High School AP Government and Politics: U.S. Curriculum Services/Board...High School AP Government...
Transcript of High School AP Government and Politics: U.S. Curriculum Services/Board...High School AP Government...
High School AP Government and Politics: U.S. Curriculum Course Description: AP United States Government and Politics focuses on providing students with an introduction to understanding how the various branches of the government interact and impact each other. The course covers the key founding documents and principles of the U.S. government, and how the government has evolved over time. There is also an emphasis on the roles of the courts and key cases that have shaped the political landscape.
Board Approved: February 22, 2018 2 | P a g e
Scope and Sequence:
Timeframe Unit Instructional Topics
3 weeks Constitutional Democracy
Topic 1: Foundations Topic 2: Constitutional Doctrine Topic 3: Federalism
2 weeks Political Culture and Participation
Topic 1: Political Socialization Topic 2: Political Ideology Topic 3: Political Polling
3 weeks Linkage Institutions
Topic 1: Media Topic 2: Interest Groups Topic 3: Parties Topic 4: Elections
2 weeks Legislative Branch
Topic 1: Article 1 Topic 2: Organization Topic 3: Policy Topic 4: Checks and Balances
3 weeks Executive Branch, the Budget, and
Bureaucracy
Topic 1: Article II Topic 2: Presidential Roles & the Expansion of Executive Power Topic 3: Executive Branch Organization & Policy Implementation Topic 4: The Budget Process
3 weeks Civil Rights, Civil Liberties, and the Judicial Branch
Topic 1: Courts Topic 2: Civil Liberties Topic 3: Civil Rights
Board Approved: February 22, 2018 3 | P a g e
Unit 1: Constitutional Democracy Subject: AP Government and Politics: US Grade: 12 Name of Unit: Constitutional Democracy Length of Unit: 3 Weeks Overview of Unit: The U.S. Constitution arose out of important historical and philosophical ideas and preferences regarding popular sovereignty and limited government. To address competing states’ visions for the allocation of governmental authority, compromises were made during the Constitutional Convention and ratification debates, and these compromises have frequently been the source of debate and negotiation in U.S. politics over the proper balance between federal and state power and between liberty and social order. Priority Standards for unit:
● LO 1.A.2 Explain how democratic ideals are reflected in U.S. foundational documents. ● LO 1.C.1 Describe the constitutional principles of separation of powers and “checks and
balances.” ● LO 1.C.3 Describe how the distribution of powers among three federal branches and
between national and state governments impacts policy making. ● LO 1.D.1 Describe how the Constitution allocates power between the national and state
governments. Supporting Standards for unit:
● LO 1.A.1 Compare how models of representative democracy are visible in major institutions, policies, events, or debates in the U.S.
● LO 1.A.3 Compare and interpret Federalist and Anti-Federalist views on central government and democracy as reflected in U.S. foundational documents.
● LO 1.B.1 Explain the relationship between key provisions of the Articles of Confederation and the debate over granting the federal government greater power formerly reserved to the states.
● LO.1.B.2 Describe the impact of political negotiation and compromise at the Constitutional Convention on the development of the constitutional system.
● LO 1.B.3 Explain how the issues raised in the ratification debate continue to be expressed today in ongoing philosophical disagreements about democracy and governmental power.
● LO 1.C.2 Explain the implications of separation of powers and “checks and balances’ for the U.S. political system.
● LO 1.D.2 Explain how the appropriate balance of power between national and state governments has been interpreted differently over time.
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Essential Questions: 1. How did the framers ensure that individual rights were protected from government
intrusion? 2. What were the major compromises at the Constitutional Convention that satisfied large
and small states, as well as northern and southern states? 3. How has the relationship between the federal and state governments changed over time?
Enduring Understanding:
1. EU 1.A: A balance between governmental power and individual rights has been a hallmark of American political development.
2. EU 1.B: The writing and ratification of the Constitution emerged from the debate about weaknesses in the Articles of Confederation and was the product of important compromises.
3. EU 1.C: The Constitution creates a complex and competitive policy-making process to ensure the people’s will be accurately represented and that freedom is preserved.
4. EU 1.D: Federalism reflects the dynamic distribution of power between national and state governments.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Factions writ of habeas corpus
Republic privileges and immunities
Constitution Declaration of Independence
natural rights consent of the governed
limited government Articles of Confederation
Shays' Rebellion U.S. Constitution New Jersey Plan
Virginia Plan Connecticut Compromise
separation of powers checks and balances
Federalists Anti-Federalists
Federalist Papers Bill of Rights Federalism
unitary governments
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intergovernmental relations supremacy clause Tenth Amendment
McCulloch v. Maryland enumerated powers
implied powers elastic clause
Gibbons v. Ogden full faith and credit
extradition dual federalism
cooperative federalism devolution
fiscal federalism categorical grants
project grants formula grants block grants
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Topic 1: Foundations Engaging Experience 1 Title: Philosophical Socratic Seminar Suggested Length of Time: 1 class period Standards Addressed Priority:
● LO 1.A.2 Explain how democratic ideals are reflected in U.S. foundational documents.
Supporting: ● LO 1.A.1 Compare how models of representative democracy are visible in major
institutions, policies, events, or debates in the U.S. Detailed Description/Instructions: Students will participate in a Socratic Seminar with selected document’s from Thomas Hobbes, John Locke, Thomas Jefferson (Plato optional). As a conclusion to the seminar students are asked to respond to the question, “What did Jefferson mean by the ‘pursuit of happiness?’” Bloom’s Levels: Understand Webb’s DOK: 2
Board Approved: February 22, 2018 7 | P a g e
Topic 2: Constitutional Doctrine Engaging Experience 1 Title: Federalist Papers Socratic Seminar Suggested Length of Time: 1 class period Standards Addressed Priority:
● LO 1.A.2 Explain how democratic ideals are reflected in U.S. foundational documents.
● LO 1.C.1 Describe the constitutional principles of separation of powers and “checks and balances.”
● LO 1.D.1 Describe how the Constitution allocates power between the national and state governments.
Supporting: ● LO 1.A.1 Compare how models of representative democracy are visible in major
institutions, policies, events, or debates in the U.S. ● LO 1.A.3 Compare and interpret Federalist and Anti-Federalist views on central
government and democracy as reflected in U.S. foundational documents. ● LO 1.B.1 Explain the relationship between key provisions of the Articles of
Confederation and the debate over granting the federal government greater power formerly reserved to the states.
● LO 1.B.3 Explain how the issues raised in the ratification debate continue to be expressed today in ongoing philosophical disagreements about democracy and governmental power.
● LO 1.C.2 Explain the implications of separation of powers and “checks and balances’ for the U.S. political system.
