new pocono mountain school district curriculum · 2014. 8. 11. · pocono mountain school district...

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

Civics & Gov Unit 1 4/2013 1

COURSE: ACADEMIC CIVICS AND GOVERNMENT GRADE(S): 10

UNIT 1: POLITICAL PHILOSOPHIES TIMEFRAME:

PA ACADEMIC STANDARDS:

Principles and Documents of Government

Content Standards:

5.1.C. A. Analyze the sources, purposes, functions of law, and how the rule of law protects

individual rights and promotes the common good.

5.1.C. B. Employ historical examples and political philosophy to evaluate the major arguments

advanced for the necessity of government.

5.1.C. C. Evaluate the application of the principles and ideals in contemporary civic life. Liberty

/ Freedom, Democracy, Justice.

5.1.C. D. Evaluate state and federal powers based on significant documents and other critical

sources. Declaration of Independence, United States Constitution, Bill of Rights, Pennsylvania

Constitution.

5.1.C. E. Analyze and assess the rights of people as written in the PA Constitution and the US

Constitution.

5.1.C. F. Evaluate the role of nationalism in uniting and dividing citizens.

Rights and Responsibilities of Citizenship

Content Standards:

5.2.C. A. Evaluate an individual's civil rights, responsibilities and obligations in various

contemporary governments.

5.2.C. B. Examine the causes of conflicts in society and evaluate techniques to address those

conflicts.

5.2.C. C. Evaluate political leadership and public service in a republican form of government.

5.2.C. D. Evaluate and demonstrate what makes competent and responsible citizens.

How Government Works

Content Standards:

5.3.C. A. Analyze the changes in power and authority among the three branches of

government over time.

5.3.C. B. Compare and contrast policymaking in various contemporary world governments.

5.3.C. C. Evaluate how government agencies create, amend, and enforce regulations.

5.3.C. D. Evaluate the roles of political parties, interest groups, and mass media in politics and

public policy.

5.3.C. E. Evaluate the fairness and effectiveness of the United States electoral processes,

including the electoral college.

5.3.C. F. Analyze landmark United States Supreme Court interpretations of the Constitution and

its Amendments.

5.3.C. G. Evaluate the impact of interest groups in developing public policy.

5.3.C. H. Evaluate the role of mass media in setting public agenda and influencing political life.

5.3.C. I. Evaluate tax policies of various states and countries.

5.3.C. J. Evaluate critical issues in various contemporary governments.

How International Relationships Function

Content Standards:

5.4.C. A. Examine foreign policy perspectives, including realism, idealism, and liberalism.

5.4.C. B. Evaluate the effectiveness of foreign policy tools in various current issues confronting

the United States (e.g., diplomacy, economic aid, military aid, sanctions, and treaties).

5.4.C. C. Evaluate the effectiveness of international organizations, both governmental and

nongovernmental.

5.4.C. D. Evaluate the role of mass media in world politics.

5.4.C. E. Compare and contrast the politics of various interest groups and evaluate their impact

on foreign policy.



ASSESSMENT ANCHORS:

C.1.1 Purpose and Functions of Government

C.1.1.1 Evaluate the development and impact of domestic policy.

C.1.1.2 Explain how U.S. foreign policy is developed and analyze its domestic and global

impacts.

C.1.1.3 Analyze the evolution of civil and human rights and explain the role that governments

play in protecting those rights.

C.1.2 Forms of Government/Significant Documents

C.1.2.1 Analyze the characteristics of and methods employed by various systems of

government to achieve their goals.

C.1.2.2 Describe and analyze local, state, and federal roles in policy making by citing evidence

of their authority to do so.

C.1.3 Processes of Government

C.1.3.1 Analyze the structure, organization, and operation of various levels of government as

they relate to the creation of legislation and the enforcement of laws.

C.1.3.2 Analyze and describe election processes.

C.1.4 Interpretation and Application of Law

C.1.4.1 Analyze the powers, influence, and limitations of government agencies in creating,

amending, and enforcing policies.

C.1.4.2 Analyze the interpretation of the U.S. Constitution and the Pennsylvania Constitution by

the courts.

C.2.1 Role of Individual Citizens

C.2.1.1 Analyze the civic roles, rights, and responsibilities of individuals in the United States.

C.2.1.2 Evaluate the factors that make competent and responsible citizens.

C.2.2 Functions of Groups and Organizations

C.2.2.1 Analyze the roles of political parties and special interest groups

C.2.2.2 Analyze the methods used to influence the political process, public policy, and public

opinion.

C.2.3 Political Philosophies

C.2.3.1 Analyze the application of civic principles and ideals in contemporary life.

C.2.3.2 Examine arguments for the necessity of government.

C.2.4 Competing Interests and Ideas

C.2.4.1 Critique the various roles that individuals, symbols, and symbolic events play in civic

discourse.

C.2.4.2 Evaluate strategies used to avoid or resolve conflict in society and government.

C.2.4.3 Analyze the role of media on the creation or resolution of conflict in society.



KEY CONCEPTS

1. Citizens understand their rights and practice their responsibilities in a vibrant society.

2. Civil discourse and thoughtful deliberation are necessary to promote the common good and

protect the individual.

3. Adherence to the rule of law validates an individual’s responsibility to society.

4. Engaged citizens understand the workings of government and use historic precedents in

shaping thought and action.

5. An engaged citizen is a life-long learner continuing to benefit from internal maturity and

external influences.

6. A thoughtful citizen evaluates the accuracy of communications and analyzes media sources

attempting to influence the public agenda.

7. The choices we make, whether as consumers or as citizens active in politics, impact people

around the globe.

8. The rapid pace of technological change has established unprecedented economic, political,

and cultural interdependence among nations and individuals.

9. Nationalism plays a number of influential roles with far-reaching consequences in an

interdependent world.

10. Political and economic ideas motivate societies to new behaviors.

11. The enjoyment of human rights and their exercise are dependent upon the community of

nations and their citizens maintaining vigilance on governments and their actions.

12. Technological innovation shakes the institutions of society to their roots, with advantageous

and disastrous consequences.

OBJECTIVES/ESSENSTIAL KNOWLEDGE

Analyze the application of civic principles and ideals in contemporary life.

1. Draw conclusions about how civic principles impact society.

American citizens make a commitment to the nation and to the values and principles

that are part of the United States democracy.

The right of citizenship gives Americans certain responsibilities.

We form governments to establish order, provide security and accomplish common

goals.

2. Evaluate the impact of influential writings, speeches, and other communications on society in

the United States and the world.

The Constitution is this nation’s fundamental law.

The Declaration of Independence reflects the ideals that we strive for in our

representative government.

The Federalist Papers explain the failures of the Articles of Confederation.

The Bill of Rights enumerates the rights that the founders felt each citizen had to be

guaranteed.

