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Lakeview High School
Government
Curriculum Alignment Document
“Home of the Wildcats”
Table of Contents
Course Description _______________________________________________________________ 4
School Improvement Target Goal Components _________________________________________ 4
Scope and Sequence _____________________________________________________________ 4
Attendence Policy ________________________________________________________________ 4
Tardiness Policy _________________________________________________________________ 5
Make-up Work Policy _____________________________________________________________ 5
Late Work Policy _________________________________________________________________ 5
Food, Drink, Phone, and Exit Policies _________________________________________________ 5
You need to have every day: _______________________________________________________ 5
Grading: _______________________________________________________________________ 5
Grading Scale ___________________________________________________________________ 6
Progress Report Codes ___________________________________________________________ 6
Unit 1: Foundations of American Government __________________________________________ 7
Big Picture Graphic _____________________________________________________________ 7
Types of Thinking: ______________________________________________________________ 7
Unit Abstract __________________________________________________________________ 8
Unit Focus Questions ___________________________________________________________ 8
Unit Content Expectations ________________________________________________________ 9
Duration _____________________________________________________________________ 13
Lesson Sequence _____________________________________________________________ 13
Key Vocabulary by Order of Sequence in Unit _______________________________________ 17
Key Vocabulary by Alphabetical Order in Unit ________________________________________ 18
Key Concepts/Objectives _______________________________________________________ 19
Key Questions ________________________________________________________________ 21
Assessments _________________________________________________________________
Formative Assessments_______________________________________________________
Summative Assessments______________________________________________________
Selected Response Items _____________________________________________________
Constructed Response Items ___________________________________________________
Performance Assessments ____________________________________________________
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Resources ___________________________________________________________________
Student Resource ___________________________________________________________
Teacher Resource ___________________________________________________________
For Further Professional Knowledge _____________________________________________
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Unit 2: Limited Government _______________________________________________________ 28
Big Picture Graphic ____________________________________________________________ 28
Types of Thinking _____________________________________________________________ 28
Unit Abstract _________________________________________________________________ 29
Unit Focus Questions __________________________________________________________ 29
Unit Content Expectations _______________________________________________________ 30
Key Vocabulary _______________________________________________________________ 31
Key Concepts/Objectives _______________________________________________________ 32
Key Questions ________________________________________________________________ 32
Duration _____________________________________________________________________ 33
Assessment __________________________________________________________________
Formative Assessments_______________________________________________________
Summative Assessments______________________________________________________
Selected Response Items _____________________________________________________
Constructed Response Items ___________________________________________________
Performance Assessments ____________________________________________________
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Resources ___________________________________________________________________
Student Resource ___________________________________________________________
Teacher Resource ___________________________________________________________
For Further Professional Knowledge _____________________________________________
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Unit 3: The Legislative Branch and Politics ___________________________________________ 37
Big Picture Graphic ____________________________________________________________ 37
Types of Thinking _____________________________________________________________ 37
Unit Abstract _________________________________________________________________ 38
Unit Focus Questions __________________________________________________________ 38
Unit Content Expectations _______________________________________________________ 39
Key Concepts by Order of Sequence in Unit _________________________________________ 41
Key Vocabulary by Alphabetical Order in Unit ________________________________________ 42
Key Concepts/Objectives _______________________________________________________ 43
Duration _____________________________________________________________________ 45
Lesson Sequence _____________________________________________________________ 45
Assessment __________________________________________________________________
Formative Assessments_______________________________________________________
Summative Assessments______________________________________________________
Selected Response Items _____________________________________________________
Constructed Response Items ___________________________________________________
Performance Assessments ____________________________________________________
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Resources ___________________________________________________________________
Student Resource ___________________________________________________________
Teacher Resource ___________________________________________________________
For Further Professional Knowledge _____________________________________________
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Government
½ Credit, 1 trimester
Ms. Andersen
Room 505
989 352-7221 ext. 2361
Available before/after school,
1-2PM, and by appointment
[email protected]
Course Description
This one trimester course deepens students’ knowledge of government, with a particular focus on
national, state, and local government in America. Through discussion and writing, they practice
making reasoned decisions about matters of public policy. Five questions guide students’ study: What
are civic life, politics, and government?; What are the origins and foundations of the American political
system?; How does the government established by the Constitution function to embody the purposes,
values, and principles of American constitutional democracy?; What is the relationship of the United
States to other nations and its role in world affairs?; and, What are the roles of citizens in American
society? Students engage in investigations, analysis, and arguments about civic life in the Untied
States and the role of the United States in the world. In making reasoned and evidentiary-based
interpretations, arguments, or decisions, they frame important questions, locate and analyze
appropriate evidence and data, consider differing points of view, and apply concepts and principles of
American constitutional democracy. Through participating in democratic deliberations around public
policy issues, students strengthen their understanding of the legal rights and accompanying
responsibilities shared by all citizens. This class will be taught in accordance with the Michigan High
School Content Standard and Expectations. For more information on the state’s document, please
refer to: http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf. This document was
created using the Michigan Citizenship Collaborative Curriculum as a guide. For more information
about the organization, refer to www.micitizenshipcurriculum.org.
School Improvement Target Goal Components
Writing: Students will follow the John Collins writing program.
Reading: Students will read from a variety of sources
Data Analysis: Students will be analyzing and reporting out during different portions of this class.
Scope and Sequence
Unit
Title of Unit
Number of Day
Unit 1
Foundations of American Government
21 Days
Unit 2
Unit 3
Unit 4
Limited Government/ Federalism
Legislative Branch
Executive Branch
10 Days
25 Days
Not done
Attendence Policy
Regular attendance is required for this class. An absence will occur if you are out of class more than
20 minutes during the period. For chronically absent students, a notification letter will be sent home
and removal from this class will result as noted in the student handbook. You also lose
participation/starter points and some in-class assignments cannot be made up when you are absent.
This class is not mine; it is yours and the more contributions and directions you give it, the more
exciting and interesting it is for everyone. Make-up hours will be assigned after the 6th absence, and
must be completed before the final exam is given. (See pg 15 in handbook)
Tardiness Policy
When the bell rings, you are expected to be in the room on the way to your seat in an orderly fashion,
ready to begin class. Consider yourself tardy if you are not in your seat at this time. If there is a
question regarding tardiness, my word is the final word. On the third tardy, a detention will be given,
and each tardy thereafter, a referral will be given to the principal for disciplinary action. For the
purpose of lost time in class, every three (3) unexcused tardies will equal one (1) absence. (See pg
15 in handbook)
Make-up Work Policy
Assignments: The responsibility lies with you to get the make-up work from a friend or check the
syllabus. The extra papers and the returned papers will be in the trays. If you need to talk to me
about make-up work, please see me before/after school or by appointment. Do NOT interrupt class
to ask me about it! If an assignment was due the day you were absent (school related or not), you
must hand the assignment in the day you return. It will be your responsibility to remember, and place
it in the purple/red tray on my desk. Starters/enders can only be made up at 7:30 A.M. on the
following Wednesday morning. Tests and quizzes: If you are absent the day before or the day of a
test or quiz, you will have three days after you return to make that test/quiz up before or after school.
Make arrangements with me.
Late Work Policy
An assignment is late if it is not handed to me when I ask for it. You will have a two-day grace period
in which 10% will be deducted from your score per day. After two days, that assignment will not be
counted. Please place the late assignment in the red/purple tray on my desk.
Food, Drink, Phone, and Exit Policies
The only food and drink allowed is water and gum. This will change as the trimester progresses. You
are not allowed to use my phone. You are welcome to go to the office and use that phone during
passing time. Cell phones are not permitted in my classroom and will not be tolerated. If you forget
something and need to run back to your locker, office, or some other place, that is a tardy if you do
not make it back to your seat on time. You have three passes to get out of Andersenland, use them
in an appropriate way because after they are gone, you cannot leave. You can only leave with your
own handbook that I will sign.
You need to have every day:
1. Pencil/Pen
2. Packet/Papers
3. Flashcards
4. Folder/Binder
5. Text Book
6. Pass Book
7. Good Humor
Grading:
Grading procedures will follow the students’ handbook with respect to the percentage scale. The
percentage will be figured on total amount of points the student earns divided by the total points
available. Grades will be figured for the 12-week course work and will be worth 80 % of the final
grade, while the remaining 20% will be derived from the final exam. The percentage grading scale is
as follows:
Grading Scale
94.0-100 = A
90.0-93.9= A87.0-89.9= B+
83.0-86.9= B
80.0-82.9= B77.0-79.9= C+
73.0-76.9= C
70.0-72.9= C67.0-69.9= D+
63.0-66.9= D
60.0-62.9= D-59.9 = F
Passing Class Guarantees
If you hand in all assignments complete, within the time allowed, and have made an effort in this
class, you will pass the class! There is no reason why anyone should fail!!
Progress Report Codes
Add Keys/Codes for progress reports and sign Sheets
Unit 1: Foundations of American Government
Big Picture Graphic
Overarching Question:
How are both knowledge about American constitutional government and actions by
citizens essential components of effective government?
Previous Unit:
This Unit:
Foundations of American Government
Next Unit:
Limited Government
Questions To Focus Assessment and Instruction:
Types of Thinking:
1. How have different views about human nature and the purposes
of government resulted in different forms of government?
2. How do constitutional governments compare with other forms of
government?
3. How have ideas about government influenced constitutional
principles and fundamental values in the United States?
4. What is meant by a government “of the people, by the people,
[and] for the people?”
5. What responsibilities do people have in a civil society?
Classifying/Grouping
Compare and Contrast
Cause and Effect
Description
Identifying Perspectives
Unit Abstract
This unit, which consists of Chapters 1-3 from the Margurder’s American Government text,
supplemental readings, and student packets, introduces students to the fundamental values and
constitutional principles of the American political system. The responsibilities of citizens in our
democratic republic are explored at the end of the unit. Students begin their study of civics and
government by exploring why people form governments. They think about what life would be like
without government, rules or laws. By considering the advantages of forming a civil society through
the development and implementation of a social contract, students explore the purposes of
government, role of citizens and institutions, and the distribution of political power. Using ideas
from influential political philosophers such as Hobbes, Locke, and Rousseau, students explore how
each viewed the role of government. Next, students examine historical and contemporary forms of
government with a focus on the rights of citizens, role of citizens and institutions, and the
distribution of political power. In doing so, students explore the relationship between the authority
of a centralized government and the rights of its citizens, as well as the distinction between limited
and unlimited governments. Students then focus on the American form of government with an
emphasis on the historical context and the ideas and principles in the Declaration of Independence
and United States Constitution. They analyze the compromises made to create the Constitution
and examine the provisions the Founders included to delegate and limit the power of government.
Next, students examine how the Constitution creates a democratic republic and the importance of
the rule of law to our constitutional scheme. They also investigate how ideas such as natural
rights, social contract, popular sovereignty, limited government, and representative government
are reflected in our foundational documents. After examining some of the rights and
responsibilities of citizenship, students reflect on what is meant by a government “of the people, by
the people, [and] for the people.” In doing so, they consider the voluntary nature of citizenship in
the United States, the means by which citizens effectuate change through civic engagement and
the role civil disobedience has played in our society. The unit concludes with students identifying
problems facing American citizens today and reflecting on how these issues are related to
conflicting constitutional principles and/or fundamental values.
Unit Focus Questions
1. How have different views about human nature and the purposes of government resulted in
different forms of government?
2. How do constitutional governments compare with other forms of government?
3. How have ideas about government influenced constitutional principles and fundamental
values in the United States?
4. What is meant by a government “of the people, by the people, [and] for the people?”
5. What responsibilities do people have in a civil society?
Unit Content Expectations
C1.1.1:
Identify roles citizens play in civic and private life, with emphasis on leadership.
