Social Studies Curriculum Map Quarter 1 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 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.

*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.

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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 U.S. Government and CivicsHigh School

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

WIDA 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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Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) WIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Suggested Activities – Suggested Tasks, DBQs, TDQs, assignments and projects for use in planning lessons with literacy connections. (Coded in green)Resources – Links to additional resources & Daily Lesson Plan sampleNote:

Common Core State Standards: Focus on Vocabulary

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Effective vocabulary development occurs both incidentally and through explicit instruction. It 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 and with nonverbal communication. Tier 1 words rarely require explicit instruction. (Ex: write, read and gather)

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. (Ex: obvious, expose, establish and verify.)

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 integral to content instruction. (Ex: lynching, abolitionist, slavery)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word

with the written word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.References

McEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.

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Pacing Guide

Time Quarter 1 / Quarter 3Weeks 1-3 Principals of Government

Big Ideas: Is government necessary? Basic concepts of Democracy. How does the constitution reflect the times?

Weeks 3-4 Branches of GovernmentBig Ideas: Different Branches, Different responsibilities. Check and balances.

Weeks 5-6 The Supreme Court and the ConstitutionBig Ideas: How has the constitution lasted through changing times? Formal Amendment.

Week 7 Federal PowersBig Idea: Powers divided.

Weeks 8-9 The Election and the Political ProcessBig Ideas: The political Parties

Time Quarter 2 / Quarter 4Week 1-1.5 Influence of the MediaWeeks 1.5-2 Rights and Responsibilities of CitizensWeeks 3-4 Fundamentals of a Free SocietyWeeks 5-6.5 Civil RightsWeeks 6.5-7 The Federal Government and the EconomyWeeks 8-9 Tennessee State and Local Government

* Please note that these time frames are suggested/estimated times. Actual class instruction may vary due to schedule complications, remediation efforts or other factors.

Principles of U.S. GovernmentWeeks 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)Mayflower Compact http://mayflowerhistory.com/mayflower-compact/ (1030L)

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English Bill of Rights (NR)Two Treaties of Civil Government By John Locke (1690L)Declaration of Independence (1170L) The Federalist Papers 1,9,10,39,51and 78 (1070L)The Social Contract by Jean Jacques Rousseau (1490L)Anchor 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, Guiding Questions &Vocabulary Suggested DBQs, Activities & 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

Is government necessary? Basic concepts of Democracy.

How does the constitution reflect the times?

GC.1, GC.2 What is the purpose of government?

GC.1, GC.2 How does mankind behave in the absence of government?

GC.1, GC.2 Why are governments created?

GC. 3 What historical documents contributed to our democratic system of government? What did they contribute?

GC. 3, GC.4, GC.5 What written limits are placed

Textbook References:Chapter 1: Complete Chapter 1’s Sections Assessments ,Chapter Assessment, and Document Based Assessment pp. 25-27Literacy RH.11-12.6

Textbook Visuals: The Three Basic Powers of Government p. 5, What Makes 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: Complete Chapter 2’s Sections Assessments ,Chapter Assessment, and DBQs Assessment pp. 63-65 Literacy RH.11-12.6

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

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Rousseau, and William Blackstone on the development of United States government.

on government?

Content Vocabulary (Tier 3)Government, public policies, legislative power, executive power, judicial power, constitution, dictatorship, democracy, state, sovereign, autocracy, oligarchy, unitary government, federal government, division of powers, confederation, presidential government, parliamentary government, majority rule, comprise, citizen, free enterprise system

Academic Vocabulary (Tier 2)Populous, personnel, administration, abundant, maxim, concise, canton, regimes, prestige, elite, coequal, subordinate, arbitrary, inevitable, adequate, initiative

See pg. 5 for Vocabulary Instructions

GC.1 Students will discuss why government is needed and what takes place in its absence through a writing piece of their choice. (Textbook P4) Literacy RH.11-12.3

GC.1 Referring to p.5: The Three Basic Powers of Government, p.7: Origin of the State, and p. 8 - Visual - Compare & Contrast the 4 theories, create an argument for which theory is most likely to be the origin of the state citing evidence from the text. (Textbook P12) Literacy WHST. RH.11-12.7

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, RH.11-12.2

GC.1 Students will use the information above 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 W.11-12.1.A,.B,.E, and W.11-12.2

GC.2 After reading a summary of The Democracy of 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. Literacy RH.11-12.2, W.11-12.

