City of Angeles School
Independent Study-Los Angeles Unified School District
TEACHER’S ANNOTATED GUIDE-PRINCIPLES OF AMERICAN DEMOCRACY
COURSE DESCRIPTION
The major purpose of this semester course is to analyze the United States’ system of government and the
historical background, fundamental concepts and principles that underlie American democracy. The course
covers the development of the Constitution, Bill of Rights, and Federalism. It also includes a study of political
parties, voting and voting behavior, and elections at the national, state, and local levels. Additional emphasis
is placed on the role and the responsibilities of the three branches of government at the national, state, and
local levels. This course is aligned with Reading and Writing Standards for Literacy in History/Social Studies for
Grades 6–12, part of the Common Core State Standards (CCSS) as well as SBAC claims. See the chart below
that can be utilized when planning your instruction.
SBAC CLAIM
Practicing the
Vocabulary
1: Students can read closely
and analytically to
comprehend a range of
increasingly complex literary
and informational text
2: Students can produce
effective and well-grounded
writing for a range of
purposes and audiences
3: Students can employ
effective speaking and
listening skills for a range of
purposes and audiences
4: Students can engage in
research/inquiry to
investigate topics, and to
analyze, integrate, and
present information
CORRESPONDING CCSS FOR LITERACY IN
HISTORY/SOCIAL STUDIES
ACTIVITIES
Reviewing Main Ideas
Critical Thinking Skills
Essential Question
Participation Activities
Analyzing Political
Cartoons
Go Online Activities
Summative Assessment
RH.11-12.4 Determine the meaning of words and phrases a s
they a re used i n a text, i ncluding a nalyzing how an a uthor uses
a nd refines the meaning of a key term over the course of a text
RH.11-12.1 Ci te s pecific textual evi dence to s upport a nalysis of
pri ma ry a nd s econdary s ources, connecting insights gained from
s pecific details to a n understanding of the text a s a whole.
RH.11-12.2 Determine the central ideas or i nformation of a
pri ma ry or s econdary s ource; provide an a ccurate s ummary that
ma kes cl ear the relationships a mong the key details a nd i deas.
RH.11-12.3 Eva l uate va rious explanations for a ctions or events
a nd determine which explanations best a ccord with textual
evi dence, acknowledging where the text l eaves matters
uncertain.
WHST.11-12.7 Conduct s hort a s well a s more s ustained research
projects to a nswer a question or solve a problem; s ynthesize
mul tiple s ources on the subject, demonstrating understanding
of the s ubject under investigation.
WHST.11-12.9 Dra w evidence from i nformational texts to
s upport a nalysis, reflection, and research.
WHST.11-12.10 Wri te routinely over extended ti me fra mes and
s horter time frames for a range of discipline-specific ta sks,
purposes, and audiences.
SL.11-12.1 Ini tiate a nd participate effectively i n a ra nge of
col l aborative discussions with diverse partners on grades 11-12
topi cs, texts, and issues, building on others’ i deas a nd
expressing their own clearly a nd persuasively.
SL.11-12.4 Pres ent information, findings, and supporting
evi dence, conveying a cl ear a nd distinct perspective, such that
l i steners ca n follow the l ine of reasoning, a nd a ddressing
a l ternative or opposing perspectives.
RH.11-12.2 Determine the central ideas or i nformation of a
pri ma ry or s econdary s ource; provide an a ccurate s ummary that
ma kes cl ear the relationships a mong the key details a nd i deas.
SL.11-12.2 Integrate multiple sources of i nformation presented
i n di verse formats a nd media (e.g., vi sually, quantitatively,
ora l ly) in order to make informed decisions a nd s olve problems,
eva l uating the credibility a nd accuracy of each source and
noti ng a ny discrepancies a mong the data.
RH-Reading in History/Social Studies WHST-Writing in History/Social Studies SL-Speaking and Listening
1
DOK
1, 2
2
2, 3
3, 4
3, 4
2
3, 4
3, 4
3, 4
2, 3
3, 4
City of Angeles School
Independent Study-Los Angeles Unified School District
TEACHER’S ANNOTATED GUIDE-PRINCIPLES OF AMERICAN DEMOCRACY
COURSE OBJECTIVES
This course addresses the content of the following California History-Social Science Standards for Government:
•
•
•
•
•
•
•
•
•
•
H-SS 12.1 Students explain the fundamental principles and moral values of American democracy as expressed in the U.S.
