united states government table of...

142

United States Government Table of Contents Course Description……………………………………………………………………………143

Pacing Guide………………………………………………………………………………….144

First Nine Weeks……………………………………………………………………………...146

-Standards Checklist

-Know-Understand-Do

Tool Box.……………………………………………………………………………...157

-How to read a Benchmark

-Know-Understand-Do Guide

-Learning Cycle

-Document Based Questions (DBQ)

-Word Wall Vocab

-Differentiated Instruction Information

Second Nine Weeks…………………………………………………………………………...162

-Standards Checklist

Tool Box………………………………………………………………………….…...167

-DBQs

-Word Wall Vocab

-Top 16 Websites for Teaching United States Government

143

United States Government Course Description

Course Number: 2106310 Course Number: 2106320

Course Title: United States Government Course Title: United States Government Honors

Course Abbreviated Title: US GOVT Course Abbreviated Title: US GOVT HON

Number of Credits: Half credit (.5)

Course Length: Semester

Course Level: 2

Graduation Requirements: American Government (AG)

General Notes: The grade 9-12 United States Government course consists of the following

content area strands: Geography, Civics and Government. The primary content for the course

pertains to the study of government institutions and political processes and their historical impact

on American society. Content should include, but is not limited to, the functions and purpose of

government, the function of the state, the constitutional framework, federalism, separation of

powers, functions of the three branches of government at the local, state and national level, and

the political decision-making process.

Special Notes: Additional content that may be included in the Grade 12 NAEP Civics

assessment includes:

Distinctive characteristics of American society

Unity/diversity in American society

Civil society: nongovernmental associations, groups

Nation-states

Interaction among nation-states

United States, major governmental, nongovernmental international organizations

The NAEP frameworks for Civics may be accessed at-

http://www.nagb.org/publications/frameworks/civicsframework.pdf

Honors/Advanced courses offer scaffolded learning opportunities for students to develop the

critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic

setting. Students are empowered to perform at higher levels as they engage in the following:

analyzing historical documents and supplementary readings, working in the context of

thematically categorized information, becoming proficient in note-taking, participating in

Socratic seminars/discussions, emphasizing free-response and document-based writing,

contrasting opposing viewpoints, solving problems, contrasting analysis of high complexity texts

(CIS), etc. Students will develop and demonstrate their skills through participation in a capstone

and/or extended research-based paper/project (e.g., history fair, participatory citizenship project,

mock congressional hearing, Supreme Court simulations, projects for competitive evaluation,

investment portfolio contests or other teacher-directed projects).

http://www.nagb.org/publications/frameworks/civicsframework.pdf

144

United States Government Pacing Guide

A New Direction for

United States Government

Second Nine Weeks

First Nine Weeks

Unit One: Constitutional Beginnings

•Chapters 1, 2, 3, 4

Unit Two: Political Processes/Linkage

Institutions

•Chapters 9, 12

Unit Three: Political Institutions and Public

Policy Making

•Chapters 5, 6

Unit Three: Political Institutions and Public Policy

Making Continued

•Chapters 7, 8, 14

Unit Four: Civil Rights and Civil Liberties

•Chapter 10, 11, 13

Unit Five: Comparative Political and Economic

Systems

•Chapters 15

Unit Six: Florida State and Local Government

•Chapters 16

Semester Exams

145

United States Government

First Nine Weeks

Unit 1: Constitutional Beginnings (20 days)

Chapter 1: Foundations of Government

Chapter 2: Origins of the American Government

Chapter 3: The Constitution

Chapter 4: Federalism

Unit 2: Political Processes/Linkage Institutions (15 days)

Chapter 9: The Political Process

Chapter 12: Understanding Election

Unit 3: Political Institutions and Public Policy Making (10 days)

Chapter 5: Congress: The Legislative Branch

Chapter 6: The Presidency

Unit 3 Split

Second Nine Weeks

Unit 3 Continued (15 days)

Chapter 7: The Executive Branch at Work

Chapter 8:The Federal Courts and the Judicial Branch

Chapter 14: Making Foreign Policy

Unit 4: Civil Rights and Civil Liberties (15 days)

Chapter 10: Civil Liberties

Chapter 11: Civil Rights

Chapter 13: Supreme Court Cases

Unit 5: Comparative Political and Economic Systems (5 days)

Chapter 15: Comparative Political and Economic Systems

Unit 6: Florida State and Local Government (5 days)

Chapter 16: Florida State and Local Government

Exam Review/Exams (5 days)

146

(First Nine Weeks Tab)

147

Brevard Public Schools Social Studies Curriculum Guide 2012

Subject: US GOVT Textbook: United States Government: Principles in Practice

Unit 1: Constitutional Beginnings (20 Days)

Chapters 1, 2, 3, 4

Instruction Assessment

Essential

Questions

What are the ideals and key principles that characterize American

democracy?

What events led to the development of American democracy?

How has the resiliency of the United States Constitution contributed

to the strength of the government it created?

How is the balance of power between the state and the national

government characterized today?