GC.3 After Reading the Preamble of the 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, W.11-

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GC.2 Determine the central ideas in passages from Democracy in America to examine the character of American society, including its religious, political, and economic character, as articulated by Alexis de Tocqueville.

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, GC.4 What personal liberties are guaranteed by the constitution?What is the relationship between state government and national government?

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

12.1.A,B

GC.3 Students will read the Preamble to the Constitution and rephrase it in their own words. Optionally, they can also link the phrases of the Preamble to life on their island from Activity 3. (Example: When we were trying to figure out how to feed everyone, we were providing for the General Welfare.) Textbook pp. 2-3 Literacy WHST.11-12.2, RH.11-12.2

GC.3 Students will be divided into groups and pretend that they have crash landed on a deserted island with no hope of rescue. They will design their own governments to facilitate survival on the island. Use this activity to give context to the primary source documents in this unit. Textbook pp. 23-25 Literacy RH.11-12.7

GC.4 Students will define the public good and individual rights and in an essay students will also provide examples and non-examples of the conflict between the” public good” and “individual rights”. (Example: It is not in the best interests of the public good to yell fire in a crowded public place; however, if it is illegal, I have less individual rights.) Textbook pg.4 Literacy RH.11-12.4, W.11-12.2

GC. 5 Create a chart that shows the limits on government provided by the Constitution and the Bill of Rights. Textbook pg. 52. Literacy RH.11-12.2, W.11-12.1.B

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GC.4 Explain how the Constitution reflects a balance between the promotion of the public good and the protection of individual rights.

GC.5 Summarize with supporting evidence why the Founding Fathers established a constitutional system that limited the power of government.

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

GC.5 What balances did our founding fathers believe must be achieved for successful government?

C.6 What is the importance of independent judiciary? GC.6 What are the descriptors of the systems of enumerated and shared powers?GC.6 What are the roles of organized interests and checks and balances?

GC.6 Why are implied powers, rule of law, federalism, popular sovereignty, and civilian control of the military of importance?

GC.7 What evidence supports that the Bill of Rights limits the powers of the federal government and state governments?

GC.8 What are some tensions within our Republic?

C.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

GC.7 Textbook p.791-794 - Read Federalist Papers #10. Discuss why factions can be dangerous to democracy, the authors’ solutions for this problem, and have students evaluate the merits of these ideas. Literacy RH.11-12.1, W.11-12.2.2

GC.8 Textbook pp.794-796 - Read Federalist Papers #51. Ask students to relate these ideas back to their enlightenment readings. They should make references to “The Spirit of the Laws” in regards to separation of powers. Students should reflect on the purpose of separation of powers, and the dangers of a government without separation. Optionally, they can be assigned the task of bringing in a current event in which one of the branches has overstepped its’

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

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 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)Landmark, arbitrary, venture, levy, haven, duty, repeal, boycott, ablest, unalienable, jurisdiction, presiding officer, arsenal, envoy, apt, amend, inauguration, quorum, unanimousSee pg. 5 for Vocabulary Instructions

constitutional powers and present. Literacy RH.11-12.8

Suggested Civics Project-based Assessment Activities: Students should choose their 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

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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 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

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Relationship of legislation and morality Government regulation and free enterprise

Textbook pg. 25

Branches of GovernmentWeeks 3-4

Textbook: Magruder’s American Government and Civics by William A. McClenaghanTN State Recommended Primary Documents and Supporting Texts:Anchor Text: The Constitution (Lexile 1540L)The Bill of Rights (excerpts) (Lexile NR)

TN State Social Studies Standards Guiding Questions &Vocabulary Suggested Activities & 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

GC.9 What is the difference between the House and Senate?

Textbook Chapter 3: Complete Chapter 3’s Section 2 Assessment p. 83Textbook 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 create 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

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powers; and the process by which a bill becomes a law.

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

GC.11 Identify current representatives from Tennessee in the legislative branch of the national government.

