Pacing Guide & Curriculum Map
High School
American Government
Preface
Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the district receive a common curriculum. The maps help ensure that all state
requirements are taught and that the content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your instruction but provide flexibility based on the
individual needs of students. The maps are living documents and feedback is requested of teachers to ensure continuous improvement.
All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps were designed for the instruction to take place by quarter. There is some
flexibility within the quarters for mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its entirety. The maps have been structured in such a
way as to scaffold student learning.
Listed below are a few of the new or updated features common to all curriculum maps:
Essential Question(s):
o Provide application of the skills/concepts
o Have more than one right answer which promotes student discourse
o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning
o Are referred to at the beginning, middle, and end of the lesson
o Require you to make a decision
o Promote critical thinking and problem solving
o Encourage interdependence
o Are open-ended
Academic Vocabulary are:
o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction
o Not necessarily the bold words in the chapter.
o Cumulative and continuously used throughout the year.
o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition.
Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these):
Purpose: For the student to know what is being taught and what the student will learn
o Date
o Benchmark
o Measurable, student-friendly objective
o Essential Question
o Bell work
o Agenda (Specific daily schedule)
o Homework
o Exit Strategy/Card
Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There should be daily:
o Teacher to student and student to student discourse utilizing academic vocabulary.
o Reading and authentic writing
o Writing that includes higher-order thinking
o Incorporation of effective reading and writing instructional strategies
Maps are organized to include the following:
o
Pacing
o
Objective
o
Essential questions, content and understanding, benchmarks, and assessment
o
Appendix/ resources
STRATEGIES FOR HONORS AMERICAN GOVERNMENT
In an effort to boost the rigor and better prepare our high school students for Advanced Placement courses this document has been prepared as
a guide for Honors teachers.
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Instruction should be based on content / skills from the Lake County Schools Curriculum Map. The course curriculum map should
serve as the instructional guide, not a textbook or any specific resource.
Use the Essential Question for each unit as your starting point: have it posted, and review it regularly with your students to provide
them with a framework for instruction (remember, it’s like a thesis in an essay) and a purpose for learning all the unit content. The
same holds true for the Essential Content and Understandings you are focusing on each day. They should be visible and discussed
before and after instruction.
Social Studies Literacy Strategies should be utilized regularly (Cornel Notes, Dialectical Notes, or similar note-taking method,
SOAPStone or APPARTS analysis tools, and PERSIA or G-SPRITE categorization tools).
Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary
and secondary sources), methodology affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g.
History Alive lessons).
Students should conduct research projects and/or papers.
Assessment should include both formative assessments ―for learning‖ and summative assessments. Questions should include Level 1
items that involve low order, foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3
questions require more abstract thought, thinking beyond the information at hand.
Students should be engaged in higher order writing on a regular basis, short and extended responses, more in-depth essays, and
authentic writing. Students must be able to produce historical writing, that is, they must be able to take a position on a subject (thesis)
and defend it with examples (facts) and sound reasoning (logic).
Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process
assignments), they provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an
AVID or Interactive Student Notebook).
Teachers should assign, and students should complete targeted homework - students should be expected to complete homework
regularly but homework shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process
activities, vocabulary/concept building, work related to projects, etc.
Required Instruction for Social Studies
Grade 12 - American Government
The Florida Legislature has mandated certain instructional initiatives by specific legislation. These mandates are not assigned to particular
grade levels or subject areas, but are intended for broad implementation. Compliance should be appropriate to the developmental level of
students and should fit reasonably within the frameworks of specific courses. The following list contains the required instructional mandates
that apply to Social Studies classes. Some of these requirements [such as F.S. 1003.42 (2)(d)] may be implemented in every public school
classroom. Others may fit precisely into one or more specific courses. The highlighted items are the ones most likely to be addressed, in
full or in part, in Grade 12 - American Government. This does not imply, however, that non-highlighted items cannot be addressed as
appropriate.
The 2003 Florida Statutes, Title XLVIII, Public Education, Chapter 1003, Course of Study and Instructional Aids, 1003.42 required
instruction states:
(1) Each district school board shall provide all courses required for high school graduation and appropriate instruction designed to
ensure that students meet State Board of Education adopted standards in the following subject areas: reading and other language
arts, mathematics, science, social studies, foreign languages, health and physical education, and the arts.
(2) Members of the instructional staff of the public schools, subject to the rules of the State Board of Education and the district school
board, shall teach efficiently and faithfully, using the books and materials required, following the prescribed courses of study, and
employing approved methods of instruction, the following:
(a) The content of the Declaration of Independence and how it forms the philosophical foundation of our government.
(b) The arguments in support of adopting our republican form of government, as they are embodied in the most important of the
Federalist Papers.
(c) The essentials of the United States Constitution and how it provides the structure of our government.
(d) Flag education, including proper flag display and flag salute.
(e) The elements of civil government, including the primary functions of and interrelationships between the Federal Government,
the state, and its counties, municipalities, school districts, and special districts.
(f) The history of the Holocaust (1933-1945), the systematic, planned annihilation of European Jews and other groups by Nazi
Germany, a watershed event in the history of humanity, to be taught in a manner that leads to an investigation of human
behavior, an understanding of the ramifications of prejudice, racism, and stereotyping, and an examination of what it means
to be a responsible and respectful person, for the purposes of encouraging tolerance of diversity in a pluralistic society and for
nurturing and protecting democratic values and institutions.
(g) The history of African Americans, including the history of African peoples before the political conflicts that led to the
development of slavery, the passage to America, the enslavement experience, abolition, and the contributions of African
Americans to society.
(k) The history of the state.
(o) The study of Hispanic contributions to the United States.
(p) The study of women’s contributions to the United States.
(q) A character-development program in the elementary schools, similar to Character First or Character Counts, which is secular
in nature and stresses such character qualities as attentiveness, patience, and initiative. Beginning in school year 20042005, the character-development program shall be required in kindergarten through grade 12. Each district school board
shall develop or adopt a curriculum for the character-development program that shall be submitted to the department for
approval. The character-development curriculum shall stress the qualities of patriotism, responsibility, citizenship, kindness,
respect, honesty, self-control, tolerance, and cooperation.
(r) In order to encourage patriotism, the sacrifices that veterans have made in serving our country and protecting democratic
values worldwide. Such instruction must occur on or before Veterans’ Day and Memorial Day. Members of the instructional
staff are encouraged to use the assistance of local veterans when practicable.
1003.421 Recitation of the Declaration of Independence.-(1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this
country was founded, the last full week of classes in September shall be recognized in public schools as Celebrate Freedom
Week. Celebrate Freedom Week must include at least 3 hours of appropriate instructions in each social studies class, as
determined by each school district, which instruction shall include an in-depth study of the intent, meaning, and importance of
the Declaration of Independence.
(2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of
September, public school principals and teachers shall conduct an oral recitation by students of the following words of the
Declaration of Independence: “We hold these truths to be self-evident, that all men are created equal, that they are endowed
by their creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure
these rights, governments are instituted among men, deriving their just powers from the consent of the governed.”
(3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty.
(4) Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of
Independence.
The Florida Statutes may be viewed online at http://flsenate.gov/statutes.
Social Studies Skills and Concepts Matrix
This Social Studies Skills and Concepts Matrix is designed to demonstrate to the classroom teacher the vertical alignment of
essential skills and concepts LCS students are expected to master at various stages throughout their PreK-12 education. It is constructed
so that teachers can clearly determine the introduction, development, mastery, and reinforcement stages of selected Social Studies and
Language Arts skills and concepts in order to facilitate achievement in the Social Studies. This matrix is not intended to be used as a
checklist; rather, it is intended for teachers to reference throughout the school year to ease the planning process. It will also ensure uniform
acquisition of these skills and concepts by students across the district, as each
skill/concept is included in the Social Studies Curriculum, Instruction, and Assessment Alignment.
The Social Studies Skills and Concepts Matrix encompasses four categories: Geography Skills and Concepts, Research Skills and
Concepts, Social Studies Skills and Concepts, and Civic Awareness Concepts. Specific skills and concepts are listed, as well as the
introduction, development, mastery, and reinforcement stages at each grade level. The mastery level for each skill/concept has been bolded
in order to signify its importance at the specified grade level. The Introduction Benchmark denotes the corresponding Social Studies or
Language Arts developmental-level benchmark to each skill/concept introduced.
For easy reference, the table of standards and benchmarks uses an identification system that mirrors the structure of the standards
organization.
Subject:
The two letters in the first slot identify the subject area, such as SS for Social Studies, LA for Language Arts, etc.
Grade Level: The number in the second slot identifies the grade level.
Strand:
The letter in the third slot identifies the strand, such as A for American History, W for World History, etc.
Standard:
The number in the third slot identifies the general standard under the strand
Benchmark: The number in the fifth slot is the benchmark under the grade cluster within the standard.
SS.8.A.1.1
Subject Area:
SS Social Studies
LA Language Arts
Grade
Level
Strand:
A=American
History
G=Geography
E=Economics
C=Civics &
Government
W=World
History
H=Humanities
Benchmark
Number
Standard
Number
GEOGRAPHY SKILLS AND CONCEPTS
Skills and Concepts
Globe and maps are models of Earth, countries, states, etc.
Location of home address, city, state, county, and country
Relative location (near, far, up, down, over, under)
Cardinal directions
Equator
Continents
Countries of North America (U.S., Canada, Mexico)
Four oceans
Intermediate directions (NE, NW, SE, SW)
State capital of Florida
Washington, D.C., location
Hemispheres
Map parts: title, scale, grid, legend, compass rose
Prime Meridian, International Dateline
Thematic maps (population, precipitation, vegetation, etc.)
Identify map types: physical, political
Landforms, water bodies
Name and location of 50 states
Time zones
U.S. regions
Latitude/longitude
Tropic of Cancer/Tropic of Capricorn
Global regions: climate, vegetation, economic, etc.
