Social Studies Process Skills for Organizing and Analyzing Information

AMERICAN STUDIES Pacing Calendar 2014-2015

Social Studies Process Skills for Organizing and Analyzing Information Resources, Websites and Activities

Process Standards: The student will demonstrate Graphic Organizers Exploring Constitutional Conflicts process skills in social studies.   Interactive Graphic Organizers 1. Identify, analyze, and interpret primary and  Graphic Organizers Print Outs District Social Studies Power Point Website secondary sources and artifacts. 2. Distinguish between fact and opinion in Organizing and Analyzing Information Power Point Palooza examining documentary sources Engaging Students with Primary Source Documents 3. Recognize and explain how different points of OYEZ view have been influenced by social, political, GIST History Frames 1. Use a variety of information delivery strategies economic, historic and geographic changes. History Frame Form as listed in the Common Correlation Chart and  History Frame Pyramid the District’s Skills for Success booklet. 4. Construct timelines of key events, periods, Mind Maps 2. Primary Source Documents and historically significant individuals. Mind Maps History Examples 3. Foundations of Democracy series from 5. Explain the relationships between geography Mind Map Examples for Geography Center for Civic Education Mind Map Forms and the historical developments by using 4. We the People high school series from Center One Sentence Summary maps, graphs, charts, visual images, and for Civic Education One Sentence Summary Frames computer-based technologies. 5. Websites 6. Develop discussion, debate, and persuasive One Word Summary writing and speaking skills, focusing on Power Thinking The Founders of the Constitution Power Thinking Chart enduring issues and demonstrating how Power Thinking Chart for Geography 100 Milestone Documents divergent viewpoints have been and continue Prediction with Evidence to be addressed and reconciled.  Problem-Solution Chart The Annenberg Learner for History and Social Think Pair Share Studies Three Minute Pause Three Minute Pause Chart The Online Library of Liberty Analyzing an Historic Event APPARTS The American Presidency Project APPARTS for The Federalists Papers Dump and Clump Hippo Campus—Teaching with Digital Media Five Themes Analysis for Geography Five Themes Note-taking for Geography PBS—The American Experience H Diagram PERSIA Ellis Island Immigration Poem for Two Voices SOAPS Case Briefs Venn Diagram Venn Variation Landmark Supreme Court Cases

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 1 Venn Diagram Alternative Forms Vocabulary Word Map We the People - EDSITEment Word Splash Word Walls American History--Gilder Lehrman

Writing Literacy: Chronology of US Historical Documents--OU One Sentence Summary College of Law One Sentence Summary Frames One Word Summary Primary Source Documents--Yale Law Quick Writes Ticket-Out-the-Door Archiving Early America: Primary Source Tweet It! Documents RAFT Writing Primary Documents in American History -- Library of Congress

Constitution Center

National Archives

CongressLink

The Constitution Power Points

The Historyteacher.net

Digital History

Oklahoma Bar Association

The Bill of Rights Institute

 Throughout each unit of study, teachers should make use of current events/topics so as to make connections with the content of the course (i.e. legislation, court cases, executive orders, etc).  Many of these suggested activities relate directly to History/Social Studies 11-12 R.2/4/6 and W.HST.2/2a/2b/10

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 2 First Quarter 7 Days TOPIC: Political Culture Instructional Time: August 19 – October 15 Cur. pgs. 3-5 OC³ and Essential Questions Topics/Content Suggested Resources and Activities 5.1 Distinguish between civic life and private life by defining 1. Greeks: Socrates, Plato (Benevolent OSS civic virtue and explaining the individual’s duty and Dictatorship), Aristotle Chapter 22-Section 1 responsibility to participate in civic life by voting, serving on 2. Roman Republic, Civic Virtue 5.1, 1.3 juries, volunteering within the community, running for office, 3. Rights and responsibilities of citizenship Chapter 1-Section 1 serving on a political campaign, paying taxes for 3.1, 3.6, 3.7 governmental services, and respecting lawful authority.  Immigration, naturalization, loss of Chapter 21-Section 4 1.3 Summarize and explain how the American system is a citizenship 5.1 representative republic in which the citizenry is sovereign.  Voting (Qualifications & Behavior) 5.2 Chapter 6-Sections 2,4 3.1. Explain the concept of popular sovereignty as  Jury duty exercised by the nation’s people who possess the ultimate  Rule of law We the People 33,34 source of authority.  Evaluating performance of public officials 3.6 Evaluate the importance of the rule of law and on the (who, what, when, where, why, how) sources, purposed, and functions of government, and  Communicating with public officials explain how the rule of law provides for the protection of 4. Speeches 3.8 individual liberties, public order, management of conflict,  Declaration of Sentiments and assurance of domestic and national security.  Gettysburg Address 3.7 Analyze the United States government’s responsibility to protect minority rights while legitimizing majority rule  Four Freedoms Historical Documents, Pgs. 802-803 including the rights of due process and equality under the  Letter From Birmingham Jail MLK Doc. Pg. 641 law.  Questions for Analysis NEW 5.2 Analyze how the structures of government provide OSS citizens opportunities to monitor and influence the actions of the government and hold elected officials accountable. 3.8 Cite specific textual and visual evidence and compare points of view regarding the shared values and ideals of American political culture as set forth in basic documents and speeches including the Declaration of Sentiments, Abraham Lincoln’s Gettysburg Address, Franklin Roosevelt’s Four Freedoms speech, and Dr. Martin Luther King, Jr.’s Letter From Birmingham Jail.

 CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 3 First Quarter TOPIC: Foundations of American 7 Days Instructional Time: August 19 – October 15 Government Cur. pgs. 3-5 OC³ and Essential Questions Topics/Content Suggested Resources and Activities 4.1. Cite specific textual and visual evidence to explain BASIC TOPICS OF GOVERNMENT C2-C23 the purposes expressed in the Preamble and how the 1. Purpose of Government –Preamble 4.1 United States Constitution preserves those core  National Security and Defense Chapter 1-Section 1 principles of American society.  Protections from self and others  Provide public services (fire, police) 1.2 Cite specific textual and visual evidence to compare 2. Theories of Origin of Nation States 1.2 and contrast historic and contemporary examples of  Evolutionary Activity: Theories of Origin of Nation States unlimited governments, known as authoritarian or  Force totalitarian systems including dictatorships, theocracies,  Divine Right and absolute monarchies to examples of limited system We the People 1,2,3  Social Contract: Hobbes, Locke (Private including direct democracies, representative ownership of Property), Rousseau, democracies, constitutional monarchies, and republics. Writing Prompt: How did each of the Blackstone, Montesquieu following influence American government? 2.1, 2.3 2.1 Cite specific textual and visual evidence and Cite evidence to support your answer.  John Locke’s Second Treatise on Civil compare points of view to examine the philosophical  the governments of ancient Athens and Government Excerpt s contributions of the Enlightenment including the Rome writings of Montesquieu, Locke, and Thomas Jefferson;  the ideas of Locke and Montesquieu the early experiences of colonial self-government; and  Rousseau’s The Social Contract Excerpts the influence of religious texts including The Bible to  Hobbes’s De Cive and Leviathan Excerpts the foundation of American political thought. 2.3 Determine the central ideas and importance of the  Excerpt from Montesquieu’s Spirit of the Laws concept of inalienable rights, the social contract or compact, the 27 grievances as stated in the  Excerpt from Blackstone’s Commentaries Declaration of Independence, and the discussions of enumerated versus implied powers; and cite specific textual and visual evidence to explain how the protection of these rights were incorporated in the United States Constitution and the federal Bill of Rights as a fundamental purpose of government.

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 4 COMPARING TWO PASSAGES Directions: Read the following and then answer the questions that follow.

Locke and Jefferson The Declaration of Independence

Recalling the two weeks he spent drafting the Declaration of Independence, Now compare Locke’s words to a passage from the Declaration of Jefferson said: “I turned to neither book nor pamphlet while writing it.” At the Independence, in which Jefferson offers a justification for revolution. After same time, he freely acknowledged the influence of political philosophers who explaining that people form governments to preserve their rights to “Life, Liberty had come before him. Discussing the origin of the Declaration, Jefferson wrote: and the pursuit of Happiness,” the Declaration states:

“Neither aiming at originality of principle or sentiment, nor yet “That whenever any Form of Government becomes destructive copied from any particular and previous writing, was it intended to of these ends [the preservation of our rights], it is the Right of the be an expression of the American mind. . . .” People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers Keeping Jefferson’s words in mind, read the following passage from Locke’s in such form, as to them shall seem most likely to effect their Second Treatise of Government. Here, Locke describes the conditions under safety and Happiness.” which people are justified in overthrowing their government:

“Whenever the legislators endeavor to take away, and destroy the property of the people, or to reduce them to slavery under arbitrary power, they put themselves into a state of war with the people . . . who have a right to resume their original liberty, and, by the establishment of a new legislature, provide for their own safety and security, which is the end for which they are in society.”

Compare and Contrast: Use a Venn diagram to cite common themes in these two passages and the critical differences.

Question: Cite textual evidence to identify ways in which Thomas Jefferson built on the ideas of John Locke.

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 5 First Quarter TOPIC: Foundations of American 7 Days Instructional Time: August 19 – October 15 Government Cur. pgs. 6-7 OC³ and Essential Questions Topics/Content Suggested Resources and Activities 3.2 Examine the American system of federalism and 1. Forms of Government (How has it changed over Chapter 1-Section 2 evaluate the changes that have occurred in the time?) 3.2 relationship between the states and the national  Unitary government over time.  Confederation 1.2. Cite specific textual and visual evidence to  Federation compare and contrast historic and contemporary  Presidential examples of unlimited governments, known as  Parliamentary authoritarian or totalitarian systems including  Democracy Writing Prompt: Read the headlines below. dictatorships, theocracies, and absolute monarchies to To which type of government do the  Dictatorship examples of limited systems including direct headlines refer—an absolute monarchy or a  Oligarchy democracies, representative democracies, parliamentary democracy? Cite specific constitutional monarchies, and republics.  Republic, Theocracy textual and visual evidence from the 1.3. Summarize and explain how the American system 1.2, 1.3, 1.4 headlines, your textbook and other sources is a representative republic in which the citizenry is to support your answer. sovereign. 1.4 Compare the advantages and disadvantages of the major waysPrime governmental Minister power Calls is distributed,for shared, and structuredVote in ofunitary, Confidence federal, and confederal systems in terms of effectiveness, prevention of abuse of power, and responsiveness to the popular will. Labor Party Members EssentialResign Questions from Cabinet 1.What is government and why is it needed? 2.How can we as a people solve the problems of modernNew society Coalition to make Government the world a better place for future generationsSeems and Fragile ourselves? 3.Why do governments exist? 4.What are the characteristics of a state? 5.What are the four most influential theories of the origin of Nation States? Explain each. 6.How did democracy develop in ancient Greece, Rome and England? 7.Was our government created to protect us from ourselves? 8.What are the elements of “good participation” in a healthy democracy?

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 6 Suggested Resources and Literacy Connection Writing Prompt or Group Activity: Activities

Speaker A: The story of history is the story of class struggles. Political Culture Revolution is necessary to overthrow the ruling class and  Analyze majority rule with protection of minority rights/due process eventually create a classless society in which no one will be exploited. Basic Topics of Government  Create a web Speaker B: The royal power is absolute and the prince need  Group presentation over theories and theorists render account of his acts to no one. Where the word of a king is,  Create cartoons about the forms of government there is power. Without this absolute authority, the king could  Students will research different types of government including their neither do good nor repress evil. basis of power and ability to accomplish goals.  Write an article for a journal: Which forms of government best meet the Speaker C: Government should leave business alone. It should needs of the people? let the natural law of supply and demand determine what gets  Conduct a Constitutional search to find how the Constitution addresses produced, how much gets produced, who does the work, the price the weaknesses on the Articles of Confederation. of goods, rates of pay, and all other economic questions.  Research political philosophers and write a quote consistent with their perspective. Present this to the class and the other groups will Speaker D: Men are born and remain free and equal in right. It is determine the principle that is being addressed. the duty of every government to preserve and protect these natural and inalienable rights.  Citizenship Test  Voter registration for students Directions: Read the excerpts above, and then answer the questions below.  Create a campaign poster or political cartoon dealing with an election issue or candidate. Each of the speakers above expresses a viewpoint on the philosophy of  Write a letter to a Congressman or other official. government.  Create a class preamble  Based on your knowledge of world governments, select two of the  Assess the validity of various “voters’ guides theories and list at least two nations that accepted them and were ruled  OYEZ by them.  Cornell Law  In your opinion, were these theories beneficial or detrimental to the success of the nations as a whole? Support your conclusions with examples.

