american government /12th curriculum guide …bboextra.org/cguides/high school/first nine weeks...

NMSI-Laying the Foundation ⑥ BCS “Big 6” Strategies

This curriculum guide is designed to support teachers in the implementation of the Alabama Course of Study Standards. You are encouraged to use this document tosupport your planning and daily instructional practices. It is not a substitution for lesson plans.

This guide was created by Ms. Danyell S. Butler, BCS High School Social Science Curriculum Writer.

This document is property of Birmingham City Schools. Do not reproduce without permission.

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American Government /12thCurriculum Guide

Unit(s): 1Origins of the Government

August 14, 2014- October 9, 2014

Suggested Pacing: 5- 90 minute class periodUnit At A Glance:Our system of government has its origins in the concepts and political ideas that Englishcolonists brought with them when they settled North America. The colonies served as a schoolfor learning about government. In this unit students will learn about the ideas and events thatshaped American government, beginning with its English roots, and leading to the writing andratification of the Constitution. Students will also learn about the basic principles on which theConstitution was founded, and how amendments to the Constitution can be made.In order to access all available resources, click on the hyperlink by holding down the “Ctrl”and “Enter” keys simultaneously.ACOS Standard(s):

1. Explain historical and philosophical origins that shaped the government of the United States,including the Magna Carta, the Petition of Rights, the English Bill of Rights, the Mayflower Compact,the Virginia Declaration of Rights, and the influence of Thomas Hobbes, John Locke, Charles deMontesquieu, Jean-Jaques Rousseau, and the Great Awakening.

Comparing characteristics of limited and unlimited governments throughout the world,including constitutional, authoritarian, and totalitarian governmentsExamples: constitutional—United Statesauthoritarian—Irantotalitarian—North Korea

2. Summarize the significance of the First and Second Continental Congresses, the Declaration ofIndependence, Shays’ Rebellion, and the Articles of Confederation of 1781 on the writing andratification of the Constitution of the United States of 1787 and the Bill of Rights of 1791.

CCRS Standard(s):Reading(2) Determine the central ideas or information of a primary or secondary source; provide anaccurate summary that makes clear the relationships among the key details and ideas.(4) Determine the meaning of words and phrases as they are used in a text, including analyzinghow an author uses and refines the meaning of a key term over the course of a text (e.g., how





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Madison defines faction in Federalist No. 10).ACT Course Standard(s): (a) Apply terms relevant to the content appropriately and accurately.

(7) Integrate and evaluate multiple sources of information presented in diverse formats andmedia (e.g., visually, quantitatively, as well as in words) in order to address a question or solve aproblem.)ACT Course Standard(s): (c) Interpret timelines of key historical events, people, and periods; locate significanthistorical places and events on maps.

(9) Integrate information from diverse sources, both primary and secondary, into a coherentunderstanding of an idea or event, noting discrepancies among sources.Writing(10) Write routinely over extended time frames (time for reflection and revision) and shortertime frames (a single sitting or a day or two) for range of discipline-specific tasks, purposes, andaudiences.)ACT Course Standard(s): (h) Compose arguments/position papers, and participate in debates on differentinterpretations of the same historical events; synthesize primary and secondary sources to justify position.

Essential Question(s):What events led to the development of American democracy?

Tell students that the Framers of the Constitution drew on their personal beliefsand their knowledge of political ideas to create a representative democracy.

Point out the English political heritage affected the development of democracy inthe United States.

Explain that delegates at the Constitutional convention debated about the plan fora strong national government.

Learning Objective(s): I can compare characteristics of limited and unlimited governments throughout the world,

including constitutional, authoritarian, and totalitarian government; I can explain the significance of the following landmark English documents: the Magna

Carta, the Petition of Right, the English Bill of Rights, the Mayflower Compact, and theVirginia Declaration of Rights;

I can explain the influence of Thomas Hobbes, John Locke, Charles de Montesquieu,Jean-Jacques Rousseau, and the Great Awakening;

I can describe the three types of colonies that the English established in North America; I can compare the outcomes of the First and Second Continental Congresses. I can analyze the ideas in the Declaration of Independence I can describe the structure of the government set up under the Articles of Confederation. I can identify some of the sources from which the Framers of the Constitution drew

inspiration.





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I can identify the opposing sides in the fight for ratification and describe the majorarguments for and against the Constitution.

I can analyze a primary source; I can effectively respond to a timed/untimed constructed response prompt.

Key Vocabulary:Academic

Summarize Inferences Analyze

Content Specific: Magna Carta Petition of Right Limited Government Representative Government English Bill of Rights Articles of Confederation Constitution Bill of Rights Ratification Declaration of Independence Shay’s Rebellion

Assessments:Use formative assessments to differentiate instruction and improve student achievement.

