80% of Our Students Will Graduate from High School College Or Career Ready s3

Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, . 80% of our students will graduate from high school college or career ready. 90% of students will graduate on time. 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor —high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with: (1) Regular practice with complex text and vocabulary. (2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks. 1 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage. “The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.” Source: TN Core http://www.tncurriculumcenter.org/social_studiesTo support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.2 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School What is a DBQ/TDQ? Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information. DBQS/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents. Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills. *If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such as Google Chrome or Mozilla Firefox.Using the WIDA MPIs. WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.WIDA https://www.wida.us/standards/ELP_standardlookup.aspx Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples. Example: Reading 9-12 Behavior of individuals & groups Entering: Beginning: Developing: Expanding: Bridging: Locate visually Locate visually Compare and contrast Interpret visually Evaluate authenticity supported information supported information visually supported supported information of information on social on social issues (e.g., on social issues (e.g., in information on social on social issues or issues or inequities from photographs, newspaper, magazine, issues or inequities from inequities from various from various news headlines, and bylines in or website articles) various news sources news sources sources 3 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School newspapers, magazines, or on the Internet) Example: Speaking 9-12 Social issues & inequities Entering: Beginning: Developing: Expanding: Bridging: Name major social Characterize major Give examples or Explain how major Explain how major issues or inequities social issues or descriptions of social social issues or social issues or depicted in illustrations inequities depicted in issues or inequities inequities depicted in inequities depicted in (e.g., war) illustrations (e.g., depicted in illustrations or illustrations or political illustrations or political slavery) political cartoons cartoons have changed cartoons have changed our lives our livesVocabulary InstructionEffective vocabulary development occurs both incidentally and through explicit instruction. Mastery requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts. Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts. Tier 1 words rarely require explicit instruction. (Ex: write, read and gather) Academic Vocabulary (Tier 2) - High frequency words used across content areas. (Ex: expose, establish and verify.) Tier Two words are general academic words and appear in all sorts of texts: informational, technical, and literary texts. Explicit instruction of the Tier 2 academic words, typically occurs within the context of the text is required in order for students to know and use these words. Tier Two words often represent precise ways to say relatively simple things (Ex: “saunter” vs. “walk”). (For more information consult the BUSD Grade Level Academic Vocabulary, http://www.berkeleyschools.net/wp-content/uploads/2013/05/BUSD_Academic_Vocabulary.pdf)Content Vocabulary (Tier 3) - Words are used in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are an integral part of content instruction. (Ex: lynching, abolitionist, slavery) Tier Three words are what the standards refer to as “domain-specific” words are specific to a particular field of study (Ex: legislature, Angora, slavery) and key to understanding a new concept within a text. These words are often explicitly defined by the text, repeatedly used, 4 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School and heavily front-loaded by the teacher. Teaching Vocabulary for Mastery… Vocabulary mastery means that students know and use the words accurately without hesitation. This requires explicit instruction: practice, review, and deep processing. Instruction must be cumulative; teachers must integrate the terms into complex tasks and require them to be used when discussing/using text. For an example of integrating explicit teaching of vocabulary strategies, watch this video of an 11th grade US History teacher using the close reading strategy for explicit use of academic vocabulary. Here is another resource to provide support for vocabulary instruction, http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger 1. Create an interactive vocabulary wall.....use the following prompts when discussing with students. 2. Oral Discourse- develop a balance in student talk and teacher talk to promote meaningful language learning opportunities. 3. Vocabulary Journals - Students can revisit and add to their entries as their understandings develop 4. Concept Sort - identify the key vocabulary terms of an overarching concept or topic 5. Provide a student-friendly definition of the word and students suggest synonyms or antonyms for the word. 7. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing). 9. Use the new words in context of the lesson. U.S. Government and Civics Pacing Guide Suggeste Quarter 1 / Quarter 3 Suggested Time Quarter 2 / Quart 4 d Time 5 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School Weeks 1-3 Principals of Government Week 1 Influence of the Media Big Ideas: The United States government affects the Big Idea: The Media has held a lives of each and every individual in our country at major voice in politics for a long any given time. time. Weeks 4-5 Branches of Government Week 2 Rights and Responsibilities of Big Idea: When our Founding Fathers created the Citizens United States Constitution, they did so with the Big Idea: The rights and notion that no one individual should have too much responsibilities of being a United power. States citizen include, but are not limited to freedom of speech, defending the Constitution, and the right to worship the religion of one’s choosing Weeks 6-7 The Supreme Court and the Constitution Week 3 Fundamentals of a Free Society Big Idea: In its wisdom, the United States Supreme Big Idea: In the United States, Court is charged with the ultimate duty of interpreting the general population has the the United States Constitution. opportunity to engage in a world that is based on various core fundamental values. Week 8 Federal Powers Weeks 4-5 Civil Rights Big Idea: Federalism is the idea that a federal Big Idea: The Oxford Dictionary government operates when all the powers of the defines civil rights as: the rights government are divided among a central government of citizens to political and social and several local governments. freedom and equality. Week 9 The Election and the Political Process Weeks 6-7 The Federal Government and Big Idea: Elections are operated under the direction the Economy of the states with varying limits. Big Idea: The government's role in the economy is to help correct market failures, or situations where private markets cannot maximize value that they could create for society. Week 8 Tennessee State and Local Government Big Idea: Journey to Tennessee, it is the home to a diverse and rich history steeped in tradition. 6 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School Week 9 Civic Engagement Big Idea: Civic participation is the right of the people to come together to be a collective force for change. * Please note that these time frames are suggested/estimated times. Actual class instruction may vary due to schedule complications, remediation efforts or other factors.Principals of Government Weeks 1-3 Textbook: Magruder’s American Government and Civics by William A. McClenaghan TN State Recommended Primary Documents, Anchor Texts and Supporting Texts: Excerpts from: The Magna Carta (1216L) http://www.constitution.org/eng/magnacar.htm Mayflower Compact http://mayflowerhistory.com/mayflower-compact/ (1030L) English Bill of Rights (NR) http://legal-dictionary.thefreedictionary.com/English+Bill+of+Rights Two Treaties of Civil Government By John Locke (1690L) http://oll.libertyfund.org/titles/locke-the-two-treatises-of-civil- government-hollis-ed Declaration of Independence (1170L) http://www.ushistory.org/Declaration/document/ The Federalist Papers 1,9,10,39,51and 78 (1070L) http://www.foundingfathers.info/federalistpapers/fedindex.htm The Social Contract by Jean Jacques Rousseau (1490L) http://www.earlymoderntexts.com/assets/pdfs/rousseau1762.pdf Anchor Texts: Democracy In America By: Alexis de Tocqueville.