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 7 First Quarter TOPIC: Origins of Colonial Government Instructional Time: 7 Days August 19 – October 15 OC³ and Essential Questions Topics/Content Suggested Resources and Activities 1.1 Contrast the essential characteristics of limited 1. Basic Topics 1.1, 1.3 versus unlimited governments with an understanding  Ordered Chapter 2-Section 1 that the United States’ constitutional system  Limited established legal restraints on governmental power.  Representative 1.3 Summarize and explain how the American system 2. Documents/Events/Religious Text 2.1 is a representative republic in which the citizenry is  The Magna Carta Chapter 2-Section 1 sovereign.  Petition of Right We the People 4  Maryland Toleration Act KIT 2.1 Cite specific textual and visual evidence and Historical Documents, Pgs. 782-790  English Bill of Rights compare points of view to examine the philosophical Activity: The Magna Carta  Great Awakening contributions of the Enlightenment including the writings of Montesquieu, Locke, and Thomas Jefferson;  Enlightenment the early experiences of colonial self-government; and 3. Colonial Government 2.1 Chapter 22-Section 2 the influence of religious texts including The Bible to  Royal Chapter 2-Section 1 the foundation of American political thought.  Proprietary  Charter 2.2 Cite specific textual and visual evidence and 4. Evolution of Democratic Government in the U.S. summarize the impact of major historic events of the 2.1, 2.2 OSS Revolutionary Era and major documents contributing to  Mayflower Compact We the People 5 the formation of constitutional government in the United  Virginia House of Burgesses states including the Mayflower Compact (1620), the  New England Town Meetings Activities Fundamental Orders of Connecticut (1639), the English  Fundamental Orders of Conn  Chart the documents (who, what, when, Bills of Rights (1689), the Albany Plan of Union (1754),  Albany Plan where, why) the Virginia Declaration of Rights (1776), the Articles of  Virginia Declaration of Rights  Colonial Map Confederation (1781), and the colonial/revolutionary  Timeline of events writings of Patrick Henry, Thomas Paine, and James  Identify the central idea(s) found in each of Otis. the historic documents of this unit. What importance does each document play in the Essential Questions founding of American government? 1. What basic ideas about government did the English  Compare and contrast the Great Awakening Colonists bring to America? and the Enlightenment and explain how 2. How did government first develop in the thirteen each impacted the formation of American Colonies? government. 3. What does “limited government” mean?  The Bible and other religious texts

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 8 First Quarter TOPIC: Events Leading to the Instructional Time: 5 Days August 19 – October 15 Declaration of Independence OC³ and Essential Questions Topics/Content Suggested Resources and Activities 1.1 Contrast the essential characteristics of limited versus 1. Economic issues 1.1 unlimited governments with an understanding that the  Effects of Mercantilism and salutary neglect Chapter 2-Section 2 United States’ constitutional system established legal  Impacts of the Acts of British Law from OSS restraints on governmental power. 1763-1774 We the People 6 2. Political issues 2.2, 2.3 2.2 Cite specific textual and visual evidence and  First Continental Congress Chapter 2-Section 2 summarize the impact of major historic events of the  Patrick Henry – March 1775, James Otis, Revolutionary Era and major documents contributing to the Thomas Paine – Common Sense, The Activity: Mercantilism formation of constitutional government in the United States Crisis, Jan. 1776 including the Mayflower Compact (1620), the Fundamental  Second Continental Congress Orders of Connecticut (1639), the English Bills of Rights  Declaration of Independence: Reasons for (1689), the Albany Plan of Union (1754), the Virginia Activities separation, New theory of government,  Create or interpret Political Cartoons Declaration of Rights (1776), the Articles of Confederation Unalienable Rights, Declaration of war (1781), and the colonial/revolutionary writings of Patrick  Writing project – Letters from Colonies Henry, Thomas Paine, and James Otis. to Great Britain, journals, poem  Timeline to Independence 2.3 Determine the central ideas and importance of the  Annotation of the Declaration of concept of inalienable rights, the social contract or compact, Independence the 27 grievances as stated in the Declaration of  Paraphrase the Declaration of Independence, and the discussions of enumerated versus Independence into modern terms implied powers; and cite specific textual and visual evidence  Read Thomas Paine’s Common to explain how the protection of these rights were Sense and identify key concepts, incorporated in the United States Constitution and the words, and/or phrases federal Bill of Rights as a fundamental purpose of government.

Essential Questions 1. What events lead to the writing of the Declaration of Independence? 2. What were the issues behind colonists’ protest?

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 9 First Quarter TOPIC: From Confederation to Instructional Time: 3 Days August 19 – October 15 Constitution OC³ and Essential Questions Topics/Content Suggested Resources and Activities 2.2 Cite specific textual and visual evidence and 1. Governmental structure under the Articles of Chapter 2-Section 3 summarize the impact of major historic events of the Confederation 2.2 Revolutionary Era and major documents contributing to  Powers of Congress the formation of constitutional government in the United  States rights states including the Mayflower Compact (1620), the 2. Success of the Articles of Confederation OSS Fundamental Orders of Connecticut (1639), the English  Land Ordinance of 1785 Bills of Rights (1689), the Albany Plan of Union (1754),  Northwest Ordinance of 1787 We the People 8 the Virginia Declaration of Rights (1776), the Articles of 3. Weaknesses of the Articles of Confederation 2.4 Confederation (1781), and the colonial/revolutionary  Lack of strong central government Chapter 2-Section 3 writings of Patrick Henry, Thomas Paine, and James  Economic: Taxes, tariffs, commerce We the People 8 Otis.  Violation of personal and property rights: Shay’s Rebellion 2.4 Evaluate the necessity for a written constitution to Activities  Difficulty in adding amendments set forth the organization or government and to  Draw a township using the criteria created distribute powers among the three different branches of by the Land Ordinance of 1785. government and the states, or the people.  Cause and effect graphic organizer  Predict what America might be like today if still under the Articles of Confederation  Connection of the UN and EU as modern confederations  Write a news report over Shays’ Rebellion Essential Questions (who, what, when, where, why) 1. What were the strengths and weaknesses of the  Conduct a mock interview of Daniel Shays Articles of Confederation?  Research connections between issues of 2. How was the government organized under the private property rights during the Shays’ Articles of Confederation? Rebellion era vs. today, especially regarding modern issues of eminent domain.

