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Social Studies – Government Unit of Study: Power, Authority, and Government CURRICULUM OVERVIEW Third Grading Period – Unit 1 Big Idea Unit Rationale Enduring Understandings The aspect of power can be defined in different ways and can be exercised or expressed in unique manners by different groups, structures or individuals. Overarching Questions What is power and how is it expressed in various structures of government? What is government? Is it necessary? Which form of government is the best form of government? What role does the distribution of power play in how governments are organized? it is important to understand the concepts of power, authority and how those concepts are reflected in various types of government, especially in the development of democracy in today’s world. Lessons for this Unit □ □ Lesson 1: The Nature of Power, Politics, and Government Lesson 2: Comparing Forms of Government Skills Concepts TEKS TEKS Specificity - Intended Outcome 1A Explain major political ideas in history such as natural law, natural rights, divine right of kings, and social contract theory. 8A Explain the importance of a written constitution. 8B Evaluate how the federal government serves the purposes set forth in the Preamble to the U.S. Constitution. 1B Identify the characteristics of classic forms of government such as absolute monarchy, authoritarianism, classical republic, despotism, feudalism, liberal democracy, and totalitarianism. 13A Compare the U.S. system of government with other political systems. 13B Analyze advantages and disadvantages of federal, confederate, and unitary systems of government. 13C Analyze advantages and disadvantages of presidential and parliamentary systems of government. TEKS for Government (Skills and Processes) 21A Analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions. 22A Use social studies terminology correctly. 22C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. 22D Create written, oral, and visual presentations of social studies information. 23A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 23B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. SAISD © 2008-09 – Third Grading Period ” I CAN” statements highlighted in yellow should be displayed for students. I can explain major political ideas in history. (1A) explain the importance of a written constitution or plan of government. (8A) name the purposes of government found in the preamble to the Constitution stating why “we the people” have a government. (8B) compare and contrast the various forms of government and political systems, with the U.S. system of government, by analyzing their characteristics, advantages and disadvantages. (1B, 13A, B, C) use social studies skills to organize and use information I acquired from various sources and communicate this information to others in various forms. I can use this information/evidence for problem solving and decision making. Including, but not limited to: Writing letters to public officials Writing letters to the editor Working on a community service project Working in a political campaign Developing solution strategies to proposed geo-political and economic problems in competitions such as: Speak Up! Speak Out! (University of Texas) Mock United Nations World Quest (World Affairs Council) Economics Challenge (Texas Council for Economic Education) American Government Page 1 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Including, but not limited to: Creating, analyzing, and interpreting o Maps, charts, and graphs o Primary source documents Communicating o Ideas, proposals, proposed legislation and issues o Writing reflections, interactive notebook, letters, document based questions o Different types of visuals o Using social studies (government) terminology where appropriate Using standard grammar, spelling, sentence structure, and punctuation. Evidence of Learning □ □ □ □ At the end of the unit, students will be able to analyze and provide examples of sources of power and authority with 80% accuracy. At the end of the unit, students will be able to compare and contrast two forms of government using a Venn Diagram with 80% accuracy. At the end of the unit, students will be able to define and identify characteristics of a democracy in their interactive notebook with 90% accuracy. At the end of the unit, students will be able to reflect in writing and articulate the answers to the essential questions in their interactive notebook with 90% accuracy. SAISD © 2008-09 – Third Grading Period American Government Page 2 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Government Lesson 1-The Nature of Power, Politics, and Government CURRICULUM GUIDE Third Grading Period – Unit 1 Essential Questions Essential Pre-requisite Skills Foundations of government (4th grade-11th) Interpreting primary sources (3rd grade-11th) Democracy (3rd grade-11th grade) What is power and what are its sources? Who holds power? Why should you care about power, politics, and government? What are the essential ingredients of a democracy? The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can… Use the resources found on the Social Studies website, Government Alive! Strategies and the Social Studies Framework to conduct daily instruction. Hook Distribute copies of notebook guide found in Government Alive! Chapter 1. Students will evaluate power by accomplishing four tasks. Allow students to pair-share their responses to each of the tasks. Guided Practice Direct students to create an illustrated dictionary for essential terms for this lesson. Model the expectation for the assignment by displaying a completed entry. (1A, B) Distribute colored cards to students and play the Power game as outlined in Teacher Guide Lesson 1: Government Alive! Debrief the lesson by asking the students to pair/share/discuss the activity and their definition of power. (1A, B) Independent Practice Distribute the graphic organizer for five political games to the students and direct students to read text. (1A, B) Processing Distribute the list of quotations found on Notebook Handout 1. Students are to assign each quotation a “truth ranking” from 1 to 5. (1=never true, 5=always true) and write a brief response to each of the following questions in your notebook: Which of the quotations do you think is the truest about power? Which of the quotations do you think is the truest about politics? Which of the quotations do you think is the truest about your own life? (21A, 22A,C,D) Vocabulary: power government authority legitimacy mandate of heaven divine right of kings social-contract theory public good coercion revenue polity nation-state sovereignty politics institution Create a entry for vocabulary terms to include: a symbol or an icon to represent the term, a definition of the term in your own words, a sentence using the term correctly. Play the power game and, after several rounds, write their own definition of power in their notebooks. Read and complete graphic organizer. Complete the assignment by providing supporting evidence from their own experiences and knowledge of historic and current events. Resources Textbook: Prentice Hall, Magruder’s American Government Chapter 1, Unit 3: pgs 18-22 TCI, Government Alive! Power, Politics, and You Chapter 1: pgs. 2-17 Media Resources SAISD © 2008-09 – Third Grading Period Complete written tasks in their notebooks and summarize how they feel about power in their lives. American Government Internet Resources Social Studies Center Outline of American Government Hypertext American Government Study Guide Types of Government Glossary www.firstgov.gov www.moneycentral.msn.com www.cnn.com www.cbs.com www.britannica.com Page 3 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. AIMS Digital Curriculum Print Resources www.mysa.com www.barrons.com www.npr.org See campus librarian for additional print and non-print resources Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board What do you do for students who need extra support? 2008 Government Alive! assessment 2003 AP Exam What do you do for students who master the learning quickly? Use LRE lesson to reinforce lesson: A ruler’s legitimacy depends mainly on which of these factors? A. the ruler’s personal wealth B. the ruler’s political ambition C. people’s fear of the ruler’s power D. people’s acceptance of the ruler’s authority Free Response Question: http://www.texaslre.org/admin/lessons/092004_lp_hig hschool.pdf SAISD © 2008-09 – Third Grading Period American Government Citizens often choose to participate in the political process in ways other than voting. A. Identify two forms of participation in the political process other than voting. B. Explain two advantages of each form of participation you identified in (A). Page 4 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Government Lesson 2-Comparing Forms of Government CURRICULUM GUIDE Third Grading Period Essential Questions Essential Pre-requisite Skills How should political and economic power be distributed in a society? How does the U.S. system of government compare with other political systems? What are the advantages and disadvantages of federal, confederate, and unitary systems of government? Which form of government is most desirable? Foundations of government (4th grade-11th) Interpreting primary sources (3rd grade-11th) Democracy (3rd grade-11th grade) The Teaching Plan Instructional Model & Teacher Directions The teacher will… Use the resources found on the Social Studies website, Government Alive! Strategies and the Social Studies Framework to conduct daily instruction. Hook Distribute a list of people or groups from your school to the students, list can be found in Government Alive! Notebook Guide: Chapter 2. Students will respond to the following questions: In your opinion, which one of the following groups or people should have the power to make the rules at your school and why? Are there any people or groups listed that should not make the rules at your school? If so, why not? After pair/share discussion and class discussion, activate prior knowledge by asking students to identify terms and analyze concepts related to the principles