Constitution and other essential documents of American democracy.
H-SS 12.2 Students evaluate and take and defend positions on the scope and limits of rights and obligations as
democratic citizens, the relationships among them, and how they are secured.
H-SS 12.3 Students evaluate, take, and defend positions on what the fundamental values and principles of civil society
are (i.e.-the autonomous sphere of voluntary personal, social, and economic relations that are not part of government),
their interdependence, and the meaning and importance of those values and principles for a free society.
H-SS 12.4 Students analyze the unique roles and responsibilities of the three branches of government as established by
the U.S. Constitution.
H-SS 12.5 Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendments.
H-SS 12.6 Students evaluate issues regarding campaigns for national, state, and local elective offices.
H-SS 12.7 Students analyze and compare the powers and procedures of the national, state, tribal, and local governments.
H-SS 12.8 Students evaluate and take and defend positions on the influence of the media on American political life.
H-SS 12.9 Students analyze the origins, characteristics, and development of different political systems across time, with
emphasis on the quest for political democracy, its advances, and its obstacles.
H-SS 12.10 Students formulate questions about and defend their analyses of tensions within our constitutional
democracy 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 the right to a fair trial; the relationship of religion and government.
COURSE OUTLINE
Each unit of study is based on Enduring Understandings which are statements summarizing important ideas
and core processes that are central to the course and have lasting value beyond the classroom. They
synthesize what students should understand—not just know or do—as a result of studying a particular content
area and provide a conceptual foundation for study. In addition, each unit of study has Essential Questions
which are designed to provoke deep thought of the major concepts of the unit and can be used as the basis
for summative assessments, either oral or written.
TEXT AND WEB RESOURCES
This course utilizes Magruder’s American Government, (Pearson Prentice Hall, 2006). Students will find a
companion website for the textbook that may be found by going to www.coastudent.net. Online activities as
well as online quizzes are also here. In addition, various web resources may be incorporated, particularly PBS
Learning Media, which can be accessed at http://ca.pbslearningmedia.org. These resources are listed in the
Student Instructional Guide as well as in the Teacher’s Annotated Instructional Guide. All student rubrics
and handouts are found in the both the student and teacher guides. In addition, a Weekly Formative
Assessment Chart is included in the teacher’s guide and may be used as a tool to track student progress. It
contains suggestions for resources that may be used to re-teach major concepts of the unit.
You may wish to differentiate your curriculum by issuing the Guided Reading and Review Workbook to
supplement the student textbook. Re-teaching exercises are available in the Guide to the Essentials. You may
wish to use the Essential Question as an alternate formative assessment.
2
City of Angeles School
Independent Study-Los Angeles Unified School District
TEACHER’S ANNOTATED GUIDE-PRINCIPLES OF AMERICAN DEMOCRACY
WEEK #1: Formative Assessment for Unit 1 “Foundations of American Government” (TOTAL POINTS: 200)
ESSENTIAL QUESTION: “How are American beliefs and principles reflected in the Constitution?”
SBAC CLAIM
1: Students ca n rea d
cl os ely and a nalytically to
comprehend a ra nge of
i ncrea s i ngl y compl ex
l i terary a nd i nformational
text
2: Students ca n produce
effecti ve a nd wel l grounded wri ti ng for a
ra nge of purpos es a nd
a udi ences
3: Students ca n empl oy
effecti ve s pea ki ng a nd
l i stening s kills for a ra nge
of purpos es a nd
a udi ences
4: Students ca n enga ge
i n res ea rch/i nqui ry to
i nvestigate topics, a nd to
a na l yze, i ntegra te, a nd
pres ent i nforma ti on
CA H-SS STANDARD
ASSESSED
DEMONSTRATED BY
H-SS 12.1 Students
explain the fundamental
principles and moral
values of American
democracy as expressed
in the U.S. Constitution
and other essential
documents of American
democracy.
