instructional design framework gs2b, si7b,...

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INSTRUCTIONAL DESIGN FRAMEWORK GS2B, SI7B, SI7F 1A

Foundations of Government Ch. 1

Standard Compare and contrast governmental systems, current and historical, including those that are

democratic, republican, totalitarian, monarchic, oligarchic, and theocratic and describe their

impact.

The What Characteristics of governmental

systems current and historical,

including those that are democratic,

republican, totalitarian, monarchic,

oligarchic, and theocratic

The How (DOK) Compare

Contrast

Kid Friendly Objective I will compare and contrast governmental systems including democratic,

totalitarian, monarchic, oligarchic, and theocratic and evaluate their importance.

Activity

Students will analyze or

create political cartoons

that illustrate the

different governmental

systems

Activity

Students will create a chart

to compare and contrast

historical monarchies with

current constitutional

monarchies

Activity

Students will create a

chart or diagram to

contrast/compare the

listed governmental

systems

Assessment of Kid Friendly Objectives

Given a scenario in a multiple choice question, students will identify the correct form of

government

Academic Vocabulary

Democratic Oligarchic Totalitarian

Theocratic Monarchic Sovereignty

Republic


INSTRUCTIONAL DESIGN FRAMEWORK GS2Ca, SI7B, SII7F 1B

Foundations of Government (Ch. 1)

Standard Explain the processes pertaining to:

1. Selection of political leaders (with an emphasis on presidential and parliamentary

systems

2. Functions and styles of leadership (including authoritarian, democratic, and laissez

faire)

The What Processes of:

1. Selection of political leaders (with

an emphasis on presidential and

parliamentary systems

2. Functions and styles of leadership

(including authoritarian, democratic,

and laissez faire)

The How (DOK) Explain

Kid Friendly Objective • I will explain how political leaders are selected in presidential and

parliamentary systems.

• I will explain the different styles of leadership such as authoritarian,

democratic, and laissez faire.

Activity Create examples of each

style of leadership

Activity Create a Venn diagram

comparing Presidential and

Parliamentary systems

Activity Draw a graphic organizer

illustrating selection

process of leaders in

presidential and

parliamentary systems


Students will take a multiple choice quiz over the selection of political leaders and the

functions and styles of leadership.

Academic Vocabulary Laissez faire Presidential system Authoritarian

Parliamentary systems


INSTRUCTIONAL DESIGN FRAMEWORK GS2Ab 1C

Foundations of Government Ch. 1

Standard Explain the importance of the following concepts of democracy.

1. Worth of the individual

2. Equality of all people

3. Necessity of compromise

4. Individual freedom

5. Majority rule and minority rights

The What

Concepts of democracy

The How (DOK)

Apply

Kid Friendly Objective

I will describe the concepts of democracy.

Activity


graphic organizer

demonstrating the 5

concepts of democracy.

Activity


comic strip or political

cartoon that represents one

of the concepts of

democracy.

Activity

Students will make a

flipbook of the concepts

of democracy.


Given a blank chart, student will name the concepts, define them, and give an example of

each.

Academic Vocabulary

Equality Majority Rule Minority Rights

Compromise


INSTRUCTIONAL DESIGN FRAMEWORK CD1Ae 1D

Foundations of Government (Ch. 1)

Standard Identify and give examples of democracies and republics.

The What Examples of democracies and

republics

The How (DOK) Identify

Give examples

Kid Friendly Objective I will compare and contrast democracies and republics.

Activity Create a Venn diagram

comparing and

contrasting democracies

and republics

Activity Given a chart listing

characteristics of various

governments, students will

classify the governments as

democratic or republican.

Activity Define democracy and

republic, with

characteristics of each,

and give examples.


When given an example, student will identify whether the governmental form is a

democracy or a republic (and vice versa).

Academic Vocabulary

Democracy Republic

Representative Democracy


INSTRUCTIONAL DESIGN FRAMEWORK EC4K 2

Economic Systems (Ch. 23)

Standard Identify the poles of government in capitalism (market economy), socialism and

communism.

