9 weeks Stards/Essential Questions Concepts/Skills Activities/Assessments Resources 9 Str: Civics Government Content Stard III: Students underst the ideals, rights, responsibilities of citizenship underst the content history of the founding documents of the United States with particular emphasis on the United States New Mexico constitutions how governments function at local, state, tribal, national levels. (N.M. SS. S.&B) VI. Power, Authority, Governance Social studies programs should include experiences that provide for the study of how people create change structures of power, authority, governance. (Nat. SS. S&B) 9-12 Benchmark III-A: Compare analyze the Purpose: To identify government officials resources on a local, state national level. To demonstrate an understing of the government on a local, state national level. 1. Analyze the structure, powers, role of the legislative branch of the United States government, to include: specific powers delegated in Article I of the Constitution checks balances described in The Federalist Papers Number 51 lawmaking process role of leadership within Congress Federalist anti-federalists position Overview: Students need to be informed citizens on a local, state national level. Students will begin to underst the roles played by the Democratic Republican parties, congressional leaders, committees other groups to which members of Congress belong, as well as the formal process of lawmaking differences between the House Senate using research, critical analysis, role playing. Identify chart the necessary conflicts produced by checks balances as defined in Federalist #51. Assessment:: Rubric http://www.eduref.org/cgi - bin/printlessons.cgi/virtu al/lessons/social_studie s/us_government/gov0 002.html http://www.pbs.org/teach ersource http://www.yale.edu/laww eb/avalon/ 1
structure, power, purpose of government at the local, state, tribal, national levels as set forth in their respective constitutions or governance documents. NM PS- 1 NS 1 PS 2 2. Analyze the structure, powers, role of the executive branch of the United States government, to include: specific powers delegated in Article II of the Constitution checks balances development of the Cabinet federal bureaucracy roles duties of the presidency, including those acquired over time such as head of state head of a political party. In this lesson students will examine the formal informal powers of the president, as well as the political skills required to win office. They will also assess the personal qualities needed to win office to carry out the responsibilities of the presidency. Using criteria they have developed, students will compare current contenders for the office. Here you'll tour the White House branches of the US Government. Additional links lead to House Senate Web Sites, the Judicial Branch, Government Information Resources, Whitehouse Press Releases, Historical Documents, Politics Political Newsgroups. Assessment:Teacher Observation http://ofcn.org/cyber.serv/ academy/ace/soc/cecsst/ cecsst052.html http://virtualfreesites.com /us.government.html 2 1. Divide the class into three groups: Executive,
Purpose: To encourage students to comprehend these points of emphasis relate them to the study of the three branches of our federal government. Several activities are described. The culminating activity is the "Power Grab Game" given before the final test on the Constitution Unit. Legislative Judicial branches of government. Each student should have a copy of the Constitution with them. 2. In each round the teacher will give each branch of government an opportunity for an unconstitutional "Power Grab". The remaining two groups have two minutes to find proof from the Constitution (amendments included) by Article, section clause, why the power grab is unconstitutional. 3. When a person thinks he finds the appropriate check he yells "check". He must be prepared to respond with the answer immediately. If wrong, others may try to block the grab for power with the two minutes, alternating between branches until the two minutes are gone or the answer is correct. 4. When checked correctly, the branch received 10 points. If no one gets the correct answer, the branch grabbing power gets 5 points. No penalty for wrong answers. 5. A round is a question for each branch. http://www.eduref.org/cgi - bin/printlessons.cgi/virtu al/lessons/social_studie s/us_government/gov0 045.html PS 4 4. Analyze the structure, powers, role of the judicial branch of the United States government, including lmark United States Supreme Court decisions, to include: specific powers Constitution in Article delegated by the III described in the Federalist Papers Numbers 78-83 checks balances judicial review as developed in Marbury v. Madison issues raised in McCulloch v. Maryl dual court system of state federal governments, including their organization jurisdiction. 3 Students will use diagrams, flow charts pie charts to underst the structure of the federal court system the effects of the two major political parties on the make up of the courts members. Through reading historical documents writing an essay, student will identify analyze the intended powers of the judicial branch, including their organization jurisdiction. Assessment:: Rubric Student will read the cases of McCulloch vs. Maryl Marbury vs. Madison for www.uiowa.edu/~c03011 5/30001cres-court.pdf http://www.yale.edu/laww eb/avalon/