3. Describe competing ideologies and explain their development and impact.

The Enlightenment philosophers expressed the purpose and role of government and its

responsibilities to citizens.

Examine arguments for the necessity of government.

1. Compare theories of government and their role in modern society.

Political principles and major events shape how people form governments.

Consider the benefits, limitations of various forms of government.

2. Recognize how public and private interests conflict and how they coordinate efforts in order to

deal with issues.

Balancing the rights of the individual with the needs of the body politic. Individual

citizens need to examine their roles and responsibilities in a larger society.

3. Assess the role of government in providing citizens with essential services.

Balancing the rights of the individual to be safe and secure along ensuring all citizens’

rights are protected.



SUGGESTED ACTIVITIES:

Create a two column chart of rights and

responsibilities/limitations. On the left side of

the chart write down a “right” and on the

right side counteract that “right” with a

responsibility and a limitation.

Analyze various thinkers of the

Enlightenment and identify their similarities

and differences.

Cooperative groups research particular

forms of government and debate the

merits of each.

Summarize the main points of the

Enlightenment thinkers. Paraphrase in your

own words. Compare with a partner.

Modify your summary.

Draw evidence from informational texts to

support analysis, reflection, and research.

Use technology, including the Internet, to

produce, publish, and update individual or

shared writing products, taking advantage

of technology’s capacity to link to other

information and to display information

flexibly and dynamically.

Conduct short research projects to answer

a question or solve a problem; narrow or

broaden the inquiry when appropriate.

MANDATED WRITING ACTIVITY:

Write arguments focused on the following topic:

What is the purpose of government? Is it to

provide social services or is it to protect the

people from domestic turmoil or foreign invasion?

Use the Enlightenment thinkers to provide support

for your argument. Students should follow the

Common Core Standards listed below.

1. Introduce precise claim(s), distinguish the

claim(s) from alternate or opposing claims,

and create an organization that establishes

clear relationships among the claim(s),

counterclaims, reasons, and evidence.

2. Develop claim(s) and counterclaims fairly,

supplying data and evidence for each while

pointing out the strengths and limitations of

both claim(s) and counterclaims in a

discipline-appropriate form and in a manner

that anticipates the audience’s knowledge

level and concerns.

3. Use words, phrases, and clauses to link the

major sections of the text, create cohesion,

and clarify the relationships between claim(s)

and reasons, between reasons and

evidence, and between claim(s) and

counterclaims.

ASSESSMENTS:

Observation Checklists

Interviews and Dialogue

Learning Logs or Notebooks

Teacher-Made Tests and Quizzes

Products and Projects

Performance Tasks

REMEDIATION:

Peer Tutoring

Small Group Instruction

Computer Assisted Learning

Individualized Instruction

Chunking of Information

ENRICHMENT:

Research Opportunities

Class Presentation

Independent Investigation

Case Study



4. Establish and maintain a formal style and

objective tone while attending to the norms

and conventions of the discipline in which

they are writing.

5. Provide a concluding statement or section

that follows from or supports the argument

presented.

RESOURCES:

Primary Sources

US Constitution, Bill of Rights, Declaration of Independence

Textbook

Internet

www.icivics.org

ONLINE VIDEO RESOURCES:

Just the Facts: Documents of Destiny: Creating a New Nation

http://www.discoveryeducation.com/

Description:

Flaws in the Articles of Confederation led to the creation of the U.S. Constitution. Historical topics and

events discussed include the Federalist Papers, the Bill of Rights, and George Washington's Farewell

Address.

Economics: A Framework for Teaching the Basic Concepts: Macroeconomic Concepts


Segment 6- Private vs. Public Interest

Description:

The economy consists of private and public sectors. Sometimes the public sectors take over a private

sector because of national interest. Sometimes private companies compete with and take business

from the public sector.

http://www.icivics.org/






UNIT 2: FORMS OF GOVERNMENT/SIGNIFICANT DOCUMENTS TIMEFRAME:



Content Standards:









Constitution.


Constitution.



Content Standards:




conflicts.




Content Standards:






public policy.




its Amendments.






Content Standards:





nongovernmental.



on foreign policy.



ASSESSMENT ANCHORS:




impacts.
















the courts.







opinion.






discourse.





KEY CONCEPTS












around the globe.










OBJECTIVES/ESSENTIAL KNOWLEDGE

Analyze the characteristics of and methods employed by various systems of government to achieve

their goals.

1. Compare and assess how various governments are organized and operate and assess citizen

access to political participation within the various forms of government.

Compare and contrast the various forms of government.

In authoritarian government, power is held by a person or group not accountable to

the people.

Absolute monarchies and dictatorships are types of authoritarian rule.

The United States has a federal system, with power shared by the state governments

and the central government.

Democracy is based on majority rule, which means citizens agree that they will abide

by what most people want.

2. Analyze how power is transferred in various forms of government and the level of democracy

indicated by the transfer of power in a government.

Democracy is based on majority rule, which means citizens agree that they will abide

by what most people want.

Many dictatorships are totalitarian states in which the government controls almost all

aspects of the people’s lives.

3. Compare the legal structure of various types of government and analyze the level of citizen

participation in the development and enforcement of the laws of each type of government.

The US government is made up of the federal, or national government; state

governments; and local governments that include city, county and town

governments.

4. Evaluate how governments and political figures use media to promote their policies

Politicians use the media to test public reaction to their ideas and the media use

politicians as sources of news stories.

Describe and analyze local, state, and federal roles in policy making by citing evidence of their

authority to do so

1. Appraise the principles and ideals expressed in historical documents and determine how they

impact the actions of the contemporary U.S. government.

There are five major principles in the Constitution; popular sovereignty; limited



government and the rule of law; separation of powers; checks and balances; and

federalism.

The “supremacy clause” makes the Constitution the “supreme law of the land.”

2. Analyze the principles, ideals, and constitutional foundations that impact the actions of the

contemporary Pennsylvania state and local governments.

Compare the structure of state government to federal government.

Identify Pennsylvania elected officials and their role in the state government.

3. Apply arguments about the role of government to local, state, and national issues of

governance.

Under the principle of federalism, the Constitution divides governmental power

between the federal government and the states.


Create a Venn diagram comparing and

contrasting the various forms of

government.

Analyze an assigned controversial current

issue utilizing different media sources (i.e.

Fox News, CNN, MSNBC, ABC, etc…).

Identify your state representative and

research and record his/her stand on a

particular issue of importance to the local

and/or state community.

Create a public service announcement

that supports a particular stand on a

controversial issue. Identify the persuasive

elements of the argument utilized.

Outline and paraphrase the powers

enumerated in the Constitution for each

branch of government.





shared writing products, taking

advantage of technology’s capacity to

link to other information and to display

information flexibly and dynamically.