How can you determine the meaning of words and phrases from the

meaning of the text?

How can you develop your writing by focusing on specific purpose

and audience?

Content

Purposes of government

Forms of government

Democratic ideals and principles

Origins of American Government

Constitutional principles and practices

Federalism in principle and practice

Next

Generation

Sunshine

State

Standards

SS.912.C.1.1: Evaluate, take, and defend positions on the founding

ideals and principles in American Constitutional government

SS.912.C.1.2: Explain how the Declaration of Independence reflected

the political principles of popular sovereignty, social contract, natural

rights, and individual rights.

SS.912.C.1.3: Evaluate the ideals and principles of the founding

documents (Declaration of Independence, Articles of Confederation,

Federalist Papers) that shaped American Democracy.

SS.912.C.1.4: Analyze and categorize the diverse viewpoints

presented by the Federalists and the Anti-Federalists concerning

ratification of the Constitution and inclusion of a bill of rights.

SS.912.C.1.5: Evaluate how the Constitution and its amendments

reflect the political principles of rule of law, checks and balances,

separation of powers, republicanism, democracy, and federalism.

SS.912.C.2.3: Experience the responsibilities of citizens at the local,

state, or federal levels.

SS.912.C.2.4: Evaluate, take, and defend positions on issues that

cause the government to balance the interests of individuals with the

public good.

SS.912.C.2.9: Identify the expansion of civil rights and liberties by

examining the principles contained in primary documents.

SS.912.C.2.11: Analyze public policy solutions or courses of action

to resolve a local, state, or federal issue.

SS.912.C.2.13: Analyze various forms of political communication

and evaluate for bias, factual accuracy, omission, and emotional

appeal.

SS.912.C.3.1: Examine the constitutional principles of representative

government, limited government, consent of the governed, rule of

law, and individual rights.

SS.912.C.3.2: Define federalism, and identify examples of the powers

granted and denied to states and the national government in the

American federal system of government.

SS.912.C.3.7: Describe the role of judicial review in American

constitutional government.

SS.912.C.3.10: Evaluate the significance and outcomes of landmark

Supreme Court cases.

148

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

individual rights.

SS.912.C.3.13: Illustrate examples of how government affects the

daily lives of citizens at the local, state, and national levels.

SS.912.C.3.14: Examine constitutional powers (expressed, implied,

concurrent, reserved).

SS.912.C.3.15: Examine how power and responsibility are

distributed, shared, and limited by the Constitution.

Common

Core

Standards

LACC.1112.RH.2.4: Determine the meaning of words and phrases as

they are used in a text, including analyzing how an author uses and

refines the meaning of a key term over the course of a text (e.g., how

Madison defines faction in Federalist No. 10).

LACC.1112.RH.3.7: Integrate and evaluate multiple sources of

information presented in diverse formats and media (e.g., visually,

quantitatively, as well as in words) in order to address a question or

solve a problem.

LACC.1112.RH.3.8: Evaluate an author‟s premises, claims, and

evidence by corroborating or challenging them with other

information.

LACC.1112.RH.3.9: Integrate information from diverse sources,

both primary and secondary, into a coherent understanding of an idea

or event, noting discrepancies among sources.

LACC.1112.WHST.2.5: Develop and strengthen writing as needed

by planning, revising, editing, rewriting, or trying a new approach,

focusing on addressing what is most significant for a specific purpose

and audience.

LACC.1112.WHST.3.9: Draw evidence from informational texts to

support analysis, reflection, and research.

149

United States Government – Content/Literacy Standards Unit 1: Chapters 1, 2, 3, 4

Course: United States Government Grades: 11-12

Standard(s) being addressed:

Essential Questions:

Understand

SS.912.C.1.1 LACC.1112.RH.2.4 LACC.1112.WHST.1.2 LACC.1112.WHST.3.9

SS.912.C.1.3 LACC.1112.RH.3.7 LACC.1112.WHST.2.5



What are the ideals and key principles that characterize American democracy?

What events led to the development of American democracy?

How has the resiliency of the United States Constitution contributed to the strength of the

government it created?

How is the balance of power between the state and the national government characterized today?

How can you determine the meaning of words and phrases from the meaning of the text?

How can you develop your writing by focusing on specific purpose and audience?

Students will understand:

That the principles contained in the founding documents are the basis for a civil society.

The classical ideas that were instrumental in crafting the founding documents.

The significance the Magna Carta and the English Bill of Rights played on the development of

constitutional principles.

The democratic ideals expressed in the Declaration of Independence and their significance in the

development of the American republic.

Why the Articles of Confederation failed and the significance of Shays‟ Rebellion on the creation of

a new government.

The significant compromises that emerged during the debate on the development of the Constitution

and how those compromises shaped the finished document.

The positions of the Federalists and the Anti-Federalists on the creation of the Constitution.

The role the Federalist Papers played in the ratification of the Constitution.

The purposes of government as expressed in the preamble of the Constitution.

The importance of the principles of separation of powers and checks and balances as they relate to

governmental authority.

How the Constitution is applied in governmental processes.

