Principles of Democracy
Quarter One Curriculum Map 2013-14
Topic/P
acing
NM Standards
Unit 1: Introduction to Government
12 instructional days
9-12 Benchmark 3-C: compare and
contrast the philosophical foundations of
the United States’ political system in terms
of the purpose of government, including its
historical sources and ideals, with those of
other governments in the world:
Academic
Vocabulary
State
Nation
Nation-State
Sovereignty
Government
Unitary System
Federal System
Confederation
9-12 3-C 6. Compare and contrast the
Constitution
unitary, confederal and federal systems;
Politics
Autocracy
Monarchy
9-12 3-C 7. Analyze the ways powers are
Totalitarian
distributed and shared in a parliamentary
Dictatorship
system;
Oligarchy
Democracy
9-12 3-C 8. Compare and contrast the
Republic
different philosophies, structures and
Direct Democracy
institutions of democratic versus totalitarian Representative
systems of government;
Democracy
9-12 3-C 10. Compare and contrast the
characteristics of representative
governments;
9-12 1-D 8. Explain how to use
technological tools to research data, verify
facts and information, and communicate
findings.
Instructional
Activities/Strategies
Common Core
Standards
Resources
Activity One
Using the textbook, students will
create a word wall defining
government and associated terms.
Students will create memory
clues and/or use the word in a
sentence and provide and
example.
U.S.
Government:
Democracy in
Action
(Ch.1:1-3)
Learning
Outcomes/Assessment
Notes
Students will be able to define
and explain government, the
functions of government, and
different types and systems of
government.
Assessment:
1. Vocabulary Quiz
2. Quiz-Quiz-Trade
Activity
Print or online
3. Use academic
encyclopedia
vocabulary in a
complete sentence.
Blackboard
4. Formative assessment
Power Point
utilizing multipleActivity Two
choice, matching, 2
Identify and explain examples for Presentations
and 4 point and ACE
each of the functions of
government.
On-line search
questions.
engines
CCSS ELA – Literacy R.H. 1112.4
Determine the meaning of words
and phrases as they are used in a
text, including analyzing how an
author uses and refines the
meaning of a key term.
CIA World
Fact Book
Online
CCSS ELA-Literacy R.H. 1112.2
Determine the central ideas or
information of a primary or
secondary sources; provide an
accurate summary that makes
clear the relationships among
the key details and ideas.
POD , Quarter1: 1
Principles of Democracy
Quarter One Curriculum Map 2013-14
Unit 1; Introduction to Government
12 instructional days
(continued)
Topic/
Pacing
NM Standards
Academic
Vocabulary
Instructional
Activities/Strategies
Common Core
Standards
Resources
Learning
Outcomes/Assessment
Notes
Activity Three
Identify, research and summarize
the government, leaders, political
system and structure of a nation
that has a unitary system of
government. Compare and
contrast the primary aspects of
the identified nation with a
federal and confederal system.
CCSS-ELA-Literacy.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.
Activity Four
Students will create a web (either
on posterboard or a computer
generated web) showing the three
major types of government. Each
part of the web will include a
definition, examples, and
pictures.
CCSS.ELA-Literacy. 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
POD , Quarter1: 2
Principles of Democracy
Quarter One Curriculum Map 2013-14
Unit 2: Foundations of American Government
8 instructional days
Topic/
Pacing
NM Standards
Academic
Vocabulary
9-12 3-C 2. Analyze and explain the philosophical
foundations of the American political system in terms
of the inalienable rights of people and the purpose of
government, to include: Iroquois league and its
organizational structure for effective governance;
basic philosophical principles of John Locke
expressed in the
second treatise of government (nature, equality, and
dissolution of government); foundation principles of
laws by William Blackstone (laws in general and
absolute rights of individuals); importance of the
founders of the rights of Englishmen, the Magna Carta
and representative government in England;
Magda Carta
Limited Government
Petition of Right
English Bill of Rights
Representative
Government
John Locke
Social Contract
Mayflower Compact
Fundamental Orders
of Connecticut
Separation of Powers
Rousseau
Montesquieu
Albany Plan of Union
Continental Congress
Declaration of
Independence
9-12 3-C 3. 3. Analyze the fundamental principles in
the declaration of independence;
9-12 3-C 4. Analyze the historical sources and ideals
of the structure of the United States government, to
include: principles of democracy; essential principles
of a
republican form of government; code of law put forth
in the Code of Hammurabi; separation of powers as
expressed by the Baron of Montesquieu; checks and
balances as expressed by Thomas Hobbs; ideas of
individual rights developed in the English bill of
rights; role of philosophers in supporting changes in
governments in the 18th and 19th centuries (e.g.,
Locke, Rousseau, Voltaire);
9-12 3-C 9. Analyze and evaluate the concept of
limited government and the rule of law;
9-12 3-C 10. Compare and contrast the characteristics
of representative governments;
Instructional
Activities/Strategies
Common Core
Standards
Activity One
Students will create a foundational
timeline beginning with the Magda
Carta up to the Declaration of
Independence. The timeline should
include important events and
documents created along with a brief
explanation of each.
CCSS.ELA-Literacy.R.H. 11-12.9
Integrate information from diverse
sources, both primary and
secondary, into a coherent
understanding of an idea or event,
noting discrepancies among sources.
Activity Two
Students will read “Two Treatises of
Government” and then will write an
essay on how the Social Contract
influences the role of American
Government and Politics today.
Resources
Chapter 2:1-2
Declaration of
Independence
Mayflower
Compact
Two Treatises on
Government
Biography Video
of Thomas
Jefferson
Learning
Outcomes/Assessment
Students will be able to comprehend the
political contributions of England and
European thinkers to the early roots and
foundations of American government.
Notes
Other supplemental
activities:
Biography on
Thomas Jefferson
Students will be able to understand and
explain the importance of and different
parts of the Declaration of
Independence.
Assessment:
1.
Vocabulary Quiz
2.
Quiz-Quiz-Trade Activity
3.
Use academic vocabulary in
a complete sentence.
4.
Formative assessment
utilizing multiple-choice,
mathching, 2 and 4 point and
ACE questions.
CCSS.ELA-Literacy.R.H. 11-12.4
Determine the meaning of words and
phrases as they are used in a text,
including analyzing how an author
uses and refines the meaning of a
key term over the course of a text.
Activity Three
Analyze Thomas Jefferson’s role,
principles, and ideas in the writing of
the Declaration of Independence.
CCSS.ELA-Literacy.R.H. 11-12.
Activity Four
Create a graphic organizer on the
parts of the Declaration of
Independence
POD , Quarter1: 3