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.10 What are the formal and informal ways to amend the Constitution?

GC.11 Who are the current representatives for Tennessee in national government?What are the expectations for and the backgrounds of president?

GC.9, GC.12 How may the President be removed from office?

GC.12 What are the president’s constitutional powers and how have they expanded over time?

GC.9 Students select one amendment, cite the date of passage, give the amendment a title (other than its numerical) that states the purpose of the amendment and write an explanation of why it was necessary citing evidence from the text of the amendment and other sources. (Textbook PC). Literacy RH.11-12.2

GC. 9 Students will participate in a Constitutional Scavenger Hunt about the branches of government using the Constitution Scavenger Hunt form via http://www.greenwichschools.org/uploaded/faculty/daniel_bally/Constitutional_Scavenger_Hunt.pdf Literacy RH.11-12.9

GC.10 Students will describe and note 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 After reading about the Legislative Branch of Tennessee on page TN34 and visiting the website http://www.capitol.tn.gov/senate/members/leadership.html, students will identify and chart current representatives from Tennessee in the legislative branch of the national government. Literacy RH.11-12.9

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

GC.13 After reading pages C11-C12, students will write a short summary that analyzes 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 P) Literacy RH.11-12.2

GC.14 Students will read How Judges and Justices are Chosen via http://www.ushistory.org/gov/9d.asp to give written and oral

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

GC. 12 What is the role of the vice president, cabinet, Executive Office of the President, White House staff, and First Lady?

GC.13 What are the basic elements of the American judicial system and the major participants in it?

GC. 13 What is the structure of the federal court system and the major responsibilities of each component?

GC.13 What is judicial review, and how has changed over time?

GC. 13, GC.14 What is the background of judges and justices and the impact of their background on decisions?

explanation or create a flow chart of the processes of selection and confirmation of Supreme Court justices. Literacy RH.11-12.2

GC. 9 Students will explain the structure, function, and powers of the U.S. government as established in the Constitution, identify the roles of the three branches of government, describe the constitutional amendment process and interpret the intentions of the Preamble of the Constitution by completing the Anatomy of the Constitution lesson via https://cdn.icivics.org/sites/default/files/uploads/Anatomy%20of%20Constitution_11.pdf. Literacy RH.11-12.5 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. (Textbook PC) Literacy RH.11-12.6

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 with visual aids.

GC.10 Describe in order the steps of the process through which the Constitution can be amended. (Textbook P78) Literacy RH.11-12.7

GC.11 Identify current representatives from Tennessee in the legislative branch of the national government. (webquest) Literacy RH.11-12.7

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. (Textbook PC) Literacy RH.11-12.7

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GC. 14 How are judges and justices nominated and confirmed?

Content Vocabulary (Tier 3)Popular sovereignty, limited government, constitution, rule of law, separation of powers, checks and balances, veto, judicial review, unconstitutional, federalism, amendment, ratification, formal amendment, Bill of Rights, executive agreement, treaty, electoral college, Cabinet, senatorial courtesyAcademic Vocabulary (Tier 2):Provisions, enshrined, prohibition, vested, override, partisan, auxiliary, convention, successionSee pg. 5 for Vocabulary Instructions

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. (Textbook PC) Literacy RH.11-12.2

GC.14 Explain the processes of selection and confirmation of Supreme Court justices. (Textbook PC) Literacy RH.11-12.7

The Supreme Court and the ConstitutionWeeks 5-6

Textbook: Magruder’s American Government and Civics by William A. McClenaghanAnchor Text: The Constitution (Lexile 1540L)TN State Recommended Primary Documents and Supporting Texts:The United States Supreme Court Cases :Plessy v. Ferguson (Lexile NR)Brown v. Board of Education (Lexile NR)Miranda v. Arizona (Lexile NR)Regents of the University of California v. Bakke (Lexile NR)United States v. Virginia (VMI) (Lexile NR)New Jersey v. TLO (Lexile NR)Roe v. Wade (Lexile NR)Korematsu v. United States (Lexile NR)Hazelwood v. Kuhlmeier (Lexile NR)

TN State Social Studies Standards Guiding Questions &Vocabulary Instructional Activities & 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.16 Analyze judicial activism and judicial restraint and the effects of each policy over Time (e.g., the Warren and Rehnquist courts).