The significance of Marbury v. Madison (1803) as it relates to checks and balances.

The importance of the Supremacy Clause as expressed in McCulloch v. Maryland (1819)

How the electoral college works and the framers rationale behind its creation.

The governmental power sharing structure (federalism) created by the Constitution and the

importance of the 10th Amendment in this structure.

How American federalism has evolved over time (e.g., dual federalism, cooperative federalism, new

federalism).

150

Know Do

Students will know:

That the social contract, rule of law, liberty,

equality, majority rule, minority rights, limited

government, and citizen participation are the

basis for a civil society

The importance of the Magna Carta and the

English Bill of Rights on constitutional

development

That the classical ideas of checks and

balances, separation of powers, and natural

rights are integrated into the Declaration of

Independence and the Constitution

That the framers borrowed ideas from

enlightenment philosophers (Rousseau,

Montesquieu, Locke)

The weaknesses of the Articles of

Confederation

The significance of Shays‟ Rebellion

The role compromises played in the

development of the Constitution

The differences between the Federalists and

the Anti-Federalists

The importance of the Federalist Papers on

ratification

The purposes of government

How the Constitution works and is applied

Federalist No. 51

Marbury v. Madison/judicial review

The Supremacy Clause/McCulloch v.

Maryland (1819)

The electoral college

Federalism, its evolution, and the 10th

Amendment

Grants-in-Aid

Students will be able to:

Discuss a civil society and the principles that

are need to make it work

Compare and contrast the views of the

federalist and the Anti-Federalists in the

development of the Constitution

Trace the development of Constitutional

principles and discuss their impact on

American society

Analyze the weaknesses of the Articles of

Confederation and how they contributed to

Shays‟ Rebellion

Compare and contrast the Virginia Plan and

the New Jersey Plan in the development of

the Constitution

Analyze Madison‟s Federalist No. 51 and

discuss his premise of checks and balances

Identify the purposes of government and

explain their implication on American society

Infer the importance of the compromises on

the development and writing of the

Constitution

Analyze Locke‟s Second Treatise on

Government and Jefferson‟s Declaration of

Independence and discuss the ideas contained

in them and their importance to America‟s

civil society

Simulate the U.S. Supreme Court‟s decisions

in McCulloch v. Maryland, Gibbons v.

Ogden, and Heart of Atlanta Motel v. U.S. as

they relate to federalism and discuss their

impact on the evolution of federalism and

federal/state relationships

Contrast the forms of federalism and

summarize their affects

Trace the history of the electoral college and

describe its workings; discuss whether or not

it is still relevant to the presidential electoral

process.

Explain the importance of the 10th

Amendment in regards to federalism

151



Unit 2: Political Processes/Linkage Institutions (15 days)

Chapter 9, 12


Essential

Questions

What is the electoral process established by the Constitution,

and how can citizens affect it?

What are the ways that Americans can participate in the

political process?

How does the use of election theory techniques affect the

analysis of election data?

How can you integrate information from diverse sources, both

primary and secondary, into a coherent understanding of an

idea or event?

Content Public Opinion and its measures

The role of the media plays in electoral politics

Interest groups, Political Action Committees, and their role in

American politics (Federalist #10)

Campaigns and elections

Presidential campaigns and elections

Electoral process

The role of the voter in the electoral process.

Development of political parties and their role in the electoral

process and policymaking

Next

Generation

Sunshine

State

Standards

SS.912.C.2.2: Evaluate the importance of political participation

and civic participation.

SS.912.C.2.3: Experience the responsibilities of citizens at the

local, state, or federal levels.

SS.912.C.2.4: Evaluate, take, and defend positions on issues

that cause the government to balance the interests of

individuals with the public good.

SS.912.C.2.8: Analyze the impact of citizen participation as a

means of achieving political and social change.

SS.912.C.2.11: Analyze public policy solutions or courses of

action to resolve a local, state, or federal issue.

SS.912.C.2.12: Explain the changing roles of television, radio,

press, and Internet in political communication.

SS.912.C.2.13: Analyze various forms of political

communication and evaluate for bias, factual accuracy,

omission, and emotional appeal.

SS.912.C.2.14: Evaluate the processes and results of an

election at the state or federal level.

SS.912.C.2.15: Evaluate the origins and roles of political

parties, interest groups, media, and individuals in determining

and shaping public policy.

SS.912.C.2.16: Analyze trends in voter turnout.

SS.912.C.3.10: Evaluate the significance and outcomes of

landmark Supreme Court cases.

152

Common

Core

Standards

LACC.1112.RH.2.4: Determine the meaning of words and

phrases as they are used in a text, including analyzing how an

author uses and refines the meaning of a key term over the

course of a text (e.g., how Madison defines faction in Federalist

No. 10).

LACC.1112.RH.3.7: Integrate and evaluate multiple sources

of information presented in diverse formats and media (e.g.,

visually, quantitatively, as well as in words) in order to address

a question or solve a problem.

LACC.1112.RH.3.8: Evaluate an author‟s premises, claims,

and evidence by corroborating or challenging them with other

information.

