates over the adoption of the Constitution raised issues that are debated to this day. Length of Course (Days/Weeks): 2 weeks What should be the goals of government?
Common Core State ELA or Math Standards: Define government and the basic powers every government holds. Understand the purpose of government in the United States and other countries. Describe how and why natural rights philosophy differs from classical republicanism and how both systems of thought influenced the founding generation in America. Explain the kind of challenges that a society faces when it strives to preserve the rights to life, liberty, property, and the pursuit of happiness while at the same time the common good and civic virtue. Explain how rights and representative government evolved in England and how the evolution influenced the Founders. Identify the origins of some of Americans most important constitutional rights. Explain the significance of three landmark English documents. Describe the early development of America s traditions of constitutional government. Explain why the American colonists attached special importance to such constitutional principles as written guarantees of basic rights and representative government. Describe the British policies that some American colonists believed violated basic principles of constitutional government and their rights as Englishmen. Explain why Americans resisted these policies and how that resistance led to the Declaration of Independence. Is government necessary? How does the Constitution reflect the times in which it was written? How has the Constitution lasted through changing times? Is the Federal system the best way to govern the United States? 14.B.4, 14.B.5, 14.F.4a, 16.A.4a, 16.B.4a C.C.R.S. (See Below) Students will be able to... (skill objectives) 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite 2. Determine central ideas or themes of a text and 3. Analyze how and why individuals, events, and ideas 4. Interpret words and phrases as they are used in a 5. Analyze the structure of texts, including how 6. Assess how point of view or purpose shapes the 7. Integrate and evaluate content presented in diverse 8. Delineate and evaluate the argument and specific 9. Analyze how two or more texts address similar Unit 2 Exam MaGruder s American Government Chapters 1, 2, 3, & 4
Evaluate the arguments that the colonists made to justify separation from Great Britain. Evaluate, take, and defend positions on violations of colonist s rights before the Revolution and important questions about the meaning and implications of the Declaration of Independence. Describe different types of government: limited, unlimited, and absence of government (anarchy, monarchy, theocracy, oligarchy, constitutional republic, democratic, and totalitarian) Describe the British policies that some American colonists believed violated basic principles of constitutional government and their rights as Englishmen. Explain why Americans resisted these policies and how that resistance led to the Declaration of Independence. Evaluate the arguments that the colonists made to justify separation from Great Britain. Evaluate, take, and defend positions on violations of colonist s rights before the Revolution and important questions about the meaning and implications of the Declaration of Independence. Describe the United States first national constitution, the Articles of Confederation. Explain why some people thought the government under the Articles of Confederation was not strong enough. Evaluate, take, and defend positions on the strengths and weaknesses of the Articles of Confederation, the significance of the Northwest Ordinance, and Americas mistrust of a strong national government. Describe the organizing phase of the Philadelphia Convention. Evaluate, take, and defend positions on determining what interests should be represented in a constitutional convention and the advantages of 10. Read and comprehend complex literary and
secrecy in governmental deliberations. Explain the difference between the Virginia Plan and the New Jersey Plan and the importance of the Great Compromise. Explain how the Framers addressed regional issues with the Three-Fifths Compromise and the provisions for a periodic census of the population. Evaluate, take, and defend positions on why major issues debated at the Philadelphia Convention are still on the national agenda. Explain how the Constitution did and did not address the issue of slavery, as well as other questions left unresolved in Philadelphia. Explain why the Anti-Federalists opposed ratifying the Constitution. Explain the key arguments of the Federalists and the process by which the Constitution was finally ratified. Name of Unit/Big Idea: The Legislative Branch Length of Course (Days/Weeks): Common Core State ELA or Math Standards: Explain why the Constitution provides for a bicameral Congress. Explain the difference between a term and a session In this Unit the students will examine the basis for the structure of the Congressional Branch. This unit will examine the election process and qualifications of Congress. They will also have an understanding of how Congress functions and its importance in American politics. 2.5 weeks What makes a successful Congress? Whose views should members of Congress represent when voting? What should be the limits on the powers of Congress? Can and should the lawmaking process be improved? 14.F.4a, 16.A.4a, 16.A.4b, 16.B.4 C.C.R.S. (See Below) Students will be able to... (skill objectives) 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite Unit 3 Exam MaGruder s American
of Congress. Explain how House seats and Senate seats are distributed and describe the length of a term in each. Explain how House seats are reapportioned among the States after each census. Describe a typical congressional election and congressional district and how this differs from the Senate. Analyze the formal and informal qualifications for election the House of Representatives and Senate. Compare the size of the Senate to the size of the House of Representatives. Identify the major roles played by those who serve in Congress. Describe the three types of powers delegated to Congress. Analyze the expressed powers given to Congress and how they influence our daily lives. Explain how the Necessary and Proper Clause gives Congress flexibility in lawmaking. Describe the ways in which the implied powers have been applied. Describe the role of Congress in amending the Constitution and its electoral duties. Describe the power of Congress to impeach, and summarize presidential impeachment cases. Describe the process of how a bill becomes a law. 2. 2Determine central ideas or themes of a text and 3. Analyze how and why individuals, events, and ideas 4. Interpret words and phrases as they are used in a 5. Analyze the structure of texts, including how 6. Assess how point of view or purpose shapes the 7. Integrate and evaluate content presented in diverse 8. Delineate and evaluate the argument and specific 9. Analyze how two or more texts address similar 10. Read and comprehend complex literary and Government Chapters 10, 11, & 12 Name of Unit/Big Idea: The Executive Branch In this unit the student will learn how the executive branch of the national government embodies constitutional principles and how they operate. The unit will also examine the change and growth of the executive branch as well as how the powers and roles given to the President of the United States are used today. The student will also understand how federalism remains a dynamic characteristic of American government.