Write arguments focused on the following

topic: “Is democracy a good form of

government.” Remind students that the

United States is a “republic” and not a

“democracy.” Identify the weaknesses of

a democracy in your argument. Writing

should demonstrate the Common Core

Standards listed below.


claim(s) from alternate or opposing claims,

ASSESSMENTS:






Performance Tasks

REMEDIATION:

Peer Tutoring





ENRICHMENT:


Class Presentation


Case Study



and create an organization that establishes

clear relationships among the claim(s),





both claim(s) and counterclaims in a

discipline-appropriate form and in a manner

that anticipates the audience’s knowledge

level and concerns.


major sections of the text, create cohesion,

and clarify the relationships between claim(s)

and reasons, between reasons and

evidence, and between claim(s) and

counterclaims.




they are writing.

5. Provide a concluding statement or section

that follows from or supports the argument

presented.

RESOURCES:

Primary Sources

Textbook

Internet

www.icivics.org


Standard Deviants School American Government: Introduction to Government


Segment 3: Some Types of Government

Description:

This segment examines aristocracy, oligarchy, monarchy direct democracy and indirect democracy.

Federal Government: The Legislative Branch. Segment 3-States versus Congressional Districts


Description:

Congressional representatives serve districts within states and respond to local concerns, while

senators serve entire states, and therefore are further removed from local issues.







UNIT 3: PROCESSES OF GOVERNMENT TIMEFRAME:



Content Standards:









Constitution.


Constitution.



Content Standards:




conflicts.




Content Standards:






public policy.




its Amendments.






Content Standards:





nongovernmental.



on foreign policy.



ASSESSMENT ANCHORS:




impacts.
















the courts.







opinion.






discourse.





KEY CONCEPTS












around the globe.











Analyze the structure, organization, and operation of various levels of government as they relate to the

creation of legislation and the enforcement of laws.

1. Evaluate the structure of the government of the Commonwealth of Pennsylvania with the

structure of the U.S. government and compare the process of amending the Pennsylvania

Constitution with the process of amending the U.S. Constitution.

The United States Congress is made up of 535 lawmakers who are divided into two

houses.

Each state sends two representatives to the Senate. The number of representatives a

state sends to the House is based on the state’s population.

If anything happens to the president and the vice president, the Speaker of the House

of next in line to become president.

All state legislatures are bicameral except for Nebraska’s which is unicameral. Each

state calls its upper house the senate, and many call their lower house of

representatives.

The US president’s roles include chief executive, chief diplomat, head of state,

commander in chief of the armed forces, legislative leader, economic leader and

party leader.

The state governor’s powers include carrying out the law, appointing judges, writing the

state budget, approving laws, reporting on the condition of the estate, and appointing

people to state offices.

The judicial branch of the federal government is made up of courts. The role of the

courts is to interpret laws and make sure they are enforced fairly.

Article III of the Constitution established the Supreme Court.

The higher state courts are trial courts or appellate courts.

2. Analyze the specific duties of each branch of government at all levels of government and

examine the process of checks and balances among the three branches of government.

Article I, Section 8 of the Constitution gives Congress powers.

Powers that are specifically listed in the Constitution are called the expressed powers or

enumerated powers.



The elastic clause gives Congress implied powers to do what is “necessary and proper”

to carry out its expressed powers.

In addition to lawmaking powers, Congress has the power to suggest amendments to

the Constitution approve or suggest amendments to the Constitution, approve or reject

the president’s nominees for various offices, and accuse and try officials for misconduct.

The Constitution lists presidential powers, including the power to issue executive orders,

veto bills, call Congress into special session, appoint Supreme Court justices, receive

leaders from other countries, make treaties with foreign countries, name heads of

executive agencies and pardon people convicted of federal crimes.

The United States has a dual court system.

Each state has its own court system that is separate from the federal court system.

Federal courts have jurisdiction or authority to hear only certain kinds of cases so that

they do not interfere with state courts.

State court cases that involve constitutional rights may be appealed to the US Supreme

Court.

3. Summarize the legislative process in the Pennsylvania General Assembly and the U.S. Congress.

Bills come from private citizens, from special interest groups, and from the president.

A bill first goes to a standing committee that may hold a hearing on it. After the hearing,

the committee can approve, change replace, ignore, or reject the bill.

If a bill is approved, changed or replaced, it is moved on to the full House or Senate for

debate. The House may make relevant amendments to the bill. The Senate may add

riders that are completely unrelated to the bill.

If the House and Senate pass slightly different versions of a bill, a conference committee

with members from each house works out the differences. The House and Senate then

vote on the revised bill.

The president has the power to veto or reject bills approved by both houses. Congress

can override a presidential veto with a two-thirds vote of each house.

The state legislator’s main responsibility is to pass laws. The lawmaking process for states

is similar to the federal government.

Analyze and describe election processes.

1. Describe and compare election processes in the United States and in Pennsylvania.

Parties hold primary elections to choose candidates who will run in the general election.

General elections include national, state and local elections.

Voters are sometimes asked to vote on issues. Initiates are laws proposed by citizens.

Referendums allow voters to accept or reject a law passed by state or local legislatures.

In presidential elections, voters choose electors to represent their state. The party that

wins the popular vote gets the state’s electoral votes. In this winner-take-all system, the

candidate who wins the popular vote may actually lose the election.

2. Analyze the effectiveness of election processes to support democratic ideals.

Political parties select candidates for public office by means of primary elections and

caucuses.

3. Evaluate influences on election processes and the actions taken to address them.

Each party has a national committee that raises money for presidential campaigns and

organizes the party’s national convention.

Interest groups communicate with the public to shape public opinion.

Interest groups and lobbyists are regulated by federal, state and local law. Regulations

include limits on campaign contributions, required disclosure of the names of

contributors and a waiting period before lawmakers who leave office can become

lobbyists.

4. Analyze historic barriers to voting rights and analyze actions taken to expand suffrage at the



state and national levels.

Women, African Americas and Native Americans were not considered citizens in the

early years of the United States.

Many amendments to the Constitution changed voting rights. Some allowed new

groups to vote, including African Americans (15th Amendment), women (19th

Amendment), citizens living in Washington, D.C. (24TH Amendment), and young people

aged eighteen and up (26th Amendment).


Cooperative learning: Distribute color-

coded cards indicating the checks and

balances of each branch of

government; also the

groups/individuals that make up each

branch. Students read their card and

proceed to a place in the classroom

where that branch of government is

listed (judicial, executive and

legislative). Each student must explain

how their card illustrates how it is

reflective of that branch of

government.

Webquest: Research various issues of

Pennsylvania State government by

using the General Assembly’s Website.

http://www.legis.state.pa.us/index.cfm

Make a flowchart analyzing the

election process.