C1.1.2:
Explain and provide examples of the concepts “power,” “legitimacy,” “authority,” and
“sovereignty.”
C1.1.3:
Identify and explain competing arguments about the necessity and purposes of
government (such as to protect inalienable rights, promote the general welfare, resolve
conflicts, promote equality, and establish justice for all). Also meets C3.4.2.
C1.1.4:
Explain the purposes of politics, why people engage in the political process, and what
the political process can achieve (e.g., promote the greater good, promote self-interest,
advance solutions to public issues and problems, achieve a just society).
C1.2.1:
Identify, distinguish among, and provide examples of different forms of governmental
structures including anarchy, monarchy, military junta, aristocracy, democracy,
authoritarian, constitutional republic, fascist, communist, socialist, and theocratic states.
Also meets C1.1.2.1
C1.2.2:
Explain the purposes and uses of constitutions in defining and limiting government,
distinguishing between historical and contemporary examples of constitutional
governments that failed to limit power (e.g., Nazi Germany and Stalinist Soviet Union)
and successful constitutional governments (e.g., contemporary Germany and United
Kingdom).
C1.2.3:
Compare and contrast parliamentary, [presidential]0, federal, confederal, and unitary
systems of government by analyzing similarities and differences in sovereignty, diffusion
of power, and institutional structure.
C1.2.4:
Compare and contrast direct and representative democracy.
C2.1.1:
Explain the historical and philosophical origins of American constitutional government
and evaluate the influence of ideas found in the Magna Carta, English Bill of Rights,
Mayflower Compact, Iroquois Confederation,2 Northwest Ordinance, Virginia Statute for
Religious Freedom, Declaration of Independence, Articles of Confederation, selected
Federalist Papers (such as the 10th, 14th, 51st), John Locke’s Second Treatise,
Montesquieu’s Spirit of Laws, and Paine’s Common Sense.3
C2.1.2:
Explain the significance of the major debates and compromises underlying the formation
and ratification of the American constitutional government including the Virginia and New
0
Text appearing in brackets [ ] has been added to the language of the original expectation.
Use concepts such as “power,” “legitimacy,” “authority,” and “sovereignty” as criteria to distinguish these forms of
government.
2 Since the Iroquois Confederation is not a document and academics overwhelmingly dispute its influence upon the
creation of the Constitution, the Iroquois Confederation portion of the expectation is not addressed in this unit.
3 Many of the historical events listed in this expectation are addressed in the Foundations unit of U.S. History and
Geography course (See 9th Grade, Unit 1).
1
Jersey plans, the Great Compromise, debates between Federalists and Anti-Federalists,
debates over slavery, and the promise for a bill of rights after ratification.
C2.1.3:
Explain how the Declaration of Independence, Constitution, and Bill of Rights reflect
[fundamental values of America’s constitutional republic (e.g., life, liberty, property, the
pursuit of happiness, the common good, justice, equality, diversity, authority,
participation, and patriotism) and]4 political principles of popular sovereignty, rule of law,
checks and balances, separation of powers, social compact, natural rights, individual
rights, separation of church and state, republicanism, and federalism. Also meets
C2.2.1.5
C2.1.4:
Explain challenges and modifications to American constitutional government as a result
of significant historical events such as the American Revolution, the Civil War, expansion
of suffrage, the Great Depression, and the civil rights movement.
C2.2.1:
Identify and explain the fundamental values of American’s constitutional republic (e.g.,
life, liberty, property, the pursuit of happiness, the common good, justice, equality,
diversity, authority, participation, and patriotism) and their reflection in the principles of
the Unites States Constitution (e.g. popular sovereignty, republicanism, rule of law,
checks and balances, separation of powers, and federalism).
C2.2.2:
Explain and evaluate how Americans, wither through individual or collective actions, use
constitutional principles and fundamental values to narrow gaps between American
ideals and reality with respect to minorities, women, and the disadvantaged.
C2.2.3:
Use past and present policies to analyze conflicts that arise in society due to competing
constitutional principles or fundamental values (e.g., liberty and authority, justice and
equality, individual rights, and the common good).
C2.2.4:
Analyze and explain ideas about fundamental values like liberty, justice, and equality
found in a range of documents (e.g., Martin Luther King’s “I Have a Dream” speech and
“Letter from Birmingham City Jail,” the Universal Declaration of Human Rights, the
Declaration of Sentiments, the Equal Rights Amendment, and the Patriot Act).
C2.2.5:
Use examples to investigate why people may agree on constitutional principles and
fundamental values in the abstract, yet disagree over their meaning when they are
applied to specific situations.
C3.2.1:
Explain how the principles of enumerated powers, federalism, separation of powers,
bicameralism, checks and balances, republicanism, rule of law, individual rights
[including the Bill of Rights], inalienable rights, separation of church and state, and
popular sovereignty serve to limit the power of government. Also meet C3.2.4.
4
Text appearing in brackets [ ] has been added to the language of the original expectation. These modifications have
been made to provide clarity, coherence, and consistency when multiple expectations address the same essential
understanding.
5 C2.2.1 asks students to explain how fundamental values are reflected in constitutional principles. Core democratic
values of American constitutional democracy include both fundamental values and constitutional principles. They are
distinct but related concepts, both of which are reflected in our foundational documents. Accordingly, expectation
C2.1.3 has been rewritten in this document for clarity and accuracy.
C3.2.2:
Use court cases to explain how the Constitution is maintained as the supreme law of the
land (e.g. Marbury v. Madison, Gibbons v. Ogden, McCulloch v. Maryland).
C3.2.3:
Identify specific provisions in the Constitution that limit the power of the federal
government.
C3.2.4:
Explain the role of the Bill of Rights and each of its amendments in restraining the power
of government over individuals.
C3.2.5:
Analyze the role of subsequent amendments to the Constitution in extending or limiting
the power of government, including the Civil War/Reconstruction Amendments [13 th,
14th, and 15th] and those expanding suffrage [19th, 24th, and 26th].6
C3.3.3:
Explain the tension among federal, state, and local governmental power using the
necessary and proper clause, the commerce clause, and the Tenth Amendment.
C3.4.1:
Explain why the rule of law has a central place in American society (e.g., Supreme Court
cases like Marbury v. Madison and U.S. v. Nixon; practices such as submitting bills to
legal counsel to ensure congressional compliance with the law).
C5.1.1:
Using examples, explain the idea and meaning of citizenship in the United States of
America, and the rights and responsibilities of American citizens (e.g. people participate
in public life, know about the laws that govern society, respect and obey those laws,
participate in political life, stay informed and attentive about public issues, and voting).
C5.1.2:
Compare the right of citizenship Americans have as members of a state and the nation.
C5.4.1:
Distinguish between personal and civic responsibilities and describe how they can
sometimes conflict with each other.
C5.4.2:
[Explain the idea and meaning of citizenship and] describe the importance of citizens’
civic responsibilities including obeying the law, being informed and attentive to public
issues, monitoring political leaders and governmental agencies, assuming leadership
when appropriate, paying taxes, registering to vote and voting knowledgeably on
candidates and issues, serving as a juror, serving in the armed forces, and performing
public service [to the preservation of American constitutional democracy] 0. Also meets
C5.1.1; C5.4.1; C5.4.3; C5.5.1; C5.5.2; C5.5.3; C6.2.9.
C5.4.3:
Explain why meeting personal and civic responsibilities are important to the preservation
and improvement of American constitutional democracy.
C5.5.1:
Describe dispositions people think lead citizens to become independent members of
society (e.g., self-discipline, self-governance, and a sense of individual responsibility)
and thought to foster respect for individual worth and human dignity (e.g., respect for
individual rights and choice, and concern for the well-being of others).
6
Text appearing in brackets [ ] has been added to the language of the original expectation.
C5.5.2:
Describe the dispositions thought to encourage citizen involvement in public affairs (e.g.,
“civic virtue” or attentiveness to and concern for public affairs; patriotism or loyalty to
values and principles underlying American constitutional democracy) and to facilitate
thoughtful and effective participation in pubic affairs (e.g., civility, respect for the rights of
other individuals, respect for law, and compromise; persistence, civic mindedness,
compassion, honesty, open-mindedness, compassion, honesty, negotiation patriotism,
courage, and tolerance for ambiguity).
C5.5.3:
Explain why the development of citizens as independent members of society who are
respectful of individual worth and human dignity, inclined to participate in public affairs
and are thoughtful and effective in their participation, is important to the preservation and
improvement of American constitutional democracy.
C6.1.1:
Identify and research various viewpoints on significant public policy issues.
C6.1.2:
Locate, analyze, and use various forms of evidence, information, and sources about a
significant public policy issue, including primary and secondary sources, legal
documents (e.g., Constitutions, court decisions, state law), non-text based information
(e.g., maps, charts, tables, graphs, and cartoons), and other forms of political
communication (e.g., oral political cartoons, campaign advertisements, political
speeches, and blogs).
C6.1.4:
Address a public issue by suggesting alternative solutions or courses of action,
evaluating the consequences of each, and proposing an action to address the issue or
resolve the problem.
Duration
21 Days
Lesson Sequence
Day 1. Introduction to Government
Procedures/Rules
“Beauty of Gray”
Pass out books
Homework: “I”ssay (Type 1)
“What does it mean to be an American?” C1.1.3; C5.1.1; C5.4.1
“I”ssay format:
Minimum of one typed pages/2 double sided very neatly written pages writing
Double spaced
Normal font (I am not blind)
One inch margins
Looking for thoroughness of thought
Day 2. Quiz over procedures/rules
Discuss “I”ssay
Notes on Core Democratic Values C2.2.1; C3.2.1
Homework: Core Democratic Values 2-9, read pages 4-10 in text and Readings 1.1
Day 3. Starter over Core Democratic Values 2-9 (page 1)
Notes 1.1 “Government and the State” and Core Democratic Values C1.1.1;
C1.1.2; C1.1.3; C1.1.4; C2.2.1; C3.2.1
Group work on “Origins of the State” (cannot be made up)
You will be assigned a group and a theory of how states developed (page 7-8). In your
group, you will create a fun, informative and entertaining infomercial on that assigned
theory. Everyone must actively participate in the presentation. Infomercial should take no
longer than three minutes.
Homework: Core Democratic Values 11-19, read pages12-16 and Readings 1.2
Day 4. Starter over Core Democratic Values 11-19 (page 10)
Presentations on “Origins of the State”
Notes 1.2 Forms of Government C1.2.1; C1.2.2; C1.2.3; C1.2.4
Homework: “I”ssay (Type 3) C.1.2.2 “It has been said that if we do not learn from the past
we are doomed to repeat it.” What does this mean? Give at least one detailed historical
example and how it relates to our current situation?
FCAs
____ Writing on topic (2 pts)
____ Developed a topic sentence (2 pts)
____ Explain what the quote means (4 pts)
____ Discuss current situation (4 pts)
____ Discuss detailed historical example (4 pts)
Day 5. Quiz over Core Democratic Values
Finish notes on 1.2 C1.2.1; C1.2.2; C1.2.3; C1.2.4
Practice analyzing governments in class
Homework: Read pages 18-22, Readings 1.3 and analyze governments
Day 6. Work on 1.2 C1.2.1; C1.2.2; C1.2.3; C1.2.4
Homework: Read pages 18-22, Readings 1.3 and analyze governments
Day 7. Starter
Notes on 1.3 C1.1.4; C1.2.1
Review for quiz
Mental Map Review
Homework: Quiz tomorrow over anything from Chapter 1 and CDV
Day 8. Quiz over Chapter 1 all C1.1 and all C1.2 (USHG F1.1;F1.2;8.3.2; USHG F1.1;F.1.2;
6.3.2; 8.3.1; USHG 7.2.1;WHG 7.3; USHG F1.1; F1.2)
Hand in Mental Map Review and Chapter 1 Readings/Packet/Vocab
Discuss “I”ssay (Type 3) from Day 4
Video “American Constitution: Road from Runnymede” Part 1 (103578)
Homework: Read 11, 28-32, Readings 2.1 and “I”ssay “(Type 3) The pen is mightier than
the sword.” Edward George Earle Lytton Bulwer-Lytton wrote this in his play Richelieu. Act
ii. Sc ii. Explain what this means and give one detailed US historical example.