of government and the types of government. Distribute word sort vocabulary cards and allow students to categorize the words into groups and list the categories in their notebooks. (1B, 1A, 13B) Guided Practice Distribute a list of timeline events to the students and direct the students to find the information in their textbooks. (21A, 1A) Independent Practice Distribute a list of terms and a graphic organizer for students to record information based on the readings from the textbook. Create a foldable to compare and contrast two forms of government and explain the advantages and disadvantages of each form of government. (13A, B) In a response group activity, for instructions, materials, and procedures see Government Alive! Lesson Guide: Chapter 2, students will participate as representatives at a constitutional convention charged with creating a stable government and economic system for a fictitious country that has just achieved independence. (22C, 23A) SAISD © 2008-09 – Third Grading Period American Government So students can… Answer the question in their interactive notebook and pair/share their responses. Categorize and list vocabulary words in their notebooks. In pairs, Discuss and compare the different categories and why vocabulary words were placed in that category. Read and record the date and name of each event included in the listing. Students will also write a one-sentence explanation of the main feature of the government associated with each event. For example, 3000 B.C.E., First city-states arise in Sumer: The government settles disputes and coordinates the harvesting and trading of crops. Read and record information on their graphic organizer. Use information to create a foldable comparing the two forms of government and the advantages and disadvantages of each form of government. Conduct convention and, afterwards based on the convention activity, reflect in writing on the following questions: Who will have power and who will not have power? Why will this government and economic system work? What problems might arise? In the activity, what factors influenced the creation of the government and economic systems? What are the advantages and disadvantages of each type of government? Of each system of organizing government? Of each economic system? Page 5 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Processing Direct students to imagine that they are advising a country that is creating a new constitution. Listed are the priorities that the country might have when it comes to a government and an economic system (Efficiency, Freedom, Prosperity, Equality, and Security) For each possible priority, identify the combination (form of government + system of government + economic system) that you would recommend. Then write one or two sentences explaining why you think this combination works best for the particular priority. Vocabulary: government natural law natural rights divine right of kings social contract theory state sovereign absolute monarchy authoritarianism oligarchy classical republic feudalism liberal democracy totalitarianism dictatorship written constitution confederacy unitary system federal system division of powers presidential system parliamentary system democracy monarchy market economy traditional economy republic parliament command economy SAISD © 2008-09 – Third Grading Period Organize information based on the format: Form of government System of government Economic system Efficiency= _________________+ __________________+ ______________ Resources Textbook: Prentice Hall, Magruder’s American Government Chapter 1: Section 1-2, pgs. 2-17 Section 1-2 Chapter 22 Section 1-5 (summarized) pgs. 624-650 TCI, Government Alive! Power, Politics, and You Chapter 2: pgs. 19-38 Media Resources AIMS Digital Curriculum Print Resources See campus librarian for additional print and non-print resources Internet Resources Social Studies Center Outline of American Government Hypertext American Government Study Guide Types of Government Glossary www.firstgov.gov www.moneycentral.msn.com www.cnn.com www.cbs.com www.britannica.com www.mysa.com www.barrons.com www.npr.org American Government Page 6 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Evidence of Learning Differentiation What do you do for students who need extra support? Interims/TAKS/Benchmarks 2003 Magruder’s Supplemental Materials College-Readiness Anticipated Skills for SAT/ACT/College Board 2004 AP Exam Comparative Government and Politics Free Response Question: What do you do for students who master the learning quickly? Use LRE lesson to re-teach and re-enforce lesson: http://www.texaslre.org/admin/lessons/042006_lp_hi ghschool.pdf Which of the following is a description of a socialistic approach to the goal of equitable distribution of wealth? a. violent revolution b. democratic process c. no taxation d. elimination of political parties Magna Carta extension lesson: http://www.texaslre.org/admin/lessons/012004_lp_hi ghschool.pdf SAISD © 2008-09 – Third Grading Period American Government Federal and Unitary systems structure the relationship between national and subnational units. a) Define a unitary system of government. Define a federal system of government. b) Describe one advantage of a federal system and one advantage of a unitary system. c) Describe how federal or unitary systems are reflected in the national legislatures in Britain and in Russia. d) Describe how, since the late 1990’s, Britain has become more federal and Russia has become more unitary. Page 7 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Government Unit of Study: Foundations of American Government CURRICULUM OVERVIEW Third Grading Period – Unit 2 Big Idea Unit Rationale Enduring Understandings The writing of the U.S. Constitution was influenced by ideas from the past, the desire to avoid tyranny, and the concept of sharing power between the national government and state governments. Overarching Questions What ideas gave birth to the world’s first modern democratic nation? How and why did the framers distribute power in the Constitution? How are your rights defined and protected under the Constitution? How does power flow through our federal system of government? it is important to understand the concepts of power, authority and how those concepts are reflected in the U.S. Constitution as well as how American citizens are protected from governmental abuses. Lessons for this Unit □ □ □ □ Lesson 3: The Roots of American Democracy Lesson 4: The United States Constitution Lesson 5: The Bill of Rights and Civil Liberties Lesson 6: Federalism: National, State and Local Powers Concepts TEKS TEKS Specificity - Intended Outcome 2B Analyze the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, and James Madison, on the development of the U.S. government. 2c Analyze debates and compromises necessary to reach political decisions using historical documents. 8A Explain the importance of a written constitution. 8C Analyze how the Federalist Papers explain the principles of the American constitutional system of government. 8D Evaluate constitutional provisions for limiting the role of government, including republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights. 8E Analyze the processes by which the U.S. Constitution can be changed and evaluate their effectiveness. 8F Analyze how the American beliefs and principles reflected in the U.S. Constitution contribute to our national identity. 10A Explain why the Founding Fathers created a distinctly new form of federalism and adopted federal system of government instead of a unitary system. 10B Categorize government powers as national, state, or shared. 10C Analyze historical conflicts over the respective roles of national and state governments. 10D Evaluate the limits on the national and state governments in the U.S. federal system of government. 14A Understand the roles of limited government and the rule of law to the protection of individual rights. 14B Analyze the rights guaranteed by the Bill of Rights, including first amendment freedoms. SAISD © 2008-09 – Third Grading Period ” I CAN” statements highlighted in yellow should be displayed for students. I can Identify the founding fathers and analyze their political philosophies. (2b) Analyze the debates that took place during and after the Constitutional Convention if 1787. I can also analyze how the Federalist Papers explain the principles of the American constitutional system of government. (2c, 8c) Explain he importance of a written constitution and how American beliefs and principles are reflected in the Constitution and how these factors contribute to our national identity. (8A, 8f) Evaluate how the Constitution limits the role of government. (8d) Analyze and evaluate the system of federalism and how it affects national, state and local governments. (10a, 10b, 10c, 10d) Understand and analyze the freedoms and rights protected by the Bill of Rights. (14, 14b) American Government Page 8 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Skills 21A Analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions. 22A Use social studies terminology correctly. 22C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. 22D Create written, oral, and visual presentations of social studies information. 