The What Roles of government in a

market economy

The How (DOK) Identify

Kid Friendly Objective I will identify and explain the roles of government in a market economy.

Activity Create a 3 way Venn

Diagram comparing

capitalism, socialism and

communism.

Activity Given a list of scenarios

students will identify which

type of economy is being

used.

Activity After studying different

economic systems,

students will list the roles

of government in various

examples.


Given a chart, students will fill in the important concepts of capitalism, socialism, and

communism.

Academic Vocabulary Karl Marx Property Rights Capitalism

Adam Smith Stable prices Competition

Market economy Command Economy Communism

Full employment Socialism Economic justice


INSTRUCTIONAL DESIGN FRAMEWORK CD1Ad, HS3bK, SI7B, SI7F 3A

Origins of American Government (Ch. 1 and 2)

Standard Describe the historical foundations of the United States government system as reflected in

the following documents:

1. Magna Carta

2. Enlightenment writing of Hobbes, Locke, Rousseau, Montesquieu, and the Social

Contract Theory

3. Mayflower Compact

The What Fundamental ideas from each

of the documents that

contributed to the U.S.

Constitution (Magna Carta,

Enlightenment Writings,

Social Contract Theory)

The How (DOK) Describe

Kid Friendly Objective I will describe ideas that are in the U.S. Constitution and Government that were

“borrowed” from other historical documents.

Activity Students will make a

chart comparing the view

of Hobbes, Locke,

Rousseau, and

Montesquieu and will

describe how those ideas

were incorporated into the

Constitution, citing

evidence.

Activity Students will write a

paragraph analyzing how

the Magna Carta, The

Social Contract Theory and

The Mayflower Compact

eventually led to the ideas

in the Constitution and give

supporting evidence.

Activity Make a concept map

showing how the Magna

Carta, The Social Contract

Theory and The

Mayflower Compact led

to the U.S. Constitution.

Assessment of Kid Friendly Objectives Given a chart, student will complete the missing information on how past documents,

enlightenment ideas, and enlightenment philosophers affected the US Government.

Academic Vocabulary Magna Carta Hobbes Montesquieu

Enlightenment Locke Rousseau

Social Contract Mayflower Compact


INSTRUCTIONAL DESIGN FRAMEWORK CD1Aa, SI7B, SI7F 3B

Origins of American Government (Ch. 2)

Standard Apply the following principle of constitutional democracy to historical and contemporary

issues: representation.

The What Constitutional principle of

representation

The How (DOK) Apply

Kid Friendly Objective I will apply the concept/idea of representation to past and present events.

Activity Role play simulation

comparing direct

democracy with

representative democracy

leading to student

analysis of which is most

efficient and which

allows for the most

individual input.

Activity Students will create a chart

of pros and cons of

representation and will

defend their choices.


paragraph predicting what

would happen if the U.S.

was a direct democracy

and describing the

solution the “founding

fathers” develop.

Assessment of Kid Friendly Objectives In a well-developed paragraph, the student will describe 1 pro and con for both direct democracy

and representative democracy. Student will then identify which was chosen for the US and why.

Academic Vocabulary Representation Indirect Democracy Indirect Democracy

New Jersey Plan Virginia Plan Connecticut Compromise

Representative Democracy

*This power standard should also be retaught when teaching the legislative branch.


INSTRUCTIONAL DESIGN FRAMEWORK CD1Aa 3C

Origins of American Government (Ch. 2 & 20)


issues: due process of law

The What Constitutional principle of due

process of law

The How (DOK) Apply


I will apply the concept/idea of due process of law to past and present events.

Activity Using historical

scenarios, student will

write a paragraph

describing why our

founding fathers have

placed such an emphasis

on due process of law.

Activity Given a short video clip or

a teacher directed scenario

the students will cite

constitutional amendments

that were followed or not

and predict what would

have happened if there was

no due process.

Activity A constructed response

analyzing a situation

where due process of law

was not followed.

Students will describe

how that action violated

constitutional guarantees.