Map projections
I = Introduce
D = Develop
M = Mastery
K
1
2
3
4
5
6
7
8
9
Introduction
10 11 12 Benchmark
I
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M
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1
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M
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M
D
D
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M
D
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D
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M
R = Reinforce
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SS.K.G.1.2
SS.K.G.2.2
SS.K.G.1.1
SS.K.G.1.3
SS.2.G.1.3
SS.2.G.1.3
SS.2.G.1.4
SS.2.G.1.3
SS.2.G.1.1
SS.2.G.1.2
SS.2.G.1.2
SS.2.G.1.3
SS.2.G.1.1
SS.2.G.1.3
SS.2.G.1.1
SS.3.G.1.4
SS.3.G.2.4
SS.3.G.2.3
SS.2.G.1.3
SS.3.G.2.2
SS.4.G.1.4
SS.4.G.1.4
SS.6.G.6.1
SS.6.G.1.2
RESEARCH SKILLS AND CONCEPTS
Skills and Concepts
Provides supporting details of answer from text
Media skills – student knows how to find materials in the media
center
Identify and use dictionary, encyclopedia, almanac, atlas
Identify fact and opinion
Search engines – student can use an internet search engine to
research
Oral history – interviewing skills
Check validity of information from research/text
Identify strong vs. weak arguments
Identify and use articles, periodicals, journals
I = Introduce
D = Develop
M = Mastery
K
I
1
D
2 3
D D
4
D
5 6
D D
7
D
8
D
I
D D
I D
I
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D
D
D D
D D
D D
D
D
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M R
M R
M R
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D
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D D
D D
I D
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Introduction
Benchmark
LA.K.1.7.3
LA.2.6.2.2
SS.1.A.1.2
LA.2.6.2.2
LA.3.6.3.1
LA.3.6.2.1
SS.3.A.1.2
LA.3.6.1.1
LA.5.6.2.1
LA.6.1.7.5
LA.7.2.2.4
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Introduction
Benchmark
SS.K.A.1.2
SS.K.A.1.1
LA.1.2.2.1
LA.1.1.7.5
LA.2.1.7.7
LA.2.3.3.1
SS.6.W.1.1
SS.8.A.1.3
SS.8.A.1.2
I
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9
D
10 11 12
M R R
R = Reinforce
SOCIAL STUDIES SKILLS AND CONCEPTS
Skills and Concepts
Identify, analyze and use primary/secondary sources
Create timelines – chronological order
Charts/graphs/photo analysis
Cause/effect
Compare and contrast
Point of view
Create timelines using a scale
Analyze current events
Political cartoons
I = Introduce
D = Develop
M = Mastery
K
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3
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M
M
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D
I
I
CIVIC AWARENESS CONCEPTS
Skills and Concepts
Concept of voting
Declaration of Independence (STATE STATUTE)
Identify Abraham Lincoln
Identify George Washington as first President of the U.S.A.
Martin Luther King was an influential leader of the Civil Rights
Movement of the 20th century
Patriotic holidays that represent America
Patriotic symbols that represent America
U.S.A. is a nation of immigrants
Citizens have the right and responsibility to participate in the
government
Our government is headed by the President
Our state is headed by the Governor
Global/American concept of servitude
Government officials are elected by the people
America won independence from England in the American
Revolution
I = Introduce
D = Develop
K
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D
D
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2
D
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Introduction
Benchmark
SS.K.C.2.3
SS.K.A.2.2
SS.K.A.2.4
SS.K.A.2.4
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SS.K.A.2.4
SS.K.A.2.2
SS.K.A.2.5
SS.K.A.2.3
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SS.1.C.2.1
SS.3.C.3.1
SS.3.C.3.1
SS.2.C.2.4
SS.3.C.1.2
I
D D
M R
R
R
R
SS.5.A.5.3
M = Mastery
R = Reinforce
Next Generation Sunshine State Standards for Social Studies and Health
Related to Character Education
The writers of the Next Generation Sunshine State Standards for Social Studies and Health Education have worked to incorporate required
instruction related to Character Education into the standards. The intent was to include character education as a learning progression
that increases with rigor and depth of understanding over time. These standards will be part of the required instruction for grades K – 8.
For high school courses, these character education standards will be included as part of required Social Studies courses in the Florida
Course Descriptions. Here is a listing of where the required Character Education has been included in the Social Studies and Health
Education standards:
Patriotism:
-Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government. -- SS.912.C.1.1
-Identify the expansion of civil rights and liberties by examining primary documents (e.g., Preamble, Declaration of Independence,
Constitution, Emancipation Proclamation, 13th, 14th, 15th, 19th, 24th, and 26th Amendments, Voting Rights Act of 1965). -- SS.912.C.2.9
Citizenship:
-Evaluate the importance of political participation and civic participation. -- SS.912.C.2.2
-Experience the responsibilities of citizens at the local, state, or federal levels (e.g., registering or pre-registering to vote, volunteering,
communicating with government officials, informing others about current issues, participating in a political campaign/mock election). -SS.912.C.2.3 3
-Evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights. -- SS.912.C.2.6
Charity:
-Conduct a service project to further the public good (e.g., school, community, state, national, international). -- SS.912.C.2.
Racial, Ethnic, and Religious Tolerance:
-Describe various socio-cultural aspects American life including arts, artifacts, literature, education, and publications. -- SS.912.A.1.7
-Analyze the impact of the Holocaust during World War II on Jews as well as other groups. -- SS.912.A.6.3
-Examine efforts to expand or contract rights for various populations during World War II (e.g., women, African Americans, German
Americans, Japanese Americans, Native Americans, Hispanic Americans, Italian Americans). -- SS.912.A.6.4
-Assess human rights policies of the United States and other countries. -- SS.912.C.4.3
Cooperation:
-Use a decision-making model to analyze a public policy issue affecting the student's community that incorporates defining a problem,
analyzes the potential consequences, and considers the alternatives. -- SS.912.E.2.2
Pacing Guide
High School American Government
First 4.5-weeks
Origins & Foundations of American Government- 1 week
Athenian democracy and the Roman republic
Influence of the Magna Carta, the English Petition of Rights
and the English Bill of Rights
Examining the writings of Hobbes, Locke and Montesquieu
Rights of Englishmen
Natural Rights Philosophies expressed in the Declaration of
Independence
The Constitution: Framework for Government in the U.S.- 1 week
Ratification debates and The Federalist Papers
Fundamental Principals of the Constitution: rule of law,
consent of the governed, limited government, separation of
powers and federalism
Examine the Bill of Rights, with emphasis on 1st Amendment
Freedoms
Explore the balance between individual liberties and public
interest
Every citizen’s right to be treated equally under the law
Our Federal System- .5 week
Relationship between state governments and the national
government
How are powers shared?
What powers are denied?
Balance of power
National Gov.: Legislative Branch – 1 week
Bicameral body with committees
Expressed and implied powers
Necessary and proper clause
How a bill becomes a law
Constitutional checks and balances
National Gov.: Executive Branch- .5 week
Identify the roles & responsibilities of the President & Vice
Pres.
Presidential Cabinet
Presidential succession
Constitutional checks and balances
Review- .5 week & Midterm exam
Second 4.5-weeks
National Gov.: Judicial Branch- 1 week
Organization and jurisdiction of federal courts
John Marshall, the Supreme Court & Marbury v. Madison
How the Supreme Court Settles cases
Comparing philosophies of judicial activism vs. judicial restraints
National Gov.: Shaping Public Policy- .5 week
Different perspectives on the roles of government
How local, state and national governments form public policy
Implementing policy: examining the bureaucracy at each level
Analyze how individuals, interest groups and media influence public
policy
Political Parties, Voting & Interest Groups- .5 week
Organization, role and constituencies of political parties
Nomination and election process
Campaign funding and spending
Media coverage, campaign advertising and public opinion polls
Reapportionment and redistricting
How amendments extend the right to vote
Analyzing voter turnout
State & Local Government- .25 week
Examine the legislative, executive and judicial branches of state gov.
Examine structures and powers of local governments: counties, cities and
towns
Analyze the relationships between state and local governments
Citizenship: Rights, Responsibilities and Liberties- 1 week
Fundamental worth and dignity of the individual
Equality of all citizens
Majority rule and minority rights
Necessity of compromise
Examining Bill of Rights, with emphasis on 1st Amendment
Freedoms
Due process of law expressed in 5th & 14th amendments
Effective participation in civic life
Comparative Government & Foreign Policy- .5 week
Responsibilities of national government for foreign policy and national
security
Assessing the role played by national interest in shaping foreign policy
and promoting world peace
Examining recent foreign policy and international trade initiatives
Civic Life-.25 week
Review- .5 week & Final exam
Objective(s) of Learning
Origins & Foundations of American Government (1 week)
The student will demonstrate knowledge of the political philosophies that shaped the development the United States constitutional government by
a) describing the development of Athenian democracy and the Roman republic.
Essential Questions
What elements of the United States
constitutional system evolved from
Athens and Rome?
Essential Knowledge &
Understandings
The United States constitutional system
incorporates democratic elements that were
developed in Athens and Rome.
Democratic elements of the United States
constitutional system borrowed from
Athens and Rome
Athens—Direct democracy
Rome—Indirect democracy/ republic
Essential Skills &
Benchmarks
Assessments & Resources
Demonstrate an understanding of the
origins and purposes of government,
law, and the American political
system.
Teaching Resources:
MacGruder’s Text
Chapter 1: Principles of Government
Chapter 2: Origins of America
Government
We the People: The Citizen and the
Constitution
Unit 1: What are the Historical
Foundations of the American Political
System? Lessons 1-9
Unit 2: How did the Framers Create
the Constitution? Lessons 10-12
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
SS.912.C.1.1 Evaluate, take, and
defend positions on the founding
ideals and principles in American
Constitutional government.
Objective(s) of Learning
Origins & Foundations of American Government (1 week)
The student will demonstrate knowledge of the political philosophies that shaped the development of the United States constitutional government by
b) explaining the influence of the Magna Carta, the English Petition of Rights, and the English Bill of Rights.
Essential Questions
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
Assessments & Resources
What elements of the Constitution
of the United States of America
are derived from the Magna
Carta, the English Petition of
Rights, and the English Bill of
Rights?
The United States constitutional system
incorporated ideas from the Magna Carta, the
English Petition of Rights, and the English Bill
of Rights.
Demonstrate an understanding of
the origins and purposes of
government, law, and the American
political system.
