Unit One A

State and Local Government’s Role

 

3 Days

Brookings Project

CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

 

9-12.C.1.5 Students are able to describe the state, local, and tribal governments with emphasis on their structures, functions, and powers.

 

Compare and contrast how societal changes mirror

innovations and emerging technologies.

Unit One B

Philosophical and Historical Foundations of American Political System

 

We The People Entrance Exam

·         CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

·         CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

9-12.C.1.1 Students are able to explain the characteristics of various forms of government.

 

9-12.NC.3.1 Analyze intended and unintended impacts of a system.

Unit Two A

Articles Confederation to Constitution

 

3 Days

Essay Response Quiz

CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

 

CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

9-12.C.1.1 Students are able to explain the characteristics of various forms of government.

 

9-12.NC.3.1 Analyze intended and unintended impacts of a system.

Unit Two B

The Constitution

 

7 Days

Exam (Multiple Choice)

CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

 

CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

9-12.C.1.2 Students are able to determine the influence of major historical documents and ideals on the formation of the United States government.

 

9-12.C.1.3 Students are able to identify the principles of the American Constitution.

 

9-12.C.2.2 Students are able to interpret the meaning of basic Constitutional rights guaranteed to citizens.

 

 

9-12.NC.3.1 Analyze intended and unintended impacts of a system.

 

9-12.NC.3.2 Integrate technology into school, home and community.

Unit Five

The Bill of Rights

*Unit 5 WTP

Essay Response

CCSS.ELA-Literacy.RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

9-12.C.1.2 Students are able to determine the influence of major historical documents and ideals on the formation of the United States government.

 

9-12.C.1.3 Students are able to identify the principles of the American Constitution.

 

9-12.C.2.2 Students are able to interpret the meaning of basic Constitutional rights guaranteed to citizens.

 

 

Compare and contrast how societal changes mirror

innovations and emerging technologies.   *The Internet

 

9-12.NC.3.1 Analyze intended and unintended impacts of a system.

Unit Three

Political Behavior

 

& the Elasticity of  the Constitution

 

14 Days

Children’s Book

CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

 

9-12.C.1.2 Students are able to determine the influence of major historical documents and ideals on the formation of the United States government.

 

9-12.C.1.3 Students are able to identify the principles of the American Constitution.

 

9-12.C.2.1 Students are able to describe the means of influencing and/or participating in a republic

Compare and contrast how societal changes mirror

innovations and emerging technologies

 

9-12.NC.3.1 Analyze intended and unintended impacts of a system..

 

9-12.NC.3.2 Integrate technology into school, home and community.

Unit Seven

Role of Congress in American Constitutional Democracy

Exam

CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

9-12.C.1.2 Students are able to determine the influence of major historical documents and ideals on the formation of the United States government.

 

9-12.C.1.4 Students are able to explain the principles of American democracy.

 

9-12.C.2.1 Students are able to describe the means of influencing and/or participating in a republic

9-12.NC.3.1 Analyze intended and unintended impacts of a system.

 

Indicator 4: Students understand the purpose and demonstrate the use of the design

process in problem solving.

Unit Eight

Role of Executive in American Constitutional Democracy

Exam

CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

9-12.C.1.2 Students are able to determine the influence of major historical documents and ideals on the formation of the United States government.

 

9-12.C.1.4 Students are able to explain the principles of American democracy.

 

9-12.C.1.6 Students are able to describe the elements of how U.S. foreign policy is created.

 

9-12.NC.3.1 Analyze intended and unintended impacts of a system.

 

Indicator 4: Students understand the purpose and demonstrate the use of the design

process in problem solving.

Unit Nine

Role of Judiciary in American Constitutional Democracy

& Civil Liberties

Supreme Court Project

CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

9-12.C.1.2 Students are able to determine the influence of major historical documents and ideals on the formation of the United States government.

 

9-12.C.1.4 Students are able to explain the principles of American democracy.

 

Compare and contrast how societal changes mirror

innovations and emerging technologies.

 

9-12.NC.3.1 Analyze intended and unintended impacts of a system.

 

Indicator 4: Students understand the purpose and demonstrate the use of the design

process in problem solving.

Unit 10

What challenges might face American Constitutional Democracy in the 21st Century?

-Comparative Politics and Economic Systems

 

CCSS.ELA-Literacy.RH.11-12.7 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

 

9-12.C.1.2 Students are able to determine the influence of major historical documents and ideals on the formation of the United States government.