FCAs
____ Writing on topic (2 pts)
____ Explain what the quote means (4 pts)
____ Mention one US historic example (2 pts)
____ Discuss one US historic example (4 pts)
Day 9. Notes 2.1 C2.1.1
Homework: Read pages 34-39 and Readings 2.2
Day 10. Starter-T-1 “Rock-a-Bye Baby”
Notes 2.2 C2.1.1; C2.1.3
Video “American Constitution: Road form Runnymede” Part 2
Setting the setting for the Declaration of Independence: A daughter’s story
Homework: Read 40-43
Day 11. Discuss the “I”ssay from Day 8 C2.1.1; C2.1.3
Read and discuss Thomas Paine’s “Commonsense”
Read pages 2-3 from “Created Equal”
In Class- Be a Truth Detective (cannot be made-up) and understand the
vocabulary/concepts- read 4,6,8, and10 “Created Equal”
Homework: Read 40-43
Day 12. Declaration of Independence Video “A Living Blueprint for Democracy” C2.1.1; C2.1.3
Go over the Declaration of Independence in detail
Homework: First page of the Declaration of Independence worksheet, and read
pages 44-58 and Readings 2.3-.5
Day 13. Starter: (Type 1) Jefferson wrote that the Declaration of Independence was
“An expression of the American mind.” What did he mean? C2.1.1; C2.1.2; C2.1.3
What happened to the men that signed The Declaration of Independence?
Notes on 2.3-.5 C2.1.1; C2.1.2; C2.1.3; C2.1.4
Homework: Second page of the Declaration of Independence “Would you sign the Iraq
Declaration of Independence today? (T-2) Pages 44-58 and Readings 2.3-.5
Day 14. Starter Homework check 2.3-.5 C2.1.1; C2.1.2; C2.1.3; C2.1.4
Notes on 2.3-.5 and Federalist Papers 10, 14, 51
Review for quiz over Chapter 2
Homework: Review for quiz and Chapter 2 Readings
Day 15. Quiz over Chapter 2 all C.2.1; HSHG Foundational Expectations 1.1, 1.2, and 2.1
Hand in Chapter 2 Readings
Notes over 3.1 C2.2.1; C2.2.3; C2.2.5
In Class: “Constitutional Scavenger Hunt?” activity
Video “The Almost Painless Guide to the US Constitution (21:12)
Homework: Finish the in-class assignment on the Constitution, read pages 64-70, and
complete Readings 3.1
Day 16. Starter C3.2.1; C3.2.2
Finish notes over 3.1
In Class: Group work on the Basic Principles (pages 65-70 and notes). Your assigned
group will be given one of then nine principles to teach to the class. You need to develop
a lesson that includes:
FCAs
_____ Definition of the principle
_____ Historical background (how did we get this principle? Where did it
Popular Sovereignty
come from?)
_____Use the principle in today’s context (real life situation)
Separation of Powers
_____Using past and present policies/issues, analyze one conflict that
Representative Government
arises in our society due to competing constitutional principles or
fundamental values (smoking marijuana- pursuit of happiness vs.
Checks and Balances
common good)
_____ Explain an example why people may agree on constitutional
Federalism
principles and fundamental values in the abstract, yet disagree
Civilian Control of the Military
over their meaning when they are applied to specific situations
(life vs. the death penalty)
Judicial Review
_____ Develop and design a bumper sticker showing how that principle is
connect to or represented in the US Constitution- you need
Limited Government
article, clause, and phrase
You will be graded according to your knowledge, organization, professionalism, creativity and
FCAs.
Homework: Read pages 72-77 and Readings 3.2
Day 17. In Class: Presentations of groups’ Basic Principles
Notes on 3.2 C3.2.1; C3.2.3; C3.2.4; C3.2.5
Cleft Notes on the Amendments
Homework: Finish Cleft Notes on the Amendments
Day 18. Starter: How does the formal amendment process reflect federalism? C.2.1.1; C2.1.3;
Court Cases- research your given court case C5.3.6; C5.3.7; C5.3.8; C5.3.9
In Class: Compare the US Constitution with the three English documents. Come up with 9
common topics between the English documents and the US Constitution. You can use
the same article or amendment more than once if you refer to a different portion of it. For
example: First Amendments has 5 distinct topics/issues in it and therefore could be used
for each topic. (see notes from chapter 2.1)
(hint- this is
only an
example and
you won’t be
able to count
this one)
US Constitution
Specific Amendment
Issue/Subject/Topic
Common Topic
6th Amendment
Trial by Jury
Which Eng Doc
Magna Carta or
Petition of Rights or
Bill of Rights
All of them
Homework: Complete comparative chart, court case sheet, read pages 79- 82, and
Readings 3.3
Day 19. Discuss and hand-in comparative chart
Court Case
Notes on 3.3
Homework: Chapter 3 quiz tomorrow
Day 20. Court Cases C3.4.1; C3.3.4.2; C3.4.3; C3.4.4
Day 21. Hand in Chapter 3 Readings
Quiz over Chapter 3 C2.1.1; C2.1.3; C3.1.1; C3.1.2; C3.1.3; All C3.2; C5.3.6; C5.3.7;
C5.3.8; C5.3.9; USHG F.1.1
Homework: Read pages 88-95 and Readings 4.1
Key Vocabulary by Order of Sequence in Unit
Power
Public Policy
Legislative Power
Executive Power
Judicial Power
Constitution
State
Population
Sovereignty
Legitimacy
Authority
Government
Force Theory
Divine Right Theory
Evolution Theory
Social Contract
Theory/Compact
Anarchy
Monarchy
Unitary Government
Federal Government
Confederation
Division of Powers
Presidential Government
Parliamentary Government
Branch
Executive Branch
Legislative Branch
Dictatorship
Authoritarian
Autocracy
Oligarchy
Military Junta
Theocratic or Theocracy
Democracy
Direct Democracy
Indirect Democracy
Civil Disobedience
Aristocracy
Republic
Constitutional Republic
Fascism and Fascist
Communism and
Communist
Socialism and Socialist
Compromise
Free enterprise system
Law of Supply and Demand
Mixed Economy
Worth of the Individual
Equality of All Persons
Majority Rule, Minority
Rights
Necessity of Compromise
Individual Freedom
Ordered Government
Limited Government
Representative Government
Magna Carta
Petition of Rights
English Bill of Rights
John Locke “Second
Treatise of Government”
Baron de Montesquieu
“Spirit of Laws”
Jean-Jacques Rousseau
“The Social Contract”
Sir William Blackstone
“Commentaries on
the Laws of England”
Unicameral
Charter Colony
Confederation
Natural Rights
Albany Plan of Union
Delegate
Boycott
Repeal
Popular Sovereignty
Articles of Confederation
Ratification
Presiding Officer
Framers
Virginia Plan
New Jersey Plan
Connecticut Compromise
Three-Fifths Compromise
Commerce and Slave Trade
Compromise
Federalist Papers
Federalists
Anti-Federalists
Quorum
Ratification
Preamble
Articles
Popular Sovereignty
Limited Government
Constitutionalism
Rule of Law
Separation of Powers
Checks and Balances
Veto
Judicial Review
Marbury v. Madison
Unconstitutional
Federalism
Representative Government
Civilian Control of the
Military
Informal Amendment
Executive Agreement
Treaty
Electoral College
Cabinet
Senatorial Courtesy
Amendment
Formal amendments
Bill
Key Vocabulary by Alphabetical Order in Unit
Albany Plan of Union
Amendment
Anarchy
Anti-Federalists
Aristocracy
Articles
Articles of Confederation
Authoritarian
Authority
Autocracy
Baron de Montesquieu
“Spirit of Laws”
Bill of Rights
Boycott
Branch
Cabinet
Charter Colony
Checks and Balances
Civil Disobedience
Civilian Control of the Military
Commerce and Slave
Trade Compromise
Communism/ Communist
Compromise
Confederation
Confederation
Connecticut Compromise
Constitution
Constitutional Republic
Constitutionalism
Delegate
Democracy
Dictatorship
Direct Democracy
Divine Right Theory
Division of Powers
Electoral College
English Bill of Rights
Equality of All Persons
Evolution Theory
Executive Agreement
Executive Branch
Executive Power
Fascism and Fascist
Federal Government
Federalist Papers
Federalism
Federalists
Force Theory
Formal amendments
Framers
Free enterprise system
Government
Indirect Democracy
Individual Freedom
Informal Amendment
Jean-Jacques Rousseau
“The Social Contract”
John Locke “Second
Treatise of Government”
Judicial Power
Judicial Review
Law of Supply and Demand
Legislative Branch
Legislative Power
Legitimacy
Limited Government
Limited Government
Magna Carta
Majority Rule, Minority Rights
Marbury v. Madison
Military Junta
Mixed Economy
Monarchy
Natural Rights
Necessity of Compromise
New Jersey Plan
Oligarchy
Ordered Government
Parliamentary Government
Petition of Rights
Popular Sovereignty
Popular Sovereignty
Population
Power
Preamble
Presidential Government
Presiding Officer
Public Policy
Quorum
Ratification
Ratification
Repeal
Representative Government
Representative Government
Republic
Rule of Law
Senatorial Courtesy
Separation of Powers
Sir William Blackstone
“Commentaries on the
Laws of England”
Social Contract/Compact
Theory
Socialism and Socialist
Sovereignty
State
Theocratic or Theocracy
Three-Fifths Compromise
Treaty
Unconstitutional
Unicameral
Unitary Government
Veto
Virginia Plan
Worth of the Individual
Key Concepts/Objectives
1. To understand the purposes for which government exists.
• Define government and the basic powers every government holds.
• Describe the four defining characteristics of the state.
• Identify four theories that attempt to explain the origin of the state.
• Understand the purpose of government in the United States and other countries.
2. To understand the major forms of government in the world today.
• Classify governments according to three sets of characteristics.
• Define systems of government based on who can participate.
• Identity different ways that power can be distributed, geographically, within a state.
• Describe a government by how power is distributed between the legislative and executive
branches of government.
3. To understand the major concepts of American democracy.
• Understand the foundations of democracy.
• Analyze the connections between democracy and the free enterprise system.
• Identify the role of the Internet in a democracy.
4. To understand the origins of the American governmental system
• Identify the three basic concepts of government that influenced government in the English
Colonies.
• Explain the significance of the following landmark English documents: Magna Carta, the
Petition of Rights, and the English Bill of Rights.
• Describe three types of colonies that the English established in North America.
5. To understand the development of the American governmental system through the colonial period
to the coming of independence.
• Explain how Britain's colonial policies contributed to the growth of self-government in the
colonies.
• Identify some of the steps that led to growing feelings of colonial unity.
• Compare the outcomes of the First and Second Continental Congresses.
• Analyze the ideas in the Declaration of Independence.
• Describe the drafting of the first State constitutions and summarize the constitutions’ common
features.
6. To understand the Critical Period and the governmental arrangements set up by the Articles of
Confederation.
• Describe the structure of the government set up under the Articles of Confederation.
• Explain why the weaknesses of the Articles led to a critical period for the government in the
1780s.
• Describe how a growing need for a stronger national government led to plans for as
Constitutional Convention.
7. To understand the events and the processes involved in the creation and adoption of the
Constitution of the United States.
• Identify the Framers of the Constitution and discuss how the delegates organized the
proceedings at the Philadelphia Convention.
