U.S. Government #2106310
Purpose of this document: This curricular resource is designed to support teaching and learning in classrooms across Pasco County and provide a sequenced, focused curriculum that supports the
acquisition of NGSSS in United States Government using Marzano’s Instructional Framework. This “road map” for instruction is intended for use within a Professional Learning Community (PLC) as a
common planning tool. PLC’s should use this document to jumpstart collaborative discussions around the five guiding questions to plan for student learning.
Each unit contains:
• A Scope and Sequence with Recommended Pacing
• A Unit Overview with
o
Focus, Embedded, and Ongoing Standards by unit.
o
Know, Understand and Do (KUD) for each unit.
o
A sample Scale within each unit
U.S. Government #2106310 Year at a Glance 2016-2017
Scope and Sequence
Unit Title
Unit 1: Foundations of Government
Recommended Pacing
(days/quarter)
17 days
Unit 2: Legislative Branch
17 days
Unit 3: Executive Branch
15 days
Unit 4: Judicial Branch
17 days
Unit 5: Citizenship and Political Participation
13 days
Step 0
Professional Learning
Communities at Work
!
Clarify Purpose of Teams &
Connect to School’s
Mission, Vision, Values and
Priorities
!
!
Inquiry Cycle
Establish Team Norms &
Expectations
!
Clarify & Assign Roles
Additional days in each quarter taken into account for
Quarter 1: 4 days + 39 unit days= 43
introducing procedures, enrichment projects/competitions, state Quarter 2: 4 days + 40 unit days= 44
mandated activities, unit extension/reteach and quarterly
Quarter 3: 3 days + 45 unit days= 48
checks, and district finals.
Quarter 4: 9 days + 34 unit days= 45
Times allotted on this table are subject to modification based on annual assessment schedule.
Clarify Structures,
Processes & Protocols:
Connect Instructional Talk,
Planning & Practice
Deliver
Instruction
(Teaching)
PLC Guiding
Questions
3. How$will$we$design$learning$
experiences$for$our$students?
Build Common Language
and Understanding of
CCSS & Instructional Best
Practices
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Problem
Identification:
What is the
Problem?
Modify
Instruction and/or
Curriculum Based
on Learning
Data
!
5. How will we respond
when some students have
already learned?
4. How will we respond
when some students do
not learn?
Choose Common
Assessments &
Standardize Administration
Action Plan: What
are we going to do
about it?
Problem Analysis:
Why is the problem
occurring?
!
Implement
Action Plan
RtI: Evaluate
Instructional
Effectiveness
Is it working?
1. What do we
expect all students to
learn?
2. How will we know
if and when they’ve
learned it?
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PascoCountySchools,2016-2017
U.S. Government #2106310
Course Title: U.S. Government #2106310
Introduction: The District Curriculum Resource guide based on the Next Generation Sunshine State Standards (NGSSS) contains the essential social studies
knowledge all middle school Civics students must acquire. The NGSSS are content specific, and should guide a teacher to go more in depth with the course material
they are teaching. The curriculum guide provides support to identify areas of coverage required, verses teaching all the chapters in a textbook. The District Curriculum
Resource guide has embedded Florida Standards in all organizing principles to enhance learning opportunities and instructional delivery to ensure student success.
Florida Standards for Literacy in History/Social Studies are not meant to replace content standards, but rather to supplement content with appropriate skills to prepare
students to be college and career ready. Teachers are encouraged to use a variety of resources to teach both content and skills. To address the concern of the mobility
of students within the school district, the order of instruction should be followed by all high schools. The culmination of this course will be a cumulative district final
developed by a district team of teachers and administered to students who have completed the course. It is important to note that district curriculum resources are not
static documents and are open to the revision process.
Course Description:
Course: The grade 9-12 United States Government course consists of the following content area strands: Geography, Civics and Government. The
primary content for the course pertains to the study of government institutions and political processes and their historical impact on American society.
Content should include, but is not limited to, the functions and purpose of government, the function of the state, the constitutional framework,
federalism, separation of powers, functions of the three branches of government at the local, state and national level, and the political decision-making
process.
Advanced
Instructional Practices:
Teaching from well-written, grade-level instructional materials enhances students’ content area knowledge and also strengthens their ability to comprehend longer,
complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:
• Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
• Making close reading and rereading of texts central to lessons.
• Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
• Requiring students to support answers with evidence from the text.
• Providing extensive text-based research and writing opportunities (claims and evidence).
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U.S. Government #2106310
General Information Regarding the U.S. Government Curriculum Guide:
•
•
•
•
•
•
•
•
•
•
The curriculum resource guide provides curriculum resources and pacing for U.S. Government, in Pasco County Schools.
The order of instruction is included as a pacing reference.
The guide is divided into 9-week segments and provides an estimate of the number of traditional days needed to complete instruction on a given topic (Unit
Topics).
Focus benchmarks are noted as mastery or introductory. Benchmarks for mastery should be taught in conjunction with introductory benchmarks as part of
comprehensive instruction for the organizing principles.
Florida Standards (FS) are embedded in the district curriculum resource guide to insure appropriate recursive instruction of the FS.
Slight variations in pacing may occur due to professional decisions made by the teacher or because of school schedules.
The curriculum resource guide is separated into eleven distinct sections to help teachers utilize its resources in planning for instruction.
The curriculum resource guide should help facilitate high quality instruction to maximize student achievement.
Teachers should reflect throughout the year to address yearly revisions to the district curriculum resource guide.
The curriculum guide provides supplemental resources to support instruction in the classroom including but not limited to, district approved textbook, and
additional electronic materials, etc.
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U.S. Government #2106310
Unit 1 Overview:
Foundations of Government
In this unit, students will understand that
English traditions and the experiences of the
American colonists led to the creation of the
United States of America and its government.
Next Generation Sunshine State Standards
Focus Content Standards
(Mastery): Focus standards are the big ideas in the unit - which students
must walk away to have content mastery.
SS.912.C.1.1 Evaluate, take, and defend positions on the founding ideals and principles in
American Constitutional government.
SS.912.C.1.2 Explain how the Declaration of Independence reflected the political principles of
popular sovereignty, social contract, natural rights, and individual rights.
SS.912.C.1.3 Evaluate the ideals and principles of the founding documents (Declaration of
Independence, Articles of Confederation, Federalist Papers) that shaped American Democracy.
SS.912.C.1.4 Analyze and categorize the diverse viewpoints presented by the Federalists and
the Anti-Federalists concerning ratification of the Constitution and inclusion of a bill of rights.
SS.912.C.1.5 Evaluate how the Constitution and its amendments reflect the political principles
of rule of law, checks and balances, separation of powers, republicanism, democracy, and
federalism.
SS.912.C.3.1 Examine the constitutional principles of representative government, limited
government, consent of the governed, rule of law, and individual rights.
SS.912.C.3.2 Define federalism, and identify examples of the powers granted and denied to
states and the national government in the American federal system of government.
SS.912.C.3.13 Illustrate examples of how government affects the daily lives of citizens at the
local, state, and national levels.
Highlighted Standards for Practice
Embedded Standards: are incorporated into the unit of
learning and are an integral part of the big picture of
learning. Most often embedded standards involve skills
that students need to grasp the focus standards.
Ongoing Standards: align with the Common Core
English Language Arts and Math Standards as they
apply to Social Studies content. These standards are to
be used when applicable in the learning.
RH.11-12.1 Cite specific textual evidence to support analysis
of primary and secondary sources, connecting insights gained
from specific details to an understanding of the text as a
whole. RH.11-12.2 Determine the central ideas or
information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among
the key details and ideas.
RH.11-12.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate summary
that makes clear the relationships among the key details and
ideas.
SS.912.C.3.14 Examine constitutional powers (expressed, implied, concurrent, reserved).
SS.912.C.3.15 Examine how power and responsibility are distributed, shared, and limited by the
Constitution.
SS.912.C.4.1 Explain how the world's nations are governed differently.
SS.912.C.4.4 Compare indicators of democratization in multiple countries.
RH.11-12.3 Evaluate various explanations for actions or
events and determine which explanation best accords with
textual evidence, acknowledging where the text leaves
matters uncertain.
WHST.11-12.1 Write arguments focused on disciplinespecific content.
WHST.11-12.2 Write informative/explanatory texts,
including the narration of historical events, scientific
procedures/ experiments, or technical processes.
WHST.11-12.4 Produce clear and coherent writing in which
the development, organization, and style are appropriate to
task, purpose, and audience.
