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Social Studies – Government
Unit of Study: Introduction to Government
CURRICULUM OVERVIEW
First Grading Period – Unit 1
Enduring Understandings (Big Ideas)
Unit Rationale
Enduring Understandings
 The aspect of power can be defined in different ways and can be exercised or
expressed in unique manners by different groups, structures or individuals.
It is important to understand the concepts of power, authority and how those concepts
are reflected in various types of government, especially in the development of
democracy in today’s world.
Lessons for this Unit
 Lesson 1: The Nature of Power, Politics, and Government
 Lesson 2: Comparing Forms of Government
Essential Questions
Guiding Questions
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 Is government necessary?
Which form of government is the best form of government?
What role does the distribution of power play in how governments are organized?
What is government?
What is power and how is it expressed in various structures of government?
Concepts & Skills
TEKS (Standards)
TEKS Specificity - Intended Outcome
GOV.1 History The student understands major political ideas and forms of
government in history.
GOV.1A Explain major political ideas in history such as natural law, natural rights,
divine right of kings, and social contract theory.
GOV.1B Identify the characteristics of classic forms of government such as absolute
monarchy, authoritarianism, classical republic, despotism, feudalism, liberal
democracy, and totalitarianism.
GOV.8 Government The student understands the American beliefs and principles
reflected in the U.S. Constitution.
GOV.8A Explain the importance of a written constitution.
GOV.8b Evaluate how the federal government serves the purposes set forth in the
Preamble to the U.S. Constitution.
GOV.13 Government The student understands the similarities and differences that
exist among the U.S. system of government and other political systems.
GOV.13A Compare the U.S. system of government with other political systems.
GOV.13B Analyze advantages and disadvantages of federal, confederate, and unitary
systems of government.
GOV.13C Analyze advantages and disadvantages of presidential and parliamentary
systems of government.
GOV.21 Social Studies Skills. The student applies critical-thinking skills to organize
and use information acquired from a variety of sources including electronic
technology.
GOV.21A Analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea, summarizing,
making generalizations [and predictions], and drawing inferences and conclusions
GOV.22 Social Studies Skills. The student communicates in written, oral, and visual
forms.
SAISD © 2010-11 – First Grading Period
I can
 explain major political ideas in history. (1A)
 explain the importance of a written constitution or plan of government. (8A)
 name the purposes of government found in the preamble to the Constitution
stating why “we the people” have a government. (8B)
 compare and contrast the various forms of government and political systems,
with the U.S. system of government, by analyzing their characteristics,
advantages and disadvantages. (1B, 13A, B, C)
Use social studies skills to organize and use information I acquired from various
sources and communicate this information to others in various forms. I can use this
information/evidence for problem solving and decision making. Including, but not
limited to:
 Writing letters to public officials
 Writing letters to the editor
 Working on a community service project
 Working in a political campaign
 Developing solution strategies to proposed geo-political and economic
problems in competitions such as Speak Up! Speak Out! (University of Texas)
Social Studies - Government
Page 1 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Concepts & Skills
TEKS (Standards)
TEKS Specificity - Intended Outcome
GOV.22A Use social studies terminology correctly.
GOV.22C Transfer information from one medium to another, including written to visual
and statistical to written or visual, using computer software as appropriate.
GOV.22D Create written, oral, and visual presentations of social studies information.
GOV.23 Social Studies Skills.
GOV.23A Use a problem-solving process to identify a problem, gather information, list
and consider options, consider advantages and disadvantages, choose and
implement a solution, and evaluate the effectiveness of the solution.
GOV.23B Use a decision-making process to identify a situation that requires a
decision, gather information, identify options, predict consequences, and take action
to implement a decision.
ELPS Student Expectations
ELPS Specificity - Intended Outcome
 ELPS C.1b - monitor oral and written language production and employ selfcorrective techniques or other resources.
 ELPS C.5b - write using newly acquired basic vocabulary and content-based gradelevel vocabulary.
 Self-monitor oral and written production when going through the lesson and use selfcorrective techniques.
 Write using newly acquired vocabulary dealing with different forms of government.
College Readiness Student Expectations
College Readiness - Intended Outcome
 CCRS 1.C1 - Evaluate different governmental systems and functions.
 CCRS 1.C2 - Evaluate changes in the functions and structures of government
across time.
 Evaluate the critical differences between different forms of government and how they
gain their authority.
 Evaluate how different forms of government have evolved over time.
Evidence of Learning (Summative Assessment)
 At the end of the unit, students will be able to analyze and provide examples of sources of power and authority with 80% accuracy.
 At the end of the unit, students will be able to compare and contrast two forms of government using a Venn Diagram with 80% accuracy.
 At the end of the unit, students will be able to define and identify characteristics of a democracy in their interactive notebook with 90% accuracy.
 At the end of the unit, students will be able to reflect in writing and articulate the answers to the essential questions in their interactive notebook with 90% accuracy.
SAISD © 2010-11 – First Grading Period
Social Studies - Government
Page 2 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – Government
Lesson 1-The Nature of Power, Politics, and Government
CURRICULUM GUIDE
First Grading Period Unit 1
Guiding Questions
Essential Pre-requisite Skills
 What is power and what are its sources?
 Who holds power?
 Why should you care about power, politics, and government
 What are the essential ingredients of a democracy?
 Foundations of government (4th grade-11th)
 Interpreting primary sources (3rd grade-11th)
 Democracy (3rd grade-11th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the resources found on the Social Studies website, Government Alive! Strategies
and the Social Studies Framework to conduct daily instruction.
Hook
 Distribute copies of notebook guide found in Government Alive! Chapter 1.
Conduct the Hook exercise from Chapter 1. (1A, 1B 21A, 22A, 22C, 22D)
Guided Practice
 Direct students to create an illustrated dictionary for essential terms for this
lesson. (1A, 1B 21A, 22A, 22C, 22D)
 Model the expectation for the assignment by displaying a completed entry. (1A,
1B 21A, 22A, 22C, 22D)
 Distribute colored cards to students and play the Power game as outlined in
Teacher Guide Lesson 1: Government Alive! (1A, 1B 21A, 22A, 22C, 22D)
 Debrief the lesson by asking the students to pair/share/discuss the activity and
their definition of power. (1A, 1B, 22A, 22C, 22D)
Independent Practice
 Distribute the graphic organizer for five political games to the students and model
how to interpret information and transfer it to a graphic organizer. (1A, 1B 21A,
22A, 22C, 22D)
 Discuss the guiding questions from this lesson. (1A, 1B 21A, 22A, 22C, 22D)
Processing
 Distribute the list of quotations found on Notebook Handout (1A, 1B ,21A, 22A,
22C, 22D, 23a, 23b)
SAISD © 2010-11 – First Grading Period
So students can….
 In pair share, complete written tasks in their notebooks and summarize how
they feel about power in their lives.
 Create a entry for vocabulary terms to include: a symbol or an icon to
represent the term, a definition of the term in your own words, a sentence
using the term correctly.
 Play the power game and, after several rounds, write their own definition of
power in their notebooks.
 Read and complete graphic organizer.
 Answer the guiding questions in the interactive notebook.
 Students are to assign each quotation a “truth ranking” from 1 to 5.
(1=never true, 5=always true) and write a brief response to each of the
following questions in your notebook: Which of the quotations do you think
is the truest about power? Which of the quotations do you think is the more
truthful about politics? Which of the quotations do you think is the truest
about your own life?
Social Studies - Government
Page 3 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Vocabulary: (Pertinent to
the learning – specific)
 power
 government
 authority
 legitimacy
 mandate of heaven
 divine right of kings
 social-contract theory
 public good
 coercion
 revenue
 polity
 nation-state
 sovereignty
 politics
 institution
Resources
Textbook:
 Prentice Hall, Magruder’s American Government Chapter 1, Unit 3: pgs
18-22
 TCI, Government Alive! Power, Politics, and You Chapter 1: pgs. 2-17
EOC Vocabulary
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Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
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Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Internet Resources
Social Studies Center
Outline of American Government Hypertext
American Government Study Guide
Types of Government Glossary
www.firstgov.gov
www.moneycentral.msn.com
www.cnn.com
www.cbs.com
www.britannica.com
www.mysa.com
www.barrons.com
www.npr.org
Differentiation
What do you do for students who need more support?
 http://www.texaslre.org/admin/lessons/092004_lp_highschool.pdf
 Create vocabulary flash cards for the different forms of government and conduct
“quiz shows” in groups of two.
What do you do for students who master the learning quickly?
 Choose a topic for the History Day project.
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1b - monitor oral and written language production and employ selfcorrective techniques or other resources.
