american studies - moore public schools€¦ · web view3.8 cite specific textual and visual...
TRANSCRIPT
AMERICAN STUDIES
American Studies
Pacing Calendar 2014-2015
Social Studies Process Skills for Organizing and Analyzing Information
Resources, Websites and Activities
Process Standards: The student will demonstrate process skills in social studies.
1. Identify, analyze, and interpret primary and secondary sources and artifacts.
2. Distinguish between fact and opinion in examining documentary sources
3. Recognize and explain how different points of view have been influenced by social, political, economic, historic and geographic changes.
4. Construct timelines of key events, periods, and historically significant individuals.
5. Explain the relationships between geography and the historical developments by using maps, graphs, charts, visual images, and computer-based technologies.
6. Develop discussion, debate, and persuasive writing and speaking skills, focusing on enduring issues and demonstrating how divergent viewpoints have been and continue to be addressed and reconciled.
Graphic Organizers
· Interactive Graphic Organizers
· Graphic Organizers Print Outs
Organizing and Analyzing Information
Engaging Students with Primary Source Documents
GIST
History Frames
History Frame Form
History Frame Pyramid
Mind Maps
Mind Maps History Examples
Mind Map Examples for Geography
Mind Map Forms
One Sentence Summary
One Sentence Summary Frames
One Word Summary
Power Thinking
Power Thinking Chart
Power Thinking Chart for Geography
Prediction with Evidence
Problem-Solution Chart
Think Pair Share
Three Minute Pause
Three Minute Pause Chart
Analyzing an Historic Event
APPARTS
APPARTS for The Federalists Papers
Dump and Clump
Five Themes Analysis for Geography
Five Themes Note-taking for Geography
H Diagram
PERSIA
Poem for Two Voices
SOAPS
Venn Diagram
Venn Variation
Venn Diagram Alternative Forms
Vocabulary Word Map
Word Splash
Word Walls
Writing Literacy:
One Sentence Summary
One Sentence Summary Frames
One Word Summary
Quick Writes
Ticket-Out-the-Door
Tweet It!
RAFT Writing
Exploring Constitutional Conflicts
District Social Studies Power Point Website
Power Point Palooza
Oyez
1. Use a variety of information delivery strategies as listed in the Common Correlation Chart and the District’s Skills for Success booklet.
2. Primary Source Documents
3. Foundations of Democracy series from Center for Civic Education
4. We the People high school series from Center for Civic Education
5. Websites
The Founders of the Constitution
100 Milestone Documents
The Annenberg Learner for History and Social Studies
The Online Library of Liberty
The American Presidency Project
Hippo Campus—Teaching with Digital Media
PBS—The American Experience
Ellis Island Immigration
Case Briefs
Landmark Supreme Court Cases
We the People - EDSITEment
American History--Gilder Lehrman
Chronology of US Historical Documents--OU College of Law
Primary Source Documents--Yale Law
Archiving Early America: Primary Source Documents
Primary Documents in American History -- Library of Congress
Constitution Center
National Archives
CongressLink
The Constitution Power Points
The Historyteacher.net
Digital History
Oklahoma Bar Association
The Bill of Rights Institute
· Throughout each unit of study, teachers should make use of current events/topics so as to make connections with the content of the course (i.e. legislation, court cases, executive orders, etc).
· Many of these suggested activities relate directly to History/Social Studies 11-12 R.2/4/6 and W.HST.2/2a/2b/10
First Quarter
August 19 – October 15
Topic: Political Culture
Instructional Time:
7 Days
Cur. pgs. 3-5
OC³ and Essential Questions
Topics/Content
Suggested Resources and Activities
5.1 Distinguish between civic life and private life by defining civic virtue and explaining the individual’s duty and responsibility to participate in civic life by voting, serving on juries, volunteering within the community, running for office, serving on a political campaign, paying taxes for governmental services, and respecting lawful authority.
1.3 Summarize and explain how the American system is a representative republic in which the citizenry is sovereign.
3.1. Explain the concept of popular sovereignty as exercised by the nation’s people who possess the ultimate source of authority.
3.6 Evaluate the importance of the rule of law and on the sources, purposed, and functions of government, and explain how the rule of law provides for the protection of individual liberties, public order, management of conflict, and assurance of domestic and national security.
3.7 Analyze the United States government’s responsibility to protect minority rights while legitimizing majority rule including the rights of due process and equality under the law.
5.2 Analyze how the structures of government provide citizens opportunities to monitor and influence the actions of the government and hold elected officials accountable.
3.8 Cite specific textual and visual evidence and compare points of view regarding the shared values and ideals of American political culture as set forth in basic documents and speeches including the Declaration of Sentiments, Abraham Lincoln’s Gettysburg Address, Franklin Roosevelt’s Four Freedoms speech, and Dr. Martin Luther King, Jr.’s Letter From Birmingham Jail.
1. Greeks: Socrates, Plato (Benevolent Dictatorship), Aristotle
2. Roman Republic, Civic Virtue 5.1, 1.3
3. Rights and responsibilities of citizenship 3.1, 3.6, 3.7
· Immigration, naturalization, loss of citizenship 5.1
· Voting (Qualifications & Behavior) 5.2
· Jury duty
· Rule of law
· Evaluating performance of public officials (who, what, when, where, why, how)
· Communicating with public officials
4. Speeches 3.8
· Declaration of Sentiments
· Gettysburg Address
· Four Freedoms
· Letter From Birmingham Jail
· Questions for Analysis NEW
OSS
Chapter 22-Section 1
Chapter 1-Section 1
Chapter 21-Section 4
Chapter 6-Sections 2,4
We the People 33,34
Historical Documents, Pgs. 802-803
MLK Doc. Pg. 641
OSS
· CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources
First Quarter
August 19 – October 15
Topic: Foundations of American Government
Instructional Time:
7 Days
Cur. pgs. 3-5
OC³ and Essential Questions
Topics/Content
Suggested Resources and Activities
4.1. Cite specific textual and visual evidence to explain the purposes expressed in the Preamble and how the United States Constitution preserves those core principles of American society.
1.2 Cite specific textual and visual evidence to compare and contrast historic and contemporary examples of unlimited governments, known as authoritarian or totalitarian systems including dictatorships, theocracies, and absolute monarchies to examples of limited system including direct democracies, representative democracies, constitutional monarchies, and republics.
2.1 Cite specific textual and visual evidence and compare points of view to examine the philosophical contributions of the Enlightenment including the writings of Montesquieu, Locke, and Thomas Jefferson; the early experiences of colonial self-government; and the influence of religious texts including The Bible to the foundation of American political thought.