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PascoCountySchools,2016-2017
U.S. Government #2106310
WHST.11-12.5 Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for
a specific purpose and audience.
WHST.11-12.7 Conduct short as well as more sustained
research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under
investigation.
WHST.11-12.9 Draw evidence from informational texts to
support analysis, reflection, and research.
VOCABULARY Unit 1
authority, power, government, force theory, social contract theory, divine right theory, evolutionary theory, monarchy, democracy, autocracy, oligarchy, dictatorship, socialism, state, sovereign,
constitution, separation of powers, federalism, popular sovereignty, rule of law, limited government, representative government, checks and balances, delegate, boycott, repeal, unicameral, bicameral,
preamble, article, ratification, federalism, amendment, delegated powers, implied powers, inherent powers, reserved powers, exclusive powers, concurrent powers
Federalists, Anti-federalists
Focus Questions/ Learning Targets Unit 1
SS.912.C.1.1 I can evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government.
SS.912.C.1.2 I can explain how the Declaration of Independence reflected the political principles of popular sovereignty, social contract, natural rights, and individual rights.
SS.912.C.1.3 I can evaluate the ideals and principles of the founding documents (Declaration of Independence, Articles of Confederation, Federalist Papers) that shaped American Democracy.
SS.912.C.1.4 I can analyze and categorize the diverse viewpoints presented by the Federalists and the Anti-Federalists concerning ratification of the Constitution and inclusion of a bill of rights.
SS.912.C.1.5 I can evaluate how the Constitution and its amendments reflect the political principles of rule of law, checks and balances, separation of powers, republicanism, democracy, and federalism.
SS.912.C.3.1 I can examine the constitutional principles of representative government, limited government, consent of the governed, rule of law, and individual rights.
SS.912.C.3.2 I can define federalism, and identify examples of the powers granted and denied to states and the national government in the American federal system of government.
SS.912.C.3.13 I can illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels.
SS.912.C.3.14 I can examine constitutional powers (expressed, implied, concurrent, reserved).
SS.912.C.3.15 I can examine how power and responsibility are distributed, shared, and limited by the Constitution.
SS.912.C.4.1 I can explain how the world's nations are governed differently.
SS.912.C.4.4 I can compare indicators of democratization in multiple countries.
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PascoCountySchools,2016-2017
U.S. Government #2106310
RESOURCES
Textbook Aligned Resources
Magruder’s American Government 2013
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 22 Sec. 2, 4
Chapter 23 Sec. 2
Try These for Sure!
Additional Resources
Foundations of Govt - iCivics
Florida Law Related
Foundations of Govt - Discovery Ed
Government Alive! Chapters 1, 2, 3, 4, and 6
Democracy in Action
History Alive! – The Constitution in a New Nation Activity 1.2
– Experiencing the Weaknesses of the Articles of Confederation
Activity 1.3 – Analyzing the Features of the Articles of
Confederation Activity 1.4 – Spelling Out the Weaknesses of
the Articles Activity 2.2 – The Compromises of the Constitution
Activity 2.3 – Constitutional Card Sort Activity 2.4 –
Maintaining the Balance of Power Activity 3.3 – Understanding
the Bill of Rights Activity 4.2 – Giving Voice to Jefferson and
Hamilton
Annenberg Classroom
C-SPAN Classroom
Florida Joint Center for Citizenship
Mock Constitutional Convention
Classroom Constitution
We the People: The Citizen and the Constitution
Bill of Rights Institute
Differentiation & Enrichment
List the powers of the national government and the powers of the state governments. Which level of government do you think most affects your daily life? Provide support for your answer.
Research the similarities and differences between US constitutional principles and another nation’s and compose a paper that outlines them.
Compose an analytical argument for and against different types of governments and present it via multi-media (i.e. Prezi, Glogster, Website)
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PascoCountySchools,2016-2017
U.S. Government #2106310
Unit Scale: The unit scale is a curricular organizer for PLCs to use to begin unpacking the unit. It should prompt PLCs to further explore question #1, “What do we expect all
students to learn?” Notice that all standards are placed at a 3.0 on the scale, regardless of their complexity. A 4.0 extends beyond 3.0 content and helps students to acquire deeper
understanding/thinking at a higher taxonomy level than represented in the standard (3.0). It is important to note that a level 4.0 is not a goal for the academically advanced, but rather a goal for ALL
students to work toward. A 2.0 on the scale represents a “lightly” unpacked explanation of what is needed, procedural and declarative knowledge i.e. key vocabulary, to move students towards
proficiency of the standards.
4.0
I can:
£
£
Evaluate the basis for the U.S. Constitution and the representative democracy that exists in the United States?
Critique the means in which historians study the U.S. Constitution.
I understand all that was taught and can teach it to others with no errors.
3.5
I can do everything at a 3.0 and I can demonstrate partial success at score 4.0.
3.0
I can:
£
£
£
£
£
£
£
£
£
£
£
£
2.5
2.0
evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government.
explain how the Declaration of Independence reflected the political principles of popular sovereignty, social contract, natural rights, and individual rights.
evaluate the ideals and principles of the founding documents (Declaration of Independence, Articles of Confederation, Federalist Papers) that shaped American Democracy.
analyze and categorize the diverse viewpoints presented by the Federalists and the Anti-Federalists concerning ratification of the Constitution and inclusion of a bill of rights.
evaluate how the Constitution and its amendments reflect the political principles of rule of law, checks and balances, separation of powers, republicanism, democracy, and federalism.
examine the constitutional principles of representative government, limited government, consent of the governed, rule of law, and individual rights.
define federalism, and identify examples of the powers granted and denied to states and the national government in the American federal system of government.
illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels.
examine constitutional powers (expressed, implied, concurrent, reserved).
examine how power and responsibility are distributed, shared, and limited by the Constitution.
explain how the world's nations are governed differently.
compare indicators of democratization in multiple countries.
With no errors.
I can do everything at a 2.0 and demonstrate partial success at score 3.0.
I know:
£ The definition of the following terms: authority, power, government, force theory, social contract theory, divine right theory, evolutionary theory, monarchy, democracy,
autocracy, oligarchy, dictatorship, socialism, state, sovereign, constitution, separation of powers, federalism, popular sovereignty, rule of law, limited government,
representative government, checks and balances, delegate, boycott, repeal, unicameral, bicameral, preamble, article, ratification, federalism, amendment, delegated powers,
implied powers, inherent powers, reserved powers, exclusive powers, concurrent powers, Federalists, Anti-federalists
£ Identify diverse viewpoints presented by Anti-Federalists and Federalists concerning ratification of the Constitution and inclusion of a bill of rights.
£ Identify the various constitutional principles.
£ Identifying why the Constitution was needed to establish the roots of our government.
£ Identify the ideals and principles of the founding documents (Declaration of Independence, Articles of Confederation, Federalist Papers) that shaped American Democracy.
1.5
And there are no major errors regarding the simpler details and processes at score 3.0.
I can do some things at 3.0 with little success.
1.0
I need a lot of help with most things at a 3.0.
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PascoCountySchools,2016-2017
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Unit I: Unpacking the Standard(s): What do we want students to Know, Understand and Do (KUD): The purpose of creating a Know, Understand, and Do Map (KUD) is to further the
unwrapping of a standard beyond what the Unit Scale provides and assist PLCs in answering question #1, “What do we expect all students to learn?” It is important for PLCs to study the focus
standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the standards are achieved. Additionally, collectively unwrapping
the standard will help with the creation of the learning progression scale (for use with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression
and identify the prerequisite skills that are essential for mastery.
Unit: Foundations of American Government
Standard(s): SS.912.C.1.1, SS.912.C.1.2, SS.912.C.1.3, SS.912.C.1.4, SS.912.C.1.5, SS.912.C.3.1, SS.912.C.3.2, SS.912.C.3.13, SS.912.C.3.14, SS.912.C.3.15, SS.912.C.4.1, SS.912.C.4.4
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
The Constitution created the US government as a result of the English traditions and the experiences of the American colonists.
Know
Declarative knowledge: Facts, vocab., information
Vocabulary: authority, power, government, force
theory, social contract theory, divine right theory,
evolutionary theory, monarchy, democracy, autocracy,
oligarchy, dictatorship, socialism, state, sovereign,
constitution, separation of powers, federalism, popular
sovereignty, rule of law, limited government,
representative government, checks and balances,
delegate, boycott, repeal, unicameral, bicameral,
preamble, article, ratification, federalism, amendment,
delegated powers, implied powers, inherent powers,
reserved powers, exclusive powers, concurrent powers
Federalists, Anti-federalists
Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
Level 4 (Knowledge Utilization)
£ Evaluate the ideas and philosophies that shaped the development of U.S. government.
