Grade Level 9-12
Course
American Government
2009-2010
CURRICULUM MAP
Origins and Principles of Government
Organizing Principle:
Estimated Number of Weeks:
The creation of the state is essential in forming government. This has allowed people to develop and maintain an 1.5 weeks
organized society.
Chapter 1 (Glencoe)
Concept
The State
Government
Democracy
Essential Questions
1.
2.
3.
4.
5.
People, Places, Events, Terms
What are the four features of a state?
What is the purpose of government?
What is the purpose of a constitution?
What are the main characteristics of autocracy, monarchy, oligarchy, and democracy?
What are the reasons why the United States has been a successful democracy?
Activities (Teaching Resources)
state, nation, nation-state,
sovereignty, government,
unitary system, federal system,
confederate, constitution,
autocracy, oligarchy, monarchy,
democracy, dictatorship,
totalitarianism,
direct democracy,
representative democracy,
Republic, Evolutionary Theory,
Force Theory, Divine Right
Theory, Social Contract Theory,
constitutional government
Benchmarks
SS.912.C.1.1
SS.912.C.1.2
SS.912.C.3.1
Assessment
Social Contract Theory diagram
Create a state
Concept Maps
Key Terms
DBQ Essay — What characteristics of democracy distinguish it from other
forms of government?
Group Activities — Make a collage of the ―soil of democracy‖ (page 23-24
Glencoe)
Social Studies
Pacing:
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher assessments
meet expectations for rigor and higher order historical thinking in the
classroom.
20%DOK Level 1 Recall or Reproduction
50%DOK Level 2 Skills and Concepts
25%DOK Level 3 Strategic Thinking and Complex Reasoning
5% DOK Level 4 Extended Thinking and Reasoning
Pinellas County Schools
2009
Grade Level 9-12
Course
American Government
2009-2010
CURRICULUM MAP
Foundations of American Government
Organizing Principle:
The origins of American Government grew out of a long heritage of law and politics. In creating this new
government they endured years of turmoil and revolution.
Concept
Law
American Colonies
Revolution
Independence
Compromise
Estimated Number of Weeks:
Essential Questions
People, Places, Events, Terms
Benchmarks
1. How did the colonial experience during the dispute with Britain help shape American
ideals of constitutional democracy?
2. What were the 13 colonies?
3. What key events led up to the American Revolution?
4. Who is the author of the Declaration of Independence, and why was it written?
5. What were the weaknesses of the Articles of Confederation?
6. How did the New Jersey Plan and the Virginia Plan lead to the Connecticut
Compromise?
7. Why were some states hesitant to ratify the Constitution?
King George III, Stamp Act,
Intolerable Act, Boston Tea Party,
First Continental Congress, Second
Continental Congress, John Hancock,
George Washington, Declaration of
Independence, Thomas Jefferson,
Articles of Confederation,
Constitutional Convention, Virginia
Plan, New Jersey Plan, Connecticut
Compromise, 3/5ths Compromise,
interstate commerce, Compromise on
Commerce and Slave Trade,
Federalists, Anti-federalists
SS.912.C.1.1
SS.912.C.1.2
SS.912.C.1.3
SS.912.C.1.4
SS.912.C.2.6
SS.912.C.2.9
Activities (Teaching Resources)
Assessment
Alternative slogan for ―No taxation without representation‖.
13 colonies map
Foldables for events leading up to the revolution
Advantages/Disadvantages of declaring independence
Debate New Jersey and the Virginia Plan
Wanted posters with ―key persons‖/Why they are wanted
Schoolhouse Rocks (America Rock: No More Kings; The Shot Heard Around the
World ; Fireworks
Primary Documents (Magna Carta, English Bill of Rights, Mayflower Compact, Great
Fundamentals, Fundamental Order of Connecticut (Glencoe pages 802-805)
Read Declaration of Independence (Glencoe page 771)
Social Studies
Pacing:
2.5 weeks
Chapter 2 (Glencoe)
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher assessments
meet expectations for rigor and higher order historical thinking in the classroom.