Magna Carta
Limited power of the government
Fundamental rights
– Trial by jury
– Due process of law
SS.912.C.1.1 Evaluate, take, and
defend positions on the founding
ideals and principles in American
Constitutional government.
Assessments:
- Test Prep Workbook
- Chapter Tests with Exam Review
(with CD-ROM)
- Chapters 1 & 2 Assessment from
Textbook
- Teaching Resource Kit – Unit 1
quizzes
History Alive! Project –The
Constitution
Activity 2.5 – Creating Metaphors for
the Constitution
English Petition of Rights
Early document supporting idea that men
have rights and establishing concept of rule
of law
Included basic rights
– Guarantee of trial by jury
– Protection against marshal law
– Protection against quartering of troops
– Protection of private property
English Bill of Rights
Limited power of the monarch
– No standing army in peacetime
– Free elections
– Right of petition
Parliamentary checks on power
Democratic elements of the United States
constitutional system borrowed from Athens
and Rome
Athens—Direct democracy
Rome—Indirect democracy/ republic
Objective(s) of Learning
Origins & Foundations of American Government (1 week)
The student will demonstrate knowledge of the political philosophies that shaped the development of the United States constitutional government by
c) examining the writings of Hobbes, Locke, and Montesquieu.
Essential Questions
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
Assessments & Resources
What were the fundamental principles
of American government and law
developed by leading European
political thinkers?
Principles of government and law
developed by leading European
political thinkers—Thomas Hobbes,
John Locke, and Montesquieu—may
be found in the Declaration of
Independence, and the Constitution of
the United States of America.
Demonstrate an understanding of the
origins and purposes of government,
law, and the American political system.
Activities:
- Develop a concept web of
government.
- Classify, compare & contrast various
forms of government.
- Develop a chart listing the various
philosophies of government and find
examples of these in the Declaration of
Independence, Articles of
Confederation and the Constitution
Compare and contrast The Articles of
Confederation with The United States
Constitution.
- Summarize the major compromises
that the delegates agreed to make and
the effect of those compromises.
Fundamental political principles
Limited government—John Locke,
Thomas Hobbes (Constitution of
the United States of America,
Declaration of Independence)
Government's authority coming
only from the consent of the
governed—John Locke
(Declaration of Independence,
Constitution of the United States of
America)
Separation of powers—
Montesquieu (Constitution of the
United States of America)
SS.912.C.1.1 Evaluate, take, and
defend positions on the founding ideals
and principles in American
Constitutional government.
Demonstrate an understanding of the
origins and purposes of government,
law, and the American political system.
Objective(s) of Learning
Origins & Foundations of American Government (1 week)
The student will demonstrate knowledge of the political philosophies that shaped the development of the United States constitutional government by
d) explaining the guarantee of the rights of Englishmen set forth in the charters of the Virginia Company of London.
Essential Questions
Why are charters of the Virginia
Company of London significant?
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
The charters of the Virginia Company
of London extended the rights of
Englishmen to the colonists.
Demonstrate an understanding of the
origins and purposes of government,
law, and the American political system.
The basic rights of Englishmen were
guaranteed to the colonists by the
charters of the Virginia Company of
London.
SS.912.C.1.1 Evaluate, take, and
defend positions on the founding ideals
and principles in American
Constitutional government.
Assessments & Resources
Objective(s) of Learning
Origins & Foundations of American Government (1 week)
The student will demonstrate knowledge of the political philosophies that shaped the development of the United States constitutional government by
e) analyzing the natural rights philosophies expressed in the Declaration of Independence.
Essential Questions
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
How are the natural rights philosophies,
expressed by John Locke and JeanJacques Rousseau, reflected in the
Declaration of Independence?
The Declaration of Independence is an
expression of natural rights philosophy.
Demonstrate an understanding of the
origins and purposes of government,
law, and the American political system.
Natural rights philosophy of John
Locke and Jean-Jacques Rousseau
expressed in the Declaration of
Independence
Rousseau believed that all men are
equal.
Locke believed that government is
based on an agreement between
people and their rulers ("social
contract"). He felt that people have
the right to life, liberty, and
property.
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.
Assessments & Resources
Objective(s) of Learning
The Constitution: Framework for Government in the United States (1 week)
The student will demonstrate knowledge of the concepts of democracy by
a) recognizing the fundamental worth and dignity of the individual;
b) recognizing the equality of all citizens under the law;
c) recognizing majority rule and minority rights;
d) recognizing the necessity of compromise;
e) recognizing the freedom of the individual.
Essential Questions
What concepts define the
meaning of democracy as
expressed in the United States
constitutional system?
Essential Knowledge &
Understandings
Concepts of democracy define and shape the
meaning of citizenship.
Fundamental political concepts
Fundamental worth and dignity of the
individual: All persons are entitled to life,
liberty, and due process under the law.
Equality: All persons are entitled to equal
rights and treatment before the law.
Majority rule: The will of the majority as
expressed through elections is fundamental
to the American system.
Minority rights: The Constitution of the
United States protects the rights of the few
from oppression.
Compromise: The structure of the United
States government necessitates
compromise by all sides.
Individual freedom: All persons are born
free, equal, and independent.
An analysis of current events demonstrates
contemporary applications of democratic
concepts.
Essential Skills &
Benchmarks
Assessments & Resources
Demonstrate an understanding of the
origins and purposes of government,
law, and the American political system.
Teaching Resources:
Magruder’s Text
Chapter 3: The Constitution
Chapter 4: Federalism
We the People: The Citizen and the
Constitution
Unit 2: How Did the Framers Create the
Constitution? Lessons 13-17
Unit 3: How Did the Values and Principles
Embodied in the Constitution Shape
American Institutions and Practices?
Lessons 18-22
History Alive! – The Constitution in a
New Nation
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
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.
Objective(s) of Learning
The Constitution: Framework for Government in the United States (1 week)
The student will demonstrate knowledge of the Constitution of the United States of America by
a) examining the ratification debates and The Federalist.
Essential Questions
How did the amount of power
given to the national government
polarize the ratification debates?
Essential Knowledge &
Understandings
The debates over ratification of the
Constitution of the United States of America
focused on power given to the national
government.
Ratification debates
Nine of thirteen states needed to ratify
constitution
Anti-Federalist position
– Suspicious of a strong central government
– Wanted bill of rights to protect personal
liberties
Federalist position
– Believed that a strong central government
was the best way to protect freedom
The Federalist was a series of essays
supporting adoption of the Constitution of the
United States of America.
Essential Skills &
Benchmarks
Assessments & Resources
Demonstrate an understanding of the
origins and purposes of government,
law, and the American political system.
Assessments:
- Test Prep Workbook
- Chapter Tests with Exam Review (with
CD-ROM)
- Chapters 3 & 4 Assessment from
Textbook
- Teaching Resource Kit – Unit I - quizzes
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 ratificationof the
Constitution and inclusionof a bill of
rights.
Objective(s) of Learning
The Co nstitution: Framework for Government in the United States (1 week)
The student will demonstrate knowledge of the Constitution of the United States of America by
b) identifying the purposes for government stated in the Preamble.
Essential Questions
What is the significance of the
Preamble of the Constitution of the
United States of America?
Essential Knowledge &
Understandings
The purpose of government is
established in the Preamble of the
Constitution of the United States of
America.
Purposes for government as stated in
the Preamble
To form a more perfect union
To establish justice
To ensure domestic tranquility
To provide for the common defense
To promote the general welfare
To secure the blessings of liberty
Essential Skills &
Benchmarks
Assessments & Resources
Demonstrate an understanding of the
origins and purposes of government,
law, and the American political system.
Activities:
- Create an illustration of the six
principles of The U.S. Constitution.
Analyze the merits of the amendment
process.
- Develop a chart depicting how
power is dispersed among the
different levels of government and
between national, state and local
levels.
- Explain how the principle of ―limited
government‖ is expressed through
Separation of Powers and
Checks/Balances.
- Compare the United States
Constitution to the Iroquois
Constitution.
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.
Objective(s) of Learning
The Constitution: Framework for Government in the United States (1 week)
The student will demonstrate knowledge of the Constitution of the United States of America by
c) examining the fundamental principles upon which the Constitution is based, including the rule of law, consent of the governed, limited government,
separation of powers, and federalism.
Essential Questions
What are the fundamental principles
contained in the Constitution of the
United States of America?
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
The Constitution of the United States of
America is based on fundamental
principles.
Demonstrate an understanding of the
origins and purposes of government,
law, and the American political system.
Fundamental principles
Consent of the governed: People
are the only source of
governmental power.
Limited government: The
government may do only those
things that the people have given it
the power to do.
Separation of powers: Government
is divided into three branches—
legislative, executive, and judicial.
Checks and balances: This is a
system whereby each branch of
government exercises some control
on the others.
Federalism: In this form of
government, powers are divided
between the national government
and state governments.
Rule of law: The Constitution of
the United States of America is
supreme and all individuals are
accountable under the law.
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.
Assessments & Resources
Objective(s) of Learning
The Constitution: Framework for Government in the United States (1 week)
The student will demonstrate knowledge of the Constitution of the United States of America by
d) illustrating the structure of the national government as outlined in Article I, Article II, and Article III.
Essential Questions
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
How does the Constitution of the
United States of America organize the
national government?
Articles I, II, and III of the Constitution
of the United States of America
establish three co-equal branches of
government.
Demonstrate an understanding of the
origins and purposes of government,
law, and the American political system.
Organization of the national
government
Article I establishes the legislative
branch of the national government
setting forth the two houses of
Congress to make laws.
Article II establishes the executive
branch to carry out the laws passed
by Congress.
Article III creates the United States
Supreme Court and empowers
Congress to establish lower Federal
Courts to interpret the laws.
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.
Demonstrate an understanding of the
principles, functions, and organization
of government.
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.3.4 Analyze the structures,
functions, and processes of the
executive branch as described in Article
II of the Constitution.
SS.912.C.3.6 Analyze the structures,
functions, and processes of the judicial
branch as described in Article III of the
Constitution.
Assessments & Resources
Objective(s) of Learning
The Constitution: Framework for Government in the United States (1 week)
The student will demonstrate knowledge of the Constitution of the United States of America by
e) describing the amendment process.
Essential Questions
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
What are the procedures to amend the
Constitution of the United States of
America?