Detailed Description/Instructions: Students will participate in a Socratic Seminar with excerpted documents from Thomas Hobbes, Montesquieu, Federalist #10, Federalist #51, and Anti-federalist Brutus #1 to understand the role of factions and James Madison’s concept of the importance of a large republic. Bloom’s Levels: Understand Webb’s DOK: 2 Engaging Experience 2 Title: Is that Constitutional? Suggested Length of Time: 1 class period Standards Addressed Priority:
● LO 1.D.1 Describe how the Constitution allocates power between the national and state governments.
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Supporting: ● LO 1.A.1 Compare how models of representative democracy are visible in major
institutions, policies, events, or debates in the U.S. ● LO 1.A.3 Compare and interpret Federalist and Anti-Federalist views on central
government and democracy as reflected in U.S. foundational documents. ● LO.1.B.2 Describe the impact of political negotiation and compromise at the
Constitutional Convention on the development of the constitutional system. ● LO 1.B.3 Explain how the issues raised in the ratification debate continue to be
expressed today in ongoing philosophical disagreements about democracy and governmental power.
● LO 1.C.2 Explain the implications of separation of powers and “checks and balances’ for the U.S. political system.
Detailed Description/Instructions: Students will use their pocket (or online) constitution to determine the constitutionality of different scenarios which will allow them to immerse themselves in the structure and text of the constitution. Bloom’s Levels: Understand Webb’s DOK: 2
Board Approved: February 22, 2018 9 | P a g e
Topic 3: Federalism Engaging Experience 1 Title: Oral Report on types of fiscal federalism Suggested Length of Time: 1-2 class periods Standards Addressed Priority:
● LO 1.D.1 Describe how the Constitution allocates power between the national and state governments.
Supporting: ● LO 1.B.1 Explain the relationship between key provisions of the Articles of
Confederation and the debate over granting the federal government greater power formerly reserved to the states.
● LO 1.D.2 Explain how the appropriate balance of power between national and state governments has been interpreted differently over time.
● ISTE - CREATIVE COMMUNICATOR.6: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Detailed Description/Instructions: Topics: categorical grants, project grants, formula grants, block grants. Students will explain their type of grant, what type of federalism it falls under (dual or cooperative), and explain which government (national or state) gains/loses power from that type of grant. Bloom’s Levels: Understand Webb’s DOK: 2 Engaging Experience 2 Title: Venn Diagram of National vs. State power Suggested Length of Time: 1 class period Standards Addressed Priority:
● LO 1.D.1 Describe how the Constitution allocates power between the national and state governments.
Supporting: ● LO 1.D.2 Explain how the appropriate balance of power between national and
state governments has been interpreted differently over time. Detailed Description/Instructions: Complete a Venn Diagram outlining which powers belong to solely the national government, to the state and which powers they share. Students must be prepared to share how those roles may have changed over time. Bloom’s Levels: Understand; Webb’s DOK: 2
Board Approved: February 22, 2018 10 | P a g e
Culminating Activity
Culminating Activity: Students will complete a 50-60 question multiple choice AP Style exam. The exam will also include 1-2 AP style free response questions which could include: qualitative analysis, quantitative analysis, short answer, and/or essays.
Board Approved: February 22, 2018 11 | P a g e
Summary of Engaging Learning Experiences for Topics
Topic Engaging Experience Title
Description Suggested Length of
Time
Foundations Philosophical Socratic Seminar
Students will participate in a Socratic Seminar with selected documents from Thomas Hobbes, John Locke, Thomas
Jefferson (Plato optional). As a conclusion to the seminar students are asked to respond to the question, “what did Jefferson mean by the ‘pursuit of
happiness?’”
1 class period
Constitutional Doctrine
Federalist Papers Socratic Seminar
Students will participate in a Socratic Seminar with excerpted documents
from Thomas Hobbes, Montesquieu, Federalist #10, Federalist #51, and
Anti-federalist Brutus #1 to understand the role of factions and James
Madison’s concept of the importance of a large republic.
1 class period
Constitutional Doctrine
Is that Constitutional?
Students will use their pocket (or online) constitution to determine the
constitutionality of different scenarios which will allow them to immerse
themselves in the structure and text of the constitution.
1 class period
Federalism Oral report on types of fiscal
federalism
Topics: categorical grants, project grants, formula grants, block grants. Students will explain their type of
grant, what type of federalism it falls under (dual or cooperative), and
explain which government (national or state) gains/loses power from that type
of grant.
1-2 class periods
Board Approved: February 22, 2018 12 | P a g e
Federalism Venn Diagram of National vs. State
Power
Complete a Venn Diagram outlining which powers belong to solely the
national government, to the state and which powers they share. Students
must be prepared to share how those roles may have changed over time.
1 class period
Board Approved: February 22, 2018 13 | P a g e
Unit 2: Political Culture and Participation Subject: AP Government and Politics: US Grade: 12 Name of Unit: Political Culture and Participation Length of Unit: 2 Weeks Overview of Unit: American political beliefs are shaped by founding ideals, core values, and the changing demographics of the citizenry. These beliefs about government, politics, and the individual’s role in the political system influence the creation of ideological trends that span decades impacting public policies. Additionally, the factors influence voter participation in elections as well as voter alignment with different political ideologies. Priority Standards for unit:
● LO 3.A.2 Explain how cultural factors influence political attitudes and socialization. ● LO 3.B.2 Compare how political ideologies vary on the role of government in regulating
the marketplace. ● LO 3.B.3 Compare how political ideologies vary with regard to the government’s role in
addressing social issues. ● LO 4.A.1a Describe the elements of a scientific poll.
Supporting Standards for unit:
● LO 3.A.1 Describe the relationship between core beliefs of U.S. citizens and attitudes about the role of government.
● LO 3.B.1 Explain how U.S. political culture (e.g., values, attitudes, and beliefs) influences the formation, goals, and implementation of public policy over time.
● LO 4.A.1b Explain how public opinion polling and polling results impact elections, political behavior, and policy process.
● LO 4.A.1c Evaluate the quality and credibility of claims based on public opinion data. ● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
● ISTE - CREATIVE COMMUNICATOR.6: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
● ISTE - GLOBAL COLLABORATOR.7: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
● TT.AB.I.1: Students will develop positive social identities based on their membership in multiple groups in society.
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● TT.AB.I.3: Students will recognize that people’s multiple identities interact and create unique and complex individuals.
● TT.AB.D.6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.
● TT.AB.D.10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
Essential Questions:
1. What are the three main factors that contribute to political socialization? 2. How do liberals and conservatives approach the role of government in society and
economics differently? 3. How does the media use public opinion polling in covering elections and how has
modern technology made accurate polling more difficult? Enduring Understanding/Big Ideas:
1. EU 3.A: Citizen beliefs about government are shaped by the intersection of demographics, political culture, and dynamic social change.
