Social Studies Curriculum Map Quarter 1/3 U.S. Government and CivicsHigh School

IntroductionIn 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.

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.

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Social Studies Curriculum Map Quarter 1/3 U.S. Government and CivicsHigh School

“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 Corehttp://www.tncurriculumcenter.org/social_studies

To 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.

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.

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KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

Social Studies Curriculum Map Quarter 1/3 U.S. Government and CivicsHigh School

*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

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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.

WIDAhttps://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 & groupsEntering:Locate visually supported information on social issues (e.g., from photographs, headlines, and bylines in newspapers, magazines, or on the Internet)

Beginning:Locate visually supported information on social issues (e.g., in newspaper, magazine, or website articles)

Developing:Compare and contrast visually supported information on social issues or inequities from various news sources

Expanding:Interpret visually supported information on social issues or inequities from various news sources

Bridging:Evaluate authenticity of information on social issues or inequities from various news sources

Example: Speaking 9-12 Social issues & inequitiesEntering:Name major social issues or inequities depicted in illustrations (e.g., war)

Beginning:Characterize major social issues or inequities depicted in illustrations (e.g., slavery)

Developing:Give examples or descriptions of social issues or inequities depicted in illustrations or political cartoons

Expanding:Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives

Bridging:Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives

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Vocabulary Instruction

Effective 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, 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.

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U.S. Government and Civics Pacing GuideSuggeste

d TimeQuarter 1 / Quarter 3 Suggested

TimeQuarter 2 / Quart 4

Weeks 1-3 Principals of GovernmentBig Ideas: The United States government affects the lives of each and every individual in our country at any given time.

Week 1 Influence of the MediaBig Idea: The Media has held a major voice in politics for a long time.

Weeks 4-5 Branches of GovernmentBig Idea: When our Founding Fathers created the United States Constitution, they did so with the notion that no one individual should have too much power.

Week 2 Rights and Responsibilities of CitizensBig Idea: The rights and responsibilities of being a United 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 ConstitutionBig Idea: In its wisdom, the United States Supreme Court is charged with the ultimate duty of interpreting the United States Constitution.

Week 3 Fundamentals of a Free SocietyBig Idea: In the United States, the general population has the opportunity to engage in a world that is based on various core fundamental values.

Week 8 Federal PowersBig Idea: Federalism is the idea that a federal government operates when all the powers of the government are divided among a central government and several local governments.

Weeks 4-5 Civil RightsBig Idea: The Oxford Dictionary defines civil rights as: the rights of citizens to political and social freedom and equality.

Week 9 The Election and the Political ProcessBig Idea: Elections are operated under the direction of the states with varying limits.

Weeks 6-7 The Federal Government and the EconomyBig 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 GovernmentBig Idea: Journey to Tennessee, it is the home to a diverse and rich history steeped in tradition.

Week 9 Civic EngagementBig 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.

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Principals of Government Weeks 1-3

Textbook: Magruder’s American Government and Civics by William A. McClenaghanTN State Recommended Primary Documents, Anchor Texts and Supporting Texts:Excerpts from: The Magna Carta (1216L) http://www.constitution.org/eng/magnacar.htmMayflower Compact http://mayflowerhistory.com/mayflower-compact/ (1030L)English Bill of Rights (NR) http://legal-dictionary.thefreedictionary.com/English+Bill+of+RightsTwo Treaties of Civil Government By John Locke (1690L) http://oll.libertyfund.org/titles/locke-the-two-treatises-of-civil-government-hollis-edDeclaration 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.htmThe Social Contract by Jean Jacques Rousseau (1490L) http://www.earlymoderntexts.com/assets/pdfs/rousseau1762.pdfAnchor Texts:Democracy In America By: Alexis de Tocqueville.(1310L) http://www.worldcat.org/title/democracy-in-america/oclc/54455049The Constitution (1540L) http://www.archives.gov/exhibits/charters/constitution_transcript.html

TN State Social Studies Standards Big Ideas & Questions Suggested TDQs, Tasks and Resources

GC.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

The United States government affects the lives of each and every

individual in our country at any given time.

GC.1 What is government?

GC.1 What are the goals of government?

GC.1 What elements of the United States constitutional system evolved from Athens and Rome?

TDQs & The Daily Analysis-TLW analyze various primary sources and informational texts on a daily basis in an effort to strengthen their core reading, writing and critiquing skills in preparation for College and Careers, TNReady and various other testing component requirements as a means of implementing rigor in the classroom. As these primary sources are highlighted with the page numbers, corresponding 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 class video feature). Each Daily Analysis Format has a form that students should label and complete on their own paper with the exception of the charts and media presentations where applicable.

