Volusia District Social Studies Office 2019-2020...1 Foundations & Origins of American Government 3...

Volusia District Social Studies Office 2019-2020

Page 1 High School United States Government

Social Studies Curriculum Map

Volusia County Schools

United States Government & United States Government Honors 2106310/NNN 2106320/NNS

UNDERSTANDING THE CURRICULUM MAPS Everything begins with the purpose, the Organizing Principle. The OP is like a thesis statement in an essay. It provides the direction for an essay

and lets the reader know what the writer is trying to prove. Similarly, an OP provides direction for a unit of study in a classroom. It lets the student know what you as a teacher are trying to prove. All the measurement topics, curriculum standards and vocabulary that you teach should come back to the Organizing Principle in some way.



The Measurement Topic reflects the standards created by the Department of Education and the Curriculum Standards reflect the benchmarks created by the Department of Education.

The Measurement Topics and the Curriculum Standards have been chunked together to allow for a Resource Page to immediately follow the

standards/content. The Resource Page includes textbook alignment, Safari Montage links, websites, Document Based Question (DBQ) lesson plans, and teacher hints.

Considering the Next Generation Sunshine State Standards please keep in mind the Department of Education has determined the content that will

be delivered to students. Please find in the curriculum maps the pacing expected when delivering the content. Additionally, the Florida Literacy Standards are complimentary to the NGSS standards we are expected to teach.

The maps are designed to help teachers determine areas of coverage and to avoid trying to teach every chapter in a textbook. Instead the maps

are designed around the Organizing Principles and are broken down into Curriculum Standards. Teachers are encouraged to use a variety of resources to teach the content and skills. The textbook should be one of the resources used.

The mapping teams have done a great job on the maps but something important to know is the curriculum maps are not static documents; they

are dynamic and open to revision. If you have questions or suggestions, please contact the Volusia County Social Studies Office.

Robert Milholland Secondary Social Studies Curriculum Specialist


Danell Tills Curriculum Map Revision Committee Secondary Social Studies Resource Teacher Marie Dickinson, Graye Dorcy, Scott Wells




Social Studies Curriculum Mapping -TEACHING WITH A PURPOSE IN MIND-

Organizing Principle(Thesis)

Measurement Topic

AssessmentFormative and Summative

Curriculum Standards (NGSSS) Academic Language

Teaching Resources (Florida Literacy

Standards)

Next Generation Sunshine State

Standards



HIGH SCHOOL HONORS COURSES – Teacher and Student Expectations

Honors coursework is offered in high school to provide a more rigorous course of study for high school students. To this end, Honors level Social Studies teachers are expected to utilize a variety of instructional strategies/activities and students are expected to participate in more rigorous coursework, including, but not limited to the following:

- Instruction should be based on content / skills from the Volusia County Schools Curriculum Map. The course curriculum map should serve as the

instructional guide, not a textbook or other resource.

- Use the unit Organizing Principle as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction (remember, it’s like a thesis in an essay) and a purpose for learning all the unit content. The same holds true for the Curriculum Standards you are focusing on each day. They should be visible and discussed before and after instruction.

- Social Studies Literacy Strategies should be utilized regularly (such as: Cornel Notes or similar note-taking method, SOAPStone or APPARTS analysis tools,

and PERSIA or G-SPRITE categorization tools).

- Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. Geography/History Alive lessons and DBQ Project Lessons).

- Students should conduct research projects related to the Social Studies Fair (World History, Government, and Economics).

- Assessments should include both formative assessments and summative assessments. Questions should include Level 1 items that involve low order,

foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3 questions require more abstract thought, thinking beyond the information at hand.

- Writing for Content Understanding is an essential element in the learning process. Students should be engaged in higher order writing on a regular basis,

short and extended responses, more in-depth essays, and authentic writing. Students must be able to produce historical writing. Students should be given multiple opportunities to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).

- Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments), they

provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook).

- Targeted homework - students should be expected to complete homework regularly but homework shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc.

o Previews involve activating prior knowledge, preparing students for the next topic of instruction. o Process activities relate to content/skills recently learned where students are involved in metacognition.



Volusia County Schools U.S. Government Pacing Guide

(2019-2020)

The completion dates are a guideline to stay on track to complete the course and cover all standards by the end of each semester.

OP # Unit # Organizing Principle Length of Unit Grading Period Unit Completed by (+/- 5 Days)

OP 1

1

Foundations & Origins of American Government

3 weeks

1st Nine Weeks

September 6th

OP 2

2 Legislative Branch 3 Weeks 1st Nine Weeks

September 27th 3 Executive Branch 2 Weeks

October 11th OP 2 4 Judicial Branch 2 Weeks 2nd Nine Weeks October 25th OP 3 5 Participating in Government 3 Weeks 2nd Nine Weeks November 22nd

Thanksgiving Break (November 25th – 29th ) OP 4 6 Government in Action 2 Weeks 2nd Nine Weeks December 13th

Winter Break (December 20th – January 6th)

OP 1

1

Foundations & Origins of American Government

3 weeks

1st Nine Weeks

January 31st

OP 2 2 Legislative Branch 3 Weeks 1st Nine Weeks

February 21st 3 Executive Branch 2 Weeks March 13th

Spring Break (March 16th – 20th )

OP 2 4 Judicial Branch 2 Weeks 2nd Nine Weeks April 3rd OP 3 5 Participating in Government 3 Weeks 2nd Nine Weeks April 24th OP 4 6 Government in Action 2 Weeks 2nd Nine Weeks May 8th



Literacy Standards for U.S. Government Grade 12

Literacy Standard

Description

Key Ideas and Details LAFS.1112.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from

specific details to an understanding of the text as a whole. LAFS.1112.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that

makes clear the relationships among the key details and ideas. LAFS.1112.RH.1.3

Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Craft and Structure LAFS.1112.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and

refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). LAFS.1112.RH.2.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger

portions of the text contribute to the whole. LAFS.1112.RH.2.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims,

reasoning, and evidence. Integration of Knowledge and Ideas LAFS.1112.RH.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually,

quantitatively, as well as in words) in order to address a question or solve a problem. LAFS.1112.RH.3.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other

information. LAFS.1112.RH.3.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an

idea or event, noting discrepancies among sources.



Literacy Standard

Description

Range of Reading and Level of Text Complexity LAFS.1112.RH.4.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity

band independently and proficiently. Text Types and Purposes LAFS.1112.WHST.1.1 Write arguments focused on discipline-specific content. LAFS.1112.WHST.1.1A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from

alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

LAFS.1112.WHST.1.1B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

LAFS.1112.WHST.1.1C Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

LAFS.1112.WHST.1.1D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

LAFS.1112.WHST.1.1E Provide a concluding statement or section that follows from or supports the argument presented.

Production and Distribution of Writing LAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific

procedures/experiments, or technical processes. LAFS.1112.WHST.1.2A Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on

that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.