2. EU 3.B: Widely held political ideologies shape policy debates and choices in American politics.
3. EU 4.A: Public opinion is measured through scientific polling, and the results of public opinion polls influence public policies and institutions.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
public opinion Demography melting pot
sample random sampling
sampling error gender gap
protest civil disobedience Minimum wage
Collective bargaining Unemployment rate
Consumer Price Index (CPI) Laisses-faire
Federal Reserve System
census minority majority political culture reapportionment
political socialization random-digit dialing
exit poll political ideology
political participation Labor unions
Social Welfare Policies Entitlement programs
Means-tested programs
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Fiscal policy Keynesian economic policy
supply-side economics Income distribution
Income Wealth
Poverty line Feminization of poverty
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Topic 1: Political Socialization Engaging Experience 1 Title: Development of Political Attitudes Suggested Length of Time: 1-2 class periods Standards Addressed Priority:
● LO 3.A.2 Explain how cultural factors influence political attitudes and socialization.
Supporting: ● LO 3.A.1 Describe the relationship between core beliefs of U.S. citizens and
attitudes about the role of government. ● LO 3.B.1 Explain how U.S. political culture (e.g., values, attitudes, and beliefs)
influences the formation, goals, and implementation of public policy over time. ● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of
resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
● ISTE - CREATIVE COMMUNICATOR.6: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
● TT.AB.I.1: Students will develop positive social identities based on their membership in multiple groups in society.
● TT.AB.I.3: Students will recognize that people’s multiple identities interact and create unique and complex individuals.
● TT.AB.D.6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.
● TT.AB.D.10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
Detailed Description/Instructions: Students will create a 5-minute video on how socialization creates a political culture (personal, regional, national, world) over time based on information learned through their reading, in-class discussion as well as individual research. Bloom’s Levels: Understand Webb’s DOK: 2
Board Approved: February 22, 2018 17 | P a g e
Topic 2: Political Ideology Engaging Experience 1 Title: I Side With Suggested Length of Time: 1 class period Standards Addressed Priority:
● LO 3.B.2 Compare how political ideologies vary on the role of government in regulating the marketplace.
● LO 3.B.3 Compare how political ideologies vary with regard to the government’s role in addressing social issues.
Supporting: ● ISTE - GLOBAL COLLABORATOR.7: Students use digital tools to broaden
their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
● TT.AB.I.3: Students will recognize that people’s multiple identities interact and create unique and complex individuals.
● TT.AB.D.10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
Detailed Description/Instructions: Students will take an online survey to determine how their ideology fits within the political landscape. Isidewith.com Students will then engage in a discussion of their results. Bloom’s Levels: Analyze Webb’s DOK: 2
Board Approved: February 22, 2018 18 | P a g e
Topic 3: Political Polling Engaging Experience 1 Title: Making Sense of Political Polling Suggested Length of Time: 1 class period Standards Addressed Priority:
● LO 4.A.1a Describe the elements of a scientific poll. Supporting:
● LO 4.A.1b Explain how public opinion polling and polling results impact elections, political behavior, and policy process.
● LO 4.A.1c Evaluate the quality and credibility of claims based on public opinion data.
● ISTE - GLOBAL COLLABORATOR.7: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
Detailed Description/Instructions: Follow the instructions as they take you through political poll analysis. http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/11/Polling-lesson-plan.pdf Bloom’s Levels: Understand Webb’s DOK: 1
Board Approved: February 22, 2018 19 | P a g e
Culminating Activity
Culminating Activity: Students will complete a 50-60 question multiple choice AP Style exam. The exam will also include 1-2 AP style free response questions which could include: qualitative analysis, quantitative analysis, short answer, and/or essays.
Board Approved: February 22, 2018 20 | P a g e
Summary of Engaging Learning Experiences for Topics
Topic Engaging Experience Title
Description Suggested Length of
Time
Political Socialization
Development of Political Attitudes
Students will create a 5-minute video on how socialization creates a
political culture (personal, regional, national, world) over time based on information learned through their
reading, in-class discussion as well as individual research.
1-2 class periods
Political Ideology
I Side With Students will take an online survey to determine how their ideology fits
within the political landscape. Isidewith.com Students will then
engage in a discussion of their results.
1 class period
Political Polling
Making Sense of Political Polling
Students will participate in an activity that simulates political poll
analysis.
1 class period
Board Approved: February 22, 2018 21 | P a g e
Unit 3: Linkage Institutions Subject: AP Government and Politics: US Grade: 12 Name of Unit: Linkage Institutions Length of Unit: 3 Weeks Overview of Unit: Governing is achieved directly through citizen participation and indirectly through linkage institutions (e.g., political parties, interest groups, mass media, elections) that inform, organize, and mobilize support to influence government and politics, resulting in many venues for citizen influence on policy making. Priority Standards for unit:
● LO 4.B.1 Describe the media’s role as a linkage institution. ● LO 4.C.1 Describe the linkage functions of political parties and explain how parties
impact the electorate and the government. ● LO 4.C.4 Describe the benefits and potential problems of interest-group influence on
elections and policy making. ● LO 4.D.1 Describe the voting rights protections in the Constitution and in legislation. ● LO 4.E.1 Explain how the different processes work in a U.S. federal election.
Supporting Standards for unit:
● LO 4.B.2 Explain how increasingly diverse choices of media and communication outlets influence political institutions and behavior.
● LO 4.C.2 Explain why and how political parties change and adapt. ● LO 4.C.3 Explain how structural barriers impact third-party and independent-candidate
success. ● LO 4.C.5 Explain how various political factors influence public policy outcomes. ● LO 4.D.2 Describe the roles that individual choice and state laws play in voter turnout in
elections. ● LO 4.D.3 Describe factors that influence voter choices. ● LO 4.D.4 Describe different models of voting behavior. ● LO 4.E.2 Explain how campaign organizations and strategies affect the election process. ● LO 4.E.3 Explain how the organization, finance, and strategies of national political
campaigns affect the election process. ● LO 4.E.4 Evaluate the extent to which the Electoral College facilitates or impedes
democracy. ● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role
in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Board Approved: February 22, 2018 22 | P a g e
● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
● ISTE - CREATIVE COMMUNICATOR.6: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Essential Questions:
1. How has the role of media in politics changed over time with the advent of modern technology?
2. How do political parties and interest groups specifically link voters to the government? 3. What are the major factors that contribute to voter turnout? 4. How have the legislative and executive branches attempted to regulate campaign
financing and what has the Supreme Court decided in regards to their actions? Enduring Understanding/Big Ideas:
1. EU 4.B: The various forms of media provide citizens with political information and influence the ways in which they participate politically.
2. EU 4.C: Political parties, interest groups, and social movements provide opportunities for participation and influence how people relate to government.
3. EU 4.D: Although laws and amendments have expanded voting rights in the U.S., voting participation varies widely from election to election.