Reviewing Main Ideas
H-SS 12.2 Students
evaluate and take and
defend positions on the
scope and limits of rights
and obligations as
democratic citizens, the
relationships among
them, and how they are
secured.
H-SS 12.3 Students
evaluate, take, and
defend positions on what
the fundamental values
and principles of civil
society are, their
interdependence, and the
meaning and importance
of those values and
principles for a free
society.
H-SS 12.7 Students
analyze and compare the
powers and procedures
of the national, state,
tribal, and local
governments.
TOOLS FOR REVIEW
Points: 40
“Guide to the Essentials”
Cha p 1, p. 24: #9-20 (#17)
Cha p 1, Text Summary: pp. 14-16
Cha p 2, p. 60: #13-25 (#13)
Cha p 2, Text Summa ry: pp. 18-22
Cha p 3, p. 84: #9-23 (#10, #11)
Cha p 3, Text Summa ry: pp. 24-26
Cha p 4, p. 110: #11-20 (#11)
Cha p 4, Text Summa ry: pp. 28-29
Cha pter 1, 2, 3, a nd 4 Tes ts :
p. 17; p. 23; p. 27; p. 31
Critical Thinking Skills
Points: 40
Cha p 1, p. 25: #22, #23, or #24
Cha p 2, p. 61: #27, #28, or #29
Cha p 3, p. 85: #24, #26, or #27
Cha p 4, p. 111: #26 or #28
Essential Question
Points: 60
“Guide to the Essentials”
Cha p 1, Revi ew Ques ti ons :
pp. 14-16
Cha p 2, Revi ew Ques ti ons :
pp. 18-22
Cha p 3, Revi ew Ques ti ons :
pp. 24-26
Cha p 4, Revi ew Ques ti ons :
pp. 28-29
Poi nts discussed may i nclude:
•
•
•
•
Pol i tical philosophies of Locke,
Hobbes, Rousseau
Ideas in Declaration of
Independence
Li mi ted government
Bi l l of Rights
Go Online Activity
Orga ni za ti ona l Tool /Outl i ne i n
Student a nd Tea cher IG
Points: 60
Analyzing Political Cartoons
Cha p 1, Sec 1: Ta bl e, Pol i ti ca l
Phi l os ophers
Cha p 1, p. 25: Ques tions #25 a nd
#26
Cha p 2, Sec 5: Gra phi c Orga ni zer,
Federa l i s t Pa pers
Cha p 2, p. 61: Ques tions #30 a nd
#31
Cha p 3, Sec 3: Cha rt, The Constitution
Cha p 3, p. 85: Ques tions #28 a nd
#29
Unit 1: Total Points (200)
NOTE TO TEACHERS: The bolded items relate directly to the Essential Question and may be used to quickly check for
comprehension. They may also be used to guide your oral discussion with the student.
3
City of Angeles School
Independent Study-Los Angeles Unified School District
TEACHER’S ANNOTATED GUIDE-PRINCIPLES OF AMERICAN DEMOCRACY
WEEK #2: Formative Assessment for Unit 2 “Political Behavior: Government by the People” (TOTAL POINTS: 200)
ESSENTIAL QUESTION: “How effective are political parties at facilitating citizen participation in government?”
SBAC CLAIM
1: Students ca n rea d
cl os ely and a nalytically to
comprehend a ra nge of
i ncrea s i ngl y compl ex
l i terary a nd i nformational
text
CA H-SS STANDARD
ASSESSED
DEMONSTRATED BY
Reviewing Main Ideas
H-SS 12.2 Students
evaluate and take and
defend positions on
the scope and limits of
rights and obligations
as democratic citizens,
the relationships
among them, and how
they are secured.