LAFS.1112.WHST.1.2B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

LAFS.1112.WHST.1.2C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

LAFS.1112.WHST.1.2D Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

LAFS.1112.WHST.1.2E Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

LAFS.1112.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

LAFS.1112.WHST.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

LAFS.1112.WHST.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge LAFS.1112.WHST.3.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated

question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

LAFS.1112.WHST.3.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

LAFS.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing and Level of Text Complexity LAFS.1112.WHST.4.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single

sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.



Literacy Standard

Description

Speaking and Listening LAFS.1112.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

LAFS.1112.SL.1.1A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

LAFS.1112.SL.1.1B Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

LAFS.1112.SL.1.1C Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

LAFS.1112.SL.1.1D Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

LAFS.1112.SL.1.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

LAFS.1112.SL.1.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

LAFS.1112.SL.2.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.



Literacy Standard Description

Make sense of problems and persevere in solving them. MAFS.K12.MP.1.1 Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for

entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Construct viable arguments and critique the reasoning of others. MAFS.K12.MP.3.1 Mathematically proficient students understand and use stated assumptions, definitions, and previously

established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can



listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Use appropriate tools strategically. MAFS.K12.MP.5.1 Mathematically proficient students consider the available tools when solving a mathematical problem. These tools

might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

Attend to precision. MAFS.K12.MP.6.1 Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in

discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

English Language Learners ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting. ELD.K12.ELL.SS.1 English language learners communicate information, ideas and concepts necessary for academic success in the

content area of Social Studies. HE.912.C.2.4 Evaluate how public health policies and government regulations can influence health promotion and disease

prevention. Remarks/Examples: Seat-belt enforcement, underage alcohol sales, reporting communicable diseases, child care, and AED availability.



Important Events Observed by Volusia County Social Studies Courses

September American Founders Month All public and private educational institutions are to recognize and observe this occasion through appropriate programs, meetings, services, or celebrations in which state, county, and local governmental officials are invited to participate. All public schools in the state are encouraged to coordinate, at all grade levels, instruction related to our nation's founding fathers. (H.B. 7069, Section 683.1455)

Sept 17-23 Last full week of September

Constitution Week All social studies courses will study one of the most important documents in United States history. Constitution Week commemorates the formation and signing of the U.S. Constitution by thirty-nine brave men on September 17, 1787, recognizing all who, are born in the U.S. or by naturalization, have become citizens. (Teachers will receive further instruction from content area specialist) Celebrate Freedom Week Per Florida Statute

September 15 - October 15

Hispanic Heritage Month Each year, Americans observe National Hispanic Heritage Month from September 15 to October 15, by celebrating the histories, cultures and contributions of American citizens whose ancestors came from Spain, Mexico, the Caribbean and Central and South America. The observation started in 1968 as Hispanic Heritage Week under President Lyndon Johnson and was expanded by President Ronald Reagan in 1988 to cover a 30-day period starting on September 15 and ending on October 15. It was enacted into law on August 17, 1988, on the approval of Public Law 100-402. The day of September 15 is significant because it is the anniversary of independence for Latin American countries Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. In addition, Mexico and Chile celebrate their independence days on September 16 and September 18, respectively. Also, Columbus Day or Día de la Raza, which is October 12, falls within this 30-day period.

November November 11th

Native American Heritage Month What started at the turn of the century as an effort to gain a day of recognition for the significant contributions the first Americans made to the establishment and growth of the U.S., has resulted in a whole month being designated for that purpose. Veterans Day – celebrates the military service of all those who have served and who are currently serving.

February Black History Month February is "Black History Month," a time to commemorate African-Americans who have changed the world. Celebrating Black History began in 1926, when Dr. Carter G. Woodson, a Harvard Ph.D., initiated "Negro History Week." Dr. Woodson, a historian, chose the second week in February because it included the birthdays of Frederick Douglass and Abraham Lincoln. In 1976, the Bicentennial (200th birthday) of the U.S.A., the week-long observance was extended to the entire month of February to have enough time for celebratory programs and activities. (Teachers will receive further instruction from content area specialist)



March March 25th

Women's History Month Women’s History Month had its origins as a national celebration in 1981 when Congress passed Pub. L. 97-28 which authorized and requested the President to proclaim the week beginning March 7, 1982 as “Women’s History Week." Throughout the next five years, Congress continued to pass joint resolutions designating a week in March as "Women’s History Week." In 1987 after being petitioned by the National Women’s History Project, Congress passed Pub. L. 100-9 which designated the month of March 1987 as “Women’s History Month." Between 1988 and 1994, Congress passed additional resolutions requesting and authorizing the President to proclaim March of each year as Women’s History Month. Since 1995, Presidents Clinton, Bush and Obama have issued a series of annual proclamations designating the month of March as “Women’s History Month.” Medal of Honor Day - Public Law 101-564: Whereas the Medal of Honor is the highest distinction that can be awarded by the president, in the name of the congress, to members of the armed forces who have distinguished themselves conspicuously by gallantry and intrepidity at the risk of their lives above and beyond the call of duty…

May Last Monday

Memorial Day is a day of remembering the men and women who died while serving.



Organizing Principle 1a: Demonstrate an understanding of the origins and purposes of government, law, and the American political system.

Pacing: 3 weeks

Standard Curriculum Standards Academic Language

. SS.912.C.1.1

The Origins of American Government

Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government.

Student Learning Goals: • Students will compare and evaluate viewpoints on the founding ideas and principles in U.S.

Constitutional government. • Students will construct arguments on a given position based on their knowledge of the

ideals held by the Founders and/or what is written in the Constitution. • Students will defend the legality of an action or belief and use the founding ideals or the

Constitution to support their claim.

Government, Social Contract, Nation-State, Sovereignty, Direct Democracy, Representative Democracy (Republic), Monarchy, Tyranny, Federal System, Confederal System, Totalitarianism, Constitution, Natural Law/Rights, Self-Government, Independence, Compromise, Unicameral, Bicameral, Athenian Democracy, Roman Republic, Great Britain, Magna Carta, Petition of Right, English Bill of Rights, Mayflower Compact, Fundamental Orders of Connecticut, House of Burgesses, John Locke, Baron de Montesquieu, Adam Smith, First/Second Continental Congress, Declaration of Independence, George Washington, Thomas Jefferson, John Adams, James Madison, Daniel Shays, Thomas Paine

SS.912.C.1.2 Explain how the Declaration of Independence reflected the political principles of popular sovereignty, social contract, natural rights, and individual rights.

Student Learning Goals: • Students will identify and explain rights specified in the Declaration of Independence (i.e.,

natural rights, popular sovereignty, social contract). • Students will identify grievances listed in the Declaration of Independence in terms of popular

sovereignty, social contract, natural rights, and individual rights. • Students will examine and evaluate the influence of Enlightenment ideas on the drafting of the

Declaration of Independence. • Students will identify and describe popular sovereignty, social contract, natural rights, and

individual rights. SS.912.C.1.3 Evaluate the ideals and principles of the founding documents (Declaration of Independence, Articles of

Confederation, Federalist Papers) that shaped American Democracy. Student Learning Goals:

• Students will differentiate among the Declaration of Independence, Articles of Confederation, and Federalist Papers and determine how each one was individually significant to the founding of the United States.