4. EU 4.E: The impact of federal policies on campaigning and electoral rules continues to be contested by both sides of the political spectrum.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
mass media media event
press conferences investigative journalism
print media broadcast media narrowcasting
chains Beats
sound bites collective good
free-rider problem
high-tech politics trial balloons talking head
interest group pluralist theory
elite theory hyperpluralist theory
subgovernments potential group
actual group Olson's law of large groups
selective benefits
Board Approved: February 22, 2018 23 | P a g e
single-issue group lobbying
electioneering political action committees (PACs)
amicus curiae briefs class action lawsuits
union shop right-to-work laws
public interest lobbies policy agenda
policy entrepreneurs party competition
political party linkage institutions
rational-choice theory party image
party identification ticket-splitting party machines
patronage closed primaries open primaries
blanket primaries national convention national committee national chairperson
coalition party eras
critical election party realignment
New Deal coalition party dealignment
third parties winner-take-all system
proportional representation coalition government
responsible party model nomination
campaign strategy national party convention
Board Approved: February 22, 2018 24 | P a g e
caucus presidential primaries
McGovern-Fraser Commission superdelegates frontloading
national primary regional primaries
party platform direct mail
Federal Election Campaign Act Federal Election Commission (FEC)
Citizens United v the FEC Presidential Election Campaign Fund
matching funds soft money 527 groups
political action committees (PACs) selective perception
legitimacy referendum
initiative petition suffrage
political efficacy civic duty
voter registration Motor Voter Act
mandate theory of elections policy voting
electoral college retrospective voting
Board Approved: February 22, 2018 25 | P a g e
Topic 1: Media Engaging Experience 1 Title: Living Room Candidate (livingroomcandidate.org) Suggested Length of Time: 1 class period Standards Addressed Priority:
● LO 4.B.1 Describe the media’s role as a linkage institution. ● LO 4.C.1 Describe the linkage functions of political parties and explain how
parties impact the electorate and the government. Supporting:
● LO 4.B.2 Explain how increasingly diverse choices of media and communication outlets influence political institutions and behavior.
● LO 4.C.5 Explain how various political factors influence public policy outcomes. ● LO 4.D.3 Describe factors that influence voter choices. ● LO 4.E.2 Explain how campaign organizations and strategies affect the election
process. ● LO 4.E.4 Evaluate the extent to which the Electoral College facilitates or impedes
democracy. ● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Detailed Description/Instructions: Students will analyze the political campaign ads from the 1988 presidential election to determine the main domestic and international concerns of this campaign and the impact the ads had on the campaign. Students will also choose another campaign year to present to the class. Bloom’s Levels: Understand Webb’s DOK: 2
Board Approved: February 22, 2018 26 | P a g e
Topic 2: Interest Groups Engaging Experience 1 Title: Interest group research Suggested Length of Time: 1-2 class periods Standards Addressed Priority:
● LO 4.C.4 Describe the benefits and potential problems of interest-group influence on elections and policy making.
Supporting: ● LO 4.E.3 Explain how the organization, finance, and strategies of national
political campaigns affect the election process. ● ISTE-EMPOWERED LEARNER 1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Detailed Description/Instructions: Students will research nine interest groups. Three of the groups they should agree with, three should be neutral, three they should oppose. What causes or issues does the group support? Do you support or are you against the group? What is the group’s ideology? How do you know (give evidence)? How effective are they in supporting their agenda (give evidence)? Does this group play a positive or negative role in society? Opensecrets.org is a good resource. Bloom’s Levels: Understand Webb’s DOK: 2
Board Approved: February 22, 2018 27 | P a g e
Topic 3: Parties Engaging Experience 1 Title: Platform Activity Suggested Length of Time: 1 class period Standards Addressed Priority:
● LO 4.C.1 Describe the linkage functions of political parties and explain how parties impact the electorate and the government.
Supporting: ● LO 4.C.2 Explain why and how political parties change and adapt. ● LO 4.C.5 Explain how various political factors influence public policy outcomes. ● LO 4.D.3 Describe factors that influence voter choices. ● LO 4.E.3 Explain how the organization, finance, and strategies of national
political campaigns affect the election process. Detailed Description/Instructions: Students will analyze current political parties’ platforms. http://www.courts.ca.gov/documents/CVCS-Lesson-Byerly-all.pdf Bloom’s Levels: Analyze Webb’s DOK: 2
Board Approved: February 22, 2018 28 | P a g e
Topic 4: Elections Engaging Experience 1 Title: Swing State Project (election year) Suggested Length of Time: 1-2 class periods Standards Addressed Priority:
● LO 4.B.1 Describe the media’s role as a linkage institution. ● LO 4.C.1 Describe the linkage functions of political parties and explain how
parties impact the electorate and the government. ● LO 4.C.4 Describe the benefits and potential problems of interest-group influence
on elections and policy making. ● LO 4.E.1 Explain how the different processes work in a U.S. federal election.
Supporting: ● LO 4.B.2 Explain how increasingly diverse choices of media and communication
outlets influence political institutions and behavior. ● LO 4.C.2 Explain why and how political parties change and adapt. ● LO 4.C.5 Explain how various political factors influence public policy outcomes. ● LO 4.D.2 Describe the roles that individual choice and state laws play in voter
turnout in elections. ● LO 4.D.3 Describe factors that influence voter choices. ● LO 4.D.4 Describe different models of voting behavior. ● LO 4.E.2 Explain how campaign organizations and strategies affect the election
process. ● LO 4.E.3 Explain how the organization, finance, and strategies of national
political campaigns affect the election process. ● LO 4.E.4 Evaluate the extent to which the Electoral College facilitates or impedes
democracy. ● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
● ISTE - CREATIVE COMMUNICATOR.6: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Detailed Description/Instructions: Students will research a swing state during a Presidential election year and make predictions. The following will be presented to the class: (1) Demographic breakdown (ethnicity, age, income, religion, percent rural/urban/suburban); (2)
Board Approved: February 22, 2018 29 | P a g e
Major industries in that state/ region – most critical issues in that state; (3) Historical voting record in that state, and historical turnout (especially the last few elections); (4) Current polling results (are polls pretty similar – if they are not – why not). Look over the polls of the last 6 months – were there swings, if so why? Convention bounce? Why/why not? First presidential debate impact, if any. Vice presidential debate impact?; (5) Locate information about the political strategies of both candidates in the state - how many times have they visited, how much have they spent in advertising, what points have they emphasized in their campaign stops in that state? If possible find a clip (brief one) of an excerpt of one of the candidates’ speeches there, or an ad targeted to that state; (6) Predict: who will win the state? Students can also compare this same information to a solid state. Possible resources: 270towin.com; fivethirtyeight.com; realclearpolitics.com; center for politics.org Bloom’s Levels: Analyze Webb’s DOK: 3
Board Approved: February 22, 2018 30 | P a g e
Culminating Activity
Culminating Activity: Students will complete a 50-60 question multiple choice AP Style exam. The exam will also include 1-2 AP style free response questions which could include: qualitative analysis, quantitative analysis, short answer, and/or essays.
