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American Government Pacing Guide and Unpacked Standards

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American Government Pacing Guide and Unpacked Standards American Government Pacing Guide and Unpacked Standards Developed by: Chris Mosure, GMLSD Teacher Jared Painter, GMLSD Teacher Carri Meek, School Improvement Specialist, Instructional Growth Seminars and Support Garilee Ogden, GMLSD Director of Curriculum, Instruction and Professional Development Resources: School District U-46, of Chicago, IL, The Ohio Department of Education, Columbus City Schools, Common Core Institute and North Carolina Department of Public Instruction. We would like to thank the teachers of GMLSD that provided feedback and support. Groveport Madison Social Studies Pacing Guide ​ American Standards for Standards for Govt Literacy - Literacy- Introduction to Government Reading Writing (Integrate throughout each (Integrate Throughout topic) Each Topic) Founding Documents: US Constitution: Ohio Constitution: RH.11-12.1 WHST.11-12.1 Cite specific textual Write arguments ● Articles of Confederation ● Supremacy Clause ● Failures in Previous Versions 1st evidence to support focused on ​ ● Federalist Papers ● Commerce Clause ● Similarities and Differences 9 wks (4-5 analysis discipline-specific ● US Constitution ● Elastic Clause between Ohio government and RH.11-12.2 content. wks) ● Bill of Rights ● Four Types of Powers US government Determine the central WHST.11-12.1.A ● Amendment Process ideas or information of a Introduce precise, primary or secondary knowledgeable American Political Beliefs and Behaviors source; provide an claim(s), establish the Govt accurate summary. significance of the claim(s) Political Beliefs: Political Behaviors: Voting Amendments: RH.11-12.3 Evaluate various WHST.11-12.1.B 1st ● Ideology ● Citizen Interaction with ● 15th ​ explanations for actions; Develop claim(s) and 9 wks ● Political Socialization Branches ● 19th determine which counterclaims fairly (3-4 wks) ● Rights & Responsibilities ● 24th explanation best accords and thoroughly with textual evidence ● 26th WHST.11-12.1.C RH.11-12.4 Use words, phrases, American Political Parties, Interest Groups, and the Media Determine the meaning of and clauses as well as Govt words and phrases as they varied syntax to link Political Parties: Interest Groups The Media are used in a text, the major sections of nd RH.11-12.5 the text, create 2 ● Two Party System ● Lobbying ● Linking Voters to Politics ​ ​ Analyze in detail how a cohesion ● ● ● 9 wks ​Role of Minor Parties Influence on Elections Investigative Role complex primary source is WHST.11-12.1.D ● ● (3-4 wks) ​Campaigns & Elections Role in Elections structured Establish and maintain RH.11-12.6 a formal style and Evaluate authors' differing objective tone American The Three Branches points of view on the same WHST.11-12.1.E Govt historical event or issue Provide a concluding Congress: Executive Branch: Judiciary: RH.11-12.7 statement Structure of Congress: The President The Court System Integrate and evaluate WHST.11-12.2 multiple sources of Write informative/ ● Bicameralism ● Requirements & Election ● Dual Court System – US vs. information explanatory texts ● Numbers, Terms, Process Ohio RH.11-12.8 WHST.11-12.2.A Requirements ● Powers ● Three levels of Courts Evaluate an author's Introduce a topic and th th nd rd th ● Redistricting & ● 12 ,​ 20 ,​ 22 ,​ 23 ,​ 25 ● Original vs. Appellate premises, claims, and organize complex nd ​ ​ ​ ​ ​ 2 ​ & 3rd Gerrymandering Amendments & Presidential Jurisdiction evidence by corroborating ideas, concepts, and ​ ​ or challenging them with information 9 wks Succession Act other information. WHST.11-12.2.B (10-12 ● Congress & Policy: ​Impeachment Legal System: RH.11-12.9 Develop the topic wks) ● How a Bill Becomes a Law ● Civil vs. Criminal Law Integrate information from thoroughly by selecting ● Non Legislative Powers The Bureaucracy ● Amicus Brief diverse sources, both the most significant primary and secondary, and relevant facts, ● The Cabinet ● Certiorari into a coherent WHST.11-12.2.C ● Independent Agencies, understanding of an idea or Use varied transitions Regulatory Commissions, and event, and sentence Government Corporations RH.11-12.10 structures By the end of grade 12, WHST.11-12.2.D Groveport Madison Local Schools Department of Curriculum and Instruction 2017 Groveport Madison Social Studies Pacing Guide American ​ read and comprehend Use precise language, Govt Civil Rights & Civil Liberties history/social studies texts domain-specific in the grades 11-CCR text vocabulary and complexity band techniques Civil Rights: Civil Liberties Supreme Court Cases independently and WHST.11-12.2.E ● ● ● proficiently. Provide a concluding Equal Protection Clause ​Due Process Plessy v. Ferguson, th th th statement or section ● 13 ,​ 14 ,​ 15 ​ Amendments ● Bill of Rights ● Brown v. Board of Education, ​ ​ ​ ​ WHST.11-12.4 ● Civil Rights Act, Title IX, ● Heart of Atlanta Motel v. US Produce clear and Americans with Disabilities ● Miranda v. Arizona, coherent writing 3rd Act ● Gideon v. Wainwright, ​ WHST.11-12.5 9 wks ● Mapp v. Ohio, Develop and (4-5 wks) ● Schenck v. US, strengthen writing as needed ● Brandenburg v. Ohio, WHST.11-12.6 ● Tinker v. Des Moines, Use technology, to ● Texas v. Johnson, produce, publish, and ● Engel v. Vitale, update individual or ● Lemon v. Kurtzman shared writing WHST.11-12.7 American Public Policy Conduct short as well Govt as more sustained Fiscal Policy Monetary Policy Domestic & Foreign Policy research projects to answer a question ● Budget Process ● Federal Reserve ● Entitlements ​ (WHST.11-12.8 ● ● ● ​ ​Taxes Open Market Operations Social Policy Gather relevant ● Foreign Policy information from multiple sources; assess the strengths and limitations of source; integrate information into the 4th text, avoiding ​ plagiarism 9 wks WHST.11-12.9 (3-4 wks) Draw evidence from informational texts to support analysis, reflection, and research. WHST.11-12.10 Write routinely over extended time frames and shorter time frames Groveport Madison Local Schools Department of Curriculum and Instruction 2017 Ohio’s Learning Standards - Clear Learning Targets American Government Devise and implement a plan to address a Essential Understanding Vocabulary societal problem by engaging either the Engaging in the political process devise GO.1 political process or the public policy process. or public policy process implement Extended Understanding political process Evaluating public policy issues public policy and decisions societal problem The student can devise and implement a plan to address a societal problem by engaging either the political process or the public policy process. The student can define and explain the political process. The student can define and explain the public policy process. Essential Skills The student can cite the steps in devising a plan to address societal problems through the political process. The student can cite the steps in devising a plan to address societal problems through the public policy process. The student can differentiate between the political process and the public policy process. 8.GO.18 (Prior Grade Standard) (Future Grade Standard) Participation in social and civic groups can lead to the attainment of N/A individual and public goals. Groveport Madison Local Schools Department of Curriculum and Instruction 2017 Content Elaborations, Instructional Strategies and Resources Political processes are related to the acquisition of governmental power and influencing governmental decision making. Public policy processes are related to the institutional actions and procedures involved with the government carrying out its functions. Civic engagement provides opportunities to apply information literacy, problem-solving skills and communication skills in seeking resolutions for societal problems. Activities related to this instruction can be conducted over the length of the coursework so that students can integrate knowledge gained during the study of other topics. Project Citizen, Ohio Center for Law-Related Education: http://oclre.org/aws/OCLRE/pt/sp/programs_projectcitizen Civic Action Project, Constitutional Rights Foundation: http://www.crfcap.org/ Criteria for Success (Performance Level Descriptors) Limited: N/A Basic: N/A Proficient: Identify a public policy position and determine the most appropriate level and branch of government to address the issue Accelerated: Identify various methods by which individuals and organizations can engage government officials and evaluate the effectiveness of each Advanced: N/A Groveport Madison Local Schools Department of Curriculum and Instruction 2017 Ohio’s Learning Standards - Clear Learning Targets American Government Select a political party or interest group to Essential Understanding Vocabulary address a civic issue, identify a type of media as Resolving civic issues through viability GO.2 a means of communication, then defend the political parties, interest groups viability of the choices made in an effort to and media communications political party achieve a successful result in resolving the civic interest group Extended Understanding issue. media Evaluating alternative choices for addressing civic issues civic issue The student can select a political party or interest group to address a civic issue, identify a type of media as a means of communication, then defend the viability of the choices made in an effort to achieve a successful result in resolving the civic issue. The student can describe the role of political parties in influencing public policy. Essential Skills The student can describe the role of interest groups in influencing public
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