2.3 Determine the central ideas and importance of the concept of inalienable rights, the social contract or compact, the 27 grievances as stated in the Declaration of Independence, and the discussions of enumerated versus implied powers; and cite specific textual and visual evidence to explain how the protection of these rights were incorporated in the United States Constitution and the federal Bill of Rights as a fundamental purpose of government.
Basic Topics of Government
1. Purpose of Government –Preamble 4.1
· National Security and Defense
· Protections from self and others
· Provide public services (fire, police)
2. Theories of Origin of Nation States 1.2
· Evolutionary
· Force
· Divine Right
· Social Contract: Hobbes, Locke (Private ownership of Property), Rousseau, Blackstone, Montesquieu
2.1, 2.3
· John Locke’s Second Treatise on Civil Government Excerpts
· Rousseau’s The Social Contract Excerpts
· Hobbes’s De Cive and Leviathan Excerpts
· Excerpt from Montesquieu’s Spirit of the Laws
· Excerpt from Blackstone’s Commentaries
C2-C23
Chapter 1-Section 1
Activity: Theories of Origin of Nation States
We the People 1,2,3
Writing Prompt: How did each of the following influence American government? Cite evidence to support your answer.
· the governments of ancient Athens and Rome
· the ideas of Locke and Montesquieu
· CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources
Comparing Two Passages
Directions: Read the following and then answer the questions that follow.
Locke and Jefferson
Recalling the two weeks he spent drafting the Declaration of Independence, Jefferson said: “I turned to neither book nor pamphlet while writing it.” At the same time, he freely acknowledged the influence of political philosophers who had come before him. Discussing the origin of the Declaration, Jefferson wrote:
“Neither aiming at originality of principle or sentiment, nor yet copied from any particular and previous writing, was it intended to be an expression of the American mind. . . .”
Keeping Jefferson’s words in mind, read the following passage from Locke’s Second Treatise of Government. Here, Locke describes the conditions under which people are justified in overthrowing their government:
“Whenever the legislators endeavor to take away, and destroy the property of the people, or to reduce them to slavery under arbitrary power, they put themselves into a state of war with the people . . . who have a right to resume their original liberty, and, by the establishment of a new legislature, provide for their own safety and security, which is the end for which they are in society.”
The Declaration of Independence
Now compare Locke’s words to a passage from the Declaration of Independence, in which Jefferson offers a justification for revolution. After explaining that people form governments to preserve their rights to “Life, Liberty and the pursuit of Happiness,” the Declaration states:
“That whenever any Form of Government becomes destructive of these ends [the preservation of our rights], it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their safety and Happiness.”
Compare and Contrast: Use a Venn diagram to cite common themes in these two passages and the critical differences.
Question: Cite textual evidence to identify ways in which Thomas Jefferson built on the ideas of John Locke.
First Quarter
August 19 – October 15
Topic: Foundations of American Government
Instructional Time:
7 Days
Cur. pgs. 6-7
OC³ and Essential Questions
Topics/Content
Suggested Resources and Activities
3.2 Examine the American system of federalism and evaluate the changes that have occurred in the relationship between the states and the national government over time.
1.2. Cite specific textual and visual evidence to compare and contrast historic and contemporary examples of unlimited governments, known as authoritarian or totalitarian systems including dictatorships, theocracies, and absolute monarchies to examples of limited systems including direct democracies, representative democracies, constitutional monarchies, and republics.
1.3. Summarize and explain how the American system is a representative republic in which the citizenry is sovereign.
1.4 Compare the advantages and disadvantages of the major ways governmental power is distributed, shared, and structured in unitary, federal, and confederal systems in terms of effectiveness, prevention of abuse of power, and responsiveness to the popular will.
Essential Questions
1. What is government and why is it needed?
2. How can we as a people solve the problems of modern society to make the world a better place for future generations and ourselves?
3. Why do governments exist?
4. What are the characteristics of a state?
5. What are the four most influential theories of the origin of Nation States? Explain each.
6. How did democracy develop in ancient Greece, Rome and England?
7. Was our government created to protect us from ourselves?
8. What are the elements of “good participation” in a healthy democracy?
1. Forms of Government (How has it changed over time?) 3.2
· Unitary
· Confederation
· Federation
· Presidential
· Parliamentary
· Democracy
· Dictatorship
· Oligarchy
· Republic, Theocracy
1.2, 1.3, 1.4
Chapter 1-Section 2
Writing Prompt: Read the headlines below. To which type of government do the headlines refer—an absolute monarchy or a parliamentary democracy? Cite specific textual and visual evidence from the headlines, your textbook and other sources to support your answer.
· CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources
Suggested Resources and Literacy Connection
Writing Prompt or Group Activity:
Speaker A: The story of history is the story of class struggles. Revolution is necessary to overthrow the ruling class and eventually create a classless society in which no one will be exploited.
Speaker B: The royal power is absolute and the prince need render account of his acts to no one. Where the word of a king is, there is power. Without this absolute authority, the king could neither do good nor repress evil.
Speaker C: Government should leave business alone. It should let the natural law of supply and demand determine what gets produced, how much gets produced, who does the work, the price of goods, rates of pay, and all other economic questions.
Speaker D: Men are born and remain free and equal in right. It is the duty of every government to preserve and protect these natural and inalienable rights.
Directions: Read the excerpts above, and then answer the questions below.
Each of the speakers above expresses a viewpoint on the philosophy of government.
· Based on your knowledge of world governments, select two of the
theories and list at least two nations that accepted them and were ruled by them.
· In your opinion, were these theories beneficial or detrimental to the success of the nations as a whole? Support your conclusions with examples.
Activities
Political Culture
· Analyze majority rule with protection of minority rights/due process
Basic Topics of Government
· Create a web
· Group presentation over theories and theorists
· Create cartoons about the forms of government
· Students will research different types of government including their basis of power and ability to accomplish goals.
· Write an article for a journal: Which forms of government best meet the needs of the people?
· Conduct a Constitutional search to find how the Constitution addresses the weaknesses on the Articles of Confederation.
· Research political philosophers and write a quote consistent with their perspective. Present this to the class and the other groups will determine the principle that is being addressed.
· Citizenship Test
· Voter registration for students
· Create a campaign poster or political cartoon dealing with an election issue or candidate.
· Write a letter to a Congressman or other official.
· Create a class preamble
· Assess the validity of various “voters’ guides
· Oyez
· Cornell Law
First Quarter
August 19 – October 15
Topic: Origins of Colonial Government
Instructional Time:
7 Days
OC³ and Essential Questions
Topics/Content
Suggested Resources and Activities
1.1 Contrast the essential characteristics of limited versus unlimited governments with an understanding that the United States’ constitutional system established legal restraints on governmental power.