TOOLS FOR REVIEW
Points: 40
“Guide to the Essentials”
Cha p 5, p. 144: #15-20 (#20)
p. 144: #27-29
Cha p 6, p. 174: #15-26 (#23)
Cha p 5, Text Summary: pp. 32-35
Cha p 7, p. 204: #11-25 (#12, #16)
Cha p 7, Text Summa ry: pp. 43-45
Cha p 9, p. 256: #11-24 (#15)
Cha p 9, Text Summa ry: pp. 51-53
Cha p 6, Text Summa ry: pp. 38-41
Cha pter 5, 6, 7, a nd 9 Tes ts :
p. 37; p. 42; p. 46; p. 54
2: Students ca n produce
effecti ve a nd wel l grounded wri ti ng for a
ra nge of purpos es a nd
a udi ences
H-SS 12.3 Students
evaluate, take, and
defend positions on
what the fundamental
values and principles
of civil society are,
their interdependence,
and the meaning and
importance of those
values and principles
for a free society.
Critical Thinking Skills
Points: 40
Cha p 5, Revi ew Ques ti ons :
pp. 32-35
Cha p 6, Revi ew Ques ti ons :
pp. 38-41
Cha p 7, Revi ew Ques ti ons :
pp. 43-45
Cha p 9, Revi ew Ques ti ons :
pp. 51-53
Cha p 5, p. 145 : #31 or #33
Cha p 6, p. 175: #31, #32, or #33
Cha p 7, p. 205: #27, or #29
Cha p 9, p. 257: #26, or #27
Essential Question
“Guide to the Essentials”
Points: 60
Poi nts discussed may i nclude:
3: Students ca n empl oy
effecti ve s pea ki ng a nd
l i stening s kills for a ra nge
of purpos es a nd
a udi ences
H-SS 12.6 Students
evaluate issues
regarding campaigns
for national, state, and
local elective offices.
•
•
•
•
Devel opment of political parties
Rol e of political parties
Nomi nation process and role of
pri ma ries
Wa ys i n which ci tizens
pa rti cipate in political process
(voti ng, ca mpaigning, lobbying)
Go Online Activity
4: Students ca n enga ge
i n res ea rch/i nqui ry to
i nvestigate topics, a nd to
a na l yze, i ntegra te, a nd
pres ent i nforma ti on
Cha p 6, Sec 2: Cha rt, Voter
Regi s tra ti on Requi rements
Cha p 7, Sec 1: Brochure, El ecti ons
Cha p 9, Sec 3: Ta bl e, PACs
Orga ni za ti ona l Tool /Outl i ne i n
Student a nd Tea cher IG
Points: 60
Analyzing Political Cartoons
Cha p 6, p. 175:
Ques ti ons #35 a nd #36
Cha p 7, p. 205:
Ques ti ons #30 a nd #31
Cha p 9, p. 257:
Ques ti ons #28 a nd #29
Unit 2: Total Points (200)
NOTE TO TEACHERS: The bolded items relate directly to the Essential Question and may be used to quickly check for
comprehension. They may also be used to guide your oral discussion with the student.
4
City of Angeles School
Independent Study-Los Angeles Unified School District
TEACHER’S ANNOTATED GUIDE-PRINCIPLES OF AMERICAN DEMOCRACY
WEEK #3: Formative Assessment for Unit 3 “The Legislative Branch” (TOTAL POINTS: 150)
ESSENTIAL QUESTION: “How are power and authority distributed within the Legislative Branch as well as among the other
branches of government?”
SBAC CLAIM
CA H-SS STANDARD
ASSESSED
1: Students ca n rea d
cl os ely and a nalytically to
comprehend a ra nge of
i ncrea s i ngl y compl ex
l i terary a nd i nformational
text
H-SS 12.4 Students
analyze the unique
roles and
responsibilities of the
three branches of
government as
established by the U.S.
Constitution.