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 10 First Quarter TOPIC: Writing the Constitution Instructional Time: 5 Days August 19 – October 15 OC³ and Essential Questions Topics/Content Suggested Resources and Activities 2.5 Analyze the events and major conflicts, beliefs, and 1. Writing the new Constitution 2.5 Chapter 2-Section 4 arguments which led to the addition of the Bill of Rights to  Virginia Plan; New Jersey Plan We the People 9, 10 the United States Constitution; and compare the points of  Compromises: Connecticut (Great), view as expressed in Federalist Papers Number 10 and Three-fifths, Commerce and Slave Trade Historical Documents, Pgs. 791-796 Number 51 and the writings of the Anti-Federalists including  Presidential Compromises: Single Patrick Henry and George Mason. Executive, Elected to 4-year term by electoral college, Commander-in-chief 2. Ratification 2.5  Federalists: responses to the weakness of Chapter 2-Section 5 the Articles of Confederation, Federalist We the People 11,12,13,14 Papers  Federalist No. 10 Essential Federalist Papers  Federalist No. 51 Essential Anti-Federalist Papers Essential Questions  Anti-Federalists: lack of Bill of Rights and 1. On which issues did the Constitutional Convention fear of tyranny Activity: Federalist and Anti-Federalist delegates compromise to achieve ratification of the  Works from Cato, Brutus, and George Views Constitution? Mason, Patrick Henry  Anti-Federalist Papers

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 11 Suggested Resources and Literacy Connection  Graphic organizer for compromises and Federalists/Anti-Federalists  Hold a Constitutional Convention to write a class constitution  Create and participate in a mock Constitutional Convention  Conduct a Constitutional search to find how the Constitution addresses the weaknesses on the Articles of Confederation.  Research political philosophers and write a quote consistent with their perspective. Present this to the class and the other groups will determine the principle that is being addressed.  Create a timeline of events effecting Constitutional influences  Research using the Internet and newspaper articles to find information that deals with Constitutional principles  Create political cartoons or editorials reflective of the development of Constitutional government  Debate from Federalist/Anti-Federalist differing points of view  Determine the meaning of words and phrases as used in Federalist and Anti-Federalist texts  U.S. History Series: The Early Republic: The Federalists pg 17+  The Federalist Debates: Balancing Power Between State and Federal Governments from EDSITEment  Federalist Documents: Free Federal Teaching Resources  Federalist Papers #10  Federalist Papers —Complete Collection  Anti-Federalist Papers— Complete Collection  See Supplement to this guide for additional resources for The Federalists.

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 12 Second Quarter 16 Days TOPIC: The Constitution Instructional Time: October 20 – December 19 Cur. pgs. 13-16 OC³ and Essential Questions Topics/Content Suggested Resources and Activities 1.1 Contrast the essential characteristics of limited versus 1. Six basic principles of the Constitution 1.1 Chapter 3-Section 1 unlimited governments with an understanding that the United 1.3 States’ constitutional system established legal restraints on 2. Challenges to federalism over time 3.1, 3.2, Chapter 11-Section 4 governmental power. 3.4 OSS 1.3 Summarize and explain how the American system is a  Kentucky and Virginia Resolutions representative republic in which the citizenry is sovereign.  McCulloch v. Maryland - 1819 Constitutional Principles Videos  Ordinance of Nullification – South  Consent of the Governed 3.1. Explain the concept of popular sovereignty as exercised Carolina, 1832  Separation of Powers by the nation’s people who possess the ultimate source of  Rise of sectionalism  Rule of Law authority.  Current challenges to federalism 3.5  Representative Government 3.2. Examine the American system of federalism and  Tribal relationships and responsibilities evaluate the changes that have occurred in the relationship 3.5 Chapter 25-Section 1 between the states and the national government over time.  Indian Country Media Network Chapter 3 3.4. Summarize and explain the relationships and the  Native American Times responsibilities between national and state governments 3. Articles of the Confederation , Preamble to including tribal and local governments. Article 7 3.5. Cite specific textual and visual evidence and summarize how power is separated as well as shared under the American system including the separation of powers and checks and balance, which is designed to prevent abuse of power by any government body at the local, state, tribal, and federal levels.

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 13 Second Quarter 16 Days TOPIC: The Constitution Instructional Time: October 20 – December 19 Cur. pgs. 13-16 OC³ and Essential Questions Topics/Content Suggested Resources and Activities 2.3. Determine the central ideas and importance of the 4. Formal Amendments/Formal Process 2.3, Chapter 3-Section 2 concept of inalienable rights, the social contract or 2.6 Constitution compact, the 27 grievances as stated in the Declaration of  Bill of Rights 1-10 Independence, and the discussions of enumerated versus  Civil War 13,14,15 implied powers; and cite specific textual and visual  Suffrage 15,19,23,24,26 evidence to explain how the protection of these rights were  Presidential 12,20,22,23,25 incorporated in the United States Constitution and the  Housekeeping 11,16,17,18,21,27 federal Bill of Rights as a fundamental purpose of the 5. Informal Amendment Processes government. 6. Protection of rights 5.3A Chapter 3-Section 3 2.6. Analyze the steps of the constitutional amendment  Writ of Habeas Corpus process including examples of recent attempts to amend We the People 15  Bills of Attainder the United States Constitution as exemplified in the issues Chapter 20-Section 3 (pgs 576-578)  Ex post facto laws of the Equal Rights Amendment and flag desecration.  Writs of Assistance 5.3.A. Analyze the rights and liberties guaranteed to all citizens in and protected by the Bill of Rights, how they are applied and protected within the states through the 14th Amendment, and sustained through the actions of individual citizens.

Essential Questions 1. The Constitution is based on which principles? 2. How does the amendment process illustrate federalism? 3. What is the difference between formal and informal amendments? 4. How do the principles of the Constitution provide for a more effective or efficient government? 5. Thinking back to the original Constitutional principles, would the founding fathers be surprised by the changes in their government over the last 200 years?

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 14 Foundation for the U.S. Bill of Rights Writing or Group Activity: Comparing from the Magna Carta from the English Bill of Rights Excerpts from Two Documents Directions: “1. We [the monarch] have granted that the English “That levying money [taxing] without grant of Our Bill of Rights is based largely on earlier lists of church shall be free, and shall hold its rights parliament . . . is illegal. rights, especially two sources from England: The entire and its liberties uninjured. . . . Magna Carta (1215) and the English Bill of Rights That it is the right of the subjects to petition the King. (1689). As you read, picture what the English 12. No tax shall be imposed in our kingdom except . . . monarchs were able to do before these documents by the common council of our kingdom, except limited their power. Look for ideas that grew into our for ransoming of our body, for making of our That the freedom of speech, and debates or Bill of Rights, then answer the questions that follow. oldest son a knight, and for once marrying our proceedings in parliament, ought not to be oldest daughter. . . . [challenged or questioned] in any court or place out Questions: of parliament.” 1. What are three of the ways English monarchs 20. A free man shall not be fined for a small offense, could have treated people unfairly before King except in proportion to the measure of the John signed the Magna Carta? offense; and for a great offense he shall be fined in proportion to the magnitude of the offense, 2. Explain which protections in our Bill of Rights and none of the fines shall be imposed except have roots in the listed selections from the by the oaths of honest men of the neighborhood. Magna Carta, and which have roots in the listed . . selections from the English Bill of Rights. 39. No free man shall be taken or imprisoned or dispossessed, or outlawed, or banished, or in any way destroyed except by the legal judgment of his peers or by the law of the land.

