CCSS Curriculum Map: American Government: Unit 1 Principles of Government R.H. 11-12.1 R.H. 11-12.2 R.H. 11-12.5 R.H. 11-12.6 Principles of Government EQ: Why is Government necessary? Argumentative Essay: Based on the essential question: Students 3 Weeks Formative : WHST.11-12.1 WHST.11-12.5 will make a claim and support it with evidence from text learned in activities, Critical Thinking/Exit Slip Questions: What is government and what is it's purpose? What are some forms of government in the world today? What are the basic concepts of democracy? WHST.11-12.8 WHST.11-12.9 lessons and formative Political Cartoon: Students will draw a political cartoon comparing and contrasting a Dictatorship VS Democracy WHST.11-12.10 assessments throughout unit. Citing specific text Current Events: Students will find a current event and write a summary and opinion paragraph either agreeing or disagreeing with the author, using facts to support their argument. and evidence to support their claim. KWL's: What do students know about government? What do they want to know? What have they learned? Rough Drafts of Argumentative Essay 4 Corners Activites: Class debate on political and social issues.
(agree, disagree, strongly disagree, strongly agree) Primary Sources: -speeches (http://www.greatamericandocuments.com/speeches/) -quotes (http://www.brainyquote.com/quotes/topics/topic_government.html) -Code of Hammurabi CCSS Curriculum Map: American Government: Unit 2 Origins of American Government R.H.11-12.1 R.H.11-12.2 R.H.11-12.3 How does the Constitution reflect the times in which it Narrative Essay: Students will write a narrative essay 4 Weeks Formative :
R.H.11-12.4 R.H.11-12.5 R.H.11-12.6 R.H.11-12.7 R.H.11-12.9 WHST.11-12.2 was written? through the perspectives of James Madison about the Constitutional Convention, citing text and evidence Critical thinking/exit Slip Questions: What ideas and traditions influenced government in the English colonies? What events and ideas led to American independence? What weaknesses in the Articles of Confederation made a lasting government impossible? What compromises enabled the Framers to create the Constitution? What issues aroused the vigorous debate over ratification of the Constitution? Current Events: Students will find a current event and write a summary and opinion paragraph either agreeing or disagreeing with the author, using facts to support their argument. WHST.11-12.3 WHST.11-12.5 from primary sources learned through activities. KWL's: What do students know about the origins of American Government? What do they want to know? What did they learn? 4 Corners Activites: Class debate on political and social issues. (agree, disagree, strongly disagree, strongly agree) WHST.11-12.8 Thirteen Colonies Map/Colonial Government Map WHST.11-12.10 Primary Sources: -speeches (http://www.greatamericandocuments.com/speeches/) -quotes (http://www.brainyquote.com/quotes/topics/topic_government.html) -Two Treatises of Government -Declaration of Independence -Notes of Debates in the Federal convention of 1787 -Federalists Papers -New York Journal -Magna Carta -Petition of Rights -English Bill of Rights
CCSS Curriculum Map: American Government: Unit 3 The Constitution R.H.11-12.1 R.H.11-12.2 R.H.11-12.4 How has the Constitution lasted through changing Amendment Presentation: Students will 3-4 weeks Formative : R.H.11-12.5 R.H.11-12.7 R.H.11-12.8 times? research an amendment and do a presentation. It Critical Thinking/Exit Slip Questions: What are the six main principles on which the Constitution is based? R.H.11-12.9 WHST.11-12.1 will also Including a failed amendment and a claim that is How has the Constitution been amended through the formal amendment process? How have the day-to-day workings of government affected how we interpret the Constitution? WHST.11-12.2 WHST.11-12.6 supported with research for a 28 th Amendment. Current Events: Students will find a current event and write a summary and opinion paragraph either agreeing or disagreeing with the author, using facts to support their argument. WHST.11-12.7 WHST.11-12.8 WHST.11-12.9 KWL's: What do students know about the Constitution? What do they want to know? What have they learned? WHST.11-12.10 6 Basic Principles Political Cartoon: Students will pick one of the six basic principles of the Constitution and draw a political cartoon of how that principle functions in our society
4 Corners Activites: Class debate on political and social issues. (agree, disagree, strongly disagree, strongly agree) Primary Sources: -speeches (whitehouse.gov, senate.gov, house.gov, supremecourt.gov) -quotes (whitehouse.gov, senate.gov, house.gov, supremecourt.gov) -U.S. Constitution -Constitutions from foreign states (cia.gov) -failed amendments
CCSS Curriculum Map: American Government: Unit 4 The Legislative Branch R.H.11-12.1 R.H.11-12.2 What makes a successful Bill Writing: Students will come 8-10 weeks Formative : R.H.11-12.3 Congress? up with a claim, R.H.11-12.4 support it through Critical Thinking/Exit Slip Questions: R.H.11-12.5 R.H.11-12.6 research, citing specific textual 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? R.H.11-12.7 evidence and try to In detail, how would you describe the law making process in Congress? R.H.11-12.8 pass a piece of Current Events: Students will find a current event and write a summary and R.H.11-12.9 WHST.11-12.1 WHST.11-12.2 legislation through a mock congress. Students will try to persuade their opinion paragraph either agreeing or disagreeing with the author, using facts to support their argument. Letter Writing: Students will write a letter to their state legislator or US congressman explaining their side of a claim or issue, looking for any type of feed back from their elected officials. WHST.11-12.5 peers into agreeing with their side of the 4 Corners Activites: Class debate on political and social issues. (agree, disagree, strongly disagree, strongly agree) WHST.11-12.6 WHST.11-12.7 WHST.11-12.8 argument. Students may need to amend or change their Mock Congress Congressional District Maps WHST.11-12.9 writing to appeal to KWL's: What do students know about the law making process? What do they want to know? What have they learned?
