American Government Honors Curriculum Pacing Guide

Transcription

1 Pacing 15 days 8 days SC Standards/ Indicators USG-1.1 USG-1.2 USG-1.3 USG-1.4 USG-1.5 USG-1.6 USG-2.2 Analyze political theories related to the existence, necessity, and purpose of government, including natural rights, balance of the public and private interests, and physical and economic security. Analyze components of government and the governing process, including politics, power, authority, sovereignty, legitimacy, public institutions, efficacy, and civic life. Evaluate the role and relationship of the citizen to government in democratic, republican, authoritarian, and totalitarian systems. Analyze the institutional and organizational structure of government that allows it to carry out its purpose and function effectively, including the branches of government and legitimate bureaucratic institutions. Evaluate limited government and unlimited government with regard to governance, including rule of law, the role of constitutions, civil rights, political freedom, economic freedom, and the ability of citizens to impact or influence the governing process. Evaluate the organization of government in confederal, federal, and unitary systems, including the distribution of power and the advantages and disadvantages of each system. Analyze developmental influences on the core political principles of American government, including Greek democracy, Roman republicanism, the Judeo-Christian heritage, and the European philosophers John Locke, Charles de Montesquieu, and William USG-1.4 USG-1.5 USG-2.1 USG-2.2 USG-2.3 USG-2.4 Analyze the institutional and organizational structure of government that allows it to carry out its purpose and function effectively, including the branches of government and legitimate bureaucratic institutions. Evaluate limited government and unlimited government with regard to governance, including rule of law, the role of constitutions, civil rights, political freedom, economic freedom, and the ability of citizens to impact or influence the governing process. Summarize core principles of United States government, including limited government, federalism, checks and balances, separation of powers, rule of law, popular sovereignty, republicanism, individual rights, freedom, equality, and self-government. Analyze developmental influences on the core political principles of American government, including Greek democracy, Roman republicanism, the Judeo-Christian heritage, and the European philosophers John Locke, Charles de Montesquieu, and William Blackstone. Analyze the British heritage that fostered development of the core political principles of American government, including the Magna Carta, the Petition of Right (1628), the Glorious Revolution, the English Bill of Rights, and the Mayflower Compact. Evaluate significant American founding documents in relation to core political principles, including the Declaration of Independence, the Articles of Confederation, state constitutions, Anderson School District Five 1 July 1, 2014

2 Blackstone. USG-2.3 Analyze the British heritage that fostered development of the core political principles of American government, including the Magna Carta, the Petition of Right (1628), the Glorious Revolution, the English Bill of Rights, and the Mayflower Compact. USG-2.4 Evaluate significant American founding documents in relation to core political principles, including the Declaration of Independence, the Articles of Confederation, state constitutions, the United States Constitution, The Federalist papers, and the Bill of Rights. USG-2.5 USG-3.1 USG-3.3 the United States Constitution, The Federalist papers, and the Bill of Rights. Evaluate significant American historical documents in relation to the application of core principles (e.g., the Virginia and Kentucky Resolutions, the Ordinance of Nullification, the Seneca Falls Declaration, the Emancipation Proclamation, Martin Luther King Jr. s Letter from a Birmingham Jail ), the eleventh through the twenty-seventh amendments to the Constitution, and critical Supreme Court cases). Evaluate the Constitution as the written framework of the United States government, including expression of the core principles of limited government, federalism, checks and balances, separation of powers, rule of law, popular sovereignty, republicanism, individual rights, freedom, equality, and self-government. Analyze federalism and its application in the United States, including the concepts of enumerated, concurrent, and reserved powers; the meaning of the ninth and tenth amendments; the principle of states rights; the promotion of limited government; the protection of individual rights; and the potential for conflict among the levels of government. Focus Foundational political theory, concepts, and applications Constitutional framework for the U.S. Government Anderson School District Five 2 July 1, 2014