40. To no one will we sell, to no one will we deny, or delay right or justice.”

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 15 Suggested Resources and Literacy Connection

 Bill of rights flip chart, mobile, model, scavenger hunt  Research current event articles and/or political cartoons which illustrate the 6 basic principles of the Constitution  Research current events which give examples of current attempts of the nullification of federal law (i.e. national healthcare, immigration, medical marijuana)  Using a natural disaster (i.e. Mississippi River flooding, Hurricane Katrina, May 3, 1999 tornado) identify the proper role of city, state, and national governments within the scope of “federalism”  If you were to propose an amendment to the Constitution, what would it be and why would you propose it?  Concept circle to illustrate the informal amendment process  Describe a scenario to illustrate a modern example of how the protections of writ of habeas corpus, bills of attainder, ex post facto laws, and writs of assistance are still important today  Chart whether specified topics are “state” or “federal” in scope  Tribal commonality of the 5 governments  Equal Rights Amendment  Balanced Budget Amendment  Flag Burning Amendment

Second Quarter TOPIC: Three Branches of Government-- Instructional Time: 20 Days

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 16 October 20 – December 19 Legislative Cur. pgs. 17-18 OC³ and Essential Questions Topics/Content Suggested Resources and Activities 1.3. Summarize and explain how the American system LEGISLATIVE 1.3 is a representative republic in which the citizenry is 1. Structure: Article I of the Constitution 4.2A, 4.2B Chapter 10-Sections 1,2 sovereign.  Organization of Congress  Strict versus liberal construction Chapter 12-Section 1 4.2.A. Identify constitutional qualifications for holding 2. Senate public office, the terms of office, and the expressed  Advice and consent on treaties powers delegated to each branch of the national  Confirm executive appointments Chapter 10-Sections 3,4 government including the numbers of members  Conduct trials of impeachment comprising the United States Congress and United  Filibuster and cloture States Supreme Court. 3. House of Representatives 4.2.B. Evaluate the extent to which each branch of  Tax legislation government reflects the people’s sovereignty including  Votes on Articles of impeachment current issues concerning representations such as term limitations and legislative redistricting.  Reapportionment 4.2B Chapter 10-Sections 2,4 2.3. Determine the central ideas and importance of the  Redistricting concept of inalienable rights, the social contract or  Term limitations compact, the 27 grievances as stated in the 4. Powers of Congress 2.3 Declaration of Independence, and the discussions of  Delegated powers: Article I, Section 8 – Chapter 4-Section 1 enumerated versus implied powers; and cite specific Expressed, Implied (Elastic, Necessary and Chapter 11 textual and visual evidence to explain how the Proper Clauses), Inherent protection of these rights were incorporated in the  Prohibited Powers: Article I, Section 9 United States Constitution and the federal Bill of  Reserved Powers: 10th Amendment 3.3 5. How a Bill Becomes a Law 4.2C Rights as a fundamental purpose of the government. Chapter 12-Sections 3,4 3.3. Analyze the enumerated powers delegated to the Activity: How A Bill Becomes Law federal government by the states in the United States Constitution, the limits placed on the powers of the 6. Congress Structure/Committees 4.2C national government, and the powers of the states Chapter 12-Sections 1,2 including the reserved and concurrent powers.  Current Events and Issues 4.2F 4.2C Describe the process in which public policy is formulated into law including both the constitutional and operational procedures utilized in the modern legislative process. 4.2F Apply the principles of limited government, federalism, checks and balances, and separation of powers to the workings of the three branches of government in real world situations including current issues and events.

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 17 Essential Questions 1. What are the key differences in membership of the House and Senate? 2. Why did the framers include the Necessary and Proper Clause in the Constitution? 3. How does a bill become a law? 4. In what ways does Congress oversee the activities of the executive branch? 5. Would our founding fathers believe our government has overstepped its bounds? 6. How do the people in the legislative branch and the process they use to create laws, meet the needs of the people?

Suggested Resources and Literacy Connection

District Social Studies Power Point Website

Power Point Palooza

Interactive Graphic Organizers Graphic Organizers Print Outs

 Writing project over current issues/events involving the legislative branch  Class project: Write a bill and follow it through committee (mock legislature)  Determine if the sociological make-up of Congress is a fair representation of society. Students will extend this by writing an academic essay.  Research party make-up in Congress, as well as how their representatives vote on important issues.  Divide the book Profiles in Courage into 8 sections. Divide the class into 8 groups and each group will present why that Senator was an important part of American history.  Create an “H-Chart” on the similarities and differences of House and Senate membership and/or structure  Analyze C-Span clips which feature committee work (esp. a hearing/testimony)  Compare federal bills to state bills so as to distinguish difference of issues addressed (federalism)  Journal entry: How “elastic” should the “elastic clause” be?  Chart to classify specified list of powers as “expressed”, “inherent”, “implied”, “reserved”, “prohibited”  U.S. History Series: The Early Republic – “Name that Clause” pg 24+  NPR.org  Washington Post  New York Times  House of Representatives  Senate

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 18 Third Quarter 10 Days TOPIC: Influence of Political Parties Instructional Time: January 6 – March 12 Cur. pgs. 19-20 OC³ and Essential Questions Topics/Content Suggested Resources and Activities 4.3A Evaluate the role of political parties, interest 1. Evolution and role of political parties in the groups including organized labor and the media in United States, custom not law 4.3A Chapter 5-Section 1, 3 influencing the public agenda, public opinion, and the  Role of Political Parties: Democrats, Republicans actions of government. and what they stand for  Impact of Third parties 4.2G Identify the issues behind and explain the 2. Election Process changes resulting from landmark United States  Strengths and weaknesses of the Electoral Chapter 5-Sections 2 Supreme Court decisions including Bush v. Gore College (1824, 1876, 1888, 2000) Bush v Gore Chapter 7-Sectiion 1, Chapter 8 (2000) 4.2G Chapter 13-Sections 3,4,5  Selection of Electors 4.3A 4.3B Describe the electoral process including the  Caucus, Primary, National Nominating components of national campaigns, the nominative Convention: Open, Closed 4.3B process, campaign funding, and the Electoral  The Living Room Candidate College. 3. Campaign funding and spending 4.3B 4. Influence of media, advertising, public opinion polls 4.3A Essential Questions 5. Interest Groups 4.3A 1. How did the American party system develop? Chapter 9  Role of Interest Groups 2. What influence have third party candidates had in  Types of Interest Groups presidential elections? Writing or Group Activity: Elections, interest 3. How do primaries and voter turnout influence  How they function groups, the media, and personal contacts all political parties. are means of measuring public opinion. 4. What do political parties do? Give several 1. Describe how each is used to measure examples. public opinion. 5. Does the current political system allow for the best 2. What are the limitations of each? representation possible? 6. All things considered can voters make final decisions to do what is best for society?