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government.Achieve The Core Lesson: Citizenship and Government in Athens

http://achievethecore.org/page/2764/citizenship-and-government-in-athens

Textbook 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.B

Textbook 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. 43-47

Suggested ActivitiesGC.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.B

GC.1 Examine the foundations of democratic representative government: Greek direct democracy and Roman republic. Write a comparison paper.Literacy WHST.11-12.2,7

GC.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.11-12.1,2

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GC.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.11-12.2

Read, 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. 11o The Federalist No. 51, D : p. 75o Politics, Aristotle D: p. 27o English Bill of Rights, D: p. 32o The Unanimous Declaration of the Thirteen, United States of America,

D. p. 40Literacy WHST.11-12.1.A,.B,.E, and WHST.11-12.2

Critical 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.htmMayflower Compact http://mayflowerhistory.com/mayflower-compact/ (1030L)

GC.2 Determine the central ideas in passages from Democracy in America to examine the character of American democracy as articulated by Alexis de Tocqueville.

GC.2 How do special interest groups play a role in American politics?

GC.2 After reading a summary of The Democracy in America via http://www.gradesaver.com/democracy-in-america, students will complete a concept web(tree map) via http://www.dvusd.org/cms/lib011/AZ01901092/Centricity/Domain/1535/map-tree.pdf that details the character of American society, 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.

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Literacy RH.11-12.2, WHST.11-12.1.A,2.B

GC.3 Describe the purposes and functions of government as outlined in the Preamble to the Constitution and demonstrate an understanding of current application of those purposes and functions by identifying current government actions related to each of the six purposes.

GC. 3 What is government?

GC.3 What are the six goals of the United States Constitution and where can examples be found in today’s world?

GC.3 After Reading the Preamble to the United States Constitution, identify and determine the current actions that relate to each of the six purposes. Refer to textbook pp. 9 -11 for the six stated purposes of the Constitution or http://constitutionus.com/. Literacy RH.11-12.1, WHST.11-12.1.A,B

GC.3 Students will create an illustration of the six principles of The U.S. Constitution, analyze the merits of the amendment process, develop a chart depicting how power is dispersed among the different levels of government and between national, state and local levels, explain how the principle of ―limited government is expressed through, Separation 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 Constitution reflects a balance between the promotion of the public good and the protection of individual rights.

GC.4 How does the Constitution reflect a balance between the promotion of the public good and the protection of individual rights?

GC.4 Chapter 3: The Constitution & Chapter 4: FederalismWe the People: The Citizen and the ConstitutionUnit 2: How Did the Framers Create the Constitution? Lessons 13-17Unit 3: How Did the Values and Principles Embodied in the Constitution Shape American Institutions and Practices?Lessons 18-22Literacy RH.11-12.1, WHST.11-12.1.A,B

GC.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)

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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.BGC.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 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 evidence why the Founding Fathers established a constitutional system that limited the power of government.

GC.5 Why did the Founding Fathers find it necessary to ensure that the United States government did not afford too much power to one individual?

GC. 5 Analyze the structure, powers, and roles of the legislative branch of the United States government: specific powers delegated in Article I of the Constitution; role of competing factions and development of political parties; lawmaking process; different roles of Senate and House; election process and types of representation; and influence of 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 enumerated and shared powers, the role of organized interests (Federalist Number 10), checks and balances (Federalist Number 51), the importance of an independent judiciary (Federalist

GC.6 What are the key differences between the systems of enumerated and shared powers?

GC.6 Describe how each branch of government “checks” the other?

GC.6 After reading pages 30-34 in the textbook, students will write a summary that describes the systems of enumerated and shared powers, the role of organized interests (Federalist Number 10), checks and balances (Federalist Number 51), the importance of an independent judiciary (Federalist Number 78), implied powers, rule of law, federalism, popular sovereignty, and civilian control of the military. Literacy RH.11-12.3, W.11.12.1.A.B

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Number 78), implied powers, rule of law, federalism, popular sovereignty, and civilian control of the military.

Federalist Papers see this link Britannica Resource Paks…http://packs.eb.com/resourcepacks/149030#/pinboard

GC.7 Analyze how the Bill of Rights limits the powers of the federal government and state governments.

GC.7How does the rights of individuals limit the powers of the state and federal government?

GC.7 Textbook p.791-794 - Read Federalist Papers #10. Students will discuss why they believe factions can be dangerous to our democracy, 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.11-12.2.2

GC.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

GC.8 What is the difference between liberty and equality?

GC.8 How does the government protect the rights of all yet still provide for individual freedoms?

GC.8 What does the Constitution say about the duties and functions of the states versus the duties and functions of the federal government?

GC.8 What is the nature of the relationship between the government and religion?