Board Approved: February 22, 2018 31 | P a g e
Summary of Engaging Learning Experiences for Topics
Topic Engaging Experience Title
Description Suggested Length of
Time
Media Living Room Candidate
Students will analyze the political campaign ads from the 1988
presidential election to determine the main domestic and international
concerns of this campaign and the impact the ads had on the campaign.
Students will also choose another campaign year to present to the
class.
1 class period
Interest Groups
Interest group research Students will research nine interest groups. Three of the groups they should agree with, three should be neutral, three they should oppose.
What causes or issues does the group support? Do you support or are you against the group? What is the group’s ideology? How do you
know (give evidence)? How effective are they in supporting their agenda (give evidence)? Does this group play a positive or negative
role in society?
1-2 class periods
Parties Platform Activity http://www.courts.ca.gov/documents/CVCS-Lesson-Byerly-all.pdf
1 class period
Elections Swing State Project (election year)
Students will research a swing state during a Presidential election year
and make predictions.
1-2 class periods
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Unit 4: Legislative Branch Subject: AP Government and Politics: US Grade: 12 Name of Unit: Legislative Branch Length of Unit: 2 Weeks Overview of Unit: Because power is widely distributed and checks prevent one branch from usurping powers from the other, institutional actors are in the position where they must both compete and cooperate in order to govern. The legislative branch is responsible for making laws and each institution of Congress is given specific constitutional responsibilities. In additional, each house of Congress competes as an internal check on one another, yet work together to check the power of the executive and judicial branches of government. Priority Standards for unit:
● LO 5.A.1 Describe the powers and functions of Congress. Supporting Standards for unit:
● LO 5.A.2 Compare the Senate and House of Representatives in terms of how constituencies, lawmaking authority, and chamber rules and roles affect the policy-making process.
● LO 5.A.3 Explain how congressional behavior is influenced by election processes, partisanship, and divided government.
● LO 5.A.4 Explain how Congress uses its oversight power in its relationship with the executive branch.
● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Essential Questions:
1. What is the difference between expressed and implied powers and how has it enabled the power of the federal government to grow?
2. What are the differing roles of the “trustee, delegate, and politico” models of representation?
3. What are three ways that the House of Representatives and the Senate work as an internal check on each other?
Enduring Understanding/Big Ideas:
1. EU 5.A: The republican ideal in the U.S. is manifested in the structure and operation of the legislative branch.
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Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
incumbents casework
pork barrel bicameral legislature
House Rules Committee filibuster
Speaker of the House majority leader
whips minority leader
standing committees joint committees
conference committees select committees
legislative oversight committee chairs seniority system
caucus bill
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Topic 1: Article 1 Engaging Experience 1 Title: Is that Constitutional? Suggested Length of Time: 1 class period Standards Addressed Priority:
● LO 5.A.1 Describe the powers and functions of Congress. Supporting:
● LO 5.A.2 Compare the Senate and House of Representatives in terms of how constituencies, lawmaking authority, and chamber rules and roles affect the policy-making process.
● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Detailed Description/Instructions: Students will complete an activity engaging Article 1 of the United States Constitution. They will have 10-15 scenarios in which they will have to determine if the scenario is constitutional or not. They will have to cite the Article, Section, and Clause of the Constitution that makes the scenario constitutional or not. For example: Senator Doe was elected to the United States Senate in 2010. He ran for reelection again in 2014. Is that Constitutional? Answer is NO, because Article 1, Section 3, Clause 1 says that United States Senators run for election every 6 years. Bloom’s Levels: Understand Webb’s DOK: 2
Board Approved: February 22, 2018 35 | P a g e
Topic 2: Organization Engaging Experience 1 Title: Leadership and Committee Research Suggested Length of Time: 1 class period Standards Addressed Priority:
● LO 5.A.1 Describe the powers and functions of Congress. Supporting:
● LO 5.A.2 Compare the Senate and House of Representatives in terms of how constituencies, lawmaking authority, and chamber rules and roles affect the policy-making process.
● LO 5.A.4 Explain how Congress uses its oversight power in its relationship with the executive branch.
● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Detailed Description/Instructions: Students will research leadership positions in the House (speaker, majority leader, majority whip, minority leader, minority whip) and the Senate (majority leader, majority whip, minority leader, minority whip) determining who holds the positions and their responsibilities. Students will then research the committee system in congress including: standing, sub-committees, select “special,” joint, and conference committees. For each type of committee, they will provide a description and 2-3 examples of those types of committees in both the House and Senate. Here is a link to some good materials for this: https://goo.gl/FLn4hn Bloom’s Levels: Understand Webb’s DOK: 2
Board Approved: February 22, 2018 36 | P a g e
Topic 3: Policy Engaging Experience 1 Title: How a Bill Becomes a Law Suggested Length of Time: 45-90 minutes Standards Addressed Priority:
● LO 5.A.1 Describe the powers and functions of Congress. Supporting:
● LO 5.A.2 Compare the Senate and House of Representatives in terms of how constituencies, lawmaking authority, and chamber rules and roles affect the policy-making process.
Detailed Description/Instructions: Students will complete a “how a bill becomes a law” unscramble activity: https://goo.gl/8urjuC Bloom’s Levels: Understand Webb’s DOK: 2
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Topic 4: Checks and Balances Engaging Experience 1 Title: Congressional Committee Hearing Simulation Suggested Length of Time: 1-2 class periods Standards Addressed Priority:
● LO 5.A.1 Describe the powers and functions of Congress. Supporting:
● LO 5.A.2 Compare the Senate and House of Representatives in terms of how constituencies, lawmaking authority, and chamber rules and roles affect the policy-making process.
● LO 5.A.4 Explain how Congress uses its oversight power in its relationship with the executive branch.
Detailed Description/Instructions: Students will conduct a congressional committee hearing simulation to demonstrate the checks and balances between the executive and legislative branches. The lesson is contained in How Congress Works Part 1 from the University of Virginia Center for Politics: Youth Leadership Initiative: https://goo.gl/FLn4hn Bloom’s Levels: Understand Webb’s DOK: 2
Board Approved: February 22, 2018 38 | P a g e
Culminating Activity
Culminating Activity: Students will complete a 50-60 question multiple choice AP Style exam. The exam will also include 1-2 AP style free response questions which could include: qualitative analysis, quantitative analysis, short answer, and/or essays.
Board Approved: February 22, 2018 39 | P a g e
Summary of Engaging Learning Experiences for Topics
Topic Engaging Experience Title
Description Suggested Length of
Time
Article 1 Is that Constitutional?
Students will complete an activity engaging Article 1 of the United
States Constitution. They will have 10-15 scenarios in which they will have to determine if the scenario is
constitutional or not.