 ELPS C.5b - write using newly acquired basic vocabulary and content-based gradelevel vocabulary.
College Readiness objectives addressed in this lesson
 CCRS 1.C1 - Evaluate different governmental systems and functions.
 CCRS 1.C2 - Evaluate changes in the functions and structures of government
across time.
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
Monarchs often used what political philosophy to
legitimize their right to rule? Monarchs often used the
A divine rights of kings
B natural law
C introduction to the Constitution
D social contract theory
SAISD © 2010-11 – First Grading Period
TAKS
Developed by Thomas Hobbes and expanded by John
Locke in his Second Treatise of Government (1690).
Locke wrote that people in a society could agree to give
up part of their freedom to a government in return for
protection of their natural rights of life, liberty, and
property. The political idea above is the
A divine rights of kings
B natural law
C introduction to the Constitution
D social contract theory
Social Studies - Government
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Create a research paper based upon historical forms of
government and form an opinion based upon the
research, which form of government will best suit a newly
forming society. Fully explain how the chosen form of
government would benefit the new society.
Page 4 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – Government
Lesson 2-Comparing Forms of Government
CURRICULUM GUIDE
First Grading Period Unit 1
Guiding Questions
Essential Pre-requisite Skills
 How should political and economic power be distributed in a society?
 How does the U.S. system of government compare with other political systems?
 What are the advantages and disadvantages of federal, confederate, and unitary
systems of government?
 Which form of government is most desirable?
 Foundations of government (4th grade-11th)
 Interpreting primary sources (3rd grade-11th)
 Democracy (3rd grade-11th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the resources found on the Social Studies website, Government Alive! Strategies
and the Social Studies Framework to conduct daily instruction.
Hook
 Distribute a list of people or groups from your school to the students, list can be
found in Government Alive! Notebook Guide: Chapter 2. Students will respond
to the following questions: In your opinion, which one of the following groups or
people should have the power to make the rules at your school and why? Are
there any people or groups listed that should not make the rules at your school?
If so, why not? (1B, 1A, 8a, 8b, 13A, 13B, 22a, 22c, 22d)
 After pair/share discussion and class discussion, activate prior knowledge by
asking students to identify terms and analyze concepts related to the principles of
government and the types of government. Distribute word sort vocabulary cards
and allow students to categorize the words into groups and list the categories in
their notebooks. (1B, 1A, 8a, 8b, 13A, 13B, 22a, 22c, 22d)
Guided Practice
 Distribute a list of timeline events to the students and direct the students to find
the information in their textbooks. (21A, 1A)
Independent Practice
 Distribute a list of terms and a graphic organizer for students to record information
based on the readings from the textbook. (1B, 1A, 8a, 8b,13A, 13B, 22a, 22c,
22d)
 Create a foldable to compare and contrast two forms of government and explain
the advantages and disadvantages of each form of government. (1B, 1A, 8a,
8b,13A, 13B, 22a, 22c, 22d)
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In a response group activity, for instructions, materials, and procedures see
Government Alive! Lesson Guide: Chapter 2, students will participate as
representatives at a constitutional convention charged with creating a stable
government and economic system for a fictitious country that has just
achieved independence. (1B, 1A, 8a, 8b, 13A, 13B, 22a, 22C, 23A)
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Review the guiding questions from this lesson. (1B, 1A, 8a, 8b, 13A, 13B,
22a, 22C, 23A)
SAISD © 2010-11 – First Grading Period
So students can….
 Answer the question in their interactive notebook and pair/share their
responses.
 Categorize and list vocabulary words in their notebooks. In pairs, Discuss
and compare the different categories and why vocabulary words were
placed in that category.
 Read and record the date and name of each event included in the listing.
Students will also write a one-sentence explanation of the main feature of
the government associated with each event. For example, 3000 B.C.E.,
First city-states arise in Sumer: The government settles disputes and
coordinates the harvesting and trading of crops.
 Read and record information on their graphic organizer. Use information to
create a foldable comparing the two forms of government and the
advantages and disadvantages of each form of government.
 Conduct convention and, afterwards based on the convention activity, reflect
in writing on the following questions: Who will have power and who will not
have power? Why will this government and economic system work? What
problems might arise? In the activity, what factors influenced the creation of
the government and economic systems? What are the advantages and
disadvantages of each type of government? Of each system of organizing
government? Of each economic system?

Social Studies - Government
Answer the guiding questions in the interactive notebook.
Page 5 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
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Processing
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Direct students to imagine that they are advising a country that is creating a
new constitution. Listed are the priorities that the country might have when it
comes to a government and an economic system (Efficiency, Freedom,
Prosperity, Equality, and Security) For each possible priority, identify the
combination (form of government + system of government + economic
system) that you would recommend. Then write one or two sentences
explaining why you think this combination works best for the particular
priority. (1B, 1A, 8a, 8b, 13A, 13B, 22a, 22c, 22d)
Form of government System of government Economic system
Efficiency= _________________+ __________________+ ______________
Vocabulary: (Pertinent to the learning – specific)
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government
natural law
natural rights
divine right of kings
social contract theory
state
sovereign
absolute monarchy
authoritarianism
oligarchy
classical republic
feudalism
liberal democracy
totalitarianism
dictatorship
written constitution
confederacy
unitary system
federal system
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division of powers
presidential system
parliamentary system
democracy
monarchy
market economy
traditional economy
republic
parliament
command economy
Organize information based on the format:
EOC Vocabulary
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Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
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Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources
Textbook:
Prentice Hall, Magruder’s American
Government
Chapter 1: Section 1-2, pgs. 2-17
 Section 1-2
Chapter 22
 Section 1-5 (summarized) pgs. 624650
TCI, Government Alive! Power,
Politics, and You
Chapter 2: pgs. 19-38
Internet Resources
Social Studies Center
Outline of American Government
Hypertext
American Government Study Guide
Types of Government Glossary
www.firstgov.gov
Differentiation
What do you do for students who need more support?
 Use LRE lesson to re-teach and re-enforce lesson
http://www.texaslre.org/admin/lessons/042006_lp_highschool.pdf
What do you do for students who master the learning quickly?
 Magna Carta extension lesson
http://www.texaslre.org/admin/lessons/012004_lp_highschool.pdf
 Begin gathering resources for the National History Day project.
SAISD © 2010-11 – First Grading Period
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1b - monitor oral and written language production and employ selfcorrective techniques or other resources.
 ELPS C.5b - write using newly acquired basic vocabulary and content-based gradelevel vocabulary.
College Readiness objectives addressed in this lesson
 CCRS 1.C1 - Evaluate different governmental systems and functions.
 CCRS 1.C2 - Evaluate changes in the functions and structures of government
across time.
Social Studies - Government
Page 6 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
TAKS
2003 Magruder’s Supplemental Materials
Which of the following is a description of a socialistic
approach to the goal of equitable distribution of wealth?
a. violent revolution
b. democratic process
c. no taxation
d. elimination of political parties
Monarch
Nobles
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Create a research paper based upon historical forms
of government and form an opinion based upon the
research, which form of government will best suit a
newly forming society. Fully explain how the chosen
form of government would benefit the new society.
Lesser Nobles
Knights
Peasants
What type of government is commonly associated with the
graphic above?
A. Communist
B. Democracy
C. Oligarchy
D. Feudalism
SAISD © 2010-11 – First Grading Period
Social Studies - Government
Page 7 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – Government
Unit of Study: Foundations of American Government
CURRICULUM OVERVIEW
First Grading Period – Unit 2
Enduring Understandings (Big Ideas)
Unit Rationale
The writing of the U.S. Constitution was influenced by ideas from the past, the desire to
avoid tyranny, and the concept of sharing power between the national government and
state governments.
It is important to understand the concepts of power, authority and how those concepts
are reflected in the U.S. Constitution as well as how American citizens are protected
from governmental abuses.
Lessons for this Unit
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Lesson 1: The Roots of American Democracy
Lesson 2: The United States Constitution
Lesson 3: The Bill of Rights and Civil Liberties
Lesson 4: Federalism: National, State and Local Powers
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What ideas gave birth to the world’s first modern democratic nation?
How and why did the framers distribute power in the Constitution?
How are your rights defined and protected under the Constitution?
How does power flow through our federal system of government?
Essential Questions
Guiding Questions
Concepts & Skills
 Why do we need our rights protected?
TEKS (Standards)
TEKS Specificity - Intended Outcome
GOV.2 History The student understands how constitutional government, as
developed in the United States, has been influenced by people, ideas, and historical
documents.
GOV.2B Analyze the contributions of the political philosophies of the Founding
Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, and James
Madison, on the development of the U.S. government.