GC.8 Textbook pp.794-796 - Read Federalist Papers #51. Based on their readings, students will refer to the ideas presented during the Enlightenment, such as the “The Spirit of the Laws” in regards to a separation of powers. After the readings, divide the class in half to debate a government with a “separation of powers” and a government without a separation of powers. Literacy RH.11-12.8

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and morality Government regulation

and free enterprise

Content Vocabulary (Tier 3)Limited government, representative government, Magna Carta, due process, Petition of Rights, English Bill of Rights, charter, bicameral, proprietary, unicameral, confederation, Albany Plan Union, delegate, popular, sovereignty, Articles of Confederation, ratification, Framers, Virginia Plan, New Jersey Plan, Connecticut Compromise, Three-Fifths Compromise, Commerce and Slave Trade Compromise, Federalist, Anti-Federalist

Academic Vocabulary (Tier 2)

Suggested Civics Project-based Assessment Activities: Students should choose a project #s 1- 8. Have them pick their own sources, cite 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

# 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

# 2 Determine the central ideas in Democracy in America to examine the character of American society, including its religious, political, and economic character, as articulated by Alexis de Tocqueville. http://xroads.virginia.edu/~hyper/detoc/toc_indx.html

# 3 Describe the purposes and functions of government as outlined in the Preamble to the Constitution and demonstrate an understanding of current application of those purposes and functions by identifying current government actions related to each of the six purposes. Textbook pg. 52

# 4 Explain how the Constitution reflects a balance between the promotion of the public good and the protection of individual rights. Textbook pg. 52

# 5 Summarize with supporting evidence why the Founding Fathers

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Landmark, arbitrary, venture, levy, haven, duty, repeal, boycott, ablest, unalienable, jurisdiction, presiding officer, arsenal, envoy, apt, amend, inauguration, quorum, unanimousSee pg. 4 for Vocabulary Instructions

established a constitutional system that limited the power of government. Textbook pg.52

# 6 Describe the systems of enumerated and shared powers, the role of organized interests (Federalist Number 10), checks and balances (Federalist Number 51), the importance of an independent judiciary (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. 25

Branches of GovernmentWeeks 4 - 5

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Textbook: Magruder’s American Government and Civics by William A. McClenaghanTN 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. McClenaghanThe Bill of Rights (excerpts) (Lexile NR) inside text: Magruder’s American Government and Civics by William A. McClenaghan

TN State Social Studies Standards Big Ideas, Questions & Vocabulary Suggested TDQs, Tasks and Resources

GC.9 Analyze 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 legislative powers; and the process by which a bill becomes a law.

GC.9 What are the duties and functions the United States Congress?

GC.9 What are the differences between the United States Senate and the United States House of Representatives?

*The Daily Analysis-TLW analyze various formats of primary sources on a daily basis in an effort to strengthen their core reading, writing and critiquing skills in preparation for TNReady and various other testing component requirements as a means of implementing rigor in the classroom. As these primary sources are highlighted in the Lesson Plans, the page numbers, corresponding 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 class video feature). Each Daily Analysis Format has a form that students should label and complete on their own paper with the exception of the charts and media presentations where applicable.Textbook 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 legislative powers; and the process by which a bill becomes a law. Literacy RH.11-12.1

GC. 9 Students will participate in a Constitutional Scavenger Hunt about the three branches of government using the Constitution Scavenger Hunt form

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via http://www.greenwichschools.org/uploaded/faculty/daniel_bally/Constitutional_Scavenger_Hunt.pdf Literacy RH.11-12.9

GC.10 Describe in order the steps of the process through which the Constitution can be amended.

GC.10 What is the process by which an amendment can be added to the United States Constitution?

GC.10 Have students to research the history of each amendment added after Constitution Day, 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 representatives from Tennessee in the legislative branch of the national government.

GC.11 From the state of Tennessee, what two individuals serve in the United States Senate?

GC.11 How many members does Tennessee have in the United States House of Representatives? Who are they and where are their constituents based?

GC.11 Students will read about the Tennessee Legislative Branch on page TN34 and visiting the website http://www.capitol.tn.gov/senate/members/leadership.html, after which they will identify and describe in detail current representatives from Tennessee in the legislative branch of the national government.Literacy RH.11-12.9; WHST.11.12.1.C

GC.12 Analyze Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers.

GC.12 What are the duties and functions of the United States President and how has the constitutional powers of the Office of the President expanded over time?

GC. 12 What is the role of the

GC.12 After reading pages C8-C11, students will create a flip book or create a concept web that analyzes Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. Literacy RH.11-12.2; WHST.11-12.2.B

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United States Vice President, the White House staff, and First Lady of the United States?

GC.13 Analyze Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the United States Supreme Court.

GC.13 What are the duties and functions of the Judicial Branch?

GC.13 What is the process to which a case is heard by the United States Supreme Court?

GC. 13 How does the federal court system operate?