Assessment of Kid Friendly Objectives Given a synopsis of the Miranda vs Arizona court case, student will describe how that option

violated the constitutional guarantee of due process.

Academic Vocabulary Due process of law

Miranda vs Arizona

Check this

*This power standard should be retaught when teaching the judicial branch.


INSTRUCTIONAL DESIGN FRAMEWORK CD1AC, SI7B, SI7F 3D

Origins of American Government (Ch. 2)

Standard Assess the changing role of government:

1. Philosophy

2. Limits

3. Duties

The What How the philosophy, limits and

duties of government have

evolved.

The How (DOK) Assess

Kid Friendly Objective I will explain and assess the changes in philosophy, limits, and duties of

government over time.

Activity Make a chart comparing

the laissez faire

philosophy of the past

with the more activist

government that exists

today.

Activity Describe how a current

event (health care debate)

might result in a change in

societies view about limits

on government power and

duties of government.

Activity Compare and contrast

governmental philosophy

as reflected in the Articles

of Confederation and the

Constitution.

Assessment of Kid Friendly Objectives Write a brief essay evaluating the changes in view of governmental philosophy, limits on

government, and duties of government (one at a time) and describe whether they believe the change

had a positive negative effect.

Academic Vocabulary Assess Duties Philosophy

Limits


INSTRUCTIONAL DESIGN FRAMEWORK CD1Aa, SI7B, SI7F 4A

Constitutional Principles (Ch. 3)


issues: separation of powers.


separation of powers

The How (DOK) Apply

Kid Friendly Objective I will apply the concept/idea of separation of powers to past and present events.

Activity Using a current action of

either the President,

Congress or the Supreme

Court the students will

cite evidence from the

Constitution and explain

how it was either an

appropriate or

inappropriate us e of their

powers.

Activity Create a chart of the

structure of the U.S.

Government demonstrating

the separation of powers.

Activity Given a chart with both

correct and incorrect

information, students will

analyze and correct the

chart.


In a well-developed essay or paragraph, students will explain the purpose of separation of

powers and apply it to the 3 branches of the U.S. Government.

Academic Vocabulary Separation of powers Legislative Branch Judicial Branch

Executive Branch Montesquieu


INSTRUCTIONAL DESIGN FRAMEWORK CD1Aa, HS3aK, SI7B, SI7F 4B


Standard Apply the following principle of constitutional democracy historical and contemporary

issues: checks and balances.


checks and balances

The How (DOK) Apply

Kid Friendly Objective I will apply the concept/idea of checks and balances to past and present events.

Activity Students will create a

chart demonstrating at

least three examples of

checks and balances.

Activity Using a chart of how a bill

becomes a law, students

will analyze the checks and

balances involved with

each step of the process.

Activity Students use current news

articles and analyze them

for the roles played by the

three branches.

Assessment of Kid Friendly Objectives Given a list of scenarios, students will explain how checks and balances are being applied.

Academic Vocabulary Apply Checks and balances Constitutional principles

Contemporary issues Historical issues

* This power standard should be retaught when teaching the

legislative, judicial and executive branches.


INSTRUCTIONAL DESIGN FRAMEWORK CD1Aa, SI7B, SI7F 4C

Constitutional Principles (Ch. 3 & 4)


issues: separation of powers.


separation of powers

The How (DOK) Apply

Kid Friendly Objective I will apply the concept/idea of separation of powers to past and present events.

Activity Using McCulloch v.

Maryland Supreme Court

decision student will cite

evidence from the

constitution to defend the

Supreme Court decision.

Activity Create a concept map

showing all levels of

government and linking the

expressed, reserved and

concurrent powers.

Activity Have students make a

Venn diagram including

reserved, expressed and

concurrent powers as well

as the things each level

cannot do.

Assessment of Kid Friendly Objectives Given a Venn Diagram that is labeled state and federal, the student will label exclusive, reserved

and concurrent powers and give 2 examples of each and will give 2 examples of powers denied to

the state governments, the national government and to both.