GOV.2C Analyze debates and compromises necessary to reach political decisions
using historical documents.
GOV.8 Government The student understands the American beliefs and principles
reflected in the U.S. Constitution.
GOV.8A Explain the importance of a written constitution.
GOV.8C Analyze how the Federalist Papers explain the principles of the American
constitutional system of government.
GOV.8D Evaluate constitutional provisions for limiting the role of government,
including republicanism, checks and balances, federalism, separation of powers,
popular sovereignty, and individual rights.
GOV.8E Analyze the processes by which the U.S. Constitution can be changed and
evaluate their effectiveness.
GOV.8F Analyze how the American beliefs and principles reflected in the U.S.
Constitution contribute to our national identity.
GOV.10 Government The student understands the concept of federalism.
GOV.10A Explain why the Founding Fathers created a distinctly new form of
federalism and adopted federal system of government instead of a unitary system.
GOV.10B Categorize government powers as national, state, or shared.
GOV.10C Analyze historical conflicts over the respective roles of national and state
governments.
I Can…
 Identify the founding fathers and analyze their political philosophies. (2b)
 Analyze the debates that took place during and after the Constitutional
Convention if 1787. I can also analyze how the Federalist Papers explain the
principles of the American constitutional system of government. (2c, 8c)
 Explain he importance of a written constitution and how American beliefs and
principles are reflected in the Constitution and how these factors contribute to
our national identity. (8A, 8f)
 Evaluate how the Constitution limits the role of government. (8d)
 Analyze and evaluate the system of federalism and how it affects national, state
and local governments. (10a, 10b, 10c, 10d)
 Understand and analyze the freedoms and rights protected by the Bill of Rights.
(14, 14b)
Use social studies skills to organize and use information I acquired from various
sources and communicate this information to others in various forms. I can use this
information/evidence for problem solving and decision making. Including, but not
limited to:
 Creating, analyzing, and interpreting
o Maps, charts, and graphs
o Primary source documents
 Communicating
o Ideas, proposals, proposed legislation and issues
o Writing reflections, interactive notebook, letters, document based questions
o Different types of visuals
o Using social studies (government) terminology where appropriate
SAISD © 2010-11 – First Grading Period
Social Studies - Government
Page 8 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
information, list and consider options, consider advantages and disadvantages,
choose and implement a solution, and evaluate the effectiveness of the solution.
GOV.23B Use a decision-making process to identify a situation that requires a
decision, gather information, identify options, predict consequences, and take action
to implement a decision.
Concepts & Skills
TEKS (Standards)
TEKS Specificity - Intended Outcome
GOV.10D Evaluate the limits on the national and state governments in the U.S.
federal system of government.
GOV.21 Social Studies Skills. The student applies critical-thinking skills to organize
and use information acquired from a variety of sources including electronic
technology.
GOV.21A Analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea, summarizing,
making generalizations [and predictions], and drawing inferences and conclusions.
GOV.22 Social Studies Skills The student communicates in written, oral, and visual
forms.
GOV.22A Use social studies terminology correctly.
GOV.22C Transfer information from one medium to another, including written to visual
and statistical to written or visual, using computer software as appropriate.
GOV.22D Create written, oral, and visual presentations of social studies information.
GOV.23 Social Studies Skills The student uses problem-solving and decisionmaking skills, working independently and with others, in a variety of settings.
GOV.23A Use a problem-solving process to identify a problem, gather
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Using standard grammar, spelling, sentence structure, and punctuation.
Writing letters to public officials
Writing letters to the editor
Working on a community service project
Working in a political campaign
Developing solution strategies to proposed geo-political and economic
problems in competitions such as:
o Speak Up! Speak Out! (University of Texas)
o Mock United Nations
o World Quest (World Affairs Council)
o Economics Challenge (Texas Council for Economic Education)
ELPS Student Expectations
ELPS Specificity - Intended Outcome
 ELPS C.1c Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and gradelevel vocabulary.
 ELPS C.2e Use visual, contextual, and linguistic support to enhance and confirm
understanding of increasingly complex and elaborated spoken language.
 ELPS C.3e Share information in cooperative learning interactions.
 ELPS C.4d use pre-reading supports such as graphic organizers, illustrations,
and pre-taught topic-related vocabulary and other pre-reading activities to
enhance comprehension of written text.
 ELPS C.5c Spell familiar English words with increasing accuracy, and employ
English spelling patterns and rules with increasing accuracy as more English is
acquired.
 Use graphic organizers and foldables in order to acquire social studies vocabulary
relating the Constitution.
 Use visuals and contextual support to understand the development of government
and the principles of democracy.
 Work in pairs and groups in order to draw conclusions.
 Use illustrations and graphically organized notes to enhance the comprehension of
the Constitution.
 Practice using interactive word walls and vocabulary strategies to strengthen
professional vocabulary.
College Readiness Student Expectations
College Readiness - Intended Outcome
 CCRS 1.C1 - Evaluate different governmental systems and functions.
 CCRS 1.C2 - Evaluate changes in the functions and structures of government
across time.
 Evaluate the critical differences between different forms of government and how
people gain their authority in the United States.
 Evaluate how the Constitution has evolved over time.
Evidence of Learning (Summative Assessment)
 At the end of the unit, students will be able to analyze the concepts that contributed to the writing of the U.S. Constitution with 80% accuracy.
 At the end of the unit, students will be able to evaluate how the government is limited by the national constitution with 80% accuracy.
 At the end of the unit, students will be able to analyze the protections against governmental abuse as outlined in the Bill of Rights with 80% accuracy.
SAISD © 2010-11 – First Grading Period
Social Studies - Government
Page 9 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – Government
Lesson 1: Foundations of American Government
CURRICULUM GUIDE
First Grading Period Unit 2
Guiding Questions
Essential Pre-requisite Skills
 What ideas gave birth to the world’s first modern democratic nation?
 How did state constitutions lay the groundwork for the U.S. Constitution?
 What were the main weaknesses of the Articles of Confederation? What did
these weaknesses mean for the national government?
 What were the major challenges that the Constitutional Convention delegates
faced, and how was each resolved?
 How was the debate over ratification of the Constitution resolved?


Foundations of government (4th grade-11th)
Interpreting primary sources (3rd grade-11th)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the resources found on the Social Studies website, Government Alive! Strategies
and the Social Studies Framework to conduct daily instruction.
Hook
 Distribute Notebook Guide 3 “The Roots of American Democracy” and the project
Transparency 3: Greece, Rome, or Home Challenge.
 Facilitate students helping them compare images of ancient Greek and Roman
buildings with those of Washington, D.C., to predict how ancient ideas influenced
the United States.
 SLOWLY reveal the true location of each image.
Explain the connection between the Preview and Chapter 3.
Guided Practice
 Introduce the essential question and have students read Section 3.1, Then ask . .
---What events did the two bicentennial celebrations in the U.S. mark?
---Of what did the bicentennial events remind Americans? Why were these
events so powerful?
---What ideas might have given birth to the world’s first modern democratic
nation? (1A,B; 2A,B)
 Conduct Experiential Exercise: “Interviews of Historical Figures” (2A,B; 21A, C,
D)
 Provide Students with:
---Student Handout 3A: Preparing for the Interview
---Student Handout 3B: Biographies of Historical Figures
---Student Handout 3C: Masks of Historical Figures
---Student Handout 3D: Interviews of Historical Figures
 Model for students how to conduct an interview of a historical figure using Student
Handout 3D
 Monitor students as they prepare for and conduct their interviews
 Facilitate a discussion of the students’ findings
 Distribute colored cards to students and play the Power game as outlined in
Teacher Guide Lesson 1: Government Alive!
SAISD © 2010-11 – First Grading Period
So students can….
 After allowing students a few minutes to view the images, have students
identify each image as either “ancient” or “United States” in their notebooks.
Have the students write a generalization statement of the two images.
 Answer the preview questions in their notebook, and afterwards, share their
answers with a partner or pair.
 Respond to questions in interactive notebooks and can pair/share the
responses in class.
 Read and prepare for interview with a historical figure.
 Play the game and discuss the activity with the class.
Social Studies - Government
Page 10 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
 Debrief the lesson by asking the students to pair/share/discuss the activity and
their definition of power.
Independent Practice
 After completing the Experiential Exercise, have students read and complete
Reading Notes for Sections 3.2 – 3.6. (21A, 22C,D; 1A, 2A,B)
Processing
 Direct students to compose journal entries from the perspective of a delegate to
the Constitutional Convention. (8C, 10A, 2A,B; 21A, 23A)
Vocabulary: (Pertinent to the learning – specific)
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Natural rights
representative government
limited government
separation of powers
popular sovereignty
constitutionalism
majority rule
social contract
rule of law
republicanism
federalism
checks and balances
judicial review
amendment process
formal amendment
informal amendment
senatorial courtesy
 division of powers
 delegated powers
 reserved powers
 concurrent powers
Studies Website.