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 19 Suggested Resources and Literacy Connection  Clip of HBO movie “Recount” showing problems with the ballot  Develop a platform for a teen third party including current issues  Mock campaign and election  Compare and contrast the views of the major political parties  Write an editorial concerning the validity of the Electoral College  Debate current issues from the perspective of the political parties, or interest groups  Participate in a voter registration drive  Write letters to political candidates addressing their stand on particular issues  Write an academic essay: Does the current political system allow the U.S. to achieve the best representation possible? Or does your vote really count?  Read excerpt of Washington‘s farewell address on political parties and Federalist #10. To what extent are political parties appropriate/beneficial in American governmental life today?  Read differing opinions on Supreme Court’s decision of Citizens United v. FEC. With which point of view do you most agree and why?  Video clips of national conventions  Compare/contrast campaign commercials from The Living Room Candidate What is the power of the media within a political campaign?  Analyze political cartoons over political parties  Locate and analyze/predict public opinion polls  Bill of Rights: President and the Constitution Volume One Bush v. Gore, pg 140+ Electoral College, pg 118+

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 20 Third Quarter TOPIC: Three Branches of Government- 20 Days Instructional Time: January 6 – March 12 Executive Cur. pgs. 21-23 OC³ and Essential Questions Topics/Content Suggested Resources and Activities 4.2A Identify constitutional qualifications for holding 1. The Presidency 4.2A public office, the terms of office, and the expressed  Job description and qualifications Chapter 13-Sections 1,2 powers delegated to each branch of the national  Presidential Succession Act, 25th Amendment government including the numbers of members and the Vice Presidency comprising the United States Congress and United 2. Presidential Powers: Article II, Sections 2-3 4.2D States Supreme Court.  Imperial Presidency  Executive Powers (inc. U.S. v. Nixon , 1974) 4.2D Explain why certain provisions of the United 4.2G States Constitution result in tensions among the three Chapter 14  OYEZ branches, and evaluate how the functions of the national government have changed over time through  Diplomatic and military powers Activity: Presidential Powers executive actions and judicial interpretation of the  Legislative and judicial powers necessary and proper clause. 3. Bureaucracy 4.5C Writing Activity: Presidential Pardon  Cabinet/Departments 4.2G Identify the issues behind and explain the  Regulatory/Independent agencies Chapter 15 changes resulting from landmark United States Supreme Court decisions including United States v. Nixon (1974)

4.5C Explain how legislation, executive departments, and regulatory agencies affect both economic sectors and individual citizens.

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 21 Third Quarter TOPIC: Three Branches of Government— 20 Days Instructional Time: January 6 – March 12 Executive: Finance and Defense Cur. pgs. 21-23 OC³ and Essential Questions Topics/Content Suggested Resources and Activities 4.4A Identify major sources of revenues for the 4. Government/Budgeting 4.4A Chapter 16 federal government and how revenue is budgeted. 4.5A Describe the steps of the budget process 5. Foreign and Defense policies4.5A Chapter 17-Sections 1,2,4 including examples of economic trade-offs that occur  Foreign Affairs and National Security 4.5A when addressing competing public needs.  Foreign and Defense Agencies 4.6A 4.6B 4.6A Evaluate the effectiveness of cooperative efforts  Foreign Aid and Alliances 4.4B Writing Prompt: What is the advantage of exercised through international alliances and  Domestic Policy 4.4B giving Congress, rather than the President, the organizations from the perspective of the United  Current Issues and Events 4.2F final say in determining the federal budget? States including United Nations, the North Atlantic What is a disadvantage? Cite textual evidence Treaty Organization, and the North American Free to support your answer. Trade Agreement. 4.6B Examine issues of national sovereignty and human rights on contemporary decisions of foreign policy. 4.4B Analyze significant policy issues and how they reflect the nation’s interests and principles including entitlements and environmental concerns. 4.2F Apply the principles of limited government, federalism, checks and balances, and separation of powers to the workings of the three branches of government in real world situations including current issues and events.

Essential Questions 1. What are the constitutional and personal qualifications for the office of President? 2. Is the Electoral College the best method for choosing a President? Explain why or why not. 3. In what ways has the President’s power grown since the writing of the Constitution? 4. Compared to the original goal of the framers, has the President overstepped his bounds? 5. Do Americans expect too much today from the President? 6. How does the President organize the executive branch in order to meet all his/her duties and roles?

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 22 Suggested Resources and Literacy Connection  Interpret Political Cartoons  Write about ways to improve the efficiency of regulatory agencies  Create their own hypothetical candidate, based on civic virtue, background, and personality characteristics. Analyze their electability  Write a feature article analyzing who was the most influential president and why  Compare/Contrast famous inauguration addresses to what they were actually able to accomplish  Write a feature article about an event going on in the world today and how the U.S. is responding  Use a world map to research the “hot spots” and locate them on a map. They will present to the class how the UN or U.S. government is using its structure to deal with these problems  Page 499, Rostker v. Goldberg, 1981  Chart the Cabinet Departments including agencies within each department  Research an assigned agency and identify its function and goals, size, salaries, budgets, etc. Create a job “Want ad” for a position within this agency listing the qualifications for the job, working conditions and salary  Bill of Rights: Presidents and the Constitution Volume One: LBJ and Reagan, pg 24+ Volume Two: Nixon, pg 118+