20%DOK Level 1 Recall or Reproduction
50%DOK Level 2 Skills and Concepts
25%DOK Level 3 Strategic Thinking and Complex Reasoning
5% DOK Level 4 Extended Thinking and Reasoning
Pinellas County Schools
2009
Grade Level 9-12
Course
American Government
2009-2010
CURRICULUM MAP
The Constitution and the Federal System
Organizing Principle:
The Founding Fathers, when writing the Constitution, set the foundation for the United States government. The
Constitution is considered a working document.
Concept
Federalism
Popular Sovereignty
Constitution
Separation of Powers
Checks and Balance
Judicial Review
Limited Government
Amendment Process
Human Rights
1.
2.
3.
4.
5.
6.
7.
8.
9.
Pacing:
3 weeks
Chapters 3,4,13 (Glencoe)
Essential Questions
People, Places, Events, Terms
What is the purpose of a federal system?
How is popular sovereignty seen in America today?
What is the basic structure of the Constitution?
What beliefs and principles in the Constitution help to build a national identity for the
United States?
What is the chief function of each of the three branches of the federal government?
How does the constitutional system of checks and balances support the theory of
separation of powers?
How does limited government safeguard the nation against abuse of power?
Why did the Founding Fathers find it necessary for the Constitution to be amended?
What are the freedoms listed in the First Amendment of the Constitution?
Activities (Teaching Resources)
Preamble, amendment, articles,
supremacy clause, enumerated
powers, elastic clause, expressed
powers, implied powers, delegated
powers, inherent powers, reserved
powers, concurrent powers, ratified,
Bill of Rights, 27 Amendments*,
establishment clause, free exercise
clause, Schenck vs. United States,
Dred Scott vs. Sanford, New Jersey
vs. T.L.O, Gideon vs. Wainwright
Benchmarks
SS.912.C.1.4
SS.912.C.1.5
SS.912.C.2.6
SS.912.C.2.7
SS.912.C.2.9
SS.912.C.3.1
SS.912.C.3.2
SS.912.C.3.3
SS.912.C.3.4
SS.912.C.3.6
SS.912.C.3.11
SS.912.C.3.14
SS.912.C.3.15
* Suggested amendments 13th, 14th,
15th, 19th, 22nd , 26th amendments
Assessment
Group activity ―creating 28th amendment‖
Children’s Book/Pictionary for the amendments
Paraphrase the Preamble
Amendment charades
Research based projects on First Amendment court cases
Research based WebQuest —
Primary documents—Analyze Constitution
School House Rocks (America Rock: Preamble; Three Ring Government)
Social Studies
Estimated Number of Weeks:
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher assessments
meet expectations for rigor and higher order historical thinking in the
classroom.
20%DOK Level 1 Recall or Reproduction
50%DOK Level 2 Skills and Concepts
25%DOK Level 3 Strategic Thinking and Complex Reasoning
5% DOK Level 4 Extended Thinking and Reasoning
Pinellas County Schools
2009
Grade Level 9-12
Course
American Government
2009-2010
CURRICULUM MAP
The Legislative Branch
Organizing Principle:
The legislative branch is the most basic part of a democratic, constitutional government. This branch creates the
laws.
Concept
Congress
Senate
House of Representatives
Census
Law Making
Committees
Pacing:
2 weeks
Chapter 5,6,7, (Glencoe)
Essential Questions
People, Places, Events, Terms
1. What are the terms for a senator in the U.S. Senate and the terms for a representative
in the U.S. House of Representatives?
2. Why does the Senate have a less formal atmosphere than the House?
3. How does the census affect how many representatives a state receives?
4. What is the process of how a bill becomes a law and why is it so difficult for the bill
to become law?
5. What is the purpose of a committee?
Activities (Teaching Resources)
Article I, bicameral legislature,
redistricting, gerrymandering,
constituents, majority and
minority leader, bills, president
pro tempore, filibuster, cloture,
standing committees,
subcommittees, select
committees, joint committees,
conference committee, 27th
amendment
Benchmarks
SS.912.C.3.3
Assessment
Schoolhouse Rocks ―How a Bill Becomes a Law‖
Simulation of committee/write a law and pass it
Foldable on the five different types committees
Venn Diagrams of Senate and House
Concept poster on ―How a Bill Becomes a Law‖
Primary Documents — Present example of legislative bills
School House Rocks (America Rock—I Am Going to Send Your Vote to
College)
Social Studies
Estimated Number of Weeks:
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher assessments
meet expectations for rigor and higher order historical thinking in the classroom.