1.3 Summarize and explain how the American system is a representative republic in which the citizenry is sovereign.
2.1 Cite specific textual and visual evidence and compare points of view to examine the philosophical contributions of the Enlightenment including the writings of Montesquieu, Locke, and Thomas Jefferson; the early experiences of colonial self-government; and the influence of religious texts including The Bible to the foundation of American political thought.
2.2 Cite specific textual and visual evidence and summarize the impact of major historic events of the Revolutionary Era and major documents contributing to the formation of constitutional government in the United states including the Mayflower Compact (1620), the Fundamental Orders of Connecticut (1639), the English Bills of Rights (1689), the Albany Plan of Union (1754), the Virginia Declaration of Rights (1776), the Articles of Confederation (1781), and the colonial/revolutionary writings of Patrick Henry, Thomas Paine, and James Otis.
Essential Questions
1. What basic ideas about government did the English Colonists bring to America?
2. How did government first develop in the thirteen Colonies?
3. What does “limited government” mean?
1. Basic Topics 1.1, 1.3
· Ordered
· Limited
· Representative
2. Documents/Events/Religious Text 2.1
· The Magna Carta
· Petition of Right
· Maryland Toleration Act
· English Bill of Rights
· Great Awakening
· Enlightenment
3. Colonial Government 2.1
· Royal
· Proprietary
· Charter
4. Evolution of Democratic Government in the U.S. 2.1, 2.2
· Mayflower Compact
· Virginia House of Burgesses
· New England Town Meetings
· Fundamental Orders of Conn
· Albany Plan
· Virginia Declaration of Rights
Chapter 2-Section 1
Chapter 2-Section 1
We the People 4
KIT
Historical Documents, Pgs. 782-790
Activity: The Magna Carta
Chapter 22-Section 2
Chapter 2-Section 1
OSS
We the People 5
Activities
· Chart the documents (who, what, when, where, why)
· Colonial Map
· Timeline of events
· Identify the central idea(s) found in each of the historic documents of this unit. What importance does each document play in the founding of American government?
· Compare and contrast the Great Awakening and the Enlightenment and explain how each impacted the formation of American government.
· The Bible and other religious texts
· CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources
First Quarter
August 19 – October 15
Topic: Events Leading to the
Declaration of Independence
Instructional Time:
5 Days
OC³ and Essential Questions
Topics/Content
Suggested Resources and Activities
1.1 Contrast the essential characteristics of limited versus unlimited governments with an understanding that the United States’ constitutional system established legal restraints on governmental power.
2.2 Cite specific textual and visual evidence and summarize the impact of major historic events of the Revolutionary Era and major documents contributing to the formation of constitutional government in the United States including the Mayflower Compact (1620), the Fundamental Orders of Connecticut (1639), the English Bills of Rights (1689), the Albany Plan of Union (1754), the Virginia Declaration of Rights (1776), the Articles of Confederation (1781), and the colonial/revolutionary writings of Patrick Henry, Thomas Paine, and James Otis.
2.3 Determine the central ideas and importance of the concept of inalienable rights, the social contract or compact, the 27 grievances as stated in the Declaration of Independence, and the discussions of enumerated versus implied powers; and cite specific textual and visual evidence to explain how the protection of these rights were incorporated in the United States Constitution and the federal Bill of Rights as a fundamental purpose of government.
Essential Questions
1. What events lead to the writing of the Declaration of Independence?
2. What were the issues behind colonists’ protest?
1. Economic issues 1.1
· Effects of Mercantilism and salutary neglect
· Impacts of the Acts of British Law from 1763-1774
2. Political issues 2.2, 2.3
· First Continental Congress
· Patrick Henry – March 1775, James Otis, Thomas Paine – Common Sense, The Crisis, Jan. 1776
· Second Continental Congress
· Declaration of Independence: Reasons for separation, New theory of government, Unalienable Rights, Declaration of war
Chapter 2-Section 2
OSS
We the People 6
Chapter 2-Section 2
Activity: Mercantilism
Activities
· Create or interpret Political Cartoons
· Writing project – Letters from Colonies to Great Britain, journals, poem
· Timeline to Independence
· Annotation of the Declaration of Independence
· Paraphrase the Declaration of Independence into modern terms
· Read Thomas Paine’s Common Sense and identify key concepts, words, and/or phrases
· CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources
First Quarter
August 19 – October 15
Topic: From Confederation to Constitution
Instructional Time:
3 Days
OC³ and Essential Questions
Topics/Content
Suggested Resources and Activities
2.2 Cite specific textual and visual evidence and summarize the impact of major historic events of the Revolutionary Era and major documents contributing to the formation of constitutional government in the United states including the Mayflower Compact (1620), the Fundamental Orders of Connecticut (1639), the English Bills of Rights (1689), the Albany Plan of Union (1754), the Virginia Declaration of Rights (1776), the Articles of Confederation (1781), and the colonial/revolutionary writings of Patrick Henry, Thomas Paine, and James Otis.
2.4 Evaluate the necessity for a written constitution to set forth the organization or government and to distribute powers among the three different branches of government and the states, or the people.
Essential Questions
1. What were the strengths and weaknesses of the Articles of Confederation?
2. How was the government organized under the Articles of Confederation?
1. Governmental structure under the Articles of Confederation 2.2
· Powers of Congress
· States rights
2. Success of the Articles of Confederation
· Land Ordinance of 1785
· Northwest Ordinance of 1787
3. Weaknesses of the Articles of Confederation 2.4
· Lack of strong central government
· Economic: Taxes, tariffs, commerce
· Violation of personal and property rights: Shay’s Rebellion
· Difficulty in adding amendments
Chapter 2-Section 3
OSS
We the People 8
Chapter 2-Section 3
We the People 8
Activities
· Draw a township using the criteria created by the Land Ordinance of 1785.
· Cause and effect graphic organizer
· Predict what America might be like today if still under the Articles of Confederation
· Connection of the UN and EU as modern confederations
· Write a news report over Shays’ Rebellion (who, what, when, where, why)
· Conduct a mock interview of Daniel Shays
· Research connections between issues of private property rights during the Shays’ Rebellion era vs. today, especially regarding modern issues of eminent domain.
First Quarter
August 19 – October 15
Topic: Writing the Constitution
Instructional Time:
5 Days
OC³ and Essential Questions
Topics/Content
Suggested Resources and Activities
2.5 Analyze the events and major conflicts, beliefs, and arguments which led to the addition of the Bill of Rights to the United States Constitution; and compare the points of view as expressed in Federalist Papers Number 10 and Number 51 and the writings of the Anti-Federalists including Patrick Henry and George Mason.