(1310L) http://www.worldcat.org/title/democracy-in-america/oclc/54455049 The Constitution (1540L) http://www.archives.gov/exhibits/charters/constitution_transcript.html 7 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High SchoolTN State Social Studies Big Ideas & Questions Suggested TDQs, Tasks and Resources Standards The United States government affects the lives of each and every TDQs & The Daily Analysis-TLW analyze various primary sources and individual in our country at any informational texts on a daily basis in an effort to strengthen their core reading, given time. writing and critiquing skills in preparation for College and Careers, TNReady and various other testing component requirements as a means of GC.1 Cite textual evidence and implementing rigor in the classroom. As these primary sources are highlighted evaluate multiple points of view to GC.1 What is government? with the page numbers, corresponding assessment and a letter mark will serve analyze the influence of ancient to identify which of each will be utilized for the day’s activity. The letter marks Greek, Roman, and leading GC.1 What are the goals of for the primary sources are C= Chart, D=Document, I=Image, P=Political European political thinkers such as government? Cartoon, and M=Media (where applicable and a class projector is an option, John Locke, Charles-Louis please play the available corresponding class video feature). Each Daily Montesquieu, Niccolò Machiavelli, GC.1 What elements of the United Analysis Format has a form that students should label and complete on their Jean Jacques Rousseau, and States constitutional system evolved own paper with the exception of the charts and media presentations where William Blackstone on the from Athens and Rome? applicable. development of United States government. Achieve The Core Lesson: Citizenship and Government in Athens http://achievethecore.org/page/2764/citizenship-and-government-in-athensTextbook References: Chapter 1: Principles of Government Literacy RH.11-12.6 Text Dependent Questions (According to the text): Textbook Visuals: The Three Basic Powers of Government p. 5, How does a territory become a state? p. 6, Origins of the State p. 8, Who Governs? p. 13, Democracies and Dictatorship p. 15, Distribution of Power p. 16, Chapter 2: Origins of American Government: Complete Chapter 2’s Sections Assessments ,Chapter Assessment, and DBQs Assessment pp. 63-65 Literacy RH.11-12.6; WHST.11-12.1.BTextbook Visuals: Foundations of American Rights p. 32, The Thirteen Colonies, 1775 p. 33, The Road to Independence pp. 38-39, Common Features p. 42, The Declaration of Independence pp. 43-478 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School Suggested Activities GC.1 While reading pages 4-11, students will complete the outline “What is Government and What is its Purpose?” Students will refer to page 4 for assistance with the outline. Explore the Magna Carta http://www.history.com/topics/british-history/magna- carta Literacy RH.11-12.2; WHST,11-12.2.BGC.1 Examine the foundations of democratic representative government: Greek direct democracy and Roman republic. Write a comparison paper. Literacy WHST.11-12.2,7GC.1 Students will use primary documents or the website http://www.usconstitution.net/philosophers.html#hobbe to research the viewpoints of political thinkers and compare and contrast their view points through an informative writing piece (Textbook P). Literacy RH.11-12.1,2GC.1 Students will use the information to cite textual evidence and evaluate multiple points of view to analyze the influence of ancient Greek, Roman, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, Jean Jacques Rousseau, and William Blackstone on the development of United States government in an essay. Literacy WHST.11-12.1.A,.B,.E, and WHST.11-12.2Read, Write & Interpret: Textbook p.5-7 Extend the Reading:  What are the characteristics of a state?  Does a church qualify as a state?  Does the largest US state qualify as a sovereign state? Does the smallest?  Which of the following islands or groups of islands qualify as a state: Hawaii, Japan, Cuba, or Australia? The Daily Analysis- Please see Daily Analysis Explanation in the Topic Bar o Time to Thank Your Lucky Stars, I: p. 11 o The Federalist No. 51, D : p. 75 9 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School o Politics, Aristotle D: p. 27 o English Bill of Rights, D: p. 32 o The Unanimous Declaration of the Thirteen, United States of America, D. p. 40 Literacy WHST.11-12.1.A,.B,.E, and WHST.11-12.2Critical Thinking Skill- Quick write: Summarize the theories of origin of the documents below. Which best describe the origin of the constitution? TN State recommended Primary Documents and Supporting Readings: The Magna Carta (1216L) http://www.constitution.org/eng/magnacar.htm Mayflower Compact http://mayflowerhistory.com/mayflower-compact/ (1030L) GC.2 Determine the central ideas GC.2 How do special interest GC.2 After reading a summary of The Democracy in America via in passages from Democracy in groups play a role in American http://www.gradesaver.com/democracy-in-america, students will America to examine the politics? complete a concept web(tree map) via character of American http://www.dvusd.org/cms/lib011/AZ01901092/Centricity/Domain/15 democracy as articulated by 35/map-tree.pdf that details the character of American society, Alexis de Tocqueville. including its religious, political, and economic character, as articulated by Alexis de Tocqueville. Then have students write description of what the text says are the problems and solutions in a democracy. Literacy RH.11-12.2, WHST.11-12.1.A,2.B GC.3 Describe the purposes and GC. 3 What is government? GC.3 After Reading the Preamble to the United States Constitution, functions of government as identify and determine the current actions that relate to each of the six outlined in the Preamble to the GC.3 What are the six goals of the purposes. Refer to textbook pp. 9 -11 for the six stated purposes of the Constitution and demonstrate an United States Constitution and Constitution or http://constitutionus.com/. understanding of current where can examples be found in Literacy RH.11-12.1, WHST.11-12.1.A,B application of those purposes today’s world? and functions by identifying GC.3 Students will create an illustration of the six principles of The U.S. current government actions Constitution, analyze the merits of the amendment process, develop a related to each of the six chart depicting how power is dispersed among the different levels of purposes. government and between national, state and local levels, explain how the principle of ―limited government is expressed through, Separation 10 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School of Powers/Checks and Balances and compare the United States Constitution to the other forms of government around the world. Literacy RH.11-12.7 GC.4 Explain how the GC.4 How does the Constitution GC.4 Chapter 3: The Constitution & Chapter 4: Federalism Constitution reflects a balance reflect a balance between the We the People: The Citizen and the Constitution between the promotion of the promotion of the public good and Unit 2: How Did the Framers Create the Constitution? Lessons 13-17 public good and the protection the protection of individual rights? of individual rights. Unit 3: How Did the Values and Principles Embodied in the Constitution Shape American Institutions and Practices? Lessons 18-22 Literacy RH.11-12.1, WHST.11-12.1.A,BGC.4 Evaluate the effectiveness of legislation in promoting equity and civil rights, such as the Civil Rights Act (1964), Voting Rights Act (1965), Higher Education Act Title IX (1972), Indian Education Act (1972), Americans with Disabilities Act (ADA 1990) and Individuals with Disabilities Education Act (IDEA 1997)GC.4 Examine immigration