20%DOK Level 1 Recall or Reproduction
50%DOK Level 2 Skills and Concepts
25%DOK Level 3 Strategic Thinking and Complex Reasoning
5% DOK Level 4 Extended Thinking and Reasoning
Pinellas County Schools
2009
Grade Level 9-12
Course
American Government
2009-2010
CURRICULUM MAP
The Executive Branch
Organizing Principle:
The President leads the government and is the face of the nation. The executive branch executes the laws.
Concept
President
Election Process
Cabinet/Advisors
Presidential Powers
Leadership
Bureaucracy
Estimated Number of Weeks:
Pacing:
2.5 weeks
Chapters 8,9,10 (Glencoe)
Essential Questions
People, Places, Events, Terms
1. What are the Constitutional requirements to become President of the United States?
2. What are the roles and responsibilities of the President and Vice-President of the
United States?
3. Who are the first four officers in the line of succession to the presidency?
4. What are the strengths and weaknesses of the Electoral College system?
5. What is the role of the cabinet/executive advisors in the executive office?
6. What are the sources of and limits to the powers of the president?
7. What are the roles of the President as leader of the nation?
8. How does government bureaucracy serve the executive branch in carrying out the will
of the people’s representatives?
Benchmarks
Article II, 12th Amendment, 22nd Amend- SS.912.C.3.4
ment, 25th Amendment, presidential suc- SS.912.C.3.5
cession, Electoral College, popular vote,
inauguration, cabinet, Executive Office of
the President (EOP), national security
advisors, mandate, Head of State, Chief
Executive, Chief Legislator, Economic
Planner, Party Leader, Chief Diplomat,
Commander-in-Chief, presidential appointment, veto, pardoning, amnesty,
15 Cabinet Departments*, independent
agencies, regulatory commissions, civil
service system
*suggested departments: Defense, State,
Treasury Departments
Activities (Teaching Resources)
Controversial Elections/Popular vote vs. Electoral College (Glencoe page 222)
Debate Electoral College vs. popular vote
Presidential Powers Chart (Glencoe page 246)
Mock elections
Campaign posters
Video: White House: Behind Closed Doors (source: History Channel)
Critical Thinking Chart (Glencoe page 282)
Create an ideal president
Make a video on the Life of a President
Case studies: Bush vs. Gore (Glencoe page 342), U.S. vs. Nixon (Glencoe page 267)
Social Studies
Assessment
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher assessments
meet expectations for rigor and higher order historical thinking in the
classroom.
20%DOK Level 1 Recall or Reproduction
50%DOK Level 2 Skills and Concepts
25%DOK Level 3 Strategic Thinking and Complex Reasoning
5% DOK Level 4 Extended Thinking and Reasoning
Pinellas County Schools
2009
Grade Level 9-12
Course
American Government
2009-2010
CURRICULUM MAP
The Judicial Branch
Organizing Principle:
The Constitution established the federal court system to insure our natural rights and civil liberties. The judicial
branch interprets the laws.
Concept
Constitutional Interpretation
Jurisdiction
The Federal Court System
Supreme Court
Court Procedures
Rights of Accused
Equal Rights
Civil Liberties
Law
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Pacing:
2 weeks
Chapters 11,12, 14.3, 14.4, 15 (Glencoe)
Essential Questions
People, Places, Events, Terms
How has the Supreme Court historically increased its power?
How does federal court jurisdiction differ from state court jurisdiction?
What is the purpose of an appeals court?
How has the use of judicial review enhanced the power of the Supreme Court?
What are the qualifications, terms of office and requirements to become a Supreme
Court Justice?
How do cases reach the Supreme Court?
What rights are given to the accused in the Bill of Rights?
What is the constitutional meaning of ―equal protection‖?
What is affirmative action?
What is the difference between criminal and civil law?