2: Students ca n produce
effecti ve a nd wel l grounded wri ti ng for a
ra nge of purpos es a nd
a udi ences
3: Students ca n empl oy
effecti ve s pea ki ng a nd
l i stening s kills for a ra nge
of purpos es a nd
a udi ences
4: Students ca n enga ge
i n res ea rch/i nqui ry to
i nvestigate topics, a nd to
a na l yze, i ntegra te, a nd
pres ent i nforma ti on
DEMONSTRATED BY
Reviewing Main Ideas
Points: 30
Cha p 11, p. 316: #15-31 (#17)
Cha p 12, p. 348: #11-23 (#14, #16)
Critical Thinking Skills
Points: 30
Cha p 10, p. 287 : #25, or #27
Cha p 11, p. 317: #33, or #34
Cha p 12, p. 349: #25, or #26
Essential Question
“Guide to the Essentials”
Cha p 10, Text Summa ry:
pp. 55-58
Cha p 11, Text Summa ry:
pp. 60-64
Cha p 12, Text Summa ry:
pp. 66-69
Cha pter 10, 11, a nd 12 Tes ts :
p. 59; p. 65; p. 70
Cha p 10, p. 286: #11-23 (#11)
H-SS 12.6 Students
evaluate issues
regarding campaigns
for national, state, and
local elective offices.
H-SS 12.7 Students
analyze and compare
the powers and
procedures of the
national, state, tribal,
and local governments.
TOOLS FOR REVIEW
Points: 50
“Guide to the Essentials”
Cha p 10, Revi ew Ques ti ons :
pp. 55-58
Cha p 11, Revi ew Ques ti ons :
pp. 60-64
Cha p 12, Revi ew Ques ti ons :
pp. 66-69
Poi nts discussed may i nclude:
•
•
•
•
Legi slative Branch makes laws
Powers of House a nd Senate
Rol e of committees
Wa ys i n which power of
Legi slative Branch is checked by
other bra nches
Go Online Activity
Cha p 11, Sec 2: Pa ra graph, Necessa ry
a nd Proper Cl a us e
Cha p 12, Sec 4: Cha rt, Di fferences
Between the Hous e a nd Sena te
Unit 3: Total Points (150)
Orga ni za ti ona l Tool /Outl i ne i n
Student a nd Tea cher IG
Points: 40
Analyzing Political Cartoons
Cha p 11, p. 317:
Ques ti ons #35 a nd #36
Cha p 12, p. 349:
Ques ti ons #28 a nd #29
NOTE TO TEACHERS: The bolded items relate directly to the Essential Question and may be used to quickly check for
comprehension. They may also be used to guide your oral discussion with the student.
5
City of Angeles School
Independent Study-Los Angeles Unified School District
TEACHER’S ANNOTATED GUIDE-PRINCIPLES OF AMERICAN DEMOCRACY
WEEK #4: Formative Assessment for Unit 4 “The Executive Branch” (TOTAL POINTS: 150)
ESSENTIAL QUESTION: “How do the various roles that the President fulfills blur the separation of powers that exist between the
three branches of government?”
SBAC CLAIM
1: Students ca n rea d
cl os ely and a nalytically to
comprehend a ra nge of
i ncrea s i ngl y compl ex
l i terary a nd i nformational
text
2: Students ca n produce
effecti ve a nd wel l grounded wri ti ng for a
ra nge of purpos es a nd
a udi ences
3: Students ca n empl oy
effecti ve s pea ki ng a nd
l i stening s kills for a ra nge
of purpos es a nd
a udi ences
4: Students ca n enga ge
i n res ea rch/i nqui ry to
i nvestigate topics, a nd to
a na l yze, i ntegra te, a nd
pres ent i nforma ti on
CA H-SS STANDARD
ASSESSED
DEMONSTRATED BY
Reviewing Main Ideas
H-SS 12.1 Students
explain the
fundamental principles
and moral values of
American democracy
as expressed in the
U.S. Constitution and
other essential
documents of
American democracy.
H-SS 12.2 Students
evaluate and take and
defend positions on
the scope and limits of
rights and obligations
as democratic citizens,
the relationships
among them, and how
they are secured.
H-SS 12.4 Students
analyze the unique
roles and
responsibilities of the
three branches of
government as
established by the U.S.
Constitution.
H-SS 12.7 Students
analyze and compare the
powers and procedures
of the national, state,
tribal, and local
governments.