policies the government has implemented, such as the Immigration Reform and Control Act (1986) and the Immigration Act of 1990. Create a graph that show the reforms and the consequences. Literacy RH.11-12.1,2; WHST.11-12.1.B GC.4 Identify the purpose of affirmative action and explain how the implementation of affirmative action has changed over time. Literacy RH.11-12.4, WHST.11-12.2 GC.4 Legislation that addresses the rights of individuals and groups: minority and women’s rights, civil rights (affirmative action), and 11 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School Native American rights. Legislation that addresses immigration policies. What information about the legislation is provided? Literacy RH.11-12.4, WHST.11-12.2 GC.5 Summarize with supporting GC.5 Why did the Founding Fathers GC. 5 Analyze the structure, powers, and roles of the legislative branch evidence why the Founding find it necessary to ensure that the of the United States government: specific powers delegated in Article I Fathers established a United States government did not of the Constitution; role of competing factions and development of constitutional system that afford too much power to one political parties; lawmaking process; different roles of Senate and limited the power of individual? House; election process and types of representation; and influence of government. staff, lobbyists, special interest groups and political action committees (PACs). http://achievethecore.org/search?q=creating+the+constitution Literacy RH.11-12.2, W.11-12.1.B GC.6 Describe the systems of GC.6 What are the key differences GC.6 After reading pages 30-34 in the textbook, students will write a enumerated and shared powers, between the systems of summary that describes the systems of enumerated and shared the role of organized interests enumerated and shared powers? powers, the role of organized interests (Federalist Number 10), checks (Federalist Number 10), checks and balances (Federalist Number 51), the importance of an and balances (Federalist Number GC.6 Describe how each branch of independent judiciary (Federalist Number 78), implied powers, rule of 51), the importance of an government “checks” the other? law, federalism, popular sovereignty, and civilian control of the independent judiciary (Federalist military. Literacy RH.11-12.3, W.11.12.1.A.B Number 78), implied powers, Federalist Papers see this link Britannica Resource Paks… rule of law, federalism, popular http://packs.eb.com/resourcepacks/149030#/pinboard sovereignty, and civilian control of the military. GC.7 Analyze how the Bill of Rights GC.7How does the rights of GC.7 Textbook p.791-794 - Read Federalist Papers #10. Students will limits the powers of the federal individuals limit the powers of the discuss why they believe factions can be dangerous to our democracy, government and state governments. state and federal government? analyze the authors’ solutions to solving issues that deal with factions and then, evaluate the merits of each proposed manner of dealing with factions. Literacy RH.11-12.1, W.11-12.2.212 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School GC.8 Assess the claims, GC.8 What is the difference GC.8 Textbook pp.794-796 - Read Federalist Papers #51. Based on reasoning, and evidence of between liberty and equality? their readings, students will refer to the ideas presented during the various authors to analyze the Enlightenment, such as the “The Spirit of the Laws” in regards to a tensions within our Republic and GC.8 How does the government separation of powers. After the readings, divide the class in half to the importance of maintaining a protect the rights of all yet still debate a government with a “separation of powers” and a government balance between the following provide for individual freedoms? without a separation of powers. Literacy RH.11-12.8 concepts:  Majority rule and GC.8 What does the Constitution individual rights say about the duties and functions  Liberty and equality of the states versus the duties and  State and national functions of the federal authority in a federal government? system  Civil disobedience and GC.8 What is the nature of the the rule of law relationship between the  Freedom of the press and government and religion? censorship  Relationship of religion and government  Relationship of legislation and morality Suggested Civics Project-based Assessment Activities: Students should  Government regulation choose a project #s 1- 8. Have them pick their own sources, cite and free enterprise evidence, and present their work in a format of their choosing. Ex: Students could select a graphic presentation that includes an essay, or an oral presentation with visual aids. Literacy RH.11-12.1,6,3, W.11-12.2 13 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School # 1 Cite textual evidence and evaluate multiple points of view to analyze the influence of ancient Greek, Roman, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, Jean Jacques Rousseau, and William Blackstone on the development of United States government. Textbook pg.4 Content Vocabulary (Tier 3) # 2 Determine the central ideas in Democracy in America to examine Limited government, the character of American society, including its religious, political, and representative government, Magna economic character, as articulated by Alexis de Tocqueville. Carta, due process, Petition of http://xroads.virginia.edu/~hyper/detoc/toc_indx.html Rights, English Bill of Rights, charter, bicameral, proprietary, unicameral, confederation, Albany # 3 Describe the purposes and functions of government as outlined in Plan Union, delegate, popular, the Preamble to the Constitution and demonstrate an understanding of sovereignty, Articles of current application of those purposes and functions by identifying Confederation, ratification, current government actions related to each of the six purposes. Framers, Virginia Plan, New Jersey Textbook pg. 52 Plan, Connecticut Compromise, Three-Fifths Compromise, # 4 Explain how the Constitution reflects a balance between the Commerce and Slave Trade promotion of the public good and the protection of individual rights. Compromise, Federalist, Anti- Textbook pg. 52 Federalist Academic Vocabulary (Tier 2) # 5 Summarize with supporting evidence why the Founding Fathers Landmark, arbitrary, venture, levy, established a constitutional system that limited the power of haven, duty, repeal, boycott, government. Textbook pg.52 ablest, unalienable, jurisdiction, presiding officer, arsenal, envoy, # 6 Describe the systems of enumerated and shared powers, the role of apt, amend, inauguration, quorum, organized interests (Federalist Number 10), checks and balances unanimous (Federalist Number 51), the importance of an independent judiciary 14 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School See pg. 4 for Vocabulary Instructions (Federalist Number 78), implied powers, rule of law, federalism, popular sovereignty, and civilian control of the military. Textbook pg. 59 # 7 Analyze how the Bill of Rights limits the powers of the federal government and state governments. Textbook pg. 59 # 8 Assess the claims, reasoning, and evidence of various authors to analyze the tensions within our Republic and the importance of maintaining a balance between the following concepts:  Majority rule and individual rights  Liberty and equality  State and national authority in a federal system  Civil disobedience and the rule of law  Freedom of the press and censorship  Relationship of religion and government  Relationship of legislation and morality  Government regulation and free enterprise Textbook pg. 25Branches of Government Weeks 4 - 5 Textbook: Magruder’s American Government and Civics by William A. McClenaghan TN State Recommended Primary Documents, Anchor Texts and Supporting Texts: Anchor Texts: The Constitution (Lexile 1540L) inside text: Magruder’s American Government and Civics by William A. McClenaghan15 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School The Bill of Rights (excerpts) (Lexile NR) inside text: Magruder’s American Government and Civics by William A. McClenaghan TN State Social Studies Big Ideas, Questions & Vocabulary Suggested TDQs, Tasks and Resources Standards *The Daily Analysis-TLW analyze various formats of primary GC.9 Analyze Article I of the GC.9 