Miranda vs. Arizona, Roe vs. Wade, Plessy
vs. Ferguson, Brown vs. Board of Education, Marbury vs. Madison, Powell vs.
Alabama, McCulloch vs. Maryland, Tinker
vs. Des Moines, Hazelwood vs. Kuhlmier,
Texas vs. Johnson, Mapp vs. Ohio, District
of Columbia vs. Ohio*, Article III, John
Marshall, concurrent jurisdiction, original
jurisdiction, appellate jurisdiction, due
process clause, grand jury, indictment, petit
jury, judicial circuits, appellate court,
appeals, opinion, judicial review, precedent,
swing vote, 4th ,5th,6th Amendment, felony,
misdemeanor, self-incrimination, double
jeopardy, Jim Crow Laws, segregation,
separate but equal doctrine, affirmative
action
* All Supreme Court Cases are listed in the
Sunshine Standards
Activities (Teaching Resources)
Supreme Court Case Summaries (Glencoe 754 – 768)
Mock Trial
WebQuest — Understanding the opinion of the Supreme Court
Eye on the Prize video (source PBS)
Social Studies
Estimated Number of Weeks:
Benchmarks
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.3.12
Assessment
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher assessments
meet expectations for rigor and higher order historical thinking in the
classroom.
20%DOK Level 1 Recall or Reproduction
50%DOK Level 2 Skills and Concepts
25%DOK Level 3 Strategic Thinking and Complex Reasoning
5% DOK Level 4 Extended Thinking and Reasoning
Pinellas County Schools
2009
Grade Level 9-12
Course
American Government
2009-2010
CURRICULUM MAP
State and Local Governments
Organizing Principle:
The structure and function of state and local governments derives from the Federal Constitution and citizens of
each state.
Concept
Federalism
Public policy
Pacing:
1 week
Chapters 23,24 (Glencoe)
Essential Questions
People, Places, Events, Terms
1. Why does every state need its own constitution?
2. What are the similarities and differences between a governor of a state and the
President of the United States?
3. What drives public policy at the state level?
4. What are the major sources of state tax revenue?
5. What is the relationship between a state government and local governments?
6. What are the similarities and differences among the three major structural forms of
municipal government?
7. What services do local governments provide?
Activities (Teaching Resources)
state constitutions, governor, National Guard, education, health,
welfare, referendum, tax, grants,
bonds, revenue, mandate, county,
township, boroughs, townships,
municipality, tribal government,
municipal, Commission form,
Council-Manager Form, MayorCouncil Form, local government
services, urban, suburban
Benchmarks
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.2.12
SS.912.C.2.13
SS.912.C.2.14
SS.912.C.2.15
SS.912.C.2.16
SS.912.C.3.13
Assessment
Critical Thinking Chart (Glencoe page 667)
Venn diagram on federal, state and local governments
Guest Speaker local government official
Simulation create your own city ―Sim City‖
Compare and contrast block grants to categorical grants
Identify major tax, non-tax revenue sources for state, local governments
Identify past, current, and future social and structural issues within your community
Social Studies
Estimated Number of Weeks:
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher assessments
meet expectations for rigor and higher order historical thinking in the classroom.
20%DOK Level 1 Recall or Reproduction
50%DOK Level 2 Skills and Concepts
25%DOK Level 3 Strategic Thinking and Complex Reasoning
5% DOK Level 4 Extended Thinking and Reasoning
Pinellas County Schools
2009
Grade Level 9-12
Course
American Government
2009-2010
CURRICULUM MAP
Participating in Government
Organizing Principle:
American citizens play an important role in their government by participating in the voting process, political
parties, and civic responsibilities. The influence of public opinion, mass media, and interest groups is critical in
the governmental decision-making process.
Concept
Immigration
Citizenship
Political Parties
Political Process
Election Process
Civic Participation
Mass Media
Pacing:
2 weeks
Chapters 14.1, 14.2, 16, 17, 18, 19
(Glencoe)
Essential Questions
People, Places, Events, Terms
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
How has immigration policy contributed to the diversity of cultures in the United States?
What are the requirements for citizenship in the United States?
Why must citizens know about American laws?