1 class period
Organization Leadership and Committee Research
Students will research leadership positions in the House (speaker, majority leader, majority whip,
minority leader, minority whip) and the Senate (majority leader, majority whip, minority leader, minority whip) determining who holds the positions and their responsibilities. Students will then research the committee
system in congress including: standing, sub-committees, select “special,” joint, and conference committees. For each type of committee they will provide a
description and 2-3 examples of those types of committees in both the House
and Senate.
1 class period
Policy How a Bill Becomes a Law
Students will complete a “how a bill becomes a law” unscramble activity
45-90 minutes
Checks and Balances
Congressional Committee Hearing
Simulation
Students will conduct a congressional committee hearing simulation to
demonstrate the checks and balances between the executive and legislative
branches.
1-2 class periods
Board Approved: February 22, 2018 40 | P a g e
Unit 5: Executive Branch, the Budget, and Bureaucracy Subject: AP Government and Politics: US Grade: 12 Name of Unit: Executive Branch, the Budget, and Bureaucracy Length of Unit: 3 Weeks Overview of Unit: Because power is widely distributed and checks prevent one branch from usurping powers from the other, institutional actors are in the position where they must both compete and cooperate in order to govern. The executive branch is responsible for executing the laws passed by congress through a variety of government departments and regulatory agencies. Overtime the power of the executive branch has grown beyond what some argue is original intention of the framers as well as the power of an unelected bureaucracy. Both the legislative and judicial branch have a constitutional means of checking the power of the executive in the face of growing executive power. Priority Standards for unit:
● LO 5.B.1 Explain how presidential powers or functions can promote a policy agenda. ● LO 5.B.5 Explain how the president ensures that executive branch agencies and
departments carry out their responsibilities in concert with the goals of the administration.
● LO 5.D.1 Explain how the bureaucracy carries out the responsibilities of the federal government.
Supporting Standards for unit:
● LO 5.B.2 Explain how the president’s agenda can create tension and frequent confrontations with Congress.
● LO 5.B.3 Explain how presidents have interpreted and justified their use of formal and informal powers.
● LO 5.B.4 Explain how communication technology has changed the president’s relationship with the national constituency and the other branches.
● LO 5.D.2 Explain how the federal bureaucracy uses delegated discretionary authority for rulemaking and implementation.
● LO 5.D.3 Explain the extent to which governmental branches can hold the bureaucracy accountable given the competing interests of Congress, the president, and the federal courts.
● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Board Approved: February 22, 2018 41 | P a g e
● ISTE-DIGITAL CITIZEN.2: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
Essential Questions:
1. How does the chief executive balance his/her responsibilities between his party and the nation as a whole?
2. How has the scope of the executive branch changed since its inception? 3. What is the process for creating and implementing the US budget? 4. What role does the bureaucracy play in policy implementation?
Enduring Understanding/Big Ideas:
1. EU 5.B: The presidency has been enhanced beyond its expressed constitutional powers. 2. EU 5.D: The federal bureaucracy is a powerful institution implementing federal policies
with sometimes questionable accountability. Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Crisis budget deficit
expenditures Revenues
Twenty-second Amendment Impeachment
Watergate Twenty-fifth Amendment
cabinet National Security Council (NSC)
Council of Economic Advisors (CEA) Office of Management and Budget (OMB)
veto pocket veto
presidential coattails War Powers Resolution
legislative veto income tax
Sixteenth Amendment federal debt
tax expenditures Social Security Act
Medicare Incrementalism
uncontrollable expenditures
Board Approved: February 22, 2018 42 | P a g e
entitlements House Ways and Means Committee
Senate Finance Committee Congressional Budget and Impoundment
Control Act of 1974 Congressional Budget Office (CBO)
budget resolution reconciliation
authorization bill bureaucracy Patronage
Pendleton Civil Service Act civil service
merit principle Hatch Act
Office of Personnel Management (OPM) GS (General Schedule) rating
Senior Executive Service independent regulatory commission
government corporations independent executive agencies
policy implementation standard operating procedures
administrative discretion street-level bureaucrats
regulation deregulation
command-and-control policy incentive system executive orders
iron triangles Proportional taxes Progressive taxes Regressive taxes
Earned-Income Tax Credit Transfer payment
Personal Responsibility and Work Opportunity Reconciliation
Temporary Assistance to Needy Families
Board Approved: February 22, 2018 43 | P a g e
Topic 1: Article II Engaging Experience 1 Title: Is that Constitutional? Suggested Length of Time: 1 class period Standards Addressed Priority:
● LO 5.B.1 Explain how presidential powers or functions can promote a policy agenda.
Supporting: ● LO 5.B.2 Explain how the president’s agenda can create tension and frequent
confrontations with Congress. Detailed Description/Instructions: Students will complete an activity engaging Article 2 of the United States Constitution. They will have 10-15 scenarios in which they will have to determine if the scenario is constitutional or not. They will have to cite the Article, Section, and Clause of the Constitution that makes the scenario constitutional or not. For example: Justin Bieber ran for president and was elected with an overwhelming majority. Is that Constitutional? No, because Article 2, Section 1, Clause 5 says you have to be natural born, 35 years old, and 14 years a resident inside the United States. Bloom’s Levels: Understand Webb’s DOK: 2
Board Approved: February 22, 2018 44 | P a g e
Topic 2: Presidential Roles & The Expansion of Executive Power
Engaging Experience 1 Title: Presidential Roles Graphic Organizer Suggested Length of Time: ½ class period Standards Addressed Priority:
● LO 5.B.1 Explain how presidential powers or functions can promote a policy agenda.
● LO 5.B.5 Explain how the president ensures that executive branch agencies and departments carry out their responsibilities in concert with the goals of the administration.
Supporting: ● LO 5.B.2 Explain how the president’s agenda can create tension and frequent
confrontations with Congress. Detailed Description/Instructions: Students will complete a presidential roles graphic organizer. Bloom’s Levels: Understand Webb’s DOK: 2 Engaging Experience 2 Title: Does the President have too much power? Suggested Length of Time: 1 class period Standards Addressed Priority:
● LO 5.B.1 Explain how presidential powers or functions can promote a policy agenda.
● LO 5.B.5 Explain how the president ensures that executive branch agencies and departments carry out their responsibilities in concert with the goals of the administration.
Supporting: ● LO 5.B.2 Explain how the president’s agenda can create tension and frequent
confrontations with Congress. Detailed Description/Instructions: Students will engage in a “structured academic controversy” question “does the president have too much power?” http://amykuenker.wmwikis.net/file/view/SACChart.pdf http://amykuenker.wmwikis.net/file/view/SACMaterials.pdf http://amykuenker.wmwikis.net/file/view/SACOrder.pdf Bloom’s Levels: Understand; Webb’s DOK: 2
Board Approved: February 22, 2018 45 | P a g e
Topic 3: Executive Branch Organization & Policy Implementation
Engaging Experience 1 Title: Simulations Suggested Length of Time: ½ class period Standards Addressed Priority:
● LO 5.D.1 Explain how the bureaucracy carries out the responsibilities of the federal government.