• Compare and contrast the Virginia Plan and the New Jersey Plan for a new constitution.
• Identify some of the sources from which the Framers of the Constitution drew inspiration.
• Describe the delegates’ reactions to the Constitution as they completed their work.
8. To understand the events and processes involved in the ratification of the Constitution of the
United States.
• Identify the opposing sides in the fight for ratification and describe the major arguments for and
against the Constitution.
• Describe the inauguration of the new government of the United States of America.
9. To understand the meaning of the basic principles of the American constitutional system in both
their historical and current settings.
• Outline the important elements of the Constitution.
• List the nine basic principles of the Constitution.
• Understand the Articles and Clauses with-in the Constitution
10. To understand the meaning of the basic principles of the American constitutional system in both
their historical and current settings.
• Outline the important elements of the Constitution.
• List the nine basic principles of the Constitution.
• Understand the Articles and Clauses with-in the Constitution
11. To understand the processes of constitutional change and development by informal amendment.
• Identify how basic legislation has changed the Constitution over time.
• Explain the powers of the executive branch and the courts to amend the Constitution.
• Analyze the role of party practices and custom in shaping the Federal Government.
Key Questions
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
What are the parts of public policy?
What do you need for a state?
What are the theories of the origins of the state?
What is the purpose of the US Government?
Explain the concepts in the Preamble of the US Constitution.
What are the three characteristics to classify a state?
What are the three questions you ask when you analyze a state?
What are the types of geographic distribution of power?
What classifications happen on the relationship between the legislative and executive
branches?
What classification happens when you look at the number that can participate in government?
American concept of democracy rest on what basic notions?
What is the connection between democracy and the free enterprise system?
What were the three ideas that colonists brought with them from England?
What are the three landmark British Documents from the earliest to the latest?
What are the three types of government in the English colonies?
What were some of the fundamental rights and principles established in the Magna Carta, the
Petition of Rights, and the English Bill of Rights?
What new philosophy concepts/ideas did Locke, Montesquieu, Rousseau and Blackstone
create?
Why did some colonists support a boycott of English goods?
What was the Albany Plan of Union and how was it received by the colonies and by the
Crown?
In what ways did the Second Continental Congress serve as the first national government?
How is the Declaration of Independence set up?
What core democratic values are in the Declaration of Independence?
What powers did the Articles of Confederation grant Congress?
What was the ratification process for the Articles?
What were at least three weaknesses of the Articles?
Identify the Framers of the Constitution and describe, in general, their backgrounds and
experiences.
What momentous decision did the Framers make at the beginning of the Philadelphia
Convention?
Why did the delegates from the smaller States object to the Virginia Plan?
What sources influenced the Framers in the writing of the Constitution?
What did the Federalists believe in?
What did the Anti-Federalists believe in?
What was irregular about the ratification of the Constitution?
What where the reasons people did not want ratification?
What do Federalist Papers No. 10, 14, and 51 state?
What is the purpose of the preamble?
How is the Constitution set up?
What was the affect of Marbury v. Madison?
What is the immediate effect if a law is declared unconstitutional?
What is the difference between “separation of powers” and “checks and balances?”
Using past and present policies/issues, analyze one conflict that arises in our society due to
competing constitutional principles or fundamental values (smoking marijuana- pursuit of
happiness vs. common good).
•
•
•
•
•
•
•
•
Explain an example why people may agree on constitutional principles and fundamental values
in the abstract, yet disagree over their meaning when they are applied to specific situations.
Describe four possible methods of formal amendment.
Amendments 1-10, 13, 14, 15, 19, 24, and 26
How does the formal amendment process illustrate federalism?
Both the Schenck case (1919) and the Tinker case (1969) involved antiwar protests. How
would you explain the differences between the Supreme Court decisions?
What are the five ways to informally amend the Constitution?
How does informal amendment differ from formal amendment?
What role does the Cabinet play in government?
Assessments
Formative Assessments
(Delivers information/feedback during the instructional process, before the summative assessment. It
is a continuous feedback between the student and the teacher. Examples would be starters/exit
cards. If graded, graded for completion or effort.)
Summative Assessments
(Used to makes some sort of judgment about whether the material has been mastered. Graded
assignments.)
Unit 1 Test
Selected Response Items
Constructed Response Items
Performance Assessments
C1.1.2; C1.1.3;
C1.2.1; C1.2.2;
C1.2.3; C2.1.1
Explain how ideas about human nature and the purposes of government
have influenced the types of governments people form. Use the United
States and two other countries as examples. For each country, explain how
decisions regard the legitimacy of power, diffusion of power, limits of
government, and number of rulers reflect thoughts about human nature and
purposes of government.
Resources
Student Resource
“Amendments.” Constitution Guide. Justice Learning. 22 July 2009 <
http://www.justicelearning.org/justice_timeline/Amendments.aspx >.
American
Government & Politics. ThisNation.com. 22 July 2009 <http://www.thisnation.com/>.
“Articles.” Constitution Guide. Justice Learning. 22 July 2009
<http://www.justicelearning.org/justice_timeline/Articles.aspx?id=2>.
Brookings Institute. 22 July 2009 <http://www.brookings.edu/>.
The Cato Institute. 22 July 2009 <http://www.cato.org>.
Center for American Progress. 22 July 2009 <http://www.americanprogress.org>.
“Civil Disobedience The History of the Concept.” Science Encyclopedia. 22 July 2009
<http://science.jrank.org/pages/8660/Civil-Disobedience-HistoryConcept.html#ixzz0L9NCVZCH&D>.
Confederate States of America. Declaration of the Immediate Causes Which Induce
and Justify the Secession of South Carolina from the Federal Union. Avalon Project
at Yale Law School. 22 July 2009
<http://www.yale.edu/lawweb/avalon/csa/scarsec.htm>.
Declaration of Independence. Charters of Freedom. National Archives. 22 July 2009
<http://www.archives.gov/exhibits/charters/declaration.html>.
Definitions and Notes. The World Factbook. US Central Intelligence Agency. 22 July 2009
<https://www.cia.gov/library/publications/the-world-factbook/docs/notesanddefs.html#2128>.
Democracy Glossary. Justice Learning. 22 July 2009
http://services.justicetalking.org/dg/demoglossary.aspx?STerm=J
Facing Up to the Nation’s Finances. 22 July 2009 <http://www.facingup.org/>.
George Washington and Civic Virtue. Rediscovering George Washington. PBS. 22 July 2009
<http://www.pbs.org/georgewashington/classroom/civic_virtue2.html>.
The Heritage Foundation. 22 July 2009 <http://www.heritage.org/>.
Introductions: Guided Reading, The American Revolution. The Gilder Lehrman Institute of
American History. 22 July 2009
<http://www.gilderlehrman.org/teachers/module1/intro_pop9.html>.
Issues. Justice Learning. 22 July 2009 <http://www.justicelearning.org/Issues.aspx>.

Although resources denoted with an asterisk are not cited in the lessons of the unit, they are included here to provide
meaningful options for teachers.
King, Jr., Martin Luther. “Letter From Birmingham Jail, April 16, 1963.” MLK Online. 22 July 2009
<http://www.mlkonline.net/jail.html>.
Legal Immigration A to Z (101) How does it Work? Living in America. Reason.com. 22 July 2009
<http://www.google.com/imgres?imgurl=http://www.reason.com/images/07cf533ddb1d06350cf1dd
b5942ef5ad.jpg&imgrefurl=http://www.living-in-america.biz/blog/immigration/legal-immigration-a-z101-how-does-itwork/&h=1584&w=2448&sz=2334&tbnid=2IErAwzXRHi6LM:&tbnh=97&tbnw=150&prev=/images
%3Fq%3Dlegal%2Bimmigration&usg=__x3gJJ88eps6L8IMPa9yo8tSzKC8=&ei=SyFeSs7GHpGo
MMqm8b8C&sa=X&oi=image_result&resnum=4&ct=image>.
“The Preamble.” Constitution Guide. Justice Learning. 22 July 2009
<http://www.justicelearning.org/justice_timeline/Articles.aspx>.
Primary Documents in American History. Library of Congress. American Memory Project. 22 July
2009 <http://lcweb2.loc.gov/ammem/help/constRedir.html>.
Public Agenda. 22 July 2009 <http://www.publicagenda.org/>.
Types of Governments. CBBC Newsround. 22 July 2009
<http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/world/united_nations/types_of_government/n
ewsid_2151000/2151570.stm>.
United States Constitution. Cornell Law School. Legal Information Institute. 22 July 2009
<http://www.law.cornell.edu/constitution/constitution.overview.html>.
We the People Student Book. Center for Civic Education. 22 July 2009
<http://www.civiced.org/index.php?page=wtp_hs02_sb>.
Teacher Resource
Antifederalists vs. Federalists. AP US History. 22 July 2009
<http://chaffeyaphistory.homestead.com/files/RatificationDebate.html>.
Beeman, Richard R. A Republic if You Can Keep it: Perspectives on the Constitution. Constitution
Center. 22 July 2009
<http://constitutioncenter.org/ncc_edu_A_Republic_If_You_Can_Keep_It.aspx>.
“Composing the Constitution” American History: Foundations of American Government. United
Streaming. 22 July 2009 <www.unitedstreaming.com>.
The
Constitution: That Delicate Balance. Annenberg Foundation. 1984. 22 July 2009
<http://www.learner.org/resources/series72.html#program_descriptions>.
*Constitutional Topic: The Constitutional Convention. US Constitution Online. 22 July 2009
<http://www.usconstitution.net/consttop_ccon.html>.

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
Declaration of Independence. Teacher Annotation. Edsitement. National Endowment for the
Humanities. 22 July 2009
<http://edsitement.neh.gov/lesson_images/lesson723/Declaration_Teacher.pdf>.
*“An Expression of the American Mind”: Understanding the Declaration of Independence. National
Endowment for the Humanities. 22 July 2009
<http://edsitement.neh.gov/view_lesson_plan.asp?id=723#01>.
The Federalist Papers. Avalon Project at Yale Law School. 22 July. 2009
<http://avalon.law.yale.edu/subject_menus/fed.asp>.
The Federalist Papers: No. 51. Avalon Project.Yale Law School. 22 July 2009
<http://avalon.law.yale.edu/18th_century/fed51.asp>.
The Federalist Papers: No. 14. The Avalon Project. Yale Law School. 22 July 2009
<http://avalon.law.yale.edu/18th_century/fed14.asp>.
“A Group of British Boys Is Stranded on a Deserted Island” Great Books: Lord of the Flies. United
Streaming. 22 July 2009 <http://search.discoveryeducation.com>.
Jean-Jacque Rousseau. The Internet Encylopedia of Philosophy. 2006. 22 July 2009
<http://www.iep.utm.edu/r/rousseau.htm#H4>.
John Locke. The Internet Encyclopedia of Philosophy. 2006. 22 July 2009
<http://www.iep.utm.edu/l/locke.htm#Two%20Treatises%20of%20Government>.
“Key Constitutional Concepts.” Annenberg Foundation. 22 July 2009
<http://sunnylandsclassroom.org/Asset.aspx?id=12>.
*Lesson
Plan: The Declaration of Independence: From Rough Draft to Proclamation. Library of
Congress.22 July 2009
<http://myloc.gov/Education/LessonPlans/Pages/lessonplans/declaration/index.aspx>.
Lucas, Stephen E. Stylistic Artistry of the Declaration of Independence. National Archives. 22 July
2009 <http://www.archives.gov/exhibits/charters/declaration_style.html>.
*Madison Debates, May 31. The Avalon Project. 22 July 2009
<http://avalon.law.yale.edu/18th_century/debates_531.asp>.