What role do political parties play in the political process?
Why have third parties played only a minor role in American politics?
How are primaries conducted as a method of choosing candidates?
What are the basic elements of a presidential campaign?
What were the steps in the process of extending the right to vote to all adult citizens?
What are the qualifications to vote?
What outside influences affect how a person votes?
Why are interest groups more effective in influencing the government than individual citizens?
12. How can mass media influence public opinion?
13. By what methods is political public opinion measured?
14. How has television and the internet impacted how citizens participate in government?
Activities (Teaching Resources)
Alien, resident alien, non-resident alien,
enemy alien, illegal alien, Immigration
Reform Act 1965, Immigration Reform
and Control Act of 1986, The
Immigration Act of 1990, naturalization,
political party, third party, single-issue
party, ideological party, splinter party,
Democrats, Republicans, precinct,
candidate, national convention, national
committee, caucus, primary, open and
closed primaries, platform, Political
Action Committees (PACs), lobbyists,
suffrage, ticket splitting, propaganda,
Grandfather Clause, Literacy Test, Poll
Tax, The Voting Rights Acts, 15th,16th,
19th, 26th Amendments, interest groups,
liberal, conservative, moderate, public
opinion, mass media, absentee ballot
Benchmarks
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.2.12
SS.912.C.2.13
SS.912.C.2.14
SS.912.C.2.15
SS.912.C.2.16
SS.912.C.3.13
Assessment
Critical Thinking Question (page 456 Glencoe)
Research Party Platform
Citizen Test
Group activity — Create political party
Internet Activity research on PACs
Create ―new animals‖ for Democrat and Republican parties
Email a political figure
Political Cartoon (page 493 Glencoe)
Voter’s Handbook (page 486 Glencoe)
Critical Thinking Question ―What changes can be made to the voting process to increase voter turn-out?‖
Students to take ―Alabama Literacy Test‖
Propaganda posters (reference page 496 Glencoe)
Social Studies
Estimated Number of Weeks:
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher assessments
meet expectations for rigor and higher order historical thinking in the classroom.
20%DOK Level 1 Recall or Reproduction
50%DOK Level 2 Skills and Concepts
25%DOK Level 3 Strategic Thinking and Complex Reasoning
5% DOK Level 4 Extended Thinking and Reasoning
Pinellas County Schools
2009
Grade Level 9-12
Course
American Government
2009-2010
CURRICULUM MAP
Comparative Governments
Organizing Principle:
Estimated Number of Weeks:
By comparing political systems, we can develop an appreciation our political system that provides a large degree 1 week
of personal freedom and opportunity.
Chapter 25,26 (Glencoe)
Concept
Comparative Government
International Organizations
Economy
Free Enterprise
Trade
Essential Questions
People, Places, Events, Terms
How does presidential government differ from parliamentary government?
What is the difference between communism and democracy?
What is the purpose of the United Nations?
How is the role of religion different in Islamic governments than in democratic ones?
What are the characteristics of capitalism that differentiate it from socialism and
communism?
6. How does the free market system promote freedom of choice for consumers in the
United States?
7. How is the global economy making nations interdependent?
Parliamentary government,
presidential government, prime
minister, authoritarian,
communism, United Nations,
European Union, terrorism,
nuclear weapons, human rights,
environment, socialism,
capitalism, gross domestic
product (GDP), trade, tariff, North
American Free Trade Agreement
(NAFTA), theocracy
1.
2.
3.
4.
5.
Activities (Teaching Resources)
Comparative government research paper
Group discussion of global issues
PowerPoint outline of sections
Political Cartoon (Glencoe page 715)
Social Studies
Pacing:
Benchmarks
SS.912.C.4.1
SS.912.C.4.2
SS.912.C.4.3
SS.912.C.4.4
Assessment
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher assessments
meet expectations for rigor and higher order historical thinking in the
classroom.
20%DOK Level 1 Recall or Reproduction
50%DOK Level 2 Skills and Concepts
25%DOK Level 3 Strategic Thinking and Complex Reasoning
5% DOK Level 4 Extended Thinking and Reasoning
Pinellas County Schools
2009