What are the duties and functions the United States sources on a daily basis in an effort to strengthen their core Constitution as it relates to the Congress? reading, writing and critiquing skills in preparation for TNReady legislative branch, including and various other testing component requirements as a means of implementing rigor in the classroom. As these primary sources are eligibility for office and lengths of GC.9 What are the differences between the United States highlighted in the Lesson Plans, the page numbers, corresponding terms of representatives and assessment and a letter mark will serve to identify which of each Senate and the United States House of Representatives? will be utilized for the day’s activity. The letter marks for the senators; election to office; the primary sources are C= Chart, D=Document, I=Image, roles of the House and Senate in P=Political Cartoon, and M=Media (where applicable and a class projector is an option, please play the available corresponding impeachment proceedings; the class video feature). Each Daily Analysis Format has a form that role of the vice president; the students should label and complete on their own paper with the enumerated legislative powers; exception of the charts and media presentations where applicable. and the process by which a bill Textbook becomes a law. Chapter 3: The Constitution: Complete Section 1, 2 and 3 Assessments pgs. 75, 83 and 88. Textbook Visuals: p.79 - Amending the Constitution, pp.80-81-The Amendment Process, The 27 Amendments, pp.C16-C23 -The Bill of Rights GC.9 After reading pages C1-C8, students will create a flip book or a concept web that analyzes Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated 16 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School legislative powers; and the process by which a bill becomes a law. Literacy RH.11-12.1GC. 9 Students will participate in a Constitutional Scavenger Hunt about the three branches of government using the Constitution Scavenger Hunt form via http://www.greenwichschools.org/uploaded/fac ulty/daniel_bally/Constitutional_Scavenger_Hun t.pdf Literacy RH.11-12.9 GC.10 Describe in order the steps GC.10 What is the process by which an amendment can be GC.10 Have students to research the history of of the process through which the added to the United States Constitution? each amendment added after Constitution Day, Constitution can be amended. September 17, 1787. Students will describe in detail when each amendment was added, the ratifying process of the amendment and by noting the sequential process in which the Constitution can be amended by reading pages 78-82 and viewing http://uspolitics.about.com/od/usgovernment/a /amendments.htm. Literacy RH.11-12.2 GC.11 Identify current GC.11 From the state of Tennessee, what two individuals serve GC.11 Students will read about the Tennessee representatives from Tennessee in in the United States Senate? Legislative Branch on page TN34 and visiting the the legislative branch of the website national government. GC.11 How many members does Tennessee have in the United http://www.capitol.tn.gov/senate/members/lea , States House of Representatives? Who are they and where are dership.html after which they will identify and their constituents based? describe in detail current representatives from Tennessee in the legislative branch of the national government. 17 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School Literacy RH.11-12.9; WHST.11.12.1.C GC.12 Analyze Article II of the GC.12 What are the duties and functions of the United States GC.12 After reading pages C8-C11, students will Constitution as it relates to the President and how has the constitutional powers of the Office create a flip book or create a concept web that executive branch, including of the President expanded over time? analyzes Article II of the Constitution as it relates eligibility for office and length of to the executive branch, including eligibility for term, election to and removal from GC. 12 What is the role of the United States Vice President, office and length of term, election to and office, the oath of office, and the the White House staff, and First Lady of the United States? removal from office, the oath of office, and the enumerated executive powers. enumerated executive powers. Literacy RH.11- 12.2; WHST.11-12.2.B GC.13 Analyze Article III of the GC.13 What are the duties and functions of the Judicial GC.13 Write an analogy Article III of the Constitution as it relates to judicial Branch? Constitution as it relates to judicial power, power, including the length of including the length of terms of judges and the terms of judges and the jurisdiction of the United States Supreme Court. GC.13 What is the process to which a case is heard by the (Textbook PC) jurisdiction of the United States United States Supreme Court? Supreme Court. http://www.heritage.org/constitution#!/articles/ 3 GC. 13 How does the federal court system operate? Literacy RH.11-12.2 : WHST.11-12.4,5GC.13 Read, Write & Interpret: Textbook p.520- 526 Extend the Reading:  What is the difference between original jurisdiction and appellate jurisdiction?  What is a precedent?  What role should judicial philosophy play in the selection of judges?  What do you think are the consequences of life tenure for federal judges?  Under what circumstances do federal courts have jurisdiction in a case?18 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School The Daily Analysis- Please see Daily Analysis Explanation in Weekly Pacing Guide o Packing the Court, D : p. 533 o The Courts and the First Amendment, It’s either constitutional or unconstitutional, D: p. 642 o Brandenburg v. Ohio, 1969, D: p. 575 o Schenck v. United States, 1919, D. p. 40 Critical Thinking Skill – GC.19 Write an opinion piece with supporting details that argues whether to interpret the U.S. Constitution as a "living document" that changes with the times or to seek the “original intent” of the Founding Fathers. Have students select a side before beginning their pre-writing exercises. Literacy RH.11-12.2 : WHST.11-12.4,5GC.14 Explain the processes of GC. 14 How does one go about becoming nominated and GC.14 Students will read How Judges and selection and confirmation of possibly confirmed to the United States Supreme Court? Justices are Chosen via Supreme Court justices. http://www.ushistory.org/gov/9d.asp to complete a written explanation, an oral presentation or create a flow chart of the processes of selection and confirmation of United States Supreme Court Justices. Literacy RH.11-12.2; WHST.11-12.2.ATopic 3: Students will examine the origins, duties, responsibilities and accomplishments of the United States Supreme Court. 19 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High SchoolThe Supreme Court and the Constitution Weeks 6 & 7 Textbook: Magruder’s American Government and Civics by William A. McClenaghan Anchor Texts: The Constitution (1540L) http://www.archives.gov/exhibits/charters/constitution_transcript.html TN State Recommended Primary Documents, Anchor Texts and Supporting Texts: The United States Supreme Court Cases : Plessy v. Ferguson (Lexile NR) https://www.ourdocuments.gov/doc.php?flash=true&doc=52 Brown v. Board of Education (Lexile NR) https://www.law.cornell.edu/supremecourt/text/347/483 Miranda v. Arizona (Lexile NR) https://www.law.cornell.edu/supremecourt/text/384/436 Regents of the University of California v. Bakke (Lexile NR) https://www.law.cornell.edu/supremecourt/text/438/265 United States v. Virginia (VMI) (Lexile NR) http://caselaw.findlaw.com/us-supreme-court/518/515.html New Jersey v. TLO (Lexile NR) https://www.law.cornell.edu/supremecourt/text/469/325 Roe v. Wade (Lexile NR) https://www.law.cornell.edu/supremecourt/text/410/113 Korematsu v. United States (Lexile NR) http://constitution.laws.com/supreme-court-decisions/korematsu-v-united-states Hazelwood v. Kuhlmeier (Lexile NR) http://www.uscourts.gov/educational-resources/educational-activities/facts-and-case-summary- hazelwood-v-kuhlmeier TN State Social Studies Big Ideas, Questions & Vocabulary Suggested TDQs, Activities and Standards Resources*The Daily Analysis-TLW analyze various formats of primary GC.15 Evaluate various sources on a daily basis in an effort to strengthen their core interpretations and determine reading, writing and critiquing