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Magna Carta
divine right of kings
social contract theory
English Bill of Rights
bicameral
confederation
compromise
Virginia Plan
New Jersey Plan
ratification
ELPS Stems and Language
Objectives addressed in this
lesson
 ELPS C.1c Use strategic
learning techniques such as
concept mapping, drawing,
memorizing, comparing,
contrasting, and reviewing
to acquire basic and gradelevel vocabulary.
 ELPS C.2e Use visual,
contextual, and linguistic
SAISD © 2010-11 – First Grading Period
 For Section 3.2, students will need an illustration called Notebook Handout
3: Roots of U.S. Government. They will identify at least two ideas that
shaped colonial views on Government
 For Section 3.3, Students will create a timeline that extends from 1619 to
1776. They will plot the following event, along with the correct date and a
brief description of each:
1. Mayflower Compact
2. Virginia House of Burgesses
3. French and Indian War
4. Stamp Act
5. Battles of Lexington and Concord
6. Declaration of Independence
 Write three journal entries from the perspective of a delegate to the
Constitutional Convention
 *Date each entry and address each of the following topics in one or more of
your entries:
-- Which ideas most influenced you in the development of the Constitution?
Where did these ideas come from?
-- What were the greatest challenges in developing the Constitution? How
were these challenges resolved?
-- Do you think the states should ratify the Constitution? Why or Why not?
EOC Vocabulary
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
Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
Social Studies - Government

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











Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources
Textbook
Prentice Hall, Magruder’s American
Government
Chapter 3

Sections 1-3
Chapter 4

Section 1

Section 2-3 (summarized)
TCI, Government Alive! Chapter 3,
pgs 40-61.
Primary Resources
U.S. Constitution
Internet Resources
Social Studies Center
Avalon Project on 18th Century Primary
Documents
Critical Issues in American History
American Government and Politics
American Government Resources for
the U.S. Constitution
Page 11 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
support to enhance and
confirm understanding of
increasingly complex and
elaborated spoken
language.
 ELPS C.3e Share
information in cooperative
learning interactions.
 ELPS C.4d use pre-reading
supports such as graphic
organizers, illustrations, and
pre-taught topic-related
vocabulary and other prereading activities to
enhance comprehension of
written text.
 ELPS C.5c Spell familiar
English words with
increasing accuracy, and
employ English spelling
patterns and rules with
increasing accuracy as
more English is acquired.
Differentiation
What do you do for students who need more support?
 Provide an OUTLINE for students to complete the Processing of the Experiential
Exercise
Have students practice vocabulary concepts by using the vocabulary diamonds strategy
found on the Social
What do you do for students who master the learning quickly?
 Provide additional historical figures to the Experiential Exercise
 Have the pairs research and prepare the “Biographies” for additional historical
figures
College Readiness objectives addressed in this lesson
 CCRS 1.C1 - Evaluate different governmental systems and functions.
 CCRS 1.C2 - Evaluate changes in the functions and structures of government
across time.
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
Consider the quotations below.
"Life, liberty, and property . . ."
—John Locke
"Life, Liberty and the pursuit of Happiness . . ."
—Declaration of Independence
SAISD © 2010-11 – First Grading Period
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
2006 TAKS
2004 AP Government Test
The rights of life, liberty, and the pursuit of happiness are
called unalienable rights because they—
A. belong to every human being
B. exist in a state
C. pertain to political representation
D. apply to the privileged few
The power of the federal government relative to the
power of the states has increased since the ratification of
the Constitution.
Social Studies - Government
Describe two of the following provisions of the
Constitution and explain how each has been used over
time to expand federal power.
 The power to tax and spend
 The “necessary and proper” or “elastic” clause
 The commerce clause
Page 12 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Both quotations list what our nation's founders believed
to be
A. civil virtues.
B. natural rights.
C. the general will.
D. the rights of Englishmen.
SAISD © 2010-11 – First Grading Period
Social Studies - Government
Page 13 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – Government
Lesson 2: The United States Constitution
CURRICULUM GUIDE
First Grading Period Unit 2
Guiding Questions
Essential Pre-requisite Skills
 To what extent should power be divided in a democracy?
 How do the fundamental governing principles of the Constitution form and guide
the actions of the government and society?
 Was the U.S. Constitution a product of innovation or imitation?
 Foundations of government (4th grade-11th)
 Interpreting primary sources (3rd grade-11th)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the resources found on the Social Studies website, Government Alive! Strategies
and the Social Studies Framework to conduct daily instruction.
Hook
 Distribute a copy of the Constitution and “Notebook Handout 4: Outline of the U.S.
Constitution” to each student
 Introduce the activity
 Explain that the students will be attempting to logically piece together an
incomplete outline of the U.S. Constitution (21A, 22C)
 Give students a few minutes to complete the outline
 Project “Information Master 4A:Outline of the U.S. Constitution” and have students
check and correct their work
 Have students answer the preview questions by completing “Notebook Guide 4”
 Explain the connection between the Preview and Chapter 4
Guided Practice
 Discuss the different parts (articles) of the Constitution and the function of each
article (8B, 2A, 21A)
 Introduce the Essential Question and have students read Section 4.1
o Have students consider possible answers to the essential question
o Introduce the Social Studies Skill Builder: Challenge 1
o Congratulate students on being accepted into law school
o Discuss the importance of having an extensive knowledge of the
Constitution and its principles
 Assign Sections 4.2 and 4.3 and have students complete the corresponding
“Reading Notes.” Place students in pairs and have them complete Challenge
o Provide students with:
 Student Handout 4A: Constitutional Law 1 Cards
 Student Handout 4B: Constitutional Law 1 Matrix
2. Model completing the Matrix using the copy of the Constitution.
 Debrief Challenge 1 by asking students the following questions:
What do you notice about how the Constitution deals with power?
Based on your examination of the Constitution so far, what are some ways that
the framers distributed power in the Constitution? (2B, 10A, 21A)
Why do you think they distributed power as they did?
SAISD © 2010-11 – First Grading Period
So students can….
 Piece together outline of the Constitution and answer questions in their
interactive notebooks. Pair/Share answers to questions.
 Read and brainstorm possible answers to the essential question “How
and why did the framers distribute power in the Constitution?” Pair/Share
responses.
 Read and complete reading notes activities. Working in pairs or
individually, match each card with the specific area of the Constitution.
Individually, answer debriefing questions in their interactive notebooks.
Social Studies - Government
Page 14 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Independent Practice
 Have students complete Government Alive! Social Studies Skill Builder:
Challenge 2: The six Governing principles of the Constitution. (8B, 21A, 4A)
 Have students complete the LRE Activity “Constitution Scavenger Hunt”
Processing
 Students will work in small groups (2-4) to develop and propose new
Amendments to the Constitution, along with a justification as to why each
Amendment is needed. (23A,B; 21C)
 The class will vote on the ratification of each Amendment
Vocabulary: (Pertinent to the
learning – specific)
 due process
 republicanism
 checks and balances
 federalism
 separation of powers
 division of powers
 sovereignty
 independent judiciary
 strict construction
 loose construction
 judicial review
Individually or in pairs, analyze and apply the principles of the constitution to the
different tasks. Complete the Scavenger Hunt activity.
Compose new amendment and its justification in their interactive notebook and
prepare to present the amendment to the class.
Answer the guiding questions in the interactive notebook.
EOC Vocabulary
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




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


Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate




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












Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources
Textbook
Prentice Hall, Magruder’s American Government
Chapter 3
 Sections 1-3
Chapter 4
 Section 1
Section 2-3 (summarized
TCI, Government Alive! Chapter 4, pgs 62-82.
Primary Resources
U.S. Constitution
Internet Resources
Social Studies Center
Avalon Project on 18th Century Primary Documents
Critical Issues in American History
American Government and Politics
American Government Resources for the U.S. Constitution
Six Principles of the U.S. Constitution
Differentiation
What do you do for students who need more support?
 On the Matrix for Challenge 1, pre-fill in some of the Articles and Clauses to offer
some information about where in the Constitution some of the answer can be found.
 Allow students to work in heterogeneous groups to complete the Constitution
Scavenger Hunt
SAISD © 2010-11 – First Grading Period
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1c Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary.
