introduction by 2025, 80% of our students will graduate from...

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Introduction

In 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 CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the United States Government & Civics curriculum framework.

Designed with the teacher in mind, this curriculum framework has a focus on integrating literacy skills and strategies with content standards. This document presents a framework for organizing instruction around the Tennessee State Standards for United States Government & Civics so that every student is able to meet or exceed their age specific requirements for college and career readiness. The standards define what is expected for this subject at this grade level and this framework provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments and high quality instruction are at the heart of this curriculum framework. Educators should use this guide and the standards as a road map for daily instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

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How to Use the United States Government & Civics Framework Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, it is essential that literacy strategy and skill instruction be purposefully and appropriately planned and embedded within social studies. Students must employ essential literacy strategies that explicitly demonstrate the application of reading, writing, and thinking strategies to support learning in social studies.

The integration of literacy and social studies is critical for student success. This curriculum map is designed to help teachers make effective decisions about what Social Studies content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language. (2) Reading, writing, and speaking grounded in evidence from text, both literary and

informational. (3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

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The TNCore Literacy Standards The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language Student Achievement Partners Text Complexity Collection: http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text Student Achievement Partners Text-Dependent Questions Resources: http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction Student Achievement Partners Text Set Projects Sequenced: http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

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Content Area Literacy Achieve The Core for Social Studies: http://achievethecore.org/dashboard/300/search/1/1/9/10/11/12/page/737/history-social-studies-lessons-list-pg

Teachers can access sample lessons for use in high school Social Studies classrooms.

Close Reading Teaching History.Org section on Close Reading Lessons in Social Studies: http://teachinghistory.org/teaching-materials/teaching-guides/25690

Teachers can learn more about how to lead their Social Studies students in a close read.

Text Dependent Questioning TNCore Text Dependent Question in Social Studies: http://tncore.org/literacy_in_social_studies/instructional_resources/text_dependent_questions.aspx

Teachers can use the resources to craft their own text-dependent questions based in Social Studies.

Document Based Questioning The Gilder Lehrman Institute of American History: https://www.gilderlehrman.org/

Teachers can register on this site for free and have full access to their bank of primary source documents and document based questions created for them.

Important Details

• Each framework is divided into the units as set forth by the state. The full state document can be found at this site: http://www.tn.gov/assets/entities/education/attachments/std_ss_economics.pdf

• On the opening page of each unit there is a suggested time frame for instruction on the unit.

• Each unit consists of several sections: State Standards, Big Ideas, Guiding Questions, Vocabulary, Suggested Activities, Resources, Additional Supporting Texts and Documents and Assessment.

• 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 to access the material.

• This framework is referenced to the Magruder's American Government And Civics textbook and page numbers and other textbook references will correspond.

CURRICULUM'FRAMEWORK'SOCIAL'STUDIES'

U.S.'Government'&'Civics'–'Grade'12'!

Shelby County Schools 1 of 3!

Principles of United States Government (2.5 Weeks)

TN STATE STANDARDS GC.1 Cite textual evidence and evaluate multiple points of view to analyze the influence of ancient Greek, Roman, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, Jean Jacques Rousseau, and William Blackstone on the development of United States government. 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.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.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

BIG IDEAS Governments are created in order to protect people, and they receive their powers from the consent of the governed.

Relevance: If government did not exist, life would be unsafe for citizens. When government fails to protect its citizens, it is the duty of the people of a democracy to vote and replace them with a new government. This is the foundation of our democratic system. Are there places today where government does not protect its citizens? What is life like there?

TNSS: GC. 1, GC. 2, GC. 3

The Preamble of the Constitution states the reasons that the United States Government was created.

Relevance: The six principles of government outlined in the preamble serve as the blueprint for how American Democracy is supposed to operate. It includes popular sovereignty, limited government, consent of the governed, and the social contract within it.

TNSS: GC. 3, GC. 6

Our Constitution creates written limits on government.

Relevance: Without limits on government, government becomes too powerful, and people lose their rights. Because we have written limitations, our rights as citizens are protected. If government oversteps its bounds we have a guarantee in writing of what they are allowed and not allowed to do and can take steps to address the error.

TNSS: GC. 4, GC. 5, GC. 6, GC. 7

Our system shares powers between the national, state, and local governments, as defined by the constitution.

Relevance: Our constitution provides for powers that are shared by the state and national government, and powers that are exclusive to one level or the other. This allows for a balance in which the national government can provide consistent laws, but local level governments have autonomy to make decisions that make sense for their areas.




TNSS: GC.7

The Bill of Rights was added to the Constitution for the purpose of providing a written guarantee of the protections of the citizens. Additional amendments can be added as necessary. The Bill of Rights provides written protections for freedoms of the people.