Essential Questions
1. On which issues did the Constitutional Convention delegates compromise to achieve ratification of the Constitution?
1. Writing the new Constitution 2.5
· Virginia Plan; New Jersey Plan
· Compromises: Connecticut (Great), Three-fifths, Commerce and Slave Trade
· Presidential Compromises: Single Executive, Elected to 4-year term by electoral college, Commander-in-chief
2. Ratification 2.5
· Federalists: responses to the weakness of the Articles of Confederation, Federalist Papers
· Federalist No. 10
· Federalist No. 51
· Anti-Federalists: lack of Bill of Rights and fear of tyranny
· Works from Cato, Brutus, and George Mason, Patrick Henry
· Anti-Federalist Papers
Chapter 2-Section 4
We the People 9, 10
Historical Documents, Pgs. 791-796
Chapter 2-Section 5
We the People 11,12,13,14
Essential Federalist Papers
Essential Anti-Federalist Papers
Activity: Federalist and Anti-Federalist Views
· CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources
Suggested Resources and Literacy Connection
· Graphic organizer for compromises and Federalists/Anti-Federalists
· Hold a Constitutional Convention to write a class constitution
· Create and participate in a mock Constitutional Convention
· Conduct a Constitutional search to find how the Constitution addresses the weaknesses on the Articles of Confederation.
· Research political philosophers and write a quote consistent with their perspective. Present this to the class and the other groups will determine the principle that is being addressed.
· Create a timeline of events effecting Constitutional influences
· Research using the Internet and newspaper articles to find information that deals with Constitutional principles
· Create political cartoons or editorials reflective of the development of Constitutional government
· Debate from Federalist/Anti-Federalist differing points of view
· Determine the meaning of words and phrases as used in Federalist and Anti-Federalist texts
· U.S. History Series: The Early Republic: The Federalists pg 17+
· The Federalist Debates: Balancing Power Between State and Federal Governments from EDSITEment
· Federalist Documents: Free Federal Teaching Resources
· Federalist Papers #10
· Federalist Papers—Complete Collection
· Anti-Federalist Papers—Complete Collection
· See Supplement to this guide for additional resources for The Federalists.
Second Quarter
October 20 – December 19
Topic: The Constitution
Instructional Time:
16 Days
Cur. pgs. 13-16
OC³ and Essential Questions
Topics/Content
Suggested Resources and Activities
1.1 Contrast the essential characteristics of limited versus unlimited governments with an understanding that the United States’ constitutional system established legal restraints on governmental power.
1.3 Summarize and explain how the American system is a representative republic in which the citizenry is sovereign.
3.1. Explain the concept of popular sovereignty as exercised by the nation’s people who possess the ultimate source of authority.
3.2. Examine the American system of federalism and evaluate the changes that have occurred in the relationship between the states and the national government over time.
3.4. Summarize and explain the relationships and the responsibilities between national and state governments including tribal and local governments.
3.5. Cite specific textual and visual evidence and summarize how power is separated as well as shared under the American system including the separation of powers and checks and balance, which is designed to prevent abuse of power by any government body at the local, state, tribal, and federal levels.
1. Six basic principles of the Constitution 1.1 1.3
2. Challenges to federalism over time 3.1, 3.2, 3.4
· Kentucky and Virginia Resolutions
· McCulloch v. Maryland - 1819
· Ordinance of Nullification – South Carolina, 1832
· Rise of sectionalism
· Current challenges to federalism 3.5
· Tribal relationships and responsibilities 3.5
· Indian Country Media Network
· Native American Times
3. Articles of the Confederation, Preamble to Article 7
Chapter 3-Section 1
Chapter 11-Section 4
OSS
Constitutional Principles Videos
· Consent of the Governed
· Separation of Powers
· Rule of Law
· Representative Government
Chapter 25-Section 1
Chapter 3
· CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources
Second Quarter
October 20 – December 19
Topic: The Constitution
Instructional Time:
16 Days
Cur. pgs. 13-16
OC³ and Essential Questions
Topics/Content
Suggested Resources and Activities
2.3. Determine the central ideas and importance of the concept of inalienable rights, the social contract or compact, the 27 grievances as stated in the Declaration of Independence, and the discussions of enumerated versus implied powers; and cite specific textual and visual evidence to explain how the protection of these rights were incorporated in the United States Constitution and the federal Bill of Rights as a fundamental purpose of the government.
2.6. Analyze the steps of the constitutional amendment process including examples of recent attempts to amend the United States Constitution as exemplified in the issues of the Equal Rights Amendment and flag desecration.
5.3.A. Analyze the rights and liberties guaranteed to all citizens in and protected by the Bill of Rights, how they are applied and protected within the states through the 14th Amendment, and sustained through the actions of individual citizens.
Essential Questions
1. The Constitution is based on which principles?
2. How does the amendment process illustrate federalism?
3. What is the difference between formal and informal amendments?
4. How do the principles of the Constitution provide for a more effective or efficient government?
5. Thinking back to the original Constitutional principles, would the founding fathers be surprised by the changes in their government over the last 200 years?
4. Formal Amendments/Formal Process 2.3, 2.6
· Bill of Rights 1-10
· Civil War 13,14,15
· Suffrage 15,19,23,24,26
· Presidential 12,20,22,23,25
· Housekeeping 11,16,17,18,21,27
5. Informal Amendment Processes
6. Protection of rights 5.3A
· Writ of Habeas Corpus
· Bills of Attainder
· Ex post facto laws
· Writs of Assistance
Chapter 3-Section 2
Constitution
Chapter 3-Section 3
We the People 15
Chapter 20-Section 3 (pgs 576-578)
· CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources
Foundation for the U.S. Bill of Rights
Writing or Group Activity: Comparing Excerpts from Two Documents
from the Magna Carta
from the English Bill of Rights
Directions:
Our Bill of Rights is based largely on earlier lists of rights, especially two sources from England: The Magna Carta (1215) and the English Bill of Rights (1689). As you read, picture what the English monarchs were able to do before these documents limited their power. Look for ideas that grew into our Bill of Rights, then answer the questions that follow.
Questions:
1. What are three of the ways English monarchs could have treated people unfairly before King John signed the Magna Carta?
2. Explain which protections in our Bill of Rights have roots in the listed selections from the Magna Carta, and which have roots in the listed selections from the English Bill of Rights.
“1. We [the monarch] have granted that the English church shall be free, and shall hold its rights entire and its liberties uninjured. . . .
12. No tax shall be imposed in our kingdom except by the common council of our kingdom, except for ransoming of our body, for making of our oldest son a knight, and for once marrying our oldest daughter. . . .
