Unit 2 North Africa, Southwest Asia
Total Page：16
File Type：pdf, Size：1020Kb
Unit 5: “Federalism”
Elaborated Unit Focus Unit 5: Federalism In this unit students will explore the power and governance of state power versus the na- tional government, the types of power of each and the balance of power. Students will also study the supremacy clause as it applies to the national, state, and local levels of government. Students will also study how individuals, groups and institutions raise rev- enues, partake in the election process and participate in direct democracy.
Standards/Elements SSCG5 The student will demonstrate knowledge of the federal system of government described in the United States Constitution. a. Explain the relationship of state governments to the national government. b. Define the difference between enumerated and implied powers. c. Describe the extent to which power is shared. d. Identify powers denied to state and national governments. e. Analyze the ongoing debate that focuses on the balance of power between state and national governments. f. Analyze the supremacy clause found in Article IV and the role of the U.S. Constitution as the “supreme law of the land.”
SSCG17 The student will demonstrate knowledge of the organization and powers of state and local government described in the Georgia Constitution. a. Examine the legislative, executive, and judicial branches. b. Examine the structure of local governments with emphasis on county, city, and town. c. Identify current state and local officials. d. Analyze the relationship among state and local governments. e. Evaluate direct democracy by the initiative, referendum, and recall processes.
SSCG18 The student will demonstrate knowledge of the powers of Georgia’s state and lo- cal governments. a. Examine the powers of state and local government. b. Examine sources of revenue received by each level of government. c. Analyze the services provided by state and local government.
Enduring Understandings/Essential Questions 1. To what extent does political power have both positive and negative in- fluences on society? Power & Governance Individuals, Groups, & Institutions 1. To what extent does political power have both positive and negative in- fluences on society? Balanced Assessment Plan Description of Assessment Stan- Type of Assess- dard/ ment Element Unit Assessment 5, 17, 18 summative formal, selected response States’ Rights Essay - Should states have more power over 5e formal formative, things like education? constructed re- sponse State & Local Government Collage 18 formal formative, constructed re- sponse Verbal Questioning 17 informal formative, student response
Sample Performance Task (attach rubric) 1. Create a graphic organizer (Venn Diagram) that illustrates expressed, concur- rent, and reserved powers Create a poster with a Venn Diagram to illustrate expressed, concurrent, and reserved powers. 2. Make a brochure for someone who has just moved to GA that will tell them what level of government (fed, state, local) for a variety of services. The state of Georgia has hired you to create a brochure for people who have just moved to the state. Tell them what level of government (state, county, city, or national) they should go to to find a variety of services. 3. Student will write a persuasive essay: Considering No Child Left Behind, should the Federal Government have the power to regulate education? If not, who should and why? Map and Globe Skills:
Information Processing Skills:
Resources for Unit textbook, state of GA website for current info about state leadership