Level 3 (Analysis)
£ Classify various political systems and types of government. (Identify advantages/disadvantages or compare and contrast).
Level 2 (Comprehension)
£ Examine the Constitution and the principles on which it is based.
£ Describe the purpose and role of government.
Level 1 (Retrieval)
£ Identify the roles and responsibilities of national, state, and local governments.
£ Government is an institution made up of individuals
and processes organized to establish and carry out
public policy.
£ Governments are classified according to participants,
geographic distribution of power, and branch
relationship.
£ Early American colonial experiences led to a
representative government.
£ The Articles of Confederation were replaced by the
Constitution of the United States.
£ In a federal government, power is shared between
national and local levels of government.
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Prerequisite skills: What prior knowledge (foundational skills) do students need to have mastered to be successful with this standard?
Unit : Sample Learning Progression Scale (for a chunk of learning): The learning progression scale unwraps the cognitive complexity of a focus standard for the unit, using student friendly
language. The purpose is to articulate distinct levels of knowledge and skills relative to a specific topic and provide a roadmap for designing instruction that reflects a progression of learning. The
sample learning progression scale shown below is just one example for PLCs to use as a springboard when creating their own scales for student-owned progress monitoring. The learning
progression scale should prompt teams to further explore question #2, “How will we know if and when they’ve learned it?” for each of the focus standards in the unit and make connections to Design
Question 1, “Communicating Learning Goals and Feedback” (Domain 1: Classroom Strategies and Behaviors). Keep in mind that a 3.0 on the scale indicates proficiency and includes the actual
standard. A level 4.0 extends the learning to a higher cognitive level. Like the unit scale, the goal is for all students to strive for that higher cognitive level, not just the academically advanced. A level
2.0 outlines the basic declarative and procedural knowledge that is necessary to build towards the standard.
Next Generation Sunshine State Standards:
SS.912.C.3.14 Examine constitutional powers (expressed, implied, concurrent, reserved).
Learning Progression
Score
The student is able to:
4.0
3.5
£
£
2.5
2.0
1.0
£
Compare and contrast the types of Constitutional powers in the US
Constitution with constitutional powers of another country.
£
Compare and categorize different types of powers.
£
Identify and categorize powers.
Be successful at Score 3.0.
Assist other students in understanding at all levels.
In addition to score 3.0 performance, partial success at score 4.0 content.
The student is able to:
3.0
Sample Tasks
£
Examine constitutional powers (expressed, implied, inherent, concurrent,
reserved).
In addition to score 2.0 performance, partial success at score 3.0 content.
The student is able to:
Define expressed, reserved, implied, concurrent, inherent, and reserved
powers.
In addition to score 1.0 performance, partial success at score 2.0 content.
£
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Unit 2 Overview:
Legislative Branch
In this unit, students will understand the
legislative branch includes a bicameral
Congress, as well as state and local
legislatures, that are given the Constitutional
power to make laws.
Next Generation Sunshine State Standards
Focus Content Standards
(Mastery): Focus standards are the big ideas in the unit - which students
must walk away to have content mastery.
SS.912.C.3.3 Analyze the structures, functions, and processes of the legislative branch as
described in Article I of the Constitution.
SS.912.C.3.15 Examine how power and responsibility are distributed, shared, and limited by the
Constitution.
Highlighted Standards for Practice
Embedded Standards: are incorporated into the unit of
learning and are an integral part of the big picture of
learning. Most often embedded standards involve skills
that students need to grasp the focus standards.
SS.912.G.4.1 Interpret population growth and other
demographic data for any given place.
SS.912.G.5.5 Use geographic terms and tools to analyze case
studies of policies and programs for resource use and
management.
Ongoing Standards: align with the Common Core
English Language Arts and Math Standards as they
apply to Social Studies content. These standards are to
be used when applicable in the learning.
RH.11-12.1 Cite specific textual evidence to support analysis
of primary and secondary sources, connecting insights gained
from specific details to an understanding of the text as a
whole. RH.11-12.2 Determine the central ideas or
information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among
the key details and ideas.
RH.11-12.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate summary
that makes clear the relationships among the key details and
ideas.
RH.11-12.3 Evaluate various explanations for actions or
events and determine which explanation best accords with
textual evidence, acknowledging where the text leaves
matters uncertain.
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PascoCountySchools,2016-2017
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WHST.11-12.1 Write arguments focused on disciplinespecific content.
WHST.11-12.2 Write informative/explanatory texts,
including the narration of historical events, scientific
procedures/ experiments, or technical processes.
WHST.11-12.4 Produce clear and coherent writing in which
the development, organization, and style are appropriate to
task, purpose, and audience.
WHST.11-12.5 Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for
a specific purpose and audience.
WHST.11-12.7 Conduct short as well as more sustained
research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under
investigation.
WHST.11-12.9 Draw evidence from informational texts to
support analysis, reflection, and research.
VOCABULARY Unit 2
term, session, adjourn, prorogue, bicameral, president pro tempore, floor leader, whip, seniority rule, committee, reapportionment, redistricting, gerrymandering, constituents ,Speaker of the House,
Vice President, expressed powers, implied powers, tax, oversight, confirmation, impeach, ratification, override, amendment proposal, perjury, appropriation, bill, resolutions, rider, pigeonhole,
quorum, filibuster, cloture, veto, pocket veto
Focus Questions/ Learning Targets Unit 2
SS.912.C.3.3 I can analyze the structures, functions, and processes of the legislative branch as described in Article I of the Constitution.
SS.912.C.3.15 I can examine how power and responsibility are distributed, shared, and limited by the Constitution.
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PascoCountySchools,2016-2017
U.S. Government #2106310
RESOURCES
Textbook Aligned Resources
Magruder’s American Government 2013 (pp. 266 – 360)
• Chapter 10
• Chapter 11
Chapter 12 Sec. 1- 4
Try These for Sure!
Additional Resources
School House Rocks "I'm Just a Bill"
Mock Congress (How a bill becomes a law)
Organizational Chart - Branches of Govt
Government Alive! Chapters 11 & 12
Ted Ed Gerrymandering Video
We the People: The Citizen and the Constitution
Members of Congress: What Do They Do Lesson Plan
iCivics: Legislative Branch
Legislative Branch DBQ
Bill to Law Music Video Project
Redistricting Game
Redistricting Game Activity Assignment
Differentiation & Enrichment
Analyze a current piece of legislation through news articles, C-Span, and congressional members’ websites to explain the legislative process.
Compare and contrast the U.S. legislative process with another nation’s (i.e. Great Britain, Germany, France, Iran, Russia, China, etc.) to understand the differences
between the U.S. legislative process and the legislative process of other nations.
Compare and contrast the ways the U.S. Constitution distributes, shares, and limits power with the Constitution of another democratic nation.
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PascoCountySchools,2016-2017
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Unit Scale: The unit scale is a curricular organizer for PLCs to use to begin unpacking the unit. It should prompt PLCs to further explore question #1, “What do we expect all
students to learn?” Notice that all standards are placed at a 3.0 on the scale, regardless of their complexity. A 4.0 extends beyond 3.0 content and helps students to acquire deeper
understanding/thinking at a higher taxonomy level than represented in the standard (3.0). It is important to note that a level 4.0 is not a goal for the academically advanced, but rather a goal for ALL
students to work toward. A 2.0 on the scale represents a “lightly” unpacked explanation of what is needed, procedural and declarative knowledge i.e. key vocabulary, to move students towards
proficiency of the standards.
4.0
I can:
£
Compare and contrast Federalist Papers No. 52 and 62 with Anti-Federalist Papers No. 7 and 8 to understand the structure and function of the legislative branch.
I understand all that was taught and can teach it to others with no errors.
3.5
I can do everything at a 3.0 and I can demonstrate partial success at score 4.0.
3.0
I can:
£
£
I can analyze the structures, functions, and processes of the legislative branch as described in Article I of the Constitution.
I can examine how power and responsibility are distributed, shared, and limited by the Constitution.
With no errors.
2.5
I can do everything at a 2.0 and demonstrate partial success at score 3.0.
