Government and Civics The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. Formation of Governments SS-05-1.1.1 Students will describe the basic purposes of the U.S. Government as defined in the Preamble to the U.S. Constitution (to establish justice, to ensure domestic tranquility, to provide for the common defense, to promote the general welfare, to secure the blessings of liberty); give examples of services the U.S. Government provides (e.g., armed forces, interstate highways, national parks) and analyze the importance of these services to citizens today. Identify the basic functions provided by the preamble to the U.S. Constitution and explain how those functions apply to your life as a citizen in the U.S. Democratic Republic, Checks & Balances, Balance of Powers, Branches of Government: legislative, executive, judicial, Levels of Government: local, state, federal (nation) (Constitution) (U.S. Government) (Schoolhouse Rocks Preamble) DOK SS-05-1.1.2 Students will explain and give examples of how democratic governments function (by making, enacting and enforcing laws) to promote the common good (e.g., public smoking ban, speed limits, seat belt requirements). Identify a federal, state, or local law that protects your rights or property and explain how that law affects you as an individual. Democratic Republic, Checks & Balances Balance of Powers, Branches of Government: legislative, executive, judicial, Levels of Government: local, state, federal (nation) (Democracies) DOK Constitutional Principles SS-05-1.2.1 Students will identify the three branches of the U.S. Government, explain the basic duties of each branch (executive-enforce the laws, Explain the importance of the US government having limited and shared powers among the branches and describe one example of a local, state, and federal law. (Three Branches of Government) 1
legislative-make the laws, judicial- interpret the laws) and identify important national/federal offices/leaders, (President, Vice-President, Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme Court, judges) associated with each branch. SS-05-1.2.2 Students will explain why the framers of the Constitution felt it was important to establish a government where powers are shared across different levels (local, state, national/federal) and branches (executive, legislative, judicial). Rights and Responsibilities Local Legislative: City council, county legislature Executive: Mayor, city departments Judicial: City courts, county courts State Legislative: KY General Assembly (includes the State Senate and the State House of Representatives) Executive: Governor, state departments Judicial: State Supreme Courts National Legislative: U.S. Congress (includes the U.S. Senate and the U.S. House of Representatives) Analyze two duties of the three branches of government and create a chart detailing the process of a bill becoming a law. Legislative propose bills & make laws, executive carry out or enforce laws, judicial interpret laws (Three Branches of Government) Branches Role Play How a Bill Becomes a Law Schoolhouse Rock 2
SS-05-1..1 Students will explain the basic principles of democracy (e.g., justice, equality, responsibility, freedom) found in significant U.S. historical documents (Declaration of Independence, U. S. Constitution, Bill of Rights) and analyze why they are important to citizens today. DOK SS-05-1..2 Students will describe specific rights and responsibilities individuals have as citizens of the United States (e.g., voting in national elections) and explain why civic engagement is necessary to preserve a democratic society. DOK Explain three freedoms enjoyed by citizens in a democracy. Compare the Declaration of Independence and Constitution relating to the beginning of democracy. Justice, equality, responsibility, freedom, Dec. of Independence, Constitution, democracy Why is it important for citizens to be given rights and explain the difference between rights and responsibilities? Declaration of Independence, U.S. Constitution, Bill of Rights, Amendments, Civil Rights Preamble: (Rights and responsibilities i.e. to establish order, provide security and accomplish common goals) Participate in the election process primary, general, candidate, ballot, Obey the laws Pay taxes, Civic Duty (Constitution) (Democracy) (Citizenship & Responsibilities) Cultures & Societies Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them. Elements of Culture SS-05-2.1.1 Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and analyze their similarities and differences. Describe what makes up a groups culture and why do we study the culture of others? Elements of culture: Basic needs food, shelter, clothing Other attributes Language, religion, art, music, dance, customs, stories, government, education, gender roles Native American Cultures Jamestown (Cultural History of Early America) Design Native American shelter Kachina Dolls Native Am. -1 Colonists 2 Immigrants -
Middle America: Incas, Aztecs, Mayas North America: Eastern Woodlands, Plains, Southwest, California Intermountain, Northwest Coast, Immigrants of the 1800 s Today s cultures: Canada, United States, & Mexico Social Institutions SS-05-2.2.1 Students will describe social institutions (government, economy, education, religion, family) in the United States and explain their role in the growth and development of the nation. Compare how religion and education both meet the needs of citizens. Government, economy, education, religion, family 1,2,,4 Interactions Among Individuals and Groups SS-05-2..1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States. SS-05-2..2 Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). Analyze different group interactions including some using compromise and others using conflicts. War: American Revolution, War of 1812, Civil War. Disagreements: independence, Articles of Confederation, taxation, slavery. Prejudice: to Native Americans, African Americans, women, immigrants.. Rules, Voting, Rights & Responsibilities of Citizenship, compromise, cooperation, conflict How have groups of people used compromise, cooperation, and communication to resolve conflict? Compromise, Cooperation, conflict (Cultural History of Early America) Role Play (Conflict Resolution) Native Am. -1 Colonists - 2 1,2,,4 4