WHST.11-12.10 a majority of the audience. Primary Sources: -speeches (house.gov, senate.gov) -quotes (http://www.brainyquote.com/quotes/keywords/congressional.html) -U.S. Constitution -Gibbons VS Ogden -McCulloch VS Maryland -Judiciary Act of 1789 -Congressional Legislation
CCSS Curriculum Map: American Government: Unit 5 The Executive Branch R.H.11-12.1 R.H.11-12.2 R.H.11-12.3 R.H.11-12.4 R.H.11-12.5 R.H.11-12.7 R.H.11-12.8 R.H.11-12.9 WHST.11-12.1 What makes a good President? President Presentation: Students will research a president, present a biography of that president along with a time line of events, citing specific events from when that president was in office. Students will 4 weeks Formative : Critical Thinking/Exit Slip Questions: What are the roles and qualifications of the office of the President? What occurs when the President is unable to preform the duties of the office? How did the process of choosing a President change over time? Does the nominating system allow Americans to choose the best candidate for President? Does the election process serve the goals of American democracy? WHST.11-12.2 WHST.11-12.6 WHST.11-12.7 WHST.11-12.9 WHST.11-12.10 also compare and contrast positive and negative primary sources from opinions of that presidents tenure. From their research students will Current Events: Students will find a current event and write a summary and opinion paragraph either agreeing or disagreeing with the author, using facts to support their argument. 4 Corners Activities: Class debate on political and social issues. (agree, disagree, strongly disagree, strongly agree) Electoral College Maps/Maps of Presidential Elections Outcomes cite evidence and determine what kind KWL's: What do students know about the executive branch? What
of legacy that president has and how they will be viewed in history. Students will also predict what type of president will best fit our society in the future. do students want to know? What have they learned? Primary Sources: -US Constitution -Presidential quotes (http://www.brainyquote.com/quotes/type/type_president.html) -Presidential speeches (whitehouse.gov) -Presidential autobiographies
CCSS Curriculum Map: American Government: Unit 6 The Judicial Branch R.H.11-12.1 R.H.11-12.2 R.H.11-12.3 What should be the role of the judicial branch? Informative Essay: Students will write an informative 4 weeks Formative : R.H.11-12.4 R.H.11-12.5 essay explaining the development of the Critical Thinking/Exit Slip Question: Does the structure of the federal court system allow it to administer R.H.11-12.7 R.H.11-12.9 judicial branch from Marbury VS Madison to present. 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 personal freedom? WHST.11-12.2 Students will cite evidence to explain Current Events: Students will find a current event and write a summary and opinion paragraph either agreeing or disagreeing with the author, WHST.11-12.6 historic events and using facts to support their argument. WHST.11-12.7 WHST.11-12.8 court cases throughout this Political Cartoon: Students will draw a political cartoon comparing and contrasting two different types of judiciary systems. WHST.11-12.9 development. 4 Corners Activities: Class debate on political and social issues. (agree, WHST.11-12.10 disagree, strongly disagree, strongly agree) KWL's: What do student want to learn about the judicial branch? What do students want to know? What have they learned? Federal Judiciary Map
Primary Sources: -speeches (supremecourt.gov) -quotes (http://www.brainyquote.com/quotes/keywords/judicial.html) -U.S. Constitution -Judiciary Act of 1789 -Marbury VS Madison 1803 -Court Cases (supremecourt.gov) -Supreme Court Opinions (supremecourt.gov)