TOOLS FOR REVIEW
Points: 30
Cha p 13, Text Summa ry:
pp. 71-75
Cha p 14, Text Summa ry:
pp. 77-80
Cha p 15, Text Summa ry:
pp. 83-84
Cha pter 13, 14, a nd 15 Tes ts :
p. 76; p. 81; p. 87
Cha p 13, p. 386: #10-22 (#10)
Cha p 14, p. 410: #11-27 (#11, #23)
Cha p 15, p. 442: #13-18 (#10)
Critical Thinking Skills
Points: 30
Cha p 13, p. 387 : #23, #24, or #25
Cha p 14, p. 411: #29, #30 ,or #31
Cha p 15, p. 443: #27 or #28
Essential Question
“Guide to the Essentials”
Points: 50
“Guide to the Essentials”
Cha p 13, Revi ew Ques ti ons :
pp. 71-75
Cha p 14, Revi ew Ques ti ons :
pp. 77-80
Cha p 15, Revi ew Ques ti ons :
pp. 83-84
Poi nts discussed may i nclude:
•
•
•
•
Executi ve Branch enforces l aws
Powers of President and how
they ha ve expanded over ti me
Rol e as Commander in Chief
Wa ys i n which power of
Executi ve Branch i s checked by
other bra nches
Go Online Activity
Cha p 13, Sec 3: Pa ra graph, El ectora l
Col l ege
Cha p 14, Sec 3: Ba r Gra ph,
Pres i denti a l Agreements
OR
Cha p 14, Sec 4: Fl ow Cha rt,
Pres i denti a l Veto Power
Orga ni za ti ona l Tool /Outl i ne i n
Student a nd Tea cher IG
Points: 40
Analyzing Political Cartoons
Cha p 13, p. 387:
Ques ti ons #27 a nd #28
Cha p 14, p. 411:
Ques ti on #32
Unit 4: Total Points (150)
NOTE TO TEACHERS: The bolded items relate directly to the Essential Question and may be used to quickly check for
comprehension. They may also be used to guide your oral discussion with the student.
6
City of Angeles School
Independent Study-Los Angeles Unified School District
TEACHER’S ANNOTATED GUIDE-PRINCIPLES OF AMERICAN DEMOCRACY
WEEK #5: Formative Assessment for Unit 5 “The Judicial Branch” (TOTAL POINTS: 200)
ESSENTIAL QUESTION: “Why can the Constitution be called a “living document”?”
SBAC CLAIM
1: Students ca n rea d
cl os ely and a nalytically to
comprehend a ra nge of
i ncrea s i ngl y compl ex
l i terary a nd i nformational
text
2: Students ca n produce
effecti ve a nd wel l grounded wri ti ng for a
ra nge of purpos es a nd
a udi ences
3: Students ca n empl oy
effecti ve s pea ki ng a nd
l i stening s kills for a ra nge
of purpos es a nd
a udi ences
4: Students ca n enga ge
i n res ea rch/i nqui ry to
i nvestigate topics, a nd to
a na l yze, i ntegra te, a nd
pres ent i nforma ti on
CA H-SS STANDARD
ASSESSED
H-SS 12.2 Students
evaluate and take and
defend positions on
the scope and limits of
rights and obligations
as democratic citizens,
the relationships
among them, and how
they are secured.
DEMONSTRATED BY
Reviewing Main Ideas
Points: 40
Cha p 19, p. 560: #13-23 (#13)
Cha p 20, p. 590: #10-25 (#10, #11)
Cha p 21, p. 620: #11-26 (#11)
Critical Thinking Skills
Points: 40
“Guide to the Essentials”
Cha p 18, Revi ew Ques ti ons :
pp. 97-99
Cha p 19, Revi ew Ques ti ons :
pp. 102-105
Cha p 20, Revi ew Ques ti ons :
pp. 107-110
Cha p 21, Revi ew Ques ti ons :
pp. 112-115
Cha p 18, p. 529 : #30, #31, or #32
Cha p 19, p. 561: #25 or #26
Cha p 20, p. 591: #27, #28, or #30
Cha p 21, p. 621: #28, #29, or #30
Essential Question
“Guide to the Essentials”
Cha p 18, Text Summa ry: pp. 9799
Cha p 19, Text Summa ry: pp. 102105
Cha p 20, Text Summa ry: pp. 107110
Cha p 21, Text Summa ry:
pp. 112-115
Cha pter 18, 19, 20, a nd 21 Tes ts :
p. 101; p. 106; p. 111; p. 116
Cha p 18, p. 528: #13-29 (#22)
H-SS 12.5 Students
summarize landmark
U.S. Supreme Court
interpretations of the
Constitution and its
amendments.