3 Suggested Activities Open the unit by using the quote: To Be Free; One Must Be Chained (handout). Have students brainstorm/interpret the quote. Then have students list 10 services provided by the government for the people. Explain the concept of anarchy and discuss why a society cannot exist without government. List the 4 theories that have emerged as the most widely accepted explanations for the origins of the State, the Force Theory, the Evolutionary Theory, and the Social Contract Theory. Discuss each one and allow students to determine which theory is the most similar to the origins of a democratic state. Have students read a selection of John Locke s Second Treaties of Government (a primary source) and answer the following questions: 1. According to Locke, what freedoms did people have before the founding of governments? 2. What are the potential dangers of a person living in what Locke called perfect freedom? 3. According to Locke, how are governments formed? 4. What trade-offs does Locke say occur when people live under government? The Purpose of Government Discuss the six purposes of government found in the Preamble of the U.S. Constitution. Then divide the class into six groups and assign one of the principles to each group. Instruct the groups to create a collage on each principle and then present it to the class. Our Political Beginnings Have students generate a timeline showing the significant events that helped to bring about limited government to Great Britain, colonial America, and the new nation of the USA. *Be sure they include the following events: PowerPoint Introduce/explain the importance of the concept of the Constitution as a living document, and use graphic organizers to illustrate the formal and informal amendment processes of the Constitution. (s of PowerPoint Outline of the Constitution Preamble, 7 Articles, 6 Basic Principles. *On slide dealing with the concept of Federalism place emphasis on concurrent and reserved powers.) Amendment File Project (handout) 27 Amendments (28 index cards) 1 st card Title Card 2-27 cards on front of the card an illustration of the amendment and the number of the amendment. On the back of the card a brief summary of the Amendment. *Use a clasp, yarn, etc. to connect the cards together to make a flip file to assist the students in learning the 27 Amendments. Anderson School District Five 3 July 1, 2014

4 Suggested Activities 1215 The Magna Carta 1628 Petition of Right 1688 The English Bill of Rights 1607 Jamestown 1733 Savannah (Stress the differences between the 13 colonies: economic, political, social, and how more limitations had been placed on Great Britain s government between the founding of Jamestown and Savannah The Albany Plan Seven Year s War 1760 George III becomes King of England 1765 Stamp Act 1770 Boston Massacre 1773 The Boston Tea Party 1774 The Intolerable Acts The Declaration of Rights 1775 Second Continental Congress 1776 Declaration of Independence Have students read the Declaration of Independence and answer the following questions: 1. Which truths in the second paragraph are selfevident? 2. Name the three unalienable rights listed in the Declaration. 3. From what source do governments derive their just powers? 4. In the series of paragraphs beginning, He has refused to assent, to whom does the word He refer? Anderson School District Five 4 July 1, 2014

5 Suggested Activities The Critical Period U.S. Citizenship Test (handout) Students write an editorial to a local newspaper identifying the problems of the Articles, explaining how these problems are affecting the nation s government and offering suggestions for change. Ratifying the Constitution Have students create a web graphic organizer to compare the Federalists and the Anti-Federalists. Textbook Correlation Ch. 1-3 Ch. 2-3 Anderson School District Five 5 July 1, 2014

6 End of Course Exam American Government Honors Curriculum Pacing Guide Unit 3 Organization of the U. S. Government/Federalism Unit 4 The Role of American Citizens in the American Political System Pacing 15 days 7 days SC Standards/ Indicators USG-3.1 USG-3.2 USG-3.3 USG-3.4 Evaluate the Constitution as the written framework of the United States government, including expression of the core principles of limited government, federalism, checks and balances, separation of powers, rule of law, popular sovereignty, republicanism, individual rights, freedom, equality, and self-government. Evaluate the formal and informal structure, role, responsibilities, and authority of the legislative, executive, and judicial branches of the national government as the embodiments of constitutional principles. Analyze federalism and its application in the United States, including the concepts of enumerated, concurrent, and reserved powers; the meaning of the ninth and tenth amendments; the principle of states rights; the promotion of limited government; the protection of individual rights; and the potential for conflict among the levels of government. Analyze the organization and responsibilities of local and state governments in the United States federal system, including the role of state constitutions, the limitations on state governments, the typical organization of state governments, the relationship between state and local governments, and the major responsibilities of state governments. USG-4.1 USG-4.2 USG-4.3 USG-4.4 USG-4.5 USG-4.6 Evaluate the role of the citizen in the American political process, including civic responsibilities and the interaction between the citizen and government. Analyze the process of political socialization and its relation to political participation. Evaluate the role and function of common avenues utilized by citizens in political participation, including political parties, voting, polls, interest groups, and community service. Analyze the process through which citizens monitor and influence public policy, including political parties, interest groups, the media, lobbying, donations, issue advocacy, and candidate support. Evaluate the importance of civil rights and civil liberties for citizens in American political culture and the protective role of the national government through the Bill of Rights, the judicial system, and the Fourteenth Amendment. Explain how fundamental values, principles, and rights often conflict within the American political system; why these conflicts arise; and how these conflicts are and can be addressed. Anderson School District Five 6 July 1, 2014