skills in preparation for TNReady which explanations best accord and various other testing component requirements as a means of implementing rigor in the classroom. As these primary sources are with textual evidence to highlighted in the Lesson Plans, the page numbers, corresponding understand the changing assessment and a letter mark will serve to identify which of each will be utilized for the day’s activity. The letter marks for the interpretations of the Bill of primary sources are C= Chart, D=Document, I=Image, 20 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School P=Political Cartoon, and M=Media (where applicable and a class Rights over time including projector is an option, please play the available corresponding interpretations of the basic class video feature). Each Daily Analysis Format has a form that freedoms (religion, speech, press, students should label and complete on their own paper with the exception of the charts and media presentations where applicable. petition, and assembly) articulated in the First GC. 15 What are the changing interpretations of the Bill of Rights over time? Textbook References: Amendment and the due process Chapter 20: Complete Chapter 20’s Section and equal -protection-of-the-law Assessments, Chapter Assessment, and the clauses of the 14th Amendment GC.15 How have individual court cases affected massive change Document Based Assessment. pp.607-609 through examination of the within United States laws, i.e. Mapp v. Ohio, Schenck v. United Literacy RH.11-12.6 following cases: States?  Mapp v. Ohio Textbook Visuals: p. 520-The National Judiciary,  Tinker v. Des Moines p.520-Excerpt from the Constitution - Cite from  Engel v. Vitale the excerpt how the Constitution, p.525 - How a Judge Decides  Schenck v. United States  Gideon v. Wainwright GC.15 Use the textbook to create charts that  Brandenberg v. Ohio evaluate the various interpretations and  Texas v. Johnson explanations that best explain the changing interpretations of the Bill of Rights over time  Reno v. American Civil including interpretations of the basic freedoms Liberties Union (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and equal -protection-of-the-law clauses of the 14th Amendment through examination of the following cases:  Mapp v. Ohio (pg. 585)  Tinker v. Des Moines (pg. 566)  Engel v. Vitale (pg. 552)21 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School  Schenck v. United States (pg. 548)  Gideon v. Wainwright (pp. 597-8)  Brandenberg v. Ohio (pg. 575)  Texas v. Johnson (pp. 566-7)  Reno v. American Civil Liberties Union (pp. 565) Literacy RH.11-12.6; WHST.11-12.1.CRead, Write & Interpret: Textbook p.552-558 Extend the Reading: Extend the Reading: TLW answer the Checkpoint questions in a short essay. Each response should be a minimum of 5 complete sentences.  According to the Supreme Court, how does the state-sponsored support of prayer in schools violate the 1st Amendment?  What is the purpose of the Lemon test?  Why did the Supreme Court rule in favor of a law that gave an income tax deduction for parochial tuition?  How do each of the photos described on page 556 and 557 exemplify the establishment clause?  What acts are not protected by the Free Exercise Clause? The Daily Analysis- Please see Daily Analysis 22 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School Explanation in Weekly Pacing Guide o Club House, P : p. 574 o The Courts and the First Amendment, P: p. 575 o Decisions Relative to the Due Process Clause, C: p. 573 o The Unanimous Declaration of the Thirteen, United States of America, D. p. 553 Critical Thinking Skill – “One man’s vulgarity is another’s lyric”.-Supreme Court Justice John Harlan. Write this quote on the board and have students answer the following two questions. Each response should be a minimum of 5 complete sentences. 1. What did Harlan mean by this remark? 2. How does his comment capture the fundamental issue of freedom of speech? Literacy RH.11-12.6; WHST.11-12.1.CGC.16 Analyze judicial activism GC.16 What is the difference between judicial activism and GC. 16 Students will read and analyze Judicial and judicial restraint and the judicial restraint? Restraint v. Activism on page 527. After reading, effects of each policy over Time have students debate if there is ever a time (e.g., the Warren and Rehnquist when the courts should take an activist role? courts). Students should be able to state an instance where it may be acceptable for the court to take an activist role. Literacy RH.11-12.8GC.16 Students will define judicial restraint. 23 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School After establishing their definitions, have learners to research and analyze examples from actual court cases that exhibit judicial restraint. (Textbook P532) Literacy RH.11-12.4GC.16 Students will determine if Brown v. Board of Education was an activist decision? Citing evidence from the decision, write an essay that argues that it was or was not judicial activism. https://cdn.icivics.org/sites/default/files/upload s/Brown.pdf CCSS RH.11-12.1 Literacy RH.11-12.7 GC. 17 Assess and cite textual GC.17 How did the Marbury v. Madison court case change GC. 17 Focusing on the court cases below evidence to evaluate the effects United States history and create a landmark case for the United students will define “judicial review” and of the United States Supreme States Supreme Court? describe its importance, identify the main Court’s interpretations of the arguments put forth in the cases. Write an Constitution in Marbury v. GC.17 What is significant about McCulloch v. Maryland and the analogy of how each decision had an impact on Madison, McCulloch v. Maryland, United States v. Nixon? decisions that affected the Unite States Supreme and United States v. Nixon and Court. the arguments espoused by each side in these cases. https://www.reference.com/government- politics/significance-mcculloch-v-maryland- 76594fd79fe6f350 http://www.infoplease.com/us/supremecourt/cases/ar41.html Literacy RH.11-12.724 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School https://cdn.icivics.org/sites/default/files/upload s/Marbury.pdf. Literacy RH.11-12.4, RH.11-12.7 GC.17 Have students to create a power point presentation that will assess and cite textual evidence to evaluate the effects of the United States Supreme Court’s interpretations of the Constitution in the arguments espoused by each side in the following cases. (Textbook P532) Literacy RH.11-12.9 Marbury v. Madison http://www.history.com/topics/marbury-v- madison McCulloch v. Maryland http://www.history.com/topics/mcculloch-v- maryland United States v. Nixon http://www.streetlaw.org/en/Page/719/Summa ry_of_the_Decision GC.18 Explain the controversies GC.18 How has civil rights evolved throughout United States GC.18 Students will review different United that have resulted over evolving history? States Court cases and explain the controversies interpretations of civil rights, that have resulted over evolving interpretations including those in: of civil rights through the use of writing pieces,  Plessy v. Ferguson power points, concept webs, summaries, or oral presentations. (Textbook P805) Literacy RH.11-  Brown v. Board of 12.7 Education Plessy v. Ferguson  Miranda v. Arizona 25 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School  Regents of the University http://www.pbs.org/wnet/supremecourt/anteb of California v. Bakke ellum/landmark_plessy.html  United States v. Virginia Brown v. Board of Education (VMI) http://www.pbs.org/wnet/supremecourt/rights/  New Jersey v. TLO landmark_brown.html  Roe v. Wade Miranda v. Arizona  Korematsu v. United http://www.pbs.org/wnet/supremecourt/rights/ States landmark_miranda.html  Hazelwood v. Kuhlmeier Regents of the University of California v. Bakke http://www.pbs.org/wnet/supremecourt/rights/ landmark_regents.html United States v. Virginia (VMI) https://www.law.cornell.edu/supct/html/94- 1941.ZS.html New Jersey v. TLO http://www.uscourts.gov/educational- resources/educational-activities/facts-and-case- summary-new-jersey-v-tlo Roe v. Wade http://www.pbs.org/wnet/supremecourt/rights/ landmark_roe.html Korematsu v. United States https://cdn.icivics.org/sites/default/files/upload s/Korematsu.pdf Hazelwood v. Kuhlmeier http://www.uscourts.gov/educational-26 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School resources/educational-activities/facts-and-case- summary-hazelwood-v-kuhlmeier Literacy RH.11-12.3; WHST.11-12.1.B GC.19 Write an opinion piece with GC.19 Why do some refer to the United States Constitution as a GC.19 Write an opinion piece with supporting supporting details that argues “living document”? details that argues whether to interpret the U.S. whether to interpret the U.S. Constitution as a "living document" that changes Constitution as a "living with the times or to seek the “original intent” of document" or to determine the the Founding Fathers. (Textbook P68) Literacy “original intent” of the Founding RH.11-12.6; WHST.11-12.1.B Fathers.