GC.13 Write an analogy Article III of the Constitution as it relates to judicial power, including the length of terms of judges and the jurisdiction of the United States Supreme Court. (Textbook PC) http://www.heritage.org/constitution#!/articles/3 Literacy RH.11-12.2 : WHST.11-12.4,5

GC.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?The Daily Analysis- Please see Daily Analysis Explanation in Weekly Pacing Guide

o Packing the Court, D : p. 533o The Courts and the First Amendment, It’s either constitutional or

unconstitutional, D: p. 642o Brandenburg v. Ohio, 1969, D: p. 575o 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.11-12.4,5

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GC.14 Explain the processes of selection and confirmation of Supreme Court justices.

GC. 14 How does one go about becoming nominated and possibly confirmed to the United States Supreme Court?

GC.14 Students will read How Judges and Justices are Chosen via 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.A

Topic 3: Students will examine the origins, duties, responsibilities and accomplishments of the United States Supreme Court.

The Supreme Court and the ConstitutionWeeks 6 & 7

Textbook: Magruder’s American Government and Civics by William A. McClenaghanAnchor Texts:The Constitution (1540L) http://www.archives.gov/exhibits/charters/constitution_transcript.htmlTN 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=52Brown 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/384/436Regents of the University of California v. Bakke (Lexile NR) https://www.law.cornell.edu/supremecourt/text/438/265United States v. Virginia (VMI) (Lexile NR) http://caselaw.findlaw.com/us-supreme-court/518/515.htmlNew Jersey v. TLO (Lexile NR) https://www.law.cornell.edu/supremecourt/text/469/325Roe v. Wade (Lexile NR) https://www.law.cornell.edu/supremecourt/text/410/113Korematsu v. United States (Lexile NR) http://constitution.laws.com/supreme-court-decisions/korematsu-v-united-statesHazelwood v. Kuhlmeier (Lexile NR) http://www.uscourts.gov/educational-resources/educational-activities/facts-and-case-summary-hazelwood-v-kuhlmeierTN State Social Studies Standards Big Ideas, Questions & Vocabulary Suggested TDQs, Activities and Resources

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GC.15 Evaluate various interpretations and determine which explanations best accord with textual evidence to understand the changing interpretations of the Bill of Rights over time including interpretations of the basic freedoms (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 Tinker v. Des Moines Engel v. Vitale Schenck v. United States Gideon v. Wainwright Brandenberg v. Ohio Texas v. Johnson Reno v. American Civil

Liberties Union

GC. 15 What are the changing interpretations of the Bill of Rights over time?

GC.15 How have individual court cases affected massive change within United States laws, i.e. Mapp v. Ohio, Schenck v. United States?

*The Daily Analysis-TLW analyze various formats of primary sources on a daily basis in an effort to strengthen their core reading, writing and critiquing skills in preparation for TNReady and various other testing component requirements as a means of implementing rigor in the classroom. As these primary sources are highlighted in the Lesson Plans, the page numbers, corresponding 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 class video feature). Each Daily Analysis Format has a form that students should label and complete on their own paper with the exception of the charts and media presentations where applicable.

Textbook References:Chapter 20: Complete Chapter 20’s Section Assessments, Chapter Assessment, and the Document Based Assessment. pp.607-609 Literacy RH.11-12.6

Textbook Visuals: p. 520-The National Judiciary, p.520-Excerpt from the Constitution - Cite from the excerpt how the Constitution, p.525 - How a Judge Decides

GC.15 Use the textbook to create charts that evaluate the various interpretations and explanations that best explain the changing interpretations of the Bill of Rights over time including interpretations of the basic freedoms (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) Schenck v. United States (pg. 548) Gideon v. Wainwright (pp. 597-8) Brandenberg v. Ohio (pg. 575)

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Texas v. Johnson (pp. 566-7) Reno v. American Civil Liberties Union (pp. 565)

Literacy RH.11-12.6; WHST.11-12.1.C Read, 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 Explanation in Weekly Pacing Guide

o Club House, P : p. 574o The Courts and the First Amendment, P: p. 575o Decisions Relative to the Due Process Clause, C: p. 573o The Unanimous Declaration of the Thirteen, United States of

America, D. p. 553Critical 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.C

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GC.16 Analyze judicial activism and judicial restraint and the effects of each policy over Time (e.g., the Warren and Rehnquist courts).

GC.16 What is the difference between judicial activism and judicial restraint?