Maggs, Gregory E. “The Federalist Papers as Evidence of the Framers’ Original Intent.” A
Concise Guide to the Federalist Papers. Boston University Law Review. 22 July 2009
<http://www.bu.edu/law/central/jd/organizations/journals/bulr/documents/MAGGS.pdf>.
The Mayflower Compact. The Pilgrim Hall Museum. 22 July 2009
<http://www.pilgrimhall.org/compcon.htm>.
Monk, Linda R. The Words We Live By. Your Annotated Guide to the Constitution. NY: Hyperion,
2003.
*Muchmore, Andrew. The English Bill of Rights and Its Influence on the United States
Constitution. 22 July 2009
<http://www.thegloriousrevolution.org/docs/english%20bill%20of%20rights.htm>.
“Philosopher Reading.” ESubjects.com. 22 July 2009
<http://www.esubjects.com/curric/general/am_gov/unit_one/pdf/philosopher_reading.pdf>.
*Philosphers. Philosophy Resources on the Internet. 22 July 2009
<http://www.epistemelinks.com/Main/MainPers.aspx>.
Plato. Stanford Encyclopedia of Philosophy. 22 July 2009
<http://plato.stanford.edu/entries/plato/>.
Plato’s Political Philosophy. Internet Encyclopedia of Philosophy. 22 July 2009
<http://www.iep.utm.edu/p/platopol.htm>.
The Prince by Niccolo Machiavelli Study Guide. Gradesaver.com. 22 July 2009
<http://www.gradesaver.com/the-prince/study-guide/short-summary/>.
Shenkman,
Rick. 5 Myths About Those Civic-Minded, Deeply Informed Voters. The Washington
Post. 7 Sept. 2008. 22 July 2009 <http://www.washingtonpost.com/wpdyn/content/article/2008/09/05/AR2008090502666.html?nav=most_emailed>.
Thomas Hobbes Political and Moral Philosophy. Internet Encyclopedia of Philosophy. 22 July
2009 <http://www.iep.utm.edu/h/hobmoral.htm>.
Twyman, Debbie and Craig Whitney. Hobbes, Locke, Montesquieu, and Rousseau on
Government. AP Government. 31 March 2009. 22 July 2009 <http://www.twymanwhitney.com/apgovpol/readings/HobbesLockeMontesquieuandRousseauonGovernment.pdf>.
For Further Professional Knowledge
Bailyn, Bernard. To Begin the World Anew: The Genius and Ambiguities of the American
Founders. New York: Knopf, 2003.
Barbour, Christine and Gerald C. Wright. Keeping the Republic: Power and Citizenship in
American Politics, The Essentials, 4th ed. Washington, DC: CQ Press, 2008.
Cigler, Allan J. and Burdett A. Loomis. American Politics: Classic and Contemporary Readings
Boston: Houghton-Mifflin, 1995.
Ginsberg, Benjamin, Theodore J. Lowi and Margaret Weir. We the People: An Introduction to
American Politics, 5th ed. NY: W.W. Norton, Co., 2004.
Greene, Jack P. The Intellectual Construction of America. Chapel Hill, NC: Univ of North Carolina
Press, 1997.

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
Kernell, Samuel and Steven S. Smith. Principles and Practice of American Politics: Classic and
Contemporary Readings, 3rd ed. Washington, DC: CQ Press, 2006.
- - - and Gary C. Jacobson. 2006. The Logic of American Politics. CQ Press. 4th ed., Washington,
DC: CQ Press, 2008.
O’Connor, Karen and Larry J. Sabato. Essentials of American Government: Roots and Reform.
Upper Saddle River, NJ: Pearson Education, 2009.
Unit 2: Limited Government
Big Picture Graphic
Overarching Question:
How are both knowledge about American constitutional government and actions
by citizens essential components of effective government?
Previous Unit:
This Unit:
Next Unit:
Foundations of
American Government
Limited Government
The Legislative
Branch and Politics
Questions To Focus Assessment and Instruction:
Types of Thinking
1. How are power and responsibility distributed, shared, and limited
in the American constitutional system of government?
2. How does federalism serve the needs of a diverse citizenry?
3. How can citizens influence state or local public policy or
governmental action?
4. What is the significance of McCulloch v. Maryland in the
development of the federal system?
5. The Framers could not foresee all of the specific issues that
would arise once the federal system was implemented. How did they
nevertheless make provisions for addressing these issues?
6. How does the case of United States v. Lock illustrate the
Supremacy Clause?
Issue Analysis
Problem Solving
Research
Identifying Perspectives
Description
Classifying/ Grouping
Unit Abstract
This unit, which consists of Chapters 3 and 4 from the Margurder’s American Government text,
supplemental readings, and student packet, focuses on how the United States Constitution creates a
limited form of government by delegating and reserving powers among federal, state, and local
governments and the people. Students begin with the principle of enumerated powers and examine
some of the specific powers delegated to the federal government. In doing so, they consider how the
Constitution separates, checks, and balances the power of the federal government. By comparing
enumerated, reserved, and concurrent powers of federal and state governments, they consider how a
federal system of government serves the needs of a diverse citizenry. Students then consider the
complicated nature of federalism in the American system of government. Through case studies they
explore the tension between the federal and state governments with a specific focus on the
Commerce Clause, the Elastic Clause, and the Tenth Amendment. Students consider how the
principles of enumerated powers and constitutional supremacy have resulted in different perspectives
on limited government. Turning their attention to state government, students explore relations among
the states under Article IV in the Constitution. They study revenue sources and responsibilities of
state government, and investigate some of the challenges facing the government of the state of
Michigan. Students also learn how citizens can monitor and influence state and local governments
through mechanisms of direct democracy and the power of popular sovereignty. Next, students focus
on local government and the variety of organizational structures they employ. They identify issues of
concern in their community and create an action plan to address these problems. Students then
examine how the Framers ensured that individual rights would not be trampled by government. They
explore the role of the 14th Amendment in extending the Bill of Rights as a limit to state power.
Throughout the unit, students apply the principles of rule of law and limited government in considering
how a federal system of government meets the changing needs of a diverse citizenry.
Unit Focus Questions
1. How are power and responsibility distributed, shared, and limited in the American constitutional
system of government?
2. How does federalism serve the needs of a diverse citizenry?
3. How can citizens influence state or local public policy or governmental action?
4. What is the significance of McCulloch v. Maryland in the development of the federal system?
5. The Framers could not foresee all of the specific issues that would arise once the federal system
was implemented. How did they nevertheless make provisions for addressing these issues?
6. How does the case of United States v. Lock illustrate the Supremacy Clause?
Unit Content Expectations
C1.1.1:
Identify roles citizens play in civic and private life, with emphasis on leadership.
C1.2.4:
Compare and contrast direct and representative democracy.
C2.2.5:
Use examples to investigate why people may agree on constitutional principles and
fundamental values in the abstract, yet disagree over their meaning when they are applied
to specific situations.
C3.1.5:
Use case studies or examples to examine tensions between the three branches of
government (e.g., powers of the purse and impeachment, advise and consent, veto power,
and judicial review).
C3.1.6:
Evaluate major sources of revenue for the national government, including the constitutional
provisions for taxing its citizens.
C3.1.7:
Explain why the federal government is one of enumerated powers while state governments
are those of reserved powers.
C3.2.1:
Explain how the principles of enumerated powers, federalism, separation of powers,
bicameralism, checks and balances, republicanism, rule of law, individual rights, inalienable
rights, separation of church and state, and popular sovereignty serve to limit the power of
the government. Also meets C2.1.3.7
C3.2.2:
Use court cases to explain how the Constitution is maintained as the supreme law of the
land (e.g., Marbury v. Madison, Gibbons v. Ogden, McCulloch v. Maryland).
C3.2.3:
Identify specific provisions in the Constitution that limit the power of the federal
government.
C3.2.4:
Explain the role of the Bill of Rights and each of its amendments in restraining the power of
government over individuals.
C3.2.5:
Analyze the role of subsequent amendments to the Constitution in extending or limiting the
power of government, including the Civil War/Reconstruction Amendments and those
expanding suffrage.
C3.3.1:
Describe limits the U.S. Constitution places on powers of the states (e.g., prohibitions
against coining money, impairing interstate commerce, making treaties with foreign
governments) and on the federal government’s power over the states (e.g., federal
government cannot abolish a state, Tenth Amendment reserves powers to the states).
C3.3.2:
Identify and define states’ reserved and concurrent powers.
Content expectation C2.1.3 states: “Explain how the Declaration of Independence, Constitution and Bill of Rights
reflected political principles of popular sovereignty, rule of law, checks and balances, separation of powers, social
compact, natural rights, individual rights, separation of church and state, republicanism and federalism.” This expectation
is inextricably linked to C3.2.1 because the students are using the Constitution to examine how these principles limit the
power of government.
7
C3.3.3:
Explain the tension among federal, state, and local governmental power using the
necessary and proper clause, the commerce clause, and the Tenth Amendment.
C3.3.4:
Describe how state and local governments are organized, their major responsibilities, and
how they affect the lives of citizens.
C3.3.5:
Describe the mechanisms by which citizens monitor and influence state and local
governments (e.g., referendum, initiative, recall).
C3.3.6:
Evaluate the major sources of revenue for state and local governments.
C3.3.7:
Explain the role of state constitutions in state governments.
C3.5.8:
Evaluate, take, and defend positions about the formation and implementation of a current
public policy issue, and examine ways to participate in the decision making process about
the issue.
C5.1.2:
Compare the rights of citizenship Americans have as a member of a state and the nation.
C6.1.1:
Identify and research various viewpoints on significant public policy issues.
C6.2.11: Identify typical issues, needs, or concerns of citizens (e.g., seeking variance, zoning
changes, information about property taxes), and actively demonstrate ways citizens might
use local governments to resolve issues or concerns.
Key Vocabulary
Bill of Rights
Block grant
Categorical grant
Checks and Balances
Citizenship
Concurrent Powers
constitutional Supremacy
Delegated Powers
Division of Powers
Enumerated Powers
Exclusive Powers
Extradition
Extradition
Federalism
Flexibility of Government
Full Faith and Credit Clause
Full Faith and Credit Clause
Implied Powers
Inherent Powers
Interstate Compact
Interstate Compact
Limited Government
Local Government
McCulloch v. Maryland
Popular Sovereignty
Privileges and Immunities
Clause
Privileges and Immunities
Clause
Project grant
Republic
Reserved Powers
Revenue sharing
Rule of Law
Separation of Powers
Strict vs. Loose Constructionist
Key Concepts/Objectives
1. Outline the important elements of the Constitution
• List the nine basic principles of the Constitution
• Understand the Articles and Clauses with-in the Constitution
2. To understand the processes of constitutional change and development by formal amendment
• Describe four different ways to formally amend, or change the working of, the Constitution
• Explain the limits of the formal amendment process and how it reflects federalism
• Understand the history and meaning of the 27 amendments to the Constitution, including the
Bill of Rights
3. To understand the processes of constitutional change and development by informal amendment
• Identify how basic legislation has changed the Constitution over time
• Explain the powers of the executive branch and the courts to amend the Constitution
• Analyze the role of party practices and custom in shaping the Federal Government
4. To understand the division of powers between the National Government and the State
Governments
• Define federalism and explain why the Framers chose this system of government
• Identify powers delegated to and denied to the National Government, and powers reserved for
and denied to the States
• Understand that the National Government holds exclusive powers with the States
• Explain the place of local governments in the federal system
• Examine how the Constitution functions as “the supreme Law of the Land”
5. To understand the National Government’s obligations to the States
• Summarize the obligations that the Constitution places on the nation for the welfare to the
States
• Explain the process for admitting new States to the Union
• Examine the many and growing areas of cooperative federalism
6. To understand the constitutional provisions that promotes cooperation
between and among the States
• Explain why States make interstate compacts
• Understand the purpose of the Full Faith and Credit Clause
• Define Extradition and explain its purpose
• Discuss the purpose the Privileges and Immunities Clause
Key Questions
•
•
•
•
•
•
•
•
•
•
•
•
What is the significance of McCulloch v. Maryland in the development of the federal system?