GC. 17 Assess and cite textual evidence to evaluate the effects of the United States Supreme Court’s

GC. 15 How has the Bill of Rights been applied to the states?

GC. 15 What have been major contributions to the Bill of Rights changing over time?

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

GC.17 What were 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

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

Literacy RH.11-12.6

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. 16 Students will read and analyze Judicial Restraint v. Activism on page 527. Students will then determine if there is ever a time when a court should take an activist role? State an instance where it may be acceptable. Literacy RH.11-12.8

GC.18 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. Literacy RH.11-12.7 https://cdn.icivics.org/sites/default/files/uploads/Brown.pdf

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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.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) New Jersey v. TLO Roe v. Wade Korematsu v. United States Hazelwood v. Kuhlmeier

cases?

GC.18 How has the protection of the rights of African Americans evolved and how does the application of nondiscrimination principles to issues of race evolve?GC.18 How have civil rights protections helped other ethnic groups, women, seniors and those with disabilities in the United States?

GC.18 What controversies have resulted over evolving interpretations of civil rights in various cases?

CCSS RH.11-12.1

GC.16 Students will define judicial restraint and give examples and non-examples from court cases researched. (Textbook P532) Literacy RH.11-12.4

GC. 17 Focusing on the case Marbury v. Madison, students will define “judicial review” and describe its importance, identify the main arguments put forth in the case, describe the Supreme Court’s decision and analysis. Students will also identify the impact of the Court’s decision on the judicial branch and identify ways Congress can respond when the Supreme Court strikes down a law using the link https://cdn.icivics.org/sites/default/files/uploads/Marbury.pdf. Literacy RH.11-12.4, RH.11-12.7

GC.17 Through a writing piece, oral presentation with written notes, or power point presentation, students will assess and cite textual evidence to evaluate the effects of the United States Supreme Court’s interpretations of the Constitution in a few cases and the arguments espoused by each side in these 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.17 Students will write an essay that details their opinion of if the Constitution should be interpreted as a “living document” or should the intent of our founding fathers be used to decide Constitutional Law. Students should cite evidence from Supreme Court decisions that they have studied in their answer. (Textbook PC, 805) Literacy RH.11-12.7

GC.18 Students will review different United States Court cases and explain the controversies that have resulted over evolving

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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.

GC.19 In your Opinion, should the U.S. Constitution be interpreted as a "living document" that changes with the times or should we seek the “original intent” of the Founding Fathers. Why or Why not?

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

interpretations of civil rights 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.htmlRegents 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-kuhlmeier

GC.19 Students will 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 P78) Literacy RH.11-12.7

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,

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Academic Vocabulary (Tier 2)Subpoena, waive, tainted, encroachment, information, legitimate, extinguish, epochal event, guild, charismatic, monopolize, epitome, status quo, grapple, denationalization, entity, tribunal

See pg. 5 for Vocabulary Instructions

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(Textbook PC, 805,84) Literacy RH.11-12.7

GC.16 Analyze judicial activism and judicial restraint and the effects of each policy over Time (e.g., the Warren and Rehnquist courts). (Textbook P591) Literacy RH.11-12.6

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. (Textbook P805) Literacy RH.11-12.67

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) New Jersey v. TLO

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Roe v. Wade Korematsu v. United States Hazelwood v. Kuhlmeier

(Textbook P805) Literacy RH.11-12.7

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

Federal Power Week 7

Primary Documents and Supporting Texts:Magruder’s American Government and Civics by William A. McClenaghanAnchor Text: The Constitution (Lexile 1540L)

TN State Social Studies Standards Guiding Questions &Vocabulary Instructional Activities & Resources

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

GC.20 What is federalism?

GC.22 What is the constitutional basis for the division of power between national and state governments, the establishment of national supremacy, and states’ obligations to each other?

Textbook References:Chapter 4: Complete Chapter 4’s Section Assessments, Chapter Assessment, and the Document Based Assessment. Pp.115-117 Literacy RH.11-12.6)

GC.20 After reading pages 94-102, students will use evidence from the text to produce a written explanation of how conflicts between levels of government and branches of government are resolved.