 ELPS C.2e Use visual, contextual, and linguistic support to enhance and confirm
understanding of increasingly complex and elaborated spoken language.
 ELPS C.3e Share information in cooperative learning interactions.
 ELPS C.4d use pre-reading supports such as graphic organizers, illustrations, and
pre-taught topic-related vocabulary and other pre-reading activities to enhance
comprehension of written text.
 ELPS C.5c Spell familiar English words with increasing accuracy, and employ
English spelling patterns and rules with increasing accuracy as more English is
acquired.
Social Studies - Government
Page 15 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
What do you do for students who master the learning quickly?
 Have students create a “Constitution Timeline”
 Have students research a recently proposed Amendment and examine the difficulty
involved in having an Amendment to the Constitution ratified
College Readiness objectives addressed in this lesson
 CCRS 1.C1 - Evaluate different governmental systems and functions.
 CCRS 1.C2 - Evaluate changes in the functions and structures of government
across time.
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
Why did the framers of the Constitution create three
separate branches of government?
A. to help people with different opinions cooperate
B. to increase the power of the central government
C. to keep any one group from gaining too much power
D. to provide enough officials to handle the volume of
work
TAKS
2006 TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
2004 AP Government Exam
Article I: Section 1, All legislative powers herein
granted shall be vested in a Congress. . .
Article II: Section 1, The executive power shall be
vested in a president of the United States of
America.
Article III: Section 1, The judicial power of the
United States shall be vested in one supreme
court.
The framers of the Constitution created a federal system.
(a) define federalism
(b) Select two of the following and explain how each has
been used to increase the power of the federal
government relative to the states
 categorical grants
 federal mandates
 selective incorporation
Which of the following principles are described in the
boxes above?
A Popular sovereignty
B Implied powers
C Federalism
D Separation of powers
SAISD © 2010-11 – First Grading Period
Social Studies - Government
Page 16 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – Government
Lesson 3: The Bill of Rights and Civil Liberties
CURRICULUM GUIDE
First Grading Period Unit 2
Guiding Questions
Essential Pre-requisite Skills
 How are your rights defined and protected under the Constitution
 Are there any rights that are absolutely essential if a democracy is to survive?
 Are due process rights necessary?
 Are the rights of Americans protected as securely today as when the Bill of Rights
was added to the Constitution?
 Foundations of government (4th grade-11th)
 Interpreting primary sources (3rd grade-11th)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the resources found on the Social Studies website, Government Alive! Strategies
and the Social Studies Framework to conduct daily instruction.
Hook
 Set up the following scenario: (14A, 14F, 8B, 21C, 23B)
“A high school principal has reason to suspect some students of bringing
weapons onto campus. After receiving a tip from a teacher, the principal
searches the lockers of the three students and finds a knife and a small
handgun in one student’s locker. The other two lockers turn up nothing.”
 Ask the following questions and facilitate a discussion (14A, 14F, 8B, 21C, 23B)
1. In this situation, what rights do the students assigned to these lockers have?
2. What rights does the principal, acting on behalf of the student body, have?
3. On a high school campus, should authorities be allowed to search student
lockers whenever they want?
 Explain that in this chapter we will be exploring in depth what rights we have as
American citizens (14A, 14F, 8B, 21C, 23B)
Guided Practice
 Distribute a copy of the Constitution with the Bill of Rights to each student
 Discuss the basic rights protected and guaranteed in each of the first ten
Amendments to the Constitution. (14A, 14F, 8B, 21C, 23B)
 Group Read (“Jump In” Reading or same) Chapter 5 Section in the Government
Alive! textbook. (14A,F; 2A)
 Explain and discuss vocabulary as you read.
 Explain the difference between civil liberties and civil rights and apply those
meanings using Gitlow v. New York (21C, 22C, 23B)
 Distribute Notebook Handout 5 and, as a class, complete the first row as follows:
-- List the basic rights protected and guaranteed by the First Amendment
-- List and describe at least one Supreme Court case that acted as a
precedent and helped further define this amendment.
SAISD © 2010-11 – First Grading Period
So students can….
Answer questions in interactive notebook and pair/share responses with class.
Read and record vocabulary terms that were difficult to understand during the
reading. Research and define those terms in the interactive notebook using the
KIM strategy below.
Key Idea
Information
Memory Clue
Electors
People who vote
Read and complete reading notes. Make a T-chart graphic organizer to
compare and contrast the differences between civil liberties and civil rights.
Social Studies - Government
Page 17 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Independent Practice
 Read Chapter 5 Sections 4 – 6 independently (8B, 21A, 22C,D; 23A,B)
 Complete each of the remaining rows of the table on Notebook Handout 5 as it
pertains to each individual amendment. (8B, 21A, 22C,D; 23A,B)
Completed the table on Notebook Handout 5 and create an “Illustrated
‘Dictionary’” by drawing or finding a simple image to represent some aspect of
EACH of the amendments in the Bill of Rights.
Processing
 Identify a current news story or event, or a situation from your own life, in which
rights are in conflict—either between two individuals, between an individual and
society, or between an individual and the government. (8B, 21A, 22C,D; 23A,B)
 Then do the following:
1. Briefly describe the situation
2. Identify the rights held by one of the parties.
3. Identify the rights held by the opposing party
4. Based on what you know about the Constitution, whose rights should take
priority? Why?
(8B, 21A, 22C,D; 23A,B)
Gather and interpret information from the outside source and create a display to
include the news story or event and answer the summary questions on the
display.
Vocabulary: (Pertinent to the
learning – specific)
 precedent
 civil liberties
 civil rights
 incorporation
 libel
 slander
 prior restraint
 self-incrimination Bill of Rights
 freedom of religion
 Establishment Clause
 free speech
 sedition
 symbolic speech
 picketing
 assemble
 right of association
 double jeopardy
 due process
 police power
 search warrant
 right to privacy
 discrimination
 probable cause
 exclusionary rule
 writ of habeas corpus
 grand jury indictment
SAISD © 2010-11 – First Grading Period
Answer the guiding questions for the lesson in the interactive notebook.
EOC Vocabulary
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













Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate



















Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Social Studies - Government
Resources
Resources
Textbook
TCI, Government Alive! Chapter 5, pgs 82-99.
Textbook
Prentice Hall, Magruder’s American Government
Chapter 19
 Sections 1-4
Chapter 20
 Sections 1-4
Chapter 21
 Sections 1-4
Primary Resources
Bill of Rights
Supreme Court cases
Print Resources
Law Related Education (LRE) materials from State Bar of Texas
We the People
Internet Resources
http://www.billofrightsinstitute.org/
Social Studies Center
Outline of American Government Hypertext
Page 18 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Differentiation
What do you do for students who need more support?
Adjust the processing by providing open-ended statements, such as . . .
--The conflict of rights in this situation is between these two parties . . .
--These two parties are in conflict because . . .
--The rights held by the first party are . .
--The rights held by the other party are . . .
--The party who should win this conflict is . . .
--I think this because . . .
What do you do for students who master the learning quickly?
 Have students select a current Supreme Court justice and have them research their
biography, including their opinions on recent rulings.
 After they have familiarized themselves with a particular justice, have them
comment on whether or not they would have agreed or disagreed with the class’
decision regarding certain amendments to the Constitution.
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1c Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary.
 ELPS C.2e Use visual, contextual, and linguistic support to enhance and confirm
understanding of increasingly complex and elaborated spoken language.
 ELPS C.3e Share information in cooperative learning interactions.
 ELPS C.4d use pre-reading supports such as graphic organizers, illustrations, and
pre-taught topic-related vocabulary and other pre-reading activities to enhance
comprehension of written text.
 ELPS C.5c Spell familiar English words with increasing accuracy, and employ
English spelling patterns and rules with increasing accuracy as more English is
acquired.
College Readiness objectives addressed in this lesson
 CCRS 1.C1 - Evaluate different governmental systems and functions.
 CCRS 1.C2 - Evaluate changes in the functions and structures of government
across time.
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
The phrase "You have the right to remain silent" reflects
the provision in the Bill of Rights regarding –
A. double jeopardy
B. eminent domain
C. judicial review
D. self-incrimination
TAKS
2004 10th Grade TAKS
2004 AP Government Exam
Excerpt from the Sixth Amendment to the U.S.
Constitution
“In all criminal prosecutions, the accused shall
enjoy the right to a speedy and public trial, by an
impartial jury of the state and district wherein the
crime shall have been committed. . .”
Initially, the United States Constitution did little to protect
citizens from actions of the states. In the twentieth
century, the Supreme Court interpreted the Constitution
to protect the rights of citizens from state governments in
a process referred to as incorporation.