GC. 16 Students will read and analyze Judicial Restraint v. Activism on page 527. After reading, have students debate if there is ever a time when the courts should take an activist role? Students should be able to state an instance where it may be acceptable for the court to take an activist role. Literacy RH.11-12.8

GC.16 Students will define judicial restraint. After establishing their definitions, have learners to research and analyze examples from actual court cases that exhibit judicial restraint. (Textbook P532) Literacy RH.11-12.4

GC.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/uploads/Brown.pdf CCSS RH.11-12.1 Literacy RH.11-12.7

GC. 17 Assess and cite textual evidence to evaluate the effects of the United States Supreme Court’s interpretations of the Constitution in Marbury v. Madison, McCulloch v. Maryland, and United States v. Nixon and the arguments espoused by each side in these cases.

GC.17 How did the Marbury v. Madison court case change United States history and create a landmark case for the United States Supreme Court?

GC.17 What is significant about McCulloch v. Maryland and the United States v. Nixon?

GC. 17 Focusing on the court cases below students will define “judicial review” and describe its importance, identify the main arguments put forth in the cases. Write an analogy of how each decision had an impact on decisions that affected the Unite States Supreme Court.

https://www.reference.com/government-politics/significance-mcculloch-v-maryland-76594fd79fe6f350

http://www.infoplease.com/us/supreme-court/cases/ar41.html

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Literacy RH.11-12.7

https://cdn.icivics.org/sites/default/files/uploads/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.11-12.9Marbury v. Madison http://www.history.com/topics/marbury-v-madisonMcCulloch v. Marylandhttp://www.history.com/topics/mcculloch-v-marylandUnited States v. Nixon http://www.streetlaw.org/en/Page/719/Summary_of_the_Decision

GC.18 Explain the controversies that have resulted over evolving interpretations of civil rights, including those in:

Plessy v. Ferguson Brown v. Board of

Education Miranda v. Arizona Regents of the University

of California v. Bakke United States v. Virginia

(VMI)

GC.18 How has civil rights evolved throughout United States history?

GC.18 Students will review different United States Court cases and explain the controversies that have resulted over evolving interpretations of civil rights through the use of writing pieces, power points, concept webs, summaries, or oral presentations. (Textbook P805) Literacy RH.11-12.7Plessy v. Fergusonhttp://www.pbs.org/wnet/supremecourt/antebellum/landmark_plessy.htmlBrown v. Board of Educationhttp://www.pbs.org/wnet/supremecourt/rights/landmark_brown.htmlMiranda v. Arizonahttp://www.pbs.org/wnet/supremecourt/rights/landmark_miranda.html

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New Jersey v. TLO Roe v. Wade Korematsu v. United

States Hazelwood v. Kuhlmeier

Regents of the University of California v. Bakkehttp://www.pbs.org/wnet/supremecourt/rights/landmark_regents.htmlUnited States v. Virginia (VMI)https://www.law.cornell.edu/supct/html/94-1941.ZS.htmlNew Jersey v. TLOhttp://www.uscourts.gov/educational-resources/educational-activities/facts-and-case-summary-new-jersey-v-tloRoe v. Wadehttp://www.pbs.org/wnet/supremecourt/rights/landmark_roe.htmlKorematsu v. United Stateshttps://cdn.icivics.org/sites/default/files/uploads/Korematsu.pdfHazelwood v. Kuhlmeierhttp://www.uscourts.gov/educational-resources/educational-activities/facts-and-case-summary-hazelwood-v-kuhlmeierLiteracy RH.11-12.3; WHST.11-12.1.B

GC.19 Write an opinion piece with supporting details that argues whether to interpret the U.S. Constitution as a "living document" or to determine the “original intent” of the Founding Fathers.

GC.19 Why do some refer to the United States Constitution as a “living document”?

(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”

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. (Textbook P68) Literacy RH.11-12.6; WHST.11-12.1.B

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and “despite” to deepen their understand and conversations.)

Content Vocabulary (Tier 3):

Due process, procedural due process, substantive due process, police power, search warrant, involuntary servitude, discrimination, writs of assistance, probable cause, exclusionary rule, writ of habeas corpus, bill of attainder, ex post facto law, grand jury, indictment, presentment, double jeopardy, bench trial, Miranda Rule, bail, preventive detention, capital punishment, treason, bail, Patricians, plebeians, sovereignty, legitimacy, divine right of kings, colonialism, mercantilism, guerrilla, warfare, fascism, communism, hard liners, soft-liners, democratization, democratic consolidation, genocide, failed states, coalition, ministers, shadow cabinet, devolution

Academic Vocabulary (Tier 2)Subpoena, waive, tainted, encroachment, information, legitimate, extinguish, epochal event, guild, charismatic, monopolize,

Connection to Language StandardsGreek & Latin Roots and Affixesism- the act, state or theory ofExamples from the unit: colonialism, mercantilism, fascism, communismOther examples: criticism, optimism, capitalism

Language StandardsL.11-12.6Acquire and use accurately general academic and 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 when considering a word or phrase important to comprehension or expression.