LACC.1112.RH.3.9: Integrate information from diverse

sources, both primary and secondary, into a coherent

understanding of an idea or event, noting discrepancies among

sources.

LACC.1112.WHST.1.2: Write informative/explanatory texts,

including the narration of historical events, scientific

procedures/ experiments, or technical processes.

LACC.1112.WHST.2.5: Develop and strengthen writing as

needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on addressing what is most significant for a

specific purpose and audience.

LACC.1112.WHST.3.8: gather relevant information from

multiple authoritative print and digital sources, using advanced

searches effectively; assesses the strengths and limitations of

each source in terms of the specific tasks, purpose, and

audience; integrate information into the text selectively to

maintain the flow of ideas, avoiding plagiarism and

overreliance on any one source and following a standard format

for citation.

MA.912.D.3.1: Use election theory techniques to analyze

election data.

MA.912.D.3.2: Use weighted voting techniques to decide

voting power within a group.

153

United States Government – Content/Literacy Standards Unit 2: Chapters 9, 12




Understand

Know Do

SS.912.C.2.2 SS.912.C.2.13 LACC.1112.RH.2.4 LACC.1112.RH.3.9 LACC.1112.WHST.1.2

SS.912.C.2.4 SS.912.C.2.14 LACC.1 112.RH.3.7 MA.912.D.3.1 LACC.1112.WHST.2.5

SS.912.C.2.8 SS.912.C.2.15 LACC.1113.RH.3.8 MA.912.D.3.2 LACC.1112.WHST.3.8

What is the electoral process established by the Constitution, and how can citizens affect it?

What are the ways that Americans can participate in the political process?

How does the use of election theory techniques affect the analysis of election data?

How can you integrate information from diverse sources, both primary and secondary, into a coherent

understanding of an idea or event?


That an active, engaged citizenry, through the formation and expression of public opinion, media engagement,

voting, and policy preferences are the best ways to affect the electoral process.

That the Constitution guarantees suffrage as a means to safeguard a representative democracy.

That membership in interest groups and political parties, active campaigning for candidates, and voting are

ways in which Americans can participate in the political process.

Students will know:

That through political socialization public

opinions are developed

The difference between liberal and conservative

ideologies

That public opinion shapes public policy

formulation.

The role the media plays in determining the public

agenda

The functions of interest groups and how their

actions affect the development of public policy.

The role political parties play in organizing

government

The role political parties play in the electoral

process and the development of public policy

How the electorate determines party candidates for

public office

The factors that influence why people vote the

way they do (voting behavior)

How campaigns for public office are waged and

elections are conducted

The impact campaign contributions have on the

electoral process: The influence of PAC‟s

The difference between reapportionment and

redistricting

The importance of the “one man, one vote”

doctrine


Compare and contrast the liberal and

conservative ideologies in the development of

public policy

Describe the affects the media has on setting

the public agenda

Explain how interest groups and campaign

contributions influence the development of

public policy

Trace the development of the political parties

and discuss their impact on electoral politics

Summarize the electoral process from

candidacy announcement to election day

Explain the difference between

reapportionment and redistricting

Predict an election outcome using public

opinion polls

Describe the acquisition of political

socialization

Analyze voting behavior and its impact on

elections

Infer the importance of the “one man, one vote”

doctrine as established by the U.S. Supreme

Court

Contrast open and closed primaries and explain

how they weakened political parties and

advanced government by the people

154



Unit 3: Government in Economics (25 days)

Chapter 5, 6, 7, 8, 14


Essential

Questions

What powers does the Constitution give to Congress?

What are the formal and informal powers of the presidency?

What are the functions of executive departments and independent

agencies?

How does the Supreme Court function as the final word on questions

of federal law and the Constitution?

How and why does the United States engage in foreign policy?

How can informational text support analysis?

Content Powers of congress

Bicameralism as a check and balance (Federalist #51)

Differences between the U.S. House of Representatives and the U.S.

Senate

The legislative process (How does a bill become a law?)

The office of the presidency and formal and informal powers of the

presidency

The bureaucracy: departments, independent agencies, and

independent regulatory agencies and their role in the implementation

of public policy

The Role the U.S. plays in foreign policymaking

The budget making process and the federal court system

Original vs. appellate jurisdiction

U.S. District courts, Courts of Appeals and Supreme Court

Next

Generation

Sunshine

State

Standards

SS.912.C.2.3: Experience the responsibilities of citizens at the local,

state, or federal levels.

SS.912.C.2.13: Analyze various forms of political communication

and evaluate for bias, factual accuracy, omission & emotional appeal.

SS.912.C.3.3: Analyze the structures, functions, and processes of the

legislative branch as described in Article I of the Constitution.


executive branch as described in Article II of the Constitution.

SS.912.C.3.5: Identify the impact of independent regulatory agencies

in the federal bureaucracy.


judicial branch as described in Article III of the Constitution.

SS.912.C.3.7: Describe the role of judicial review in American

constitutional government.

SS.912.C.3.8: Compare the role of judges on the state and federal

level with other elected officials.