23A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 23B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. use social studies skills to organize and use information I acquired from various sources and communicate this information to others in various forms. I can use this information/evidence for problem solving and decision making. Including, but not limited to: Writing letters to public officials Writing letters to the editor Working on a community service project Working in a political campaign Developing solution strategies to proposed geo-political and economic problems in competitions such as: Speak Up! Speak Out! (University of Texas) Mock United Nations World Quest (World Affairs Council) Economics Challenge (Texas Council for Economic Education) Including, but not limited to: Creating, analyzing, and interpreting o Maps, charts, and graphs o Primary source documents Communicating o Ideas, proposals, proposed legislation and issues o Writing reflections, interactive notebook, letters, document based questions o Different types of visuals o Using social studies (government) terminology where appropriate Using standard grammar, spelling, sentence structure, and punctuation. Evidence of Learning □ At the end of the unit, students will be able to analyze the concepts that contributed to the writing of the U.S. Constitution with 80% accuracy. □ At the end of the unit, students will be able to evaluate how the government is limited by the national constitution with 80% accuracy. □ At the end of the unit, students will be able to analyze the protections against governmental abuse as outlined in the Bill of Rights with 80% accuracy. SAISD © 2008-09 – Third Grading Period American Government Page 9 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Government Lesson 3: Foundations of American Government CURRICULUM GUIDE Third Grading Period Essential Questions Essential Pre-requisite Skills What ideas gave birth to the world’s first modern democratic nation? How did state constitutions lay the groundwork for the U.S. Constitution? What were the main weaknesses of the Articles of Confederation? What did these weaknesses mean for the national government? What were the major challenges that the Constitutional Convention delegates faced, and how was each resolved? How was the debate over ratification of the Constitution resolved? Foundations of government (4th grade-11th) Interpreting primary sources (3rd grade-11th) The Teaching Plan Instructional Model & Teacher Directions The teacher will… Use the resources found on the Social Studies website, Government Alive! Strategies and the Social Studies Framework to conduct daily instruction. Hook Distribute Notebook Guide 3 “The Roots of American Democracy” and the project Transparency 3: Greece, Rome, or Home Challenge. Facilitate students helping them compare images of ancient Greek and Roman buildings with those of Washington, D.C., to predict how ancient ideas influenced the United States. (21A, 1B) SLOWLY reveal the true location of each image. Explain the connection between the Preview and Chapter 3. Guided Practice Introduce the essential question and have students read Section 3.1, Then ask . . . ---What events did the two bicentennial celebrations in the U.S. mark? ---Of what did the bicentennial events remind Americans? Why were these events so powerful? ---What ideas might have given birth to the world’s first modern democratic nation? (1A,B; 2A,B) Conduct Experiential Exercise: “Interviews of Historical Figures” (2A,B; 21A, C, D) Provide Students with: ---Student Handout 3A: Preparing for the Interview ---Student Handout 3B: Biographies of Historical Figures ---Student Handout 3C: Masks of Historical Figures ---Student Handout 3D: Interviews of Historical Figures Model for students how to conduct an interview of a historical figure using Student Handout 3D Monitor students as they prepare for and conduct their interviews Facilitate a discussion of the students’ findings Distribute colored cards to students and play the Power game as outlined in Teacher Guide Lesson 1: Government Alive! Debrief the lesson by asking the students to pair/share/discuss the activity and their definition of power. SAISD © 2008-09 – Third Grading Period American Government So students can… After allowing students a few minutes to view the images, have students identify each image as either “ancient” or “United States” in their notebooks. Have the students write a generalization statement of the two images. Answer the preview questions in their notebook, and afterwards, share their answers with a partner or pair. Respond to questions in interactive notebooks and can pair/share the responses in class. Read and prepare for interview with a historical figure. Play the game and discuss the activity with the class. Page 10 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Independent Practice After completing the Experiential Exercise, have students read and complete Reading Notes for Sections 3.2 – 3.6. (21A, 22C,D; 1A, 2A,B) For Section 3.2, students will need an illustration called Notebook Handout 3: Roots of U.S. Government. They will identify at least two ideas that shaped colonial views on Government For Section 3.3, Students will create a timeline that extends from 1619 to 1776. They will plot the following event, along with the correct date and a brief description of each: Mayflower Compact Virginia House of Burgesses French and Indian War Stamp Act Battles of Lexington and Concord Declaration of Independence Processing Direct students to compose journal entries from the perspective of a delegate to the Constitutional Convention. (8C, 10A, 2A,B; 21A, 23A) Write three journal entries from the perspective of a delegate to the Constitutional Convention *Date each entry and address each of the following topics in one or more of your entries: -- Which ideas most influenced you in the development of the Constitution? Where did these ideas come from? -- What were the greatest challenges in developing the Constitution? How were these challenges resolved? -- Do you think the states should ratify the Constitution? Why or Why not? Vocabulary: representative government limited government separation of powers popular sovereignty constitutionalism majority rule social contract rule of law republicanism federalism checks and balances judicial review amendment process formal amendment informal amendment senatorial courtesy division of powers delegated powers reserved powers Resources Textbook Prentice Hall, Magruder’s American Government Chapter 3 Sections 1-3 Chapter 4 Section 1 Section 2-3 (summarized) SAISD © 2008-09 – Third Grading Period TCI, Government Alive! Chapter 3, pgs 40-61. Primary Resources U.S. Constitution Internet Resources Social Studies Center Avalon Project on 18th Century Primary Documents Critical Issues in American History American Government and Politics American Government Resources for the U.S. Constitution Six Principles of the U.S. Constitution American Government Page 11 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. American Government Study Guide Institute for American Liberty www.firstgov.gov www.moneycentral.msn.com www.cnn.com www.cbs.com www.britannica.com www.mysa.com www.barrons.com www.npr.org concurrent powers Magna Carta divine right of kings social contract theory English Bill of Rights bicameral confederation compromise Virginia Plan New Jersey Plan ratification Media Resources AIMS Digital Curriculum See campus librarian for additional print and non-print resources. Evidence of Learning Differentiation What do you do for students who need extra support? Provide an OUTLINE for students to complete the Processing of the Experiential Exercise For added help, fill in various lines on the outline for the student What do you do for students who master the learning quickly? Provide additional historical figures to the Experiential Exercise Have the pairs research and prepare the “Biographies” for additional historical figures SAISD © 2008-09 – Third Grading Period Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board 2006 TAKS 2004 AP Government Test The rights of life, liberty, and the pursuit of happiness are called unalienable rights because they— A. belong to every human being B. exist in a state C. pertain to political representation D. apply to the privileged few The power of the federal government relative to the power of the states has increased since the ratification of the Constitution. American Government Describe two of the following provisions of the Constitution and explain how each has been used over time to expand federal power. The power to tax and spend The “necessary and proper” or “elastic” clause The commerce clause Page 12 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Government Lesson 4: The United States Constitution CURRICULUM GUIDE Third Grading Period Essential Questions Essential Pre-requisite Skills To what extent should power be divided in a democracy? How do the fundamental governing principles of the Constitution form and guide the actions of the government and society? Was the U.S. Constitution a product of innovation or imitation? Foundations of government (4th grade-11th) Interpreting primary sources (3rd grade-11th) The Teaching Plan Instructional Model & Teacher Directions The teacher will… Use the resources found on the Social Studies website, Government Alive! Strategies and the Social Studies Framework to conduct daily instruction. Hook Distribute a copy of the Constitution and “Notebook Handout 4: Outline of the U.S. Constitution” to each student Introduce the activity Explain that the students will be attempting to logically piece together an incomplete outline of the U.S. Constitution (21A, 22C) Give students a few minutes to complete the outline Project “Information Master 4A:Outline of the U.S. Constitution” and have students check and correct their work Have students answer the preview questions by completing “Notebook Guide 4” Explain the connection between the Preview and Chapter 4 Guided Practice Discuss the different parts (articles) of the Constitution and the function of each article (8B, 2A, 21A) Introduce the Essential Question and have students read Section 4.1 1. Have students consider possible answers to the essential question 2. Introduce the Social Studies Skill Builder: Challenge 1 3. Congratulate students on being accepted into law school 4. Discuss the importance of having an extensive knowledge of the Constitution and its principles Assign Sections 4.2 and 4.3 and have students complete the corresponding “Reading Notes.” Place students in pairs and have them complete Challenge 5. Provide students with: o Student Handout 4A: Constitutional Law 1 Cards o Student Handout 4B: Constitutional Law 1 Matrix 6. Model completing the Matrix using the copy of the Constitution. Debrief Challenge 1 by asking students the following questions: What do you notice about how the Constitution deals with power? Based on your examination of the Constitution so far, what are some ways that the framers distributed power in the