2.0
I know:
£
£
£
£
£
£
The definitions for the following terms: term, session, adjourn, prorogue, bicameral, president pro tempore, floor leader, whip, seniority rule, committee, reapportionment,
redistricting, gerrymandering, constituents , Speaker of the House, Vice President, expressed powers, implied powers, tax, oversight, confirmation, impeach, ratification,
override, amendment proposal, perjury, appropriation, bill, resolutions, rider, pigeonhole, quorum, filibuster, cloture, veto, pocket veto
Identify House and Senate Leadership positions and roles
Identify standing Committees and their roles
Identify Joint Committees and their roles
Identify differences in House and Senate rules and procedures
Identify the legislative process.
And there are no major errors regarding the simpler details and processes at score 3.0.
1.5
I can do some things at 3.0 with little success.
1.0
I need a lot of help with most things at a 3.0.
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Unit : Unpacking the Standard(s): What do we want students to Know, Understand and Do (KUD): The purpose of creating a Know, Understand, and Do Map (KUD) is to further the
unwrapping of a standard beyond what the Unit Scale provides and assist PLCs in answering question #1, “What do we expect all students to learn?” It is important for PLCs to study the focus
standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the standards are achieved. Additionally, collectively unwrapping
the standard will help with the creation of the learning progression scale (for use with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression
and identify the prerequisite skills that are essential for mastery.
Unit:
Standard(s): SS.912.C.3.3, SS.912.C.3.15
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
The legislative branch includes a bicameral Congress, as well as state and local legislatures, that are given the Constitutional power to make laws.
Know
Declarative knowledge: Facts, vocab., information
term, session, adjourn, prorogue, bicameral, president
pro tempore, floor leader, whip, seniority rule,
committee, reapportionment, redistricting,
gerrymandering, constituents ,Speaker of the House,
Vice President, expressed powers, implied powers, tax,
oversight, confirmation, impeach, ratification, override,
amendment proposal, perjury, appropriation, bill,
resolutions, rider, pigeonhole, quorum, filibuster,
cloture, veto, pocket veto
£ The legislative branch makes laws.
£ Each level of government has its own legislative
branch.
£ Article I lists the qualifications, term lengths, and
powers of the legislative branch.
£ Checks and balances limit the power of Congress.
£ A proposed law is a bill that has to go through the
legislative process of Congress
Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
Level 4 (Knowledge Utilization)
£ Create a piece of legislation and identify which committees it would go to and analyze the chances of its passage in both
chambers of Congress.
Level 3 (Analysis)
£ Examine the organization and responsibilities of the legislative branch at the national and state levels.
Level 2 (Comprehension)
£ Explain how a bill becomes a law.
Level 1 (Retrieval)
£ Identify the enumerated powers of the legislative branch.
£ Name Constitutional checks pertaining to the legislative branch.
Prerequisite skills: What prior knowledge (foundational skills) do students need to have mastered to be successful with this standard?
Unit : Sample Learning Progression Scale (for a chunk of learning): The learning progression scale unwraps the cognitive complexity of a focus standard for the unit, using student friendly
language. The purpose is to articulate distinct levels of knowledge and skills relative to a specific topic and provide a roadmap for designing instruction that reflects a progression of learning. The
sample learning progression scale shown below is just one example for PLCs to use as a springboard when creating their own scales for student-owned progress monitoring. The learning
progression scale should prompt teams to further explore question #2, “How will we know if and when they’ve learned it?” for each of the focus standards in the unit and make connections to Design
Question 1, “Communicating Learning Goals and Feedback” (Domain 1: Classroom Strategies and Behaviors). Keep in mind that a 3.0 on the scale indicates proficiency and includes the actual
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standard. A level 4.0 extends the learning to a higher cognitive level. Like the unit scale, the goal is for all students to strive for that higher cognitive level, not just the academically advanced. A level
2.0 outlines the basic declarative and procedural knowledge that is necessary to build towards the standard.
Next Generation Sunshine State Standards:
Score
Learning Progression
I can…
£ Be successful at Score 3.0.
£ Assist other students in understanding at all levels.
£ Critique the structures, functions, and processes of the legislative branch as
described in Article I of the Constitution.
Sample Tasks
£
£
£
4.0
£
3.5
3.0
2.5
2.0
1.0
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
I can...
£ Analyze the structures, functions, and processes of the legislative branch as
described in Article I of the Constitution.
£ Outline and describe the process of how a bill becomes a law.
£ Analyze and describe the various checks and balances of each branch of
government by and on the legislative branch as part of a federal system.
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
I can…
£ Identify, but not analyze, the structures, functions, and processes of the
legislative branch as described in Article I of the Constitution.
£ Identify that there are steps to a bill becoming a law, but cannot describe the
total process, and/or cannot understand the roles of each chamber in passing
legislation.
£ Identify checks but unable to describe their effect on each branch related to
federalism.
I need prompting and/or support to complete 2.0 tasks.
Compare and contrast Federalist Papers No. 52 and 62 with Anti-Federalist
Papers No. 7 and 8 to understand the structure and function of the legislative
branch.
Analyze a current piece of legislation through news articles, C-Span, and
congressional members’ websites to explain the legislative process.
Compare and contrast the U.S. legislative process with another nation’s (i.e.
Great Britain, Germany, France, Iran, Russia, China, etc.) to understand the
differences between the U.S. legislative process and the legislative process of
other nations.
Students will report on local legislative-constituent outreach efforts. After
conducting research students will write an editorial article discussing the
following question: How do our representatives work to address the concerns
of constituents? Students will need to cite all sources using MLA format and
sources will need to be approved by the instructor before creating the editorial
in order to validate the trustworthiness of their sources.
£
Students will collect and analyze news stories on the selection of House and
Senate leadership. Students will need to do this research by finding who their
house and senate members are within their area by using the site Find my
Representative or by using the site Open Congress. Students will then evaluate
the process for selecting Congressional leaders, and propose changes. Teachers
will need to create their own evaluation for student research findings in order
to focus on what they feel is most important in student’s findings.
£
Students will trace a bill through introduction, committee, and floor vote
processes. This can be done as a timeline reflecting when a bill passed through
each phase of the process.
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Unit 3 Overview:
Executive Branch
In this unit, students will understand the
functions and roles of the President and his
cabinet, as well as the processes of the federal
bureaucracy, and how each work with the other
branches of the U.S. government.
Next Generation Sunshine State Standards
Focus Content Standards
(Mastery): Focus standards are the big
ideas in the unit - which students must
walk away to have content mastery.
SS.912.C.3.4 Analyze the structures, functions, and
processes of the executive branch as described in
Article II of the Constitution.
SS.912.C.3.5 Identify the impact of independent
regulatory agencies in the federal bureaucracy.
SS.912.C.3.15 Examine how power and responsibility
are distributed, shared, and limited by the
Constitution.
SS.912.C.4.2 Evaluate the influence of American
foreign policy on other nations and the influences of
other nations on American policies and society.
SS.912.C.4.3 Assess human rights policies of the
United States and other countries.
Highlighted Standards for Practice
Embedded Standards: are incorporated into the unit of learning and are an integral part
of the big picture of learning. Most often embedded standards involve skills that
students need to grasp the focus standards.
Ongoing Standards: align with the Common Core English Language Arts and Math
Standards as they apply to Social Studies content. These standards are to be used when
applicable in the learning.
RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a
whole. RH.11-12.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide
an accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation
best accords with textual evidence, acknowledging where the text leaves matters uncertain.
WHST.11-12.1 Write arguments focused on discipline-specific content.
WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
WHST.11-12.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience.
WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question
(including a self- generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and
research.
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VOCABULARY Unit 3
succession, cabinet, governor, mayor, bureaucracy, secretary, civil service, patronage, executive, administrator, diplomat, Commander in Chief, primary, caucus, convention, platform, electoral
college, treaty, executive agreement, diplomat, recognition, impoundment, executive privilege, veto, pocket veto, pardon, reprieve, clemency, commutation, budget
Focus Questions/ Learning Targets Unit 3
SS.912.C.3.4 I can analyze the structures, functions, and processes of the executive branch as described in Article II of the Constitution.
SS.912.C.3.5 I can identify the impact of independent regulatory agencies in the federal bureaucracy.
SS.912.C.3.15 I can examine how power and responsibility are distributed, shared, and limited by the Constitution.
SS.912.C.4.2 I can evaluate the influence of American foreign policy on other nations and the influences of other nations on American policies and society.
SS.912.C.4.3 I can assess human rights policies of the United States and other countries.
RESOURCES
Textbook Aligned Resources
Magruder’s American Government 2013
Chapter 3 Section 1
Chapter 13 Sec. 1-5
Chapter 14
Chapter 15 Sec. 1-4
Chapter 16
Chapter 17
Try These for Sure!