• Students will list the founding documents in chronological order and analyze how the documents are connected to one another.

• Students will identify key individuals who contributed to the founding documents (e.g., Thomas Jefferson, Alexander Hamilton, John Jay, and James Madison).



Organizing Principle 1b: Demonstrate an understanding of the origins and purposes of government, law, and the American political system.

Pacing: 3 weeks

Standards Curriculum Standards Academic Language

SS.912.C.1.4

The Constitution Analyze and categorize the diverse viewpoints presented by the Federalists and the Anti-Federalists concerning ratification of the Constitution and inclusion of a bill of rights.

Student Learning Goals: • Students will analyze competing arguments by the Federalists and the Anti-Federalists for and

against the inclusion of a bill of rights in the U.S. Constitution.

Federalists, Anti-Federalists, Federalism, Constitutional Convention, The Federalist Papers, Virginia Plan, New Jersey Plan, The Connecticut Plan (Great Compromise) 3/5 Compromise, Commerce/Slave Trade Compromise, Preamble, Articles, Law, Bill of Rights, Separation of Powers, Checks and Balances, Rule of Law, Consent of the Governed, Mixed Government (One, Few, Many), Delegated Powers, Treaty, Ratification, Ordered Liberty, Amendments, Full Faith and Credit, Democracy, Representative Democracy, Limited Government, Popular Sovereignty, Individual Rights, Expressed/Enumerated Powers, Implied/Inherent Powers, Reserved Powers, Concurrent Powers, Denied/Prohibited Powers

SS.912.C.1.5 Evaluate how the Constitution and its amendments reflect the political principles of rule of law, checks and balances, separation of powers, republicanism, democracy, and federalism.

Student Learning Goals: • Students will identify and/or explain the three branches of government (executive, legislative,

and judicial) established by the Constitution and how the terms separation of power and checks and balances apply.

• Students will define rule of law, understand its origins from the Magna Carta, and acknowledge the influence of political thinkers such as John Locke, Charles Montesquieu, and Thomas Paine.

• Students will distinguish what sections of the U.S. Constitution establish the federal system and identify what powers are granted to the states.

• Students will contrast republicanism and democracy as forms of government and discern how the United States reflects both.

• Students will evaluate how the political principles of rule of law, checks and balances, separation of powers, republicanism, democracy, and federalism are applied within the framework of constitutional government.

SS.912.C.3.1 Examine the constitutional principles of representative government, limited government, consent of the governed, rule of law, and individual rights.

Student Learning Goals: • Students will identify and define how these concepts are reflected in the Constitution of the

United States. SS.912.C.3.2 Define federalism and identify examples of the powers granted and denied to states and the national

government in the American federal system of government. Student Learning Goals:

• Students will describe what the term federalism means and how the United States system matches the definition.



• Students will explain specific rights that are granted to the states in the language of the Constitution and its amendments (e.g., 10th Amendment, defense, and extradition).

• Students will analyze how different states have challenged the federal government regarding states’ rights (e.g., Civil War, the New Deal, No Child Left Behind, Affordable Health Care Act, and Civil Rights Movement).

• Students will examine the role the Great Compromise had on the eventual establishment of a federal system of fifty equal states.

SS.912.C.3.14 Examine constitutional powers (expressed, implied, concurrent, reserved). Student Learning Goals:

• Students will identify that expressed powers are also known as enumerated powers found in Article I of the United States Constitution.

• Students will identify powers that are expressed in the United States Constitution to Congress (e.g., coin money, declare war, tax).

• Students will analyze the role of the “general welfare clause” and “necessary and proper clause” in granting Congress implied powers.

• Students will describe examples of concurrent powers as those powers shared by both state and federal governments (e.g., build roads, tax citizens, make laws).

• Students will explain how reserved powers define issues as matters for the people or the state governments.

• Students will compare the roles of expressed, implied, concurrent, and reserved powers in United States federalism.

SS.912.C.3.15 Examine how power and responsibility are distributed, shared, and limited by the Constitution. Student Learning Goals:

• Students will examine federalism in the United States to determine the distribution of power between state and federal governments.

• Students will explain how the three branches of government were instituted as means of distributing, limiting, and sharing power in the United States Constitution.

• Students will analyze how individual rights are distributed and limited by the language of the United States Constitution and its amendments.

• Students will describe how expressed, implied, concurrent, and reserved powers distribute, limit, and share power and responsibility in the United States Constitution.



Organizing Principle 1c: Demonstrate an understanding of the origins and purposes of government, law, and the American political system.

Pacing: 1 week


SS.912.C.2.6

Bill of Rights and Constitutional Amendments Evaluate, take and defend positions on issues about rights protected by the Constitution and Bill of Rights.

Student Learning Goals: • Students will define the rights granted to citizens of the United States based on their knowledge

of the Constitution and its amendments. • Students will differentiate the rights provided by the Bill of Rights from those rights provided by

the initial Constitution. • Students will describe the importance of the Bill of Rights and the role it played in extending the

natural rights of liberty and property for citizens. • Students will analyze the historical role of the amendment process as a means of extending

rights to citizens. (e.g., 13th, 14th, 15th, 19th, and 26th amendments). • Students will apply their knowledge of freedoms granted by the Constitution and its

amendments to analyze a given scenario (e.g., freedom of speech, right to bear arms, and search and seizure).

Bill of Rights, Amendments (14, 15, 19, 23, 24, 26), Incorporation Doctrine, Selective Incorporation, Establishment & Free Exercise Clauses, Eminent Domain, Due Process, Reserved Powers, Libel, Slander, Quartering, Double Jeopardy, Bail

SS.912.C.2.7 Explain why rights have limits and are not absolute. Student Learning Goals:

• Students will analyze the role of the judicial branch and how the courts’ interpreting of laws has placed limits on rights.

• Students will explain the necessity and/or reasoning for placing limits on freedom of speech (e.g., inciting a crime, campaign contributions, defamation, military secrets).

• Students will cite historical examples of times when freedoms and rights were restricted as a matter of national security (e.g., during the Civil War, world wars, and post-9/11).

o Examples are speech, search and seizure, religion, gun possession.



Resources Origins of American Government and The Constitution

Textbook United States Government: Our Democracy (McGraw Hill) Chapters 1, 2, 3, and 4.