Constitution? (2B, 10A, 21A) Why do you think they distributed power as they did? SAISD © 2008-09 – Third Grading Period American Government So students can… Piece together outline of the Constitution and answer questions in their interactive notebooks. Pair/Share answers to questions. Read and brainstorm possible answers to the essential question “How and why did the framers distribute power in the Constitution?” Pair/Share responses. Read and complete reading notes activities. Working in pairs or individually, match each card with the specific area of the Constitution. Individually, answer debriefing questions in their interactive notebooks. Page 13 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Independent Practice Have students complete Government Alive! Social Studies Skill Builder: Challenge 2: The six Governing principles of the Constitution. (8B, 21A, 4A) Have students complete the LRE Activity “Constitution Scavenger Hunt” Individually or in pairs, analyze and apply the principles of the constitution to the different tasks. Complete the Scavenger Hunt activity. Processing Students will work in small groups (2-4) to develop and propose new Amendments to the Constitution, along with a justification as to why each Amendment is needed. (23A,B; 21C) The class will vote on the ratification of each Amendment Compose new amendment and its justification in their interactive notebook and prepare to present the amendment to the class. Vocabulary: due process republicanism checks and balances federalism separation of powers division of powers sovereignty independent judiciary strict construction loose construction judicial review Resources Textbook Prentice Hall, Magruder’s American Government Chapter 3 Sections 1-3 Chapter 4 Section 1 Section 2-3 (summarized TCI, Government Alive! Chapter 4, pgs 62-82. Primary Resources U.S. Constitution Internet Resources Social Studies Center Avalon Project on 18th Century Primary Documents Critical Issues in American History American Government and Politics American Government Resources for the U.S. Constitution Six Principles of the U.S. Constitution American Government Study Guide Institute for American Liberty www.firstgov.gov www.moneycentral.msn.com www.cnn.com www.cbs.com www.britannica.com www.mysa.com www.barrons.com www.npr.org http://www.billofrightsinstitute.org/ Media Resources AIMS Digital Curriculum See campus librarian for additional print and non-print resources. SAISD © 2008-09 – Third Grading Period American Government Page 14 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Evidence of Learning Differentiation What do you do for students who need extra support? On the Matrix for Challenge 1, pre-fill in some of the Articles and Clauses to offer some information about where in the Constitution some of the answer can be found. Allow students to work in heterogeneous groups to complete the Constitution Scavenger Hunt What do you do for students who master the learning quickly? Have students create a “Constitution Timeline” Have students research a recently proposed Amendment and examine the difficulty involved in having an Amendment to the Constitution ratified SAISD © 2008-09 – Third Grading Period Interims/TAKS/Benchmarks 2006 TAKS College-Readiness Anticipated Skills for SAT/ACT/College Board 2004 AP Government Exam Article I: Section 1, All legislative powers herein granted shall be vested in a Congress. . . Article II: Section 1, The executive power shall be vested in a president of the United States of America. Article III: Section 1, The judicial power of the United States shall be vested in one supreme court. The framers of the Constitution created a federal system. (a) define federalism (b) Select two of the following and explain how each has been used to increase the power of the federal government relative to the states categorical grants federal mandates selective incorporation Which of the following principles are described in the boxes above? A Popular sovereignty B Implied powers C Federalism D Separation of powers American Government Page 15 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Government Lesson 5: The Bill of Rights and Civil Liberties CURRICULUM GUIDE Third Grading Period Essential Questions Essential Pre-requisite Skills How are your rights defined and protected under the Constitution Are there any rights that are absolutely essential if a democracy is to survive? Are due process rights necessary? Are the rights of Americans protected as securely today as when the Bill of Rights was added to the Constitution? Foundations of government (4th grade-11th) Interpreting primary sources (3rd grade-11th) The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can… Use the resources found on the Social Studies website, Government Alive! Strategies and the Social Studies Framework to conduct daily instruction. Hook Set up the following scenario: “A high school principal has reason to suspect some students of bringing weapons onto campus. After receiving a tip from a teacher, the principal searches the lockers of the three students and finds a knife and a small handgun in one student’s locker. The other two lockers turn up nothing.” Ask the following questions and facilitate a discussion 1. In this situation, what rights do the students assigned to these lockers have? 2. What rights does the principal, acting on behalf of the student body, have? 3. On a high school campus, should authorities be allowed to search student lockers whenever they want? Explain that in this chapter we will be exploring in depth what rights we have as American citizens (14A, 14F, 8B, 21C, 23B) Guided Practice Distribute a copy of the Constitution with the Bill of Rights to each student Discuss the basic rights protected and guaranteed in each of the first ten Amendments to the Constitution. Group Read (“Jump In” Reading or same) Chapter 5 Section in the Government Alive! textbook. (14A,F; 2A) Explain and discuss vocabulary as you read. Explain the difference between civil liberties and civil rights and apply those meanings using Gitlow v. New York (21C, 22C, 23B) Distribute Notebook Handout 5 and, as a class, complete the first row as follows: -- List the basic rights protected and guaranteed by the First Amendment -- List and describe at least one Supreme Court case that acted as a precedent and helped further define this amendment. SAISD © 2008-09 – Third Grading Period Answer questions in interactive notebook and pair/share responses with class. Read and record vocabulary terms that were difficult to understand during the reading. Research and define those terms in the interactive notebook using the KIM strategy below. Key Idea Electors American Government Information People who vote Memory Clue Page 16 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Independent Practice Read Chapter 5 Sections 4 – 6 independently Complete each of the remaining rows of the table on Notebook Handout 5 as it pertains to each individual amendment. Read and complete reading notes. Make a T-chart graphic organizer to compare and contrast the differences between civil liberties and civil rights. Completed the table on Notebook Handout 5 and create an “Illustrated ‘Dictionary’” by drawing or finding a simple image to represent some aspect of EACH of the amendments in the Bill of Rights. Processing Identify a current news story or event, or a situation from your own life, in which rights are in conflict—either between two individuals, between an individual and society, or between an individual and the government. Then do the following: 1. Briefly describe the situation 2. Identify the rights held by one of the parties. 3. Identify the rights held by the opposing party 4. Based on what you know about the Constitution, whose rights should take priority? Why? (8B, 21A, 22C,D; 23A,B) Gather and interpret information from the outside source and create a display to include the news story or event and answer the summary questions on the display. Vocabulary: precedent civil liberties civil rights incorporation libel slander prior restraint self-incrimination Bill of Rights freedom of religion Establishment Clause free speech sedition symbolic speech picketing assemble right of association double jeopardy due process police power search warrant right to privacy discrimination probable cause exclusionary rule writ of habeas corpus grand jury indictment Resources Textbook TCI, Government Alive! Chapter 5, pgs 82-99. SAISD © 2008-09 – Third Grading Period Textbook Prentice Hall, Magruder’s American Government Chapter 19 Sections 1-4 Chapter 20 Sections 1-4 Chapter 21 Sections 1-4 Primary Resources Bill of Rights Supreme Court cases Print Resources Law Related Education (LRE) materials from State Bar of Texas We the People Internet Resources http://www.billofrightsinstitute.org/ Social Studies Center Outline of American Government Hypertext Landmark Supreme Court decisions Critical Issues in American History Avalon Project on Primary Documents Vote Texas Curriculum American Government Resources for Civil Liberties American Government Resources for Civil Rights American Government Page 17 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Hate Crimes Today Defining Hate Crimes www.firstgov.gov www.moneycentral.msn.com www.cnn.com www.cbs.com www.britannica.com www.mysa.com www.barrons.com www.npr.org double jeopardy Miranda Rule bail capital punishment treason assimilation segregation separate-but-equal doctrine integration de jure segregation de facto segregation affirmative action quota reverse discrimination citizen naturalization alien Media Resources AIMS Digital Curriculum See campus librarian for additional print and non-print resources. Evidence of Learning Differentiation What do you do for students who need extra support? Simplify the processing by providing open-ended statements, such as . . . --The conflict of rights in this situation is between these two parties . . . --These two parties are in conflict because . . . --The rights held by the first party are . . --The rights held by the other party are . . . --The party who should win this conflict is . . . --I think this because . . . What do you do for students