SS.912.C.3.9: Analyze the various levels and responsibilities of

courts in the federal and state judicial system and the relationships

among them.

SS.912.C.3.10: Evaluate the significance and outcomes of landmark

Supreme Court cases.



SS.912.C.3.14: Examine constitutional powers (expressed, implied,

concurrent, reserved).

SS.912.C.3.15: Examine how power and responsibility are

distributed, shared, and limited by the Constitution.

SS.912.C.4.2: Evaluate the influence of American foreign policy on

other nations and the influences of other nations on American policies

and society.

SS.912.C.4.3: Assess human rights policies of the United States and

other countries.

155

Common

Core

Standards

LACC.1112.RH.2.4: Determine the meaning of words and phrases as

they are used in a text, including analyzing how an author uses and

refines the meaning of a key term over the course of a text (e.g., how

Madison defines faction in Federalist No. 10).




solve a problem.



information.


both primary and secondary, into a coherent understanding of an idea

or event, noting discrepancies among sources.


including the narration of historical events, scientific procedures/

experiments, or technical processes.



focusing on addressing what is most significant for a specific purpose

and audience.

LACC.1112.WHST.2.6: Use technology, including the Internet, to

produce, publish, and update individual or shared writing products in

response to ongoing feedback, including new arguments or

information.

156

United States Government – Content/Literacy Standards

Unit 3: Only chapter 5




Understand

Know Do

SS.912.C.2.13 SS.912.C.3.13 LACC.1112.RH.3.7 LACC.1112.WHST.2.5

SS.912.C.3.3 SS.912.C.3.14 LACC.1112.RH.3.8

SS.912.C.3.5 SS.912.C.3.15 LACC.1112.RH.3.9


What powers does the Constitution give to Congress?

How can informational text support analysis?

Students will know:

How a bill becomes a law

That the census is taken to determine the

number of representatives each state

receives (reapportionment)

The role and impact the congressional

committee system has on the law making

process

The roles the speaker of the house and the

majority leader of the senate play in

lawmaking

The different ways the congress checks

the other branches of government

The impeachment process

How oversight keeps the bureaucracy in

check with legislation the congress has

passed

What constituent services are and how it

affects incumbency reelection rates


The powers granted to congress by the Constitution and the role they play in the law making

process.

The law making process.

The role congress plays in the system of checks and balances.

The impact reapportionment and redistricting has on the House of Representatives.

The congressional leadership structure and the role it plays in law making for each chamber.

The impeachment process.

The senate filibuster and its effects on law making.


Compare and contrast the leadership

structure of the House of Representatives

and the Senate

Explain how a bill becomes a law and the

discuss the importance of the House

Rules Committee on this process

Describe the impeachment process and

discuss how the House of Representatives

can politicize it

Differentiate between reapportionment

and redistricting

Predict under what circumstances the

senate might use a filibuster. Discuss

how this impacts the legislative process

Explain congressional oversight and its

impact on the bureaucracy

Summarize how constituent services

contribute to an incumbents reelection

157

Tool Box Important information and resources can be found here.

How to Read the Benchmark

Benchmark Classification System Each benchmark in the Standards is labeled with a system of numbers and letters.

The two letters in the first position of the code identify the Subject Area (e.g., SS for social

studies).

The number in the second position represents the Grade Level to which the benchmark belongs.

The letter in the third position represents the Strand to which the benchmark belongs (e.g., A

represents American History, G represents Geography, E represents Economics, W represents

World History, C represents Civics and Government, and H represents Humanities).

The number in the fourth position represents the Standard. Standard 1: Demonstrate an

understanding of the origins and purposes of government, law, and the American political system.

The number in the last position of the code identifies the specific Benchmark under the Standard

SS.7.C.1.1

Grade 7

Strand C Civics

Standard 1 Demonstrate an understanding of the origins and purposes of government,

law, and the American political system.

SS.7.C.1.1 Recognize how Enlightenment ideas including Montesquieu‟s view of

separation of powers and John Locke‟s theories related to natural law and how

Locke‟s social contract influenced the Founding Fathers.

Subject Area

Social Studies

Grade Level

7

Strand

Civics

Standard

Demonstrate an

understanding of the origins

and purposes of

government, law, and the

American political system.

Benchmark

Recognize how Enlightenment ideas

including Montesquieu‟s view of

separation of powers and John

Locke‟s theories related to natural

law and how Locke‟s social contract

influenced the Founding Fathers.

158

Creating a KUD: Unpacking a Unit

Course: Grade:

NOTES:



Understand

Know Do

Standards are used as the basis of instruction and chosen standards should originate in

the course description.

These standards should be chosen to reflect a particular unit of study.

Essential questions are used to hook students‟ interests and stimulate conversation.

These questions should be universal and able to be discussed without necessarily having

background knowledge of the topic.

“Understand” statements are the essential truths of the discipline. “The struggle for Civil Rights

is shaped by the society in which people live” is an understand statement vs. “The Arab Spring

is a form of the struggle for Civil Rights” is a fact demonstrating that statement.