20. A free man shall not be fined for a small offense, except in proportion to the measure of the offense; and for a great offense he shall be fined in proportion to the magnitude of the offense, and none of the fines shall be imposed except by the oaths of honest men of the neighborhood. . .
39. No free man shall be taken or imprisoned or dispossessed, or outlawed, or banished, or in any way destroyed except by the legal judgment of his peers or by the law of the land.
40. To no one will we sell, to no one will we deny, or delay right or justice.”
“That levying money [taxing] without grant of parliament . . . is illegal.
That it is the right of the subjects to petition the King. . . .
That the freedom of speech, and debates or proceedings in parliament, ought not to be [challenged or questioned] in any court or place out of parliament.”
Suggested Resources and Literacy Connection
· Bill of rights flip chart, mobile, model, scavenger hunt
· Research current event articles and/or political cartoons which illustrate the 6 basic principles of the Constitution
· Research current events which give examples of current attempts of the nullification of federal law (i.e. national healthcare, immigration, medical marijuana)
· Using a natural disaster (i.e. Mississippi River flooding, Hurricane Katrina, May 3, 1999 tornado) identify the proper role of city, state, and national governments within the scope of “federalism”
· If you were to propose an amendment to the Constitution, what would it be and why would you propose it?
· Concept circle to illustrate the informal amendment process
· Describe a scenario to illustrate a modern example of how the protections of writ of habeas corpus, bills of attainder, ex post facto laws, and writs of assistance are still important today
· Chart whether specified topics are “state” or “federal” in scope
· Tribal commonality of the 5 governments
· Equal Rights Amendment
· Balanced Budget Amendment
· Flag Burning Amendment
Second Quarter
October 20 – December 19
Topic: Three Branches of Government--
Legislative
Instructional Time:
20 Days
Cur. pgs. 17-18
OC³ and Essential Questions
Topics/Content
Suggested Resources and Activities
1.3. Summarize and explain how the American system is a representative republic in which the citizenry is sovereign.
4.2.A. Identify constitutional qualifications for holding public office, the terms of office, and the expressed powers delegated to each branch of the national government including the numbers of members comprising the United States Congress and United States Supreme Court.
4.2.B. Evaluate the extent to which each branch of government reflects the people’s sovereignty including current issues concerning representations such as term limitations and legislative redistricting.
2.3. Determine the central ideas and importance of the concept of inalienable rights, the social contract or compact, the 27 grievances as stated in the Declaration of Independence, and the discussions of enumerated versus implied powers; and cite specific textual and visual evidence to explain how the protection of these rights were incorporated in the United States Constitution and the federal Bill of Rights as a fundamental purpose of the government.
3.3. Analyze the enumerated powers delegated to the federal government by the states in the United States Constitution, the limits placed on the powers of the national government, and the powers of the states including the reserved and concurrent powers.
4.2C Describe the process in which public policy is formulated into law including both the constitutional and operational procedures utilized in the modern legislative process.
4.2F Apply the principles of limited government, federalism, checks and balances, and separation of powers to the workings of the three branches of government in real world situations including current issues and events.
Legislative 1.3
1. Structure: Article I of the Constitution 4.2A, 4.2B
· Organization of Congress
· Strict versus liberal construction
2. Senate
· Advice and consent on treaties
· Confirm executive appointments
· Conduct trials of impeachment
· Filibuster and cloture
3. House of Representatives
· Tax legislation
· Votes on Articles of impeachment
· Reapportionment 4.2B
· Redistricting
· Term limitations
4. Powers of Congress 2.3
· Delegated powers: Article I, Section 8 –Expressed, Implied (Elastic, Necessary and Proper Clauses), Inherent
· Prohibited Powers: Article I, Section 9
· Reserved Powers: 10th Amendment 3.3
5. How a Bill Becomes a Law 4.2C
6. Congress Structure/Committees 4.2C
· Current Events and Issues 4.2F
Chapter 10-Sections 1,2
Chapter 12-Section 1
Chapter 10-Sections 3,4
Chapter 10-Sections 2,4
Chapter 4-Section 1
Chapter 11
Chapter 12-Sections 3,4
Activity: How A Bill Becomes Law
Chapter 12-Sections 1,2
Essential Questions
1. What are the key differences in membership of the House and Senate?
2. Why did the framers include the Necessary and Proper Clause in the Constitution?
3. How does a bill become a law?
4. In what ways does Congress oversee the activities of the executive branch?
5. Would our founding fathers believe our government has overstepped its bounds?
6. How do the people in the legislative branch and the process they use to create laws, meet the needs of the people?
Suggested Resources and Literacy Connection
District Social Studies Power Point Website
Power Point Palooza
Interactive Graphic Organizers
Graphic Organizers Print Outs
· Writing project over current issues/events involving the legislative branch
· Class project: Write a bill and follow it through committee (mock legislature)
· Determine if the sociological make-up of Congress is a fair representation of society. Students will extend this by writing an academic essay.
· Research party make-up in Congress, as well as how their representatives vote on important issues.
· Divide the book Profiles in Courage into 8 sections. Divide the class into 8 groups and each group will present why that Senator was an important part of American history.
· Create an “H-Chart” on the similarities and differences of House and Senate membership and/or structure
· Analyze C-Span clips which feature committee work (esp. a hearing/testimony)
· Compare federal bills to state bills so as to distinguish difference of issues addressed (federalism)
· Journal entry: How “elastic” should the “elastic clause” be?
· Chart to classify specified list of powers as “expressed”, “inherent”, “implied”, “reserved”, “prohibited”
· U.S. History Series: The Early Republic – “Name that Clause” pg 24+
· NPR.org
· Washington Post
· New York Times
· House of Representatives
· Senate
Third Quarter
January 6 – March 12
Topic: Influence of Political Parties
Instructional Time:
10 Days
Cur. pgs. 19-20
OC³ and Essential Questions
Topics/Content
Suggested Resources and Activities
4.3A Evaluate the role of political parties, interest groups including organized labor and the media in influencing the public agenda, public opinion, and the actions of government.
4.2G Identify the issues behind and explain the changes resulting from landmark United States Supreme Court decisions including Bush v. Gore (2000)
4.3B Describe the electoral process including the components of national campaigns, the nominative process, campaign funding, and the Electoral College.
