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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.
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Compare and contrast how societal changes mirror innovations and emerging technologies. |
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Unit One B |
Philosophical and Historical Foundations of American Political System
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We The People Entrance Exam |
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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.
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9-12.NC.3.1 Analyze intended and unintended
impacts of a system. |
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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.
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9-12.NC.3.1 Analyze intended and unintended
impacts of a system. |
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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
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.
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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. |
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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
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.
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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. |
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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
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. |
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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
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. |
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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
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
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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. |
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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
9-12.C.1.4 Students are able to explain the principles of American
democracy.
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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. |
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Unit 10 |
What challenges might face American Constitutional Democracy in the 21st
Century?
-Comparative Politics and Economic Systems |
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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
9-12.C.2.3 Students are able to describe the process of
naturalization.
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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 |
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9-12.C.1.1 Students are able to explain the characteristics of
various forms of government.
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I can define popular sovereignty. (9-12.C.1.1)
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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)
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I can explain how power is gained in a democracy.
(9-12.C.1.1)
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I can explain who holds the power in a democracy and how they are held
accountable. (9-12.C.1.1)
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I can explain the difference between direct and indirect democratic
forms of government. (9-12.C.1.1)
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I can explain the characteristics of capitalism. (9-12.C.1.1)
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I can explain the characteristics of communism. (9-12.C.1.1)
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I can explain the characteristics of socialism. (9-12.C.1.1)
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I can explain the characteristics of mixed economies. (9-12.C.1.1)
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I can compare and contrast
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I can explain why
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9-12.C.1.2 Students are able to determine the influence of major
historical documents and ideals on the formation of the
§
I can explain the importance of the ideals in the Declaration of
Independence. (9-12.C.1.2)
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I can explain the importance of the ideals in the Constitution.
(9-12.C.1.2)
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I can explain how the Constitution is a living, breathing document.
(9-12.C.1.2)
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I can explain strengths and weakness of the Articles of Confederation.
(9-12.C.1.2)
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I can explain the importance of the ideals in the Bill of Rights.
(9-12.C.1.2)
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I can explain what rights each Amendment in the Bill of Rights
guarantees. (9-12.C.1.2) and (9-12.C.2.2)
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9-12.C.1.3 Students are able to identify the principles of the
American Constitution.
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I can identify the six main principles of the American Constitution.
(9-12.C.1.3)
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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)
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I can apply the concept of popular sovereignty to the American political
system. (9-12.C.1.3)
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I can apply the concept of federalism to the American political system.
(9-12.C.1.3)
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I can apply the concept of judicial review the American political
system. (9-12.C.1.3)
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I can apply the concept of limited government the American political
system. (9-12.C.1.3)
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I can explain the elastic clause. (9-12.C.1.3)
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I can explain the necessary and proper clause. (9-12.C.1.3)
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I can explain how implied powers function (in the elastic and necessary
and proper clauses).
(9-12.C.1.3)
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I can explain how inherent powers function (in the elastic and necessary
and proper clauses).
(9-12.C.1.3)
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I can explain how expressed powers function (in the elastic and
necessary and proper clauses).
(9-12.C.1.3)
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I can explain how reserved powers function (in the elastic and necessary
and proper clauses).
(9-12.C.1.3)
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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)
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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)
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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)
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9-12.C.1.4 Students are able to explain the principles of American
democracy.
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I can explain the balance of the rights of the individual and the needs
of the collective. (9-12.C.1.4)
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I can explain the importance of peaceful transfer of power. (9-12.C.1.4)
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I can explain the concept of shared powers. (9-12.C.1.4)
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I can explain the electoral process. (9-12.C.1.4)
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I can identify the components of campaign finance.
(9-12.C.1.4)
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9-12.C.1.5 Students are able to describe the state, local, and tribal
governments with emphasis on their structures, functions, and powers.
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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)
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I can explain the structures of tribal government. (9-12.C.1.5)
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I can explain the functions of state government. (9-12.C.1.5)
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I can explain the functions of local government. (9-12.C.1.5)
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I can explain the functions of tribal government. (9-12.C.1.5)
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I can explain the powers of state government. (9-12.C.1.5)
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I can explain the powers of local government. (9-12.C.1.5)
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I can explain the powers of tribal government. (9-12.C.1.5)
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I can explain the jurisdictional structure of tribal and state courts.
(9-12.C.1.5)
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I can identify the elected officials in state government. (9-12.C.1.5)
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I can identify the elected officials in local government. (9-12.C.1.5)
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9-12.C.1.6 Students are able to describe the elements of how
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I can define foreign policy. (9-12.C.1.6)
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I can explain how foreign policy impacts American life. (9-12.C.1.6)
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I can analyze the historical role
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I can analyze how international current events are affected by American
foreign policy. (9-12.C.1.6)
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I can identify
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I can define and describe world political organizations (NATO / UN /
World Bank / OPEC)
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I can define and describe political agreements.
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I can explain
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I can identify the members of the presidential cabinet and their duties.
(9-12.C.1.6)
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I can identify the members of the presidential cabinet who are
influential in creating foreign policy. (9-12.C.1.6)
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9-12.C.2.1 Students are able to describe the means of influencing
and/or participating in a republic.
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I can describe the political spectrum.
(9-12.C.2.1)
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I can place different ideologies within the political spectrum.
(9-12.C.2.1)
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I can explain the historical background of the two party political
systems. (9-12.C.2.1)
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I can analyze the ideologies of the two main political parties.
(9-12.C.2.1)
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I can explain the importance of the third party system in American
politics. (9-12.C.2.1)
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I can explain the importance of individual participation in American
politics. (9-12.C.2.1)
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I can research and explain current political issues. (9-12.C.2.1)
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I can articulate my concerns regarding current political issues.
(9-12.C.2.1)
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I can analyze the role of special interest groups in American politics.
(9-12.C.2.1)
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I can analyze how public opinion plays a role in American politics.
(9-12.C.2.1)
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I can analyze how mass media play a role in American politics.
(9-12.C.2.1)
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I can analyze how propaganda techniques play a role in American
politics. (9-12.C.2.1)
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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)
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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)
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9-12.C.2.3 Students are able to describe the process of
naturalization.
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I can describe the bureaucratic process of naturalization. (9-12.C.2.3)
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I can define a bureaucracy. (9-12.C.2.3)
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I can utilize the tools to function in a bureaucratic society.
(9-12.C.2.3)
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I can pass the Naturalization Exam. (9-12.C.2.3)
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