Suggested strategies which can be incorporated into your daily instruction are as follows: ⑥ 3-2-

1 is a strategy where the idea is to give students a chance to summarize some key ideas, rethink

them in order to focus on those that they are most intrigued by, and then pose a question that can

reveal where their understanding is still uncertain. The students will jot down three things they

have learned/discovered, two interesting things from the unit, and one questions they have.

3 Things You Found Out

2 Interesting Things

1 Question You Still Have

Another strategy that can be used is exit slips. Exit slips can be used in a variety of ways. A few

minutes before the end of a lesson or class session, distribute the Exit Slips and ask students to

respond to a prompt that you pose to the class, related to the day’s lesson or information learned.





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If you chose to present the prompt orally or post it, provide students with a small piece of paper

or index card on which to write their responses, or ask students to record their responses in a

notebook or piece of paper of their own. Students can post responses on the class parking lot or

submit them to the teacher. Additionally, Exit Slips can be emailed by each student at the end of

each session, or they can be a part of an ongoing class blog or wiki. Prior to the next session,

review all of the students’ Exit Slips to determine how the next class session may need to be

structured differently to meet the needs of all learners in your classroom. Another effective form

of assessment is a constructed response. This is a type of open-ended essay question that

demonstrates cognitive knowledge and reasoning. The answer must be provided using

information that can be found in a particular text or other prompt (map, picture, graphic

organizer, etc.) and is not meant to demonstrate opinion, but to show how you are able to extract

information and use this as the basis for forming a complete answer. This can be constructed as a

Document Based Question (DBQ) or an essay style question.

Sample DBQ: Magna Carta DBQ Sample Assignment

Formative Assessments- Formative assessments can be used to adjust teaching and learning

while they are happening within the classroom. Formative assessments can inform both teachers

and students when instructional adjustments should be made and helps teachers determine next

steps during the learning process.

Summative Assessments-Summative assessments can be used to gauge students’ learning

relative to content standards. They are given to determine what students have mastered. Some

examples of summative assessments include, but are not limited to the following: state

assessments, district benchmarks, weekly, end of unit tests, and end of term exams

Summative Assessment I: Pre-Test, August 25- September 5, 2014

Post-Test, October 1-15, 2014

Instructional Consideration:The teacher should consider beginning the lesson by discussing and completing a K-W-L. A K-





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Origins of American Government

Directions: Read each statement below. Decide whether you agree or disagree with the statement by writing A is you agree

and D if you disagree on the line provided.

Before Reading After Reading

________ 1. American democracy was shaped by our English political __________heritage.

________ 2. Delegates at the Constitutional Convention created a plan for _________a strong national government.

W-L is a graphic organizer that can be used to capture what a student’s background knowledgeis prior to beginning a unit The –K and -w part of the chart will be completed prior to beginningthe lesson. In the –K portion of the chart, the student will jot down their prior knowledge and/orassociations about the unit, and in the –W portion of the chart the student will write down whatthey would like to learn while studying this unit. The –L part of the chart will be completedtoward the end of the lesson. In the –L portion, students jot down what they have learned fromthe unit. This strategy is very beneficial in assisting students to comprehend test trough activeengagement with the written material. Follow-up activities to KWL can include discussion,mapping, summary writing, and other related activities designed by the teacher or available inthe textbook or teacher manual. Another option is to engage the students in a ⑥Quickwrite.This strategy can be completed as a DO NOW activity or before beginning the unit. Twooptional quickwrites are as follows but are not limited to (1) Suppose students moved to anotherstate. What motivations might they have for migrating? Why do people migrate from one regionto another? (2)How would it feel to venture into the unknown, where there are no accounts fromsomeone who has gone before, and no assurance of coming back? Another strategy that mayprove beneficial to your students is an anticipation guide. An anticipation guide is acomprehension strategy that is used before reading to activate students' prior knowledge andbuild curiosity about a new topic. Before reading, students listen to or read several statementsabout key concepts presented in the text; they're often structured as a series of statements withwhich the students can choose to agree or disagree. Anticipation guides stimulate students'interest in a topic and set a purpose for reading.

During the lesson, the students will annotate the text. Annotation is the practice and the result

of adding a note or question to a text, which may include highlights or underlining, comments,





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footnotes, tags, and links. Text annotations can include notes written for a reader's privatepurposes, as well as shared annotations written for the purposes of collaborative writing andediting, commentary, or social reading and sharing. As they read, students will make notes,questions, and/or comments in the margins.