Essential Questions
1. How did the American party system develop?
2. What influence have third party candidates had in presidential elections?
3. How do primaries and voter turnout influence political parties.
4. What do political parties do? Give several examples.
5. Does the current political system allow for the best representation possible?
6. All things considered can voters make final decisions to do what is best for society?
1. Evolution and role of political parties in the United States, custom not law 4.3A
· Role of Political Parties: Democrats, Republicans and what they stand for
· Impact of Third parties
2. Election Process
· Strengths and weaknesses of the Electoral College (1824, 1876, 1888, 2000) Bush v Gore 4.2G
· Selection of Electors 4.3A
· Caucus, Primary, National Nominating Convention: Open, Closed 4.3B
· The Living Room Candidate
3. Campaign funding and spending 4.3B
4. Influence of media, advertising, public opinion polls 4.3A
5. Interest Groups 4.3A
· Role of Interest Groups
· Types of Interest Groups
· How they function
Chapter 5-Section 1, 3
Chapter 5-Sections 2
Chapter 7-Sectiion 1, Chapter 8
Chapter 13-Sections 3,4,5
Chapter 9
Writing or Group Activity: Elections, interest groups, the media, and personal contacts all are means of measuring public opinion.
1. Describe how each is used to measure public opinion.
2. What are the limitations of each?
· CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources
Suggested Resources and Literacy Connection
· Clip of HBO movie “Recount” showing problems with the ballot
· Develop a platform for a teen third party including current issues
· Mock campaign and election
· Compare and contrast the views of the major political parties
· Write an editorial concerning the validity of the Electoral College
· Debate current issues from the perspective of the political parties, or interest groups
· Participate in a voter registration drive
· Write letters to political candidates addressing their stand on particular issues
· Write an academic essay: Does the current political system allow the U.S. to achieve the best representation possible? Or does your vote really count?
· Read excerpt of Washington‘s farewell address on political parties and Federalist #10. To what extent are political parties appropriate/beneficial in American governmental life today?
· Read differing opinions on Supreme Court’s decision of Citizens United v. FEC. With which point of view do you most agree and why?
· Video clips of national conventions
· Compare/contrast campaign commercials from The Living Room Candidate What is the power of the media within a political campaign?
· Analyze political cartoons over political parties
· Locate and analyze/predict public opinion polls
· Bill of Rights: President and the Constitution
Volume One
Bush v. Gore, pg 140+
Electoral College, pg 118+
Third Quarter
January 6 – March 12
Topic: Three Branches of Government-
Executive
Instructional Time:
20 Days
Cur. pgs. 21-23
OC³ and Essential Questions
Topics/Content
Suggested Resources and Activities
4.2A Identify constitutional qualifications for holding public office, the terms of office, and the expressed powers delegated to each branch of the national government including the numbers of members comprising the United States Congress and United States Supreme Court.
4.2D Explain why certain provisions of the United States Constitution result in tensions among the three branches, and evaluate how the functions of the national government have changed over time through executive actions and judicial interpretation of the necessary and proper clause.
4.2G Identify the issues behind and explain the changes resulting from landmark United States Supreme Court decisions including United States v. Nixon (1974)
4.5C Explain how legislation, executive departments, and regulatory agencies affect both economic sectors and individual citizens.
1. The Presidency 4.2A
· Job description and qualifications
· Presidential Succession Act, 25th Amendment and the Vice Presidency
2. Presidential Powers: Article II, Sections 2-3 4.2D
· Imperial Presidency
· Executive Powers (inc. U.S. v. Nixon, 1974) 4.2G
· Oyez
· Diplomatic and military powers
· Legislative and judicial powers
3. Bureaucracy 4.5C
· Cabinet/Departments
· Regulatory/Independent agencies
Chapter 13-Sections 1,2
Chapter 14
Activity: Presidential Powers
Writing Activity: Presidential Pardon
Chapter 15
· CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources
Third Quarter
January 6 – March 12
Topic: Three Branches of Government—
Executive: Finance and Defense
Instructional Time:
20 Days
Cur. pgs. 21-23
OC³ and Essential Questions
Topics/Content
Suggested Resources and Activities
4.4A Identify major sources of revenues for the federal government and how revenue is budgeted.
4.5A Describe the steps of the budget process including examples of economic trade-offs that occur when addressing competing public needs.
4.6A Evaluate the effectiveness of cooperative efforts exercised through international alliances and organizations from the perspective of the United States including United Nations, the North Atlantic Treaty Organization, and the North American Free Trade Agreement.
4.6B Examine issues of national sovereignty and human rights on contemporary decisions of foreign policy.
4.4B Analyze significant policy issues and how they reflect the nation’s interests and principles including entitlements and environmental concerns.
4.2F Apply the principles of limited government, federalism, checks and balances, and separation of powers to the workings of the three branches of government in real world situations including current issues and events.
Essential Questions
1. What are the constitutional and personal qualifications for the office of President?
2. Is the Electoral College the best method for choosing a President? Explain why or why not.
3. In what ways has the President’s power grown since the writing of the Constitution?
4. Compared to the original goal of the framers, has the President overstepped his bounds?
5. Do Americans expect too much today from the President?
6. How does the President organize the executive branch in order to meet all his/her duties and roles?
4. Government/Budgeting 4.4A
5. Foreign and Defense policies4.5A
· Foreign Affairs and National Security 4.5A
· Foreign and Defense Agencies 4.6A 4.6B
· Foreign Aid and Alliances 4.4B
· Domestic Policy 4.4B
· Current Issues and Events 4.2F
Chapter 16
Chapter 17-Sections 1,2,4
Writing Prompt: What is the advantage of giving Congress, rather than the President, the final say in determining the federal budget? What is a disadvantage? Cite textual evidence to support your answer.
Suggested Resources and Literacy Connection
· Interpret Political Cartoons
· Write about ways to improve the efficiency of regulatory agencies
· Create their own hypothetical candidate, based on civic virtue, background, and personality characteristics. Analyze their electability
· Write a feature article analyzing who was the most influential president and why
· Compare/Contrast famous inauguration addresses to what they were actually able to accomplish
· Write a feature article about an event going on in the world today and how the U.S. is responding
· Use a world map to research the “hot spots” and locate them on a map. They will present to the class how the UN or U.S. government is using its structure to deal with these problems
· Page 499, Rostker v. Goldberg, 1981
· Chart the Cabinet Departments including agencies within each department
· Research an assigned agency and identify its function and goals, size, salaries, budgets, etc. Create a job “Want ad” for a position within this agency listing the qualifications for the job, working conditions and salary
· Bill of Rights: Presidents and the Constitution
Volume One: LBJ and Reagan, pg 24+
Volume Two: Nixon, pg 118+
Third Quarter
January 6 – March 12
Topic: Three Branches of Government—
Judicial
Instructional Time:
10 Days
Cur. pgs. 24-25
OC³ and Essential Questions
Topics/Content
Suggested Resources and Activities
4.2A Identify constitutional qualifications for holding public office, the terms of office, and the expressed powers delegated to each branch of the national government including the numbers of members comprising the United States Congress and United States Supreme Court.
