Durham Public Schools 2012-2013 s5

Unit Overview: Instructional Time: 2 weeks/days (approximately) – 10 days – 4 weeks year long – 20 days Quarter MACROBUTTON HTMLDirect One MACROBUTTON HTMLDirect Two MACROBUTTON HTMLDirect Three MACROBUTTON HTMLDirect Four Unit Theme: Democracy and Foundations of America Revised Bloom’s Taxonomy: Level I-VI

Unit Summary: Students will learn the fundamentals of American democracy and concepts from Early American history that influence the basis of our government today. Students will think critically about the development of the American government after the American Revolution. Special emphasis will be placed on the writing and principles of the Declaration of Independence and United States Constitution. This unit will help students to compare the rights, duties, and responsibilities of American citizens throughout history to the present day. Students will understand how the Constitution is a living document by evaluating the Bill of Rights as well as including historic and present day examples.

North Carolina Informational Technology Essential Standards:  HS.TT.1.1 Use appropriate technology tools and other resources to access information (multi-database search engines, online primary resources, virtual interviews with content experts).  HS.TT.1.3 Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web 2.0 tools, graphics, podcasts, and audio files). Common Core State Standards: • CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

• 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. • CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

• CCSS.ELA-Literacy.WHST.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

NC Essential Standards: I Can Statement(s):  CE.C&G.1.1 Explain how the tensions over power and authority  Identify the key components of American democracy. led America’s founding fathers to develop a constitutional  Analyze how English laws impacted the content of the democracy (e.g., mercantilism, salutary neglect, taxation and Constitution and Bill of Rights. representation, boycott and protest, independence, American  Explain how leaders in the American Revolution (Washington, Revolution, Articles of Confederation, Ben Franklin, George Adams, Hamilton, Jefferson) influenced the formation of the new Washington, John Adams, Sons of Liberty, etc.) government.  CE.C&G.1.2 Explain how the Enlightenment and other contributing theories impacted the writing of the Declaration of  Evaluate how writers of enduring American documents were Independence, the US Constitution, and the Bill of Rights to influenced by other philosophers. help promote liberty, justice and equality (e.g., natural rights,  Discuss what principles give freedoms to Americans and how classical theories of government, Magna Carta, Montesquieu, these principles may hinder freedoms. Locke, English Bill of Rights, etc.)  Analyze how important bills might enhance or inhibit American  CE.C&G.1.3 Evaluate how debates on power and authority freedoms. between Federalists and Anti-Federalists have helped shape government in the United States over time (e.g., Hamilton, Jefferson, Madison, Federalist Papers, strong central government, protection of individual rights, Elastic Clause, Bill of Rights, etc.)  CE.C&G.1.4 Analyze the principles and ideals underlying American democracy in terms of how they promote freedom (i.e. separation of powers, rule of law, limited government, democracy, consent of the governed/individual rights-life, liberty pursuit of happiness, representative democracy, equal opportunity, equal protection under the law, diversity, patriotism, etc.)  CE.C&G.1.5 Evaluate the fundamental principles of American politics in terms of the extent to which they have been used effectively to maintain constitutional democracy in the United States (e.g., rule of law, limited government, democracy, consent of the governed, etc.)  CE.C&G.4.1 Compare citizenship in the American constitutional  Evaluate how the government of the United States is similar to democracy to membership in other types of governments (e.g., or different from other countries’ governments. right to privacy, civil rights, responsibilities, political rights, right  Describe how the American identity can be connected to to due process, equal protection under the law, participation, documents like the Declaration of Independence or the U.S. freedom, etc.) Constitution.  CE.C&G.4.2 Explain how the development of America’s national  Explain the role of the citizen in the American democracy in identity derived from principles in the Declaration of terms of duties and responsibilities. Independence, US Constitution and Bill of Rights (e.g.,  List requirements for voting in the State of North Carolina. inalienable rights, consent of the governed, popular sovereignty,  Debate the importance of civil rights and personal freedoms religious and political freedom, separation of powers, etc.) versus national security and the good of the state.  CE.C&G.4.3 Analyze the roles of citizens of North Carolina and the United States in terms of responsibilities, participation, civic life and criteria for membership or admission (e.g., voting, jury duty, lobbying, interacting successfully with government agencies, organizing and working in civic groups, volunteering, petitioning, picketing, running for political office, residency, etc.)  CE.C&G.4.4 Analyze the obligations of citizens by determining when their personal desires, interests and involvement are subordinate to the good of the nation or state (e.g., Patriot Act, Homeland Security, sedition, civil rights, equal rights under the law, jury duty, Selective Services Act, rule of law, eminent domain, etc.) Essential Question(s):  What is the most important concept in the United States being a democratic nation and why?  Based on the early years of this country, defend or refute this statement: “The Declaration of Independence is a flawed document.”  What were strengths and weaknesses in the ideas for government posed by the Federalists and the Anti-Federalists?  How do the various principles and ideals in American democracy promote freedom?  How might the various principles and ideals in American democracy be used to hinder freedom?  Do Americans have more rights than other democratic nations? Why or why not?  What are your most important roles as a citizen of North Carolina and the United States?  When, if ever, is it okay to suppress the rights of those not in the majority? Support your answer. Enduring Understanding(s):  Students should understand the theories and philosophies that led America’s founding fathers to create a constitutional democracy.  Students should understand the continuing debate regarding the distribution of power and authority within America’s government.  Students should understand the principles underlying American politics and be able to evaluate the practical application of these principles.  Students should understand the rights, roles, and responsibilities of American citizens and the similarities and differences between American citizenship and citizenship in other countries.