Relevance: The Bill of Rights spells out the majority of the rights that are protected for the people. The 9th amendment, however makes it clear that the list is not intended to be comprehensive. We gain personal liberties from these Amendments.

TNSS: GC.6,GC. 7,GC. 8

GUIDING QUESTIONS

What is the purpose of government?

How does mankind behave in the absence of government?

Why are governments created?

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

What written limits are placed on government?

What personal liberties are guaranteed by the constitution?

What is the relationship between state government and national government?

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

VOCABULARY

fundamental reap populous personnel administration abundant maxim concise canton compromise

regimes prestige elite coequal subordinate arbitrary inevitable adequate initiative antitrust laws

zoning ordinances 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

SUGGESTED ACTIVITIES 1. Textbook p.4 - What is government? - Discuss what government is needed for and what takes place in its absence, p.5 - Visual - The

Three Basic Powers of Government, p.7 - Origin of the State & 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. CCSS WHST.11-12.1

2. Textbook p.9 - Primary Source - excerpt from the Constitution - Assign students one of the six stated purposes of the Constitution from the primary source, have them write an explanation of that concept citing evidence from the text, use p.9-11 as well.

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.

4. Use primary source documents to compare and contrast the ideas of John Locke, Thomas Hobbes, Baron Montesquieu, Alexis De Tocqueville, and Jean Jacques Rousseau. Students should chart their findings from the readings. https://www.dropbox.com/sh/626teg3ggqvwmzf/AABUC_OxTKJK_yHilCJH6Voga CCSS RH.11-12.1, RH.11-12.2, RH.11-12.8

5. 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). CCSS WHST.11-12.2

6. 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. CCSS RH.11-12.1, RH.11-12.2, RH.11-12.8




7. Textbook p.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’ constitutional powers and present. CCSS RH.11-12.1, RH.11-12.2, RH.11-12.8

8. Students will define the public good and individual rights. Students will 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.)

9. Chart the limits on government provided by the Constitution and the Bill of Rights.

RESOURCES

iCivics- https://www.icivics.org/curriculum/influence-library

Island Activity PowerPoint https://www.dropbox.com/s/wnz7xhunz5afqnl/Island%20Activity.pptx

Chart for Primary Source Readings https://www.dropbox.com/s/ei61u3fihw8b7im/Enlightenment%20Thinkers%20Primary%20Source%20Guided%20Reading.docx

Locke’s 2nd Treatise on Government http://www.earlymoderntexts.com/pdfs/locke1689a.pdf

Hobbes’ Leviathan http://oregonstate.edu/instruct/phl302/texts/hobbes/leviathan-contents.html

Montesquieu’s The Spirit of the Laws http://www.fordham.edu/halsall/mod/montesquieu-spirit.asp

Tocqueville’s Democracy in America http://www.gutenberg.org/files/815/815-h/815-h.htm

Rousseau’s Emile http://www.gutenberg.org/ebooks/5427

Federalist Papers #10 http://teachingamericanhistory.org/library/document/federalist-no-10/

Federalist Papers #51 http://teachingamericanhistory.org/library/document/federalist-no-51/

U.S. Constitution- http://constitutionus.com/

ASSESSMENT

Using evidence from at least two primary sources, explain the purpose of government. Include in your answer a description of life in a state of nature, and an understanding of consent of the governed, popular sovereignty, and the social contract.




Branches of Government (1.5 Weeks)

TN STATE STANDARDS GC.9 Analyze Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. GC.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.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.

BIG IDEAS

The first three Articles of the Constitution set up three separate branches of government, each with defined powers designed to serve as checks on the other branches. This is so that none of the branches becomes too powerful.

Relevance: A government with fewer branches or only one branch restricts the freedoms of its citizens, and can even be a danger to their safety.

TNSS: GC. 9, GC. 12, GC. 13, GC. 14

The Constitution is not an unchangeable document.

Relevance: The Constitution has survived for over 200 years because changes can be made when needed. This amendment process is also responsible for correcting many injustices in history. These injustices were often commonplace at the time of the writing of the Constitution but are not considered as acceptable practices today.