The Framers could not foresee all of the specific issues that would arise once the federal
system was implemented. How did they nevertheless make provisions for addressing these
issues?
How does the case of United States v. Lock illustrate the Supremacy Clause?
What are three obligations that the Constitution places on the National Government for the
benefit of the States?
How do block grants reflect cooperative federalism?
In what ways do block grants reflect cooperative federalism?
In what ways do the States aid the National Government?
What agreements does the Constitution prohibit the States from making?
What is the purpose of extradition?
What actions are protected under the Privileges and Immunities Clause?
What actions are not protected under the Privileges and Immunities Clause?
What difficulties might result if each Ste were not required to give full faith and credit to the
public acts, records, and judicial proceedings of other States?
•
How does Printz v. Unites States reflect judicial review, informal amendment, Necessary and
Proper Clause and Supremacy Clause?
Duration
2 weeks
Assessment
Formative Assessments
Summative Assessments
Unit 1 Test
Selected Response Items
Constructed Response Items
Performance Assessments
Resources
Student Resource
About Counties. National Association of Counties. 22 August 2009.
<http://www.naco.org/Template.cfm?Section=About_Counties>
*Constitutional Rights Foundation. 22August 2009. <http://www.crf-usa.org/>.
The Constitution of the United States, Analysis and Interpretation. United States Government
Printing Office. 22 August 2009. <http://www.gpoaccess.gov/constitution/index.html>.
*Inside Politics. CNN/Time. 22 August 2009. <http://www.cnn.com/POLITICS>.
*Library of Congress. 22 August 2009. <http://thomas.loc.gov>.
McCulloch v. Maryland, Federalism Activity. Landmark Cases. Supreme Court Historical Society
and Street Law. 2002. 22 August 2009.
<http://www.landmarkcases.org/mcculloch/federalismactivitiy.html>.
*The Official State of Michigan Web Site. 22 August 2009. <http://www.michigan.gov/som>.
Overview of County Government. National Association of Counties. 22 August 2009.
<http://www.naco.org/Content/NavigationMenu/About_Counties/County_Government/A_Brief_Ov
erview_of_County_Government.htm>.
Yahoo Directory: Local Newspapers. Yahoo. 22 August 2009.
<http://dir.yahoo.com/News_and_Media/Newspapers/By_Region/U_S__States/>.
Teacher Resource
Amar, Akhil Reed. 2002. “2000 Daniel J. Meador Lecture: Hugo Black and the Hall of Fame."
Alabama Law Review, 1221. 22 August 2009. <http://law.jrank.org/pages/7578/IncorporationDoctrine.html#ixzz0I3AyujWc&D>
Barth, Alan, The Roots of Limited Government. Feb. 2001. 22 August 2009.
<http://www.fff.org/freedom/0291c.asp>.
Exploring Constitutional Conflicts: The Commerce Clause Limitations on State Regulations.
University of Missouri-Kansas Law School. 22 August 2009.
<http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/statecommerce.htm>.
Free Speech and the State Action Requirement. Exploring Constitutional Conflcts. University of
Missouri-Kansas Law School. 22 August 2009.
<http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/firstamstateaction.htm>.
Garcia v. San Antonio Metro Transit Authority. Oyez. U.S. Supreme Court Media. 22 August 2009.
<http://www.oyez.org/cases/1980-1989/1983/1983_82_1913>.
Gibbons v. Ogden. Oyez. U.S. Supreme Court Media. 22 August 2009.
<http://www.oyez.org/cases/1792-1850/1824/1824_0/>.
Gonzales v. Raich. Oyez. U.S. Supreme Court Media. 22 August 2009.
<http://www.oyez.org/cases/2000-2009/2004/2004_03_1454>.
Heart of Atlanta Motel v. U.S. Oyez. U.S. Supreme Court Media. 22 August 2009.
<http://www.oyez.org/cases/1960-1969/1964/1964_515>.
Helpful Handouts. The Initiative & Referendum Institute. University of Southern California. 22
August 2009. <http://www.iandrinstitute.org/Quick%20Fact-Handouts.htm>.
The Incorporation Debate. Exploring Constitutional Conflicts. University of Missouri-Kansas Law
School. 22 August 2009. <http://www.law.umkc.edu/faculty/projects/FTrials/conlaw/incorp.htm>.
Landmark Supreme Court Cases. Supreme Court Historical Society. Street Law. 2002. 22 August
2009. <www.landmarkcases.org>.
Learn About Counties. National Association of Counties. 22 August 2009.
<http://www.naco.org/Template.cfm?Section=Learn_About_Counties&Template=/ContentManage
ment/ContentDisplay.cfm&ContentID=29809>.
Letter of Governor Granholm. 12 Feb. 2009. Office of the State Budget. State of Michigan. 22
August 2009. <http://www.michigan.gov/budget>.
Lopez v. Gonzales. Oyez. U.S. Supreme Court Media. 22 August 2009.
http://www.oyez.org/cases/2000-2009/2006/2006_05_547
McCulloch v. Maryland. Oyez. U.S. Supreme Court Media. 22 August 2009.
<http://www.oyez.org/cases/1792-1850/1819/1819_0>.
Michigan County Directory. Michigan Start Pages, LLC. 22 August 2009.
<http://mich.info/michigan/counties/county.htm>.
Michigan Government. State of Michigan. 22 August 2009.
<http://www.michigan.gov/som/0,1607,7-192-29701---,00.html>.
Michigan State and Local Government. State and Local Government on the Net. 22 August 2009.
<http://www.statelocalgov.net/state-mi.cfm>.
Morgan v. Commonwealth of Virginia. Law Library – American Law and Legal Information. 22
August 2009. <http://law.jrank.org/pages/13347/Morgan-v-Commonwealth-Virginia.html>.
Pope, R.R. Rule of Law. Political Science 101. Illinois State University. 22 August 2009.
<http://lilt.ilstu.edu/rrpope/rrpopepwd/articles/definition.html>.
Project Citizen. Center for Civic Education. 22 August 2009.
<http://www.civiced.org/index.php?page=introduction>.
Racial Discrimination and the State Action Requirement. Exploring Constitutional Conflcts.
University of Missouri-Kansas Law School. 22 August 2009.
<http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/stateaction.htm>.
State Comparisons. Federation of Tax Administrators. 22 August 2009.
<http://www.taxadmin.org/fta/rate/tax_stru.html>.
State Legislative Back to School Coordinators Roster. National Conference of State Legislatures.
22 August 2009.
<http://www.ncsl.org/LegislaturesElections/LegislatorsBacktoSchoolProgram/StateCoordinatorsRo
ster/tabid/15787/Default.aspx>.
Stearns, Maxwell. “The New Commerce Clause Doctrine in the Game Theoretical Perspective.”
University of Maryland Law School. 22 August 2009.
<http://digitalcommons.law.umaryland.edu/fac_pubs/51/>.
United States v. Lopez. Further Readings. Law Library – American Law and Legal Information. 22
August 2009. <http://law.jrank.org/pages/12812/United-States-v-Lopez.html>.
“What are ballot proposition, initiatives, and referendums?” The Initiative and Referendum
Institute. University of Southern California. 22 August 2009.
<http://www.iandrinstitute.org/Quick%20Fact%20-%20What%20is%20I&R.htm>.
Wickard v. Filburn. Oyez. U.S. Supreme Court Media. 22 August 2009.
<http://www.oyez.org/cases/1940-1949/1942/1942_59>.
For Further Professional Knowledge
Barbour, Christine and Gerald C. Wright. Keeping the Republic: Power and Citizenship in
American Politics, The Essentials, 4th ed. Washington, DC: CQ Press, 2008.
Cigler, Allan J. and Burdett A. Loomis. American Politics: Classic and Contemporary Readings
Boston: Houghton-Mifflin, 1995.
Ginsberg, Benjamin, Theodore J. Lowi and Margaret Weir. We the People: An Introduction to
American Politics, 5th ed. NY: W.W. Norton, Co., 2004.
Greene, Jack P. The Intellectual Construction of America. Chapel Hill, NC: Univ of North Carolina
Press, 1997.
Kernell, Samuel and Steven S. Smith. Principles and Practice of American Politics: Classic and
Contemporary Readings, 3rd ed. Washington, DC: CQ Press, 2006.
- - - and Gary C. Jacobson. 2006. The Logic of American Politics. CQ Press. 4th ed., Washington,
DC: CQ Press, 2008.
O’Connor, Karen and Larry J. Sabato. Essentials of American Government: Roots and Reform.
Upper Saddle River, NJ: Pearson Education, 2009.
Peters, Ellen Ash. Role of State Constitutions in Our Federal System. 22 August 2009.
<http://www.aps-pub.com/proceedings/1433/Peters.pdf>.
Unit 3: The Legislative Branch and Politics
Big Picture Graphic
Overarching Question:
How are both knowledge about American constitutional government and actions
by citizens’ essential components of effective government?
Previous Unit:
Limited Government
This Unit:
The Legislative Branch and Politics
Next Unit:
The Executive Branch
and Foreign Policy
Questions To Focus Assessment and Instruction:
1. How are laws made?
2. How do pressures from individuals, interest groups, the media,
political party leadership, and public opinion affect public policy?
3. How effective is the legislative process in addressing the needs of
the nation’s citizens?
Types of Thinking
Identifying Perspectives
Issue Analysis
Problem Solving
Research
Classifying/Grouping
Description
Unit Abstract
This unit, which consists of Chapters 10-12 from the Margurder’s American Government text,
supplemental readings, and student packets, focuses on the legislative branch of government and
politics. Students begin with a review of the principles of enumerated powers, popular sovereignty,
checks and balances, separation of powers, republicanism, and bicameralism. They explore how
these principles are reflected in the provisions of Article I of the U.S. Constitution. After examining
the origins of political parties in the United States; students assess the purposes of politics and the
role of political parties. They learn about some of the distinctions between conservatives and liberals
and explore how the political spectrum reflects a multitude of positions on a variety of issues. They
investigate how the legislative and political processes reflect this diversity of opinion including
debates about how to best fulfill the purposes of government. Students explore how political parties
differ in how they view legislation and how these differences influence the legislative process. After
defining their own political identity, students participate in a legislative simulation. They identify
current issues of concern and attempt to resolve them through the drafting of public policy. After
researching a selected public issue and gathering a sampling of public opinion, students draft
legislation to address the issue. They learn about the importance of party leadership and committee
work as they try to move legislation through both houses of Congress. Through debates and
compromise, students work to resolve the simulation issue. They then use a case study of the Family
Medical Leave Act and/or other current public policy issue to explore how Congress works. Students
examine how an issue gets on the public agenda and how it may ultimately be addressed through
public policy. In doing so, students examine the role of conflict and compromise in the legislative
process. They also analyze the role of public opinion, the media, interest groups, and lobbyists in the
legislative process. Throughout the unit, students consider the purposes of politics, why people
engage in the political process, and what the political process can achieve.
Unit Focus Questions
1. How are laws made?
2. How do pressures from individuals, interest groups, the media, political party leadership, and
public opinion and affect public policy?
3. How effective is the legislative process in addressing the needs of the nation’s citizens?
Unit Content Expectations
C1.1.4:
Explain the purposes of politics, why people engage in the political process, and what the
political process can achieve (e.g., promote the greater good, promote self-interest,
advance solutions to public issues and problems, achieve a just society).
