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Georgia Performance Standards for American Government/Civics – Grades 9-12
UNIT 5 – “America’s Federal System”
Elaborated Unit Focus
This unit provides students the opportunity to understand the federal system of government found in the
United States. The concept of rule of law will help students understand ideas like enumerated powers and
jurisdiction of courts. The concept of distribution of power will be used to focus students on services
provided by various levels of government and the on-going debate regarding the balance of power
between state and national governments.
Standards/Elements
SSCG5 The student will demonstrate knowledge of the federal system of government described in
the United States Constitution.
a.
Explain the relationship of state governments to the national government.
b.
Define the difference between enumerated and implied powers.
c.
Describe the extent to which power is shared.
d.
Identify powers denied to state and national governments.
e.
Analyze the ongoing debate that focuses on the balance of power between state and national
governments.
f.
Analyze the supremacy clause found in Article VI and the role of the U.S. Constitution as the
“supreme law of the land.”
SSCG17 The student will demonstrate knowledge of the organization and powers
of state and local government described in the Georgia Constitution.
b.
Examine the structure of local governments with emphasis on county, city, and town.
c.
Identify current state and local officials.
d.
Analyze the relationship among state and local governments.
e.
Evaluate direct democracy by the initiative, referendum, and recall processes.
SSCG18 The student will demonstrate knowledge of the powers of Georgia’s state
and local governments.
a.
Examine the powers of state and local government.
b.
Examine sources of revenue received by each level of government.
c.
Analyze the services provided by state and local government.
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.
Where, specifically, does each level of government get its power?
In what ways can items like initiatives, referendums, and the recall process place “unspoken” limits on
government’s power?
How does the source of funding for a government relate to its power?
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 5
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
Students will understand that distribution of power in government is based on documents and laws
that specify structure combined with contemporary values and beliefs.
Why is it important to distribute power both horizontally and vertically?
How does the relationship between state and local governments compare with the relationship between
the national and state governments?
In what ways have our beliefs and values about federalism changed since the ratification of the
Constitution? In what ways are they the same?
Sample Balanced Assessment Plan
Description of assessment
GPS
Type of assessment
Students begin with a give one, get one activity creating a list of all the ways
they think government affects them. Teacher lecture/graphic organizer on the
levels of government. Students complete a journal entry on which level of
government affects their lives the most.
Students will read Article 4, the 10th and 11th Amendments of the US
Constitution. Students will also read the GA Constitution finding enumerated
and implied powers of both governments. After some discussion, students will
compose an essay describing the types of powers and giving specific examples
at all levels.
Class discussion of Georgia government based on assigned reading. Graphic
organizer comparing federal and state governments and then state and local
governments. Students will complete a “what if” activity analyzing
powers/services at each level.
5a
18a
Students will research various court cases regarding federalism and state/local
issues (McCulloch, Gibbons, Rasul, Martin, etc). After research, students will
conduct panel discussions about the relationship between the federal
government and states and states and local governments.
*Informal Observation
*Dialogue and
Discussion
*Constructed Response
*Selected Response
*Self-Assessment
Vario *Informal Observation
us
*Dialogue and
Discussion
5a
*Selected Response
5d
17e
18a
18b
Students will read current news articles on federalism topics for class
discussion.
Multiple choice test matching certain powers or services to their appropriate
levels.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 5
UPDATED 2/14/11  Page 2 of 5
Copyright 2011 © All Rights Reserved
5b
17b
5c
17b
17d
17e
18a
18c
5e
5f
*Informal Observation
*Dialogue and
Discussion
*Constructed Response
*Informal Observation
*Dialogue and
Discussion
*Constructed Response
*Informal Observation
*Dialogue and
Discussion
*Constructed Response
*Self-Assessment
One Stop Shop For Educators
Georgia Performance Standards for American Government/Civics – Grades 9-12
Sample Performance Task
Performance Task for Unit 5: America’s Federal System
Enduring understanding: Students will understand that distribution of power in government is a
result of existing documents and laws combined with contemporary values and beliefs.
Standards: (portions of) SSCG 5, 17b-e, 18
Your town is creating a Civics Museum. The museum will be used to teach people in the community
about American Government. The facility will be used for field trips, civic group workshops, teacher
development, and receptions/banquets. Each room will be themed according to various areas of the study
of American Government. Your group has been contracted as experts in the field of America’s Federal
system. Your contract includes the following requirements:
You are to construct a 3-D model that represents the levels of government from the lowest
level to the highest level.
- Major elected officials at each level should be represented on your model.
- At LEAST 2 powers or services found at each level should be represented on
your model.
You are to create a plaque that will go next to your model that explains WHERE each level
of government gets its power. Correctly use the terms “enumerated powers”, “implied
powers”, “denied powers”, and “shared powers.”
- The plaque is to be written in paragraph form with correct mechanics and be
no more than 350 words.
- Include an analysis of the supremacy clause in the plaque.
Finally, your group is to conduct a press conference to introduce the model and plaque and
provide an overall evaluation of the federal system from an expert’s point of view.