TNSS: GC. 10

GUIDING QUESTIONS 1. What are the backgrounds of members of Congress? 2. What is the impact of Congressional members’ backgrounds on the ability of members of Congress to represent average Americans? 3. What is the difference between the House and Senate? 4. How does a bill become a law? 5. What are the formal and informal ways to amend the Constitution? 6. Who are the current representatives for Tennessee in national government? 7. What are the expectations for and the backgrounds of president? 8. How may the President be removed from office? 9. What are the president’s constitutional powers and how have they expanded over time? 10. What is the role of the vice president, cabinet, Executive Office of the President, White House staff, and First Lady? 11. What are the basic elements of the American judicial system and the major participants in it? 12. What is the structure of the federal court system and the major responsibilities of each component? 13. How are judges and justices nominated and confirmed? 14. What is the background of judges and justices and the impact of their background on decisions? 15. What is judicial review, and how has changed over time?




VOCABULARY political arena provision enshrined prohibition vested override partisan auxiliary

succession ordain tellingly popular sovereignty limited government constitutionalism rule of law convention

veto judicial review unconstitutional federalism amendment ratification formal amendment check and balances

Bill of Rights executive agreement treaty electoral college cabinet senatorial courtesy separation of powers

SUGGESTED ACTIVITIES

1. Textbook p.72 - Checks and Balances, p.73 - Visual, Why does the Constitution lay out this structure? How does it protect citizens? Students will illustrate the checks and balances between the branches of government using a graphic organizer.

2. Students will create a Presidential resume as if the student was running for office. 3. Students will write a letter to their Congressman about a specific issue. Examine the structure of the Constitution and discuss the

reasons for each section. Anatomy of the Constitution -!https://www.icivics.org/teachers/lesson-plans/anatomy-constitution 4. Conduct a Constitutional Scavenger Hunt about the branches of government. Constitution Scavenger Hunt

https://www.dropbox.com/s/v0z4f58bmwlzove/constitution_scavenger_hunt.doc 5. Textbook p.79 - Amending the Constitution - Diagram the amendment process, p.80-81 - Visual - The 27 Amendments, p.C16-C23 -

Primary Source - The Bill of Rights - 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. CCSS WHST.11-12.2

RESOURCES

https://www.icivics.org/curriculum/judicial-branch

https://www.icivics.org/curriculum/legislative-branch!

ASSESSMENT

Does the United States Government have enough balance today between the three branches of government, as envisioned by our Founding Fathers? Why or why not? Use textual evidence from the Constitution and examples from current events to explain your answer.




The Supreme Court and the Constitution (2 Weeks)

TN STATE STANDARDS 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 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

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.

BIG IDEAS

Interpretations of the Constitution have changed over time.

Relevance: As society progresses, the Constitution and the Bill of Rights are interpreted differently, to meet the needs of a changing society. The Constitution says nothing about cars, computers or cell phones. If they are not addressed int he Constitution how can we monitor and regulate them? Another important item that continuously needs interpretation is "Where do my rights end and yours begin?"

TNSS: GC. 15, GC. 17, GC. 18

Because of the broad powers of the Supreme Court for judicial review, the potential exists for judges to make policy on the bench. How they decide to do this, or the extent they exercise restraint is often a source of controversy since judges are not elected officials in most cases.

Relevance: The balance between judicial activism/legislation and judicial restraint is very controversial. The amount of power that judges exercise often varies by judge. Rulings can have the same effect as law in many cases, resulting in laws made by unelected officials. This can be either good or bad. One example is the Brown vs. Board of Education decision. The Supreme Court decided that it was well past time to right a wrong and overturn past decisions and laws of the day based on those decisions.

TNSS: GC. 16, GC. 19




GUIDING QUESTIONS 1. How has the Bill of Rights been applied to the states? 2. What are the two types of religious rights protected by the First Amendment and what are the boundaries of those rights? 3. What are the rights of free expression protected by the First Amendment and what are the boundaries of those rights? 4. What are the rights to bear arms protected by the Second Amendment and its limitations? 5. What are defendants’ rights and what issues arise in their implementation? 6. How has the right to privacy evolved and its application to the issue like abortion? 7. What are the Supreme Court’s three standards of review for classifying people under the Equal Protection Clause? 8. How has the protection of the rights of African Americans evolved and how does the application of nondiscrimination principles to issues

of race evolve? 9. How have civil rights protections helped other ethnic groups, women, seniors and those with disabilities in the United States?