Safari Montage YouTube

Origins of Democracy (1688-1765), A New Nation, Creating a New Nation (1783-1791), The Declaration of Independence, History of the U.S. Government, The U.S. Constitution and the Bill of Rights, A More Perfect Union, The Federal System, Comparative Government, The U.S. Constitution and Bill of Rights; History of the Civil Rights Movement Crash Course Government: Constitutional Compromises #5, Separation of Powers #3; Federalism #4, Civil Rights & Liberties #23; Freedom of Religion #24; Freedom of Speech #25; Freedom of the Press #26; Search & Seizure #27; Due Process #28; Equal Protection #29; Sex Discrimination #30; Discrimination #31; Affirmative Action #32 https://www.youtube.com/playlist?list=PL8dPuuaLjXtOfse2ncvffeelTrqvhrz8H

Websites

Democracy in Action- www.learner.org Annenberg classroom- www.annenbergclassroom.org CSPAN- www.c-spanclassroom.org The Florida Joint Center for Citizenship - www.floridacitizen.org CNN Student News – www.cnn.com\cnn10 Government Blog - http://usgovteducatorsblog.blogspot.com/ Bill of Rights Institute - www.billofrightsinstitute.org

DBQs

History Alive! – The Constitution in a New Nation Activity 1.2 – Experiencing the Weaknesses of the Articles of Confederation Activity 1.3 – Analyzing the Features of the Articles of Confederation Activity 1.4 – Spelling Out the Weaknesses of the Articles Activity 2.2 – The Compromises of the Constitution Activity 2.3 – Constitutional Card Sort Activity 2.4 – Maintaining the Balance of Power Activity 3.3 – Understanding the Bill of Rights Activity 4.2 – Giving Voice to Jefferson and Hamilton Bill of Rights Institute - www.billofrightsinstitute.org

CPALMS Resources

URL: http://www.cpalms.org/Public/search/Resource Instructions:

1. Click the live link above (paste into address bar if live link is not available) 2. Input standard within search field 3. Click Search 4. Click resource attached to standard for further information

https://www.youtube.com/playlist?list=PL8dPuuaLjXtOfse2ncvffeelTrqvhrz8H

http://www.learner.org/

http://www.annenbergclassroom.org/

http://www.c-spanclassroom.org/

http://www.floridacitizen.org/

http://www.cnn.com/cnn10

http://usgovteducatorsblog.blogspot.com/

http://www.billofrightsinstitute.org/


http://www.cpalms.org/Public/search/Resource



SS.912.C.1.1- Lesson Plan SS.912.C.1.2- Lesson Plan SS.912.C.1.3- Lesson Plan, Web Quest and Teaching Idea SS.912.1.4- Lesson Plan and Teaching Ideas SS.912.1.5- 2 Teaching Ideas

Teacher Hints • Try to use current events to demonstrate concepts. For example, the mandate of hotels to install pool lifts as

an example of the federal system and mandates. • For assessments, you can use McGraw Online Assessments and NYS Regents Exams for US History and

Government. • Students can find the meaning of various words in the declaration by using context clues. For example,

students can be asked to explain the words unalienable, transient, usurpations, etc. based on the text of the Declaration. (students must include text-based evidence to support their response)

• Students can write an essay citing the concepts of John Locke’s Second Treatise and explain where they are found in the Declaration. (students must include text-based evidence)

• Compare and contrast The Articles of Confederation with The United States Constitution. (students must include text-based evidence to support their response)

• Analyze the differing viewpoints of the Federalists and Anti-Federalists. Explain which point of view you would have taken and why. (students must include text-based evidence to support their response)



Organizing Principle 2a: Demonstrate an understanding of the principles, functions, and organization of government.

Pacing: 3 weeks


Principles/Functions of Government

Refer to Organizing Principle 1b for review of the Constitution and Federalism

Constituent, Standing Committee, Joint Committee, Conference Committee, Appropriations, Joint Resolution, Casework, Seniority Rule, Majority and Minority leadership positions, Filibuster, Cloture, Rider, Christmas Tree Bill, Logrolling, Earmarks, Pork, Incumbent Advantage, Trustee, Delegate, Politico, Implied Powers, Concurrent Powers, Enumerated Powers, Delegated Powers

[The resources will be the same for all three branches. For spacing consideration, the resources are only listed once.]

SS.912.G.4.1 Interpret population growth and other demographic data for any given place.

SS.912.C.3.3

Institutions and Organization of Government – LEGISLATIVE BRANCH Analyze the structures, functions, and processes of the legislative branch as described in Article 1 of the Constitution.

Student Learning Goals: • Students will explain why Article I of the Constitution established a

bicameral legislative body and how the House of Representatives functions differently than the Senate.

• Students will identify the methods for determining the number of members in the House of Representatives and the Senate.

• Students will identify and describe the “enumerated powers” granted to Congress (i.e., taxes, borrow money, declare war, and make laws). Students will analyze the role of the legislative branch in terms of its relationship with the judicial and executive branch of the government. Students will describe constitutional amendments that have changed the role of Congress from its original description in Article I of the Constitution (i.e., 10th, 14th, 16th, 17th, and 27th).

SS.912.C.3.14

Examine constitutional powers (expressed, implied, concurrent, reserved). Student Learning Goals:

• Students will identify that expressed powers are also known as enumerated powers found in Article I of the United States Constitution.

• Students will identify powers that are expressed in the United States Constitution to Congress (e.g., coin money, declare war, tax).

• Students will describe examples of concurrent powers as those powers shared by both state and federal governments (e.g., build roads, tax citizens, make laws).

• Students will compare the roles of expressed, implied, concurrent, and reserved powers in United States federalism.



Organizing Principle 2b: Demonstrate an understanding of the principles, functions, and organization of government.

Pacing: 2 weeks

Curriculum Standards Academic Language

SS.912.C.3.4

Institutions and Organization of Government – EXECUTIVE BRANCH Analyze the structures, functions, and processes of the executive branch as described in Article 2 of the Constitution.

Student Learning Goals: • Students will examine the role of the executive branch in terms of its

relationship with the judicial and legislative branch of the government. • Students will describe constitutional amendments (e.g., 12th, 20th, 22nd,

and 25th) that have changed the role of the executive branch from its original description in Article II.

• Students will explain the qualifications one must have to seek the office of the president and the process of presidential elections.

• Student will describe the different powers assigned to the executive branch via Article II (i.e., commander-in-chief, head of cabinet, treaties, and appointments).

• Students will explain different presidential responsibilities outlined in Article II (e.g., receiving foreign heads of state, delivering the State of the Union address, and carrying out faithful execution of the law). Students will analyze the impeachment process and understand how a president can be removed from office.

Reprieve, Pardon, Cabinet, Executive Order, Bureaucracy, Pocket Veto, Administration, Whistle-Blower, Balanced Budget, Budget Surplus, Federal Deficit, National Debt, Progressive Tax, Regressive Tax, Entitlement, Mayor, Governor, Line-item Veto, President, Veto, Independent Regulatory Agencies, Regulation, Federal Reserve

SS.912.C.3.5

Identify the impact of independent regulatory agencies in the federal bureaucracy.

Student Learning Goals: • Students will describe how independent regulatory agencies interact with

the three branches of government and with citizens. • Students will examine the role independent regulatory agencies play in

the federal bureaucracy and why such agencies were created. • Students will explain the role of the Federal Reserve and other agencies

like the Securities and Exchange Commission on monitoring the United States economy.



• Students will examine the role of different independent federal agencies in protecting consumers (e.g., Food and Drug Administration, Consumer Product Safety Commission, and Federal Communications Commission).

SS.912.C.3.13 Illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels.