Length of Course (Days/Weeks): Common Core State ELA or Math Standards: Describe the roles and formal qualifications of the President. Understand the formal and informal qualifications to becoming President. Explain how the President s term of office has changed over time. Explain how the Constitution provides for presidential succession. Describe the role of the Vice President. Explain why Article II of the Constitution can be describes as an outline of the presidential office. List several reasons for the growth of presidential powers. Identify the sources of the President s power to execute federal law. Describe the President s power of commander and chief. Explain how treaties are made and approved. Explain the President s legislative powers and how they are an important part of the system of checks and balances. Describe the President s major judicial powers. Define a bureaucracy. Identify the role of the Cabinet in the President s decisions. Explain the structure and function of the independent regulatory commissions and government corporations. 2.5 weeks What makes a good President? Dows the current electoral process result in the best candidates for President? How much power should the President have? Is the bureaucracy essential to good government? 14.A.4, 14.C.4 C.C.R.S. (See Below) Students will be able to...(skill objectives) 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite 2. Determine central ideas or themes of a text and 3. Analyze how and why individuals, events, and ideas 4. Interpret words and phrases as they are used in a 5. Analyze the structure of texts, including how 6. Assess how point of view or purpose shapes the 7. Integrate and evaluate content presented in diverse 8. Delineate and evaluate the argument and specific 9. Analyze how two or more texts address similar 10. Read and comprehend complex literary and Unit 4 Exam MaGruder s American Government chapters 13, 14 & 15
Name of Unit/Big Idea: The Judicial Branch Length of Course (Days/Weeks): Common Core State ELA or Math Standards: Explain why the Constitution created a national judiciary, and describe its structures. Examine the roles of court officers. Describe the structure and jurisdiction of the differing courts. Define the concept of judicial review. Examine how cases reach the Supreme Court and summarize the way the Court operates. Understand that the rights guaranteed by limited government are not absolute. Evaluate the 1 st Amendment and the freedoms provided and limits of those freedoms. Explain the meaning of due process of law. Evaluate recent court decisions. Understand the process of checks and balances. In this unit the student will examine what role the judicial branch has according to the United States Constitution. The student will look at current events and determine how the judicial branch balances individual rights with the common good and how the individual rights are protected. This unit will also look at current civil struggles and recent court rulings on these struggles. 2.5 week What should be the role of the judicial branch? Does the structure of the federal court system allow it to administer justice effectively? How can the judiciary balance individual rights with the common good? To what extent has the judiciary protected the rights of privacy, security, and person freedom? Why are there ongoing struggles for civil rights? 14.C.4, 14.C.5, 14.F.5 C.C.R.S. (See Below) Students will be able to... (skill objectives) 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite 2. Determine central ideas or themes of a text and 3. Analyze how and why individuals, events, and ideas 4. Interpret words and phrases as they are used in a 5. Analyze the structure of texts, including how 6. Assess how point of view or purpose shapes the 7. Integrate and evaluate content presented in diverse Unit 5 Exam MaGruder s American Government chapters 18, 19, & 20
8. Delineate and evaluate the argument and specific 9. Analyze how two or more texts address similar 10. Read and comprehend complex literary and Name of Unit/Big Idea: Rights and Responsibilities After studying this unit, the student should have a better understanding of why the rights contained in the body of the Constitution, the Bill of Rights, and subsequent amendments are so important to Americans, and why the interpretation and application of these rights often is controversial. Students will understand how citizens exercise the roles, rights and responsibilities of participation in civic life at all; levels local, state, and federal. Length of Course (Days/Weeks): 1 week How does our Constitution protect rights? How does our Constitution limit our rights? What connection do rights have to a successful democracy? 14.C.4, 14.C.5, 14.F.5 Common Core State ELA or Math Standards: C.C.R.S. (See Below) Explain the role of the Anti-Federalists in proposing Students will be able to...(skill objectives) 11. Read closely to determine what the text says a bill of rights and to identify other contributions explicitly and to make logical inferences from it; cite MaGruder s American their views have made toward interpreting the Constitution. Government chapters 20 & 21 Explain what bills of rights are and how they have 12. Determine central ideas or themes of a text and Bill of Rights Quiz evolved. Examine the Constitution and its amendments and identify which of the rights they contain are (1) held by individuals, or categories of individuals, or institutions; (2) personal, economic, or political rights; and (3) positive or negative rights Describe various interpretations of the Second, 13. Analyze how and why individuals, events, and ideas 14. Interpret words and phrases as they are used in a