VOCABULARY

inferior courts

jurisdiction

concurrent jurisdiction

plaintiff

defendant

original jurisdiction

appellate jurisdiction

precedent

judicial activism

argument

appeal

decision

docket

record

civil case

circuit


1. Textbook p.520 - The National Judiciary, p.520 Primary Source - excerpt from the Constitution - Cite from the excerpt how the Constitution lays out the judiciary landscape of the county, p. 525 - How a Judge Decides - Are judges allowed to rule however they feel about a particular case? Cite evidence from the text explaining why or why not. CCSS RH.11-12.1

2. Textbook p.527 - Judicial Restraint v. Activism - Is there ever a time when a court should take an activist role? State an instance where it may be acceptable. Was Brown v. Board of Education an activist decision? Citing evidence from the decision and other sources compose an essay that argues that it was or was not judicial activism. CCSS.WHST.11-12.1Brown v. Board of Education ruling - http://www.oyez.org/cases/1950-1959/1952/1952_1/, iCivics - Brown vs. Board https://www.icivics.org/teachers/lesson-plans/brown-v-board-education-1954

3. Students will read Marbury v. Madison and complete iCivics Marbury vs. Madison unit. https://www.icivics.org/teachers/lesson-plans/marbury-v-madison-1803

4. Students will define judicial restraint and give examples and non-examples from court cases researched. 5. Students will choose a Supreme Court case, research it, and present their findings to the class. Supreme Court Project -!

https://www.dropbox.com/s/lerkj60vkgcctp9/Supreme%20Court%20Case%20Class%20Presentations.docx

RESOURCES

iCivics Gibbons vs. Ogden https://www.icivics.org/teachers/lesson-plans/gibbons-v-ogden-1824

iCivics Gideon vs. Wainwright https://www.icivics.org/teachers/lesson-plans/gideon-v-wainwright-1963

Korematsu vs. United States https://www.icivics.org/teachers/lesson-plans/korematsu-v-united-states-1944

Miranda vs. Arizona https://www.icivics.org/teachers/lesson-plans/miranda-v-arizona-1966

U.S. vs. Nixon https://www.icivics.org/teachers/lesson-plans/us-v-nixon-1974

Plessy vs. Ferguson https://www.icivics.org/teachers/lesson-plans/plessy-v-ferguson-1896

Texas vs. Johnson https://www.icivics.org/teachers/lesson-plans/texas-v-johnson-1989

ASSESSMENT

Essay: Should the Constitution be interpreted as a “living document” or should the intent of our founding fathers be used to decide Constitutional Law? Cite evidence from Supreme court decisions that we have studied in your answer.




Federal Power (1 week)

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

BIG IDEAS

Government takes place at multiple levels in our country. The Constitution provides for a sharing of powers between national, state, and local governments.

Relevance: At times, conflicts arise between levels of government and branches of government. Our constitution provides solutions to these conflicts.

TNSS: GC.20, GC. 22

The Constitution provides procedures for the process of lawmaking. The process is not limited to Congress, but also includes lobbyists and the media.

Relevance: The process of making laws affects all citizens, because it is by this process that most policy is made.

TNSS: GC. 21

The Court system is multi-leveled, so that cases can be heard at the appropriate level. An appeals process is also provided to ensure compliance with laws beyond just the local level..

Relevance: All citizens are entitled to a fair, speedy, public trial by the U.S. Constitution. The court system is setup to provide these fundamental rights to due process and equal protection under the law. An important example is criminal cases during the Civil Rights era in the south where many times African-Americans did not receive fair proceedings in trials locally. Example – The Scottsboro Boys case in Alabama.

TNSS: GC. 22

The President is responsible for shaping foreign policy between the United States and other countries. The President’s power in this area has expanded throughout history. Relevance: The President plays the most crucial role in how our country relates to other countries, including negotiating treaties, moving troops, securing trading rights, etc, but, with checks and balances. Most treaties must be approved by Congress..

TNSS: GC.23, GC. 24

GUIDING QUESTIONS 1. What is federalism? 2. 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? 3. How has the shift from dual to cooperative federalism and the role of fiscal federalism in intergovernmental relations changed over time? 4. What are the consequences of federalism for diversity in public policies among the states? 5. What is the impact of federalism on democratic government and the scope of government? 6. What are the key developments in the history of the mass media and American politics? 7. What is the impact of the media on what policy issues Americans think about?




VOCABULARY

enumerated reprieve deport confiscate pursuance imperil integrity insurrection forerunner unwarranted Executive Privilege

probate jurisdiction fugitive federalism division of powers delegated powers expressed powers implied powers inherent 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 extradition

Executive Article imperial presidency term limit seizure couch discretion candor malfeasance depose veto impeach


1. Textbook p. 94 - Federalism defined, p.93 - Primary Source - excerpt from The Federalist #11 - How does the definition of federalism agree or disagree with the ideas from this excerpt?, p.95 - Primary Source - excerpt from the Constitution - What power does the national government have compared to that of states?, create Venn diagram comparing and contrasting powers of federal and state governments. https://www.icivics.org/teachers/lesson-plans/federal-federalism-new

2. Textbook p.523 - Which Court, p.530 - The Appellate Path in the Federal Courts. Students will create a flow chart of different jurisdiction levels of the court system.