Utilize www.livingroomcandidate.org.

Students will analyze two different

campaigns from different time periods.

Students will summarize the campaign

presentation and will account for the

differences between the candidate

presentations.

Draw evidence from informational texts

to support analysis, reflection, and

research.

Use technology, including the Internet,

to produce, publish, and update

individual or shared writing products,

taking advantage of technology’s

capacity to link to other information

and to display information flexibly and

dynamically.

Conduct short research projects to

answer a question or solve a problem;

narrow or broaden the inquiry when

appropriate.


Write informative/explanatory on the following

topic: Explain how the barriers for voting rights

have been eliminated for various groups in the

United States. Competed writing should

ASSESSMENTS:






Performance Tasks

REMEDIATION:

Peer Tutoring





ENRICHMENT:


Class Presentation


Case Study

http://www.livingroomcandidate.org/



demonstrate the Common Core Standards

listed below.

1. Introduce a topic and organize ideas,

concepts, and information to make

important connections and distinctions;

include formatting (e.g., headings),

graphics (e.g., figures, tables), and

multimedia when useful to aiding

comprehension.

2. Develop the topic with well-chosen,

relevant, and sufficient facts, extended

definitions, concrete details, quotations,

or other information and examples

appropriate to the audience’s

knowledge of the topic.

3. Use varied transitions and sentence

structures to link the major sections of the

text, create cohesion, and clarify the

relationships among ideas and concepts.

4. Use precise language and domain-

specific vocabulary to manage the

complexity of the topic and convey a

style appropriate to the discipline and

context as well as to the expertise of likely

readers.


objective tone while attending to the

norms and conventions of the discipline

in which they are writing.

6. Provide a concluding statement or

section that follows from and supports the

information or explanation presented

(e.g., articulating implications or the

significance of the topic).

RESOURCES:

Primary Sources

Textbook

Internet

www.icivics.org


http://www.livingroomcandidate.org

Shane Goldmacher discussed his cover story which details how the political parties recruit

congressional candidates and overall role of the congressional campaign committees.


Standard Deviants School American Government: The Three Branches of American Government.

http://www.discoveryeducation.com

Description: Review of the three branches of American government and the system of checks and

balances.

Just the Facts: American History: The Election Process in America http://www.discoveryeducation.com

Description: The election process, the electoral college, and the importance of voting are discussed



http://www.livingroomcandidate.org/





and illustrated.

Campaign Essentials: Ballot Battles


Description: This documentary delves into the issues of voting as the nation prepares for another high-

stakes election and the quality of the process is at the forefront once again. Four years ago, the close

presidential race exposed an imperfect system made of faulty machines, uncounted absentee ballots

and sloppy procedures. But the cure may be worse than the disease. Now there are new laws, new

computerized voting machines, and new demands for disability voting rights.

Roll of Congressional Campaign Committees

http://www.c-spanvideo.org/program/RoleofCongre

Description: Shane Goldmacher discussed his cover story which details how the political parties recruit

congressional candidates and overall role of the congressional campaign committees.


http://www.c-spanvideo.org/program/RoleofCongre




UNIT 4: INTERPRETATION AND APPLICATION OF LAW TIMEFRAME:



Content Standards:









Constitution.


Constitution.



Content Standards:




conflicts.




Content Standards:






public policy.




its Amendments.






Content Standards:





nongovernmental.



on foreign policy.



ASSESSMENT ANCHORS:




impacts.
















the courts.







opinion.






discourse.





KEY CONCEPTS












around the globe.











Analyze the powers, influence, and limitations of government agencies in creating, amending, and

enforcing policies.

1. Assess the role of agencies at the local, state, and national levels in promoting the general

welfare.

The executive branch includes hundreds of agencies that work under cabinet

departments as well as many independent agencies. Together, these are known as the

federal bureaucracy.

The heads of most federal agencies are political appointees. Most employees of those

agencies are civil service workers.

The civil service system sets standards for hiring most government workers.

2. Compare the duties of the governor’s cabinet with the president’s cabinet.

The president’s cabinet is made up of the heads of fifteen large departments, including

the Department of Agriculture, the Department of Labor, the Department of Justice and

the Department of Homeland Security. The cabinet members give the president advice

on their areas of specialty.

Most states gather department heads into a cabinet that meets with the governor on a

regular basis to share information and give advice.

Analyze the interpretation of the U.S. Constitution and the Pennsylvania Constitution by the courts.

1. Analyze court decisions that affect the ideals, principles, and functions of government.

Federal courts have jurisdiction, or authority, to hear only certain kinds of cases so that

they do not interfere with state courts.

Many court cases have impacted the development of US Government: Marbury v.

Madison, Dred Scott v. Sanford, Plessy v. Ferguson, Brown v. Board of Education, Roe v.

Wade, Gideon v. Wainwright, U.S. v. Nixon and Miranda v. Arizona.

2. Analyze court decisions that support or weaken civil rights and liberties.

The goal of the court system is “equal justice under law.” Every person must be treated

the same, and everyone is presumed innocent until proven guilty.



The Supreme Court selects cases that involve important Constitutional questions or that

will affect many citizens. It also accepts cases that the lower courts cannot resolve.

3. Analyze court decisions that demonstrate the concepts of judicial review and legal precedent.

All courts must follow precedents set by the Supreme Court.

One judge writes an opinion explaining the court’s reasoning. Opinions are used as a

precedent, or basis for future decisions, by the district courts in the circuit. These opinions

form what is called case law.

The Supreme Court has the power of judicial review.

Supreme Court decisions may rely on precedent, but they may also overrule prior

decisions.

Many court cases have impacted the development of US Government: Marbury v.

Madison, Dred Scott v. Sanford, Plessy v. Ferguson, Brown v. Board of Education, Roe v.

Wade, Gideon v. Wainwright, U.S. v. Nixon and Miranda v. Arizona.


Identify the number of positions in the

federal cabinet and the state cabinet.

Federal government:

www.whitehouse.gov, State

government: www.portal.state.pa.us.

Paraphrase the main duties of each

position and propose an explanation

for the differences in the number of

cabinet positions.

Analyze various court decisions.

Summarize the fact pattern, actors,

points of law at issue, decision of the

court and reasoning of the majority

opinion. Extension: Analyze a case

that has been overturned. Summarize

the dissenting opinion of the original

court case.

Draw evidence from informational

texts to support analysis, reflection,

and research.

Use technology, including the Internet,

to produce, publish, and update

individual or shared writing products,

taking advantage of technology’s

capacity to link to other information

and to display information flexibly and

dynamically.


answer a question or solve a problem;

narrow or broaden the inquiry when

appropriate.



topic: Research a controversial court case

and compose a legal opinion based on the

facts presented. Writing should demonstrate

the Common Core Standards listed below.