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GC.21 Analyze the processes of lawmaking, including the role of lobbying and the media.

GC.22 Identify the organization and jurisdiction of federal, state, and local courts and the interrelationships among them.

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

GC.21 What are the processes of lawmaking?

GC.21 What are the key developments in the history of the mass media and American politics?

GC.22 What is the organization and jurisdiction of federal, state, and local courts and the interrelationships among them?

GC.23 What actions were taken or what events led to specific presidential power and decision-making regarding the Cuban Missile Crisis, passage of Great Society legislation, War Powers Act, Gulf War, and intervention in Bosnia?

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

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

Literacy RH.11-12.4

GC.22 After reading The “Federal” in Federalism via https://cdn.icivics.org/sites/default/files/uploads/Federalism_1.pdf, students will define federalism and explain the division of power between states and the federal government. Students will identify expressed, implied, reserved, and concurrent powers and explain the significance of the Supremacy Clause and 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 and identify the strengths and weaknesses of federalism. Literacy RH.11-12.10, RH.11-12.4, RH.11-12.9

GC. 21 After reading Steps in Making a Bill a Law: The Federal Legislative Process via https://www.naeyc.org/policy/federal/bill_law, students will create a descriptive flow chart that details the processes of lawmaking, including the role of lobbying and the media. Literacy RH.11-12.2

GC. 22 Using the textbook p.523 - Which Court and p.530 - The Appellate Path in the Federal Courts, students will create a flow chart of different jurisdiction levels of the court system. Literacy RH.11-12.2

GC.23 Using the textbook page 400: The Growth of Presidential Power, page 400: excerpt from the Constitution, and page 401: James Madison, students will cite evidence from each source to explain the role the President is to play in governance and create a timeline of the expansion of Presidential power after researching the Cuban Missile Crisis, the Great Society, the War Powers Act, the Gulf War, and the intervention in Bosnia. Cuban Missile Crisis Literacy RH.11-12.10, RH.11-12.4, RH.11-12.9http://www.jfklibrary.org/JFK/JFK-in-History/Cuban-Missile-Crisis.aspx, Great Society http://www.washingtonpost.com/sf/national/2014/05/17/the-great-society-at-50/

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powers, reserved powers, exclusive powers, concurrent powers, Supremacy Clause, enabling act, act of admission, grants-in-aid program, categorical grant, block grant, project grant, interstate compact, Full Faith and Credit Clause, Privileges and Immunities 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

War Powers Act http://www.nytimes.com/1984/03/29/world/how-war-powers-act-works.html, The Gulf Warhttp://www.history.com/topics/persian-gulf-warThe Intervention in Bosniahttp://www.brookings.edu/research/articles/1998/12/balkans-daalder

GC.24 After reading Foreign Policy Roles of the President and Congress via http://fpc.state.gov/6172.htm, students will write a summary of the text that details the powers that the Constitution gives to the President and Congress in the area of foreign affairs. Literacy RH.11-12.10, RH.11-12.4

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 with visual aids.

GC.20 Explain how conflicts between levels of government and branches of government are resolved (supremacy clause, checks and balances). (Textbook P4) Literacy RH.11-12.7

GC.21 Analyze the processes of lawmaking, including the role of lobbying and the media. (Textbook P343) Literacy RH.11-12.7

GC.22 Identify the organization and jurisdiction of federal, state, and local courts and the interrelationships among them. (Textbook P520) Literacy RH.11-12.6

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,

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Gulf War, and intervention in Bosnia. (Textbook P400) Literacy RH.11-12.

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

Elections and the Political Process Weeks 8-9

Textbook:Magruder’s American Government and Civics by William A. McClenaghanAnchor Text: The Constitution (Lexile 1540L)

TN State Social Studies Standards Guiding Questions &Vocabulary Instructional Activities & Resources

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

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. 25 What is the purpose and function of political parties?

GC.25 What is the historical role of political parties in our democracy?

GC.26 How is the President elected?