The provisions made in this excerpt were intended to
address which of the following grievances listed in the
Declaration of Independence?
A “For imposing taxes on us without our consent . . .”
B “For quartering large bodies of armed troops among
us . . ”
C “For cutting off our trade with all parts of the world . . .”
D “For transporting us beyond seas to be tried for
pretended offenses . . .”
SAISD © 2010-11 – First Grading Period
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Social Studies - Government
(a) Define selective incorporation
(b) For two of the following, explain how each has
been incorporated. Each of your explanations
must be based on a specific and relevant
Supreme Court decision.
 Rights of criminal defendants
 First Amendment
 Privacy rights
Page 19 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – Government
Lesson 4: Federalism: National, State, and Local Powers
CURRICULUM GUIDE
First Grading Period Unit 2
Guiding Questions
Essential Pre-requisite Skills
 How does power flow through our federal system?
 What role does the distribution of power play in how governments are organized?
 To What extent should power be divided in a democracy?
 Foundations of government (4th grade-11th)
 Interpreting primary sources (3rd grade-11th)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the resources found on the Social Studies website, Government Alive! Strategies
and the Social Studies Framework to conduct daily instruction.
Hook
 Distribute a copy of a Venn diagram
 Label the three parts of the Venn diagram (10A, 8B, 14A)
Left: “Decisions Parents or Guardians Make for You”
Middle: “Decisions You and Parents Make Together”
Right: “Decisions You Make for Yourself”
 Lead a brief discussion and have students reveal their entries in the Venn
diagram(10A, 8B, 14A)
 Have students answer the following questions
-- Why are some decisions shared while others are not?
-- What are some benefits of making decisions this way? What are the
drawbacks?
-- How do you think this system of making decisions is similar to the way
power flows between national and state governments? (10A, 8B, 14A)
Guided Practice
Part 1
 Discuss the concept of federalism (10A, 8B, 14A)
 Ask why federalism is needed (10A, 8B, 14A)
 Have students copy a Venn diagram into their notebooks and label it:
“Expressed Powers”; “Concurrent Powers”; “Reserved Powers”
 Provide a definition and at least two examples for each part of the diagram
Part 2
 Oversee a “Jump-In Reading” session where students will orally read Chapter 6
Section 3 in the Government Alive! text. (10A, 8B, 14A)
 Discuss the four different types of federalism that have existed in our country
along with the when and why each type came into existence. (10A, 8B, 14A)
Part 3
 Compare/Contrast the organization of the federal government with the
organization of state government. (10A, 8B, 14A,F)
 Assign Chapter 6 Section 4 in the Government Alive! book to be read
SAISD © 2010-11 – First Grading Period
So students can….
 Label and complete Venn Diagram. Answer questions in interactive
notebook and pair/share the responses.
 Complete Venn Diagram and provide examples and definitions for each
major label of the diagram.
 Read and discuss the four different types of federalism. Create a four door
foldable summarizing the four types of federalism.
 Using a Venn Diagram compare and contrast federal and state
government’s organization.
Social Studies - Government
Page 20 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Independent Practice
 Answer this question: “What are the benefits and drawbacks of a federal system?
(10A, 8B, 14A)
 Direct students to research the following terms: “Dual federalism” “Cooperative
federalism” “Regulated federalism” “New federalism” (10A, 8B, 14A)
 Answer the question: What do state constitutions show about how power is
distributed in our federal system? (10A, 8B, 14A,F)
Processing
 Demonstrate how the federal system can be used to address an “Issue of Public
Concern”. (10A, 8B, 14A)
Vocabulary: (Pertinent to the learning – specific)
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rule of law
popular sovereignty
limited government
republicanism
federalism
separation of powers
checks and balances
judicial review
amendment process
formal amendment
informal amendment
senatorial courtesy
division of powers
delegated powers
reserved powers
concurrent powers
expressed powers
implied powers
interstate commerce
intrastate commerce
SAISD © 2010-11 – First Grading Period
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apportionment
gerrymandering
redistricting
division of powers
federal system
unitary system
unfunded mandate
devolution
 Write a response in their interactive notebook and pair/share the responses
in the class.
 Create a timeline in their notebook and place the terms: “Dual federalism”;
“Cooperative federalism”; “Regulated federalism”; “New federalism” along
the timeline.
 For each term, include the approximate dates that this type of federalism
existed along with a simple illustration
 Write a response in their interactive notebook and pair/share the responses
in the class.
 Create an illustration that will help you remember important information
about the three branches of state government. On the illustration, notes
should be recorded about the role of state legislatures, state governors, and
state court systems.
 Create a public service flyer that includes:
-- an eye-catching title and illustration
-- a brief explanation about which level or levels of government have the
power to address this issue and why
-- the names and contact information—phone numbers, mailing
addresses, Web sites, e-mail addresses—of two government officials or
agencies where people can get more information about this issue
 Examples of “Issues of Public Concern”
--Lack of a recycling and conservation program in your area
--Too strict or too lenient high school graduation requirements
--Lack of adequate health insurance coverage
--support or protest of a U.S. foreign policy
EOC Vocabulary
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Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
Social Studies - Government
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Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources
Textbook
TCI, Government Alive! Chapter 6,
pgs 100-119
Textbook Prentice Hall, Magruder’s
American Government
Chapter 3
 Sections 1-3
Chapter 4
 Section 1
 Section 2-3 (summarized)
Primary Resources
Bill of Rights
Supreme Court cases
Print Resources
Law Related Education (LRE) materials
from State Bar of Texas
We the People
Internet Resources
Social Studies Center
Page 21 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Differentiation
What do you do for students who need more support?
 Provide a template/graphic organizer for the response group activity
For Section 6.4 Reading Notes, provide a graphic organizer of a tree with three
branches. Label each branch so students can record notes about state legislatures,
state governors and state court systems.
What do you do for students who master the learning quickly?
 Have students provide additional information for their public service flyers. Ask
them to suggest what people can do to get involved in this issue, such as
organizing a letter writing campaign.
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1c Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary.
 ELPS C.2e Use visual, contextual, and linguistic support to enhance and confirm
understanding of increasingly complex and elaborated spoken language.
 ELPS C.3e Share information in cooperative learning interactions.
 ELPS C.4d use pre-reading supports such as graphic organizers, illustrations, and
pre-taught topic-related vocabulary and other pre-reading activities to enhance
comprehension of written text.
 ELPS C.5c Spell familiar English words with increasing accuracy, and employ
English spelling patterns and rules with increasing accuracy as more English is
acquired.
College Readiness objectives addressed in this lesson
 CCRS 1.C1 - Evaluate different governmental systems and functions.
 CCRS 1.C2 - Evaluate changes in the functions and structures of government
across time.
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
Most Supreme Court decisions applying the Bill of Rights
to the states are based on the –
A. Supremacy Clause.
B. Establishment Clause.
C. Equal Protection Clause.
D. Necessary and Proper Clause.
SAISD © 2010-11 – First Grading Period
TAKS
2006 11th Grade TAKS
The fact that the U.S. Constitution provided for both
federalism and a system of checks and balances suggests
that –
A. the thirteen states sought to dominate the national
government
B. its writers desired the national government to rule over
the states
C. its writers feared an excess of power in the central
government
D. the American people supported a military government
Social Studies - Government
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
2004 AP Government Exam
The framers of the United States Constitution created a
federal system
A Define federalism
B Select two of the following and explain how each
has been used to increase the power of the states
relative to the federal government
 Welfare Reform Act of 1996
 Block grants
 Tenth Amendment
Page 22 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – Government
Unit of Study: Political Participation & Behavior
CURRICULUM OVERVIEW
First Grading Period – Unit 3
Enduring Understandings (Big Ideas)
Unit Rationale
In a democratic government, the people primarily exercise their power over the
government through the act of voting. The political power of individuals can be
organized and amplified through the joining of a political party or interest group.
The power of voting is essential to the preservation and progress of a democratic
society. Voting is heavily influenced from different types of sources.
Lessons for this Unit
 Lesson 7: Citizen Participation in a Democracy
 Lesson 8: Political Parties and Interest Groups
Essential Questions
Guiding Questions
 Why should elections and voting matter to you?
 How can you make a difference in a democracy?
 Political parties and interest groups: How do they influence our political decisions?
Concepts & Skills
TEKS (Standards)
TEKS Specificity - Intended Outcome
3A Give examples of the processes used by individuals, political parties, interest
groups, or the media to affect public policy.
3B Analyze the impact of political changes brought about by individuals, political
parties, interest groups, or the media, past and present.
11A Compare different methods of filling public offices, including elected and
appointed offices, at the local, state, and national levels.