These statements organize knowledge in way that assists students in applying that knowledge to

the world around them.

Understand statements may be revisited throughout multiple lessons in order to reinforce the

essential truths.

“Know” statements are lists of facts

and basic information.

This information is taught during the

lesson(s) and ties back to the

standards.

Students must know this information

in order to understand, make

connections and apply the knowledge

of the discipline.

“Do” statements are the expression

of the students' understanding

While students may know the facts,

they must be able to demonstrate

their knowledge.

Do statements begin with a verb.

This verb can be changed to increase

cognitive complexity. (Bloom‟s

Taxonomy/Webb‟s Depth of

Knowledge)

Teachers can create “Know”, “Understand” and “Do” statements (K-U-D) at the standard,

lesson or unit level. The degree of detail of the K-U-D is based on the scope of the selected

activity (unpacking a standard, creating a lesson or creating a unit).

Creating K-U-D statements assist teachers with establishing clear learning goals which drive

instruction and assessments (both formative and summative).

When creating a K-U-D, follow the order indicated below:

1st

2nd

3rd 4th

159

Learning Cycle – United States Government Chapter 4, Lesson 2

Formative Assessment- Observation

based on student input from quadrants one

and two, federalism worksheet,

participation in Supreme Court role play,

writing of opinion paper

4) Independent

Practice/ Sharing

Teacher could

Break students into groups of nine,

provide students with summaries of

the facts of the cases previously

identified, biographies of the justices

they will portray, and constitutional

questions the court was asked to

answer.

destroyed in the crash. The

students will determine how to

best survive until they are rescued.

Student could Role play a Supreme Court justice and using the

provided information make a judgment for how they

think their justice ruled in the case assigned.

1) Hook & Engage

Student could

Determine whether or not they would be a

judicial activist or a judicial restraintist based

on the constitutional question being asked.

Teacher could Pose the question, “If you

were on the Supreme Court

and had the power to

declare federal laws

unconstitutional; how

would you rule?”

3) Guided Practice

Teacher could

Provide a list of various scenarios for the students

to determine the type of federalism being utilized.

Big Idea/Standard/Benchmark: Evaluate the significance and outcomes of

landmark Supreme Court cases (What is the role of the Supreme Court in

American federalism?). Constitutional Federalism, SS.912.C.3.10

Student could

Work independently or in

groups to correctly place each

provided scenario under the

proper federalism heading

2) Modeling

Teacher could Provide the background information on

McCulloch v. Maryland, Gibbons. v. Ogden,

and Heart of Atlanta Motel v. U.S.

Student could Decide how they would rule in each

of the historical cases before

learning of the outcome.

160

DBQ Suggestions MiniQ in American History, Volume 2: Prohibition: Why did America change its mind?

Word Wall Vocabulary Unit 1: Constitutional Beginnings

Chapters 1 and 2

Foundations and Origins of Government

Chapter 3

The Constitution

Chapter 4

Federalism Government Social Contract Theory

State Minority Rights

Majority rule Limited Government Democracy Sovereignty

Legitimacy Rule of Law Republic

Implied Powers

Judicial Review

Federalism

Expressed Powers

Reserved Powers

Inherent Powers

Concurrent Powers

Unit 2: Political Processes/Linkage Institutions

Chapter 9

The Political Process

Chapter 12

Understanding Elections

Interest Group Public Policy

Political Parties Lobbying

Conservative PAC‟s

Liberal Super PAC

Public Opinion Political Socialization

Agenda Setting? Poll

Suffrage

527 group

Independent expenditure

Campaign finance

Reapportionment

Redistricting

Unit 3: Political Institutions and Public Policy Making

Chapters 5 and 6

Congress: The Legislative

Branch and

The Presidency

Chapter 7

The Executive Branch

at Work

Chapter 8

The Federal Courts

and the Judicial

Branch

Chapter 14

Making Foreign

Policy

Constituents

Appropriations

Impeachment

Oversight

Gerrymander

Veto

Executive Privilege

Deficit

Congressional Leadership

Civil Service

Federal Debt

Bureaucracy

Filibuster/Cloture

Entitlement

Conference Committee

Roles of the President

Fiscal Policy

Structure

Judicial Restraint

Precedent

Original Jurisdiction

Appellate Jurisdiction

Foreign Policy

Isolationism

161

United States Government Differentiated Instruction

Suggestions from Holt-McDougal Teacher Edition

Below Level/English

Language Learners

At Level

Above Level

Review the role of the

Supreme Court with students

to make sure that they

understand how the Court acts

as a referee, using rules in the

Constitution to decide which

powers belong to the states

and which belong to the

federal government.

(p. 104)

Organize the class into small

groups, and have them review

the information in the Eras of

Federalism feature. Then

guide students in a discussion

of creative and new

federalism. During the

discussion, make sure that all

students understand the

distinction between the two

types of federalism.