C2.1.3:
Explain how the Declaration of Independence, Constitution, and Bill of Rights reflected
political principles of popular sovereignty, rule of law, checks and balances, separation of
powers, social compact, natural rights, individual rights, separation of church and state,
republicanism and federalism.8
C2.2.3:
Use past and present policies to analyze conflicts that arise in society due to competing
constitutional principles or fundamental values (e.g., liberty and authority; justice and
equality; individual rights and the common good).
C2.2.5:
Use examples to investigate why people may agree on constitutional principles and
fundamental values in the abstract, yet disagree over their meaning when they are applied
to specific situations.
C3.1.1:
Analyze the purposes, organization, functions,9 and processes of the legislative branch as
enumerated in Article I of the Constitution.
C3.1.5:
Use case studies or examples to examine tensions between the three branches of
government (e.g., powers of purse and impeachment, advise and consent, veto power, and
judicial review).
C3.2.1:
Explain how the principles of enumerated powers, federalism, separation of powers,
bicameralism, checks and balances, republicanism, rule of law, individual rights, inalienable
rights, separation of church and state, and popular sovereignty serve to limit the power of
government.10
C3.5.1:
Explain how political parties, interest groups, the media, and individuals can influence and
determine the public agenda.
C3.5.2:
Describe the origin and the evolution of political parties and their influence.
C3.5.3:
Identify and explain the roles of various associations and groups in American politics (e.g.,
political organizations, political action committees, interest groups, voluntary and civic
associations, professional organizations, unions, and religious groups).
C3.5.4:
Explain the concept of public opinion, factors that shape it, and contrasting views on the
role it should play in public policy.
C3.5.5:
Evaluate the actual influence of public opinion on public policy.
C3.5.7:
Explain the role of television, radio, the press, and the internet in political communication.
8
For the purposes of this unit, the focus of this expectation is limited to the Constitution.
It is important to note for students’ conceptual understanding of government that the functions of the legislative branch
are derived from the powers that the people give the legislative branch through the Constitution. Although the
expectation references “functions,” the more appropriate term is “power with authority.”
10
For the purposes of this unit, the focus of this expectation is limited to enumerated powers, separation of powers,
bicameralism, checks and balances, republicanism, and popular sovereignty.
9
C3.5.8:
Evaluate, take, and defend positions about the formation and implementation of a current
public policy issue, and examine ways to participate in the decision making process about
the issue.
C3.5.9:
In making a decision on a public issue, analyze various forms of political communication
(e.g., political cartoons, campaign advertisements, political speeches, and blogs) using
criteria like logical validity, factual accuracy and/or omission, emotional appeal, distorted
evidence, and appeals to bias or prejudice.
C6.1.1:
Identify and research various viewpoints on significant public policy issues.
C6.1.2:
Locate, analyze, and use various forms of evidence, information, and sources about a
significant public policy issue, including primary and secondary sources, legal documents
(e.g., constitutions, court decisions, state law), non-text based information (e.g., maps,
charts, tables, graphs, and cartoons), and other forms of political communication (e.g.,
political cartoons, campaign advertisements, political speeches, and blogs).
C6.1.4:
Address a public issue by suggesting alternative solutions or courses of action, evaluating
the consequences of each, and proposing an action to address the issue or resolve the
problem.
C6.1.5:
Make a persuasive, reasoned argument on a public issue and support [it] using evidence
(e.g., historical and contemporary examples), constitutional principles, and fundamental
values of American constitutional democracy; explain the stance or position.
C6.2.1:
Describe the relationship between politics and the attainment of individual and public goals
(e.g., how individual interests are fulfilled by working to achieve collective goals).
C6.2.2:
Distinguish between and evaluate the importance of political participation and social
participation.
C6.2.8:
Describe various forms and functions of political leadership and evaluate the characteristics
of an effective leader.
C6.2.10: Participate in a real or simulated public hearing or debate and evaluate the role of
deliberative public discussions in civic life.
Key Concepts by Order of Sequence in Unit
Ideology
Interest Groups
Public Policy/Agenda
Trade Associations
Professional Association
Labor Groups
Labor Unions
Trade Unions
Rank and File Members
Collective Bargaining
Public Interest/Citizen
Activist Groups
Single-Issue Interest
Group
Propaganda
Lobbying
PAC
Role of the Media
Term
Session
Adjourn
Prorogue
Special Session
Bicameralism
Congress
House of Representatives
Senate
Apportion
Reapportion
Off-year Election
Single-Member District
At-Large
Gerrymander
Continuous Body
Constituency
Colleague
Trustee
Partisan
Politico
Oversight Function
Franking Privilege
Speaker of the House
President of the Senate
President pro tempore
Party Caucus
Floor Leader
Whip Committee Chair
Person
Seniority Rule
Standing Committee
Select Committee
Joint Committee
Conference Committee
Bill
Joint Resolution
Concurrent Resolution
Resolution
Rider
Discharge Petition
Subcommittee Committee
of the Whole
Quorum
Engrossed
Checks and Balances
Enumerated Powers
Leadership
Legislative Process
Political Parties
Politics
Popular Sovereignty
Public Agenda
Public Opinion
Public Policy
Republicanism
Separation of Powers
Substantive Discourse/
Deliberative Public
Discussions
Key Vocabulary by Alphabetical Order in Unit
Adjourn
Apportion
At-Large
Bicameralism
Bill
Checks and Balances
Colleague
Collective Bargaining
Concurrent Resolution
Conference Committee
Congress
Constituency
Continuous Body
Discharge Petition
Engrossed
Enumerated Powers
Floor Leader
Franking Privilege
Gerrymander
House of Representatives
Ideology
Interest Groups
Joint Committee
Joint Resolution
Labor Groups
Labor Unions
Leadership
Legislative Process
Lobbying
Off-year Election
Oversight Function
PAC
Partisan
Party Caucus
Political Parties
Politico
Politics
Popular Sovereignty
President of the Senate
President pro tempore
Professional Association
Propaganda
Prorogue
Public Agenda
Public Interest/Citizen
Activist Groups
Public Opinion
Public Policy
Public Policy/Agenda
Quorum
Rank and File Members
Reapportion
Republicanism
Resolution
Rider
Role of the Media
Select Committee
Senate
Seniority Rule
Separation of Powers
Session
Single-Issue Interest Group
Single-Member District
Speaker of the House
Special Session
Standing Committee
Subcommittee Committee of
the Whole
Substantive Discourse/
Deliberative Public
Discussions
Term
Trade Associations
Trade Unions
Trustee
Whip Committee Chair
Person
Key Concepts/Objectives
1. To understand the different types and motivations of interest groups.
• Describe the types and role of interest groups in influencing public policy
• Describe how interest groups use propaganda to persuade people to their point of view
• Analyze and deconstruct propaganda using different medium
• Examine the ideology of major interest groups and political parties
• Compare political parties and interest groups
• Explain how interest groups influence politics in a positive and negative way
• Examine how lobbying brings pressures to bear on the process of making public policy
2. To understand the place, the role, and the structure of Congress.
• Explain why the Constitution provides for a bicameral Congress.
• Describe a term of Congress
• Summarize how sessions of Congress have changed over time
3. To understand the structure, qualifications, and terms of members of the House of Representatives
• Describe the size and the elective terms of the members oft eh House
• Explain how House seats are reapportioned among the States after each census
• Describe a typical congressional election and congressional district
• Analyze the formal and informal qualifications for election to the House
4. To understand the structure, qualifications, and terms of members of the Senate.
• Compare the size of the Senate to the size of the House of Representatives
• Describe how States have elected senators in the past and present
• Explain how and why a senator’s term differs from a representative's term
• Identify the qualifications for serving in the Senate
5. To understand the personal and political backgrounds, the duties, and benefits of members of
Congress.
• Identify the personal and political backgrounds of the current members of Congress.
• Compare and contrast the duties oft eh job of serving in Congress.
• Describe the compensation and privileges given to members of Congress.
6. To understand the organizational structure of both houses of Congress
• Describe how and when Congress convenes.
• Compare the roles of the presiding officers in Congress.
• Identify the duties of the party officers in Congress.
• Describe how committee chairmen are chosen and explain their role in the legislative process.
7. To understand the committee system and the types of committees in both houses of Congress
• Explain how the standing committees function.
• Describe the duties and responsibilities of the House Rules Committee.
• Compare the functions of joint and conference committees.
8. To understand the legislative process in the House of Representatives
• List the first steps in the introduction of a bill to the House.
• Describe what happens to a bill once it is referred to a committee.
• Explain how House leaders schedule debate on a bill.
• Explain what happens to a bill on the House floor, and identify the final step in the passage of
a bill in the House.
9. To understand the handling of bills in the Senate and the final stages in the legislative process
• Explain how a bill is introduced in the Senate.
• Compare the Senate’s rules for debate with those in the House.
• Describe the role of conference committees in the legislative process.
• Evaluate the actions the President can take after both houses have passed a bill.
Key Questions
• What role does each type of interest group have in influencing and shaping the public agenda?
• How do you influence the government?
• Explain the seven types of propaganda and how they are used to promote an organization’s
viewpoint.
• What makes up Congress?
• How does a special session differ from a regular session of Congress?
• Who has the power to prorogue a session of Congress?
• How are the seats in the House of Representatives apportioned?
• When will the next two off-year elections occur?
• Explain the difference between a single-member district seat and an at-large seat.
• Why do politicians gerrymander districts?
• How did Wesberry v. Sanders change the makeup of Congress?
• How did the 17th Amendment change the way that senators are chosen?
• How does a typical senator’s constituency differ from that of a typical representative in the
House?
• Why did the Framers set each senator’s term at six years instead of two years?
• Compare the size of the Senate to the size of the House of Representatives.
• Describe how States have elected senators in the past and present.
• Explain how and why a senator’s term differs from a representative's term.
• Identify the qualifications for serving in the Senate.
• How does the franking privilege help members of Congress?
• Why are members of Congress reluctant to pass laws that give them new benefits or higher
pay?
• How does the oversight function demonstrate checks and balances?
• What role does the Speaker of the House play?
• What is the function of the president of the Senate?
• What is the importance of the party whips?
• What are the purposes of a party caucus?
• Compare the organizational structure of both house of Congress.
• What powers make committee chairpersons influential?
• What is a standing committee and why are such committees called “subject-matter”
committees?
• What is the role of select committees in the lawmaking process?
• How do joint committees differ from conference committees?
• Explain why you agree or disagree with the following statement: The Committee of Rules is the
most powerful committee in the House.
• How does the majority party manage to control all the committees in its house, and why does it
do so?
• What is the difference between the two types of bills?
• Why do members of Congress attach riders to bills that are almost certain to pass?
• Why does the House often use the Committee of the Whole to consider important measures?
• What is the purpose of a discharge petition?
• What might happen if all proposed bills were sent directly tot the full House for a vote?
• What is a filibuster and how is it designed to work?
• What is closure, and why is it hard to achieve?
• What is the effect of a President’s veto, and how can Congress respond?
• Why do Senators rules allow individual senators much greater freedom to affect the law making
process than can members of the Houses?
• Suppose that there is a bill up for debate on the Senate floor, but a small number of determined
members oppose it. Would it be easier or harder for a majority of senators to pass such a bill
that it would be for a majority of House members in a similar situation? Why?
• If you were the President, under what circumstances might you use a pocket veto? Why migh
you let a bill become law without singing it?
Duration
5 weeks
Lesson Sequence
Assessment
Formative Assessments
Summative Assessments
Selected Response Items
Constructed Response Items
Performance Assessments
Resources
Student Resource
Active Legislation 111th Congress (2009-2010). United States Senate. 22 May 2010.
<http://www.senate.gov/pagelayout/legislative/b_three_sections_with_teasers/active_leg_page.ht
m>.
Bill
Search. Congress.org. CQ-Roll Call Group. 22 May 2010.
<http://www.congress.org/congressorg/issuesaction/bill/>.