Additional Resources
Ted Ed Electoral College Video
Executive Branch Quizlet
Ted Ed Electoral College Video QUESTIONS
Government Alive! Chapters 12 & 13
Path to Presidency Poster
We the People: The Citizen and the Constitution
Iron Triangle Lesson Plan
2012 Electoral College Map
iCivics - Executive Branch
https://www.usa.gov/branches-of-government
National Constitution Center - Investigating the Branches of
Govt
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Differentiation & Enrichment
Choose 3 different historical periods/eras from America, research the foreign policies from those periods both on and from the US, and then compare each.
Research the history of various regulatory agencies in the federal bureaucracy, then analyze the effects of the changes of each on government, society, and the economy in general.
Compare and contrast the ways the U.S. Constitution distributes, shares, and limits power with the Constitution of another democratic nation.
Work with a human rights organization to identify areas in the world that are deficient in human rights and participate in a campaign to gain awareness about world human rights.
Research various human rights violations from a variety of nations and time periods and create a website about each.
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Unit Scale: The unit scale is a curricular organizer for PLCs to use to begin unpacking the unit. It should prompt PLCs to further explore question #1, “What do we expect all
students to learn?” Notice that all standards are placed at a 3.0 on the scale, regardless of their complexity. A 4.0 extends beyond 3.0 content and helps students to acquire deeper
understanding/thinking at a higher taxonomy level than represented in the standard (3.0). It is important to note that a level 4.0 is not a goal for the academically advanced, but rather a goal for ALL
students to work toward. A 2.0 on the scale represents a “lightly” unpacked explanation of what is needed, procedural and declarative knowledge i.e. key vocabulary, to move students towards
proficiency of the standards.
4.0
I can:
£
£
£
£
£
Choose 3 different historical periods/eras from America, research the foreign policies from those periods both on and from the US, and then compare each.
Research the history of various regulatory agencies in the federal bureaucracy, then analyze the effects of the changes of each on government, society, and the economy in
general.
Compare and contrast the ways the U.S. Constitution distributes, shares, and limits power with the Constitution of another democratic nation.
Work with a human rights organization to identify areas in the world that are deficient in human rights and participate in a campaign to gain awareness about world human
rights.
Research various human rights violations from a variety of nations and time periods and create a website about each.
3.5
I understand all that was taught and can teach it to others with no errors.
I can do everything at a 3.0 and I can demonstrate partial success at score 4.0.
3.0
I can:
£
£
£
£
£
analyze the structures, functions, and processes of the executive branch as described in Article II of the Constitution.
identify the impact of independent regulatory agencies in the federal bureaucracy.
examine how power and responsibility are distributed, shared, and limited by the Constitution.
evaluate the influence of American foreign policy on other nations and the influences of other nations on American policies and society.
assess human rights policies of the United States and other countries.
2.5
With no errors.
I can do everything at a 2.0 and demonstrate partial success at score 3.0.
2.0
I know:
£
£
the definition of the following terms: succession, cabinet, governor, mayor, bureaucracy, secretary, civil service, patronage, executive, administrator, diplomat, Commander
in Chief, primary, caucus, convention, platform, electoral college, treaty, executive agreement, diplomat, recognition, impoundment, executive privilege, veto, pocket veto,
pardon, reprieve, clemency, commutation, budget.
Describe and Summarize how key people, terms, concepts, and events are related to the functions, structures, and processes of the executive branch as described in the
Constitution.
And there are no major errors regarding the simpler details and processes at score 3.0.
1.5
I can do some things at 3.0 with little success.
1.0
I need a lot of help with most things at a 3.0.
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Unit : Unpacking the Standard(s): What do we want students to Know, Understand and Do (KUD): The purpose of creating a Know, Understand, and Do Map (KUD) is to further the
unwrapping of a standard beyond what the Unit Scale provides and assist PLCs in answering question #1, “What do we expect all students to learn?” It is important for PLCs to study the focus
standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the standards are achieved. Additionally, collectively unwrapping
the standard will help with the creation of the learning progression scale (for use with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression
and identify the prerequisite skills that are essential for mastery.
Unit III: Executive Branch
Standard(s): SS.912.C.3.4, SS.912.C.3.5, SS.912.C.3.15, SS.912.C.4.2, SS.912.C.4.3
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
The President is the head of the Executive Branch, which also includes a cabinet and their main function is to enforce the laws.
Know
Declarative knowledge: Facts, vocab., information
succession, cabinet, governor, mayor, bureaucracy,
secretary, civil service, patronage, executive,
administrator, diplomat
Commander in Chief, primary, caucus, convention,
platform, electoral college, treaty, executive agreement,
diplomat, recognition, impoundment, executive
privilege, veto, pocket veto, pardon, reprieve, clemency,
commutation, budget
Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
Level 4 (Knowledge Utilization)
£ Propose alternatives to the Electoral College.
Level 3 (Analysis)
£ Describe the role and impact of government agencies (bureaucracy)
Level 2 (Comprehension)
£ Describe the electoral process of the presidency.
Level 1 (Retrieval)
The executive branch enforces the law.
£ Explain the organization and functions of the executive branch.
The president is the head of the Executive
£ Identify the responsibilities and roles of the modern U.S. president.
branch and its departments/agencies.
£ The Electoral College elects the president.
£ The president has many different roles and
powers that can be limited by the other
branches.
£ Government at every level depends on
bureaucracies to carry out public policies.
Prerequisite skills: What prior knowledge (foundational skills) do students need to have mastered to be successful with this standard?
£
£
Unit : Sample Learning Progression Scale (for a chunk of learning): The learning progression scale unwraps the cognitive complexity of a focus standard for the unit, using student friendly
language. The purpose is to articulate distinct levels of knowledge and skills relative to a specific topic and provide a roadmap for designing instruction that reflects a progression of learning. The
sample learning progression scale shown below is just one example for PLCs to use as a springboard when creating their own scales for student-owned progress monitoring. The learning
progression scale should prompt teams to further explore question #2, “How will we know if and when they’ve learned it?” for each of the focus standards in the unit and make connections to Design
Question 1, “Communicating Learning Goals and Feedback” (Domain 1: Classroom Strategies and Behaviors). Keep in mind that a 3.0 on the scale indicates proficiency and includes the actual
standard. A level 4.0 extends the learning to a higher cognitive level. Like the unit scale, the goal is for all students to strive for that higher cognitive level, not just the academically advanced. A level
2.0 outlines the basic declarative and procedural knowledge that is necessary to build towards the standard.
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Next Generation Sunshine State Standards:
SS.912.C.3.4: Analyze the structures, functions, and processes of the executive branch as described in Article II of the Constitution.
Learning Progression
Score
I can:
£
£
Sample Tasks
£
Be successful at Score 3.0.
Assist other students in understanding at all levels.
4.0
£
£
3.5
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
£
I can:
£
£
3.0
£
2.5
2.0
1.0
Research and trace the development of any presidential nominee from
announcement of candidacy through the primaries to the national convention,
to the general election, and results of the Electoral College, and then analyze
the results.
Research the alternative plans to the Electoral College. Choose one to defend
and then refute the others.
Research and evaluate the US v. Nixon Supreme Court case: how and why it
happened, and how the results affected the presidency in general.
Identify and analyze the structures, functions, and processes of the executive
branch as described in Article II of the Constitution.
Analyze and explain the entire electoral process related to Presidential
elections to include primaries/caucuses, national conventions, general
elections, and the Electoral College.
Analyze and describe the various checks and balances of each branch of
government by and on the executive branch as part of a federal system.
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
I can:
£ Identify, but not analyze, the structures, functions, and processes of the judicial
branch as described in Article II of the Constitution.
£ Identify, but not analyze and explain, the entire electoral process related to
Presidential elections to include primaries/caucuses, national conventions,
general elections, and the Electoral College.
£ Identify, but not Analyze and describe, the various checks and balances of each
branch of government by and on the executive branch as part of a federal
system.
I need prompting and/or support to complete 2.0 tasks.
£
£
Create a chart that shows the pathway to the Presidency to include primaries,
campaigning, nomination, elections (including electoral college), and
inauguration.
Analyze the relationship between Congress, Executive Departments, and
Interest Groups (Iron Triangles).
Match checks and balances to their respective branches.
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Unit 4 Overview:
Judicial Branch
In this unit, students
will understand federal, state, and
county courts interpret the
Constitution to protect individual
and group rights.