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 23 Third Quarter TOPIC: Three Branches of Government— 10 Days Instructional Time: January 6 – March 12 Judicial Cur. pgs. 24-25 OC³ and Essential Questions Topics/Content Suggested Resources and Activities 4.2A Identify constitutional qualifications for holding 1. Structure: Article III of the Constitution 4.2A public office, the terms of office, and the expressed  Dual court system powers delegated to each branch of the national  Jurisdiction: exclusive, concurrent, original, Chapter 18-Sections 1,3 government including the numbers of members appellate comprising the United States Congress and United  Federal versus State States Supreme Court. 2. Lower Courts 4.2F Apply the principles of limited government,  Constitutional Courts: District Courts, Courts of federalism, checks and balances, and separation of Appeal Chapter 18-Sections 2,4 powers to the workings of the three branches of Activity: Lower Courts  Special Courts government in real world situations including current 3. Supreme Court issues and events.  Justices: How many? Who are they? How 4.2D Explain why certain provisions of the United selected? States Constitution result in tensions among the three Chapter 18 Section 3 branches, and evaluate how the functions of the  How a case reaches the Supreme Court? national government have changed over time through  Process when it gets to the Supreme Court. executive actions and judicial interpretation of the  Current issues and events 4.2F necessary and proper clause. 4. Judicial Review 4.2D 4.2G Identify the issues behind and explain the  Marbury v. Madison (1803) changes resulting from landmark United States  McCulloch v. Maryland (1819) 4.2G Supreme Court decisions including Marbury v.  OYEZ Madison (1803), McCulloch v. Maryland (1819) Chapter 18 Section 3 Chapter 11 Section 4 Essential Questions 1. What is jurisdiction? 2. What are the duties of constitutional courts? 3. Federal judges are selected how? 4. In what ways does the Supreme Court shape public policy? 5. How do the courts balance the rights of society v. the rights of the individual? 6. What impact have judicial decisions had on society? 7. How has the judicial branch adapted to society?

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 24 Suggested Resources and Literacy Connection  Read and analyze an Oklahoma case, studying it up through the U.S. Supreme Court decision (i.e. Thompson v. Oklahoma)  Chart and graph the differences between state and federal courts.  Watch videotapes of the Civil and Criminal trials of OJ Simpson and make conclusions comparing civil v. criminal cases.  Role play the President and pick a Supreme Court member  Bill of Rights: President and the Constitution Volume Two: Military v. Civilian courts, pg. 58+  Clip of “60 Minutes” episode featuring the relationship between Justices Scalia and Ginsberg –disagree on policy and constitutional interpretation but are the best of friends – discussion on constitutional originalist v. living document  Bill of Rights: Supreme Court DBQs Marbury v. Madison, pg5+  Supreme Court  OYEZ

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 25 Fourth Quarter 15 Days TOPIC: Civil Rights—Civil Liberties Instructional Time: March 23 – May 27 Cur. pgs. 26-28 OC³ and Essential Questions Topics/Content Suggested Resources and Activities 5.3A Evaluate historic and contemporary examples of 1. Application of the Bill of Rights by the 14th American citizens who have attempted to make the values Amendment 5.3A and principles of the United States Constitution a reality. 2. Incorporation of the Bill of Rights by the 14th Chapter 19 Amendment Activity: Life without the Bill of Rights 4.2G Identify the issues behind and explain the changes 3. Legal Precedent 4.2G resulting from landmark United States Supreme Court  Plessy v. Ferguson, 1896 Chapter 20 & Chapter 21 decisions including Plessy v. Ferguson (1896), Brown v. OSS  Brown v. Board of Education, 1954 Board of Education of Topeka, Kansas (1954), Mapp v. 4. Civil Rights and Liberties Ohio (1961), Engel v. Vitale (1962), Miranda v. Arizona  Landmark Cases Expanding Civil Rights (1966), Furman v. Georgia (1972), Roe v. Wade (1973). Chapter 20 & Chapter 21  Mapp v. Ohio, 1962 OSS Essential Questions  Engel v. Vitale, 1962 1. Of what importance are landmark Supreme Court  Miranda v. Arizona, 1966 Activity: Civil Rights, Civil Liberties: cases? Explain why.  Furman v. Georgia, 1972 Affirmative Action 2. Are rights relative or absolute in a democracy?  Roe v. Wade, 1973 3. What connection do rights have to a successful Affirmative Action: Activities democracy?  Board of Regents for University of  Graphic organizer on definition and examples 4. How does our Constitution protect rights? California v. Bakke, 1978 and current of “civil rights” vs. “civil liberties” cases 5.3B  Research, then prepare a power point  OYEZ presentation over landmark Supreme Court cases 5. Optional Cases  Create a simulation game of daily life without  Dred Scott v. Sanford, 1857 rights  Gideon v. Wainwright, 1963  Divide into groups. Each group will be given  Abington School District v. Schempp, an amendment to research and present court 1963 cases dealing with that amendment  Tinker v. Des Moines, 1969  Debate issues involving rights and the roles of  Gregg v. Georgia, 1976 government and the protection of those rights  New Jersey v. T.L.O., 1985  Interpret quotes from philosophers and writers  Hazelwood School District v. Kuhlmeier, regarding responsibilities and determine if 1988 these are necessary responsibilities for life in a  Texas v. Johnson, 1989 democracy  Santa Fe School District v. Doe, 1999  Bill of Rights: Presidents and the Constitution  Board of Education v. Earls , 2001 Volume One: Dred Scott, pg 72+  OYEZ  Journal Entry: Under what conditions would you lose rights and/or protections without the 14th Amendment?  Bill of Rights: Supreme Court DBQs 6. Civil Rights Acts of 1964 and 1968 3.7 3.7 Analyze the United States government’s responsibility

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 26 to protect minority rights while legitimizing majority rule including the rights of due process and equality under the law. 7. Voting Rights Act of 1965

5.3.A. Analyze the rights and liberties guaranteed to all 8. Americans with Disabilities Act, 1990 citizens in and protected by the Bill of Rights, how they are applied and protected within the states through the 14th 9. Current interpretation of civil rights and civil Amendment, and sustained through the actions of liberties 5.3A individual citizens. 10. Explain the impact of these cases on 5.3.B. Explain the impact on American politics, both American Society 5.3B historically and presently, of the racial, religious, socioeconomic, and ethnic diversity of American society including the importance of adhering to constitutional values in managing conflicts over diversity.

First Amendment: Freedom of the Press

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 27 Direction: Read the following quotes and documents concerning the publics’ right and responsibility to be informed, and then answer the question at the bottom.

First Amendment to the Constitution: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; …

Quote: Let the eye of vigilance never be closed. - Thomas Jefferson to Spencer Roane, 1821 concerning the addition of the First Amendment to the Constitution.