ASSESSMENTS:






Performance Tasks

REMEDIATION:

Peer Tutoring





ENRICHMENT:


Class Presentation


Case Study

http://www.whitehouse.gov/




claim(s) from alternate or opposing

claims, and create an organization that

establishes clear relationships among the

claim(s), counterclaims, reasons, and

evidence.

2. Develop claim(s) and counterclaims

fairly, supplying data and evidence for

each while pointing out the strengths

and limitations of both claim(s) and

counterclaims in a discipline-appropriate

form and in a manner that anticipates

the audience’s knowledge level and

concerns.

3. Use words, phrases, and clauses to link

the major sections of the text, create

cohesion, and clarify the relationships

between claim(s) and reasons, between

reasons and evidence, and between

claim(s) and counterclaims.


objective tone while attending to the

norms and conventions of the discipline

in which they are writing.


section that follows from or supports the

argument presented.



RESOURCES:

Primary Sources

Textbook

Internet

www.icivics.org

www.portal.state.pa.us

www.whitehouse.gov


Standard Deviants School American Government: Bureaucracy


Description: Describes different types of American bureaucracy, how it works, and how it creates

accoutability.

Gambling and Judicial Review

www.discoveryeducation.com

Description: In Part One, the students will play the role of Supreme Court Justices to decide whether a

state statute banning casino television advertising violates the First Amendment's guarantee of

freedom of speech. Part Two asks students to reflect upon their experiences as judges and focuses on

the role of the United States Supreme Court in our government.

American History: Racial Inequality: Remnants of a Troubled Time http://www.discoveryeducation.com

Description: Investigate the United States' early history of slavery and the legacy of the battle for equal

rights in this country. Examine the major social and economic challenges facing the North and the

South after the Civil War. Take an in-depth look at Brown v. Board of Education, and assess the

country's progress a half-century later.


http://www.portal.state.pa.us/

http://www.whitehouse.gov/







UNIT 5: ROLE OF THE INDIVIDUAL CITIZENS TIMEFRAME:



Content Standards:









Constitution.


Constitution.



Content Standards:




conflicts.




Content Standards:






public policy.




its Amendments.





5.4.9 How International Relationships Function

Content Standards:





nongovernmental.



on foreign policy.



ASSESSMENT ANCHORS:




impacts.
















the courts.







opinion.






discourse.





KEY CONCEPTS












around the globe.











Analyze the civic roles, rights, and responsibilities of individuals in the United States.

1. Explain and assess the process by which individuals participate in political parties, campaigns,

and elections.

Voting is one of the American citizens’ most important responsibilities. Through voting,

Americans give their consent to the government.

2. Analyze civic rights, responsibilities, and duties of the individual in local, state, and national

governments.

American citizens have duties, or things they must do, and responsibilities, or things they

should do.

Citizens’ duties include obeying the law, paying taxes, defending the nation if drafted,

serving on juries and attending school.

Citizens’ responsibilities include being an active and informed citizen, respecting the

rights of others, and contributing to the common good by donating time and money.

Obeying the law is a citizen’s most important duty because laws keep order in society.

Good citizens contribute to the welfare of their community by participating in

volunteerism.

3. Describe citizenship and how it is obtained.

Citizens by birth include people born in the United States or in an American territory;

people born on US soil to non-US citizens; and people born to parents who are US

citizens.

To become a naturalized citizen, a person must have lived legally in the United States

for at least five years; be over the age of 18; have good moral character; be able to

read, write, and speak English; and show an understanding of civics.

Evaluate the factors that make competent and responsible citizens.

1. Explain the necessity of an educated citizenry in guiding decisions that support the ideals, roles,

and functions of society



In a democracy, ruling majorities are determined through free and fair elections. In a

republic the people have a role in choosing the head of the government.

2. Analyze the societal and legal consequences of violating laws.

The Fourth, Fifth, Sixth and Eighth Amendments protect the rights of people who are

accused of a crime.

The Seventh Amendment guarantees the right to a jury trial in civil cases and describes

the roles of judges and juries.

Criminal law seeks to protect public safety, and civil law concerns disputes between

individuals. Military law applies to those serving in the armed forces and civilians who

work for the military.

The purposes of criminal punishment include paying a debt to society; keeping criminals

from doing more harm, warning potential criminals, and helping criminals change their

behavior.

3. Evaluate the balance between individual freedoms and civic good.

Citizens are members of the community who owe loyalty to a government and receive

protection from it.

Shared US values include freedom, equality, opportunity, justice, democracy, unity,

respect and tolerance.


Students will participate in an online

activity on www.icivics.org. Students

will conduct a campaign in which

they will attempt to get elected to

the presidency. Students will

compose a journal of the steps of a

campaign; problems encountered

and propose solutions to their

attempt at election.

Utilizing the Bill of Rights, identify the

amendments that deal with the

rights of suspected criminals.

Summarize why suspected criminals

have these rights and are entitled

to protection to “fullest extent of the

law.”



and research.

Use technology, including the

Internet, to produce, publish, and

update individual or shared writing

products, taking advantage of

technology’s capacity to link to

other information and to display

information flexibly and

dynamically.


answer a question or solve a

problem; narrow or broaden the

inquiry when appropriate.


ASSESSMENTS:






Performance Tasks

REMEDIATION:

Peer Tutoring





ENRICHMENT:


Class Presentation


Case Study





topic: After researching voting trends and

patterns, and creating a table indicating

the various population segments that

vote/do not vote, compose an argument

to support one of the following statements:

American citizens should not be forced to

vote by law or American citizens should be

forced to vote by law.

Writing should demonstrate the Common

Core Standards listed below.

1. Introduce precise claim(s), distinguish

the claim(s) from alternate or opposing

claims, and create an organization

that establishes clear relationships

among the claim(s), counterclaims,

reasons, and evidence.

2. Develop claim(s) and counterclaims

fairly, supplying data and evidence for

each while pointing out the strengths

and limitations of both claim(s) and

counterclaims in a discipline-

appropriate form and in a manner

that anticipates the audience’s

knowledge level and concerns.

3. Use words, phrases, and clauses to link

the major sections of the text, create

cohesion, and clarify the relationships

between claim(s) and reasons,

between reasons and evidence, and

between claim(s) and counterclaims.

4. Establish and maintain a formal style

and objective tone while attending to

the norms and conventions of the

discipline in which they are writing.


section that follows from or supports

the argument presented.

RESOURCES:

Primary Sources

Textbook

Internet

www.icivics.org


Hail to the Chief: Presidential Election


Segment 4- Political Parties in the United States

Description: In every election since George Washington's, there have been at least two presidential

candidates, each representing a different political party. The first two political parties in America were

the Federalists and the Democratic-Republicans. Since the 1850s, the two major political parties have

been the Democratic Party and the Republican Party.