who master the learning quickly? Have students select a current Supreme Court justice and have them research their biography, including their opinions on recent rulings. After they have familiarized themselves with a particular justice, have them comment on whether or not they would have agreed or disagreed with the class’ decision regarding certain amendments to the Constitution. SAISD © 2008-09 – Third Grading Period Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board 2004 10th Grade TAKS 2004 AP Government Exam Excerpt from the Sixth Amendment to the U.S. Constitution “In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed. . .” The provisions made in this excerpt were intended to address which of the following grievances listed in the Declaration of Independence? A “For imposing taxes on us without our consent . . .” B “For quartering large bodies of armed troops among us . . ” C “For cutting off our trade with all parts of the world . . .” D “For transporting us beyond seas to be tried for pretended offenses . . .” American Government Initially, the United States Constitution did little to protect citizens from actions of the states. In the twentieth century, the Supreme Court interpreted the Constitution to protect the rights of citizens from state governments in a process referred to as incorporation. (a) Define selective incorporation (b) For two of the following, explain how each has been incorporated. Each of your explanations must be based on a specific and relevant Supreme Court decision. Rights of criminal defendants First Amendment Privacy rights Page 18 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Government Lesson 6: Federalism: National, State, and Local Powers CURRICULUM GUIDE Third Grading Period Essential Questions Essential Pre-requisite Skills How does power flow through our federal system? What role does the distribution of power play in how governments are organized? To What extent should power be divided in a democracy? Foundations of government (4th grade-11th) Interpreting primary sources (3rd grade-11th) The Teaching Plan Instructional Model & Teacher Directions The teacher will… Use the resources found on the Social Studies website, Government Alive! Strategies and the Social Studies Framework to conduct daily instruction. Hook Distribute a copy of a Venn diagram Label the three parts of the Venn diagram Left: “Decisions Parents or Guardians Make for You” Middle: “Decisions You and Parents Make Together” Right: “Decisions You Make for Yourself” Lead a brief discussion and have students reveal their entries in the Venn diagram Have students answer the following questions -- Why are some decisions shared while others are not? -- What are some benefits of making decisions this way?What are the drawbacks? -- How do you think this system of making decisions is similar to the way power flows between national and state governments? (10A, 8B, 14A) Guided Practice Part 1 Discuss the concept of federalism (10A, 8B, 14A) Ask why federalism is needed Have students copy a Venn diagram into their notebooks and label it: “Expressed Powers”; “Concurrent Powers”; “Reserved Powers” Provide a definition and at least two examples for each part of the diagram Part 2 Oversee a “Jump-In Reading” session where students will orally read Chapter 6 Section 3 in the Government Alive! text. Discuss the four different types of federalism that have existed in our country along with the when and why each type came into existence. Part 3 Compare/Contrast the organization of the federal government with the organization of state government. (10A, 8B, 14A,F) Assign Chapter 6 Section 4 in the Government Alive! book to be read SAISD © 2008-09 – Third Grading Period American Government So students can… Label and complete Venn Diagram. Answer questions in interactive notebook and pair/share the responses. Complete Venn Diagram and provide examples and definitions for each major label of the diagram. Read and discuss the four different types of federalism. Create a four door foldable summarizing the four types of federalism. Using a Venn Diagram compare and contrast federal and state government’s organization. Page 19 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Independent Practice Answer this question: “What are the benefits and drawbacks of a federal system? Write a response in their interactive notebook and pair/share the responses in the class. Direct students to research the following terms: “Dual federalism” “Cooperative federalism” “Regulated federalism” “New federalism” Create a timeline in their notebook and place the terms: “Dual federalism”; “Cooperative federalism”; “Regulated federalism”; “New federalism” along the timeline. Answer the question: What do state constitutions show about how power is distributed in our federal system? (10A, 8B, 14A,F) For each term, include the approximate dates that this type of federalism existed along with a simple illustration Write a response in their interactive notebook and pair/share the responses in the class. Processing Demonstrate how the federal system can be used to address an “Issue of Public Concern”. Create an illustration that will help you remember important information about the three branches of state government. On the illustration, notes should be recorded about the role of state legislatures, state governors, and state court systems. Create a public service flyer that includes: -- an eye-catching title and illustration -- a brief explanation about which level or levels of government have the power to address this issue and why -- the names and contact information—phone numbers, mailing addresses, Web sites, e-mail addresses—of two government officials or agencies where people can get more information about this issue Examples of “Issues of Public Concern” --Lack of a recycling and conservation program in your area --Too strict or too lenient high school graduation requirements --Lack of adequate health insurance coverage --support or protest of a U.S. foreign policy Vocabulary: rule of law popular sovereignty limited government republicanism federalism separation of powers checks and balances judicial review amendment process formal amendment informal amendment senatorial courtesy division of powers delegated powers reserved powers concurrent powers expressed powers SAISD © 2008-09 – Third Grading Period Resources Textbook TCI, Government Alive! Chapter 6, pgs 100-119 Textbook Prentice Hall, Magruder’s American Government Chapter 3 Sections 1-3 Chapter 4 Section 1 Section 2-3 (summarized) Primary Resources Bill of Rights Supreme Court cases Print Resources Law Related Education (LRE) materials from State Bar of Texas We the People Internet Resources Social Studies Center Avalon Project on 18th Century Primary Documents American Government Page 20 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Critical Issues in American History American Government and Politics American Government Resources for the U.S. Constitution Six Principles of the U.S. Constitution American Government Study Guide Institute for American Liberty www.firstgov.gov www.moneycentral.msn.com www.cnn.com www.cbs.com www.britannica.com www.mysa.com www.barrons.com www.npr.org http://www.billofrightsinstitute.org/ implied powers interstate commerce intrastate commerce unfunded mandate devolution apportionment gerrymandering redistricting division of powers federal system unitary system Media Resources AIMS Digital Curriculum See campus Evidence of Learning Differentiation What do you do for students who need extra support? Provide a template/graphic organizer for the response group activity For Section 6.4 Reading Notes, provide a graphic organizer of a tree with three branches. Label each branch so students can record notes about state legislatures, state governors, and state court systems. What do you do for students who master the learning quickly? Have students provide additional information for their public service flyers. Ask them to suggest what people can do to get involved in this issue, such as organizing a letter writing campaign. SAISD © 2008-09 – Third Grading Period Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board 2006 11th Grade TAKS 2004 AP Government Exam The fact that the U.S. Constitution provided for both federalism and a system of checks and balances suggests that – The framers of the United States Constitution created a federal system A. the thirteen states sought to dominate the national government B. its writers desired the national government to rule over the states C. its writers feared an excess of power in the central government D. the American people supported a military government American Government A Define federalism B Select two of the following and explain how each has been used to increase the power of the states relative to the federal government Welfare Reform Act of 1996 Block grants Tenth Amendment Page 21 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Government Unit of Study: Political Participation and Behavior CURRICULUM OVERVIEW Third Grading Period – Unit 2 Big Idea Unit Rationale Enduring Understandings In a democratic government, the people primarily exercise their power over the government through the act of voting. The political power of individuals can be organized and amplified through the joining of a political party or interest group. Overarching Questions How can you make a difference in a democracy? Political parties and interest groups: How do they influence our political decisions? To what extent does the media influence your political views? Why should elections and voting matter to you? The power of voting is essential to the preservation and progress of a democratic society. Voting is heavily influenced from different types of sources. Lessons for this Unit □ □ □ □ Lesson 7: Citizen Participation in a Democracy Lesson 8: Political Parties and Interest Groups Lesson 9: Public Opinion and the Media Lesson 10: Political Campaigns and Elections TEKS 3A 3B 11A 12A 12B Concepts 12C 12D 15A 16A 16B 16C 17A TEKS Specificity - Intended Outcome Give examples of the processes used by individuals, political parties, interest groups, or the media