Sample annotation:

The teacher may elect to have Jigsaw Groups to facilitate instruction. The purpose of the JigsawGroups is to (1) engage with text (2) self-monitor comprehension (3) integrates new informationwith prior knowledge (4) respond to text through discussion. Students become experts about acertain aspect of the reading material. Teams are formed and each student must teach othermembers of the team about his/her topic. Students also must learn the information presented bythe other group members. Procedure: (1) divide class into 4-6 member groups; each memberbecomes an expert on a different topic/concept assigned by the teacher; (2) Members of teamswith the same topic meet together in an expert group with a variety of resource material and textsavailable to explore the topic. Also, a single reading from the textbook and another source couldbe used to complete the assignment; (3) The students prepare how they will teach theinformation to others; (4) Everyone returns to their jigsaw (home) teams to teach what theylearned to the other members. If may be helpful to supply each student with a graphic organizerfor note taking purposes; (5) team members listen and take notes as their classmates teachesthem. Another strategy is the use of a Dialectical/ Double column journals: The process ismeant to help you develop a better understanding of the texts we read. Use your journal toincorporate your personal responses to the texts, your ideas about the themes we cover and ourclass discussions. Students may also benefit from a Reciprocal Teaching. Reciprocal teaching isin some ways a compilation for four comprehension strategies: summarizing, questioning,clarifying, predicting. The order in which the four stages occur is not crucial; you’ll want to try

No free man shall be seized or imprisoned, or stripped ofhis rights or possessions, or outlawed or exiled . nor willwe proceed with force against him . except by the lawfuljudgement of his equals or by the law of the land. To noone will we sell, to no one deny or delay right or justice.

I wonder who

they are referring

to when they say

“man”

I don’t know

what this word

means





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out different versions of the strategy to see if a particular protocol suits your teaching style, andyour students’ learning styles, better. You will want to choose text selections carefully to becertain that they lend themselves to all four stages of reciprocal teaching.Procedure:

1. Put students in groups of four.2. Distribute one note card to each member of the group identifying each person’s unique

role. Roles may vary based on type of text.

Narrative Texta. Summarizerb. Questionerc. Clarifierd. Predictor

Expository TextKey word finderQuestionerKeeper (collects key notes)summarizer

3. Have students read a few paragraphs of the assigned text selection. Encourage them touse any note-taking strategies such as selective underlining or sticky-notes to help thembetter prepare for their role in the discussion.

4. At any given stopping point, the Summarizer will highlight the key ideas up to this pointin the reading.

5. The Questioner will then pose questions about the selection: Unclear points Puzzling information Connections to other concepts already learned Motivations of the agents or actors or characters Etc.

The clarifier will address confusing parts and attempt to answer the questions that werejust posed.The predictor can offer guesses about what the author will tell the group next.The roles in the group then switch one person to the right, and the next selection is read.Students repeat the process using their new roles. This continues until the entire selectionis read.

After the lesson, students will analyze a primary source. Students will utilize the guidedquestions to assist them in their analysis. This strategy will assist students in the following: (1).Direct engagement with artifacts and records of the past encourages deeper content exploration,active analysis, and thoughtful response. (2). Analysis of primary sources helps students develop





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critical thinking skills by examining meaning, context, bias, purpose, point of view, etc. (3).Primary source analysis fosters learner-led inquiry as students construct knowledge byinteracting with a variety of sources that represent different accounts of the past. (4). Studentsrealize that history exists through interpretation that reflects the view points and biases of thosedoing the interpreting. Students may respond to Journal Responses. These responses mayrespond to its content and how well or poorly it was written. You may also respond to therhetorical strategies used, if appropriate. Your response should be at least ten sentences. Theprimary purpose of the Reading Response Journal is to help you see that you are “expert readers”in many ways. Additionally, the journals will help you with the following:• Continually improve your skills of comprehension, interpretation and analysis.• Respond to readings openly, thoughtfully and personally without any fear of being “wrong”.• Provide a starting point for dialog between you, me and your peers.• Raise comments or questions that you may be hesitant or not want to share with the class.• Help me monitor your understanding of readings and provide feedback as well as considerideas I have not even though of before.• Help you generate your own questions for group discussions.Here are a few questions you may ask yourself:

What effect did the reading have on you? What emotions were generated and how did the reading generate them? Was it the

descriptive language? Was it the kind of writing (narrative, argument, reflective)? What was the writer trying to do? Do you think he/she was successful? Think about the craft of writing—the types of words used, the length of sentences, the

tone of the writing. Was there anything the writer left out or should have left out? What kind of rhetorical strategies were used in the reading? Quotes? Anecdotes?

Statistics? Appeals to emotion, logic and/or reason? Were they used effectively? Was there a specific tone used: sarcastic, sad, humorous, serious, etc.? How did the writer use these rhetorical strategies to serve his/her purpose? Did it work?

Optional Journal Response PromptHow did colonial governments give English colonists experience in self-rule? Use text support tosupport your answer.