The amendment process provides a way
that the Constitution of the United
States of America can remain
responsive to the needs of a changing
nation.
Demonstrate an understanding of the
origins and purposes of government,
law, and the American political system.
To date, there have been 27 amendments to the original Constitution.
Terms to know
Amendment: A formal revision to the
Constitution, responding to needs of a
changing nation
National amendment procedure
(Article V)
To propose an amendment
– Requires a 2/3 vote of both Houses
of Congress
OR
–
–
Requires a national convention
requested by 2/3 of state
legislatures
To ratify an amendment
Approval by 3/4 of state
legislatures
OR
–
Acceptance by conventions in 3/4
of states
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.
Assessments & Resources
Objective(s) of Learning
Our Federal System (.5 week)
The student will demonstrate knowledge of the federal system described in the Constitution of the United States of America by
a) explaining the relationship of the state governments to the national government;
b) describing the extent to which power is shared;
c) identifying the powers denied state and national governments;
d) examining the ongoing debate that focuses on the balance of power between state and national governments.
Essential Questions
What is the relationship of the state
governments to the national
government?
How is power divided and shared
between the national and state levels of
government?
What powers are denied to both
national and state governments?
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
The Constitution of the United States of
America provides for a federal system of
government in which power is shared
between the states and the national
government.
Demonstrate an understanding of the
principles, functions, and organization
of government.
The Constitution of the United States of
America establishes a federal form of
government in which the national
government is supreme.
The powers not given to the national
government by the Constitution of the
United States of America are reserved to
the states or people.
Powers of national government
Expressed powers—Powers directly
stated in the Constitution of the
United States of America, such as
the power to levy and collect taxes,
make war, and regulate trade among
the states
Implied powers—Powers reserved
by the national government but not
specifically listed; source for
implied powers is the elastic clause
or ―necessary and proper‖ clause
(Article I, Sec. 8)
Inherent powers—Powers that the
national government may exercise
simply because it is the national
government, such as establishment
of diplomatic relations and
regulation of immigration
SS.912.C.3.2 Define federalism and
identify examples of powers granted
and denied to states and the national
government in the American federal
system of governement.
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.
Assessments & Resources
Objective(s) of Learning
Our Federal System (.5 week)
The student will demonstrate knowledge of the federal system described in the Constitution of the United States of America by
a) explaining the relationship of the state governments to the national government;
b) describing the extent to which power is shared;
c) identifying the powers denied state and national governments;
d) examining the ongoing debate that focuses on the balance of power between state and national governments.
Essential Questions
Essential Knowledge &
Understandings
Areas where powers are shared
Taxation
Education policy
Criminal justice laws
Conflicts between the state and national
authority in a federal system are found
in concurrently held powers.
Powers denied to both the national
and state governments
Ex post facto laws
Tax on exports
Federalism is not a static relationship
between levels of government. The
distribution of power between the states
and the national government is the
source of considerable political debate.
Essential Skills &
Benchmarks
Assessments & Resources
Objective(s) of Learning
National Government: Legislative Branch (.75 week)
The student will demonstrate knowledge of the organization and powers of the national government by
a) examining the legislative, executive, and judicial branches.
Essential Questions
How is Congress organized?
How are committees organized and
what is their purpose?
What are the expressed and implied
powers?
What are the three parts of the
executive branch and how are these
positions filled?
What are the expressed and implied
powers of the executive branch?
What is the organization and
jurisdiction of the federal court
system?
.
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
Assessments & Resources
- The legislative branch is a bicameral body
with committees playing a major role in the
legislative process.
- The Constitution of the United States of
America grants both expressed and implied
powers to the legislative branch.
- The executive branch consists of the
President, Vice President, and the federal
bureaucracy.
- The organization and powers of the
judicial branch are derived from the
Constitution of the United States of
America and federal law.
Demonstrate an understanding of the
principles, functions, and organization
of government.
The two houses of Congress
The Senate: 100 members, with each
state having two senators
The House of Representatives: 435
members, with representation based on
the population of the state(s)
Congressional committees
Committees are organized by subject
matter.
Because of the large volume of work,
committees are essential to the
legislative process.
Expressed powers of Congress
Levy taxes
Borrow money
Regulate commerce
Coin money
SS.912.C.3.5 Analyze the structures,
functions, and processes of the judicial
branch as described in Article III of the
Constitution.
Teaching Resources:
Magruder’s Text
Chapter 10: Congress
Chapter 11: Powers of Congress
Chapter 12: Congress in Action
We the People: The Citizen and the
Constitution
Unit 2: How Did the Framers Create the
Constitution? Lessons 13
Unit 3: How Did the Values and
Principles Embodied in the Constitution
Shape American Institutions and
Practices?
Lesson 22
Assessments:
- Test Prep Workbook
- Chapter Tests with Exam Review (with
CD-ROM)
- Chapters 10 - 12 Assessment from
Textbook
- Teaching Resource Kit – Unit III quizzes
Activities:
- Diagram the checks on Congress's
power.
- Analyze how Congress has used the
Interstate Commerce Clause to
implement certain changes such as
desegregation.
- Evaluate how and why government
raises money to pay for its operations and
services.
- Describe Congress's non-legislative
powers.
- Compare/contrast membership numbers
and terms of the Senate and House
Develop concept web showing a
significant event and how Congress has
Congress has reacted to it
- Describe the sequence of census -reapportionment - redistricting.
- Analyze the changes in Florida's
congressional district map since 1980.
Implied powers allow Congress to do all
things ―necessary and proper‖ to carry out
its expressed powers.
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.3.4 Analyze the structures,
functions, and processes of the
executive branch as described in
Article II of the Constitution.
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.
Objective(s) of Learning
National Government: Executive Branch (.5 week)
The student will demonstrate knowledge of the organization and powers of the national government by
a) examining the legislative, executive, and judicial branches.
Essential Questions
What are the three parts of the
executive branch and how are these
positions filled?
Essential Knowledge &
Understandings
The executive branch is headed by the
President and Vice President, who are
supported by the Executive Office, the
cabinet, and the federal bureaucracy.
What are the expressed and implied
powers of the executive branch?
Responsibilities of the President and Vice
President
Overseeing the various parts of the
executive branch
Enforcing laws
Issuing executive ordinances
Appointing and removing officials
Making treaties and executive
agreements
Commanding the military
Essential Skills &
Benchmarks
Assessments & Resources
Demonstrate an understanding of the
principles, functions, and organization
of government.
Teaching Resources:
Magruder’s Text
Chapter 13: The Presidency
Chapter 14: The Presidency in Action
Chapter 17: Foreign Policy and National
Defense
We the People: The Citizen and the
Constitution
Unit 1: What are the Historical Foundations of
the American Political System? Lessons 3, 6, 7
Unit 2: How Did the Framers Create the
Constitution? Lessons 14
Unit 4: How Have the Protections of the Bill of
Rights Been Developed and
Expanded? Lessons 24-28
Unit 6: What are the Roles of the Citizen in
American Democracy? Lessons 35-40
Assessments:
- Test Prep Workbook
- Chapter Tests with Exam Review (CD-ROM)
- Chapters 13, 14, & 17 Assessment
- Teaching Resource Kit –Unit IV- quizzes
Activities:
- Describe the President's 2 major legislative
powers; explain how they are significant in the
system of checks and balances.
- Analyze the most recent Electoral College
map. What is the EC's role in electing
President?
- Outline the pros/cons of the proposed reforms
of the Electoral College.
- List several reasons for the growth of
presidential power.
- Explain how foreign policy is developed and
implemented.
- Trace the historical changes in U.S. foreign
policy. How have interests changed over time;
predict the impact on future international
relationships?
- Contrast the philosophies of isolationism and
internationalism.
- Evaluate the roles of the CIA, Dept. of
Homeland Security, NASA, &
Selective Service System in U.S. national
security.
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.3.14 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.
Objective(s) of Learning
National Government: Judicial Branch (1 week)
The student will demonstrate knowledge of the organization and powers of the national government by
b) analyzing the relationship between the three branches in a system of checks and balances.
Essential Questions
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
Assessments & Resources
How does the system of checks and
balances protect against an abuse of
power by any one branch of
government?
United States Court System
Supreme Court
– Nine justices, no jury
– Hears appeals from lower federal courts and
highest state court
– Has limited original jurisdiction
United States Court of Appeals
– Judges, no jury
– Hears appeals from United States district courts
and certain other federal courts and commissions
United States District Court
– Judge and jury
– Tries cases involving federal crimes and federal
civil proceedings
– Does not hear appeals
Demonstrate an understanding of the
principles, functions, and organization
of government.
Teaching Resources:
Magruder’s Text
Chapter 18: The Federal Court System
Chapter 19: Civil Liberties: First
Amendment Freedoms
Chapter 20: Civil Liberties: Protecting
Individual Rights
Chapter 21: Civil Rights: Equal
Justice Under Law
We the People: The Citizen and the
Constitution
- Unit 2: How Did the Framers Create
the Constitution? Lessons 14
- Unit 3: How Did the Values and
Principles Embodied in the
Constitution Shape American
Institutions and Practices? Lessons 21
- Unit 4: How Have the Protections of
the Bill of Rights Been Developed and
Expanded? Lessons 23-28
- Unit 5: What Rights Does the Bill of
Rights Protect? Lessons 29-34
- Unit 6: What are the Roles of the
Citizen in American Democracy?
Lessons 35-40
Civil Rights Movement Activities,
History Alive Binder
A constitutional system of checks and balances gives
each of the three branches of government ways to limit
the powers of the other branches.
Checks of the legislative branch
Over the executive branch
– To override vetoes
– To impeach a President
– To approve treaties
– To approve presidential appointments
Over the judicial branch
– To approve federal judges
– To impeach judges
Checks of the executive branch
Over the legislative branch
– To veto acts of Congress
– To call special sessions of Congress
Over the judicial branch
– To appoint federal judges
Checks of the judicial branch
Over the legislative branch
– To declare laws unconstitutional
Over the executive branch
– To declare executive acts unconstitutional
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.3.4 Analyze the structures,
functions, and processes of the
executive branch as described in
Article II of the Constitution.
SS.912.C.3.5 Analyze the structures,
functions, and processes of the judicial
branch as described in Article III of the
Constitution.