3. Students will chart how a bill becomes a law. 4. Students will research and examine current federal-state issues including border control, especially for states that border Mexico,

legalization of marijuana for recreational use or the issues surrounding marriage. 5. Textbook p.400 - The Growth of Presidential Power - p.400 - Primary Source - excerpt from the Constitution, p.401 - Primary Source

- James Madison, citing evidecne from each source explain the role the President is to play in governance. 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. War Powers Act - http://www.nytimes.com/1984/03/29/world/how-war-powers-act-works.html, Cuban Missile Crisis - http://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/

RESOURCES

Schoolhouse Rock http://www.teachertube.com/viewVideo.php?video_id=144591

Steps from Bill to a Law PPT https://www.dropbox.com/s/pagxkigrk5pf71u/How%20A%20Bill%20Becomes%20a%20Law-1.ppt

Steps from Bill to a Law Potential handouts https://www.dropbox.com/s/7n7uetq67zxvs2y/HowCongWorksP2_enghs_v2%5B1%5D.pdf

ASSESSMENT

Using textual evidence, analyze the scope of presidential power and decision making. What limits exist on the President’s power? What responsibilities does the office include for foreign policy? How do the other branches check the President’s Powers?




Elections and the Political Process (1.5 weeks)

TN STATE STANDARDS 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.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.31 Analyze the function of the Electoral College.

BIG IDEAS

Political parties play a tremendous role in how we elect our representatives and how the representatives conduct business once elected.

Relevance: Political parties exist to help get candidates elected. They are a crucial part of the political process including nominating candidates, conducting elections, and helping candidates campaign. Though it is not required to be part of the two major political parties it is very difficult to get elected outside of them, especially at the national level.

TNSS: GC. 25, GC. 26, GC. 27, GC. 30

Citizens have the most important role in the political process. Those who choose not to participate have no right to complain about the government that is in charge.

Relevance: It is the responsibility of citizens to vote, campaign for candidates, write officials about issues, and/or run for political office themselves. Citizens should also recall officials who are ineffective or corrupt, and participate in direct democratic practices, such as referendums and ballot initiatives. Active participation in all parts of government by the citizens is crucial to a functional democracy.

TNSS: GC. 28, GC. 29

The Electoral College is used to elect the President.

Relevance: Due to the nature of the Electoral College, it is possible that a candidate can be voted for by more people (popular vote), but not become President due to electoral votes. Citizens must be aware of the process for electing the President, so they can be informed voters.

TNSS: GC. 31

GUIDING QUESTIONS

What is the purpose and function of political parties?

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

In what ways should people participate in public affairs?

Why is voting an important act of citizenship?

How does public opinion shape policy?

How is the President elected?

What are the advantages and disadvantages of the electoral college?




VOCABULARY

extremist rascal cumbersome baneful viable ideologically potent idealogical parties single-issue parties economic protest parties

alignment sway tenet interlude thwart prodigious smorgasbord splinter parties ward precinct

agrarian innovator divisive defy political party political spectrum partisanship single-member districts primary elector

plurality bipartisan consensus coalition incumbent faction spoils system electorate sectionalism Electoral College


1. Textbook p. 122 - Political Parties and What They Do - Compare & Contrast the two party system with a multiparty system. Is one more effective? Is one more representative of all? Citing evidence from the text explain your reasoning.

2. Allow students to take a sample political ideology quiz. 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.

3. Complete an electoral map and answer questions regarding it. http://www.c-spanclassroom.org/pdf/2012_Electoral_College_Map_Activities.pdf

4. Textbook p.386-394 - The Presidential Election - Evaluate the strengths and weaknesses of the Electoral College system, p.387-388 - Process, p.389-390 - Possible flaws, 391-393 - Proposed reforms, p.394 - Defending the system. Citing evidence from the text state the greatest strength and weakness of the Electoral College system for choosing our President. CCSS WHST.11-12.2

5. Students create their own political party, complete with mascot, slogan, platform, and ideals. A successful political party will also state strategies for winning the electoral college. Create your own political party powerpoint template -https://www.dropbox.com/s/3nd8fbxdwk4fx62/Political%20Parties%20Group%20Project.ppt

RESOURCES

http://www.politics1.com/parties.htm

https://www.opensecrets.org/bigpicture/

http://www.minnpost.com/eric-black-ink/2012/10/10-reasons-why-electoral-college-problem

http://how-does-the-electoral-college-work.blogspot.com/2009/12/advantages-disadvantages-of-electoral.html

ASSESSMENT

Students may present the political party they created and their platforms to the class in Activity 4.