Next Generation Sunshine State Standards
Focus Content Standards
(Mastery): Focus standards are the big ideas in the unit - which
students must walk away to have content mastery.
Highlighted Standards for Practice
Embedded Standards: are incorporated into the unit of learning and are an
integral part of the big picture of learning. Most often embedded standards
involve skills that students need to grasp the focus standards.
SS.912.C.3.6 Analyze the structures, functions, and processes of the judicial
branch as described in Article III of the Constitution.
SS.912.C.3.7 Describe the role of judicial review in American constitutional
government.
SS.912.C.3.8 Compare the role of judges on the state and federal level with other
elected officials.
SS.912.C.3.9 Analyze the various levels and responsibilities of courts in the
federal and state judicial system and the relationships among them.
SS.912.C.3.10 Evaluate the significance and outcomes of landmark Supreme
Court cases.
SS.912.C.3.11 Contrast how the Constitution safeguards and limits individual
rights.
SS.912.C.3.12 Simulate the judicial decision-making process in interpreting law
at the state and federal level.
Ongoing Standards: align with the Common Core English Language Arts and
Math Standards as they apply to Social Studies content. These standards are
to be used when applicable in the learning.
RH.11-12.1 Cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific details to an
understanding of the text as a whole. RH.11-12.2 Determine the central ideas or
information of a primary or secondary source; provide an accurate summary that
makes clear the relationships among the key details and ideas.
RH.11-12.2 Determine the central ideas or information of a primary or secondary
source; provide an accurate summary that makes clear the relationships among the key
details and ideas.
SS.912.C.3.15 Examine how power and responsibility are distributed, shared, and
limited by the Constitution.
RH.11-12.3 Evaluate various explanations for actions or events and determine which
explanation best accords with textual evidence, acknowledging where the text leaves
matters uncertain.
WHST.11-12.1 Write arguments focused on discipline-specific content.
SS.912.C.2.6 Evaluate, take, and defend positions about rights protected by the
Constitution and Bill of Rights.
WHST.11-12.2 Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
SS.912.C.2.7 Explain why rights have limits and are not absolute.
WHST.11-12.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
SS.912.C.2.9 Identify the expansion of civil rights and liberties by examining the
principles contained in primary documents.
WHST.11-12.5 Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
WHST.11-12.7 Conduct short as well as more sustained research projects to answer a
question (including a self- generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection,
and research.
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VOCABULARY Unit 4
jurisdiction, original jurisdiction, appellate jurisdiction, judicial review, appeal, certiorari, stare decisis, opinion, extradition, prosecutor, plaintiff, defendant, criminal law, civil law, civil liberties, civil
rights, segregation, assembly, probable cause, exclusionary rule, habeas corpus, grand jury, indictment, double jeopardy, gag order, petit jury, bench trial, bail, due process, appeal, warrant,
misdemeanor, felony, Miranda Rights
Focus Questions/ Learning Targets Unit 4
SS.912.C.2.6 – I can evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights.
SS.912.C.2.7 – I can explain why rights have limits and are not absolute.
SS.912.C.2.9 – I can identify the expansion of civil rights and liberties by examining the principles contained in primary documents.
SS.912.C.3.6 – I can analyze the structures, functions, and processes of the judicial branch as described in Article III of the Constitution.
SS.912.C.3.7 – I can describe the role of judicial review in American constitutional government.
SS.912.C.3.8 – I can compare the role of judges on the state and federal level with other elected officials.
SS.912.C.3.9 – I can analyze the various levels and responsibilities of courts in the federal and state judicial system and the relationships among them.
SS.912.C.3.10 – I can evaluate the significance and outcomes of landmark Supreme Court cases.
SS.912.C.3.11 – I can contrast how the Constitution safeguards and limits individual rights.
SS.912.C.3.12 – I can simulate the judicial decision-making process in interpreting law at the state and federal level.
SS.912.C.3.15 – I can examine how power and responsibility are distributed, shared, and limited by the Constitution.
RESOURCES
Textbook Aligned Resources
Magruder’s American Government 2013
Chapter 18
Chapter 19 Chapter 20
Chapter 21
Try These for Sure!
Additional Resources
Landmark Supreme Court Cases
Judicial Branch in a Flash!
*Additional instructional resources may be necessary
iCivics Judicial Branch Main Page
Freedom of Religion Court Cases Simulator
Bill of Rights & Civil Liberties
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Differentiation & Enrichment
Research, diagram, and create a report that follows a current Supreme Court case from its origin, through to lower courts, the Supreme Court.
Research current cases in the news and determine which court(s) would hear the cases and why.
Analyze Federalist No. 78.
Compare and contrast the US judicial system with the judicial systems of Great Britain, China, Iran, and Mexico.
Create a "Show Me" or other lesson-type presentation for fellow students to view about the Judicial Branch in general, a particular case or cases, justices, history, etc.
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Unit Scale: The unit scale is a curricular organizer for PLCs to use to begin unpacking the unit. It should prompt PLCs to further explore question #1, “What do we expect all
students to learn?” Notice that all standards are placed at a 3.0 on the scale, regardless of their complexity. A 4.0 extends beyond 3.0 content and helps students to acquire deeper
understanding/thinking at a higher taxonomy level than represented in the standard (3.0). It is important to note that a level 4.0 is not a goal for the academically advanced, but rather a goal for ALL
students to work toward. A 2.0 on the scale represents a “lightly” unpacked explanation of what is needed, procedural and declarative knowledge i.e. key vocabulary, to move students towards
proficiency of the standards.
4.0
3.5
3.0
2.5
I can:
£
Analyze the structure, functions, and processes of the judicial branch as described in Article III of the Constitution and research the changes in each throughout American
history.
£ Compare rights of US citizens and law to other countries.
I understand all that was taught and can teach it to others with no errors.
I can do everything at a 3.0 and I can demonstrate partial success at score 4.0.
I can:
£
£
£
£
£
£
£
£
£
£
£
evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights.
explain why rights have limits and are not absolute.
identify the expansion of civil rights and liberties by examining the principles contained in primary documents.
analyze the structures, functions, and processes of the judicial branch as described in Article III of the Constitution.
describe the role of judicial review in American constitutional government.
compare the role of judges on the state and federal level with other elected officials.
analyze the various levels and responsibilities of courts in the federal and state judicial system and the relationships among them.
evaluate the significance and outcomes of landmark Supreme Court cases.
contrast how the Constitution safeguards and limits individual rights.
simulate the judicial decision-making process in interpreting law at the state and federal level.
examine how power and responsibility are distributed, shared, and limited by the Constitution.
With no errors.
I can do everything at a 2.0 and demonstrate partial success at score 3.0.
1.5
I know:
£ the definitions for the following terms: jurisdiction, original jurisdiction, appellate jurisdiction, judicial review, appeal, certiorari, stare decisis, opinion, extradition,
prosecutor, plaintiff, defendant, criminal law, civil law, civil liberties, civil rights, segregation, assembly, probable cause, exclusionary rule, habeas corpus, grand
jury, indictment, double jeopardy, gag order, petit jury, bench trial, bail, due process, appeal, warrant, misdemeanor, felony Miranda Rights
£ limits the Constitution places on rights.
£ Safeguards the Constitution has for our rights.
£ That powers are shared.
£ The function and organization of the judicial branch according to Article III of the Constitution.
And there are no major errors regarding the simpler details and processes at score 3.0.
I can do some things at 3.0 with little success.
1.0
I need a lot of help with most things at a 3.0.
2.0
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Unit : Unpacking the Standard(s): What do we want students to Know, Understand and Do (KUD): The purpose of creating a Know, Understand, and Do Map (KUD) is to further the
unwrapping of a standard beyond what the Unit Scale provides and assist PLCs in answering question #1, “What do we expect all students to learn?” It is important for PLCs to study the focus
standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the standards are achieved. Additionally, collectively unwrapping
the standard will help with the creation of the learning progression scale (for use with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression
and identify the prerequisite skills that are essential for mastery.
Unit:
Standard(s): SS.912.C.2.6, SS.912.C.2.7, SS.912.C.2.9, SS.912.C.3.6, SS.912.C.3.7, SS.912.C.3.8, SS.912.C.3.9, SS.912.C.3.10, SS.912.C.3.11, SS.912.C.3.12, SS.912.C.3.15
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Students will understand the rights and freedoms we have according to the US Constitution.