Student Learning Goals: • Students will identify local government officials and employees who

affect the daily lives of citizens (e.g., law enforcement, mayors, teachers, and transportation workers).

• Students will identify the role of state governmental officials and employees who affect the daily lives of citizens (e.g., law enforcement, governors, secretary of state, and legislators).

• Students will identify the role of federal governmental officials and employees who affect the daily lives of citizens (e.g., law enforcement, president, vice president, and military).

• Students will explain how government at all levels use its resources to impact the daily lives of citizens (e.g., funding of services, protection, and passing new laws).

• Students will compare current and historical examples of the government impacting the daily lives of its citizens. Examples may include, but are not limited to, education, transportation, crime prevention, and funding of services.



Organizing Principle 2c: Demonstrate an understanding of the principles, functions, and organization of government.

Pacing: 2 weeks


SS.912.C.3.6

Institutions and Organization of Government – JUDICIAL BRANCH Analyze the structures, functions, and processes of the judicial branch as described in Article 3 in the Constitution.

Student Learning Goals: • Students will examine the role of the judicial branch in terms of its

relationship with the executive and legislative branches of the government.

• Students will describe the role of the Supreme Court and lesser federal courts.

• Students will explain what Article III says about judicial tenure, appointment, and salaries.

• Students will describe the powers granted to the courts by Article III, including, but not limited to, treason, jurisdiction and trial by jury.

Dual Court System, Criminal Law, Civil Law, Burden of Proof, Defendant, Prosecution, Plaintiff, Jurisdiction (original and appellate), Legal Brief, Misdemeanor, Felony, Grand Jury, Indictment, Arraignment, Plea Bargain, Restitution, Incarceration, Writ of Certiorari, Judicial Review (Marbury v. Madison), Oral Arguments, Petitioner, Respondent, Majority Opinion, Dissenting and Concurring Opinions, Judicial Activism and Judicial Restraint, Independent Judiciary, 13th Amendment, 14th Amendment, 15th Amendment, 19th Amendment, 24th Amendment, 26th Amendment, Civil Rights Act of 1964, Voting Rights Act of 1965, Separate by Equal, Jim Crow Laws, Segregation, Exclusionary Rule, Plessy v. Ferguson, Brown v. Board of Education, Probable Cause, Miranda Warnings, Symbolic Speech, Title IX, Equal Rights Amendment (ERA), Americans with Disabilities Act (ADA)

SS.912.C.3.7 Describe the role of judicial review in American constitutional government. Student Learning Goals:

• Students will define judicial review and identify it as a means of achieving a separation of powers among the three branches of government.

• Students will analyze the importance of the Supreme Court case Marbury v. Madison and its impact on judicial review.

• Students will examine the role of district courts, the court of appeals, and the Supreme Court in the judicial review process.

• Students will explain the relationship between the concept of judicial review and the language of the Supremacy Clause in Article VI of the Constitution.

• Students will describe how judicial review was a key point of contention during the Constitutional Convention.

SS.912.C.3.8 Compare the role of judges on the state and federal level with other elected officials.

Student Learning Goals:



• Students will contrast the ways state and federal judges are appointed compared to other elected officials.

• Students will compare the decision-making process of judges compared to other political figures.

• Students will differentiate the role judges have with the general (voting) public versus other elected officials.

• Students will distinguish the qualifications needed for a judge at the state or federal level versus other elected officials. Examples may include, but are not limited to, decisions based on the law vs. will of the majority.

SS.912.C.3.9 Analyze the various levels and responsibilities of courts in the federal and state judicial system and the relationships among them.

Student Learning Goals: • Students will examine why particular court cases go to the state court,

while others go to federal court. • Students will describe the relationship among the Supreme Court, federal

appellate courts, and federal district courts. • Students will analyze the role of the Erie Doctrine and the Rooker-Feldman

Doctrine on the relationship between federal court decisions and state court decisions.

• Students will explain the roles of different courts and judges in a given state (i.e., city courts, justice of the peace, county courts, and family court).

• Students will contrast the differences among civil trials and criminal trials at the state level.

• Students will describe what Article III of the Constitution states about the relationship between state and federal courts.

SS.912.C.3.10 Evaluate the significance and outcomes of landmark Supreme Court cases. Student Learning Goals:

• Students will analyze the impact of a given Supreme Court decision. Students will identify a Supreme Court description when provided a synopsis of a ruling or a description of the impact a given case had. Examples may include, but are not limited to, Marbury v. Madison, Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona, Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United States v. Nixon, Roe v. Wade, Bush v. Gore, Texas v. Johnson, Mapp v. Ohio, McCulloch v. Maryland, and District of Columbia v. Heller.



SS.912.C.3.11 Contrast how the Constitution safeguards and limits individual rights.

SS.912.C.3.12 Simulate the judicial decision-making process in interpreting law at the state and federal level.

Student Learning Goals: • Students will describe how the judicial process applies the principles of the

United States Constitution and state constitutions in making judicial decisions.

• Students will incorporate language from the Constitution or court briefs to justify a legal decision when interpreting state or federal law.

• Students will explain the process used by judges at the state and federal level when making a decision or writing summary opinions.

• Students will contrast the rulings made by different judges through citing language from specific court decisions.

• Students will demonstrate an understanding of the process that state or federal judges apply to reach a decision.

SS.912.C.2.9 Identify the expansion of civil rights and liberties by examining the principles contained in primary documents.

Student Learning Goals: • Students will analyze the expansion of suffrage through the passage of

various amendments, Supreme Court Cases, and acts of Congress.



Resources Principles/Functions of Government / Institutions and Organization of government

Textbook United States Government: Our Democracy (McGraw Hill) Chapters 5-16.


The Legislative Branch, The Executive Branch, The Judicial Branch, The American President: Expanding Power, Cases in Controversy: The 14th Amendment, Constitutional Reform and Controversy. Crash Course Government: Bicameral Congress #2; Congressional Committees #7; Congressional Leadership #8; How a Bill Becomes a Law #9; Social Policy #49, Congressional Decisions #10; Presidential Powers #11-#12; Congressional Delegation #13; How Presidents Govern #14; Bureaucracy Basics #15; Types of Bureaucracy #16; Controlling Bureaucracies #17; Monetary & Fiscal Policies #48, Legal System Basics #18; Structure of the Court System #19; Supreme Court Procedures #20; Judicial Review #21; Judicial Decisions #22 https://www.youtube.com/playlist?list=PL8dPuuaLjXtOfse2ncvffeelTrqvhrz8H

Websites

Democracy in Action- www.learner.org Annenberg classroom- www.annenbergclassroom.org CSPAN- www.c-spanclassroom.org Senate- www.senate.gov House- www.house.gov Supreme Court- www.supremecourt.gov The Florida Joint Center for Citizenship - www.floridacitizen.org U.S.Courts www.uscourts.gov CNN Student News – www.cnn.com\cnn10 Government Blog - http://usgovteducatorsblog.blogspot.com/ Oyez - www.Oyez.org

DBQs Bill of Rights Institute - www.billofrightsinstitute.org In the Modern Age, Is Congress Really the Branch of the People? - DBQ