SS.912.C.3.15 Examine how power
and responsibility are distributed,
shared, and limited by the Constitution.
Objective(s) of Learning
National Government: Judicial Branch (1 week)
The student will demonstrate knowledge of the operation of the federal judiciary by
a) explaining the jurisdiction of the federal courts.
Essential Questions
Where do the regular federal courts
derive their jurisdiction?
What is the jurisdiction of each of
the federal courts?
Essential Knowledge &
Understandings
The United States has a separate court
system whose jurisdiction is derived from
the Constitution of the United States of
America and federal laws.
Article III of the Constitution of the United
States of America and federal laws identify
the jurisdiction of the federal courts.
Essential Skills &
Benchmarks
Assessments & Resources
Demonstrate an understanding of the
principles, functions, and organization
of government.
Assessments:
- Test Prep Workbook
- Chapter Tests with Exam Review
(CD-ROM)
- Chapters 18 - 21 Assessment from
Textbook
- Teaching Resource Kit – Unit V –
quizzes
- History Alive –Civil Rights
Movement - Culminating Activity 4.1
Creating a News Magazine on the
Civil Rights Movement
SS.912.C.3.5 Analyze the structures,
functions, and processes of the judicial
branch as described in Article III of the
Constitution.
Types of jurisdiction
Exclusive jurisdiction—Certain cases,
such as bankruptcy and federal crimes,
can only be tried in federal courts.
Concurrent jurisdiction—Congress
allows some cases to be tried in either
federal or state courts (e.g., cases
between citizens of different states).
SS.912.C.3.8 Compare the role of
judges on the state and federal level
with other elected officials.
Jurisdiction of regular federal courts
Supreme Court—Appellate and limited
original
U. S. Court of Appeals—Appellate
U. S. District Courts— Original
SS.912.C.3.12 Simulate the judicial
decision-making process in interpreting
law at the state and federal level.
The Supreme Court of the United States is
the court of last resort. It hears appeals
from state and special courts.
SS.912.C.3.9 Analyze the various
levels and responsibilities of court in
the federal and state judicial system and
the relationships among them.
SS.912.C.3.15 Examine how power
and responsibility are distributed,
shared, and limited by the Constitution.
Objective(s) of Learning
National Government: Judicial Branch (1 week)
The student will demonstrate knowledge of the operation of the federal judiciary by
b) examining how John Marshall established the Supreme Court as an independent, co-equal branch of government through his opinion in Marbury v.
Madison.
Essential Questions
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
Assessments & Resources
How did the Supreme Court gain status
equal to the other two branches of the
federal government?
The United States Supreme Court
gained recognition as an equal branch
of government as a result of John
Marshall's judicial strategy.
Demonstrate an understanding of the
principles, functions, and organization
of government.
Activities:
- Explain why the framers of The
Constitution created a national
judiciary; describe and diagram its
structure.
- Outline the structure & functions of
the different levels of the federal
courts.
- Explain how Americans'
commitment to freedom led to the
creation of Bill of Rights.
- Discuss how the 14th Amendment
incorporated the Bill of Rights to
protect citizens' rights at all levels of
government.
- Evaluate Supreme Court
Establishment Clause rulings on
religion and education.
- Create a timeline illustrating the
history of race-based discrimination in
the U.S.
- Assess which had a greater impact on
20th century Civil Rights gains,
official government action or action by
citizens.
- Debate the topic of the rights of
immigrants – legal and illegal.
Prior to the appointment of Chief
Justice John Marshall, the Supreme
Court had little power.
In Marbury v. Madison (1803), Chief
Justice Marshall and the Supreme Court
first declared an act of Congress
unconstitutional, thus establishing the
power of judicial review
SS.912.C.3.5 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 court in
the federal and state judicial system and
the relationships among them.
SS.912.C.3.12 Simulate the judicial
decision-making process in interpreting
law at the state and federal level.
Objective(s) of Learning
National Government: Judicial Branch (1 week)
The student will demonstrate knowledge of the operation of the federal judiciary by
c) describing how the Supreme Court decides cases.
Essential Questions
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
How are Supreme Court cases decided?
The Supreme Court hears cases and
makes decisions based on the opinions
of the majority.
Demonstrate an understanding of the
principles, functions, and organization
of government.
Steps in deciding cases
Briefs—Both sides of the case and
any interested parties submit
written information summarizing
their point of view.
Oral arguments—Lawyers for each
side present oral arguments. They
are often questioned by the justices
regarding their arguments.
Conference—Following oral
arguments, justices meet to discuss
the merits of a case. The decision
of the court is determined by a
majority vote.
Opinions—Justices are assigned to
write the majority and minority
opinions of the court. When all
opinions have been written and
justices have determined which
opinion they will support, the
decision is announced in public.
Justices who disagree with those
opinions may write a dissenting
opinion.
SS.912.C.3.12 Simulate the judicial
decision-making process in interpreting
law at the state and federal level.
Assessments & Resources
Objective(s) of Learning
National Government: Judicial Branch (1 week)
The student will demonstrate knowledge of the operation of the federal judiciary by
d) comparing the philosophies of judicial activism and judicial restraint.
Essential Questions
How do the philosophies of judicial
activism and judicial restraint relate to
the federal judiciary’s exercise of its
authority?
Essential Knowledge &
Understandings
Supporters of the philosophies of
judicial activism and judicial restraint
disagree regarding the role of the
federal judiciary.
Judicial activists believe federal courts
should use the power of judicial review
to solve important societal issues.
Since justices are not elected, they can
make controversial decisions without
fear of losing office.
Those in favor of judicial restraint
argue that the Supreme Court should
avoid ruling on constitutional issues
whenever possible. When action is
necessary, it should decide cases in as
narrow a manner as possible.
Essential Skills &
Benchmarks
Demonstrate an understanding of the
principles, functions, and organization
of government.
SS.912.C.3.5 Analyze the structures,
functions, and processes of the judicial
branch as described in Article III of the
Constitution.
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 court in
the federal and state judicial system and
the relationships among them.
SS.912.C.3.12 Simulate the judicial
decision-making process in interpreting
law at the state and federal level.
SS.912.C.3.15 Examine how power
and responsibility are distributed,
shared, and limited by the Constitution.
Assessments & Resources
Objective(s) of Learning
National Government: Shaping Public Policy (.5 week)
The student will demonstrate knowledge of the process by which public policy is made by
a) examining different perspectives on the role of government.
Essential Questions
Essential Knowledge &
Understandings
How do individuals differ in their
opinions about the role of government?
Individuals have different opinions
about the role of government in shaping
public policy.
Differences of opinion about the role of
government are due primarily to
ideology.
An ideology is a set of basic beliefs
about life, culture, government, and
society. A person's ideology provides a
framework for looking at government
and public policy. Ideology is shaped by
many factors including family,
education, religion, socio-economic
status, race and ethnicity, gender, and
region. Traditionally, American
political perspective falls into two broad
categories of opinion:
Conservative—Generally believes
that the role of government should
be limited and that freedom of
opportunity should be promoted
Liberal—Generally believes that the
role of government should be active
and that economic equality should
be promoted
Individuals may not always be
consistent in their opinions about public
policy (e.g., a person may hold
conservative views about the economy
and liberal views about society).
Essential Skills &
Benchmarks
Evaluate the roles, rights, and
responsibilities of United States
citizens and determine methods of
active participation in society,
government, and the political system.
Assessments & Resources
Teaching Resources:
Magruder’s Text
Chapter 8: Mass Media & Public
Opinion
Chapter 9: Interest Groups
We the People: The Citizen and the
Constitution
Unit 4: How Have the Protections of
the Bill of Rights Been Developed and
Expanded? Lessons 23-28
Unit 5: What Rights Does the Bill of
Rights Protect? Lesson 31
Unit 6: What are the Roles of the
Citizen in American Democracy?
Lessons 35-37
Objective(s) of Learning
National Government: Shaping Public Policy (.5 week)
The student will demonstrate knowledge of the process by which public policy is made by
b) explaining how local, state, and national governments formulate public policy.
Essential Questions
How are policy agendas and policy
decisions shaped by individual citizens,
interest groups, and the media?
Essential Knowledge &
Understandings
Public policy is shaped by the
interaction of the participants in the
policy process with the policy agenda.
Public policy is the action the
government takes to address an issue,
solve a problem, or meet the needs and
wishes of the citizens.
Participants in the policy process include
political leaders, interest groups, the
media, and individual citizens.
These participants shape the policy
agenda and develop public policy by
Attending political and
governmental meetings
Lobbying
Working in campaigns
Contributing money to candidates
and funding causes
Organizing public opinion
Filing a legal challenge
Petitioning government
Demonstrating
Running for office
Essential Skills &
Benchmarks
Evaluate the roles, rights, and
responsibilities of United States
citizens and determine methods of
active participation in society,
government, and the political system.
SS.912.C.2.15 Evaluate the origins
and roles of political parties, interest
groups, media, and individuals in
determining and shaping public policy.
Assessments & Resources
Assessments:
- Test Prep Workbook
- Chapter Tests with Exam Review
(with CD-ROM)
- Chapters 8 & 9 Assessment from
Textbook
- Teaching Resource Kit – Unit IIquizzes
Objective(s) of Learning
National Government: Shaping Public Policy (.5 week)
The student will demonstrate knowledge of the process by which public policy is made by
c) describing the process by which policy is implemented by the bureaucracy at each level.
Essential Questions
How do bureaucracies implement
public policy?
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
Assessments & Resources
Public policy is primarily implemented
by bureaucracies at the national, state,
and local levels.
Demonstrate an understanding of the
principles, functions, and organization
of government.
At all levels of government,
bureaucracies conduct the day-to-day
operation of government and carry out
public policy. Bureaucracies shape the
meaning of laws passed by legislatures
through rule-making and help to draft
new bills for lawmakers. Some
bureaucrats shape policy by providing
information and advice to the executive
branches of government.
SS.912.C.3.5 Identify the impact of
independent regulatory agencies in the
federal bureaucracy.
Activities:
- Describe challenges in measuring
public opinion.
- Identify five steps in the polling
process, and the types of polls.
- Evaluate the impact of interest
groups on the political process.