L.11-12.4bIdentify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

For More on Morphemes:http://www.cognatarium.com/cognatarium/

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epitome, status quo, grapple, denationalization, entity, tribunal

See pg. 5 for Vocabulary Instructions

Federal PowersWeek 8

Textbook: Magruder’s American Government and Civics by William A. McClenaghanTN State Recommended Primary Documents, Anchor Texts and Supporting Texts:Anchor Texts:The Constitution (1540L) http://www.archives.gov/exhibits/charters/constitution_transcript.htmlTN State Social Studies Standards Big Ideas, Questions and Vocabulary Suggested TDQs, Tasks and Resources

GC.20 Explain how conflicts between levels of government and branches of government are resolved (supremacy clause, checks and balances).

Students will gain an in depth understanding of the division of

power known as Federalism. Federalism is the idea that a federal government operates

when all the powers of the government are divided among a central government and several

local governments.

GC.20 What is the Supremacy Clause?

GC.20 How are checks and balances achieved throughout the three branches of the United States government?

*The Daily Analysis-TLW analyze various formats of primary sources on a daily basis in an effort to strengthen their core reading, writing and critiquing skills in preparation for TNReady and various other testing component requirements as a means of implementing rigor in the classroom. As these primary sources are highlighted in the Lesson Plans, the page numbers, corresponding 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 class video feature). Each Daily Analysis Format has a form that students should label and complete on their own paper with the exception of the charts and media presentations where applicable.

Textbook References: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.B

GC.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.11-12.4

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GC.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 one complete paragraph each with a minimum of five sentences per paragraph.

Literacy RH.11-12.6; WHST.11-12.2.B

The Daily Analysis- Please see Daily Analysis Explanation in Weekly Pacing Guide

o The Supremacy Clause, P: p. 101o 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 lawmaking, including the role of lobbying and the media.

GC.21 How are laws created?

GC.21 What role does the media and lobbying play in how laws are created?

GC.21 Have students to identify and explain the implied powers of Congress including the Elastic Clause (necessary and proper) and its effects on the functioning of government. Students should 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 GC.22 After reading The “Federal” in Federalism via https://cdn.icivics.org/sites/default/files/uploads/Federalism_1.pdf,

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and jurisdiction of federal, state, and local courts and the interrelationships among them.

jurisdiction of federal, state, and local courts and the interrelationships between them?

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 explanations for actions or events through textual evidence to analyze the scope of presidential power and decision-making related to significant examples, including the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and intervention in Bosnia.

GC.23 How does the Constitution reflect a balance between the promotion of public good and the protection of individual rights?

GC.23 Evaluate various explanations for actions or events through textual evidence to analyze the scope of presidential power and decision-making related to significant examples, including the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and intervention in Bosnia. (Textbook g. 400) Literacy RH.11-12.2; WHST.11-12.1.B

GC.24 Identify and explain powers that the Constitution gives to the President and Congress in the area of foreign affairs.

GC. 24 What powers does the Constitution grant the United States President and Congress in the area of foreign affairs?

Content Vocabulary (Tier 3)Federalism, division of powers, delegated powers, expressed powers, implies, powers, inherent powers,

GC.24 Identify and explain powers that the Constitution gives to the President and Congress in the area of foreign affairs (Textbook P480). Literacy RH.11-12.6; WHST.11-12.1.C

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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 Clause

Academic Vocabulary (Tier 2):Enumerated, reprieve, deport, confiscate, illicit, pursuance, imperil, integrity, insurrection, forerunner, unwarranted, probate, jurisdiction, fugitive, See pg. 5 for Vocabulary Instructions

The Election and the Political ProcessWeek 9

Textbook: Magruder’s American Government and Civics by William A. McClenaghanTN State Recommended Primary Documents, Anchor Texts and Supporting Texts:Anchor Texts:The Constitution (1540L) http://www.archives.gov/exhibits/charters/constitution_transcript.htmlTN State Social Studies Standards Big Ideas, Questions & Vocabulary Suggested TDQs, Activities and Resources

GC.25 Analyze the origin, development, and role of political parties.

Students will examine the origins, goals, and procedures of the

*The Daily Analysis-TLW analyze various formats of primary sources on a daily basis in an effort to strengthen their core reading, writing and critiquing skills in preparation for TNReady and various other testing component requirements as a means of implementing rigor in the classroom. As these primary sources are highlighted in the Lesson Plans, the page numbers, corresponding assessment and a letter mark will serve to identify which of each will be utilized for

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United States American political process including, but not limited to how candidates develop from

the nominating process to campaigning, election procedures,

voters and voter behavior.

GC.25 How did political parties develop throughout United States history?

GC.25 How do political parties function within the democratic process?

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 class video feature). Each Daily Analysis Format has a form that students should label and complete on their own paper with the exception of the charts and media presentations where applicable.