Brookings Institute. 22 May 2010. <http://www.brookings.edu/>.
The Cato Institute. 22 May 2010. <http://www.cato.org>.
Center for American Progress. 22 May 2010. <http://www.americanprogress.org>.
Congressional Bills Main Page, GPO Access. 22 May 2010.
<http://www.gpoaccess.gov/bills/index.html>

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
The Constitution of the United States, Analysis and Interpretation. United States Government
Printing Office. 22 May 2010. <http://www.gpoaccess.gov/constitution/index.html> .
Current Legislation. Key Bills in Congress. Roll Call/Congress.org. 22 May 2010.
<http://www.congress.org/congressorg/issues/bills/>.
The Democratic Party. 22 May 2010. <http://www.democrats.org>.
Figure 12.4 - How a Bill Becomes a Law. La Quinta High School. 22 May 2010.
<http://www.socialscienceclass.com/bill.gif>.
Government 101: How a Bill Becomes a Law. Project Vote Smart. 22 May 2010.
<http://www.votesmart.org/resource_govt101_02.php>.
The Heritage Foundation. 22 May 2010. <http://www.heritage.org/>.
How a Bill Becomes a Law. CQ Roll Call Group. 22 May 2010. <http://corporate.cq.com/userassets/Images/congress101/how-a-bill-becomes-law.jpg>.
I’m Just a Bill. School House Rock. 22 May 2010. <http://www.schoolhouserock.tv/Bill.html>.
Inside
Politics. CNN/Time. 22 May 2010. <http://www.cnn.com/POLITICS>.
Klein, Ezra “Government by Loophole.” Newsweek. 5 March 2010. 22 May 2010.
<http://search.newsweek.com/search?byline=ezra%20klein>.
Legislative Activities. Office of the Clerk, U. S. House of Representatives. 22 May 2010.
<http://clerk.house.gov/floorsummary/floor.html>.
Legislative Archive. United States House of Representatives. 22 May 2010.
<http://www.house.gov/house/Legproc.shtml>.
Nagourney, Adam and Megan Thee-Brenan. “New Poll Finds Growing Unease on Health Plan.”
New York Times. July 30, 2009: 22 May 2010.
<http://www.nytimes.com/2009/07/30/us/politics/30poll.html>.
National Issues Forum. 22 May 2010. <http://www.nifi.org/>.
News Batch. 22 May 2010. <http://www.newsbatch.com>.
Political
Bulletin. US News and World Report. 22 May 2010.
<http://usnewsbulletin.com/usnb/register.aspx?src=USNEWSW>.
*Political Cartoons. 22 May 2010. <www.politicalcartoons.com>.

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
Politico. 22 May 2010. <http://www.politico.com>.
PolitiFact.com. 22 May 2010, <http://www.politifact.com>.
Polling Report. 22 May 2010. <http://www.pollingreport.com/>.
Preamble to the U.S. Constitution. U.S. Constitution Online. 22 May 2010.
<http://www.usconstitution.net/xconst_preamble.html>.
ProCon of Controversial Issues. ProCon.org. 22 May 2010. <http://www.procon.org/>.
Public Agenda. 22 May 2010. <http://www.publicagenda.org/>.
*Real Clear Politics. 22 May 2010. <www.realclearpolitics.com>.
The Republican National Committee. 22 May 2010. <http://www.gop.com/>.
Rhee, Foon. “Measuring, influencing public opinion on health care.” Boston Globe. 16 Nov. 2009.
22 May 2010.
<http://www.boston.com/news/politics/politicalintelligence/2009/11/measuring_influ.html>.
The Role of Political Parties. America.gov. 22 May 2010. <http://www.america.gov/st/elections08english/2008/April/20080423223737eaifas0.6480067.html>.
Seelye, Katharine. “Competing Ads on Health Care Plan Swamp the Airwaves.” New York Times.
22 May 2010.
<http://www.nytimes.com/2009/08/16/health/policy/16ads.html?scp=15&sq=health%20care%20ref
orm%20public%20awareness&st=cse>.
*Teachers’ Curriculum Institute. Government Alive! Power, Politics, and You. Palo Alto, CA: TCI,
2009.
Thomas. The Library of Congress. 22 May 2010. <http://thomas.loc.gov/>.
“Two Steps Forward, One Step Back: the Family Medical Leave Act as Retrenchment Policy.” The
Review of Policy Research. 22 March 2003. 22 May 2010.
<http://goliath.ecnext.com/coms2/gi_0199-2688511/Two-steps-forward-one-step.html>.
United States House of Representatives. 22 May 2010. <http://www.house.gov/>.
United States Senate. 22 May 2010. <http://www.senate.gov/>.
Teacher Resource
Asher, Lauren J. and Donna R. Lenhoff. “Family and Medical Leave: Making Time for Family is
Everybody’s Business.” Future of Children. 22 May 2010.
<http://www.futureofchildren.org/futureofchildren/publications/docs/11_01_07A.pdf>.
*“Bush May Veto Family Bill.” May 7, 1990. LA Times. 22 May 2010.
<http://articles.latimes.com/1990-05-07/news/mn-265_1_family-values>..

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
*“Bush Vetos Bill on Family Leave.” June 30 1990. New York Times. 22 May 2010.
<http://www.nytimes.com/1990/06/30/us/bush-vetoes-bill-on-family-leave.html>.
*The Daily Show. Comedy Central. 22 May 2010. <http://www.thedailyshow.com/>.
Daryl Cagle’s Professional Cartoonists Index. Cagle.com. 22 May 2010. <www.cagle.com>.
*The Dennis Miller Show. 22 May 2010. <http://www.dennismillerradio.com/>.
Directory of US Political Parties. Ron Gunzburger’s Politics 1.com. 22 May 2010.
<http://www.politics1.com/parties.htm>.
*Editorial: Family Leave – A Ruling for Fairness. May 29 2003. Cincinnati Enquirer. 22 May 2010.
<http://www.enquirer.com/editions/2003/05/29/editorial_FamilyLeave.html>.
*“Elections: The Maintenance of Democracy.” Democracy in America. Annenberg Foundation. 22
May 2010. <http://www.learner.org/courses/democracyinamerica/dia_14/>.
*Employers’ Perspective. The Family Medical Leave Act. ENotes.com. 22 May 2010.
<http://www.enotes.com/everyday-law-encyclopedia/family-and-medical-leave-actfmla#employers-perspective>.
*The Family Leave Bill Could Stick this Time. October 28 1991. Business Week. 22 May 2010.
<http://www.businessweek.com/archives/1991/b323734.arc.htm>.
In
Family Leave Case, Supreme Court Steps Back Into Federalism Debate. Jan. 12 2003. New
York Times. 22 May 2010. <http://www.nytimes.com/2003/01/12/politics/12SCOT.html>.
The Family Medical Leave Act. 29 USCS §§ 2601 - § 2654 (2005). National Partnership for
Women and Families. 22 May 2010.
<http://www.nationalpartnership.org/site/DocServer/FMLAstatute.pdf?docID=964>.
*The Family and Medical Leave Issue: Small Business Reactions. Nicholls State University. 22
May 2010. <http://sbaer.uca.edu/research/ssbia/1991/PDF/04.pdf>.
Harry and Louise on Clinton’s Healthcare Plan. YouTube. 22 May 2010.
<http://www.youtube.com/watch?v=Dt31nhleeCg>.
Harry and Louise Return. YouTube. 22 May 2010.
<http://www.youtube.com/watch?v=RGvkZszS21Y&feature=related>.
Harry and Louise are Back. YouTube. 22 May 2010.
<http://www.youtube.com/watch?v=e3Y3JVitUcs&feature=channel>.
*Hamilton, Lee. How Congress Works and Why You Should Care. Bloomington, IN: Indiana
University Press, 2004.

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
I’m Just a Bill. School House Rock. YouTube.com. 22 May 2010.
<http://www.youtube.com/watch?v=mEJL2Uuv-oQ>.
*Janda, Berry, Goldman. The Challenge of Democracy, 8th Edition. Houghton Mifflin Company:
Boston, 2005.
*“Legislatures: Laying Down the Law.” Democracy in America. Annenberg Foundation. 22 May
2010. <http://www.learner.org/courses/democracyinamerica/dia_6/>.
*Letter to US Department of Labor about The Family Medical Leave Act. National Partnership for
Women and Families. 22 May 2010.
<http://www.nationalpartnership.org/site/DocServer/FMLALettertotheDOL.pdf?docID=961>.
*Milton C. Cummings, Jr. and David Wise. Democracy Under Pressure: An Introduction to the
American Political System, 10th Edition. Thompson Higher Education: Belmont, CA, 2005.
*Monk, Linda R. The Words We Live By: Your Annotated Guide to the Constitution. Hyperion:
New York, 2003.
*News. US Department of Energy. 22 May 2010. <http://www.energy.gov/7605.htm>.
“Political
Parties: Mobilizing Agents.” Democracy in America. Annenberg Foundation. 22 May
2010. <http://www.learner.org/courses/democracyinamerica/dia_12/>.
*Praise for Catholic Bishops’ Statement on Children. New York Times. 17 Nov. 1991. 22 May
2010. <http://www.nytimes.com/1991/11/17/us/praise-for-catholic-bishops-statement-onchildren.html>.
*“Public Opinion: Voice of the People.” Democracy in America. Annenberg Foundation. 22 May
2010. <http://www.learner.org/courses/democracyinamerica/dia_11/>.
*Saturday Night Live. NBC. 22 May 2010. <http://www.nbc.com/Saturday_Night_Live/>.
*Scardino, Franco. The Complete Idiot’s Guide to U.S. Government & Politics. The Penguin
Group, NY: 2009.
*Senate Letter to US Department of Labor about the Family Medical Leave Act. National
Partnership for Women and Families. 22 May 2010.
<http://www.nationalpartnership.org/site/DocServer/FMLASenateLettertoDOL.pdf?docID=963 >.
*“Understanding the Media: The Inside Story.” Democracy in America. Annenberg Foundation. 22
May 2010. <http://www.learner.org/courses/democracyinamerica/dia_10/>.
*US News and World Report. Politics Section. 22 May 2010.
<http://www.usnews.com/sections/news/politics>.
*What is a Filibuster? This Nation.com. 22 May 2010.
<http://www.thisnation.com/question/037.html>.

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
*“Women’s Groups Begin to Push for Parental Leave Measure. Sept. 8 1988. New York Times. 22
May 2010. <http://www.nytimes.com/1988/09/08/us/women-s-groups-begin-push-for-parentalleave-measure.html>.
Yankelovich, Daniel. The Seven Stages of Public Opinion. Public Agenda. 22 May 2010.
<http://www.publicagenda.org/pages/seven-stages-public-opinion>.
For Further Professional Knowledge
Elving, Ronald D. Conflict and Compromise: How Congress Makes the Law. NY: Touchstone
Publishing, 1995.
Kingdon, John W. Agendas, Alternatives, and Public Policies. 2nd ed., NY: Harper Collins, 1995.
Lenhoff, Donna R. Family and Medical Leave in the United States: Historical and Political
Reflections. 1 Oct. 2004. 22 May 2010.
<http://www.hhh.umn.edu/centers/wpp/afterbirth/pdf/lenhoff.pdf>.
Mann, Thomas E. and Norman J. Ornstein. The Broken Branch, updated edition. NY: Oxford
University Press, 2008.
O’Connor, Karen and Larry J. Sabato. Essentials of American Government: Roots and Reform.
Upper Saddle River, NJ: Pearson Education, 2009.
Price, David E. The Congressional Experience. 3rd ed. Boulder, CO: Westview Press, 2004.
Thurber, James A. Rival for Power: Presidential-Congressional Relations. Lanham, MD:
Rowman-Littlefield, 2009.