Just the Facts: American History: The Election Process in America http://www.discoveryeducation.com

Segment 4- The Importance of Voting and History of the Founding Fathers

Description: The importance of the right to vote is shown by the number of Constitutional amendments

related to voting. Many elections have been very close, so every vote counts. The Founders of the

United States allowed only white men with property to vote.

The Cost of Freedom: Civil Liberties, Security, and the USA PATRIOT Act


Description-. "The Cost of Freedom: Civil Liberties, Security and the USA PATRIOT Act" examines the

history of civil liberties during wartime and the controversial USA PATRIOT Act which was passed in

October of 2001. Passed overwhelmingly by Congress, The USA PATRIOT Act was a response to the

terrorist attacks of 9-11. The PATRIOT Act was designed to empower both local and federal law

enforcement in what the Bush Administration termed the "War on Terrorism.






UNIT 6: COMPETING INTERESTS AND IDEAS TIMEFRAME:



Content Standards:









Constitution.


Constitution.



Content Standards:




conflicts.




Content Standards:






public policy.




its Amendments.






Content Standards:





nongovernmental.



on foreign policy.



ASSESSMENT ANCHORS:




impacts.
















the courts.







opinion.






discourse.





KEY CONCEPTS












around the globe.











Critique the various roles that individuals, symbols, and symbolic events play in civic discourse.

1. Interpret the role of symbols, symbolic events, and individuals in civic discourse at the local,

state, and national levels.

There are many symbols associated with the United States (Flag, Eagle, Liberty Bell,

Statue of Liberty).

The American flag is a symbol that represents the entire country.

Many classrooms recite the Pledge of Allegiance to the flag, which is an oath to

respect the country.

Each state has its own flag, which incorporates symbolic images.

2. Explain the various roles that political symbols, symbolic events, and individuals play in uniting

groups and people in support of common causes.

Events such as the Olympics create a feeling of national pride.

Symbols such as the “elephant” and the “donkey” have created a sense of pride within

political groups.

Events and images that range from positive to national tragedies create a sense of

patriotism.

Evaluate strategies used to avoid or resolve conflict in society and government.

1. Analyze how expectations for individual, group, and corporate behavior are established and

enforced in order to avoid or resolve conflict.

Administrative law is the rules and regulations made by state and federal agencies.

Sources of law include the US Constitution, state constitutions, statutes, case law and

administrative agencies.

2. Examine how participation in law-making and judicial processes avoids or resolves conflicts.

Laws should be fair, reasonable, understandable and enforceable.

Criminal law seeks to protect public safety, and civil law concerns disputes between

individuals.

English common law, a system based on court decisions, is the most important influence

on the American legal system.



Analyze the role of media on the creation or resolution of conflict in society.

1. Assess and analyze the effect of media on issues of interest to the general public.

Most Americans get news from print or electronic mass media. The stories the media

choose to focus on can shape the public agenda.

The Federal Communication Commission (FCC) regulates broadcast media.

2. Describe how emerging technologies have influenced political opinions in the United States.

Opinions can be shaped by what people read in newspapers and on the Internet and

by what they see on television and hear from interest groups.

Public opinion is measured with polls, or surveys that ask people about particular issues or

a particular public official. Good polls ask fair and unbiased questions and include a

diverse group of people.


Students create a symbol for a

group they are assigned to. Explain

the elements of symbolism used.

How does this unite the group?

What role does supporting a

common cause play in uniting the

group?

Examine an American symbol. What

does it represent? State why and

explain how it creates unity and

patriotism.

Read the 8th Amendment.

Paraphrase it in your own words.

Create scenarios to illustrate how it

protects the rights of the accused.

Create a poll, administer the poll

and analyze the results. How can

poll results be influenced by the

media?



and research.

Use technology, including the

Internet, to produce, publish, and

update individual or shared writing

products, taking advantage of

technology’s capacity to link to

other information and to display

information flexibly and

dynamically.


answer a question or solve a

problem; narrow or broaden the

inquiry when appropriate.


Read and analyze a primary source,

“Nonviolence and Racial Justice,” by

Martin Luther King, Jr. to create a working

definition for nonviolence. Write an

informative/explanatory essay on the

ASSESSMENTS:






Performance Tasks

REMEDIATION:

Peer Tutoring





ENRICHMENT:


Class Presentation


Case Study



following topic: How peaceful was this non-

violent resistance? Is 'non-violent

resistance' a possibility at all?

Competed writing should evidence of the




important connections and

distinctions; include formatting (e.g.,

headings), graphics (e.g., figures,

tables), and multimedia when useful

to aiding comprehension.


relevant, and sufficient facts,

extended definitions, concrete

details, quotations, or other

information and examples

appropriate to the audience’s

knowledge of the topic.


structures to link the major sections of

the text, create cohesion, and clarify

the relationships among ideas and

concepts.

4. Use precise language and domain-

specific vocabulary to manage the

complexity of the topic and convey a

style appropriate to the discipline and

context as well as to the expertise of

likely readers.

5. Establish and maintain a formal style

and objective tone while attending

to the norms and conventions of the

discipline in which they are writing.


section that follows from and supports

the information or explanation

presented (e.g., articulating

implications or the significance of the

topic).

RESOURCES:

Primary Sources

Nonviolence and Racial Justice,” by Martin Luther King, Jr

Textbook

Internet

www.icivics.org

www.school.eb.com (Encyclopedia Britannica Online)


Flag Facts



http://www.school.eb.com/




Description: Presents the historical significance of twenty-two state flags. The program also evaluates

each part of the American flag and provides a brief history of flags in the world.

RISING: Rebuilding Ground Zero: Reclaiming the Skyline


Segment 3 -A Symbol of Hope

Description: David Childs, architect for Tower One, describes the skyscraper that will stand in the place

of the Twin Towers in New York's skyline. He shares the importance of rising up and rebuilding on the site

as a symbol of peace and hope for all people around the world. The program also looks at the

memorial pools and surrounding gardens placed at the site where the Twin Towers once stood.

Economics: A Framework for Teaching the Basic Concepts: Microeconomic Concepts


Segment 6 -Government Responses to Market Failure

Description: Governments can respond to market failures by using regulations, taxes, and competing

with the private sector to provide goods and services

Our Federal Government: The Judicial Branch


Description: Examine the origins of the judicial branch and how the Supreme Court has influenced

United States history and society. Students will see how the court's power has often been controversial

and how its philosophy may change with judicial appointments that reflect the political and social

climate of the times. They will examine the Supreme Court's influence on other branches of the federal

government.