H-SS 12.10 Students
formulate questions
about and defend their
analyses of tensions
within our
constitutional
democracy 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 the right
to a fair trial; the
relationship of religion
and government.
TOOLS FOR REVIEW
Points: 60
Poi nts discussed may i nclude:
•
•
•
Judi cial revi ew as established in
Marbury v. Madison
Rol e of Judicial Branch i n
i nterpreting the Constitution
Cha nging i nterpretations of the
l a w as s een through Supreme
Court ca s es
Go Online Activity
Orga ni za ti ona l Tool /Outl i ne i n
Student a nd Tea cher IG
Points: 60
Analyzing Political Cartoons
Cha p 18, Sec 1: Pa ra graph, Na ti ona l
Judi ci a ry
Cha p 18, p. 529:
Ques ti ons #33 a nd #34
Cha p 20, Sec 3: Pa ra graph, Ri ghts of
the Accus ed
Cha p 20, p. 591:
Ques ti ons #31 a nd #32
Unit 5: Total Points (200)
NOTE TO TEACHERS: The bolded items relate directly to the Essential Question and may be used to quickly check for
comprehension. They may also be used to guide your oral discussion with the student.
7
City of Angeles School
Independent Study-Los Angeles Unified School District
TEACHER’S ANNOTATED GUIDE-PRINCIPLES OF AMERICAN DEMOCRACY
WEEK #6: Formative Assessment for Unit 7 “Participating in California State and Local Government” (TOTAL POINTS: 150)
ESSENTIAL QUESTION: “How do state governments support a federal government?”
SBAC CLAIM
1: Students ca n rea d
cl os ely and a nalytically to
comprehend a ra nge of
i ncrea s i ngl y compl ex
l i terary a nd i nformational
text
2: Students ca n produce
effecti ve a nd wel l grounded wri ti ng for a
ra nge of purpos es a nd
a udi ences
CA H-SS STANDARD
ASSESSED
DEMONSTRATED BY
Reviewing Main Ideas
H-SS 12.6 Students
evaluate issues
regarding campaigns
for national, state, and
local elective offices.
TOOLS FOR REVIEW
Points: 20
Cha p 24, p. 714: #15-28 (#15, #18,
#21)
Cha p 24, Text Summa ry:
pp. 126-130
Cha p 25, Text Summa ry:
pp. 132-135
Cha pter 24 a nd 25 Tes ts :
p. 131; p. 136
Cha p 25, p. 746: #13-28 (#11, #23)
H-SS 12.7 Students
analyze and compare
the powers and
procedures of the
national, state, tribal,
and local governments.
Critical Thinking Skills
Points: 20
Cha p 24, p. 715 : #30, #31, or #32
Cha p 25, p. 747: #29 or #31
Essential Question
“Guide to the Essentials”
Points: 50
“Guide to the Essentials”
Cha p 24, Revi ew Ques ti ons :
pp. 126-130
Cha p 25, Revi ew Ques ti ons :
pp. 132-135
Poi nts discussed may i nclude:
3: Students ca n empl oy
effecti ve s pea ki ng a nd
l i stening s kills for a ra nge
of purpos es a nd
a udi ences
•
•
•
•
4: Students ca n enga ge
i n res ea rch/i nqui ry to
i nvestigate topics, a nd to
a na l yze, i ntegra te, a nd
pres ent i nforma ti on
Sta te constitutions reflect the
ba s ic principles of the U.S.
Cons ti tution
Three branches of government
a re s een at the state l evel
A s ys tem of checks a nd balances
i s s een a t the state level
Sta te a nd l ocal governments
ha ve certain powers
Go Online Activity
Cha p 24, Sec 1: Outl ine, Gra nd Juri es
Cha p 25, Sec 1: Ta ble or Graph, Loca l
Government
Orga ni za ti ona l Tool /Outl i ne i n
Student a nd Tea cher IG
Points: 60
Analyzing Political Cartoons
Cha p 24, p. 715:
Ques ti ons #33 a nd #34
Cha p 25, p. 411:
Ques ti on #32
Unit 7: Total Points (150)
NOTE TO TEACHERS: The bolded items relate directly to the Essential Question and may be used to quickly check for
comprehension. They may also be used to guide your oral discussion with the student.