(p. 105)

Have students bring in a

current event article related to

federalism. Have them write

an editorial, with factual

support, explaining why they

agree or disagree with the

author‟s contentions, and then

submit their editorial to the

newspaper for potential

publication

Guide the class in discussing

recent Supreme Court

decisions that have either

expanded the powers of the

federal government or

affirmed the states‟ rights to

decide an issue. As you do

so, write the name of the case

discussed, along with a

summary of the Court‟s

decision, for the students to

see. (p. 104)

Allow class time for groups to

prepare for debate on which

approach is better for

resolving social problems,

including health, education,

and welfare, within the nation.

(p105)

Provide students with a list of

controversial federal issues

(e.g., health care,

immigration, environment).

Inform students of recent

Supreme Court decisions that

affect these areas. Have

students choose two decisions

and conduct research on how

the Court used the

Constitution to come to its

conclusion and how these

decisions affect the national

and state governments.

Students should then write a

report comparing and

contrasting the constitutional

doctrines utilized in the

decision making in

conjunction with its impact on

the national and state

governments.

Have each student create a

political cartoon using the

Court acting as referee in one

of the cases the class has

discussed (p.104)

Act as a moderator for

classroom debate over which

level of government-national

or state-should have the most

power and the funds to help

solve problems related to

these basic issues. Which

groups presented the most

convincing arguments?

(p. 105)

Students should conclude with

a discussion of whether they

think the Court‟s decisions

have shifted towards

supporting the national or

state governments, citing the

constitutional interpretation as

a basis for their position.

Some Samples for Unit 1: Chapter 4,

Section 2

162

(Second Nine Weeks Tab)

163



Unit 4: Civil Rights and Civil Liberties (15 days)

Chapter 10, 11, 13


Essential

Questions

How does the Constitution protect the civil rights and civil

liberties of Americans?

How did the civil rights movement lead to new laws

protecting the rights of women, African Americans and other

groups?

How does the Supreme Court maintain balance between

federal and state powers?

How do you use weighted voting techniques to decide voting

power within a group?

Content The first amendment and fourth amendment

The equal protections clause and the fourteenth amendment

The due process clause & the fifth and fourteenth amendments

Citizenship and the fourteenth amendment

Substantive due process vs. procedural due process

Protecting individual liberties: The Warren, Burger, Rehnquist

and Roberts Courts Next

Generation

Sunshine

State

Standards

SS.912.C.2.1: Evaluate the constitutional provisions

establishing citizenship, and assess the criteria among citizens

by birth, naturalized citizens, and non-citizens.

SS.912.C.2.4: Evaluate, take, and defend positions on issues

that cause the government to balance the interests of

individuals with the public good.

SS.912.C.2.5: Conduct a service project to further the public

good.

SS.912.C.2.6: Evaluate, take, and defend positions about

rights protected by the Constitution and Bill of Rights.

SS.912.C.2.7: Explain why rights have limits and are not

absolute.

SS.912.C.2.8: Analyze the impact of citizen participation as a

means of achieving political and social change.

SS.912.C.2.9: Identify the expansion of civil rights and

liberties by examining the principles contained in primary

documents.

SS.912.C.3.1: Examine the constitutional principles of

representative government, limited government, consent of the

governed, rule of law, and individual rights.

SS.912.C.3.10: Evaluate the significance and outcomes of

landmark Supreme Court cases.

SS.912.C.3.11: Contrast how the Constitution safeguards and

limits individual rights.

SS.912.C.3.12: Simulate the judicial decision-making process

in interpreting law at the state and federal level.

164

Common

Core

Standards




course of a text (e.g., how Madison defines faction in

Federalist No. 10).



visually, quantitatively, as well as in words) in order to

address a question or solve a problem.



information.




sources.


including the narration of historical events, scientific

procedures/ experiments, or technical processes.


needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant

for a specific purpose and audience.

MA.912.D.3.2: Use weighted voting techniques to decide

voting power within a group.

165



Unit 5: Comparative Political and Economic Systems (5 School Days)

Chapters 15


Essential

Questions

How do authoritarian rulers govern their nations?

How do you draw evidence from informational texts to

support analysis, reflection, and research?

Content Democratic Governments

Authoritarian Governments

Economic Systems

Next

Generation

Sunshine

State

Standards

SS.912.C.4.1: Explain how the world's nations are governed

differently.

SS.912.C.4.3: Assess human rights policies of the United

States and other countries.

SS.912.C.4.4: Compare indicators of democratization in

multiple countries.

Common

Core

Standards




course of a text (e.g., how Madison defines faction in

Federalist No. 10).



visually, quantitatively, as well as in words) in order to

address a question or solve a problem.



information.




sources.


needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant

for a specific purpose and audience.

LACC.1112.WHST.3.9: Draw evidence from informational

texts to support analysis, reflection, and research.

166



Unit 6: Florida State and Local Government (5 School Days)

Chapters 16 Instruction Assessment

Essential

Questions

How are Florida‟s state and local governments organized and what

services to they provide?

How do you draw evidence from informational texts to support

analysis, reflection, and research?

Content Florida state and local government

Next

Generation

Sunshine

State

Standards

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

SS.912.C.2.11: Analyze public policy solutions or courses of action

to resolve a local, state, or federal issue.