12A Identify the functions of political parties.
12B Analyze the two-party system and evaluate the role of third parties in the United
States.
12C Analyze the role of political parties in the electoral process at local, state, and
national levels.
12D Identify opportunities for citizens to participate in political party activities at local,
state, and national level.
15A Explain the difference between personal and civic responsibilities
16A Analyze the effectiveness of various methods of participation in the political
process at local, state, and national levels.
16B Analyze historical and contemporary examples of citizen movements to bring
about political change or to maintain continuity.
16C Analyze the factors that influence an individual’s political attitudes and actions.
17A Analyze different points of view of political parties and interest groups on
important contemporary issues.
SAISD © 2010-11 – First Grading Period
Give examples of the processes used by individuals, political parties, interest groups, or
the media to affect the policies of government (3A)
 Assess the impact of the changes brought about by political parties today and in
the past (3B)
 Compare different methods of filling public offices, including elected and
appointed offices, at the local, state, and national levels (11A)
 Identify and determine the functions and roles of political parties and the civic
responsibility to use the opportunities available for individuals to participate in the
electoral process at the local, state, and national levels (12A, C, D, 15A)
 Evaluate the success of the two-party system and the role of third parties in the
United States. (12B)
 Analyze the factors that influence an individual’s political attitudes and actions and
determine the effectiveness of various methods of participation in the political
process at the national, state, and local levels. (16A, C)
 Analyze historical and current examples of citizens movements to bring about
political change or to maintain continuity. (16B)
 Analyze the different points of view of political parties and interest groups on
important contemporary issues. (17A)
Social Studies - Government
Page 23 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Concepts & Skills
TEKS (Standards)
TEKS Specificity - Intended Outcome
TEKS for Government (Skills and Processes)
21A Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations [and predictions], and drawing inferences and conclusions.
22A Use social studies terminology correctly.
22C Transfer information from one medium to another, including written to visual and
statistical to written or visual, using computer software as appropriate.
22D Create written, oral, and visual presentations of social studies information.
23A Use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a
solution, and evaluate the effectiveness of the solution.
23B Use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to
implement a decision.
I can use social studies skills to organize and use information I acquired from various
sources and communicate this information to others in various forms. I can use this
information/evidence for problem solving and decision making. Including, but not
limited to:
 Writing letters to public officials
 Writing letters to the editor
 Working on a community service project
 Working in a political campaign
 Developing solution strategies to proposed geo-political and economic problems
in competitions such as:
Speak Up! Speak Out! (University of Texas)
Mock United Nations
World Quest (World Affairs Council)
Economics Challenge (Texas Council for Economic Education)
ELPS Student Expectations
ELPS Specificity - Intended Outcome
 ELPS C.1f Use accessible language and learn new and essential language in the
process.
 ELPS C.2c Learn new language structures, expressions, and basic and
academic vocabulary heard during classroom instruction and interactions.
 ELPS C.3d Speak using grade-level content area vocabulary in context to
internalize new English words and build academic language proficiency.
 ELPS C.3j Respond orally to information presented in a wide variety of print,
electronic, audio, and visual media to build and reinforce concept and language
attainment.
 ELPS C.4f use visual and contextual support and support from peers and
teachers to read grade-appropriate content area text, enhance and confirm
understanding, and develop vocabulary, grasp of language structures, and
background knowledge needed to comprehend increasingly challenging
language.
 Use familiar vocabulary terms to develop understanding of new concepts such as
civic responsibilities.
 Come to a better understanding on citizenship and political parties..
 Participate in group discussions on the different types of political parties, why they
are formed and how they influence governmental actions..
 Demonstrate understanding of complex themes such as political parties.
College Readiness Student Expectations
College Readiness - Intended Outcome
 CCRS 1.C1 - Evaluate different governmental systems and functions.
 CCRS 1.C2 - Evaluate changes in the functions and structures of government
across time.
 CCRS 1.C3 - Explain and analyze the importance of civic engagement.
 Evaluate the critical differences between different forms of government and how
people gain their authority in the United States.
 Evaluate how the Constitution has evolved over time.
 Explain and analyze the roles of citizens and how the role they play is important in
American society.
Evidence of Learning (Summative Assessment)
 At the end of the unit, students will be able to reflect in writing and articulate the answers to the essential questions in their interactive notebook with 90% accuracy.
 At the end of the unit, students will be able to compare and contrast two political parties using a Venn Diagram with 80% accuracy.
 At the end of the unit, students will be able to define and identify characteristics of a democracy in
 At the end of the unit, students will be able to analyze and provide examples of the role and responsibilities of a individual in a democratic society with 80% accuracy their
interactive notebook with 90% accuracy.
SAISD © 2010-11 – First Grading Period
Social Studies - Government
Page 24 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – Government
Lesson 1: Citizen Participation in a Democracy
CURRICULUM GUIDE
First Grading Period Unit 3
Guiding Questions
Essential Pre-requisite Skills
 How can you make a difference in a democracy?
 What does it mean to be a citizen?
 How do we exercise and define civic rights and responsibilities in a democratic
society?
 Foundations of government (4th grade-11th)
 Interpreting primary sources (3rd grade-11th)
 Democracy (3rd grade-11th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the resources found on the Social Studies website, Government Alive! Strategies
and the Social Studies Framework to conduct daily instruction.
Hook
 Project the photograph from Government Alive! Chapter 7; (3B, 21A, 22A, C, D)
 Direct students to pair/share the responses to these questions. (3B, 21A, 22A, C,
D)
Guided Practice
E. Divide students into four groups, and assign each group one of the Sections to
read. Have students read their section and complete the following tasks. (3B,
21A, 22A, C, D)
F. After each group has finished their assigned task have them lay their products on
their desks. Have students rotate to review the versions of each section, take
notes on that section, and move to a new section. (15A, 16A. B, C)
Independent Practice
 Explain that students will now analyze photographs to predict what actions the
subjects of the images are taking to help address a societal problem. Place the
students in pairs and distribute a copy of Forms of Civic Participation to review.
(21A, 22C)
Processing
 Direct students to list several problems facing their community, country, or the
world. Then have them choose one issue or problem that they feel strongly
about. (23A, B)
So students can….
Analyze the photograph and answer the following questions in their interactive
notebooks: What interesting details do you see? What actions do these people
appear to be taking? What problems do you think these people are trying to
address? What do you think the results of their actions were?
Section 1 Group: Create a T-chart to compare two main points found in the
reading.
Section 2 Group: Create a flyer for the main topic of this reading. Your flier
must include information on 1) requirements 2) application 3) process. Organize
the information in an attractive, easy-to-read format that would help to
understand the section.
Section 3 Group: Create a visual representation on the main idea of this section.
Include a simple illustration to represent the ideology, write 4 short explanations
of the main ideas of this section.
Section 4 Group: Answer the following question based on the reading: What
are three main ideas of this chapter? Which of these is the most important idea
of this reading and why?
Examine corresponding case studies to learn about the problems and to identify
the forms of civic participation that individuals or groups engaged in to address
these problems. Students will circle words or phrases that best describe each
form of civic participation.
Write a short paragraph explaining why this is a problem. Back up your
arguments with at least one or two facts. Develop a plan of action to address the
issue; include in your plan of action at least two forms of civic participation.
Answer the guiding questions for this lesson in the interactive notebook.
SAISD © 2010-11 – First Grading Period
Social Studies - Government
Page 25 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Vocabulary: (Pertinent to the
learning – specific)
 citizenship
 lawful permanent resident
 voter
 undocumented immigrant
 registration
 naturalization
 ideology
 nonvoter
 political socialization
 party identification
 straight-ticket voting
 independent
 split-ticket voting
 liberalism
 conservatism
 civil society
EOC Vocabulary
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Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
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Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources
Textbook
TCI: Government Alive! Chapter 7; pgs 120-139
Prentice Hall, Magruder’s American Government
Chapter 6
 Sections 1-4
Print Resources
Law Related Education (LRE) materials from State Bar of Texas
Now That You’re 18
What Every 18-Year-Old Should Know
Project Vote sponsored by Texas Secretary of State
Community Resources
Democratic Party
Republican Party
League of Women Voters
Internet Resources
Social Studies Center
Voting Information in Texas
Vote Texas Curriculum
www.firstgov.gov
www.moneycentral.msn.com
www.cnn.com
www.cbs.com
Differentiation
What do you do for students who need more support?
 Use the LRE lesson
http://www.texaslre.org/admin/lessons/102004_lp_highschool.pdf
What do you do for students who master the learning quickly?