CPALMS Resources

URL: http://www.cpalms.org/Public/search/Resource Instructions: 1. Click the live link above (paste into address bar if live link is not available) 2. Input standard within search field 3. Click Search 4. Click resource attached to standard for further information

SS.912.C.3.1 – Lesson Plan and Teaching Ideas SS.912.C.3.10 - Lesson Plan SS.912.C.3.11 – Lesson Plans SS.912.C.3.13 – Teacher Idea





http://www.senate.gov/

http://www.house.gov/

http://www.supremecourt.gov/


http://www.uscourts.gov/



http://www.oyez.org/





SS.912.C.3.14 – N/A SS.912.C.3.15 – Teaching Idea SS.912.C.3.2 – N/A SS.912.C.3.3 – N/A SS.912.C.3.4 – N/A SS.912.C.3.5 – N/A SS.912.C.3.6 – N/A SS.912.C.3.7 – N/A SS.912.C.3.8 – N/A SS.912.C.3.9 – N/A SS.912.C.3.10 – Lesson Plan SS.912.C.3.12 – N/A

Teacher Hints

• Use the 270 to win website to demonstrate how the Electoral College works. For example, campaigning strategies, weaknesses of the Electoral College, etc.

• The Senate and House websites have a glossary section that gives helpful definitions of important vocab terms. • For assessments, you can use McGraw Hill Online Assessments and NYS Regents Exams for US History and Government. • Compare/contrast membership, numbers, and terms of the Senate and House. (students must include text-based

evidence to support their response.) • Create a diagram demonstrating the system of checks and balances and create a paragraph explaining which branch you

believe to be the most powerful and why. (student must include text-based evidence to support their response.) • Some people say the judicial branch has become the most powerful. Write an essay refuting that statement using specific

facts to back up your response. (students must include text-based evidence to support their responses. • Describe the pros and cons of our Electoral College system. Take a stance on whether you think we should keep the

system as it is or change it. How would you change it? (students must include text-based evidence to support t heir response.)

• Evaluate the need of the government to provide safety to its citizens, but at the same time, limit the civil liberties of individuals. (students must include text-based evidence to support their response.) Some have stated that the 14th Amendment is the single most important amendment ever ratified. Either support or refute that argument. (students must include text-based evidence to support their response.)



Organizing Principle 3a: Evaluate the roles, rights, and responsibilities of United States citizens and determine methods of active participation in society, government, and the political system.

Pacing: 3 weeks


SS.912.G.5.5 Use geographic terms and tools to analyze case studies of policies and programs for resource use and management.

Democratization, Suffrage, Civil Rights, Civic Duty/Responsibility, Political Efficacy, Petition, Electoral Specialist, Dual Activist, Old Media v. New Media, Propaganda, Persuasive Techniques (Bandwagon, Glittering Generalities, Card-Stacking, Plain Folk, Name-Calling, Testimonial, Special Interest Groups, Lobbying, Mass Media, Public Opinion, Multiparty System, One-Party System, Politics, Ideology, Political Parties, Compromise, Partisan, Non-Partisan, Third Parties, Coalition, Liberal/Conservative, Moderate, Political Socialization, Political Identification, Political Spectrum

SS.912.C.2.8

Influence of public opinion, mass media, and interest groups is critical in public policy

Analyze the impact of citizen participation as a means of achieving political and social change.

Student Learning Goals: • Students will cite historical examples of citizens achieving political and social

change to show the impact individuals can have (e.g., the Civil Rights Movement, Women’s Suffrage, the Abolitionist Movement, and war protests).

• Students will examine the role of the Internet and social media as a means of using technology to promote political and social change (e.g., e-mail, social media).

• Students will identify legal methods that citizens can use to promote social and political change (e.g., protests, petitioning, demonstrations, and contacting government offices).

• Students will assess the impact of civic participation on a given contemporary or historical example.

• Examples are e-mail campaigns, boycotts, blogs, podcasts, protests, demonstrations, letters to editors

SS.912.C.2.10 Monitor current public issues in Florida. Student Learning Goals:

• Students will research Florida issues being discussed at the national level by monitoring major publications via print and online media.

• Students will observe their regional media’s coverage of local and state-level issues by watching local news, reading their town’s newspaper, and visiting regional websites.

• Students will contact members of their local, state, and/or federal government to gain an understanding of the issues in Florida that the politicians feel of are the utmost importance.

• Students will follow the progress of current issues in Florida by following politicians, journalists, and other important public figures by signing up for e-mail alerts or using traditional and social media.



o Examples are On-line Sunshine, media, e-mails to government officials, political text messaging.

SS.912.C.2.11 Analyze public policy solutions or courses of action to resolve a local, state, or federal issue.

Student Learning Goals: • Students will describe the procedure by which a bill is introduced to the

legislature at either the state level or the federal level. • Students will explain the process of using ballot proposals or amendments at the

local or state level to resolve issues. • Student will demonstrate knowledge of the differences of purpose of the

branches and the functions of the office holders. • Students will analyze the role of interest groups and the methodology used by

interest groups to influence local, state, and federal courses of action. • Students will demonstrate an understanding of the logistics of the election

processes. SS.912.C.2.12 Explain the changing roles of television, radio, press, and Internet in political

communication. Student Learning Goals:

• Students will analyze the role of the 24-hour news cycle and the impact it has had on the political process.

• Students will explain the ways in which the Internet and social media have provided politicians with new means of reaching their constituents.

• Students will examine how technology will impact the role of radio and newspapers as media used for political communications.

• Students will contrast how politicians campaign today with historical campaigns. Students will compare the strength and weaknesses of different media, including, but not limited to, television, radio, press, and Internet.

SS.912.C.2.13 Analyze various forms of political communication and evaluate for bias, factual accuracy, omission, and emotional appeal.

Student Learning Goals: • Students will examine the effectiveness of different campaign materials

distributed by candidates to build appeal (e.g., bumper stickers, buttons, and yard signs).

• Students will analyze the coverage of the same political issue by different media outlets (video and print) to identify possible bias and omissions.

• Students will compare coverage of the same political event or issue by different websites, blogs, and social media to evaluate factual accuracy.



• Students will research the historical impact of propaganda and campaign advertisements on the American political process.

• Examples are political cartoons, propaganda, campaign advertisements, political speeches, electronic bumper stickers, blogs, media.

SS.912.C.2.15 Evaluate the origins and roles of political parties, interest groups, media, and individuals in determining and shaping public policy. [SS.912.C.2.15]

Student Learning Goals: • Students will identify the origins of the two major political parties and evaluate

their roles in shaping public policy. • Students will analyze the role of interest groups and political action committees

on American politics by examining their origins and how they operate. • Students will contrast the modern media’s influence on politics with the press at

other major points in United States history. • Students will describe changes in the U.S. voting population throughout history,

recognizing major turning points (e.g., 15th Amendment, 19th Amendment, and 26th Amendment).



Organizing Principle 3b: Evaluate the roles, rights, and responsibilities of United States citizens and determine methods of active participation in society, government, and the political system.