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.11-12.2

GC. 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. Students should be able to cite evidence from the text when explaining their reasoning. Literacy RH.11-12.4

GC.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

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GC.26 Explain the history of the nomination process for presidential candidates and the increasing importance of and difference between primaries, caucuses and general elections.

GC.26 How is the President elected?

GC.26 What is the difference between the primaries, caucuses and general elections?

GC.26 Have students to describe the roles of political parties in the United States and how they influence elections, elected officials and public opinion. Students will be able to describe how citizens, candidates, campaigns and 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.11-12.4

GC.27 Analyze appropriate textual evidence to evaluate the roles of polls and campaign advertising, and examine the controversies over campaign funding.

GC.27 What role does campaign advertising play during election season?

GC.27 Why are there such strict rules in place when it comes to campaign funding and donations for political candidates?

GC. 27 Have students to review and analyze the current United States policies concerning campaign contributions when it comes to Presidential Elections. Students should be able to determine why there are restraints in place to limit the amounts donated to candidates. Literacy RH.11-12.9

GC.28 Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, and running for political office).

GC.28How does public opinion shape policy?

GC.28 How do people in your area exercise their political voice?

GC.28 Have students to analyze and explain roles the strategies that individuals or groups may use to initiate change in governmental policy and institutions including review the roles of political parties, special interest groups, lobbyists, candidates, citizens, and the impact of the media on elections, elected officials and public opinion.

Literacy RH.11-12.4

GC.29 Explain the features of direct democracy in numerous states (e.g., the process of initiatives, referendums, and

GC.29 What is direct democracy?

GC.29 How does direct democracy vary from state to state?

GC. 29 Through a writing piece, outline, or concept web, students will explain the features of direct democracy in numerous states including the process of initiatives, referendums, 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

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recall elections). RH.11-12.1, RH 11-12.2

GC.30 Examine information in diverse formats and media to analyze trends in voter turnout and the causes and effects of reapportionment and redistricting.

GC.30 How have voting rights changed throughout American history?

GC.30 What are the requirements to be eligible to legally vote?

GC.30 What dynamics influence voter actions?

GC.30 Have students to read pages 170-178, after reading have students to create a chart identifying several of the varying reasons for varying voter behaviors. Literacy RH.11-12.4

GC. 30 After Reading Voter Turnout via the link http://www.ushistory.org/gov/4d.asp and viewing charts and graphs via 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 Electoral College.

GC.31 What are the duties and functions of the Electoral College?

GC.31 Have students to analyze the United 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.pdf

GC. 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.11-12.8

GC.31 After reading What Is The Electoral College? How It Works And Why It Matters via http://www.huffingtonpost.com/2012/11/06/what-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.11-12.2

Suggested 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

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with visual aids.

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Resources Bill of Rights Mnemonic https://www.icivics.org/teachers/lesson-plans/youve-got-rightsTennessee State Constitutionhttp://www.tennessee.gov/sos/bluebook/07-08/47-Constitution,%20Tennessee.pdfWhat Government Does in Tennesseewww.sitemason.com/files/k0mvfO/tngovernment.pdfFunctions of Tennessee Governmenthttp://www.tnhistoryforkids.org/civics/iDatabase of Local, State, and National Representativeshttp://votesmart.org/Information on Tennessee Government Serviceshttp://www.tn.gov/Venn Diagram Generatorwww.classtools.net/education-games-php/venn_introFlowchart Generatorwww.gliffy.comiCivics State and Local Government https://www.icivics.org/curriculum/state-and-local-governmentU.S. Constitutionhttp://www.archives.gov/exhibits/charters/constitution_transcript.htmliCivics Civil Rights Unit https://www.icivics.org/curriculum/civil-rights

iCivics Voting Rights https://www.icivics.org/teachers/lesson-plans/voting-rightTimeline: History of the Voting Rights Act https://www.aclu.org/timeline-history-voting-rights-actHistory.com Voting Rights Act http://www.history.com/topics/black-history/voting-rights-actTennessee Voting Requirements http://www.tn.gov/sos/election/photoID.htmDepartment of Justice http://www.justice.gov/crt/about/vot/intro/intro_b.phpCongress Protects The Right to Vote Lesson Plan http://www.archives.gov/legislative/resources/education/voting-rights/1848 Seneca Falls Convention beginshttp://www.history.com/this-day-in-history/seneca-falls-convention-beginsDirectory of Political Partieshttp://www.politics1.com/parties.htmThe Money Behind Electionshttps://www.opensecrets.org/bigpicture/10 Reasons Why the Electoral College is a Problemhttp://www.minnpost.com/eric-black-ink/2012/10/10-reasons-why-electoral-college-problemHow Does the Electoral College Work?http://how-does-the-electoral-college-work.blogspot.com/2009/12/advantages-disadvantages-of-electoral.html