Supporting: ● LO 5.D.2 Explain how the federal bureaucracy uses delegated discretionary
authority for rulemaking and implementation. ● LO 5.D.3 Explain the extent to which governmental branches can hold the
bureaucracy accountable given the competing interests of Congress, the president, and the federal courts.
● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
● ISTE-DIGITAL CITIZEN.2: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
Detailed Description/Instructions: (This is subject to textbook chosen) Students will complete the Pearson MyLabandMastering Simulation “You are the Head of FEMA”. Students will then create a discussion board entry to reflect on the role of the bureaucracy in our daily lives as well as respond to other students’ entries. Bloom’s Levels: Understand Webb’s DOK: 2
Board Approved: February 22, 2018 46 | P a g e
Topic 4: The Budget Process Engaging Experience 1 Title: Right the Ship Suggested Length of Time: ¾ class period Standards Addressed Priority:
● LO 5.D.1 Explain how the bureaucracy carries out the responsibilities of the federal government.
Supporting: ● LO 5.D.3 Explain the extent to which governmental branches can hold the
bureaucracy accountable given the competing interests of Congress, the president, and the federal courts.
● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Detailed Description/Instructions: Students will play Fiscal Ship (fiscalship.org). This is a simulation to try to balance the US Budget. Bloom’s Levels: Understand Webb’s DOK: 2
Board Approved: February 22, 2018 47 | P a g e
Culminating Activity
Culminating Activity: Students will complete a 50-60 question multiple choice AP Style exam. The exam will also include 1-2 AP style free response questions which could include: qualitative analysis, quantitative analysis, short answer, and/or essays.
Board Approved: February 22, 2018 48 | P a g e
Summary of Engaging Learning Experiences for Topics
Topic Engaging Experience Title
Description Suggested Length of
Time
Article II Is that Constitutional?
Students will complete an activity engaging Article 2 of the United States
Constitution. They will have 10-15 scenarios in which they will have to
determine if the scenario is constitutional or not.
1 class period
Presidential Roles and the
Expansion of Executive Power
Presidential Roles Graphic Organizer
Students will complete a presidential roles graphic organizer.
½ class period
Presidential Roles and the
Expansion of Executive Power
Does the President have too much
power?
Students will engage in a “structured academic controversy” question “does the president have too much power?”
1 class period
Executive Branch Organization and
Policy Implementation
Simulations (This is subject to textbook chosen) Students will complete the Pearson
MyLabandMastering Simulation “You are the Head of FEMA”. Students will then create a discussion board entry to reflect on the role of the bureaucracy in
our daily lives as well as respond to other students’ entries.
½ class period
The Budget Process
Right the Ship Students will play Fiscal Ship (fiscalship.org). This is a simulation to
try to balance the US Budget.
¾ class period
Board Approved: February 22, 2018 49 | P a g e
Unit 6: Civil Rights, Civil Liberties, and the Judicial Branch Subject: AP Government and Politics: US Grade: 12 Name of Unit: Civil Rights, Civil Liberties, and the Judicial Branch Length of Unit: 3 weeks Overview of Unit: Because power is widely distributed and checks prevent one branch from usurping powers from the other, institutional actors are in the position where they must both compete and cooperate in order to govern. As the highest court in the Supreme Court has the final say in matters of constitutional law which places checks on the legislative and executive branches. Additionally, the federal judiciary through the Bill of Rights and the 14th Amendment have protected citizens and groups from national and state governments unduly infringing upon individual rights and from denying equal protection of the law. Sometimes the court has handed down decisions that protect both public order and individual freedom, and at other times the Court has set precedents protecting one at the expense of the other. Priority Standards for unit:
● LO 2.B.2 Explain the implications of the doctrine of selective incorporation. ● LO 5.C.1 Explain the principle of judicial review and how it checks the power of other
institutions and state governments. ● LO 5.C.3 Describe ways other branches of government can limit the Supreme Court’s
power. Supporting Standards for unit:
● LO 2.A.1 Explain the extent to which the Supreme Court’s interpretation of the First and Second Amendments reflects a commitment to individual liberty.
● LO 2.A.2 Explain how the Supreme Court has attempted to balance claims of individual freedom with laws and enforcement procedures that promote public order and safety.
● LO 2.B.1 Explain the extent to which states are limited by the due process clause from infringing upon individual rights.
● LO 2.C.1 Explain how constitutional provisions have supported and motivated social movements and policy responses.
● LO 2.C.2 Explain how the Court has at times allowed the restriction of the civil rights of minority groups and at other times has protected those rights.
● LO 5.C.2 Explain how the exercise of judicial review in conjunction with life tenure can lead to controversy about the legitimacy of the Supreme Court’s power.
● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Board Approved: February 22, 2018 50 | P a g e
● TT.AB.J.15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.
● TT.AB.J.14: Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.
● TT.AB.J.13: Students will analyze the harmful impact of bias and injustice on the world, historically and today
● TT.AB.J.12: Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).
● TT.AB.A.17: Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice.
Essential Questions:
1. How have the Bill of Rights expanded civil liberties? 2. How did the 14th Amendment alter the relationship between the state and national
governments? 3. How did the 14th Amendment advance equality in the United States? 4. How does the court system maintain relative autonomy from the other branches?
Enduring Understanding:
1. EU 2.A: Provisions of the Bill of Rights are continually being interpreted to balance the power of government and the civil liberties of individuals.
2. EU 2.B: The due process clause of the 14th Amendment has been interpreted to prevent the states from infringing upon basic liberties.
3. EU 2.C: The 14th Amendment’s “equal protection clause” has often been used to support the advancement of equality.
4. EU 5.C: The design of the judicial branch protects the court’s independence as a branch of government, and the emergence and use of judicial review remains a powerful judicial practice.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Libel plea bargaining
Equal Rights Amendment Marbury v. Madison
judicial review civil liberties Bill of Rights
First Amendment Fourteenth Amendment
Board Approved: February 22, 2018 51 | P a g e
due process clause incorporation doctrine establishment clause free exercise clause
prior restraint symbolic speech
commercial speech probable cause
unreasonable searches and seizures search warrant
exclusionary rule Fifth Amendment self-incrimination Sixth Amendment
Eighth Amendment cruel and unusual punishment
right of privacy civil rights
Fourteenth Amendment equal protection of the laws
Thirteenth Amendment Civil Rights Act of 1964
Suffrage Fifteenth Amendment
poll taxes White primary
Twenty-fourth Amendment Voting Rights Act of 1965
Nineteenth Amendment Equal Rights Amendment
comparable worth Americans with Disabilities Act of 1990
(ADA) affirmative action
standing to sue class action suits
justiciable disputes amicus curiae briefs original jurisdiction appellate jurisdiction
Board Approved: February 22, 2018 52 | P a g e
district courts courts of appeal Supreme Court
senatorial courtesy solicitor general
opinion stare decisis
precedent judicial implementation
original intent judicial review
United States v. Nixon judicial restraint judicial activism
political questions statutory construction
Board Approved: February 22, 2018 53 | P a g e
Topic 1: Courts Engaging Experience 1 Title: Judicial Independence Suggested Length of Time: 1 class period Standards Addressed Priority:
● LO 5.C.1 Explain the principle of judicial review and how it checks the power of other institutions and state governments.