to affect public policy. Analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present. Compare different methods of filling public offices, including elected and appointed offices, at the local, state, and national levels. Identify the functions of political parties. Analyze the two-party system and evaluate the role of third parties in the United States. Analyze the role of political parties in the electoral process at local, state, and national levels. Identify opportunities for citizens to participate in political party activities at local, state, and national level. Explain the difference between personal and civic responsibilities Analyze the effectiveness of various methods of participation in the political process at local, state, and national levels. Analyze historical and contemporary examples of citizen movements to bring about political change or to maintain continuity. Analyze the factors that influence an individual’s political attitudes and actions. Analyze different points of view of political parties and interest groups on important contemporary issues. SAISD © 2008-09 – Third Grading Period I can Give examples of the processes used by individuals, political parties, interest groups, or the media to affect the policies of government (3A) Assess the impact of the changes brought about by political parties today and in the past (3B) Compare different methods of filling public offices, including elected and appointed offices, at the local, state, and national levels (11A) Identify and determine the functions and roles of political parties and the civic responsibility to use the opportunities available for individuals to participate in the electoral process at the local, state, and national levels (12A, C, D, 15A) Evaluate the success of the two-party system and the role of third parties in the United States. (12B) Analyze the factors that influence an individual’s political attitudes and actions and determine the effectiveness of various methods of participation in the political process at the national, state, and local levels. (16A, C) Analyze historical and current examples of citizens movements to bring about political change or to maintain continuity. (16B) Analyze the different points of view of political parties and interest groups on important contemporary issues. (17A) American Government Page 22 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. TEKS for Government (Skills and Processes) 21A Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions. 22A Use social studies terminology correctly. Skills 22C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. 22D Create written, oral, and visual presentations of social studies information. 23A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 23B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. I can use social studies skills to organize and use information I acquired from various sources and communicate this information to others in various forms. I can use this information/evidence for problem solving and decision making. Including, but not limited to: Writing letters to public officials Writing letters to the editor Working on a community service project Working in a political campaign Developing solution strategies to proposed geo-political and economic problems in competitions such as: Speak Up! Speak Out! (University of Texas) Mock United Nations World Quest (World Affairs Council) Economics Challenge (Texas Council for Economic Education) Including, but not limited to: Creating, analyzing, and interpreting o Maps, charts, and graphs o Primary source documents Communicating o Ideas, proposals, proposed legislation and issues o Writing reflections, interactive notebook, letters, document based questions o Different types of visuals o Using social studies (government) terminology where appropriate Using standard grammar, spelling, sentence structure, and punctuation. Evidence of Learning □ At the end of the unit, students will be able to reflect in writing and articulate the answers to the essential questions in their interactive notebook with 90% accuracy. □ At the end of the unit, students will be able to compare and contrast two political parties using a Venn Diagram with 80% accuracy. □ At the end of the unit, students will be able to define and identify characteristics of a democracy in □ At the end of the unit, students will be able to analyze and provide examples of the role and responsibilities of a individual in a democratic society with 80% accuracy their interactive notebook with 90% accuracy/ SAISD © 2008-09 – Third Grading Period American Government Page 23 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Government Lesson 7-Citizen Participation in a Democracy CURRICULUM GUIDE Third Grading Period Essential Questions Essential Pre-requisite Skills How can you make a difference in a democracy? What does it mean to be a citizen? How do we exercise and define civic rights and responsibilities in a democratic society? Foundations of government (4th grade-11th) Interpreting primary sources (3rd grade-11th) Democracy (3rd grade-11th grade) The Teaching Plan Instructional Model & Teacher Directions The teacher will… Use the resources found on the Social Studies website, Government Alive! Strategies and the Social Studies Framework to conduct daily instruction. Hook Project the photograph from Government Alive! Chapter 7; Direct students to pair/share the responses to these questions. (3B, 21A, 22A, C, D) Guided Practice Divide students into four groups, and assign each group one of the Sections to read. Have students read their section and complete the following tasks. After each group has finished their assigned task have them lay their products on their desks. Have students rotate to review the versions of each section, take notes on that section, and move to a new section. (15A, 16A. B, C) Independent Practice Explain that students will now analyze photographs to predict what actions the subjects of the images are taking to help address a societal problem. Place the students in pairs and distribute a copy of Forms of Civic Participation to review. (21A, 22C) Processing Direct students to list several problems facing their community, country, or the world. Then have them choose one issue or problem that they feel strongly about. (23A, B) Vocabulary: citizenship lawful permanent resident voter undocumented immigrant registration SAISD © 2008-09 – Third Grading Period So students can… Analyze the photograph and answer the following questions in their interactive notebooks: What interesting details do you see? What actions do these people appear to be taking? What problems do you think these people are trying to address? What do you think the results of their actions were? Section 1 Group: Create a T-chart to compare two main points found in the reading. Section 2 Group: Create a flyer for the main topic of this reading. Your flier must include information on 1) requirements 2) application 3) process. Organize the information in an attractive, easy-to-read format that would help to understand the section. Section 3 Group: Create a visual representation on the main idea of this section. Include a simple illustration to represent the ideology, write 4 short explanations of the main ideas of this section. Section 4 Group: Answer the following question based on the reading: What are three main ideas of this chapter? Which of these is the most important idea of this reading and why? Examine corresponding case studies to learn about the problems and to identify the forms of civic participation that individuals or groups engaged in to address these problems. Students will circle words or phrases that best describe each form of civic participation. Write a short paragraph explaining why this is a problem. Back up your arguments with at least one or two facts. Develop a plan of action to address the issue; include in your plan of action at least two forms of civic participation. Resources Textbook TCI: Government Alive! Chapter 7; pgs 120-139 Prentice Hall, Magruder’s American Government Chapter 6 Sections 1-4 American Government Page 24 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Print Resources Law Related Education (LRE) materials from State Bar of Texas Now That You’re 18 What Every 18-Year-Old Should Know Project Vote sponsored by Texas Secretary of State Community Resources Democratic Party Republican Party League of Women Voters naturalization ideology nonvoter political socialization party identification straight-ticket voting independent split-ticket voting liberalism conservatism civil society Internet Resources Social Studies Center Voting Information in Texas Vote Texas Curriculum www.firstgov.gov www.moneycentral.msn.com www.cnn.com www.cbs.com www.britannica.com www.mysa.com www.barrons.com www.npr.org Media Resources AIMS Digital Curriculum See campus librarian for additional print and non-print resources. Evidence of Learning Differentiation What do you do for students who need extra support? http://www.texaslre.org/admin/lessons/102004_lp_highsc hool.pdf http://www.texaslre.org/admin/lessons/102004_lp_highsc hool.pdf What do you do for students who master the learning quickly? Use LRE lesson to reenforce lesson: http://www.texaslre.org/admin/lessons/102004_lp_interm ediate.pdf SAISD © 2008-09 – Third Grading Period College-Readiness Interims/TAKS/Benchmarks Anticipated Skills for SAT/ACT/College Board 2008 Government Alive! assessment 2003 AP Exam Which term is defined in the box below? Free Response Question: A society’s framework of shared values, beliefs, and attitudes A. B. C. D. civic virtue public good rule of law political culture American Government Citizens often choose to participate in the political process in ways other than voting. C. D. Identify two forms of participation in the political process other than voting. Explain two advantages of each form of participation you identified in (A). Page 25 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Government Lesson 8-Parties, Interest Groups, and Public Policy CURRICULUM GUIDE Third Grading Period Essential Questions Essential Pre-requisite Skills How do political parties