SS.912.C.2.14: Evaluate the processes and results of an election at

the state or federal level.

SS.912.C.3.8: Compare the role of judges on the state and federal

level with other elected officials.

SS.912.C.3.9: Analyze the various levels and responsibilities of

courts in the federal and state judicial system and the relationships

among them.

SS.912.C.3.12: Simulate the judicial decision-making process in

interpreting law at the state and federal level.



SS.912.G.4.1: Interpret population growth and other demographic

data for any given place.

SS.912.G.5.5: Use geographic terms and tools to analyze case

studies of policies and programs for resource use and management.

Common

Core

Standards

LACC.1112.RH.2.4: Determine the meaning of words and phrases

as they are used in a text, including analyzing how an author uses

and refines the meaning of a key term over the course of a text (e.g.,

how Madison defines faction in Federalist No. 10).




solve a problem.



information.


both primary and secondary, into a coherent understanding of an

idea or event, noting discrepancies among sources.



focusing on addressing what is most significant for a specific

purpose and audience.

LACC.1112.WHST.2.6: Use technology, including the Internet, to

produce, publish, and update individual or shared writing products in

response to ongoing feedback, including new arguments or

information.

LACC.1112.WHST.3.9: Draw evidence from informational texts to

support analysis, reflection, and research.

167

Tool Box Important information and resources can be found here.

DBQ Suggestions Document Based Questions in American History: Why was the equal rights amendment

defeated?

Word Wall Vocabulary

Unit 4 : Civil Rights and Civil Liberties

Chapter 10

Civil Liberties

Chapter 11

Civil Rights

Chapter 13

Supreme Court Cases

Civil Liberties Slander

Civil Rights Probable Cause

Incorporation Doctrine Libel

Sedition Autonomy

Exclusionary Rule Prior restraint

Procedural Due Process Double Jeopardy

Substantive Due Process

Suffrage Affirmative Action

De facto Segregation Civil Disobedience

Jim Crow Laws De jure Segregation

Civil Rights Movement

Unit 5: Comparative Political and Economic Systems

Chapter 15

Comparative Political and Economic Systems

Authoritarian Apartheid Totalitarianism

Factors of production Capitalism Laissez-Fair

Socialism Proletariat Bourgeois

Types of Economies Communism Theocracy

Unit 6: Florida State and Local Government

Chapter 16

Florida State and Local Government

Ordinance of Succession Statutory Laws Line Item Veto

Retention Election Counties Executive Clemency

Special District Municipalities Incorporation

Board of County Commissioners

168

Top 16 Websites for

Teaching United States Government

1. http://www.loc.gov/index.html (Library of Congress (LOC): great for primary source

analysis: print, photos, maps, etc. takes some time to navigate, but worth the effort)

2. http://www.loc.gov/teachers/ (LOC teacher site)

3. http://www.c-span.org/ (contains videos of the governmental process in action)

4. http://www.oyez.org/ (summaries of every Supreme Court case. Since the 1950‟s oral

arguments have been recorded. These arguments have been transcribed and synced to the

original recording of the argument, juxtaposed by a picture of the justice/lawyer speaking

5. http://www.livingroomcandidate.org/ (Every presidential campaign commercial: Eisenhower

– Obama)

6. http://www.redistrictinggame.org/ (Game that enables students to act as cartographers and

gerrymander congressional district based on the federal courts provisions of compactness,

contiguity, and “one man, one vote” doctrine)

7. http://thomas.loc.gov/home/thomas.php (Reference guide for all bills in the House and

Senate)

8. http://www.whitehouse.gov/ (All things related to the president)

9. http://www.house.gov/ (All things related to the U.S. House of Representatives

10. http://www.senate.gov/ (All things related to the U.S. Senate)

11. http://www.supremecourt.gov/ (All things related to the U.S. Supreme Court)

12. http://www.270towin.com/ (Neat site for teaching electoral college/election overview)

13. http://new.civiced.org/ (Center for Civic Education)

14. http://sa18.state.fl.us/page/teen-court-peer-court.html (Awesome program! Teen court offers

students the chance to become attorneys, jury members, etc. on real cases. Contact for guest

speaker.)

15. www.justiceteaching.org (lessons and a chance to set up guest speakers-judges and attorneys)

16. http://www.icivics.org/games (Games that enable students to be a part of the legislative,

executive, bureaucratic, judicial, and policy decision making processes, as well as civic

participation.)

http://www.loc.gov/index.html

http://www.loc.gov/teachers/

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

http://www.oyez.org/

http://www.livingroomcandidate.org/

http://www.redistrictinggame.org/

http://thomas.loc.gov/home/thomas.php

http://www.whitehouse.gov/

http://www.house.gov/

http://www.senate.gov/

http://www.supremecourt.gov/

http://www.270towin.com/

http://new.civiced.org/

http://sa18.state.fl.us/page/teen-court-peer-court.html

http://www.justiceteaching.org/

http://www.icivics.org/games

united states government table of...

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