Academic Vocabulary Federalism Reserved Powers Delegated/Expressed Powers

McCulloch v Maryland Concurrent Powers Inherent Powers

Implied Powers


INSTRUCTIONAL DESIGN FRAMEWORK CD1Aa 4D



issues: popular sovereignty

The What Constitutional principle of due

process of law

The How (DOK) Apply

Kid Friendly Objective I will apply the concept/idea of popular sovereignty to past and present events

Activity Attack or defend the

following statement:

Students have popular

sovereignty at school

through organizations like

student council and

serving on committees or

clubs.


paragraph analyzing why

popular sovereignty is

either a positive or negative

concept.

Activity Create a graphic organizer

describing who has

sovereignty under

different types of

government such as

dictatorship, monarchy,

oligarchy and democracy

Assessment of Kid Friendly Objectives In a short essay, students will describe the concept of popular sovereignty and will cite at least 3

examples of how this concept applies to the US Constitution.

Academic Vocabulary Popular sovereignty

check


INSTRUCTIONAL DESIGN FRAMEWORK CD1Aa 4E


issues: judicial review.


judicial review

The How (DOK) Apply

Kid Friendly Objective I will apply the concept/idea of judicial review to past and present events.

Activity Role play as a Supreme

Court justice determining

whether or not certain

laws are constitutional or

not.

Activity Students will choose a

recent court decision and

defend why they believe it

is an example of judicial

review. They will include

why they believe the court

chose that case for review.

Activity Given the cases of:

Marbury v. Madison,

McCulloch v. Maryland,

Miranda v. Arizona,

Plessy v. Ferguson, and

Brown v. Topeka Board of

Education have students

analyze how each case

demonstrates judicial

review and how they led

to social changes in the

U.S.

Assessment of Kid Friendly Objectives Given the cases of: Marbury v. Madison, McCulloch v. Maryland, Miranda v. Arizona, Plessy v.

Ferguson, and Brown v. Topeka Board of Education, have students fill in a chart demonstrating the

Constitutional issue and the courts eventual decision on it. .

Academic Vocabulary Judicial review

Marbury v Madison

*This power standard should be retaught

when teaching the judicial branch


INSTRUCTIONAL DESIGN FRAMEWORK HS3aI, RE6L, RE6O, SI7B, SI7F 5

Standard Analyze the evolution of American democracy, its ideas, institutions, and political

processes, including:

1. Constitution and amendments with emphasis on the Bill of Rights, and the Federalist

Papers.

2. Struggle for civil rights as it applies to suffrage (14,1 5, 19, 24 & 26 Amendments)

3. Equality under the law as it applies to Plessy v Ferguson and Brown v Board of

Education.

The What The evolution of:

1. Constitution and

amendments

2. Struggle for civil rights

3. Equality under the law

The How (DOK) Analyze

Kid Friendly Objective I will describe the Constitution, its amendments and its principles.

Activity Create a timeline showing

the evolution of suffrage

in the US.

Activity Create a timeline showing

the evolution of equality

under the law.

Activity Create a chart comparing

the articles of

Confederation and the

Constitution.


Multiple choice test over the Constitution, its amendments and its principles. (To be used as

US Constitution Test)

Academic Vocabulary Plessy v Ferguson Brown v Board of Education Bill of Rights

Virginia Plan New Jersey Plan Suffrage

Connecticut Compromise


INSTRUCTIONAL DESIGN FRAMEWORK CD1Ab, RE6N 6

Citizenship (Ch21 sec. 4)

Standard Define American citizenship and determine the duties and responsibilities of individual

citizens.

The What Civic responsibilities of

individual citizens.

Citizenship

The How (DOK) Determine


I will be able to define citizenship.

I will list and explain the responsibilities and duties I have as a citizen.

Activity Label a scenario with the

proper civic responsibility

Activity PowerPoint presentation on

citizenship.

Activity Make a list of

responsibilities/duties of

citizens and describe what

impact they can have on

the community.


Multiple choice quiz over the concept of citizenship.