and interest groups influence our political decisions What attracts Americans to one political party over another? Are political parties a necessity in American politics Foundations of government (4th grade-11th) Interpreting primary sources (3rd grade-11th) Democracy (3rd grade-11th grade) The Teaching Plan Instructional Model & Teacher Directions The teacher will… Use the resources found on the Social Studies website, Government Alive! Strategies and the Social Studies Framework to conduct daily instruction. Hook: Ask students the following question: (3A,B; 12A, B, C; 16 A; 17 A) “If you were to register for a political party right now, which would you choose? Democrat Republican Independent (no party affiliation) Third party (green party, Libertarian, or the like) Guided Practice Discuss background to political parties in United States Government (Federalists / Democratic-Republicans) Discuss the origins and role of existing political parties Explore further, student responses to the “HOOK” question above. Conduct a discussion of Chapter 8 Section 2 in the Government Alive! text Discuss the function(s) of third parties in American politics Ask, “What characteristics are common to someone who belongs to a third party?” Supervise the Experiential Exercise: “Conducting a ‘Meet and Greet’” Debrief the Activity Independent Practice Read Chapter 8 Sections 1—2 in the Government Alive! Text Read and Complete the Reading Notes for Chapter 8 Section 4 in order to prepare for the Experiential Exercise. (16A, 22A, 23A,B) Debrief: Each candidate group reports out the results: Whose backing do they have and how much financial support they secured. Answer the following questions: (21A, 12D, 12A, 17A) -- Which candidate did the best? Why do you think interest groups were more likely to support these candidates? -- What is the relationship between candidates and interest groups? -- How might this relationship be beneficial for democracy? How might it be harmful? SAISD © 2008-09 – Third Grading Period American Government So students can… Write responses in interactive notebook and prepare to present the reasons for their party choice. Create a T-chart with the heading “Democrats – Republicans” List common characteristics of existing political parties Create a Spoke Diagram (minimum of four spokes) to outline “What Political Parties Do”. --Off each spoke, write one function of political parties Perform the experiential exercise and answer the debriefing questions in the interactive notebook Complete the T-chart about the two major political parties in the United States Create and fill-in the Spoke diagram answering the question, “What do political parties do”? Prepare for the Experiential Exercise by reading Project Master 8B: Candidate and Interest Group Meet-and-Greet -- Create name tags (Members of candidate groups should include candidate’s name and campaign role; members of interest groups should include the interest group name and issue they represent) -- Fill out Student Handout 8E: Recording Details About the Meet-and-Greet -- Distribute Power Tokens Participate in the Meet-and-Greet -- GOAL: Candidates want to secure endorsements and financial support (in the form of Power Tokens) Page 26 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Processing Students will choose a political party to which they would consider joining Once they have decided, students will answer the following questions in their interactive notebook (16A; 17A) --Why did you choose your particular affiliation? --Why are parties important in government? --What can parties do for you? For society? Create a campaign button which displays a symbol of the political party the student has chosen to join. The button must contain a slogan which provides a basic belief of that party. Vocabulary: affiliation political party interest group platform two-party system pluralism political Action Committee (PAC) lobbying public policy suffrage franchise voter electorate registration nonvoter political socialization party identification straight-ticket voting independent split-ticket voting Resources Textbook TCI: Government Alive! Chapter 8 pgs 140-157 Prentice Hall, Magruder’s American Government Chapter 5 Sections 1-5 (summarized) Chapter 7 Sections 1-3 (summarized) Print Resources Law Related Education (LRE) materials from State Bar of Texas Now That You’re 18 What Every 18-Year-Old Should Know Project Vote sponsored by Texas Secretary of State Community Resources Democratic Party Republican Party League of Women Voters Internet Resources Social Studies Center Index to Political Parties CIVITAS for Civic Education Critical Issues in American History Vote Texas Curriculum American Government and Politics American Government Study Guide www.firstgov.gov www.moneycentral.msn.com www.cnn.com www.cbs.com www.britannica.com www.mysa.com www.barrons.com www.npr.org Media Resources AIMS Digital Curriculum See campus librarian for additional print and non-print resources. SAISD © 2008-09 – Third Grading Period American Government Page 27 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Evidence of Learning Differentiation What do you do for students who need extra support? Create Note-Taking Templates -- For notes on Interest groups include information about the Interest group, views on two issues, does this interest group share my views? -- For notes on candidate groups included information about the Candidate, three biographical facts, views, on two issues, and does the candidate share your views? What do you do for students who master the learning quickly? Have students Research Political Action Committees (PACs) Research the amount of money that PACs have donated to their elected representatives. SAISD © 2008-09 – Third Grading Period Interims/TAKS/Benchmarks 2004 11th Grade TAKS In the United States, a political party is made up of a group of people who A disagree on how to resolve the basic issues affecting the country. B work to get candidates elected to political offices C work separately to support one major program or policy. D support split-ticket voting. College-Readiness Anticipated Skills for SAT/ACT/College Board 2003 AP Government Exam Different interest groups will choose different techniques to achieve their objectives based on their resources, characteristics, and goals. (a) Describe each of the following techniques and explain why an interest group would choose each technique. -- Litigation -- Campaign contributions -- Grassroots lobbying / mass mobilization (b) Select one of the following groups and identify the primary technique it uses from the list in part (a). Explain why the group you selected would employ that technique over the other two techniques. -- American Medical Association (AMA) -- Sierra Club -- National Rifle Association (NRA) -- National Association for the Advancement of Colored People (NAACP) American Government Page 28 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Government Lesson 9- Public Opinion and the Media CURRICULUM GUIDE Third Grading Period Essential Questions Essential Pre-requisite Skills To what extent do the medial influence your political views? What influences cause American to choose one political party over another? Foundations of government (4th grade-11th) Interpreting primary sources (3rd grade-11th) Democracy (3rd grade-11th grade) The Teaching Plan Instructional Model & Teacher Directions The teacher will… Use the resources found on the Social Studies website, Government Alive! Strategies and the Social Studies Framework to conduct daily instruction. Hook: Project the Adlai Stevenson Campaign Poster, found in Chapter 9 resources of Government Alive! Or the Social Studies Website, and record responses to the following questions: What details do you see? According to the poster, why should people vote for Stevenson? To whom is this poster designed to appeal? Do you think such a poster could actually influence people’s views in an election? Guided Practice Hang one set of Placards 9A-9H: Campaign Posters; found in Government Alive! Chapter 9 resources. Hang the second set along another wall. Place students in groups of four to analyze the posters and identify persuasive techniques used in them. Complete the task, by reviewing the techniques used in each poster. Explain the use of a storyboard to show the different components of a television show or commercial. Groups perform their campaign commercials. So students can… Write down reflections in the interactive notebook and pair/share responses or share with the class. Visit the placards in pairs and quickly identify persuasive advertizing techniques used in each campaign poster, record the placard letter and the techniques in their notebooks. Use this information to write and produce a 30 second campaign commercial for their assigned candidate. View and analyze the campaign commercial. Answer the following questions in the interactive notebook; What is the commercial’s message? What type of commercialpositive, negative, or issue based? What persuasive technique or techniques are used? What do you think makes this commercial effective or ineffective? Use the information to create a storyboard and a 30 second campaign commercial. While each commercial is presented have students identify the type of ad and the persuasive techniques used and record this information in their notebooks. Processing Write a paragraph in response to each question. SAISD © 2008-09 – Third Grading Period Respond to the following questions: Are campaign commercials a good source of information about candidates? Why or why not? How much influence do you think political advertizing has on voters during elections? Why? American Government Page 29 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Vocabulary: public opinion mass media peer group interest group public opinion poll sound bite public policy trade association labor union public-interest group propaganda lobbying grass roots political socialization opinion poll margin of error mass media spin media bias negative campaigning Resources Textbook TCI: Government Alive! Chapter 9 pgs 158-175 Prentice Hall, Magruder’s American Government Chapter 8 Sections 