(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.) Content Vocabulary (Tier 3):Due process, procedural due process, substantive due process, Connection to Language Standards police power, search warrant, involuntary servitude, Greek & Latin Roots and Affixes discrimination, writs of assistance, probable cause, exclusionary ism- the act, state or theory of rule, writ of habeas corpus, bill of attainder, ex post facto law, Examples from the unit: colonialism, mercantilism, grand jury, indictment, presentment, double jeopardy, bench fascism, communism trial, Miranda Rule, bail, preventive detention, capital Other examples: criticism, optimism, capitalism punishment, treason, bail, Patricians, plebeians, sovereignty, legitimacy, divine right of kings, colonialism, mercantilism, Language Standards guerrilla, warfare, fascism, communism, hard liners, soft-liners, L.11-12.6 democratization, democratic consolidation, genocide, failed Acquire and use accurately general academic and 27 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School states, coalition, ministers, shadow cabinet, devolution domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge Academic Vocabulary (Tier 2) when considering a word or phrase important to Subpoena, waive, tainted, encroachment, information, comprehension or expression. legitimate, extinguish, epochal event, guild, charismatic, monopolize, epitome, status quo, grapple, denationalization, L.11-12.4b entity, tribunal Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). See pg. 5 for Vocabulary Instructions For More on Morphemes: http://www.cognatarium.com/cognatarium/Federal Powers Week 8 Textbook: Magruder’s American Government and Civics by William A. McClenaghan TN State Recommended Primary Documents, Anchor Texts and Supporting Texts: Anchor Texts: The Constitution (1540L) http://www.archives.gov/exhibits/charters/constitution_transcript.html TN State Social Studies Big Ideas, Questions and Vocabulary Suggested TDQs, Tasks and Resources Standards Students will gain an in depth understanding of the *The Daily Analysis-TLW analyze various formats of primary GC.20 Explain how conflicts sources on a daily basis in an effort to strengthen their core between levels of government and division of power known as Federalism. Federalism is reading, writing and critiquing skills in preparation for TNReady branches of government are the idea that a federal government operates when all the and various other testing component requirements as a means of powers of the government are divided among a central implementing rigor in the classroom. As these primary sources are resolved (supremacy clause, government and several local governments. highlighted in the Lesson Plans, the page numbers, corresponding checks and balances). assessment and a letter mark will serve to identify which of each will be utilized for the day’s activity. The letter marks for the primary sources are C= Chart, D=Document, I=Image, P=Political Cartoon, and M=Media (where applicable and a class projector is an option, please play the available corresponding 28 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School class video feature). Each Daily Analysis Format has a form that GC.20 What is the Supremacy Clause? students should label and complete on their own paper with the exception of the charts and media presentations where applicable. GC.20 How are checks and balances achieved throughout the Textbook References: three branches of the United States government? Chapter 4: Complete Federalism: Chapter 4’s Section Assessments, and the Document Based Question Assessment. Pp.115-117 Literacy RH.11-12.6; WHST.11-12.2.BGC.20 After reading pages 94-102, students will use evidence from the text to produce a written explanation of how conflicts between varying levels of government and branches of government are resolved. Literacy RH.11-12.4GC.20 Read, Write & Interpret: Textbook p.C6- C7 Extend the Reading:  After reading Article I, Section 8 of the United States Constitution in the textbook, have students to write a short essay identifying the powers granted to Congress within Article I, Section 8 and provide their own interpretations as to why each of these powers has been granted to the United States Congress.  Have students to read Issues of Our Time: The Environment & States’ Rights on page 110 then answer the questions 1 and 2. Each item must be answered in 29 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School one complete paragraph each with a minimum of five sentences per paragraph. Literacy RH.11-12.6; WHST.11-12.2.BThe Daily Analysis- Please see Daily Analysis Explanation in Weekly Pacing Guide o The Supremacy Clause, P: p. 101 o Anti-pollution, D: p. 116 Critical Thinking Skill – DBQ Have students to read Documents 1 & 2 on page 117, and then answer the questions 1 thru 3. Items 2 & 3 must be answered in one complete paragraph each with a minimum of five sentences per paragraph. GC.21 Analyze the processes of GC.21 How are laws created? GC.21 Have students to identify and explain the lawmaking, including the role of implied powers of Congress including the Elastic lobbying and the media. Clause (necessary and proper) and its effects on GC.21 What role does the media and lobbying play in how the functioning of government. Students should laws are created? also be able to describe the bicameral structure, powers and organization of the United States Congress. Students will describe the legislative tools that can be used during the law making process, such as filibuster, conference committees, and over-riding a veto. Literacy RH.11-12.10,4,9; WHST.11-12.1 GC.22 Identify the organization GC.22 What is the organization and jurisdiction of federal, GC.22 After reading The “Federal” in Federalism and jurisdiction of federal, state, state, and local courts and the interrelationships between via and local courts and the them? https://cdn.icivics.org/sites/default/files/upload30 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School interrelationships among them. s/Federalism_1.pdf, students will define federalism and explain the division of power between states and the federal government. Students will identify expressed, implied, reserved, and concurrent powers and explain the significance of the Supremacy Clause, the Necessary and Proper Clause. Students will also describe the ongoing tension between federal and state power, compare and contrast federal, nonfederal, and unitary forms of government. Lastly, have students to create a chart that identifies the strengths and weaknesses of federalism. Literacy RH.11-12.10,4,9; WHST.11-12.1.A GC.23 Evaluate various GC.23 How does the Constitution reflect a balance between GC.23 Evaluate various explanations for actions explanations for actions or events the promotion of public good and the protection of individual or events through textual evidence to analyze through textual evidence to rights? the scope of presidential power and decision- analyze the scope of presidential making related to significant examples, including power and decision-making related the Cuban Missile Crisis, passage of Great to significant examples, including Society legislation, War Powers Act, Gulf War, the Cuban Missile Crisis, passage of and intervention in Bosnia. (Textbook g. 400) Great Society legislation, War Literacy RH.11-12.2; WHST.11-12.1.B Powers Act, Gulf War, and intervention in Bosnia. GC.24 Identify and explain powers GC. 24 What powers does the Constitution grant the United GC.24 Identify and explain powers that the that the Constitution gives to the States President and Congress in the area of foreign affairs? Constitution