Textbook References:Chapter 5: Complete Section 1’s Assessment, P.129 Chapter 6: Complete Section 1’s Assessment, P.155 Chapter 6: Complete Section 4’s Assessment, P.178 Chapter 7: 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 cite evidence from the text when explaining their reasoning. Literacy RH.11-12.4

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

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

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.27 What are the roles of polls and campaign advertising during elections?

GC.28 In what ways should people show participation in public affairs?

GC.28 Why is voting an important act of citizenship?

GC.28, GC.30 How does public opinion shape policy?

GC.29 What are the features of direct democracy in numerous states?

GC.30 What are the trends of voter turnout during presidential elections; past to current.

GC.31 What are the advantages and disadvantages of the Electoral College?

GC.25 Allow students to take a sample political ideology quiz via the site http://theadvocates.org/quiz/quiz.php, http://www.isidewith.com/ . Using their results from the political ideology quizzes, students will compare and contrast the major political party beliefs. Literacy RH.11-12.4

GC.26 After reading pages 184-192 in the textbook, student will complete the Nominating Methods diagram on page 184. Student will then use the diagram to assist with answering Key Terms and Comprehension Questions on page 192. Literacy RH.11-12.4

GC. 27 Students will various sources to research controversies over campaign funding. (Textbook P) Literacy RH.11-12.9

GC.28 Students will read pages152-155 of the text book and http://www.ushistory.org/gov/4d.asp, students will describe the means that citizens use to participate in the political process using and outline or writing piece. Literacy RH.11-12.4

GC. 29 Through a writing piece, outline, or concept web, students will explain the features of direct democracy in numerous states including process of initiatives, referendums, and recall elections. Students will refer to pages 13-14 of the textbook in aid in the completion of the activity. Literacy RH.11-12.1, RH 11-12.2

GC.30 Students will read pages 170-178 of the textbook to identify determinants of voter behavior. 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

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GC.31 Analyze the function of the Electoral College.

Content Vocabulary (Tier 3): Political party, political spectrum, partisanship, single member districts, plurality, bipartisan, consensus, coalition, Suffrage, franchise, electorate, disenfranchised, poll tax, off-year, election, ballot fatigue, political efficacy, political socialization, gender gap, party identification, straight ticket voting, independent, Nomination, general election, caucus, direct primary, closed primary, open primary, blanket primary, runoff primary, nonpartisan election

Academic Vocabulary (Tier 2):Bar, vigorous, facet, behavior, idolatry, tumultuous, candidate, issues, Clique, bedevil, primary source, critical, procedure, volunteers Extremist, rascal, cumbersome, baneful, viable, ideologically,

See pg. 5 for Vocabulary Instructions

Connection to Language StandardsGreek & Latin Roots and Affixes-tion, -ion – state of being; quality; act Examples from the unit: identification, socialization, election, coalition, nominationOther examples: concession, transition, action, invitation, dedicationLanguage StandardsL.11-12.6Acquire and use accurately general academic and

GC.31 Complete an electoral map and answer questions regarding it. 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 system including the greatest strength and weakness of the Electoral College system for choosing 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 or of how the Electoral College functions. 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 with visual aids.

GC.25 Analyze the origin, development, and role of political parties. (Textbook P122) Literacy RH.11-12.6

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. (Textbook P184) Literacy RH.11-12.7

GC.27 Analyze appropriate textual evidence to evaluate the roles of polls and campaign advertising, and examine the controversies over campaign funding. (Textbook P214) Literacy RH.11-12.7

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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.

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). (Textbook P152) Literacy RH.11-12.7

GC.29 Explain the features of direct democracy in numerous states (e.g., the process of initiatives, referendums, and recall elections). (Textbook P708) Literacy RH.11-12.7

GC.30 Examine information in diverse formats and media to analyze trends in voter turnout and the causes and effects of reapportionment and redistricting. (Textbook P170) Literacy RH.11-12.7

GC.31 Analyze the function of the Electoral College in a flow chart. (Textbook P193) Literacy RH.11-12.9

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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 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

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

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● 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

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?

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

● 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

SCS United States Citizenship ExamTrouble with Links? Use Google Chrome or Mozilla Firefox 31

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

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

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 happiness

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

C. 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

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 President

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

C. 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 ReligionC. 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 Older

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

C. 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 LincolnB. 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)

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

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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