Vocabulary: Mercantilism Salutary Neglect Taxation & American Revolution Articles of Ben Franklin Representation Confederation George Washington John Adams Sons of Liberty Natural rights Classic theories of Magna Carta government Montesquieu Locke English Bill of Rights Alexander Hamilton Thomas Jefferson James Madison Federalist Papers Strong Central Protection of Elastic Clause Bill of Rights Separation of powers Government individual rights Rule of Law Limited Government Democracy Consent of the Individual Rights Self-government governed Representative Equal opportunity Equal protection Diversity Patriotism Right to privacy Democracy under the law Civil rights Responsibilities Political rights Participation Duties Participation Inalienable rights Popular sovereignty Religious & political Voting Jury duty Lobbying freedom Running for office Patriot Act Homeland Security Petitioning Volunteerism Organizing Reading and Writing for Literacy and Interdisciplinary Connections Sample Essays on Democracy and Volunteerism are below Students could also write an essay on the status and experiences of groups of people who were not allowed to participate in the creation of the American political system (i.e. women, Native Americans, African Americans, people of low socio-economic status). Evidence of Learning (Formative Assessments): Summative Assessment(s): Road to the American Revolution Chart  Multiple Choice Test Declaration of Independence Document Analysis  Essay prompts appropriate to this unit (samples below) Venn Diagram on American citizenship v. citizenship in another country  “Doing Democracy” Poster (for details on this assignment see: Graphic organizer on components of American democracy http://www.civics.unc.edu/resources/docs/DoingDemocracy10.p Cause and Effect organizer on the influence of Enlightenment ideals df and English laws on the Declaration of Independence and the U.S.  Project presentation on “The Art of Storytelling,” where students Constitution construct stories and perform them for the class to describe the Socratic Seminar on the challenges of implementing principles of experiences of less privileged groups during this time period American politics (rubric included below) Graphic organizer (spider map) on responsibilities of U.S. citizens and the requirements for voting Create and discuss a collage on the American identity Unit Implementation: RESOURCES for this unit: Hobbes, Leviathan excerpts (H) http://socserv.socsci.mcmaster.ca/~econ/ugcm/3ll3/hobbes/Leviathan.pdf Resolution of the Virginia House of Burgesses on Colonial Authority, Nov. 14, 1764 The Mayflower Compact Foundations of the Colonial Era, Documents of Destiny, Goldhil Home Video Excerpts from Paine’s Common Sense http://xroads.virginia.edu/~Hyper2/CDFinal/Paine/cover.html The Declaration of Independence and the U.S. Constitution http://www.archives.gov/exhibits/charters/charters.html The Revolutionary Era, Documents of Destiny, Goldhil Home Videos Chronicle of the Revolution & The Road to Revolution http://pbs.org/liberty/ The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African, Written by Himself http://docsouth.unc.edu/neh/equiano1/summary.html Curriculum Pathways Resources (available at: www.sasinschool.com) - The Federalist Papers - http://thomas.loc.gov/home/histdox/fedpapers.html Anti-Federalist Papers - http://www.constitution.org/afp/afp.htm Bill of Rights Institute - http://www.billofrightsinstitute.org/

