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Georgia Performance Standards for American Government/Civics – Grades 9-12
UNIT 7 – “Individuals, Groups, and Choices”
Elaborated Unit Focus
In this unit, students will take a look at two major aspects of American Government: elections and free
speech. The primary theme of individuals, groups, and institutions is used to examine the importance
of choices made by political parties and voters in election years. This theme is also used to examine the
importance of individual freedoms found in the first amendment. The concept of beliefs and ideals is
used to give students a better understanding of why the first amendment is important, as well as a better
understanding of civic participation in this country. Rule of law will help clarify the election process,
rules and laws governing elections, and amendments that expand the right to vote.
Standards/Elements
SSCG6 The student will demonstrate knowledge of civil liberties and civil rights.
a.
Examine the Bill of Rights with emphasis on First Amendment freedoms.
SSCG7 The student will describe how thoughtful and effective participation in
civic life is characterized by obeying the law, paying taxes, serving on a jury, participating in the
political process, performing public service, registering for military duty, being informed about
current issues, and respecting differing opinions.
SSCG8 The student will demonstrate knowledge of local, state, and national elections.
a.
Describe the organization, role, and constituencies of political parties.
b.
Describe the nomination and election process.
c.
Examine campaign funding and spending.
d.
Analyze the influence of media coverage, campaign advertising, and public opinion polls.
e.
Identify how amendments extend the right to vote.
Enduring Understandings/Essential Questions
Students will understand that in a democracy, rule of law influences the behavior of citizens, establishes
procedures for making policies, and limits the power of government.
How are rules or laws that govern the election process beneficial to the citizens of America?
How is civic participation affected by rule of law?
Students will understand that the beliefs and ideals of a society influence the social, political, and economic
decisions of that society.
How has suffrage been impacted by changing beliefs and ideals over time?
What role have beliefs and ideals played in interpreting the first amendment over time?
Students will understand that individuals, groups, and institutions make decisions that impact a society
through intended and unintended consequences.
Why is being an informed voter important to society?
How do actions taken by individuals, groups, and institutions expand and inhibit the first amendment freedoms?
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 7
UPDATED 2/14/11  Page 1 of 5
Copyright 2011 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards for American Government/Civics – Grades 9-12
Sample Balanced Assessment Plan
Description of assessment
Following discussion of court cases related to first amendment freedoms,
students create skits demonstrating each of the protections offered in the
first amendment. Following the presentation of all the skits, students
write a brief response to the following statement indicating their position:
Individuals and groups tend to expand first amendment freedoms
whereas institutions tend to inhibit those freedoms. Use 3 specific
examples from cases discussed in class.
Quiz matching a list of beliefs, platforms, or descriptions matched to the
appropriate political party.
After discussion, students create their own graphic organizer that
demonstrates the flow of the election process.
Students write a newspaper editorial expressing their opinion on
campaign financing.
GPS
Type of assessment
6a
*Informal Observation
*Dialogue and
Discussion
*Constructed
Response
*Self-assessment
8a
*Selected response
8b
*Dialogue and
Discussion
*Constructed
Response
*Informal Observation
*Constructed
Response
*Self-Assessment
8c
Sample Performance Task
Performance Task for Unit 7: Why this type of government?
Enduring understanding: Students will understand that individuals, groups, and institutions make
decisions that impact a society through intended and unintended consequences.
Standards: SSCG 6a, 7, 8
You have been hired to create a Guide to Effective Civic Participation. The theme of the book is
“decisions and consequences.” The design, structure, and organization of the book are completely up to
you. The publishing company has given you the following requirements for content:
A section dedicated to the freedoms provided by the first amendment.
- Identify at least 2 freedoms.
- For each of the freedoms identified analyze how SPECIFIC decisions made by individuals,
groups, or institutions have expanded those freedoms or limited them.
A section about the election process at various levels and why it is important to vote.
- Describe the role of political parties and how their decisions have an impact on the election
process.
- Analyze the influence of media coverage on elections.
- Identify any amendments that have extended the right to vote and the consequences of those
amendments.
A section describing at least 3 other ways people participate in government and evaluating the
consequences of those forms of participation.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 7
UPDATED 2/14/11  Page 2 of 5
Copyright 2011 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards for American Government/Civics – Grades 9-12
Your product guidelines:
- All sections of the book where there is a narrative should be typed.