● LO 5.C.3 Describe ways other branches of government can limit the Supreme Court’s power.
Supporting: ● LO 5.C.2 Explain how the exercise of judicial review in conjunction with life
tenure can lead to controversy about the legitimacy of the Supreme Court’s power.
Detailed Description/Instructions: Students will complete the activities below to apply what they have learned and identify and discuss what might happen if the courts were not independent. .http://judiciallearningcenter.org/wp-content/uploads/2012/11/Lesson-Plan-Whats-Wrong-With-This-Court.pdf Bloom’s Levels: Create Webb’s DOK: 2
Board Approved: February 22, 2018 54 | P a g e
Topic 2: Civil Liberties Engaging Experience 1 Title: Case Brief Suggested Length of Time: 2 class periods Standards Addressed Priority:
● LO 2.B.2 Explain the implications of the doctrine of selective incorporation. ● LO 5.C.1 Explain the principle of judicial review and how it checks the power of
other institutions and state governments. Supporting:
● LO 2.A.1 Explain the extent to which the Supreme Court’s interpretation of the First and Second Amendments reflects a commitment to individual liberty.
● LO 2.A.2 Explain how the Supreme Court has attempted to balance claims of individual freedom with laws and enforcement procedures that promote public order and safety.
● LO 2.B.1 Explain the extent to which states are limited by the due process clause from infringing upon individual rights.
● LO 2.C.1 Explain how constitutional provisions have supported and motivated social movements and policy responses.
● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
● TT.AB.J.15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.
Detailed Description/Instructions: Students will write a case brief to be shared with the class. Students will select from one of the cases and explain how it expands or restricts civil liberties in the US. Required Cases: Engel v. Vitale Wisconsin v. Yoder Tinker v. Des Moines Independent Community School District New York Times Company v. United States Schenck v. United States Gideon v. Wainwright Roe v. Wade Gitlow v. New York McDonald v. Chicago Buckley v. Valeo
Board Approved: February 22, 2018 55 | P a g e
Citizens United v. Federal Election Commission Baker v. Carr Shaw v. Reno Bloom’s Levels: Apply Webb’s DOK: 3
Board Approved: February 22, 2018 56 | P a g e
Topic 3: Civil Rights Engaging Experience 1 Title: Why We Can’t Wait Suggested Length of Time: 1-2 class periods Standards Addressed Priority:
● LO 5.C.1 Explain the principle of judicial review and how it checks the power of other institutions and state governments.
● LO 5.C.3 Describe ways other branches of government can limit the Supreme Court’s power.
Supporting: ● LO 2.A.1 Explain the extent to which the Supreme Court’s interpretation of the
First and Second Amendments reflects a commitment to individual liberty. ● LO 2.A.2 Explain how the Supreme Court has attempted to balance claims of
individual freedom with laws and enforcement procedures that promote public order and safety.
● LO 2.C.1 Explain how constitutional provisions have supported and motivated social movements and policy responses.
● LO 2.C.2 Explain how the Court has at times allowed the restriction of the civil rights of minority groups and at other times has protected those rights.
● TT.AB.J.15: Students will identify figures, groups, events and a variety of strategies and philosophies relevant to the history of social justice around the world.
● TT.AB.J.14: Students will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics.
● TT.AB.J.13: Students will analyze the harmful impact of bias and injustice on the world, historically and today
● TT.AB.J.12: Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).
● TT.AB.A.17: Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice.
Detailed Description/Instructions: Students will complete the survey “Agree or Disagree”. For homework read Dr. King’s Letter from Birmingham Jail. Students will then participate in a Socratic Seminar reflecting on their survey results and the following questions:
● When is it justifiable to resist authority? ● What would you be willing to do to get your rights? ● What are the most influential speeches/writing leading to social change?
Board Approved: February 22, 2018 57 | P a g e
● What is it about these texts that leads to change? ● What are our civil rights, and how can we best protect and promote them? ● When should/must we stand up against injustice? ● What people most need their civil rights promoted, and how can we work for this? ● What is fair? How can fairness be achieved? ● How can we achieve civil rights against powerful interests and forces?
Bloom’s Levels: Evaluate Webb’s DOK: 3
Board Approved: February 22, 2018 58 | P a g e
Culminating Activity
Culminating Activity: Students will complete a 50-60 question multiple choice AP Style exam. The exam will also include 1-2 AP style free response questions which could include: qualitative analysis, quantitative analysis, short answer, and/or essays.
Board Approved: February 22, 2018 59 | P a g e
Summary of Engaging Learning Experiences for Topics
Topic Engaging Experience
Title
Description Suggested Length of
Time
Courts Judicial Independence
Students will complete the activities below to apply what they have learned and identify and discuss what
might happen if the courts were not independent. .http://judiciallearningcenter.org/wp-
content/uploads/2012/11/Lesson-Plan-Whats-Wrong-With-This-Court.pdf
1 class period
Civil Liberties
Case Brief
Students will write a case brief to be shared with the class. Students will select from one of the cases and explain how it expands or restricts civil liberties in
the US.
2 class periods
Civil Rights
Why We Can’t Wait
Students will complete the survey “Agree or Disagree”. For homework read Dr. King’s Letter from
Birmingham Jail. Students will then participate in a Socratic Seminar reflecting on their survey results
and the following questions: ● When is it justifiable to resist authority? ● What would you be willing to do to get your
rights? ● What are the most influential speeches/writing
leading to social change? ● What is it about these texts that leads to
change? ● What are our civil rights, and how can we best
protect and promote them? ● When should/must we stand up against
injustice? ● What people most need their civil rights
promoted, and how can we work for this? ● What is fair? How can fairness be achieved? ● How can we achieve civil rights against
powerful interests and forces?
1-2 class periods
Board Approved: February 22, 2018 60 | P a g e
Unit of Study Terminology Appendices: All Appendices and supporting material can be found in this course’s shell course in the District’s Learning Management System. Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Symbols: This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the rubric provided by the district. This symbol depicts an experience that integrates professional skills, the development of professional communication, and/or the use of professional mentorships in authentic classroom learning activities.