Week 1 block/ Week 1-2 year long - Foundations of American Government This week should review the colonial era and why Americans ultimately decided to fight to be a sovereign nation. Students can construct a timeline that depicts events leading up to the American Revolution. Also, students will look at the founding documents of the country and the debate over power held by the Federalists and Anti-Federalists. Document Analysis sheets can be used to analyze these documents. Or, graphic organizers can be used to compare the content of the documents. Teachers can conduct a Socratic seminar to discuss Enlightenment ideals. Due to the early nature of this unit, an activity that might be helpful would be to create a Class Constitution. The Class Constitution should include discussion over problems and successes in previous classes. Students may complete an activity demonstrating some key components of the Bill of Rights: Acting on the Bill of Rights: http://www.civics.unc.edu/resources/docs/ActingontheBillofRights10.pdf This could also be a good time to implement the project “The Art of Storytelling” to describe the creation of America from the perspective of a population that is often forgotten during this time period (i.e. Native Americans, African Americans, women, people of low socio-economic status). In this project, students could utilize storytelling techniques like the ones utilized in this example (http://www.youtube.com/watch?v=QEoEGr955tw&safety_mode=true&persist_safety_mode=1&safe=active) to explain the creation of the nation from the perspective of an oppressed population. Week 2 block/Week 3-4 year long Democracy: Active Participation (CE.C&G.4.1-4.4) This week should begin with a discussion of the Rights, Duties (obey laws, pay taxes, serve in court, defend the nation, and go to school), and Responsibilities (vote, respect others, respect diversity, participate in government and speak up/be informed) of an American Citizen. Students should be able to come up with supporting details for each of the characteristics offered by the teacher. A “Citizen Pamphlet” (see:http://www.civics.unc.edu/resources/docs/CitizenPamplet.pdf) could help to reinforce these concepts. This information could also be displayed with a graphic organizer. Through this discussion, students should have a larger conversation focusing on the characteristics of effective citizenship (http://www.civics.unc.edu/resources/docs/effectivecitizenship10.pdf).

From this discussion and activity, students should brainstorm ways of how they could get involved and participate in their democracy and government. Examples of participation should be discussed in class, focusing on the “how” they could accomplish these strategies. The organization Civics.org offers two interactive lessons which focuses on advocacy and “doing” democracy (http://www.civics.unc.edu/resources/docs/advocacy101TENTH.pdf) and a poster project that would allow for demonstration and knowledge of what participation looks like in an active democracy (http://www.civics.unc.edu/resources/docs/DoingDemocracy10.pdf).

Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.) Scaffolding Option 1: Scaffolding Option 2: Scaffolding Option 3: Intervention Maintenance Extension Instructional Analyze primary source writings of those Federalist/Anti-Federalist Posters. Essay Sample #1 – Democracy Activities: involved in the slave trade. Describe the ***Students will be assigned to create a poster to (http://www.civics.unc.edu/resources/docs/WA12&10Democracy.pdf) middle passage from a first person support one side of the Constitutional debate. Essay Sample #2 – Volunteerism experience. Students could also identify arguments in the (http://www.civics.unc.edu/resources/docs/WA410Volunteerism.pdf) Rubric for “Art of Storytelling” Project