Pacing: 2 Weeks

Standards Curriculum Standard Academic Language

SS.912.C.2.14

Political parties, electoral process, political socialization/participation Evaluate the processes and results of an election at the state or federal level.

Student Learning Goals: • Students will explain the process by which candidates register for elections at the

state or federal level. • Students will describe the different methods used to tabulate election results in

state and federal elections. (i.e., electronic voting, punch cards, fill-in ballots). • Students will analyze the different primary formats and how political parties

nominate candidates using primaries. • Students will examine the role of debates on the results of elections at the state

and federal level. • Students will contrast the different ways in which elections are decided (i.e.,

electoral college, proportional, popular vote, winner-take-all).

Voter Registration, Voter Qualification, Naturalization Process, Jus Soli, Jus Sanguinas, Caucus/Convention, Nominating Process, Delegate, Super Delegate, Ballot, Absentee Ballot, Split Ticket / Straight Ticket Ballot, Incumbent, Platform, Open/Closed Primary, Precinct, Poll, Off-Year Election, Special Election, Runoff Election, Recall Election,, Extremists, Campaign, Electoral Process, Primary Election, General Election, PAC’s, Super PAC's, Citizens United v. FEC, Soft Money, Hard Money, Advocacy, Democratic Party, Donkey, Republican Party/GOP, Elephant

SS.912.C.2.16 Analyze trends in our current voter turnout. Student Learning Goals:

• Students will examine data of voter turnout to reach conclusions about why turnout was particularly high or low.

• Students will compare solutions offered by politicians and political scientists that attempt to increase voter turnout.

• Students will explain how legislative action has both increased and decreased voter turnout at different points in American history (e.g., 15th, 19th, and 26th Amendments, Jim Crow, poll tax, and current voter suppression efforts).

• Students will contrast voter turnout figures for presidential election years against elections that featured only local or state races.

o Examples may include, but are not limited to, youth voter turnout and issue-based voting.

SS.912.C.2.1 Evaluate the Constitutional provisions establishing citizenship, and assess the criteria among citizens by birth, naturalized citizens, and non-citizens.

Student Learning Goals: • Students will contrast the process by which citizens by birth, naturalized citizens,

and non-citizens obtain citizenship using the language of the Constitution and its amendments.



• Students will differentiate the rights held by native born citizens and naturalized citizens (e.g., running for public office).

• Students will describe the different processes by which a foreign national can become a naturalized citizen including, but not limited to, taking a naturalization test and the interview process.

• Students will apply their knowledge of Constitutional amendments (i.e., 13th, 14th, 15th, and 19th) to explain how the concept of citizenship has changed over the course of history.

SS.912.C.2.2 Evaluate the importance of political participation and civic participation. Student Learning Goals:

• Students will explain the different ways in which United States citizens can exercise political and civic participation.

• Students will understand that political and civic participation is encouraged, but not required, in the United States (e.g., voting, attending town hall meetings, campaigning).

• Students will describe the ways in which individuals can be denied and limited in their right to practice political and civic participation (e.g., losing voting rights for felonies, limitations on political contributions, limits on the type of protesting).

• Students will analyze the importance of political and civil participation by citing historical examples of citizens petitioning for their rights (e.g., Civil Rights Movement, Women’s Suffrage Movement).

SS.912.C.2.3 Experience the responsibilities of citizens at the local, state, and federal levels. Student Learning Goals:

• Students will list various responsibilities held by citizens (e.g., voting, volunteering, informing, respecting laws).

• Students will understand the process of registering or preregistering to vote. • Students will recognize the process of running for office through participating in a

campaign or staging a mock election. • Students will attend or watch governmental proceedings at the local, state, and/or

federal level (e.g., attend a school board meeting, viewing recorded proceedings). • Students will contact governmental officials at the local, state, and/or federal level

(e.g., calling their office, writing letters, visiting websites, using social media platforms).

• Examples are registering or pre-registering to vote, volunteering, communicating with government officials, informing others about current issues, participating in a political campaign/mock election.



SS.912.C.2.4 Evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.

Student Learning Goals: • Students will cite historical examples of local, state, and federal governments

instituting new laws or policies to protect the public good. • Students will analyze how environmental and financial policies place limitations on

citizens and private industry for the public good. • Students will explain different services provided by local, state, and federal

governments to certain citizens to ensure their rights are protected (e.g., social services, law enforcement, defense, emergency response).

• Students will examine situations when individuals’ rights have been restricted for the public good (e.g., limits on speech or rationing of goods during wartime, enactment of the Patriot Act).

SS.912.C.2.5 Conduct a service project to further the public good. Student Learning Goals:

• Students will research nonprofit organizations and governmental agencies to better understand how different people conduct service projects for the public good.

• Students will collaborate with peers on a service project that is researched, planned, and performed in their local community.

• Students will contact members of their local, state, and/or federal government to gain an understanding of the role of various forms of government on furthering the public good.

• Students will analyze furthering the public good as a responsibility of citizens. o Examples are school, community, state, national, international.



Resources Influence of public opinion, mass media, and interest groups is critical in public policy / Political parties, electoral process, political socialization/participation

Textbook United States Government: Our Democracy (McGraw Hill) Chapters 17-20.


Rights and Responsibilities of U.S. Citizenship Crash Course Government: Public Opinion #33; Shaping Public Opinion #34; Political Ideology #35; Election Basics #36; Gerrymandering #37; How Voters Decide #38; Political Campaigns #39; Political Parties #40; Party Systems #41; Interest Groups #42; Interest Group Formation #43; Media Institutions #44; Media Regulation #4 https://www.youtube.com/playlist?list=PL8dPuuaLjXtOfse2ncvffeelTrqvhrz8H

Websites

Democracy in Action- www.learner.org We The People Petitions - https://petitions.whitehouse.gov/ Pew Research Political Typology Quiz - http://www.people-press.org/quiz/political-typology/ Project Vote Smart - http://votesmart.org/ Annenberg classroom- www.annenbergclassroom.org CSPAN- www.c-spanclassroom.org The Living Room Candidate- www.livingroomcandidate.org Politifact.com - http://www.politifact.com/ OpenSecrets.org - https://www.opensecrets.org/ Rock-Your-World - http://rock-your-world.org/curriculum/#becoming-informed Florida Division of Elections- http://elections.myflorida.com The Florida Joint Center for Citizenship - www.floridacitizen.org CNN Student News – www.cnn.com\cnn10 Government Blog - http://usgovteducatorsblog.blogspot.com/

DBQs Civic Virtue and Our Constitutional Republic - Bill of Rights Institute - www.billofrightsinstitute.org

CPALMS Resources

URL: http://www.cpalms.org/Public/search/Resource Instructions: 1. Click the live link above (paste into address bar if live link is not available) 2. Input standard within search field 3. Click Search 4. Click resource attached to standard for further information