- Evaluate the role of media in our
political life; explain the role of media
in influencing the public agenda.
- Develop a chart explaining different
propaganda techniques and their uses.
Explain how our tradition of joining
organizations has resulted in a wide
range of interest groups.
- Compare/contrast interest groups and
political parties.
- Study political party platforms &
principles and determine which one
you agree with most.
Levels of bureaucracy
National
– Cabinet departments
– Office of the President
– Federal agencies
Florida
– Cabinet departments
– Office of the Governor
– State agencies
Local
– County/city agencies
– Regional authorities
Objective(s) of Learning
National Government: Shaping Public Policy (.5 week)
The student will demonstrate knowledge of how public policy is made by
d) describing how individuals, interest groups, and the media influence public policy.
Essential Questions
How do individuals, interest groups,
and the media influence policymakers?
Essential Knowledge &
Understandings
Individuals, interest groups, and the
media influence public policy.
Ways individuals influence public
policy
Participating in politics (voting,
campaigning)
Expressing opinions (lobbying,
demonstrating, writing letters)
Joining interest groups
Ways interest groups influence public
policy
Identifying issues
Making political contributions
Lobbying government officials
Ways the media influences public
opinion
Giving selective attention to issues
Shaping public opinion by
influencing attitudes and beliefs
Providing information to policy-makers
Essential Skills &
Benchmarks
Evaluate the roles, rights, and
responsibilities of United States
citizens and determine methods of
active participation in society,
government, and the political system.
SS.912.C.2.15 Evaluate the origins
and roles of political parties, interest
groups, media, and individuals in
determining and shaping public policy.
Assessments & Resources
Objective(s) of Learning
Political Parties, Voting and Interest Groups (.5 week)
The student will demonstrate knowledge of local, state, and national elections by
a) describing the organization, role, and constituencies of political parties.
Essential Questions
How do political parties organize to
win elections?
Essential Knowledge &
Understandings
Political parties are organized to win
elections.
Political parties have national, state, and
local organizations.
Roles of political parties
Select candidates
Raise funds
Conduct campaigns
Identify important issues
Monitor the party in power
Each major political party seeks to
define itself in ways that wins majority
support while remaining committed to
core principles.
The two major parties are coalitions of
several factions and interest groups and
recognize the importance of conducting
campaigns that appeal to voters in the
middle of the political spectrum, veering
neither too far left nor too far right of the
political center.
Third parties can form to highlight
single issues in a given election or
provide a long-term forum for minority
views.
Essential Skills &
Benchmarks
Evaluate the roles, rights, and
responsibilities of United States
citizens and determine methods of
active participation in society,
government, and the political system.
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.
SS.912.C.2.14 Evaluate the processes
and results of an election at the state or
federal level.
Assessments & Resources
Teaching Resources:
Magruder’s Text
Chapter 5: Political Parties
Chapter 6: Voters and Voter Behavior
Chapter 7: The Electoral Process
We the People: The Citizen and the
Constitution
- Unit 3: How Did the Values and
Principles Embodied in the
Constitution Shape American
Institutions and Practices? Lessons 20
- Unit 4: How Have the Protections of
the Bill of Rights Been Developed and
Expanded? Lessons 23, 26, 27
Objective(s) of Learning
Political Parties, Voting and Interest Groups (.5 week)
The student will demonstrate knowledge of local, state, and national elections by
b) describing the nomination and election process.
Essential Questions
Essential Knowledge &
Understandings
How do political parties nominate
candidates for national, state, and local
offices?
At each level of government, candidates
for elective office are chosen using a
variety of nominating methods.
How do the major political parties
select presidential candidates?
Ways individuals may seek
nomination for national, state, and
local office
Caucus
Nominating conventions
Petitions
Direct primary
The two major political parties use the
national nominating convention to select
presidential and vice-presidential
candidates.
In Florida, state and local party
organizations determine which method
of nomination will be used to select
candidates. Once nominated, candidates
campaign and go before the voters for
election to office.
Democracy requires that elections be
free, honest, and accurate.
Essential Skills &
Benchmarks
Evaluate the roles, rights, and
responsibilities of United States
citizens and determine methods of
active participation in society,
government, and the political system.
SS.912.C.2.14 Evaluate the processes
and results of an election at the state or
federal level.
Assessments & Resources
Assessments:
- Test Prep Workbook
- Chapter Tests with Exam Review
(with CD-ROM)
- Chapters 5-7 Assessment from
Textbook
- Teaching Resource Kit – Unit II quizzes
Objective(s) of Learning
Political Parties, Voting and Interest Groups (.5 week)
The student will demonstrate knowledge of local, state, and national elections by
c) examining campaign funding and spending.
Essential Questions
How has the high cost of getting elected
affected campaign funding and
spending?
Essential Knowledge &
Understandings
Running for political office is
expensive.
Laws limit the amount individuals and
groups may contribute to federal, state,
and local candidates.
The Federal Election Campaign Act
provides for a system of financing
based on three principles:
Public funding of presidential
elections
Limitations on the amounts
presidential and congressional
candidates may receive from
contributors
Public disclosure of the amount
candidates spend to get elected
In state and local campaigns, campaign
contributions are unlimited but must be
reported.
Rising campaign costs require
candidates to conduct extensive
fundraising activities.
Essential Skills &
Benchmarks
Assessments & Resources
Evaluate the roles, rights, and
responsibilities of United States citizens
and determine methods of active
participation in society, government,
and the political system.
Activities:
- Evaluate citizens' participation in
government and civic life.
- Develop a timeline of federal civil
rights and voting rights.
- Analyze the role of political parties
in the electoral process.
- Describe the different types of
primary elections.
- Evaluate the sequence of the election
process.
- Evaluate the merits of a Two-Party
System.
SS.912.C.2.14 Evaluate the processes
and results of an election at the state or
federal level.
Objective(s) of Learning
Political Parties, Voting and Interest Groups (.5 week)
The student will demonstrate knowledge of local, state, and national elections by
d) analyzing the influence of media coverage, campaign advertising, and public opinion polls.
Essential Questions
How do media coverage, campaign
advertising, and public opinion polls
influence national, state, and local
elections?
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
Media coverage, campaign advertising,
and opinion polls influence public
opinions during a political campaign.
Evaluate the roles, rights, and
responsibilities of United States citizens
and determine methods of active
participation in society, government,
and the political system.
Mass media (including Internet)
influence public opinion.
Campaign advertisements are used to
persuade and/or mobilize the electorate.
Scientific polling is used to measure
public attitudes, target ads, and refine
campaign strategies.
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.
SS.912.C.2.14 Evaluate the processes
and results of an election at the state or
federal level.
Assessments & Resources
Objective(s) of Learning
Political Parties, Voting and Interest Groups (.5 week)
The student will demonstrate knowledge of local, state, and national elections by
e) examining the impact of reapportionment and redistricting.
Essential Questions
How do demographic changes lead to
reapportionment?
What effect does reapportionment have
on elections?
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
Changes in population and resulting
reapportionment have a political effect
on legislative membership at the
national, state, and local levels.
Evaluate the roles, rights, and
responsibilities of United States citizens
and determine methods of active
participation in society, government,
and the political system.
The Constitution of Florida and the
Constitution of the United States of
America require reapportionment of
national, state, and local legislative
bodies following each census.
Redistricting is a legislative function.
Redistribution of legislative seats can
significantly change the outcome of
elections.
Gerrymandering is the process of
redrawing district boundaries to benefit
one political party or group of citizens.
United States Supreme Court cases in
the early 1960s established the "one
man, one vote" principle—Wesberry v.
Sanders (1964).
SS.912.C.2.14 Evaluate the processes
and results of an election at the state or
federal level.
Assessments & Resources
Objective(s) of Learning
Political Parties, Voting and Interest Groups (.5 week)
The student will demonstrate knowledge of local, state, and national elections by
f) identifying how amendments extend the right to vote.
Essential Questions
How have the amendments to the
Constitution of the United States of
America extended suffrage?
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
Amendments to the Constitution of the
United States of America have
extended the right of suffrage.
Evaluate the roles, rights, and
responsibilities of United States citizens
and determine methods of active
participation in society, government,
and the political system.
Amendments to the Constitution of
the United States of America that
extended suffrage
15th Amendment—Ensures right to
vote regardless of race
17th Amendment—Calls for direct
election of United States senators
19th Amendment—Grants women
the right to vote
23rd Amendment—Allows voters
in Washington, D.C., to vote for
President and Vice President
26th Amendment—Gives the right
to vote to citizens 18 years and
older
SS.912.C.2.9 Identify the expansion of
civil rights and liberties by examining
the principles contained in primary
documents.
Assessments & Resources
Objective(s) of Learning
Political Parties, Voting and Interest Groups (.5 week)
The student will demonstrate knowledge of local, state, and national elections by
g) analyzing voter turnout.
Essential Questions
What factors influence voter
participation?
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
The extent of engagement in a political
campaign can be measured by voter
turnout.
Evaluate the roles, rights, and
responsibilities of United States citizens
and determine methods of active
participation in society, government,
and the political system.
Influences on voter turnout
Campaign issues
Candidates
Voter attitudes toward government
Voter loyalty to political parties
Education, age, and income are
important factors in predicting which
citizens will vote.
More citizens vote in presidential
elections than in other national, state,
and local contests, but the percentage of
Americans voting in presidential
elections is on the decline.
Voter apathy, dissatisfaction, and the
failure to meet voting requirements
contribute to the decline in voting.
SS.912.C.2.16 Analyze trends in the
voter turnout.
Assessments & Resources
Objective(s) of Learning
State & Local Government (.25 week)
The student will demonstrate knowledge of the organization and powers of the state and local governments described in the Constitution of Florida by
a) examining the legislative, executive, and judicial branches.
Essential Questions
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
Assessments & Resources
How are the three branches organized
and what are their essential duties?
The Constitution of Florida provides for
legislative, executive, and judicial
branches.
Demonstrate an understanding of the
principles, functions, and organization
of government.
Branches of Florida government
The executive branch consists of
three statewide elected officials:
– The governor, who is the chief
executive officer of the state, is
responsible for preparing the state
budget, overseeing the execution of
state laws and policies, and
proposing legislation to the
legislature. Governors serve for a
four-year term and may not serve
two consecutive terms.