7 End of Course Exam American Government Honors Curriculum Pacing Guide Focus Suggested Activities Unit 3 Organization of the U. S. Government/Federalism Organization and structure of government at national, state and local levels Use a tree map (graphic organizer) ask students to use the tree map to record details about the National Legislature the reasons for a bicameral legislation, the terms of Congress, and the sessions and special sessions of Congress. Have students choose one of the members of Congress from their State to research. Ask them to create a resume for the person they have chosen that includes personal information, educational background, and career achievements. Write a newspaper editorial expressing your views on the qualifications for members of Congress. List the formal qualifications and those informal ones that you think members should satisfy. Suggest changes (if any) that you would make in those qualifications. Graphic Organizer template To show the connection between expressed and implied powers of Congress Unit 4 The Role of American Citizens in the American Political System An informed, participatory citizenship is essential to the American political process. Liberal or Conservative Worksheet - To introduce the topic of political parties, allow the students to complete a questionnaire to help determine if they are a liberal, conservative, or a moderate in the political spectrum. To instruct students on the importance of major and minor political parties in the USA, have the students select a minor party to compare and contrast to the two major political parties. Role of American citizens/civil rights Federal Civil Rights Laws Graphic Organizer multiflow chart Major Supreme Voting Rights Court Cases on Act of 1965 Affirmative Action Expressed to levy taxes coin $ raise an army Civil Rights of 1957 Civil Rights Implied The Federal draft to punish tax Reserve evaders Discuss with the class the process of how the House considers proposed legislation. Ask students to create a visual for each step in the process. Ask them to write captions explaining their organizer. Give a presidential trivia quiz (handout) to students prior to discussion on the Presidency. Civil Rights Civil Rights Act of 1964 Acts of 1968 Have students to identify the acts in the graphic organizer. Tie in how the 14 th Amendment and the judicial system has helped to support civil rights and civil liberties. Anderson School District Five 7 July 1, 2014

8 End of Course Exam American Government Honors Curriculum Pacing Guide Unit 3 Organization of the U. S. Government/Federalism The Presidency Ask students to consider what it takes to be President. Have them list the qualifications they think a President needs, the roles he or she must play, and the salary for the job. Encourage students to revise their notes as they read the selection on the President. Worksheet Presidential Advisory Letter - Have students pretend that they are an outgoing president and instruct them to write a congratulatory letter to the new incoming president. Included in the letter will be the current president explaining the 5 different executive powers to the new president. Also included in the letter, students will give examples of how former presidents used those 5 executive powers in the past. Example If you are including the executive power of executive order in the letter then give a historical example of how the power has been used in the past (President FDR issued executive orders requiring gasoline and other strategic war supplies to be retained). The Federal Court System To help reinforce the idea of a dual court system, have the students use a Venn diagram to show which cases are referred to the federal courts, which are referred to state courts, and which can be referred to either. Have students outline the structure and jurisdiction of the federal district courts, the federal courts of appeals, the Court of International trade, and the Court of Appeals for the Federal Circuit. Using magazines, newspaper, or the Internet have students choose a federal court case that is in the news. Ask them to write a statement about the kind of court that is hearing the case and its jurisdiction. Then have the students cite examples from the case that outline the court s authority, activities, and the roles of its officers. Unit 4 The Role of American Citizens in the American Political System Anderson School District Five 8 July 1, 2014

9 End of Course Exam American Government Honors Curriculum Pacing Guide Textbook Correlation Unit 3 Organization of the U. S. Government/Federalism The Supreme Court Marbury v. Madison Activity Reading selection on the case: After the students complete the reading selection and answer the questions based on the reading, have them create a political cartoon based on Marbury v. Madison. Analyzing a Primary Source The Right to an Attorney Have students read a short selection on Clarence Gideon. After completing the selection have them answer the 4 questions that go along with the article. Judicial Review (handout) Capital Punishment After presenting a lesson and notes on the history of the death penalty in the United States, ask students to create and conduct a survey in which they ask other students in their school about their feelings on capital punishment. Have them compare their responses with poll statistics given in the text. Ch. 1-4, 10-14, 18, 24 Ch. 3, 5-6, 9, Unit 4 The Role of American Citizens in the American Political System Anderson School District Five 9 July 1, 2014