Campaign Essentials: Unraveling of a Candidate


Description: The minefields in presidential campaigns past and present will be examined through

interviews with former presidential candidates including Gary Hart and Michael Dukakis, campaign

staffers and political analysts. An in-depth analysis, new perspectives of how presidential campaigns

can be lost in one false move, and the all-powerful role that the media often plays in the shelf life and

impact are provided.








UNIT 7: FUNCTIONS OF GROUPS AND ORGANIZATIONS TIMEFRAME:



Content Standards:









Constitution.


Constitution.



Content Standards:




conflicts.




Content Standards:






public policy.




its Amendments.






Content Standards:





nongovernmental.



on foreign policy.



ASSESSMENT ANCHORS:




impacts.
















the courts.







opinion.






discourse.





KEY CONCEPTS












around the globe.











Analyze the roles of political parties and special interest groups.

1. Explain and assess how political parties participate in the political process.

A local party organization that becomes so strong its candidates win year after year is

called a political machine.

Political parties select candidates for public office by means of primary elections and

caucuses.

There are two main forms of the direct primary: closed and open.

Political parties work to elect their candidates to office by raising money to pay for

campaign appearances, ads, and party workers.

2. Analyze activities that interest groups employ to affect the political process.

Political parties link the various levels and branches of government by helping their

members work together to carry out the policies they support.

Analyze the methods used to influence the political process, public policy, and public opinion.

1. Evaluate the influence of funding and regulation of campaigns on the political process.

Each political party has a national committee that raises money for presidential

campaigns and organizes the party’s national convention.

The national convention launches the party’s presidential campaign and builds party

unity.

State committees work to elect party candidates to state offices and national offices.

Political parties hold primary elections to choose candidates who will run in the general

election.

2. Assess the role of various community organizations and the methods they use in pursuit of their

interests and the interests of their members.

Political parties keep citizens informed through speeches, printed material and ads.

Political parties listen to what citizens say about issues.

3. Draw conclusions regarding the purpose and effectiveness of political parties, interest groups,

and other organizations in using the political process to influence change.



When a political party is out of power, it acts as a watchdog, making sure that the party

in power does not abuse its power.

4. Assess the role of the media and emerging technologies in the political process.



5. Analyze how economic interests influence public policy.

The First Amendment gives people the right to join interest groups.

Interest groups are made up of people who share a common cause or characteristic.

Some private interest groups have common economic or business interests; others may

be concerned about a particular issue.

Public-interest groups work to benefit certain large segments of society.

Some interest groups try to influence the decisions of government leaders by supporting

certain candidates. Many form political action committees (PACs) to raise money for

the candidates they support.

Interest groups and lobbyists are regulated by federal, state and local law.


Create a Venn diagram of the Republican

and Democratic Parties illustrating the

similarities/differences between the parties.

Create a timeline showing the history of

political parties. Indicate the name of the

party, the year they came into being,

general platform of each. Identify those who

parties that represented special interest

groups.

Analyze a political cartoon of Boss Tweed.

Identify how the cartoon illustrates the

corruption of a political machine. Why are

political machines now thought to be

harmful?





shared writing products, taking advantage

of technology’s capacity to link to other

information and to display information

flexibly and dynamically.

Conduct short research projects to answer a

question or solve a problem; narrow or



The United States has a two-party system. However,

nothing in the Constitution requires two parties. Write

an argument focused on the support of one of the

following statements: The current party system

provides adequate voting choices for most

Americans or the current two-party system does not

provide adequate voting choices for most

Americans. Writing should show evidence of the

ASSESSMENTS:






Performance Tasks

REMEDIATION:

Peer Tutoring





ENRICHMENT:


Class Presentation


Case Study





claim(s) from alternate or opposing claims, and

create an organization that establishes clear

relationships among the claim(s),





both claim(s) and counterclaims in a discipline-

appropriate form and in a manner that

anticipates the audience’s knowledge level

and concerns.


major sections of the text, create cohesion, and

clarify the relationships between claim(s) and

reasons, between reasons and evidence, and

between claim(s) and counterclaims.



and conventions of the discipline in which they

are writing.

5. Provide a concluding statement or section that

follows from or supports the argument

presented.

RESOURCES:

Primary Sources

Textbook

Internet

www.icivics.org


Just the Facts: Understanding Government: The Legislative Branch


Segment 10 -Special Interest Groups

Description: This segment describes how special interest groups seek to influence laws and policies

and how the media cover Congress.

Campaign Essentials: Politics and the Media


Description: An in-depth look at the role that the media plays in presidential campaigns. In this

Campaign Essentials documentary, we take viewers behind the cameras and microphones to see

how the press covers presidential campaigns using the 2004 election as the backdrop. We meet the

web loggers, the spin doctors and the ad folks getting the message out, and the writers, producers

and photographers making sense of the messages."

Economics: A Framework for Teaching the Basic Concepts: Fundamental Economic Concepts


Description: This program focuses primarily on the structure and function of the free market economy

and explains the institutions and incentives that have developed to regulate production and

distribution of goods, services, and money, which are exchanged in the world marketplace.








UNIT 8: PURPOSE AND FUNCTIONS OF GOVERNMENT TIMEFRAME:



Content Standards:









Constitution.


Constitution.



Content Standards:




conflicts.




Content Standards:






public policy.




its Amendments.






Content Standards:





nongovernmental.



on foreign policy.



ASSESSMENT ANCHORS:




impacts.
















the courts.







opinion.






discourse.





KEY CONCEPTS












around the globe.











Evaluate the development and impact of domestic policy.

1. Assess the social and economic impact of various forms of revenue collection and government

spending.

The federal government can control the economy by raising or lowering taxes and by

spending more or less on government programs.

Personal income tax is the biggest source of federal revenue. Other important sources

are payroll taxes and corporate taxes.

A progressive tax rate goes up as income goes up; a proportional tax rate stays the

same regardless of income; and a regressive tax requires a smaller percentage of

income paid as income goes up.

Large federal government expenses include national defense, Social Security, income

security, Medicare, and interest on borrowed money.

Intergovernmental revenue, or money received from other levels of government, is the

largest source of income for states. Sales tax is another large source of state income.

States spend the most money on debt repayment, public welfare, and education.

Local governments rely heavily on property taxes. Local governments provide many

basic services such as education, fire and police protection, water, sewage, and trash

removal.

2. Analyze the role of the federal government in creating, approving, and implementing

domestic policy.

Domestic policy is the set of decisions that a government makes relating to things that

directly affect the people in its own country including business, education, energy,

health care, law enforcement, money and taxes, natural resources, social welfare, and

personal rights and freedoms.

The Domestic Policy Council (DPC) coordinates the domestic policy-making process in

the White House and offers advice to the President. The DPC also supervises the

execution of domestic policy and represents the President’s priorities to Congress.