Academic Vocabulary Civic responsibilities Jus Sanguinis Citizen

Civic duty Jus Soli Alien

Naturalization


INSTRUCTIONAL DESIGN FRAMEWORK GS2Cb, SI7B, SI7F 7

Political Parties and Interest Groups (Ch. 5 and 9)

Standard Evaluate the roles and influence of political parties and interest groups

The What Roles and influence of parties

and interest groups

The How (DOK) Evaluate

Kid Friendly Objective I will evaluate the characteristics, roles, and importance of political parties and interest

groups.

Activity Construct Venn diagram

of characteristics and

activities of political

parties and interest

groups.

Activity Students sort flash cards

which list characteristics

and activities of political

parties and interest groups.

Activity Create a list of

characteristics that

differentiate the major

political parties.


Multiple choice test over political parties and interest groups.

Academic Vocabulary Political party Interest group Minor Party

Spoiler Liberal Conservative

Independent Lobby PAC


INSTRUCTIONAL DESIGN FRAMEWORK GS2Ca, DI7B, SII7F 8

Legislative Branch (Ch. 12)

Standard Describe the process of how laws are made

The What How a bill becomes a law

The How (DOK) Apply

Kid Friendly Objective I will be able to describe how a bill becomes a law

Activity Do a simulation of how a

bill becomes a law.

Activity Show the School House

Rock Video: I’m Just a Bill

Activity Make a chart showing

how a bill becomes a law.

Assessment of Kid Friendly Objectives Given a blank chart, students will fill in the steps of how a bill becomes a law.

Academic Vocabulary Bill Conference Committee Quorum Filibuster

Cloture Veto Pocket Veto


INSTRUCTIONAL DESIGN FRAMEWORK GS2Ca, SI7B, SII7F 9

Executive Branch (Ch.15)

Standard Describe how laws are enforced.

The What How laws are enforced

The How (DOK) Apply

Kid Friendly Objective I will describe how laws are enforced.

Activity Create a chart showing

the major parts of the

executive branch and

their responsibilities.

Activity Worker Bees Assignment

in the I Think:

Govt/Executive Branch

Book pg. 25-32

Activity President’s Cabinet and

Department Depictions

assignment in I Think:

Govt/Executive Branch

Book pg. 33-37


Fill in the blank assignment where student will answer questions about how laws are

enforced and apply their knowledge to specific given scenarios.

Academic Vocabulary Bureaucracy Cabinet Executive Departments

Executive Orders


INSTRUCTIONAL DESIGN FRAMEWORK EC4H, SI7B, SI7F 10

Financing the Government (Ch. 16)

Standard Analyze the roles that people, business and government play in economic systems, such as:

1. monetary policy (why the Federal Reserve System influences interest rates and

money supply)

2. fiscal policy (government taxation and spending)

The What Roles of people, business and

government in monetary and

fiscal policy

The How (DOK) Analyze


I will analyze how people, businesses and government affect monetary and fiscal policy.

Activity Students will create a

graphic organizer of the

Federal Reserve and how

it works

Activity Guns and Butter Activity


budget given a fixed

amount of funding and will

then reallocate the funding

given the addition of

paying for a war

Activity In cooperative learning

groups students will

decide what services a

new town will need and

how they will be financed.

Assessment of Kid Friendly Objectives Multiple choice test over financing the US Government

Academic Vocabulary Monetary policy Federal Reserve System Federal Reserve Board

Fiscal policy Interest rates


INSTRUCTIONAL DESIGN FRAMEWORK

State and Local Government (Ch. 24 and 25)

Standard Describe the structure and purposes of government at the state and local level.

The What Structure and purposes of state

and local governments

The How (DOK) Knowledge

Kid Friendly Objective I will describe the structure and purposes of state and local governments.

Activity Create a Venn Diagram

that compares and

contrasts the federal and

state governments.

Activity Create chart of diagram

depicting the structure of

the state government.

Activity Create a diagram that

compares and contrasts

the different forms of

local governments.


Multiple choice test on the structure and purposes of state and local government. (To be

used as Missouri Constitution test)

Academic Vocabulary General Assembly Governor Municipality Local

Initiative Referendum Recall Mayor

City Manager Commission System

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