SS.912.C.2.6 – Teaching Ideas SS.912.C.2.7 – Teaching Idea SS.912.C.2.8 – N/A SS.912.C.2.9 – Lesson Plan and Teaching Idea SS.912.C.2.10 – Teaching Idea



https://petitions.whitehouse.gov/

http://www.people-press.org/quiz/political-typology/

http://votesmart.org/



http://www.livingroomcandidate.org/

http://www.politifact.com/

https://www.opensecrets.org/

http://rock-your-world.org/

http://elections.myflorida.com/








SS.912.C.2.11 – Teaching Idea SS.912.C.2.12 – N/A SS.912.C.2.13 – N/A SS.912.C.2.15 – Lesson Plan SS.912.C.2.14 – N/A SS.912.C.2.16 – N/A SS.912.C.2.1 – Teaching Idea and Lesson Plan SS.912.C.2.2 – N/A SS.912.C.2.3 – N/A SS.912.C.2.4 – Lesson Plan SS.912.C.2.5 – N/A

Teacher Hints

• Use sample ballots to show concepts such as third parties, straight ticket, split-ticket, etc. • Use voting statistics to demonstrate voter turnout in elections. • Use the living room candidate website to show propaganda techniques as well as how media affects elections. • For assessments, you can use McGraw Hill Online Assessments and NYS Regents Exams for US History and Government. • Compare/contrast interest groups with political parties. (Students must include text-based evidence to support their

response.) • Describe the different types of primary elections. Include which you think is best and why. (students must include text-

based evidence to support their response.) • Use a graphic organizer to compare the modern Democratic and Republican parties. (students must include text-based

evidence to support their response)



Organizing Principle 4: Demonstrate an understanding of contemporary issues in world affairs and evaluate the role and impact of United States Foreign Policy.

Pacing: 2 weeks

Standards Curriculum Standards Academic Language SS.912.C.4.1

Foreign Policy and Comparative Government Explain how the world’s nations are governed differently.

Student Learning Goals: • Students will identify other forms of government utilized in other countries

(e.g., communism, monarchy [absolute and constitutional], dictatorship, oligarchy).

• Students will compare and contrast democracy in the United States with democracies in other countries (e.g., proportional representation, parliamentary, direct).

• Students will compare and contrast the platforms of political parties found in the United States with the platforms of political parties in other countries.

• Students will explain the role of supranational political organizations and their effect on governments of other countries (e.g., European Union, African Union).

• Students will analyze the role of religion in other forms of government and how it impacts governance (e.g., theocracy, sharia law).

Foreign Policy, Globalization, Diplomacy, Diplomatic Immunity, Diplomatic Recognition, Terrorism, Isolationism, Summit, Internationalism, Alliances, Executive Agreement, NATO, United Nations, UN Universal Declaration of Human Rights, Intergovernmental Organization (IGO), Non-governmental Organization (NGO), Collective Security, Sustainable Development, Protocol, Oligarchy, Unitary System

SS.912.C.4.2 Evaluate the influence of American foreign policy on other nations and the influences of other nations on American policies and society.

Student Learning Goals: • Students will describe how the use of the United States military has influenced

foreign policy and the effect it has had on other nations (e.g., Afghanistan, Iraq, Germany, and Japan).

• Students will identify agencies of the United States government that contribute to its foreign policy agenda (e.g., NSA, CIA). Students will examine how the use of embargos and economic sanctions by the United States has affected other nations (e.g., Cuba, Iran, and Syria).

• Students will recognize how nongovernmental organizations (NGOs) influence foreign policy (e.g., USAID, Red Cross, American Woman Suffrage Association, and Amnesty International).

• Students will explain how terrorism has influenced United States’ foreign policy and its relationship with nations that harbor terrorists.

Students will describe how United States’ trade policy influences its relationships with other nations (e.g., NAFTA, China, and Saudi Arabia).



SS.912.C.4.3 Assess human rights policies of the United States and other countries. Student Learning Goals:

• Students will synthesize human rights policies with data to assess the effectiveness of a given policy.

• Students will identify the supranational organizations the United States works with to ensure human rights are upheld internationally (e.g., UN, NATO, and G8).

• Students will describe human rights outlined in the United States Constitution, the Bill of Rights, and other amendments.

• Students will examine the influences of nongovernmental organizations (NGOs) on human rights policies of the United States and other countries. (e.g., Amnesty International, Human Rights Watch, and Invisible Children).

• Students will assess the impact of the Universal Declaration of Human Rights on human rights awareness and it effects in the United States and in other countries.

SS.912.C.4.4 Compare indicators of democratization in multiple countries. Student Learning Goals:

• Students will identify different indicators of democratization, including, but not limited to, civil rights, political participation, rule of law, free media, safety, and government responsiveness.

• Students will compare the level of democratization among different countries using various available reliable data.

• Students will incorporate the findings of agencies that monitor democratization to assess a given country’s democratization (e.g., Freedom House, Index of Economic Freedom, and Human Development Index).

• Students will examine the progress of democratization in countries for a given period of time.

• Students will describe the benefits that some countries have experienced by switching to a democratic form of government (e.g., market economies, social equality, and human empowerment).

o Examples could feature information including timelines, graphs, tables, charts, or excerpts from primary or secondary sources.



Resources Foreign Policy and Comparative Government Textbook US Government: Our Democracy Chapters 21 - 24. Safari Montage

U.S. Foreign Policy, Terrorism and The U.S., Human Rights, Comparative Government.

Websites

Democracy in Action- www.learner.org Annenberg classroom- www.annenbergclassroom.org CSPAN- www.c-spanclassroom.org Global Issues – www.globalissues.org United Nations – www.UN.org/en/sections/resources-different-audiences/students/ The Florida Joint Center for Citizenship - www.floridacitizen.org CNN Student News – www.cnn.com\cnn10 Government Blog - http://usgovteducatorsblog.blogspot.com/ Crash Course Government: Foreign Policy #50

DBQs Your History Site – www.yourhistorysite.com/links/links.html (U.S. involvement in Vietnam, Truman Doctrine speech

CPALMS Resources

URL: http://www.cpalms.org/Public/search/Resource Instructions:

1. Click the live link above (paste into address bar if live link is not available) 2. Input standard within search field 3. Click Search 4. Click resource attached to standard for further information

SS.912.C.4.1- NA SS.912.C.4.2- NA SS.912.C.4.3- NA SS.912.C.4.4- NA

Teacher Hints • Be able to explain the role of the U.S. in the United Nations. • For assessments, you can use NYS Regents Exams for US History and Government and McGraw Hill Online Assessments. • Contrast the philosophies of isolationism and internationalism. (students must include text-based evidence to support

their response) • Take a side and support your choice: should the U.S. practice isolationism or internationalism in today’s world? (students

must include text-based evidence to support their response) • Explain the role of the United Nations, and what role does the U.S. play in the UN. (students must include text-based

evidence to support their response) • Compare/contrast other governments around the world to that of the United States. (students must include text-based

evidence to support their response) • Create a timeline showing significant items or changes in U.S. foreign policy. Such as, isolationism, containment, détente,

etc. (students must include text-based evidence to support their response)




http://www.globalissues.org/

http://www.un.org/




http://www.yourhistorysite.com/


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