The President often gets Congress to turn domestic policies into law by getting

individual members of Congress to write and support the passing of bills.



3. Define the purposes and functions of governmental and non-governmental organizations in

implementing domestic policy.

A non-governmental organization (NGO) is a not-for-profit group, principally independent from

government, which is organized on a local, national or international level to address issues in

support of the public good. NGOs are organized around specific issues, such as human rights.

Government agencies or organizations are administrative units of government that are given

specific responsibilities. These agencies can be established by national, regional or local

governments. Some government agencies operate independently, especially those with

oversight or regulatory responsibilities.

4. Analyze how the opinion and beliefs of various groups influence policy making at the federal,

state, and local levels.

Public opinion, or strong opinion that is shared by many people, influences how public

officials act.

Public opinion determines how effectively the president can carry out his or her

programs.

Public opinion is not just one point of view. Different groups have different points of

view.

Factors that affect people’s opinions include their personal experiences, age, gender,

race, income, and occupation.



Public opinion is described in terms of direction (positive or negative), intensity (strength

of opinion), and stability (whether people will change their minds).

Public opinion is measured with polls, or surveys that ask people about particular issues

or a particular public official. Good polls ask fair and unbiased questions and include a

diverse group of people.

Most media outlets are private businesses and cover news that will attract the greatest

number of listeners. The stories the media choose to focus on can shape the public

agenda.

Some interest groups try to influence the decisions of government leaders by supporting

certain candidates. Many form political action committees (PACs) to raise money for

the candidates they support.

Explain how U.S. foreign policy is developed and analyze its domestic and global impacts.

1. Analyze the role of the federal government in creating, approving, and implementing foreign

policy.

Foreign policy, or the way a country deals with other nations, is important to maintain

national security, to build strong trade relations, to promote world peace, and to

advance democracy.

The president’s foreign policy team includes the National Security Advisor, the State

Department, the Defense Department, the National Security Council, the Office of the

Director of National Intelligence, and the Central Intelligence Agency.

The tools Congress and the president use to carry out foreign policy include: treaties

and executive agreements with other countries, ambassadors, foreign aid, trade

policies, and military force.

2. Explain the purposes and functions of governmental and non-governmental organizations.

A non-governmental organization (NGO) is a not-for-profit group, principally independent from

government, which is organized on a local, national or international level to address issues in

support of the public good. NGOs are organized around specific issues, such as human rights.

3. Evaluate how continuity and change in U.S. foreign policy influences international relationships

and domestic issues.



The United States is involved in international organizations including United Nations and NATO.

As a result of the end of the Cold War, the United States is the world’s acknowledged sole

superpower; status places certain responsibilities and obligations upon the US government.

Analyze the evolution of civil and human rights and explain the role that governments play in

protecting those rights.

1. Analyze the development of historic and contemporary human and civil rights.

Since World War II, the United States has been a forerunner of promoting global civil rights.

The United States is a charter member of the United Nations and the Universal Declaration

of Human Rights.

2. Analyze the protection of civil and human rights by federal and state governments by

explaining the sources, purposes, and scope of those rights.

The rights that the founding fathers considered to be elemental are included in the Bill of

Rights and expanded upon in the Amendments.

3. Evaluate how civil and human rights are exercised, protected, or curtailed by government,

individuals, or organizations.

The amendment process guarantees that the Constitution is a flexible document and can

be revised in order to reflect continuing challenges to our civil rights.


Role Play: Students will take the role of

cabinet members and the president. The

group will be given a domestic

problematic situation and each cabinet

member must provide a solution based

upon their governmental position. The

president will make the final decision and

will present to the class.

Research when the United States has used

military force to meet its’ foreign policy

goals. Identify the goals and list the results.

Human rights were a central theme of

President Carter’s presidency. Identify the

leaders that signed the Camp David

Accords and summarize the importance

of agreement in trying to maintain peace

in the Middle East.




produce, publish, and update individual

or shared writing products, taking

advantage of technology’s capacity to

link to other information and to display

information flexibly and dynamically.





Research Project: Analyze Dred Scott v. Sanford

(1857) and compare it to the progress made by

the 13th, 14th and 15th Amendments. Then

analyze Plessy v. Ferguson (1896) and Jim Crow

ASSESSMENTS:






Performance Tasks

REMEDIATION:

Peer Tutoring





ENRICHMENT:


Class Presentation


Case Study



laws and compare to the Supreme Court’s

decision in Brown v Board of Education of Topeka

(1954). Write an informative/explanatory essay on

the following: Trace how civil rights expanded

and contracted in the United States.

Competed writing should show evidence of the




important connections and distinctions;

include formatting (e.g., headings),

graphics (e.g., figures, tables), and

multimedia when useful to aiding

comprehension.


relevant, and sufficient facts, extended

definitions, concrete details, quotations, or

other information and examples

appropriate to the audience’s knowledge

of the topic.


structures to link the major sections of the

text, create cohesion, and clarify the

relationships among ideas and concepts.

4. Use precise language and domain-specific

vocabulary to manage the complexity of

the topic and convey a style appropriate to

the discipline and context as well as to the

expertise of likely readers.




they are writing.

Provide a concluding statement or section that

follows from and supports the information or

explanation presented (e.g., articulating

implications or the significance of the topic).

RESOURCES:

Primary Sources

Textbook

Internet

www.icivics.org

http://www.whitehouse.gov/issues/foreign-policy


Constitution USA with Peter Sagal

Episode: Power Struggle: Tug of War

http://video.pbs.org/video/2365002756

Description: Gary Marbut discusses state rights and the advantage of state government.


http://www.whitehouse.gov/issues/foreign-policy




The PBS NewsHour: Bin Laden Death a 'Very Big Victory,' But Not 'Happily Ever After'


Description: Jim Lehrer discusses the impact of Osama bin Laden's death on U.S. foreign policy and

efforts to fight extremism with former Secretary of State Madeleine Albright and former Senate Foreign

Relations Committee member Chuck Hagel.

The Time Has Come: Inauguration Day 2009


Segment 3 -Foreign Policy Overview

Description: President Obama addresses his plans for Iraq and Afghanistan, and states, "We will not

apologize for our way of life nor will we waver in its defense."

Does Force-Feeding Gitmo Prisoners Violate Their Rights?


Description: Over half of the inmates at Guatanamo Bay Prison are refusing to eat, protesting the

length of their detention, legal limbo and quality of life. Ray Suarez talks with Carol Rosenberg of the

Miami Herald about the origins of the protest and the question of self-determination when it comes to

the prisoners' hunger strike. Prison are refusing to eat, protesting the length of their detention, legal

limbo and quality of life. Ray Suarez talks with Carol Rosenberg of the Miami Herald about the origins of the protest and the question of self-determination when it comes to the prisoners' hunger strike