Know
Declarative knowledge: Facts, vocab., information
jurisdiction, original jurisdiction, appellate jurisdiction,
judicial review, appeal, certiorari, stare decisis, opinion,
extradition, prosecutor, plaintiff, defendant, criminal
law, civil law, civil liberties, civil rights, segregation,
assembly, probable cause, exclusionary rule, habeas
corpus, grand jury, indictment, double jeopardy, gag
order, petit jury, bench trial, bail, due process,
appeal, warrant, misdemeanor, felony Miranda Rights
Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
Level 4 (Knowledge Utilization)
£ Use landmark Supreme Court cases to explore what happens when rights conflict.
Level 3 (Analysis)
£ Determine the significance of each right secured by the Bill of Rights.
Level 2 (Comprehension)
£ Explain the structure, function, and process of the Supreme Court
Level 1 (Retrieval)
£ Identify the constitutional rights of individuals.
£ Identify the organization, function, and jurisdiction of federal, state, and local courts.
£ The judicial branch interprets laws.
£ There are county, circuit, district, and appellate
courts in the United States.
£ The Supreme Court is the highest court in the United
States, and the only court created by the
Constitution.
£ The Supreme Court has original and appellate
jurisdictions; it decides constitutional issues.
£ The Bill of Rights protects the rights of citizens.
£ Supreme Court rulings affect Constitutional
interpretation.
Prerequisite skills: What prior knowledge (foundational skills) do students need to have mastered to be successful with this standard?
Unit : Sample Learning Progression Scale (for a chunk of learning): The learning progression scale unwraps the cognitive complexity of a focus standard for the unit, using student friendly
language. The purpose is to articulate distinct levels of knowledge and skills relative to a specific topic and provide a roadmap for designing instruction that reflects a progression of learning. The
sample learning progression scale shown below is just one example for PLCs to use as a springboard when creating their own scales for student-owned progress monitoring. The learning
progression scale should prompt teams to further explore question #2, “How will we know if and when they’ve learned it?” for each of the focus standards in the unit and make connections to Design
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Question 1, “Communicating Learning Goals and Feedback” (Domain 1: Classroom Strategies and Behaviors). Keep in mind that a 3.0 on the scale indicates proficiency and includes the actual
standard. A level 4.0 extends the learning to a higher cognitive level. Like the unit scale, the goal is for all students to strive for that higher cognitive level, not just the academically advanced. A level
2.0 outlines the basic declarative and procedural knowledge that is necessary to build towards the standard.
Next Generation Sunshine State Standards:
Score
Learning Progression
Sample Tasks
£
Score 4.0
Score 3.5
Score 3.0
Score 2.5
Score 2.0
Score 1.5
The student is able to:
£ Be successful at Score 3.0.
£ Assist other students in understanding at all levels.
£ Analyze the structure, functions, and processes of the judicial branch as
described in Article III of the Constitution and research the changes in each
throughout American history.
£
£
£
£
Research, diagram, and create a report that follows a current Supreme Court
case from its origin, through to lower courts, the Supreme Court.
Research current cases in the news and determine which court(s) would hear
the cases and why.
Analyze Federalist No. 78.
Compare and contrast the US judicial system with the judicial systems of Great
Britain, China, Iran, and Mexico.
Create a "Show Me" or other lesson-type presentation for fellow students to
view about the Judicial Branch in general, a particular case or cases, justices,
history, etc.
In addition to score 3.0 performance, partial success at score 4.0 content.
The student is able to:
£ Identify and analyze the structure, functions, and processes of the judicial
branch as described in Article III of the Constitution.
£ Identify and explain the differences between judicial activism and judicial
restraint.
£ Identify, describe, and analyze the various checks and balances of each branch
of government by and on the judicial branch as part of a federal system.
£ Identify and explain the path cases take to the Supreme Court.
In addition to score 2.0 performance, partial success at score 3.0 content.
The student is able to:
£ Identify, but not analyze, the structure, functions, and processes of the judicial
branch as described in Article III of the Constitution.
£ Identify, but not explain, the differences between judicial activism and judicial
restraint.
£ Identify, but not analyze and/or describe, the various checks and balances of
each branch of government by and on the judicial branch as part of a federal
system.
£ Identify, but not explain, the path cases take to the Supreme Court.
In addition to score 1.0 performance, partial success at score 2.0 content.
£
£
£
£
£
£
Create a flow chart for how a bill becomes a law.
Create a "job ad" for justices. Students should include desired qualities,
informal qualifications, and historical data.
Create a chart that highlights the relationships between the checks and
balances of each branch and the effects each have on the other.
Compare and contrast landmark cases that relate to each other (via precedence
or based in similar constitutional question--i.e. Roe & Casey, Brown & Plessy)
Create a chart to outline the checks and balances that each branch has, noting
specifically the judicial branch.
Summarize landmark SC cases
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Next Generation Sunshine State Standards
Unit 5 Overview:
Focus Content Standards
In this unit, students will understand a
United States citizen has civic rights
and responsibilities in being an
informed and active citizen in the
political process.
(Mastery): Focus standards are the big ideas in
the unit - which students must walk away to have
content mastery.
SS.912.C.2.1 Evaluate the constitutional provisions
establishing citizenship, and assess the criteria among citizens
by birth, naturalized citizens, and non-citizens.
SS.912.C.2.2 Evaluate the importance of political
participation and civic participation.
SS.912.C.2.3 Experience the responsibilities of citizens at the
local, state, or federal levels.
SS.912.C.2.4 Evaluate, take, and defend positions on issues
that cause the government to balance the interests of
individuals with the public good.
SS.912.C.2.5 Conduct a service project to further the public
good.
SS.912.C.2.8 Analyze the impact of citizen participation as a
means of achieving political and social change.
Highlighted Standards for Practice
Embedded Standards: are incorporated into the unit of learning and are an integral part of
the big picture of learning. Most often embedded standards involve skills that students
need to grasp the focus standards.
Ongoing Standards: align with the Common Core English Language Arts and Math
Standards as they apply to Social Studies content. These standards are to be used when
applicable in the learning.
RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole. RH.1112.2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide
an accurate summary that makes clear the relationships among the key details and ideas.
SS.912.C.2.10 Monitor current public issues in Florida.
RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation
best accords with textual evidence, acknowledging where the text leaves matters uncertain.
WHST.11-12.1 Write arguments focused on discipline-specific content.
SS.912.C.2.11 Analyze public policy solutions or courses of
action to resolve a local, state, or federal issue.
WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
SS.912.C.2.12 Explain the changing roles of television, radio,
press, and Internet in political communication.
SS.912.C.2.13 Analyze various forms of political
communication and evaluate for bias, factual accuracy,
omission, and emotional appeal.
SS.912.C.2.14 Evaluate the processes and results of an
election at the state or federal level.
SS.912.C.2.15 Evaluate the origins and roles of political
parties, interest groups, media, and individuals in determining
and shaping public policy.
SS.912.C.2.16 Analyze trends in voter turnout.
WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
WHST.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience.
WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question
(including a self- generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and
research.
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VOCABULARY Unit 5
citizenship, refugee, jus soli, jus sanguinis, naturalization, alien, expatriation, denaturalization, deportation,, conservative, liberal, third/minor parties, public policy, platform, Democrat, Independent,
Republican, suffrage, franchise, registration, straight-ticket voting, split-ticket voting, primary, caucus, nomination, campaign, precinct, ballot, absentee ballot
Focus Questions/ Learning Targets Unit 5
SS.912.C.2.1 I can evaluate the constitutional provisions establishing citizenship, and assess the criteria among citizens by birth, naturalized citizens, and non-citizens.
SS.912.C.2.2 I can evaluate the importance of political participation and civic participation.
SS.912.C.2.3 I can experience the responsibilities of citizens at the local, state, or federal levels.
SS.912.C.2.4 I can evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.
SS.912.C.2.5 I can conduct a service project to further the public good.
SS.912.C.2.8 I can analyze the impact of citizen participation as a means of achieving political and social change.
SS.912.C.2.10 I can monitor current public issues in Florida.
SS.912.C.2.11 I can analyze public policy solutions or courses of action to resolve a local, state, or federal issue.
SS.912.C.2.12 I can explain the changing roles of television, radio, press, and Internet in political communication.
SS.912.C.2.13 I can analyze various forms of political communication and evaluate for bias, factual accuracy, omission, and emotional appeal.
SS.912.C.2.14 I can evaluate the processes and results of an election at the state or federal level.
SS.912.C.2.15 I can evaluate the origins and roles of political parties, interest groups, media, and individuals in determining and shaping public policy.
SS.912.C.2.16 I can analyze trends in voter turnout.