8
City of Angeles School
Independent Study-Los Angeles Unified School District
TEACHER’S ANNOTATED GUIDE-PRINCIPLES OF AMERICAN DEMOCRACY
WEEK #7 AND WEEK #8: Summative Assessment for the Course (TOTAL POINTS: 950)
SUMMATIVE ASSESSMENT FOR PRINCIPLES OF AMERICAN DEMOCRACY
PROJECT BASED LEARNING (PBL)/SERVICE LEARNING
Process Steps
Identifying
Problems to be
Dealt with by Public
Policy
2. Selecting a Problem
or Problems to
Study
Points
1.
3. Gathering
Information on the
Problem you will
Study
50
50
300
Activity Description
In this step the student will identify a number of
problems in their community or state that they think
should be dealt with primarily by government or by
government and civil society acting cooperatively.
In this step the student will discuss the problems they
have researched. When there is enough information to
select a single problem for further study, they will
conduct in-depth research into the problem selected.
In this step the student will conduct additional research
on the problem they are studying. They should use a
variety of resources, including media sources, printed
material, the Internet, and individuals with special
knowledge related to the problem.
Timeline
Product
Week 7
Graphic
Organizer
Week 7
Interviews
Week 7
Research
Notes
Week 8
Summary
Week 8
Oral
Presentation
Week 8
Paragraph
WEEK 7: POINTS EARNED
(400 Possible)
4. Organizing the
Information You
Have Gathered
5. Presenting Your
Portfolio
6. Reflecting on Your
Experience
200
300
50
They should organize the information recorded and
present it to you for review. Information should be
organized into 4 main areas: Explaining the Problem;
Explaining Alternative Policies to Deal with the Problem;
Proposing a Public Policy to Deal with the Problem; and
an Action Plan.
When their portfolio is completed, they should present
their work to you.
The student should reflect upon and record what they
learned in a brief paragraph.
WEEK 8: POINTS EARNED
(550 Possible)
TOTAL POINTS:
(950 Possible)
9
City of Angeles School
Independent Study-Los Angeles Unified School District
TEACHER’S ANNOTATED GUIDE-PRINCIPLES OF AMERICAN DEMOCRACY
CUMULATIVE POINTS FOR COURSE: PRINCIPLES OF AMERICAN DEMOCRACY
POSSIBLE
POINTS
UNIT OF STUDY
WEEK 1
POINTS EARNED
200
Unit 1: Foundations
WEEK 2
Unit 2: Political Behavior
WEEK 3
Unit 3: Legislative Branch
WEEK 4
Unit 4: Executive Branch
WEEK 5
200
150
150
200
Unit 5: Judicial Branch
WEEK 6
Unit 7: Participating in State and
Local Government
150
WEEK 7
Summative Assessment
PBL/Service Learning
Part 1
400
WEEK 8
Summative Assessment
PBL/Service Learning
Part 2
TOTAL POINTS
FINAL GRADE
550
2000
DATE RECORDED
10
PERCENT/GRADE
City of Angeles School
Independent Study-Los Angeles Unified School District
TEACHER’S ANNOTATED GUIDE-PRINCIPLES OF AMERICAN DEMOCRACY
GRAPHIC ORGANIZER FOR ESSENTIAL QUESTION
Historical Context:
Thesis: (Incorporate the Essential Question)
Main Idea
Topic Sentence
Supporting Evidence
Supporting Evidence
Analysis
Concluding Sentence
Main Idea
Topic Sentence
Supporting Evidence
Supporting Evidence
Analysis
Concluding Sentence
Main Idea
Topic Sentence
Supporting Evidence
Supporting Evidence
Analysis
Concluding Sentence
Restate Thesis
Review Main Points
Final Thoughts
11