gives to the President and Congress President and Congress in the area in the area of foreign affairs (Textbook P480). of foreign affairs. Literacy RH.11-12.6; WHST.11-12.1.C31 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School Content Vocabulary (Tier 3) Federalism, division of powers, delegated powers, expressed powers, implies, powers, inherent powers, reserved powers, exclusive powers, concurrent powers, Supremacy Clause, enabling act, act of admission, grants-in-aid program, categorical grant, block grant, project grant, interstate compact, Full Faith and Credit Clause, Privileges and Immunities ClauseAcademic Vocabulary (Tier 2): Enumerated, reprieve, deport, confiscate, illicit, pursuance, imperil, integrity, insurrection, forerunner, unwarranted, probate, jurisdiction, fugitive, See pg. 5 for Vocabulary InstructionsThe Election and the Political Process Week 9 Textbook: Magruder’s American Government and Civics by William A. McClenaghan TN State Recommended Primary Documents, Anchor Texts and Supporting Texts: Anchor Texts: The Constitution (1540L) http://www.archives.gov/exhibits/charters/constitution_transcript.html TN State Social Studies Big Ideas, Questions & Vocabulary Suggested TDQs, Activities and Standards Resources*The Daily Analysis-TLW analyze various formats of primary GC.25 Analyze the origin, sources on a daily basis in an effort to strengthen their core development, and role of political Students will examine the origins, goals, and procedures reading, writing and critiquing skills in preparation for TNReady parties. of the United States American political process including, and various other testing component requirements as a means of 32 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School but not limited to how candidates develop from the implementing rigor in the classroom. As these primary sources are highlighted in the Lesson Plans, the page numbers, corresponding nominating process to campaigning, election procedures, assessment and a letter mark will serve to identify which of each voters and voter behavior. will be utilized for the day’s activity. The letter marks for the primary sources are C= Chart, D=Document, I=Image, P=Political Cartoon, and M=Media (where applicable and a class GC.25 How did political parties develop throughout United projector is an option, please play the available corresponding class video feature). Each Daily Analysis Format has a form that States history? students should label and complete on their own paper with the exception of the charts and media presentations where applicable. GC.25 How do political parties function within the democratic process? Textbook References: Chapter 5: Political Parties: Complete Section 1’s Assessment, P.129 Chapter 6: Voters and Voter Behavior: Complete Section 1 & 4’s Assessment, P.155 Chapter 7: The Electoral Process: Complete Section 1’s Assessment, P.192 GC.25 While reading pages 122-129, students will create an outline to organize the main features of political parties, their roles, and types of party systems. Refer to page 122 for a starting point for the outline. Literacy RH.11-12.2GC. 25 After reading pages 122-129, students will compare and contrast the two-party system with a multiparty system. Students should include if one is more effective than the other and if one is more representative of all. 33 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School Students should be able to cite evidence from the text when explaining their reasoning. Literacy RH.11-12.4GC.25 Allow students to take a sample political ideology quiz via the site http://theadvocates.org/quiz/quiz.php, http://www.isidewith.com/. After completing the quiz, using their results from the political ideology quizzes, students will compare and contrast the major political party beliefs. Literacy RH.11-12.4 GC.26 Explain the history of the GC.26 How is the President elected? GC.26 Have students to describe the roles of nomination process for political parties in the United States and how presidential candidates and the they influence elections, elected officials and GC.26 What is the difference between the primaries, caucuses public opinion. Students will be able to describe increasing importance of and and general elections? difference between primaries, how citizens, candidates, campaigns and caucuses and general elections. campaign financing influence the political process in the United States. Students should also analyze the roles of participants in the election process including voting, contributing, and electioneering. Literacy RH.11-12.4GC.27 Analyze appropriate textual GC.27 What role does campaign advertising play during GC. 27 Have students to review and analyze the evidence to evaluate the roles of election season? current United States policies concerning campaign polls and campaign advertising, contributions when it comes to Presidential Elections. Students should be able to determine why and examine the controversies GC.27 Why are there such strict rules in place when it comes to there are restraints in place to limit the amounts 34 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School over campaign funding. campaign funding and donations for political candidates? donated to candidates. Literacy RH.11-12.9GC.28 Describe the means that GC.28How does public opinion shape policy? GC.28 Have students to analyze and explain roles citizens use to participate in the the strategies that individuals or groups may use political process (e.g., voting, GC.28 How do people in your area exercise their political voice? to initiate change in governmental policy and campaigning, lobbying, filing a institutions including review the roles of political legal challenge, demonstrating, parties, special interest groups, lobbyists, petitioning, picketing, and running candidates, citizens, and the impact of the media for political office). on elections, elected officials and public opinion. Literacy RH.11-12.4GC.29 Explain the features of GC.29 What is direct democracy? GC. 29 Through a writing piece, outline, or direct democracy in numerous concept web, students will explain the features of direct democracy in numerous states states (e.g., the process of GC.29 How does direct democracy vary from state to state? initiatives, referendums, and including the process of initiatives, referendums, recall elections). and recall elections. Explain how initiative, referendum, and recall are opportunities for individuals and groups to initiate change in state and local government policy. Literacy RH.11- 12.1, RH 11-12.2 GC.30 Examine information in GC.30 How have voting rights changed throughout American GC.30 Have students to read pages 170-178, diverse formats and media to history? after reading have students to create a chart analyze trends in voter turnout identifying several of the varying reasons for and the causes and effects of GC.30 What are the requirements to be eligible to legally vote? varying voter behaviors. Literacy RH.11-12.4 reapportionment and redistricting. GC.30 What dynamics influence voter actions? GC. 30 After Reading Voter Turnout via the link http://www.ushistory.org/gov/4d.asp and viewing charts and graphs via 35 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School http://www.fairvote.org/research-and- analysis/voter-turnout/, students will summarize their findings and include causes and effects of reapportionment and redistricting. Literacy RH.11-12.1, RH 11-12.2 GC.31 Analyze the function of the GC.31 What are the duties and functions of the Electoral GC.31 Have students to analyze the United Electoral College. College? States Electoral Map. Students should be able to identify how many electoral votes are given per state and who are the Electors from each state. http://www.c- spanclassroom.org/pdf/2012_Electoral_College_ Map_Activities.pdfGC. 