comprehension answer the critical thinking questions at the end of the case studies. Assessment: Written www.lmarkcases.org/ mcculloch/background1. html The Federal Courts: Which Courts do What? simulation You are an intern at the Clerk of the Federal District Court s office. You will help steer court case files to the appropriate court for docket scheduling. Observation www.lmarkcases.org/ mcculloch/background1. html http://www.wwnorton.co m/college/polisim_weir4 9 NM PS 3 1. Analyze the fundamental principles in the Declaration of Independence Student will create a chart comparing contrasting the charges against the King of Engl to declare our sovereignty. http://www.yale.edu/laww eb/avalon/ 9 NM PS 4 2. Analyze the historical sources ideals of the structure of the United States government, to include: principles of democracy essential principles of a republican form of government separation of powers as expressed by the Baron of Montesquieu checks balances as expressed by Thomas Hobbs ideas of individual rights developed in the English Bill of Rights role of philosophers in supporting changes in governments in the 18th 19th centuries (e.g., Locke, Rousseau, Voltaire). Student will analyze compare sources ideals of selected philosophers correlate them to the present U.S. Government by creating a flow chart according to importance need of the different principles. http://pbs.org/newshour/e xtra/teachers http://earlyamerica.com/r eview/spring97/blackston e.html http://education.yahoo.co m/reference/encyclopedi a/entry?id=28432 http://east-buc.k12.ia.us 4
Write a historical background on three sources that were important in forming our nation our philosophies on government. http://en.wikipedia.org/wi ki/political_philosophy#in fluential_political_philoso phers http://www.teachnology.com/web_tool /ru NM PS6 3. Compare contrast the unitary, confederal, federal systems. Student will create a foldable to compare contrast the strengths weaknesses differences between the types of government. Teacher guided. NM PS 8 4. Compare contrast the different philosophies, structures institutions of democratic versus totalitarian systems of government. Student will underst concept of how a democracy affects an individual by participating in the Democracy Project. Simulation. Observation This activity will allow the learner to compare a democracy to a totalitarian system by using essay writing about the system in the U.S. the system in Cuba. http://pbskids.org/democr acy/mygovt/index.html Internet/ reference books NM PS 12 12.Compare contrast the philosophical foundations of forms of government to underst the purpose of the corresponding political systems (e.g., socialism, capitalism, secular, theocratic, totalitarian) Create 5 inverted triangle charts exhibiting the important points of each of the political systems as per directions. Assessment:: Teacher Research the fall of communism in the former Soviet Union compare it with the American Revolution. Create a flow chart with the topic of Reasons for Revolution for each revolution. http://eduplace.com/grap hic organizer http://www.pbs.org/wgbh/ peoplescentury/episodes /peoplepower/description.html http://www.eduplace.com /graphicorganizer/index.h 5
tml http://www.yale.edu/laww eb/avalon/declare.htm 9-12 Benchmark III- D: Underst how to exercise rights responsibilities as citizens by participating in civic life using skills that include interacting, monitoring, influencing. 1. Describe analyze the influence of the nonelected (e.g., staff, lobbyists, interest groups). Groups Interests simulation will enable the student to role play, create their needs plan, problem solve trying to persuade Congress to pass their bill. Assessment: Written NM PS1 NM PS 2 2. Analyze the rights obligations of citizens in the United States, to include: connections between self-interest, the common good, the essential element of civic virtue as described in The Federalist Papers Numbers 5 49 obeying the law, serving on juries, paying taxes, voting, registering for selective service, military service. Read compose an essay of the similarities between Federalist 5 49. Compare the writings summarize the points the authors stressed. Constitution search. Using a copy of the U.S. Constitution, locate where obeying the law, serving on juries, paying taxes, voting, registering for selective service, military service is covered. http://www.law.cornell.ed u/constitution/constitution.overview.html 6
NM PS 3 3..Demonstrate the skills needed to participate in government at all levels, to include: analyze public issues the political system evaluate cidates their positions debate current issues. Simulation You are your state s election commissioner, charged with increasing turnout in the next elections. By selecting criteria to appeal to the eligible voters. (% of achievement) Answer computer based questions after analyzing evaluating the current event. http://www.wwnorton.co m/college/polisim.htm http://www5.harlingen.isd.tenet.edu/cards/aa/curr entevents.html NM PS 4 4. Analyze factors that influence the formation of public opinion (e.g., media, print, advertising, news broadcasts, magazines, radio). Media: Integrity in Journalism vs. the Bottom Line Simulation You are the editor-in-chief of a significant daily newspaper. Your task will be to make decisions about the stories on your front page, while answering to your readers your publisher. http://www.wwnorton.co m/college/polisim_weir4. htm Students work as a group to create a "Yesteryear Newspaper". Focusing on one of the historical periods of the "Discover Presidential Log Cabins" program, each group will produce one-page of a newspaper from that era. The team will research, write, design, present their yesteryear newspaper to the class. http://www.cr.nps.gov/log cabin/html/activity5/html Negative Press Analysis. Students read the source construct model a four corner debate activity. observation http://www.enjoythedraft. com/ 7
Additional internet sites for activities: http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst206.html - vocabulary comprehension activity of Bill of Rights http://www.wsjclassroomedition.com/teacher/index.html- current hot topics for research debate http://www.teachablemoment- lesson plans http://www.teach-nology.com/teachers/lesson_plans/history/government/- lesson plans http://www.srqelections.com/kids/lesson_plans.htm- debates simulations http://www.usnewsclassroom.com/resources/activities/act010528.html- mock trial debate topics Revised 6-15-2006 8