third, Ninth, and Tenth Amendments. Evaluate, take, and defend positions about kinds of rights protected by the U.S. Constitution and Bill of Rights. Explain the importance of religious freedom in the United States and identify primary differences between the establishment clause and free exercise clause. Explain the importance of freedom of expression on both the individual and society and its historical significance. Evaluate, take, and defend positions on issues involving the right to freedom of expression. Explain why Americans need to be engaged in civic affairs. Analyze a series of quotes, which represent ideas and principles that have shaped our constitutional heritage. 15. Analyze the structure of texts, including how 16. Assess how point of view or purpose shapes the 17. Integrate and evaluate content presented in diverse 18. Delineate and evaluate the argument and specific 19. Analyze how two or more texts address similar 20. Read and comprehend complex literary and Name of Unit/Big Idea: Federalism and Illinois constitution This unit analyzes the importance of federalism, while examining the structure, role, and responsibility of our state and local government. This unit will also discuss the flag code. Length of Course (Days/Weeks): 1 week Why do we need state and local government? How does the state and local governments meet the needs of the people? What are the roles of the different levels of state government? 14.A.4, 14.C.4, 14.A.5 Common Core State ELA or Math Standards: C.C.R.S. (See Below) Explain how American federalism involves divided Students will be able to...(skill objectives) 1. Read closely to determine what the text says sovereignty and an ongoing function of three basic explicitly and to make logical inferences from it; cite MaGruder s American kinds of local governmental units-counties, municipalities, and special districts. Government chapters 24 & 25 Explain the basic ideas about government and rights 2. Determine central ideas or themes of a text and Illinois Guide Book that are included in state constitutions. Constitution Exam
Identify their local representatives. Identify their local governments and the roles of their local government. Analyze the importance of participation in their local and state government by examining current issues. Describe the structure and rights provided by the state and local government. Complete the Illinois Constitution Test 3. Analyze how and why individuals, events, and ideas 4. Interpret words and phrases as they are used in a 5. Analyze the structure of texts, including how 6. Assess how point of view or purpose shapes the 7. Integrate and evaluate content presented in diverse 8. Delineate and evaluate the argument and specific 9. Analyze how two or more texts address similar 10. Read and comprehend complex literary and Name of Unit/Big Idea: Model Congress Length of Course (Days/Weeks): Model Congress affords the students a unique opportunity to engage in role-playing simulation in order to learn more about the politics of democracy. The student will learn about writing bills, debate and parliamentary procedure. 3 Weeks How does the national legislature turn public concerns into public policy? Why should your bill become a law? 14.A.4, 14.C.4, 14.A.5 C.C.R.S. (See Below) Common Core State ELA or Math Standards: Students will be able to...(skill objectives)
As a member of Congress, the student will have the following responsibilities. They will fulfill each of these responsibilities over the course of this project. Policy maker: Prepare legislation. Representative: Representing their constituents based on one of the three models; delegate model, politico model, or trustee model Constituent Server: Committee Member Political Party Member Understand the roles of representatives in Congress. Evaluate the use of parliamentary procedure and debating ability. Evaluate different topics using research skills and examine more than one point of view. Understand the role as a citizen in a representative government. Understand the importance of non-violent ways of resolving conflicting views. Describe how citizens are the heart of a democratic government. 11. Read closely to determine what the text says explicitly and to make logical inferences from it; cite 12. Determine central ideas or themes of a text and 13. Analyze how and why individuals, events, and ideas 14. Interpret words and phrases as they are used in a 15. Analyze the structure of texts, including how 16. Assess how point of view or purpose shapes the 17. Integrate and evaluate content presented in diverse 18. Delineate and evaluate the argument and specific 19. Analyze how two or more texts address similar 20. Read and comprehend complex literary and Model UN Project Packet