31 Using pages 386-394, evaluate the strengths and weaknesses of the Electoral College including determining how the system operates in selecting our President. Literacy WHST.11-12.2, RH.11-12.8GC.31 After reading What Is The Electoral College? How It Works And Why It Matters via http://www.huffingtonpost.com/2012/11/06/w hat-is-the-electoral- college_n_2078970.html and pages 387-389 of the textbook, students will make a concept web detailing the inner workings of the United States Electoral College, including but not limited to, how citizens become Electors. Literacy RH.11-12.236 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High SchoolSuggested independent Research Activities: Students should choose their own sources, cite evidence, and present their work in a format of their choosing be it graphically, essay format, or via oral presentation with visual aids.Resources Bill of Rights Mnemonic iCivics Voting Rights https://www.icivics.org/teachers/lesson-plans/youve-got-rights https://www.icivics.org/teachers/lesson-plans/voting-right Tennessee State Constitution Timeline: History of the Voting Rights Act http://www.tennessee.gov/sos/bluebook/07-08/47-Constitution, https://www.aclu.org/timeline-history-voting-rights-act %20Tennessee.pdf History.com Voting Rights Act What Government Does in Tennessee http://www.history.com/topics/black-history/voting-rights-act www.sitemason.com/files/k0mvfO/tngovernment.pdf Tennessee Voting Requirements Functions of Tennessee Government http://www.tn.gov/sos/election/photoID.htm http://www.tnhistoryforkids.org/civics/i Department of Justice Database of Local, State, and National Representatives http://www.justice.gov/crt/about/vot/intro/intro_b.php http://votesmart.org/ Congress Protects The Right to Vote Lesson Plan Information on Tennessee Government Services http://www.archives.gov/legislative/resources/education/voting-rights/ http://www.tn.gov/ 1848 Seneca Falls Convention begins Venn Diagram Generator http://www.history.com/this-day-in-history/seneca-falls-convention- www.classtools.net/education-games-php/venn_intro begins Flowchart Generator Directory of Political Parties www.gliffy.com http://www.politics1.com/parties.htm iCivics State and Local Government The Money Behind Elections https://www.icivics.org/curriculum/state-and-local-government U.S. Constitution https://www.opensecrets.org/bigpicture/ http://www.archives.gov/exhibits/charters/constitution_transcript.html 10 Reasons Why the Electoral College is a Problem37 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School iCivics Civil Rights Unit http://www.minnpost.com/eric-black-ink/2012/10/10-reasons-why- https://www.icivics.org/curriculum/civil-rights electoral-college-problem How Does the Electoral College Work? http://how-does-the-electoral-college- work.blogspot.com/2009/12/advantages-disadvantages-of- electoral.htmlSCS United States Citizenship Exam Review1. What is the supreme law of the land? ● The Constitution38 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School 2. What do we call the first ten amendments to the Constitution? ● The Bill of Rights 3. What is one right or freedom from the First Amendment? ● Speech ● Religion ● Assembly ● Press ● Petition the government4. What are two rights in the Declaration of Independence? ● Life ● Liberty ● Pursuit of happiness5. What is freedom of religion? ● You can practice any religion, or not practice a religion6. Name one branch or part of the government. ● Congress ● Legislative ● President ● Executive ● The courts ● Judicial7. What are the two parts of the US Congress? ● The Senate and House of Representatives8. We elect a president for how many years? ● 4 39 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School 9. In what month do we vote for president? ● November10. If the president can no longer serve, who becomes president? ● The Vice President11. Who is the commander in chief of the military? ● The president12. Who vetoes bills? ● The President13. What is the highest court in the United States? ● The Supreme Court 14. What is one responsibility that is only for United States citizens? ● Serve on a jury ● Vote in a federal election15. What do we show loyalty to when we say the Pledge of Allegiance? ● The United States ● The flag16. How old do citizens have to be to vote for president? ● Eighteen (18) and older17. When is the last day you can send in federal income tax forms? ● April 1518. Who lived in America before the Europeans arrived? ● American Indians ● Native Americans 40 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School19. What group of people was taken to America and sold as slaves? ● Africans ● People from Africa20. Who was the first president? ● George Washington21. Name the US war between the North and the South. ● The Civil War ● The War between the States22. What movement tried to end racial discrimination? ● Civil rights (movement)23. What did Martin Luther King, Jr. do? ● Fought for civil rights ● Worked for equality for all Americans24. What major event happened on September 11, 2001, in the United States? ● Terrorists attacked the United States.25. What is the capital of the United States? ● Washington, D.C41 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High SchoolSCS United States Citizenship ExamDirections: Read each question and circle the letter next to the correct answer.What is the supreme law of the land? A. Emancipation Proclamation B. The Constitution C. Gettysburg Address26. What do we call the first ten amendments to the Constitution? A. Declaration of Independence B. Emancipation Proclamation C. The Bill of Rights27. What is one right or freedom from the First Amendment? A. Speech 42 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School B. School C. Vote28. What are two rights in the Declaration of Independence? A. Life and Liberty B. Religion and the Pursuit of happiness C. Press and Liberty29. What is freedom of religion? A. You can practice any religion, or not practice a religion B. You can practice certain religions from a given list C. You cannot practice religion30. Name one branch or part of the government. A. Public Libraries B. Congress/Legislative C. Public Parks31. What are the two parts of the US Congress? A. The Senate and House of Representatives B. The Senate and White House C. House of Representatives and The Senate32. We elect a president for how many years? A. 2 B. 4 C. 8 43 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School 33. In what month do we vote for president? A. January B. November C. April34. If the president can no longer serve, who becomes president? A. The Secretary of State B. The Vice President C. The First Lady35. Who is the commander in chief of the military? A. The President B. The Secretary of State C. Supreme Court Justices36. Who vetoes bills? A. The Senate B. The House of Representatives C. The President37. What is the highest court in the United States? A. The Supreme Court B. Washington D.C. Courts C. Tennessee Supreme Court38. What is one responsibility that is only for United States citizens? A. Vote in a federal election B. Practice Religion 44 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School C. Attend School39. What do we show loyalty to when we say the Pledge of Allegiance? A. The United States B. President C. US Citizens40. How old do citizens have to be to vote for president? A. Eighteen (18) and older B. Twenty one (21) and Older C. Twenty five (25) and Older41. When is the last day you can send in federal income tax forms? A. March 15 B. April 15 C. November 1542. Who lived in America before the Europeans arrived? A. American Indians/ Native Americans B. African Americans C. European Americans43. What group of people was taken to America and sold as slaves? A. Africans/ People from Africa B. Europeans/ People from Europe C. Asians/ People from Asia44. Who was the first president? 45 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School A. Abraham Lincoln B. George Washington C. Ronald Reagan 45. Name the US war between the North and the South. A. American War B. The Civil War/The War between the States C. US War46. What movement tried to end racial discrimination? A. Declaration of Independence B. Worker rights (movement) C. Civil rights (movement)47. What did Martin Luther King, Jr. do? A. Fought for civil rights and the equality for all Americans B. Created the Constitution C. Gave the Gettysburg Address48. What major event happened on September 11, 2001, in the United States? A. Independence Day B. Terrorists attacked the United States C. Forming of alliances with other countries49. What is the capital of the United States? A. New York B. Las Angeles C. Washington, D.C 46 Social Studies Curriculum Map Quarter 1/3 U.S. Government and Civics High School47

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