 Use LRE lesson to reinforce lesson:
http://www.texaslre.org/admin/lessons/102004_lp_intermediate.pdf
SAISD © 2010-11 – First Grading Period
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1f Use accessible language and learn new and essential language in the
process.
 ELPS C.2c Learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions.
 ELPS C.3d Speak using grade-level content area vocabulary in context to
internalize new English words and build academic language proficiency.
 ELPS C.4f use visual and contextual support and support from peers and teachers
to read grade-appropriate content area text, enhance and confirm understanding,
and develop vocabulary, grasp of language structures, and background knowledge
needed to comprehend increasingly challenging language.
College Readiness objectives addressed in this lesson
 CCRS 1.C1 - Evaluate different governmental systems and functions.
 CCRS 1.C2 - Evaluate changes in the functions and structures of government
across time.
 CCRS 1.C3 - Explain and analyze the importance of civic engagement.
Social Studies - Government
Page 26 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
If someone votes for more than one political party at one
time is considered to be exercising –
A.straight ticket voting
B.conservative line voting
C.split ticket voting
D.liberal line voting
TAKS
2008 Government Alive! assessment
2003 AP Exam
Which term is defined in the box below?
Free Response Question:
A society’s framework of shared values, beliefs,
and attitudes
A.
B.
C.
D.
SAISD © 2010-11 – First Grading Period
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
civic virtue
public good
rule of law
political culture
Social Studies - Government
Citizens often choose to participate in the political
process in ways other than voting.
A. Identify two forms of participation in the political
process other than voting.
B. Explain two advantages of each form of
participation you identified in (A).
Page 27 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – Government
Lesson 2-Parties, Interest Groups, and Public Policy
CURRICULUM GUIDE
First Grading Period Unit 3
Guiding Questions
Essential Pre-requisite Skills
 How do political parties and interest groups influence our political decisions?
 What attracts Americans to one political party over another?
 Are political parties a necessity in American politics?
 Foundations of government (4th grade-11th)
 Interpreting primary sources (3rd grade-11th)
 Democracy (3rd grade-11th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the resources found on the Social Studies website, Government Alive! Strategies
and the Social Studies Framework to conduct daily instruction.
Hook: Ask students the following question: (3A,B; 12A, B, C; 16 A; 17 A)
“If you were to register for a political party right now, which would you choose?
 Democrat
 Republican
 Independent (no party affiliation)
 Third party (green party, Libertarian, or the like)
Guided Practice (3A,B; 12A, B, C; 16 A; 17 A)
 Discuss background to political parties in United States Government
(Federalists / Democratic-Republicans)
 Discuss the origins and role of existing political parties
 Explore further, student responses to the “HOOK” question above.
 Conduct a discussion of Chapter 8 Section 2 in the Government Alive! text
 Discuss the function(s) of third parties in American politics
 Ask, “What characteristics are common to someone who belongs to a third
party?”
 Supervise the Experiential Exercise: “Conducting a ‘Meet and Greet’”
 Debrief the Activity
Independent Practice (3A,B; 12A, B, C; 16 A; 17 A)
 Read Chapter 8 Sections 1—2 in the Government Alive! Text
 Read and Complete the Reading Notes for Chapter 8 Section 4 in order to
prepare for the Experiential Exercise. (16A, 22A, 23A,B)
 Debrief: Each candidate group reports out the results: Whose backing do they
have and how much financial support they secured. Answer the following
questions: (21A, 12D, 12A, 17A)
-- Which candidate did the best? Why do you think interest groups were
more likely to support these candidates?
-- What is the relationship between candidates and interest groups?
-- How might this relationship be beneficial for democracy? How might it be
harmful?
SAISD © 2010-11 – First Grading Period
So students can….
 Write responses in interactive notebook and prepare to present the
reasons for their party choice.
 Create a T-chart with the heading “Democrats – Republicans”
 List common characteristics of existing political parties
 Create a Spoke Diagram (minimum of four spokes) to outline “What
Political Parties Do”.
--Off each spoke, write one function of political parties
 Perform the experiential exercise and answer the debriefing questions in
the interactive notebook
 Complete the T-chart about the two major political parties in the United
States
 Create and fill-in the Spoke diagram answering the question, “What do
political parties do”?
 Prepare for the Experiential Exercise by reading Project Master 8B:
Candidate and Interest Group Meet-and-Greet
-- Create name tags (Members of candidate groups should include
candidate’s name and campaign role; members of interest groups
should include the interest group name and issue they represent)
-- Fill out Student Handout 8E: Recording Details About the Meet-andGreet
-- Distribute Power Tokens
 Participate in the Meet-and-Greet
-- GOAL: Candidates want to secure endorsements and financial support
(in the form of Power Tokens)
Social Studies - Government
Page 28 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
 Create a campaign button which displays a symbol of the political party the
student has chosen to join. The button must contain a slogan which
provides a basic belief of that party.
 Answer the guiding questions from this lesson in the interactive notebook.
Processing (3A,B; 12A, B, C; 16 A; 17 A)
 Students will choose a political party to which they would consider joining
 Once they have decided, students will answer the following questions in their
interactive notebook (16A; 17A)
--Why did you choose your particular affiliation?
--Why are parties important in government?
--What can parties do for you? For society?
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Vocabulary: (Pertinent to the
learning – specific)
affiliation
political party
interest group
platform
two-party system
pluralism
political Action Committee (PAC)
lobbying
public policy
suffrage
franchise
voter
electorate
registration
nonvoter
political socialization
party identification
straight-ticket voting
independent
split-ticket voting
EOC Vocabulary
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Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
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Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources
Textbook
TCI: Government Alive! Chapter 8 pgs 140-157
Prentice Hall, Magruder’s American Government
Chapter 5
 Sections 1-5 (summarized)
Chapter 7
 Sections 1-3 (summarized)
Print Resources
Law Related Education (LRE) materials from State Bar of Texas
Now That You’re 18
What Every 18-Year-Old Should Know
Project Vote sponsored by Texas Secretary of State
Community Resources
Democratic Party
Republican Party
League of Women Voters
Internet Resources
Social Studies Center
Index to Political Parties
American Government and Politics
American Government Study Guide
www.firstgov.gov
www.moneycentral.msn.com
Differentiation
What do you do for students who need more support?
 Create Note-Taking Templates
-- For notes on Interest groups include information about the Interest group,
views on two issues, does this interest group share my views?
-- For notes on candidate groups included information about the Candidate,
three biographical facts, views, on two issues, and does the candidate
share your views?
SAISD © 2010-11 – First Grading Period
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1f Use accessible language and learn new and essential language in the
process.
 ELPS C.2c Learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions.
 ELPS C.3d Speak using grade-level content area vocabulary in context to
internalize new English words and build academic language proficiency.
 ELPS C.3j Respond orally to information presented in a wide variety of print,
electronic, audio, and visual media to build and reinforce concept and language
attainment.
 ELPS C.4f use visual and contextual support and support from peers and teachers
to read grade-appropriate content area text, enhance and confirm understanding,
and develop vocabulary, grasp of language structures, and background knowledge
needed to comprehend increasingly challenging language.
Social Studies - Government
Page 29 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
College Readiness objectives addressed in this lesson
 CCRS 1.C1 - Evaluate different governmental systems and functions.
 CCRS 1.C2 - Evaluate changes in the functions and structures of government
across time.
 CCRS 1.C3 - Explain and analyze the importance of civic engagement.
What do you do for students who master the learning quickly?
 Have students Research Political Action Committees (PACs)
 Research the amount of money that PACs have donated to their elected
representatives.
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
Over time, constitutional amendments have extended
which right to the groups listed below?
• African Americans
• women
• residents of the District of Columbia
• 18-year-olds
A. right to an education
B. right to serve on a jury
C. right to vote in elections
D. right to federal employment
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
2004 11th Grade TAKS
2003 AP Government Exam
In the United States, a political party is made up of a
group of people who
Different interest groups will choose different techniques
to achieve their objectives based on their resources,
characteristics, and goals.
A disagree on how to resolve the basic issues affecting
the country.
B work to get candidates elected to political offices
C work separately to support one major program or
policy.
D support split-ticket voting.
(a) Describe each of the following techniques and explain
why an interest group would choose each technique.
-- Litigation
-- Campaign contributions
-- Grassroots lobbying / mass mobilization
(b) Select one of the following groups and identify the
primary technique it uses from the list in part (a).
Explain why the group you selected would employ that
technique over the other two techniques.
-- American Medical Association (AMA)
-- Sierra Club
-- National Rifle Association (NRA)
-- National Association for the Advancement of
Colored People (NAACP)
SAISD © 2010-11 – First Grading Period
Social Studies - Government
Page 30 of 30
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.