– The lieutenant governor's main
duty is to preside over the state
Senate when it is in session.
– The attorney general is the state's
highest legal officer, who oversees
all law enforcement activity.
The legislative branch of Florida is
a bicameral (two-house) lawmaking body and comprised of the
Senate and the House of
representatives.
SS.912.C.3.8 Compare the role of
judges on the state and federal level
with other elected officials.
Teaching Resources:
Magruder’s Text
Chapter 24: Governing the State
Chapter 25: Local Government and
Finance
We the People: The Citizen and the
Constitution
- Unit 1: What are the Historical
Foundations of the American Political
System? Lessons 9
- Unit 3: How Did the Values and
Principles Embodied in the
Constitution Shape American
Institutions and Practices? Lesson 22
SS.912.C.3.9 Analyze the various
levels and responsibilities of court in
the federal and state judicial system and
the relationships among them.
SS.912.C.3.12 Simulate the judicial
decision-making process in interpreting
law at the state and federal level.
SS.912.C.3.13 Illustrate examples of
how government affects the daily lives
of citizens at the local, state, and
national levels.
Objective(s) of Learning
State & Local Government (.25 week)
The student will demonstrate knowledge of the organization and powers of the state and local governments described in the Constitution of Florida by
a) examining the legislative, executive, and judicial branches.
Essential Questions
Essential Knowledge &
Understandings
–
–
–
–
Florida’s judicial system consists
of four levels of courts. Judges are
elected by the state legislature for a
specific term.
Supreme Court: Reviews decisions
of lower courts
Court of Appeals: Provides a
review of lower court decisions and
state commissions
Circuit Courts: Has original and
appellate jurisdiction in civil and
criminal cases
County Court: Has original
jurisdiction in misdemeanor and
traffic cases
Essential Skills &
Benchmarks
Assessments & Resources
Assessments:
- Test Prep Workbook
- Chapter Tests with Exam Review
(with CD-ROM)
- Chapters 24 & 25 Assessment from
Textbook
- Teaching Resource Kit – Unit I quizzes
Objective(s) of Learning
State & Local Government (.25 week)
The student will demonstrate knowledge of the organization and powers of the state and local governments described in the Constitution of Florida by
b) examining the structure and powers of local governments: county, city, and town.
Essential Questions
Essential Knowledge &
Understandings
How are local governments
in Florida organized?
Florida local governments vary in type, form of
organization, and responsibilities.
How can citizens shape the
policy agenda and influence
the decisions of local
government officials?
Regional authorities are political subdivisions of
the state and address needs that cross local
government boundaries.
Responsible citizens can exert influence on the
policymaking process at the local level.
Counties, independent cities, and incorporated
towns are the three types of local government in
Florida.
Cities are separate governmental entities
independent of the authority and taxing power of
adjoining counties.
Incorporated towns are governmentally part of the
county in which they are located.
Counties and independent cities, as units of local
government, adopt and enforce ordinances and
provide services for their residents.
An elected board of supervisors is generally
responsible for the legislative and administrative
affairs of the county.
An elected council is typically the local legislative
body in independent cities and incorporated
towns.
Essential Skills &
Benchmarks
Assessments & Resources
Evaluate the roles, rights, and
responsibilities of United States citizens
and determine methods of active
participation in society, government,
and the political system.
Activities:
- Diagram the process for
constitutional change and how state
voters participate.
- Compare/contrast the 3 branches of
federal government to those of state
government.
- Evaluate the need for city planning;
list some municipal functions/services.
- Identify types of services that states
and local governments provide.
- Identify major tax, non-tax revenue
sources for state, local governments.
- Evaluate whether Florida’s eminent
domain laws are constitutional.
- Develop concept maps of different
forms of local governments.
SS.912.C.2.8 Analyze the impact of
citizen participation as a means of
achieving political and social change.
SS.912.C.2.10 Monitor currect public
issues in Florida.
SS.912.C.2.11 Analyze public policy
solutions or courses of action to resolve
a local, state, or dederal issue.
SS.912.C.2.15 Evaluate the origins and
roles of political parties, interest
groups, media, and individulals in
determining an shaping public policy.
Objective(s) of Learning
State & Local Government (.25 week)
The student will demonstrate knowledge of the organization and powers of the state and local governments described in the Constitution of Florida by
b) examining the structure and powers of local governments: county, city, and town.
Essential Questions
Essential Knowledge &
Understandings
Regional authorities are created by the
to serve one or more special functions
such as planning, land use, developing
regional transportation facilities, and
maintaining water and waste disposal
systems.
Essential Skills &
Benchmarks
Assessments & Resources
Objective(s) of Learning
State & Local Government (.25 week)
The student will demonstrate knowledge of the organization and powers of the state and local governments described in the Constitution of Florida by
c) analyzing the relationship between state and local governments.
Essential Questions
What is the relationship between the
state and local governments?
Essential Knowledge &
Understandings
The authority of local governments in
Florida is derived from the state.
Counties and cities, as administrative
subdivisions of the state, assist in the
local implementation of state laws and
programs.
Essential Skills &
Benchmarks
Assessments & Resources
Objective(s) of Learning
Citizenship: Rights, Responsibilities and Liberties (1 week)
The student will demonstrate knowledge of civil liberties and civil rights by
a) examining the Bill of Rights, with emphasis on First Amendment freedoms.
Essential Questions
What is the Bill of Rights?
What are the freedoms listed in the
First Amendment to the Constitution of
the United States of America?
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
Assessments & Resources
The first ten amendments to the
Constitution of the United States of
America, known as the Bill of Rights,
outline American civil liberties.
Demonstrate an understanding of the origins
and purposes of government, law, and the
American political system.
Teaching Resources:
We the People: The Citizen and the
Constitution
Unit 4: How Have the Protections of
the Bill of Rights Been Developed and
Expanded? Lessons 23-28
Unit 5: What Rights Does the Bill of
Rights Protect? Lesson 31
Unit 6: What are the Roles of the
Citizen in American Democracy?
Lessons 35-37
Term to know
Civil liberties: Freedoms upon which
the government may not infringe
The Bill of Rights is composed of the
first ten amendments to the
Constitution of the United States of
America. It guarantees the rights of
individuals and expresses limitations on
federal and state governments.
First Amendment freedoms
Religion
– Government may not establish an
official religion, nor endorse, or
unduly interfere with the free
exercise of religion.
Speech
– Individuals are free to express their
opinions and beliefs.
Press
– The press is free to gather and
publish information, including that
which criticizes the government.
SS.912.C.1.4 Analyze and categorize the
diverse viewpoints presented by the
Federalists and the Anti-Federalists
concerning ratificationof the Constitution and
inclusionof a bill of rights.
Evaluate the roles, rights, and responsibilities
of United States citizens and determine
methods of active participation in society,
government, and the political system.
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.2.6 Evaluate, take, and defend
positions about rights, protected by the
Constitution and Bill of Rights.
SS.912.C.2.7 Explain that rights have limits
and are not absolute.
Demonstrate an understanding of the
principles, functions, and organization of
government.
SS.912.C.3.1 Examine the constitutional
principles of representative government,
limited government and consent of the
governed , rule of law and individual rights.
SS.912.C.3.11 Contrast how the
Constitution safeguards and limits individual
rights.
Objective(s) of Learning
Citizenship: Rights, Responsibilities and Liberties (1 week)
The student will demonstrate knowledge of civil liberties and civil rights by
a) examining the Bill of Rights, with emphasis on First Amendment freedoms.
Essential Questions
Essential Knowledge &
Understandings
–
–
Assembly
Individuals may peacefully gather.
Petition
Individuals have the freedom to
make their views known to public
officials.
Rights of the accused
The Bill of Rights protects citizens
from
Unreasonable search and seizures
Double jeopardy
Self-incrimination
Cruel and unusual punishment
Essential Skills &
Benchmarks
Assessments & Resources
Objective(s) of Learning
Citizenship: Rights, Responsibilities and Liberties (1 week)
The student will demonstrate knowledge of civil liberties and civil rights by
b) analyzing due process of law expressed in the 5th and 14th Amendments.
Essential Questions
Essential Knowledge &
Understandings
How do the 5th and 14th Amendments
to the Constitution of the United States
of America protect due process of law?
The right to due process of law is
outlined in the 5th and 14th
Amendments of the Constitution of the
United States of America.
Two types of due process of law
Procedural due process of law—The
government must use fair
proceedings.
Substantive due process of law—
The laws under which the
government acts must be
constitutional.
Amendments protecting due process
of law
5th Amendment—Prohibits the
national government from acting in
an unfair or arbitrary manner
14th Amendment—Prohibits state and
local governments from acting in an
unfair or arbitrary manner
Essential Skills &
Benchmarks
Assessments & Resources
Objective(s) of Learning
Citizenship: Rights, Responsibilities and Liberties (1 week)
The student will demonstrate knowledge of civil liberties and civil rights by
c) explaining selective incorporation of the Bill of Rights.
Essential Questions
Essential Knowledge &
Understandings
How did the Supreme Court use the
14th Amendment to extend the Bill of
Rights protections to state proceedings?
The selective incorporation of the Bill
of Rights through the 14th Amendment
(due process of law clause) greatly
enhances the protection of civil rights.
Beginning in the twentieth century, the
Supreme Court used the 14th
Amendment (due process of law clause)
to limit state actions, just as the Bill of
Rights limits the national government.
The Supreme Court has incorporated in
the due process clause all of the
provisions of the Bill of Rights except
those of the 2nd, 3rd, 7th, and 10th
Amendments and the grand jury
requirement of the 5th Amendment.
Essential Skills &
Benchmarks
Assessments & Resources
Objective(s) of Learning
Citizenship: Rights, Responsibilities and Liberties (1 week)
The student will demonstrate knowledge of civil liberties and civil rights by
d) exploring the balance between individual liberties and the public interest.
Essential Questions
How does the public interest influence
the liberties and rights of individuals?
Essential Knowledge &
Understandings
The protection of civil liberties and
civil rights, as guaranteed by the
Constitution of the United States of
America, is balanced by compelling
public interest.
Few rights, if any, are considered
absolute.