 

9-12.C.1.4 Students are able to explain the principles of American democracy.

 

9-12.C.1.6 Students are able to describe the elements of how U.S. foreign policy is created.

 

9-12.C.2.3 Students are able to describe the process of naturalization.

 

Compare and contrast how societal changes mirror

innovations and emerging technologies.

 

9-12.NC.1.2 Predict how the evolution of technology will influence the

design and development of future technology.

 

9-12.NC.3.1 Analyze intended and unintended impacts of a system.

 

9-12.NC.3.3 Evaluate technologies that increase educational and

workplace opportunities

Example: Existing

StStdfd        

9-12.C.1.1 Students are able to explain the characteristics of various forms of government.

§  I can define popular sovereignty.  (9-12.C.1.1)

§  I can explain how power is gained in a dictatorship.  (9-12.C.1.1)

§  I can explain who holds the power in a dictatorship and how they are held accountable. (9-12.C.1.1)

§  I can compare and contrast the forms of a dictatorship (communism / absolute dictatorship). (9-12.C.1.1)

§  I can explain how power is gained in a monarchy.  (9-12.C.1.1)

§  I can explain who holds the power in a monarchy and how they are held accountable. (9-12.C.1.1)

§  I can compare and contrast the forms of a monarchy (constitutional monarchy / absolute monarchy). (9-12.C.1.1)

§  I can explain how power is gained in an anarchy.  (9-12.C.1.1)

§  I can explain who holds the power in an anarchy and how they are held accountable. (9-12.C.1.1)

§  I can explain how power is gained in a democracy.  (9-12.C.1.1)

§  I can explain who holds the power in a democracy and how they are held accountable. (9-12.C.1.1)

§  I can explain the difference between direct and indirect democratic forms of government. (9-12.C.1.1)

§  I can explain the characteristics of capitalism. (9-12.C.1.1)

§  I can explain the characteristics of communism. (9-12.C.1.1)

§  I can explain the characteristics of socialism. (9-12.C.1.1)

§  I can explain the characteristics of mixed economies. (9-12.C.1.1)

§  I can compare and contrast US democracy with other forms of government. (9-12.C.1.1)

§  I can explain why US foreign policy is affected by the differences in forms of government. (9-12.C.1.1)

 

 

 

 

 

9-12.C.1.2 Students are able to determine the influence of major historical documents and ideals on the formation of the United States government.

§  I can explain the importance of the ideals in the Declaration of Independence.  (9-12.C.1.2)

§  I can explain the importance of the ideals in the Constitution. (9-12.C.1.2)

§  I can explain how the Constitution is a living, breathing document. (9-12.C.1.2)

§  I can explain strengths and weakness of the Articles of Confederation. (9-12.C.1.2)

§  I can explain the importance of the ideals in the Bill of Rights. (9-12.C.1.2)

§  I can explain what rights each Amendment in the Bill of Rights guarantees. (9-12.C.1.2) and (9-12.C.2.2)

 

 

 

 

 

9-12.C.1.3 Students are able to identify the principles of the American Constitution.

§  I can identify the six main principles of the American Constitution. (9-12.C.1.3)   

§  I can apply the concept of checks and balances to the American political system. (9-12.C.1.3)     

§  I can apply the concept of separation of powers to the American political system. (9-12.C.1.3)    

§  I can apply the concept of popular sovereignty to the American political system. (9-12.C.1.3)    

§  I can apply the concept of federalism to the American political system. (9-12.C.1.3)     

§  I can apply the concept of judicial review the American political system. (9-12.C.1.3)    

§  I can apply the concept of limited government the American political system. (9-12.C.1.3)     

§  I can explain the elastic clause. (9-12.C.1.3)   

§  I can explain the necessary and proper clause. (9-12.C.1.3)   

§  I can explain how implied powers function (in the elastic and necessary and proper clauses).  (9-12.C.1.3)   

§  I can explain how inherent powers function (in the elastic and necessary and proper clauses).  (9-12.C.1.3)   

§  I can explain how expressed powers function (in the elastic and necessary and proper clauses).  (9-12.C.1.3)   

§  I can explain how reserved powers function (in the elastic and necessary and proper clauses).  (9-12.C.1.3)   

§  I can give examples of the implied, inherent, expressed, and reserved powers in relationship to the executive branch (stated in the elastic and necessary and proper clauses).  (9-12.C.1.3)   

§  I can give examples of the implied, inherent, expressed, and reserved powers in relationship to the legislative branch (stated in the elastic and necessary and proper clauses).  (9-12.C.1.3)   

§  I can give examples of the implied, inherent, expressed, and reserved powers in relationship to the judicial branch (stated in the elastic and necessary and proper clauses).  (9-12.C.1.3)   

 

 

 

 

 

9-12.C.1.4 Students are able to explain the principles of American democracy.