4.2F Apply the principles of limited government, federalism, checks and balances, and separation of powers to the workings of the three branches of government in real world situations including current issues and events.
4.2D Explain why certain provisions of the United States Constitution result in tensions among the three branches, and evaluate how the functions of the national government have changed over time through executive actions and judicial interpretation of the necessary and proper clause.
4.2G Identify the issues behind and explain the changes resulting from landmark United States Supreme Court decisions including Marbury v. Madison (1803), McCulloch v. Maryland (1819)
Essential Questions
1. What is jurisdiction?
2. What are the duties of constitutional courts?
3. Federal judges are selected how?
4. In what ways does the Supreme Court shape public policy?
5. How do the courts balance the rights of society v. the rights of the individual?
6. What impact have judicial decisions had on society?
7. How has the judicial branch adapted to society?
1. Structure: Article III of the Constitution 4.2A
· Dual court system
· Jurisdiction: exclusive, concurrent, original, appellate
· Federal versus State
2. Lower Courts
· Constitutional Courts: District Courts, Courts of Appeal
· Special Courts
3. Supreme Court
· Justices: How many? Who are they? How selected?
· How a case reaches the Supreme Court?
· Process when it gets to the Supreme Court.
· Current issues and events 4.2F
4. Judicial Review 4.2D
· Marbury v. Madison (1803)
· McCulloch v. Maryland (1819) 4.2G
· Oyez
Chapter 18-Sections 1,3
Chapter 18-Sections 2,4
Activity: Lower Courts
Chapter 18 Section 3
Chapter 18 Section 3
Chapter 11 Section 4
Suggested Resources and Literacy Connection
· Read and analyze an Oklahoma case, studying it up through the U.S. Supreme Court decision (i.e. Thompson v. Oklahoma)
· Chart and graph the differences between state and federal courts.
· Watch videotapes of the Civil and Criminal trials of OJ Simpson and make conclusions comparing civil v. criminal cases.
· Role play the President and pick a Supreme Court member
· Bill of Rights: President and the Constitution
Volume Two: Military v. Civilian courts, pg. 58+
· Clip of “60 Minutes” episode featuring the relationship between Justices Scalia and Ginsberg –disagree on policy and constitutional interpretation but are the best of friends – discussion on constitutional originalist v. living document
· Bill of Rights: Supreme Court DBQs
Marbury v. Madison, pg5+
· Supreme Court
· Oyez
Fourth Quarter
March 23 – May 27
Topic: Civil Rights—Civil Liberties
Instructional Time:
15 Days
Cur. pgs. 26-28
OC³ and Essential Questions
Topics/Content
Suggested Resources and Activities
5.3A Evaluate historic and contemporary examples of American citizens who have attempted to make the values and principles of the United States Constitution a reality.
4.2G Identify the issues behind and explain the changes resulting from landmark United States Supreme Court decisions including Plessy v. Ferguson (1896), Brown v. Board of Education of Topeka, Kansas (1954), Mapp v. Ohio (1961), Engel v. Vitale (1962), Miranda v. Arizona (1966), Furman v. Georgia (1972), Roe v. Wade (1973).
Essential Questions
1. Of what importance are landmark Supreme Court cases? Explain why.
2. Are rights relative or absolute in a democracy?
3. What connection do rights have to a successful democracy?
4. How does our Constitution protect rights?
3.7 Analyze the United States government’s responsibility to protect minority rights while legitimizing majority rule including the rights of due process and equality under the law.
5.3.A. Analyze the rights and liberties guaranteed to all citizens in and protected by the Bill of Rights, how they are applied and protected within the states through the 14th Amendment, and sustained through the actions of individual citizens.
5.3.B. Explain the impact on American politics, both historically and presently, of the racial, religious, socioeconomic, and ethnic diversity of American society including the importance of adhering to constitutional values in managing conflicts over diversity.
1. Application of the Bill of Rights by the 14th Amendment 5.3A
2. Incorporation of the Bill of Rights by the 14th Amendment
3. Legal Precedent 4.2G
· Plessy v. Ferguson, 1896
· Brown v. Board of Education, 1954
4. Civil Rights and Liberties
· Landmark Cases Expanding Civil Rights
· Mapp v. Ohio, 1962
· Engel v. Vitale, 1962
· Miranda v. Arizona, 1966
· Furman v. Georgia, 1972
· Roe v. Wade, 1973
Affirmative Action:
· Board of Regents for University of California v. Bakke, 1978 and current cases 5.3B
· Oyez
5. Optional Cases
· Dred Scott v. Sanford, 1857
· Gideon v. Wainwright, 1963
· Abington School District v. Schempp, 1963
· Tinker v. Des Moines, 1969
· Gregg v. Georgia, 1976
· New Jersey v. T.L.O., 1985
· Hazelwood School District v. Kuhlmeier, 1988
· Texas v. Johnson, 1989
· Santa Fe School District v. Doe, 1999
· Board of Education v. Earls , 2001
· Oyez
6. Civil Rights Acts of 1964 and 1968 3.7
7. Voting Rights Act of 1965
8. Americans with Disabilities Act, 1990
9. Current interpretation of civil rights and civil liberties 5.3A
10. Explain the impact of these cases on American Society 5.3B
Chapter 19
Activity: Life without the Bill of Rights
Chapter 20 & Chapter 21
OSS
Chapter 20 & Chapter 21
OSS
Activity: Civil Rights, Civil Liberties: Affirmative Action
Activities
· Graphic organizer on definition and examples of “civil rights” vs. “civil liberties”
· Research, then prepare a power point presentation over landmark Supreme Court cases
· Create a simulation game of daily life without rights
· Divide into groups. Each group will be given an amendment to research and present court cases dealing with that amendment
· Debate issues involving rights and the roles of government and the protection of those rights
· Interpret quotes from philosophers and writers regarding responsibilities and determine if these are necessary responsibilities for life in a democracy
· Bill of Rights: Presidents and the Constitution Volume One: Dred Scott, pg 72+
· Journal Entry: Under what conditions would you lose rights and/or protections without the 14th Amendment?
· Bill of Rights: Supreme Court DBQs
First Amendment: Freedom of the Press
Direction: Read the following quotes and documents concerning the publics’ right and responsibility to be informed, and then answer the question at the bottom.
First Amendment to the Constitution: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; …
Quote: Let the eye of vigilance never be closed. - Thomas Jefferson to Spencer Roane, 1821 concerning the addition of the First Amendment to the Constitution.