Limitations of rights
Some forms of speech are not
protected (e.g., libel, slander, and
obscenity).
Speech that is a "clear and present
danger‖ is not protected (e.g.,
shouting fire in a crowded
building).
The press can be restricted when
publication will cause serious and
irreparable harm (e.g., national
security).
Essential Skills &
Benchmarks
Evaluate the roles, rights, and
responsibilities of United States citizens
and determine methods of active
participation in society, government,
and the political system.
Assessments & Resources
Objective(s) of Learning
Citizenship: Rights, Responsibilities and Liberties (1 week)
The student will demonstrate knowledge of civil liberties and civil rights by
e) explaining every citizen's right to be treated equally under the law.
Essential Questions
How does the equal protection
guarantee affect civil rights?
Essential Knowledge &
Understandings
The equal protection guarantee of the
14th Amendment provides the basis for
the safekeeping of civil rights.
The equal protection clause is contained
in the 14th Amendment to the
Constitution of the United States of
America.
The promise of equal protection under
the law does not guarantee all people
will be treated exactly the same.
The government may classify or
categorize people into groups for
justifiable government goals (e.g.,
adults under 21 may not purchase
alcohol).
Applications of the equal protection
principle
Civil Rights Movement—Congress
passed a series of laws outlawing
discrimination.
Affirmative Action—The
government passed laws and
implemented procedures to reverse
the effects of years of
discrimination primarily against
women and minorities.
Essential Skills &
Benchmarks
Assessments & Resources
Objective(s) of Learning
Citizenship: Rights, Responsibilities and Liberties (1 week)
The student will demonstrate knowledge of the role of the United States in a changing world by
a) describing the responsibilities of the national government for foreign policy and national security.
Essential Understandings
Essential Questions
How are foreign policy decisions made
and implemented?
How are American interests
safeguarded at home and abroad?
American foreign policy consists of the
official positions and actions that the
national government takes in its
relationships with other countries.
The President has primary
responsibility for making foreign
policy; the President can negotiate,
persuade, apply economic pressure, and
threaten military intervention.
Foreign policy powers of other
branches
Congress has the power to declare
war and to appropriate funds.
The Senate has the power to
confirm ambassadors and to ratify
treaties.
The Supreme Court has the power
to interpret treaties.
Key agencies in the foreign policy
arena
State Department
National Security Council
Foreign Service
Department of Defense
Central Intelligence Agency
Public opinion, special interests,
international organizations, and foreign
countries influence foreign policy and
national security issues.
Essential Knowledge
Demonstrate an understanding of
contemporary issues in world affairs
and evaluate the role and impact of
United States foreign policy.
SS.912.C.4.1 Explain how the world’s
nations are governed differently.
SS.912.C.4.2 Evaluate the infulence
ofAmerican foreigh policy on other
nationas and the influence of other
nations on American policies and
society.
Assessments & Resources
Objective(s) of Learning
Comparative Government and Foreign Policy (.5 week)
The student will demonstrate knowledge of the role of the United States in a changing world by
a) describing the responsibilities of the national government for foreign policy and national security.
Essential Understandings
Essential Questions
The President is the Commander in
Chief of the armed forces.
Conventional diplomacy, foreign aid,
economic sanctions, and military
intervention abroad serve to protect
American interests and promote
national security.
Essential Knowledge
Assessments & Resources
Objective(s) of Learning
Comparative Government and Foreign Policy (.5 week)
The student will demonstrate knowledge of the role of the United States in a changing world by
b) assessing the role played by national interest in shaping foreign policy and promoting world peace.
Essential Questions
How does the national interest shape
foreign policy decisions?
.
Essential Knowledge &
Understandings
United States foreign policy priorities
reflect American political values
Foreign policy goals
Fulfilling a commitment to
preserve a peaceful world
Promoting democratic values
Protecting nations from aggression
Encouraging market-oriented
economies and free trade
Safeguarding the global
environment
Advancing international
cooperation
Making foreign policy decisions
requires balancing competing or
contradictory foreign policy goals.
Essential Skills &
Benchmarks
Demonstrate an understanding of
contemporary issues in world affairs
and evaluate the role and impact of
United States foreign policy.
SS.912.C.4.1 Explain how the world’s
nations are governed differently.
SS.912.C.4.2 Evaluate the infulence
ofAmerican foreigh policy on other
nationas and the influence of other
nations on American policies and
society.
Assessments & Resources
Objective(s) of Learning
Comparative Government and Foreign Policy (.5 week)
The student will demonstrate knowledge of the role of the United States in a changing world by
c) examining the relationship of Florida and the United States to the global economy.
Essential Questions
Essential Knowledge &
Understandings
What is the nature of the relationship of
Florida and the United States to the
global economy?
Total world production is greater when
nations specialize in the production of
those products that can be produced
most efficiently.
The economies of Florida and the
United States depend on resources and
markets around the world for the
production and sale of goods and
services.
Florida and United States businesses
have become multinational in their
quest for resources, markets, and
profits.
International trade provides Florida and
the United States with goods and
services for which they do not possess
absolute or comparative advantage.
Flroida and the United States benefit
when they produce goods and services
for which they have a comparative
advantage and trade for other items.
Essential Skills &
Benchmarks
Assessments & Resources
Objective(s) of Learning
Comparative Government and Foreign Policy (.5 week)
The student will demonstrate knowledge of the role of the United States in a changing world by
d) examining recent foreign policy and international trade initiatives since 1980.
Essential Questions
Essential Knowledge &
Understandings
What challenges shaped American
foreign policy in the post-Cold War
world?
The United States continues to face
challenges to its security and economic
well-being in the post-Cold War era.
How has the national government
worked to promote fair and free trade
throughout the world?
In recent decades the national
government has worked to reduce
barriers to international trade.
Recent initiatives addressing foreign
policy challenges
Trade with China
Human rights abuses
Nuclear and biological arms control
The future of NATO
Curbing drug traffic
Global environment
United States trade agreements
North American Free Trade Agreement
(NAFTA)—A free-trade zone (Canada,
Mexico, and the United States) intended
to eliminate trade barriers, promote fair
competition, and increase investment
opportunities
Essential Skills &
Benchmarks
Demonstrate an understanding of
contemporary issues in world affairs
and evaluate the role and impact of
United States foreign policy.
SS.912.C.4.1 Explain how the world’s
nations are governed differently.
SS.912.C.4.2 Evaluate the infulence
ofAmerican foreigh policy on other
nationas and the influence of other
nations on American policies and
society.
SS.912.C.4.3 Assess human rights
policies of the United States and other
countries.
SS.912.C.4.4 Compare indicators of
democratization in multiple countries.
Assessments & Resources
Objective(s) of Learning
Comparative Government and Foreign Policy (.5 week)
The student will demonstrate knowledge of how governments in Mexico, Great Britain, and the People’s Republic of China compare with government in the
United States by
a) describing the distribution of governmental power;
b) explaining the relationship between the legislative and executive branches;
c) comparing the extent of participation in the political process.
Essential Questions
How are constitutional governments
typically organized?
How does participation in the political
process reflect restraints on the power
of government?
Essential Knowledge &
Understandings
Governments
organize their institutions
Essential Skills &
DemonstrateBenchmarks
an understanding of
to serve the fundamental purposes for
which government is established.
contemporary issues in world affairs
and evaluate the role and impact of
United States foreign policy.
Participation in the political process
reflects the degree to which
governmental power is limited.
The two most common ways to
organize institutions of the central
government
A federal system of government
(United States and Mexico)—
Powers are shared between levels
of government; powers are
separated and shared among the
branches of the national
government.
A unitary system of government
(Great Britain)—All governmental
power is vested in the central
government, which may choose to
delegate some of its authority; this
type of government often has a
parliamentary system. The
legislative branch holds both
legislative and executive powers.
The executive is chosen by the
legislature.
Limited governments have restraints on
power and encourage broad-based
participation in the political process.
Governments of unlimited power
(authoritarian governments) place no
limits on the power wielded by one
person or small group.
SS.912.C.4.4 Compare indicators of
democratization in multiple countries.
Assessments & Resources
Objective(s) of Learning
Comparative Government and Foreign Policy (.5 week)
The student will demonstrate knowledge of how governments in Mexico, Great Britain, and the People’s Republic of China compare with government in the
United States by
a) describing the distribution of governmental power;
b) explaining the relationship between the legislative and executive branches;
c) comparing the extent of participation in the political process.
Essential Questions
Essential Knowledge &
Understandings
The Chinese Communist Party (CCP)
controls all levels of government in the
People’s Republic of China.
Participation in the political process is
limited.
Essential Skills &
Benchmarks
Assessments & Resources
Objective(s) of Learning
Civic Life (.25week)
The student will demonstrate knowledge of the role of personal character traits that facilitate thoughtful and effective participation in civic life by
a) practicing trustworthiness and honesty;
b) practicing courtesy and respect for the rights of others;
c) practicing responsibility, accountability, and self-reliance;
d) practicing respect for the law;
e) practicing patriotism.
Essential Questions
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
What are the characteristics of a good
citizen?
Thoughtful and effective participation
in civic life depends upon the exercise
of good citizenship.
Characteristics of good citizens
Trustworthiness and honesty
Courtesy
Respect for the rights of others
Responsibility
Accountability
Self-reliance
Respect for the law
Patriotism
Evaluate the roles, rights, and
responsibilities of United States citizens
and determine methods of active
participation in society, government,
and the political system.
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.
Assessments & Resources
Objective(s) of Learning
Civic Life (.25week)
The student will demonstrate that thoughtful and effective participation in civic life is characterized by
a) obeying the law and paying taxes;
b) serving as a juror;
c) participating in the political process;
d) performing public service;
e) keeping informed about current issues;
f) respecting differing opinions in a diverse society.
Essential Questions
What duties are expected of all
citizens?
Essential Knowledge &
Understandings
Essential Skills &
Benchmarks
Thoughtful and effective
participation in civic life is essential
to the nation’s well-being.
Evaluate the roles, rights, and
responsibilities of United States citizens
and determine methods of active
participation in society, government,
and the political system.
Duties of responsible citizens
To obey the law
To pay taxes
To serve as jurors
To register and vote
To perform public service
To keep informed
To respect the opinions of others
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.
Assessments & Resources