Freedom of Information Act (1966) Pentagon Papers The Freedom of Information Act (P.L. 89-554, 80 Stat. 383) asserts the The Pentagon Papers was a government study of U.S. involvement in public's right to know about the activities of government. That right to Southeast Asia. Commissioned by Secretary of Defense Robert S. know is the foundation of accountability in a democracy and in fact McNamara in June, 1967, the 47-volume, top secret study covered the preserves democratic government. The First Amendment right of free period from World War II to May, 1968. It was written by a team of speech draws power from the availability of information, because analysts who had access to classified documents, and was completed in knowledge enables people to identify government misconduct or Jan., 1969. The study revealed a considerable degree of miscalculation, incompetence and challenge government actions. Lacking access to bureaucratic arrogance, and deception on the part of U.S. policymakers. information about government weakens the right to speak and the right In particular, it found that the U.S. government had continually resisted to associate with others to advocate for change. Criticism without full disclosure of increasing military involvement in Southeast Asia—air information is less powerful; ignorance dulls outrage and reduces the strikes over Laos, raids along the coast of North Vietnam, and offensive incentives to organize for democratic change. actions by U.S. marines had taken place long before the American public was informed. On June 13, 1971, the New York Times began publishing Robert G. Vaughn, Professor of Law, a series of articles based on the study. The Justice Dept. obtained a Washington College of Law, American University court injunction against further publication on national security grounds, but the Supreme Court ruled (June 30) that constitutional guarantees of a free press overrode other considerations, and allowed further publication. The government indicted (1971) Daniel Ellsberg, a former government employee who made the Pentagon Papers available to the New York Times, and Anthony J. Russo on charges of espionage, theft, and conspiracy. On May 11, 1973, a federal court judge dismissed all charges against them Question: Why is access to information from the government essential to maintaining a democracy? Cite evidence to support your opinion using the 2 quotes and 2 documents above.

Fourth Quarter TOPIC: State and Local Government Instructional Time: 5 Days Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 28 March 23 – May 27 Cur. pgs. 29-30 OC³ and Essential Questions Topics/Content Suggested Resources and Activities 4.2.E. Compare and contrast the structure of the national 1. State Constitutions Chapter 24-Section 1 branches of government to Oklahoma’s state government.  Federalism  Similarities and differences to the U.S. Constitution 2. State Legislature Chapter 24-Section 2  Size and structure  Qualifications, Elections Activity: State and Local Government: Current Issues Essential Questions  Powers 1. How does the structure of State branches of government  Historical perspective: Progressive reform compare to that of the national government? in State 2. What is the difference between civil and criminal court  Government, La Follette, i.e., Initiative cases? Petition, Referendum, Recall 3. In what ways are state judges selected? 3. State Executive: Governor and 4. Why do we need state and local government? Chapter 24- Section 3 Administrative Branch 5. How do they meet the needs of the people?  Qualifications, elections 6. What are the roles of the different levels of state government?  Powers: Executive, Legislative, Judicial 7. How do local governments serve the people?  Other State level offices: Lt. Governor, 8. What are block grants and revenue sharing? Attorney General, Treasurer, Corporation 9. What are the limitations on states’ taxing powers? Commission 4. State Judicial  State Supreme Court Chapter 24-Sections 4,5  Court of Criminal Appeals  Municipal Court 5. Local Geographical Division Chapter 25  County, Parish, Borough 6. Local Offices  Sheriff, District Attorney, Judge, Assessor, County Commissioners 7. Local Political Divisions  Towns, Cities, School Districts 8. Local Administrative Function  City planning, zoning  Public Schools 9. Local Budgets and Revenues  Provide services  Financing State and local government

Suggested Resources and Literacy Connection

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 29  Oklahoma Bar Association reading: “You are 18 and It’s Your Responsibility”  Research a local problem and address how state and local government can propose solutions to this problem  Interview local business leaders who explain the impact local laws have on their businesses  Examine the previous year’s budget and prioritize where the expenditures should be made  Give students a copy of recent state-wide budget. Tell them that there is X% less money predicted for next year. Have students defend in writing where they would make budgetary cuts  Have students create a city model (drawn out or built in 3-D). Over multiple class days give students new criteria that will impact zoning issues for the future or their city (population boom, natural disaster, etc)  Research your current local government leadership (state House, state Senate, city council, mayor, school board, etc.) and write a letter addressing an issue of concern to your community.  Attend a local school board meeting, city council meeting

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 30 Fourth Quarter TOPIC: Economics Instructional Time: 5 Days March 23 – May 27 OC³ and Essential Questions Topics/Content Suggested Resources and Activities 1.5 Compare and contrast the property and due process rights 1. Comparative Systems 1.5 Chapter 23—Sections 1, 2, 3 in the United States free-market economy which are protected  Capitalism: Economic goals, Role of by the United States Constitution to the restricted property and government, Allocation of resources, due process rights existing/non-existing under command Audits, Impact of productivity economic systems.  Socialism  Communism: Role of economic and 4.5.B. Determine how the government influences economic political freedom growth by using the tools of fiscal and monetary policy. 2. Monetary and Fiscal Policies 4.5.B  Two major instruments for influencing economic activity Chapter 16, Section 4  Gross National Product (GNP)  Gross Domestic Product (GDP)

4.4.B. Analyze significant policy issues and how they reflect 3. Role of Government in the economies Activities 4.4.B 4.5.C the nation’s interests and principles including entitlements and  Read three newspaper or magazine environmental concerns.  Protecting the environment articles concerning economies. Write two 4.5.C. Explain how legislation, executive departments, and  Property rights of an individual are to four paragraphs summarizing the regulatory agencies affect both economic sectors and relative and limited articles, indicating whether or not you individual citizens.  Contracts are legally binding agree with the articles and why.  Creates laws and agencies to regulate  Research current economic indicators production and exchange activities, and write an editorial on the economic Essential Questions conduct research, and establish state of the union 1. What are the basic characteristics of free market, command guidelines for consumer rights and  Supply and Demand debate: Are and mixed economies? safety 4.5.C baseball players paid too much? Using 2. What is government’s role in protecting our economic  Intervenes in labor-management information and opinions from both sides, freedoms? relations and can regulate competition prepare a chart or graph to indicate how 3. What are the four factors of production and how are they on the marketplace activity. player’s pay is a product of supply and interdependent? demand 4. How does supply and demand interact to determine price?  Describe the Federal Reserve Chairperson’s approach to using the powers of “the Fed” Reserve to influence the nation’s economy  Chart the ways government protects: the environment, property rights, consumer rights and regulates marketplace competition

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