1-3 (summarized) Chapter 9 Sections 1-3 (summarized) Print Resources Law Related Education (LRE) materials from State Bar of Texas Now That You’re 18 What Every 18-Year-Old Should Know Project Vote sponsored by Texas Secretary of State Community Resources Democratic Party Republican Party League of Women Voters Internet Resources Social Studies Center Index to Political Parties CIVITAS for Civic Education Critical Issues in American History American Government and Politics American Government Study Guide www.firstgov.gov www.moneycentral.msn.com www.cnn.com www.cbs.com www.britannica.com www.mysa.com www.barrons.com www.npr.org Media Resources AIMS Digital Curriculum See campus librarian for additional print and nonprint resources. SAISD © 2008-09 – Third Grading Period American Government Page 30 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Evidence of Learning Differentiation What do you do for students who need extra support? Create Note-Taking Templates -- For notes on Interest groups include information about the Interest group, views on two issues, does this interest group share my views? -- For notes on candidate groups included information about the Candidate, three biographical facts, views, on two issues, and does the candidate share your views? What do you do for students who master the learning quickly? Have students Research Political Action Committees (PACs) Research the amount of money that PACs have donated to their elected representatives. SAISD © 2008-09 – Third Grading Period Interims/TAKS/Benchmarks 2004 11th Grade TAKS In the United States, a political party is made up of a group of people who A disagree on how to resolve the basic issues affecting the country. B work to get candidates elected to political offices C work separately to support one major program or policy. D support split-ticket voting. College-Readiness Anticipated Skills for SAT/ACT/College Board 2003 AP Government Exam Different interest groups will choose different techniques to achieve their objectives based on their resources, characteristics, and goals. (a) Describe each of the following techniques and explain why an interest group would choose each technique. --Litigation --Campaign contributions --Grassroots lobbying / mass mobilization (b) Select one of the following groups and identify the primary technique it uses from the list in part (a).Explain why the group you selected would employ that technique over the other two techniques. -- American Medical Association (AMA) -- Sierra Club -- National Rifle Association (NRA) -- National Association for the Advancement of Colored People (NAACP) American Government Page 31 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Government Lesson 10- Political Campaigns and Elections CURRICULUM GUIDE Third Grading Period Essential Questions Essential Pre-requisite Skills Why should elections and voting matter? How has the right to vote evolved over time to reflect a democratic society? How do you choose a political party and what factors shape how you vote? Foundations of government (4th grade-11th) Interpreting primary sources (3rd grade-11th) Democracy (3rd grade-11th grade) The Teaching Plan Instructional Model & Teacher Directions The teacher will… Use the resources found on the Social Studies website, Government Alive! Strategies and the Social Studies Framework to conduct daily instruction. Hook: The following events: form a campaign organization, run in primaries and caucuses, participate in televised debates, announce candidacy, conduct electoral vote, attend national convention, raise funds, hold popular vote, build a coalition of supporters, develop a campaign strategy; is a step in the process of running for president. Have students share their responses in pairs or with the class. Guided Practice In this activity, students take on the roles of presidential candidates and voters. The activity has three phases: a national town meeting and the state primaries, the national nominating conventions, and the popular and electoral votes. For phase 1, assign students into groups. Conduct town meeting and, afterwards, debrief by asking the following questions to different participants. Audience: Was this a good way to learn about the candidates? Why or Why not? Candidates: How did it feel to be asked questions? What was exciting or challenging about the experience? What might you do differently if you had a chance to do this again? Everyone: Do you think this is the best forum for learning about the candidates and their positions? Do you think the primary process is an effective way to choose a party’s nominee? How were the steps you took similar to or different from a real election? Phase 2: prepare to hold a nominating convention by recreating portions of a convention for each political party. Divide class into two groups based on students’ political affiliations at the end of Phase 1. Distribute Student Handout 10F. After the convention, debrief the activity by asking the following questions: How would you describe the convention? Do you think that national nominating conventions play an important and effective role in the electoral process? If the conventions have mostly become a formality, why do you think parties continue to help them every four years? How were the steps you took similar to or different from a real election? Phase 3: Conduct Presidential elections. Distribute Reading Notes to the students. Assign the students to represent a state in the election and conduct a round of campaigning before the election takes place. Conduct the popular and the elector vote. After the activity, ask the following questions: Candidates: What pressures did you feel during the campaign process? States: Which states received the most visits? Why was that so? Why were some states not visited? If the popular vote—instead of the Electoral College---elected the president, how might the campaign process by different? Do you think the Electoral College is the most effective way to elect the President? How were the steps you took similar to or different from a real election? Does the best person for the job necessarily win? Why or why not? SAISD © 2008-09 – Third Grading Period American Government So students can… Record the steps in the most logical order and answer the following question in the interactive notebook: Do you think this process helps or hinders us in electing the best individual as president? For phase 1, simulate a mock town hall, prepare for the meeting by completing Student Handout 10A (Government Alive! Lesson 10) and using Student Handout 10B and C for references. Compose questions and prepare the candidate for the meeting. Respond to questions in interactive notebook or in classroom discussion. Prepare speeches, create party signs, and assign roles for the nominating convention. Respond to questions in interactive notebook or in classroom discussion. Read and complete Reading Notes. Nominees move about the room and try to convince voters to elect their party. Vote and answer questions in interactive notebook or in a classroom discussion. Page 32 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Processing Direct students to write a proposal to improve national elections. Ask students to imagine that they have been hired by the Federal Election Commission to suggest ways to improve the U.S. electoral system? Write a proposal containing the suggestions to include the following information: What changes would be involved? How would your suggestion change the electoral system? Why would your suggested change improve the electoral system? Vocabulary: suffrage franchise voter electorate registration poll tax gerrymandering nonvoter political socialization party identification straight-ticket voting independent split-ticket voting plurality winner-take-all system primary election general election caucus party base stump speech coattail effect Resources: Textbook TCI: Government Alive! Chapter 10 pgs 176-200 Print Resources Textbook Prentice Hall, Magruder’s American Government Chapter 6 Sections 1-4 Law Related Education (LRE) materials from State Bar of Texas Now That You’re 18 What Every 18-Year-Old Should Know Project Vote sponsored by Texas Secretary of State www.mysa.com www.barrons.com www.npr.org http://www.votexas.org/ http://www.texaslre.org/lp_ archive.cfm Media Resources AIMS Digital Curriculum See campus librarian for additional print and non-print resources. Community Resources Democratic Party Republican Party League of Women Voters Internet Resources Social Studies Center Index to Political Parties CIVITAS for Civic Education Critical Issues in American History American Government and Politics American Government Study Guide www.firstgov.gov www.moneycentral.msn.com www.cnn.com www.cbs.com www.britannica.com SAISD © 2008-09 – Third Grading Period American Government Page 33 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Evidence of Learning Differentiation What do you do for students who need extra support? http://www.texaslre.org/admin/lessons/March_08Looping_Through_the_Primary_Season.pdf http://www.texaslre.org/admin/lessons/March_08Primary_Colors.ppt What do you do for students who master the learning quickly? http://www.texaslre.org/admin/lessons/March_08Voting_in_Texas.pdf SAISD © 2008-09 – Third Grading Period Interims/TAKS/Benchmarks 2004 11th Grade TAKS The efforts of Susan B. Anthony and other leaders of the women’s suffrage movement led women – A gaining the right to vote B earning the same wages as men C gaining the right to attend state universities D becoming property owners in some states American Government College-Readiness Anticipated Skills for SAT/ACT/College Board 2004 AP Government Exam Minor parties (third parties) have been a common feature of United States politics. a) Identify and explain how two rules of the United States electoral system act as obstacles to minor-party candidates winning elections. b) Minor parties make important contributions to the United States political system in spite of the institutional obstacles to their candidates’ success. Describe two of these contributions. Page 34 of 34 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