- You need to analyze the on-going debate between various levels of government. Include
current issues in your discussion.
- The last component of your speech should express your personal stance on distribution of
power among different levels of government in America. Clarify and support your opinion
with specific and relevant facts.
The museum has provided you with the following rubric to make their expectations clear.
Map and Globe Skills:
Information Processing Skills: 1, 3, 5, 11, 12, 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 5
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 5 Task: Federalism Exhibit
Scale
Criteria
1
2
(Below Expectations) (Needs Improvement)
3
(Meets Expectations)
4 or more elected
2-3 elected officials are Each level has the correct
Identifies
officials
are
placed
at
placed at the wrong
elected officials indicated
elected
the
wrong
level.
level
OR
2
with no more than 1 out of
officials and
powers/services are
place. 2 correct examples
powers/services Some levels of
government
assigned to the wrong of powers/services are
offered at each
demonstrate no
level.
indicated at each level.
level.
powers/services.
Less than 2 correct
4
(Exceeds Expectations)
Each level has the correct
elected officials indicated
with NONE out of place.
MORE than two correct
examples of
powers/services are
indicated at each level.
powers/services are
listed at each level.
Only correctly
Correctly explains
Explains where each level Explains in detail where
Describes
explains
where
1
where
only
2
levels
of
of government gets power. each level of government
source of
level
of
government
government
get
their
Correctly defines all terms gets power. Correctly uses
power for
various levels gets its power. Uses power. Only uses 3 of in paragraph. Correctly all terms and gives specific,
the required terms
explains a positive and
correct examples of each
using specified less than 3 of the
required terms
correctly. Correctly negative aspect of the
term. Correctly explains
terms and
correctly. Incorrectly identifies the
Supremacy Clause with no several positive and
analyzes the
uses the Supremacy supremacy clause, but examples.
negative aspects of the
Supremacy
Clause.
does not describe its
Supremacy clause with
Clause.
role in relation to
specific, correct examples.
distribution of power.
Does
not
identify
any
Correctly identifies 1 Correctly identifies 2
Correctly identifies more
Evaluates
current
issues
current
issue
relating
to
current
issues
relating
to
than 2 current issues
distribution of
federalism and explains relating to federalism and
power in the relating to federalism federalism and
OR
refuses
to
explains
it
in
relation
them in relation to
explains them in relation to
federal system.
provide an opinion to documents and
documents and beliefs
documents and beliefs
on federalism.
beliefs discussed in
discussed in class.
discussed in class.
class. Provides a
Provides a positive or
Provides a positive or
positive or negative
negative opinion of
negative opinion of
opinion of federalism federalism but with
federalism and provides
but offers no
minimal factual support. significant, specific factual
supporting evidence.
support.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 5
UPDATED 2/14/11  Page 4 of 5
Copyright 2011 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards for American Government/Civics – Grades 9-12
Product Rubric
Scale
Criteria
3D model is
free standing
and has
clear labels.
Wall plaque
meets word
requirements
and is
mechanically
sound.
Each group
member
contributes
opinion with
support in a
professional
manner.
1
(Below
Standard)
Model is drawn
on paper.
2
(Needs Improvement)
3
(Meets Standard)
4
(Exceeds Standard)
Model is 3D but must be
held up by group member.
Items representing levels of
government are not clearly
labeled or obvious.
Model is 3D and
free standing. Items
representing
Local/State/Federal
levels of
government are
clearly labeled.
Paragraph form. Is
350 words or less.
1-2 mechanical
mistakes.
Model is 3D and free
standing. Items
representing
Local/State/Federal levels
of government are clearly
labeled. ALL labels are
typed and attached cleanly.
Paragraph form. 350
words or less. NO
mechanical mistakes.
Each group member
discusses one piece
of content and each
group member
provides opinion.
Questions are asked
for at the end of
presentation.
Avoids use of
slang/unprofessional
words.
Each group member
discusses more than one
piece of content and each
group member provides
and defends opinion.
Avoids use of slang and
frequently uses terms from
unit. Student references
3D model or plaque for
examples.
Bullet form.
Written in complete
sentences, but no clear
paragraphs constructed.
350-400 words. More than
2 mechanical mistakes.
Only one group
member speaks.
Each group member
speaks, but some only on
content and some only on
opinion. Questions are not
asked for at the end of the
presentation. Uses
slang/non-professional
words/terms in
presentation.
Resources for UNIT 5
http://www.constitutioncenter.org/
- Philadelphia’s great Constitution resource.
http://www.georgia.gov
“Government” information found in top left
http://www.cviog.uga.edu/Projects/gainfo/gagovt.htm
Link to the Georgia Constitution and Georgia Code and other resources from Carl Vinson.
http://www.legis.state.ga.us/
The Georgia Assembly page.
http://www.georgiaarchives.org/
- The virtual vault contains quality scans of original documents, including Georgia government records.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 5
UPDATED 2/14/11  Page 5 of 5
Copyright 2011 © All Rights Reserved