§  I can explain the balance of the rights of the individual and the needs of the collective. (9-12.C.1.4)

§  I can explain the importance of peaceful transfer of power. (9-12.C.1.4)

§  I can explain the concept of shared powers. (9-12.C.1.4)

§  I can explain the electoral process. (9-12.C.1.4)  

§  I can identify the components of campaign finance.  (9-12.C.1.4)

 

 

 

 

 

9-12.C.1.5 Students are able to describe the state, local, and tribal governments with emphasis on their structures, functions, and powers.

§  I can explain the structures of state government. (9-12.C.1.5)

§  I can explain the structures of local government. (9-12.C.1.5)

§  I can explain the structures of tribal government. (9-12.C.1.5)

§  I can explain the functions of state government. (9-12.C.1.5)

§  I can explain the functions of local government. (9-12.C.1.5)

§  I can explain the functions of tribal government. (9-12.C.1.5)

§  I can explain the powers of state government. (9-12.C.1.5)

§  I can explain the powers of local government. (9-12.C.1.5)

§  I can explain the powers of tribal government. (9-12.C.1.5)

§  I can explain the jurisdictional structure of tribal and state courts. (9-12.C.1.5)

§  I can identify the elected officials in state government. (9-12.C.1.5)

§  I can identify the elected officials in local government. (9-12.C.1.5)

 

 

 

 

 

9-12.C.1.6 Students are able to describe the elements of how U.S. foreign policy is created.

§  I can define foreign policy. (9-12.C.1.6)

§  I can explain how foreign policy impacts American life. (9-12.C.1.6)

§  I can analyze the historical role America plays in foreign affairs. (9-12.C.1.6) 

§  I can analyze how international current events are affected by American foreign policy. (9-12.C.1.6)  

§  I can identify America’s key allies and enemies. (9-12.C.1.6)

§  I can define and describe world political organizations (NATO / UN / World Bank / OPEC)

§  I can define and describe political agreements.

§  I can explain America’s international security obligations. (9-12.C.1.6) 

§  I can identify the members of the presidential cabinet and their duties. (9-12.C.1.6)

§  I can identify the members of the presidential cabinet who are influential in creating foreign policy. (9-12.C.1.6)

 

 

 

 

 

9-12.C.2.1 Students are able to describe the means of influencing and/or participating in a republic.

§  I can describe the political spectrum.  (9-12.C.2.1)

§  I can place different ideologies within the political spectrum. (9-12.C.2.1)

§  I can explain the historical background of the two party political systems. (9-12.C.2.1)

§  I can analyze the ideologies of the two main political parties. (9-12.C.2.1)

§  I can explain the importance of the third party system in American politics.  (9-12.C.2.1)

§  I can explain the importance of individual participation in American politics. (9-12.C.2.1)

§  I can research and explain current political issues. (9-12.C.2.1)

§  I can articulate my concerns regarding current political issues. (9-12.C.2.1)

§  I can analyze the role of special interest groups in American politics. (9-12.C.2.1) 

§  I can analyze how public opinion plays a role in American politics. (9-12.C.2.1) 

§  I can analyze how mass media play a role in American politics. (9-12.C.2.1) 

§  I can analyze how propaganda techniques play a role in American politics. (9-12.C.2.1) 

 

 

 

 

 

9-12.C.2.2 Students are able to interpret the meaning of basic Constitutional rights guaranteed to citizens.

§  I can explain how major Supreme Court cases influenced the interpretation of the Constitution. (9-12.C.2.2)

§  I can apply rights granted by the Constitution to real-world scenarios. (9-12.C.2.2) 

§  I can explain the importance of civil liberties and how they apply to our everyday lives. (9-12.C.2.2)

§  I can explain my duties / responsibilities as an American citizen. (9-12.C.2.2)

 

 

 

 

 

9-12.C.2.3 Students are able to describe the process of naturalization.

§  I can describe the bureaucratic process of naturalization. (9-12.C.2.3)

§  I can define a bureaucracy. (9-12.C.2.3)   

§  I can utilize the tools to function in a bureaucratic society.  (9-12.C.2.3)  

§  I can pass the Naturalization Exam. (9-12.C.2.3)