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RESOURCES
Textbook Aligned Resources
Magruder’s American Government 2013
Chapter 1 Sec. 2
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 20 Sec. 3, 4
Try These for Sure!
Additional Resources
Fair Vote - Website dedicated to voter trends, outcomes,
providing information on national popular vote, and has some
lesson plans.
Government Alive! Chapters 7, 8, 9, 10
Census Bureau - information for demographics, break down by
year, state by state, how the census works, etc.
poll simulation
DHS Citizenship page
INS Naturalization test questions
Project Citizen
We the People: The Citizen and the Constitution
Pasco Supervisor of Elections Website
Crash Course: Election Basics
Crash Course: Shaping Public Policy
Differentiation & Enrichment
Evaluate the impact of the naturalization process on society, government, or the political process.
Critique responsibilities and obligations of citizens using evidence from outside sources to bolster your claim.
Analyze historical voter data for changes in trends to identify and explain party realignment and party DE alignment.
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Unit Scale: The unit scale is a curricular organizer for PLCs to use to begin unpacking the unit. It should prompt PLCs to further explore question #1, “What do we expect all
students to learn?” Notice that all standards are placed at a 3.0 on the scale, regardless of their complexity. A 4.0 extends beyond 3.0 content and helps students to acquire deeper
understanding/thinking at a higher taxonomy level than represented in the standard (3.0). It is important to note that a level 4.0 is not a goal for the academically advanced, but rather a goal for ALL
students to work toward. A 2.0 on the scale represents a “lightly” unpacked explanation of what is needed, procedural and declarative knowledge i.e. key vocabulary, to move students towards
proficiency of the standards.
4.0
I can:
£
£
£
Evaluate the impact of the naturalization process on society, government, or the political process.
Critique responsibilities and obligations of citizens using evidence from outside sources to bolster your claim.
Analyze historical voter data for changes in trends to identify and explain party realignment and party dealignment.
I understand all that was taught and can teach it to others with no errors.
3.5
I can do everything at a 3.0 and I can demonstrate partial success at score 4.0.
3.0
I can:
£
£
£
£
£
£
£
£
£
£
£
£
£
evaluate the constitutional provisions establishing citizenship, and assess the criteria among citizens by birth, naturalized citizens, and non-citizens.
evaluate the importance of political participation and civic participation.
experience the responsibilities of citizens at the local, state, or federal levels.
evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.
conduct a service project to further the public good.
analyze the impact of citizen participation as a means of achieving political and social change.
monitor current public issues in Florida.
analyze public policy solutions or courses of action to resolve a local, state, or federal issue.
explain the changing roles of television, radio, press, and Internet in political communication.
analyze various forms of political communication and evaluate for bias, factual accuracy, omission, and emotional appeal.
evaluate the processes and results of an election at the state or federal level.
evaluate the origins and roles of political parties, interest groups, media, and individuals in determining and shaping public policy.
analyze trends in voter turnout.
With no errors.
2.5
I can do everything at a 2.0 and demonstrate partial success at score 3.0.
2.0
I know:
£ The definition to the following terms: citizenship, refugee, jus soli, jus sanguinis, naturalization, alien, expatriation, denaturalization, deportation, conservative, liberal,
third/minor parties, public policy, platform, Democrat, Independent, Republican, suffrage, franchise, registration, straight-ticket voting, split-ticket voting, primary, caucus,
nomination, campaign, precinct, ballot, absentee ballot
£ Explain the importance of the naturalization process.
£ Determine who is considered a citizen based in the Fourteenth Amendment.
£ Classify actions as either obligations or responsibilities of citizens.
£ Identify political parties.
£ Identify demographics.
I can do some things at 3.0 with little success.
1.5
1.0
I need a lot of help with most things at a 3.0.
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Unit : Unpacking the Standard(s): What do we want students to Know, Understand and Do (KUD): The purpose of creating a Know, Understand, and Do Map (KUD) is to further the
unwrapping of a standard beyond what the Unit Scale provides and assist PLCs in answering question #1, “What do we expect all students to learn?” It is important for PLCs to study the focus
standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the standards are achieved. Additionally, collectively unwrapping
the standard will help with the creation of the learning progression scale (for use with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression
and identify the prerequisite skills that are essential for mastery.
Unit V: Citizenship & Political Participation
Standard(s): SS.912.C.2.1, SS.912.C.2.2, SS.912.C.2.3, SS.912.C.2.4, SS.912.C.2.5, SS.912.C.2.8, SS.912.C.2.10, SS.912.C.2.11, SS.912.C.2.12, SS.912.C.2.13, SS.912.C.2.14, SS.912.C.2.15,
SS.912.C.2.16
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
A United States citizen has civic rights and responsibilities in being an informed and active citizen in the political process.
Know
Declarative knowledge: Facts, vocab., information
citizenship, refugee, jus soli, jus sanguinis,
naturalization, alien, expatriation, denaturalization,
deportation, conservative, liberal, third/minor parties,
public policy, platform, Democrat, Independent,
Republican, suffrage, franchise, registration, straightticket voting, split-ticket voting, primary, caucus,
nomination, campaign, precinct, ballot, absentee ballot
£
£
£
£
All citizens have responsibilities to the United
States.
There are numerous political parties in the
United States.
Interest groups and mass media help form
public opinion and affect people’s voting
decisions.
Naturalization is the legal process by which
citizens of another country become citizens of
the United States.
Do
Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.
Level 4 (Knowledge Utilization)
£ Evaluate the significance of interest groups.
£ Examine the role of the media in shaping public opinion.
Level 3 (Analysis)
£ Analyze the roles political parties play in creating public policy.
Level 2 (Comprehension)
£ Explain the qualifications and process of naturalization.
Level 1 (Retrieval)
£ Identify forms of civic participation.
Prerequisite skills: What prior knowledge (foundational skills) do students need to have mastered to be successful with this standard?
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Unit : Sample Learning Progression Scale (for a chunk of learning): The learning progression scale unwraps the cognitive complexity of a focus standard for the unit, using student friendly
language. The purpose is to articulate distinct levels of knowledge and skills relative to a specific topic and provide a roadmap for designing instruction that reflects a progression of learning. The
sample learning progression scale shown below is just one example for PLCs to use as a springboard when creating their own scales for student-owned progress monitoring. The learning
progression scale should prompt teams to further explore question #2, “How will we know if and when they’ve learned it?” for each of the focus standards in the unit and make connections to Design
Question 1, “Communicating Learning Goals and Feedback” (Domain 1: Classroom Strategies and Behaviors). Keep in mind that a 3.0 on the scale indicates proficiency and includes the actual
standard. A level 4.0 extends the learning to a higher cognitive level. Like the unit scale, the goal is for all students to strive for that higher cognitive level, not just the academically advanced. A level
2.0 outlines the basic declarative and procedural knowledge that is necessary to build towards the standard.
Next Generation Sunshine State Standards:
Score
Learning Progression
I can…
£ Evaluate the impact of the naturalization process on society, government, or
the political process.
£ Critique responsibilities and obligations of citizens using evidence from
outside sources to bolster your claim.
4.0
3.5
3.0
2.0
1.0
£
Write a well-crafted reflection on their service learning experience using the
following prompt: Based on what you have experienced during the class
service project and what you have learned during the other components of this
lesson, write an argument explaining the importance of being a responsible
citizen. Cite specific examples
£
Develop a logical argument to either defend or dispute the importance of a
specific obligation or responsibility of a citizen. (voting, paying taxes, serving
in the military, jury duty)
Complete graphic organizer explaining how each obligation and responsibility
relates to being an active participant in society, government or political
process.
Create a well-crafted response to the following prompt: Based on what you
have learned about obligations and responsibilities of citizens, choose two
obligations and two responsibilities and write an informational paragraph to
explain what occurs if citizens do not fulfill the obligation or responsibility and
the benefit to the common good when they do fulfill the obligation or
responsibility.
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
I can…
£ Distinguish between Law of Blood and Law of Soil.
£ Construct a legal pathway to becoming a US citizen.
£ Develop a logical argument to either defend or dispute the importance of a
specific obligation or responsibility of a citizen. (voting, paying taxes, serving
in the military, jury duty)
2.5
Sample Tasks
£
£
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
I can…
£ Explain the importance of the naturalization process.
£ Determine who is considered a citizen based in the Fourteenth Amendment.
£ Classify actions as either obligations or responsibilities of citizens
I need prompting and/or support to complete 2.0 tasks.
£
Classify actions as either obligations or responsibilities of citizens
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