Finally, student can ⑥ retell information acquired where they will summarize what theyunderstand about the unit with a partner. Utilizing this strategy allows the students to think aboutthe sequence of ideas or events and their importance and then re-create the text in their ownwords. A form of retelling can be done through Carousel Brainstorm. This strategy can fit





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almost any purpose developed. Procedure: (1) Teacher determines what topics will be placed onchart paper. (2) Chart paper is placed on walls around the room; (3) Teacher places students intogroups of four; (4) Students begin at a designated chart; (5) They read the prompt, discuss withgroups, and respond directly on the chart; (6) After an allotted amount of time, students rotate tonext chart; (7) Students read next prompt and previous recordings, and then record any newdiscoveries or discussed points; (8) Continue until each group has responded to each prompt; (9)Teacher shares information from charts and conversations heard while responding. This strategycan be modified by having the chart “carousel” to groups, rather than groups moving to chart.

Pre-AP strategies to consider SOAPSTone is an acronym which stands for Speaker, Occasion, Audience,

Purpose, Subject, and Tone. This strategy is used to encourage and strengthenreaders’ interaction with and comprehension and analysis of text.

Question InferenceDetail Question? Infer Evidence

1 2 3 4

1. What do you see?2. What questions do you have about the details you see?3. What inferences can you draw from these details?4. What evidence allows you to draw this conclusion?

Differentiation:Intervention:As a method to provide intervention strategies for your struggling students considerimplementing researched based strategies in your classroom. Small Group instruction provides ameaningful literacy experience in any classroom. Because History is a literacy course, it isimportant to ensure that all students’ needs are met. Through the use of small group instruction,teachers have the ability to meet the needs of every student in their classroom, provide ameaningful social learning experience, effectively utilize before, during, and after instructionalstrategies, ensure every child has a voice, and group according to the needs of the students.

On LevelFor students who are performing at grade-level, consider utilizing a Graphic Organizer. Agraphic organizer is a great pictorial way to assist students in organizing and obtainingknowledge. This method is simple to read, helps generate ideas, provides a graphic display of theinformation, which makes complicated information easier to digest, and can be created by thestudents or teacher.





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Sample: Student can copy the chart from the Promethean Board or the teacher can provide thechart for them. The students will then list the major political ideas from each document thatinfluenced the colonies.

Document Major Political IdeasMagna CartaPetition of RightEnglish Bill of Rights

Acceleration:To provide a meaning educational learning experience for your advanced students, considerutilizing a Timed/ Untimed Constructed Response. A constructed response is a great way toasses if a student has mastered a specific standard, as well as assess the students’ writing ability.Constructed responses can be generated from information acquired during a unit. This open-ended question can be provided as a short answer response, essay, or through the use of a DBQ.Use of a scoring rubric should accompany this type of assessment for grading purposes.

Accommodations: ELL/SPED

Technology: (Hardware)

Promethean Board Promethean Clickers Document Camera

(Software) Magruder’s American Government Student CD Prentice Hall Teacher Express American Government Interactive Constitution CD American Government Presentation Plus

Materials

Magruder’sAmericanGovernment TE

Maps/ Globes

Supplemental Resources

Magruder’s AmericanGovernment Guided ReadingWorkbook

American Government Basic

Online Resources ALEX KWL Chart SOAPSTone Strategy Guide Annotation Guide Sample Anticipation Guide Alabama Virtual Library





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Teaching AmericanHistory(TAH)*must beteacher trained

Principles of the ConstitutionTransparencies

American Government Guide tothe Essentials

American Government VideoCollection

Professional Text(s)Beers, K. (2003). When Kids Can'tRead:What Teachers Can Do.Portsmouth, NH: Heinemann.

Beers, K., & Probst, R. (2013).Notice & Note Strategies forClose Reading. Portsmouth,NH: Heinemann.

Santa, C., Havens, L., Franciosi,D., & Valdes, B.(2014). Project CRISS (4 ed.).Kalispell, MO: Kendall HuntPublishing Company.

EdSitement Government Online ( PH

School) – Code Needed See TE Read Like a Historian – a

username and password is required.

ICivic.org World History Series: Crash

Course Reading Like a Historian World History for us All Teaching American History

(TAH)

Teacher Notes:

As you plan for this unit, this document is only a guide to assist you in effectively planning foryour classes. The teacher should pace the lesson according to his/her allotted time and schedule.Teachers should utilize the textbook published by Magruder’s American Government as theirmain resource; however, you are not confined to only this source. The use of formativeassessments are suggested on a regular basis. Consider the background knowledge of allstudents. Please keep in mind that if you have an activity the works well for your students, besure to utilize that in your plan.

During the first weeks of school, administer the summative assessment, and it is also suggestedthat you consider working on geography skills.





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This unit is not intended to replace your lesson plans; therefore, it should be used as asupplemental guide to aide you in planning your instruction lessons.

If you are TAH trained, please be sure to infuse those lessons into your instructional plan whereapplicable.

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