Social Studies Curriculum Map Quarter 1/3 U.S. Government and CivicsHigh School

SCS United States Citizenship Exam Review

1. What is the supreme law of the land?● The Constitution

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 government

4. What are two rights in the Declaration of Independence?● Life● Liberty● Pursuit of happiness

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Social Studies Curriculum Map Quarter 1/3 U.S. Government and CivicsHigh School

5. What is freedom of religion?● You can practice any religion, or not practice a religion

6. Name one branch or part of the government.● Congress● Legislative● President● Executive● The courts● Judicial

7. What are the two parts of the US Congress?● The Senate and House of Representatives

8. We elect a president for how many years?● 4

9. In what month do we vote for president?● November

10. If the president can no longer serve, who becomes president?● The Vice President

11. Who is the commander in chief of the military?● The president

12. Who vetoes bills?● The President

13. 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 election

15. What do we show loyalty to when we say the Pledge of Allegiance?● The United States● The flag

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Social Studies Curriculum Map Quarter 1/3 U.S. Government and CivicsHigh School

16. How old do citizens have to be to vote for president? ● Eighteen (18) and older

17. When is the last day you can send in federal income tax forms?● April 15

18. Who lived in America before the Europeans arrived?● American Indians● Native Americans

19. What group of people was taken to America and sold as slaves?● Africans● People from Africa

20. Who was the first president?● George Washington

21. Name the US war between the North and the South.● The Civil War● The War between the States

22. 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 Americans

24. 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.C

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Social Studies Curriculum Map Quarter 1/3 U.S. Government and CivicsHigh School

SCS United States Citizenship Exam

Directions: Read each question and circle the letter next to the correct answer.

What is the supreme law of the land?A. Emancipation ProclamationB. The ConstitutionC. Gettysburg Address

26. What do we call the first ten amendments to the Constitution? A. Declaration of IndependenceB. Emancipation ProclamationC. The Bill of Rights

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Social Studies Curriculum Map Quarter 1/3 U.S. Government and CivicsHigh School

27. What is one right or freedom from the First Amendment?A. SpeechB. SchoolC. Vote

28. What are two rights in the Declaration of Independence?A. Life and LibertyB. Religion and the Pursuit of happinessC. Press and Liberty

29. What is freedom of religion?A. You can practice any religion, or not practice a religionB. You can practice certain religions from a given listC. You cannot practice religion

30. Name one branch or part of the government.A. Public LibrariesB. Congress/LegislativeC. Public Parks

31. What are the two parts of the US Congress?A. The Senate and House of RepresentativesB. The Senate and White HouseC. House of Representatives and The Senate

32. We elect a president for how many years?A. 2B. 4C. 8

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Social Studies Curriculum Map Quarter 1/3 U.S. Government and CivicsHigh School

33. In what month do we vote for president?A. JanuaryB. NovemberC. April

34. If the president can no longer serve, who becomes president?A. The Secretary of StateB. The Vice PresidentC. The First Lady

35. Who is the commander in chief of the military?A. The PresidentB. The Secretary of StateC. Supreme Court Justices

36. Who vetoes bills?A. The SenateB. The House of RepresentativesC. The President

37. What is the highest court in the United States?A. The Supreme CourtB. Washington D.C. CourtsC. Tennessee Supreme Court

38. What is one responsibility that is only for United States citizens?A. Vote in a federal electionB. Practice Religion

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C. Attend School

39. What do we show loyalty to when we say the Pledge of Allegiance?A. The United StatesB. PresidentC. US Citizens

40. How old do citizens have to be to vote for president? A. Eighteen (18) and olderB. Twenty one (21) and OlderC. Twenty five (25) and Older

41. When is the last day you can send in federal income tax forms?A. March 15B. April 15C. November 15

42. Who lived in America before the Europeans arrived?A. American Indians/ Native AmericansB. African AmericansC. European Americans

43. What group of people was taken to America and sold as slaves?A. Africans/ People from AfricaB. Europeans/ People from EuropeC. Asians/ People from Asia

44. Who was the first president?A. Abraham Lincoln

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Social Studies Curriculum Map Quarter 1/3 U.S. Government and CivicsHigh School

B. George WashingtonC. Ronald Reagan

45. Name the US war between the North and the South.A. American WarB. The Civil War/The War between the StatesC. US War

46. 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 AmericansB. Created the ConstitutionC. Gave the Gettysburg Address

48. What major event happened on September 11, 2001, in the United States?A. Independence DayB. Terrorists attacked the United StatesC. Forming of alliances with other countries

49. What is the capital of the United States?A. New YorkB. Las AngelesC. Washington, D.C

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