Freedom of Information Act (1966)
The Freedom of Information Act (P.L. 89-554, 80 Stat. 383) asserts the public's right to know about the activities of government. That right to know is the foundation of accountability in a democracy and in fact preserves democratic government. The First Amendment right of free speech draws power from the availability of information, because knowledge enables people to identify government misconduct or incompetence and challenge government actions. Lacking access to information about government weakens the right to speak and the right to associate with others to advocate for change. Criticism without information is less powerful; ignorance dulls outrage and reduces the incentives to organize for democratic change.
Robert G. Vaughn, Professor of Law,
Washington College of Law, American University
Pentagon Papers
The Pentagon Papers was a government study of U.S. involvement in Southeast Asia. Commissioned by Secretary of Defense Robert S. McNamara in June, 1967, the 47-volume, top secret study covered the period from World War II to May, 1968. It was written by a team of analysts who had access to classified documents, and was completed in Jan., 1969. The study revealed a considerable degree of miscalculation, bureaucratic arrogance, and deception on the part of U.S. policymakers. In particular, it found that the U.S. government had continually resisted full disclosure of increasing military involvement in Southeast Asia—air strikes over Laos, raids along the coast of North Vietnam, and offensive actions by U.S. marines had taken place long before the American public was informed. On June 13, 1971, the New York Times began publishing a series of articles based on the study. The Justice Dept. obtained a court injunction against further publication on national security grounds, but the Supreme Court ruled (June 30) that constitutional guarantees of a free press overrode other considerations, and allowed further publication. The government indicted (1971) Daniel Ellsberg, a former government employee who made the Pentagon Papers available to the New York Times, and Anthony J. Russo on charges of espionage, theft, and conspiracy. On May 11, 1973, a federal court judge dismissed all charges against them
Question: Why is access to information from the government essential to maintaining a democracy? Cite evidence to support your opinion using the 2 quotes and 2 documents above.
Fourth Quarter
March 23 – May 27
Topic: State and Local Government
Instructional Time:
5 Days
Cur. pgs. 29-30
OC³ and Essential Questions
Topics/Content
Suggested Resources and Activities
4.2.E. Compare and contrast the structure of the national branches of government to Oklahoma’s state government.
Essential Questions
1. How does the structure of State branches of government compare to that of the national government?
2. What is the difference between civil and criminal court cases?
3. In what ways are state judges selected?
4. Why do we need state and local government?
5. How do they meet the needs of the people?
6. What are the roles of the different levels of state government?
7. How do local governments serve the people?
8. What are block grants and revenue sharing?
9. What are the limitations on states’ taxing powers?
1. State Constitutions
· Federalism
· Similarities and differences to the U.S. Constitution
2. State Legislature
· Size and structure
· Qualifications, Elections
· Powers
· Historical perspective: Progressive reform in State
· Government, La Follette, i.e., Initiative Petition, Referendum, Recall
3. State Executive: Governor and Administrative Branch
· Qualifications, elections
· Powers: Executive, Legislative, Judicial
· Other State level offices: Lt. Governor, Attorney General, Treasurer, Corporation Commission
4. State Judicial
· State Supreme Court
· Court of Criminal Appeals
· Municipal Court
5. Local Geographical Division
· County, Parish, Borough
6. Local Offices
· Sheriff, District Attorney, Judge, Assessor, County Commissioners
7. Local Political Divisions
· Towns, Cities, School Districts
8. Local Administrative Function
· City planning, zoning
· Public Schools
9. Local Budgets and Revenues
· Provide services
· Financing State and local government
Chapter 24-Section 1
Chapter 24-Section 2
Activity: State and Local Government: Current Issues
Chapter 24- Section 3
Chapter 24-Sections 4,5
Chapter 25
Suggested Resources and Literacy Connection
· Oklahoma Bar Association reading: “You are 18 and It’s Your Responsibility”
· Research a local problem and address how state and local government can propose solutions to this problem
· Interview local business leaders who explain the impact local laws have on their businesses
· Examine the previous year’s budget and prioritize where the expenditures should be made
· Give students a copy of recent state-wide budget. Tell them that there is X% less money predicted for next year. Have students defend in writing where they would make budgetary cuts
· Have students create a city model (drawn out or built in 3-D). Over multiple class days give students new criteria that will impact zoning issues for the future or their city (population boom, natural disaster, etc)
· Research your current local government leadership (state House, state Senate, city council, mayor, school board, etc.) and write a letter addressing an issue of concern to your community.
· Attend a local school board meeting, city council meeting
Fourth Quarter
March 23 – May 27
Topic: Economics
Instructional Time:
5 Days
OC³ and Essential Questions
Topics/Content
Suggested Resources and Activities
1.5 Compare and contrast the property and due process rights in the United States free-market economy which are protected by the United States Constitution to the restricted property and due process rights existing/non-existing under command economic systems.
4.5.B. Determine how the government influences economic growth by using the tools of fiscal and monetary policy.
4.4.B. Analyze significant policy issues and how they reflect the nation’s interests and principles including entitlements and environmental concerns.
4.5.C. Explain how legislation, executive departments, and regulatory agencies affect both economic sectors and individual citizens.
Essential Questions
1. What are the basic characteristics of free market, command and mixed economies?
2. What is government’s role in protecting our economic freedoms?
3. What are the four factors of production and how are they interdependent?
4. How does supply and demand interact to determine price?
1. Comparative Systems 1.5
· Capitalism: Economic goals, Role of government, Allocation of resources, Audits, Impact of productivity
· Socialism
· Communism: Role of economic and political freedom
2. Monetary and Fiscal Policies 4.5.B
· Two major instruments for influencing economic activity
· Gross National Product (GNP)
· Gross Domestic Product (GDP)
3. Role of Government in the economies 4.4.B 4.5.C
· Protecting the environment
· Property rights of an individual are relative and limited
· Contracts are legally binding
· Creates laws and agencies to regulate production and exchange activities, conduct research, and establish guidelines for consumer rights and safety 4.5.C
· Intervenes in labor-management relations and can regulate competition on the marketplace activity.
Chapter 23—Sections 1, 2, 3
Chapter 16, Section 4
Activities
· Read three newspaper or magazine articles concerning economies. Write two to four paragraphs summarizing the articles, indicating whether or not you agree with the articles and why.
· Research current economic indicators and write an editorial on the economic state of the union
· Supply and Demand debate: Are baseball players paid too much? Using information and opinions from both sides, prepare a chart or graph to indicate how player’s pay is a product of supply and demand
· Describe the Federal Reserve Chairperson’s approach to using the powers of “the Fed” Reserve to influence the nation’s economy
· Chart the ways government protects: the environment, property rights, consumer rights and regulates marketplace competition
Prime Minister Calls for
Vote of Confidence
Labor Party Members
Resign from Cabinet
New Coalition Government
Seems Fragile
PAGE
Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015Page 30