Economics Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments. Scarcity Explain how scarcity of a resource causes you Project Wild 1,2.,4 SS-05-.1.1 to make an alternate decision. Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs. Economic Systems and Institutions SS-05-.2.1 Students will explain how profits motivated individuals/businesses in the U.S. (Expansion, Industrialization) to take risks in producing goods and services. Scarcity, Limited Resources, Choice, natural, human, capital, security, growth, desire for profits Describe a local business and how they take risks to make profit. Risk, profit, good, services MSU Environmental students (Economics) (Economics) Guest speaker local banker Markets SS-05-..1 Students will give examples of markets in different periods of U.S. History (Colonization, Expansion, Industrialization, Twentieth Century to Present) and explain similarities and differences. SS-05-..2 Students will explain how competition among buyers and sellers influences the price of goods and services in our state, nation and world. Explain how markets in colonial America are different from present day. Supply, Demand, Available Markets (Economics) 5
Production, Distribution, and Consumption SS-05-.4.1 Students will describe production, distribution and consumption of goods and services in the history of the U.S. (Colonization, Industrialization, Twentieth Century to Present). DOK Compare how production and distribution have evolved throughout history. Free Enterprise, Revenue, Scarcity, Production, Distribution, Consumption, Goods, Services, Taxes, Profit (Economics) 2 SS-05-.4.2 Students will describe how new knowledge, technology/tools and specialization increase/increased productivity in the U.S. (Colonization, Industrialization, Twentieth Century to Present). DOK SS-05-.4. Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services. Describe how a company uses new technology to increase productivity. Producers, Specialization, Consumer needs and wants Playdoh economics Assembly lines 2, Geography Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. The Use of Geographic Tools 6
SS-05-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) and analyze patterns of movement and settlement in the United States. DOK Explain the importance of being able to use geographic tools to locate natural resources and other physical characteristic to analyze patterns and movement. Physical map, Political map, Thematic map, Raised-relief map, Atlas, Latitude, Longitude, Grid Five Themes (Maps) Create a local map identifying natural resources. 1,2,,4 SS-05-4.1.2 Students will use geographic tools to locate and describe major landforms, bodies of water, places and objects in the United States by their absolute location. Compare contrast absolute relative location using specific regions of North America. Physical map, Political map, Thematic map, Raised-relief map, Atlas, Latitude, Longitude, Grid, Coordinate, Degrees, Mental map Nystrom map activities (U.S. Landforms & Physical Features) 1,2, SS-05-4.1. Students will describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in the United States. SS-05-4.1.4 Students explain how factors in one location can impact other locations (e.g., natural disasters, building dams). Regions Explain how physical characteristics (Tennessee River) influenced KY Dam and the purpose of the Dam. Landforms, bodies of water, climate, vegetation, houses, factories, stores, playgrounds, parks, bridges, dams How did the earthquake that created Reelfoot Lake affect Tennessee and Kentucky? Natural Disaster: Earthquakes, tornadoes, floods, tsunami, fires, landslides, environmental Describe a national, state, and local location including human physical characteristics. (U.S. Landforms & Physical Features) Video footage of hurricane damage Service project (U.S. Landforms & Physical Features) Student created maps 1,2,,4 1,2,,4 1 Location (absolute, relative) Place (physical characteristics) (U.S. Landforms & Physical Features) 7
Patterns SS-05-4..1 Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, bodies of water). Region (common characteristics) Human & Environment Interaction (adapt, natural resources, environment) Movement (technology, scarcity, force, choice) Describe why American cities are located around water sources. Areas with water rivers, streams, coastlines Fertile Land Protected Land reservations, National Parks Various modes of Transportation: ships, trains, automobiles, interstate highways Nystrom Map Activity (Human Settlement Patterns) 1,2, SS-05-4..2 Students will describe how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in the United States. How has technology advanced to permit people to settle in all areas of the U.S.? Dams, reservoirs, roads, air conditioning, irrigation Earth movers: bulldozers, cranes, drill.. Electricity: Air conditioning, machines. Agricultural improvement: Irrigation, tractor Give One-Get One Activity (Technology-Innovation-Settlement),4 Human-Environment Interaction SS-05-4.4.1 Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of the U.S. (Colonization, Expansion) and analyze the impact on their environment. DOK SS-05-4.4.2 Students will describe how the physical Why did early settlers change the physical environment? Natural Resources: animals, plants Waterways: Erie Canal, Roads How does the physical environment promote and restrict movement and settlement? Five Themes (Technology-Innovation-Settlement) 8,4 Create colonial villages based on the three regions. 1,2