- All pictures must either be your own work or cited.
- There must be a cover page and a table of contents.
- The book must be bound by some method.
Map and Globe Skills:
Information Processing Skills: 2, 4, 5, 6, 8, 11, 15,
16
*Note concerning rubrics: Each performance task is accompanied by two rubrics: a content rubric and
a product rubric. The content rubric (with bolded borders) is designed to measure how well a student can
use the standards to demonstrate the enduring understanding(s). The second rubric focuses on the product
of the performance task. This is where students are scored on items involving grammar, punctuation,
spelling, creativity, presentation, etc. It is intended that the CONTENT rubric is weighed more heavily
when assigning a grade to the students.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 7
UPDATED 2/14/11  Page 3 of 5
Copyright 2011 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards for American Government/Civics – Grades 9-12
Content Rubric for Unit 7 Task: Civic Handbook
Scale
1
(Below Standard)
Criteria
Incorrectly identifies 2
Analyzes how
specific decisions freedoms in the 1st
made by groups amendment.
or institutions
expanded or
limited 1st
amendment
freedoms.
2
(Needs Improvement)
3
(Meets Standard)
Correctly identifies 2
freedoms in the 1st
amendment. Does not
explain how individual,
group, or institutions have
expanded or limited the
freedoms.
Correctly identifies 2
freedoms in the 1st
amendment. Correctly
explains using 2 specific
examples how decisions
made by individuals, groups,
or institutions led to
consequences expanding or
limiting freedom.
Makes a vague connection Makes a vague connection Makes a direct connection
Analyzes the
between the election process between a specific aspect of
effects of parties between the election
and the media on process and an action of and an action of the media the election or nomination
the media OR political
and political parties.
process and an action of the
the election
parties, but not both.
media AND political parties.
process.
Evaluates the
effects of
expanding
suffrage.
Describes several specific
impacts on the election
process for only one
suffrage amendment OR
describes only one impact
for multiple amendments.
Describes several specific
impacts on the election
process for only two suffrage
amendments.
Evaluates
intended and
unintended
consequences of
other forms of
civic
participation.
Identifies less than three Identifies 3 forms of
forms of participation in participation in government
government OR identifies and describes the effect
three forms, but does not EACH form has on the
describe the correct effects political process in America.
on the political process.
Consequences are not logical
or are not connected to the 3
forms of participation.
4
(Exceeds Standard)
Everything in meets standard PLUS:
Uses 4-5 freedoms found in the first
amendment.
Everything in meets standard PLUS:
Makes more than one direct
connection between the election
process and the media/parties AND
discusses the interaction of the media
and parties with each other.
Explains several specific
Everything in meets standard PLUS:
impacts on the election
Identifies 1 additional group that could
process caused by the 15th, benefit from a suffrage amendment
19th, AND 26th amendments and describes why according to the
including a value judgment enduring understanding.
regarding the consequences
of the amendments.
Identifies 3 forms of
Everything in 3 PLUS:
participation in government Provides reasons people choose to
and describes the effect
participate in ways other than voting.
EACH form has on the
political process in America.
Describes AT LEAST one
logical consequence
(intended or not) for EACH
form.
Product RUBRIC
Scale
Criteria
Product meets all
guidelines.
1
(Below
Expectations)
Less than 3 of the
guidelines are met
perfectly.
2
(Needs Improvement)
3 of the 4 guidelines are
met perfectly.
3
(Meets Expectations)
ALL guidelines are met
perfectly.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 7
UPDATED 2/14/11  Page 4 of 5
Copyright 2011 © All Rights Reserved
4
(Exceeds Expectations)
N/A
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Georgia Performance Standards for American Government/Civics – Grades 9-12
Resources for UNIT 7
*Resource list is minimal and provided simply as a starting point.
http://www.gop.com/
- Republican official site.
http://www.democrats.org/
Democrat official site.
http://www.lp.org/
- Libertarian official site.
http://www.opensecrets.org/
- Campaign finance page.
http://www.civiced.org/
- Links to project citizen and other civic organizations.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 7
UPDATED 2/14/11  Page 5 of 5
Copyright 2011 © All Rights Reserved