environment (e.g., mountains as barriers for protection, rivers as barriers of transportation) both promoted and restricted human activities during the early settlement of the U.S. (Colonization, Expansion). SS-05-4.4. Students will describe how individuals/groups may have different perspectives about the use of land (e.g., farming, industrial, residential, recreational). Mountains: Appalachian Mountains, Rocky Mountains Rivers: Mississippi River, Ohio River Explain the difference in a farmer and a business owner s perspective on land use. Agriculture, industry, urban, rural, recreational (Technology-Innovation-Settlement) Debates Discussion webs (Technology-Innovation-Settlement) 1,2,,4 Historical Perspective History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World. The Factual and Interpretive Nature of History SS-05-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, artifacts, diaries, timelines) to describe significant events in the history of the U.S. and interpret different perspectives. DOK The History of the United States SS-05-5.2.1 Students will identify historical documents, selected readings and speeches (e.g., Mayflower Compact, Emancipation Proclamation, Dr. Martin Luther King s speech: I Have a Dream) and explain their historical significance. Describe historical tools and how people use these to translate historical events. Primary diaries, photos, journals, Secondary books, documents, Artifacts fossils, arrow heads, Timelines Declaration of Independence, Articles of Confederation, U.S. Constitution, Bill of Rights (and other amendments), Emancipation Proclamation, Explain why historical documents and symbols are important to the history of the US. U.S. Symbols: US flag, bald eagle, Uncle Sam Rock Art (History) (Historical-Documents-Reading-Speeches) Scavenger hunts Kentucky researched 9 2,,4 2
DOK SS-05-5.2.2 Students will explain reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came to America long ago (Colonization and Settlement, Industrialization and Immigration, Twentieth Century to Present) and compare with why immigrants come to America today. SS-05-5.2. Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education. DOK Slogans: In God We Trust, E Pluribus Unum Monuments: Statue of Liberty, Washington Monument, Lincoln Memorial, Vietnam Memorial, Mt. Rushmore Songs: National Anthem, God Bless America, Stars and Stripes Forever Poems: Pledge of Allegiance Literature: Common Sense, Uncle Tom s Cabin KENTUCKY Symbols: KY flag, cardinal, thoroughbred, seal Monuments: Jefferson Davis Memorial, Old State Capital Building, Daniel Boone Grave, Henry Clay Monument Song: My Old Kentucky Home Stephen Foster Explain factors that influence immigration to the US. throughout history. Facts, Perspective, freedom, opportunity, religion, economics How and why have communication, transportation, education, and government evolved throughout the history of the US? Examples include: Exploration of the Americas Christopher Columbus, Henry Hudson, etc. Colonization: Pilgrims, Puritans, etc. War for Independence: Thomas Jefferson, George Washington, Paul Revere, etc. PowerPoints (History of Immigration) (Changes In Transportation-Communication) Graphic organizers T-Charts 1,2,,4 Native Am. 1 Colonists 2 Government Civil War 2,, 10
A New Nation: George Washington, Thomas Jefferson, etc. Young Republic: Thomas Jefferson, James Madison, Ben Franklin, Francis Scott Key Westward Expansion: Daniel Boon, Lewis & Clark, Sacagawea Slavery & Civil War: Harriet Tubman, Fredrick Douglass, Abraham Lincoln, Jefferson Davis Industrialization: Samuel Slater, Eli Whitney, Henry Ford, Thomas Edison, Alexander Graham Bell Civil Rights Movement: Dr. Martin Luther King, Jr., Rosa Parks, President Lyndon Johnson Discoveries: Americas-Columbus Inventions: Textile Mills: Samuel Slater Steam Engine: Robert Fulton Cotton Gin: Eli Whitney Plow: John Deere Light Bulb: Thomas Edison Phone: Alexander Graham Bell Automobile: Henry Ford Native American Cultures Middle America: Incas, Aztecs, Mayas North America: Eastern Woodlands, Plains, Southwest, California Intermountain, Northwest Coast, Immigrants of the 1800 s Today s cultures: Canada, United States, & Mexico Explain cause and effect and describe historical events with multiple causes. CAUSES 11
Settlement of Europeans in the Americans England s unfair treatment to the colonies Government powers were not balanced between state and federal Invention of the cotton gin that increased slavery, limited states rights, and imbalance of the power between the Northern and Southern states President Lincoln issuing the Emancipation Proclamation High demand for manufacturing new inventions and products EFFECTS Disease, removal from the homes, and death of Native Americans (Trail of Tears) Colonists declaring independence from England (American Revolution) The ratifying of the Bill of Rights for the U.S. Constitution The succession of Confederate states and the fighting of the Civil War All slaves are free Increase of immigration from European countries (Ellis Island) 12
SS-05-5.2.4 Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships. Analyze how historical events shaped the US. US History Timline Land & People Before Columbus Age of Explorations Colonization War for Independence A New Nation The Young Republic Westward Expansion Industrialization 20th Century Pre, during, and post Civil War Quilt (Eras in American History) Books: Pocahontas, Spy in the King s Colony, F is for Freedom, Amos Fortune, Charley Skeddadle, Mr. Tucket, Out of the Dust, Econ Toothpaste Millionaire, A Penny s Worth of Character, Sign of the Beaver, Sarah Bishop, Dear America Series, Bound for Oregon, George Washington s Socks, Morning Girl 1 1 2 2,4,4 DOK Examples of Key Influences (from eras above) Cultures of indigenous groups Columbus discovery Jamestown, Plymouth Rock, 1 colonies American Revolution Declaration of Independence, U.S. Constitution, Bill of Rights Manifest Destiny, The War of 1812 Cumberland Gap, Louisiana Purchase Slavery, Civil War, Immigration, Inventions Civil Rights Movement, World Wars 1