Civics Curriculum Guide 2015-2016
Column 1: Standards
The standards are the benchmarks that our state government decides as what must be taught by teachers and learned by students in a given
grade level and content area. These standards are assessed on the Civics End-of-Course Assessment. The standards are also the learning
goals referred to in the new common board configuration. They do not change until they are mastered and may remain the same for days or
weeks. The standard also serves as level 3 on the scale template because level 3 is the target level for mastery. It should be written on the scale
word-for-word without being changed or adapted.
Column 2: Skills and Concepts
The skills are the verbs in the standard and are what students need to be able to do. The strategies in lessons and activities should align with the
skills from the standard. The concepts are the nouns in the standards that are what students need to know. The content in lessons and activities
should align with the concepts from the standard.
Column 3: Assessment Process
The assessment processes are the steps in the lessons provided by the Florida Joint Center for Citizenship. The FJCC curriculum is distributed in
print by the district social studies department and can also be viewed or downloaded from FloridaCitizen.org. To use the website, you must create
a free account and login. Each lesson begins with foundational skills and guides students to mastery of the standard. The extension activities in
the lessons are level 4 on the scale template and are noted by a plus sign. Each of the steps in the assessment process are learning targets in
the new common board configuration. These are the activities students will complete in order to master the standard.
Column 4: Foundational Skills
The foundational skills are essential vocabulary and concepts that students must understand to reach mastery level of each standard. Bolded
terms are specifically mentioned in the EOC test item specifications.
Column 5: Test Blueprint
The test blueprint includes the number of items per benchmark, the complexity level of each item, and if the item includes a stimulus such as a
chart, quotation, or picture which is represented in bold font.
1 Standard
2.1: Define the term
“citizen” and identify
legal means of
becoming a United
States citizen
2.2: Evaluate the
obligations citizens
have to obey laws,
pay taxes, defend the
nation, and serve on
juries
Also assesses 2.3:
Experience the
responsibilities of
citizens at the local,
state, or federal
levels
2.14: Conduct a
service project to
further the public
good
2 Skills and Concepts
Define
Identify
Citizen
Legal
Evaluate
Experience
Conduct
Obligation
Public good
Responsibility
Service project
Assessment Process
th
 Students will read and summarize using the text of the 14
amendment and student friendly explanation and create their
own definition using evidence from the text(s). (1-14)
 Read and complete the “Citizenship: Just the Facts” activities
that summarize the naturalization process and clarify key
vocabulary terms. (15-26)
 Write a well-crafted informative response to the following
prompt: Explain the three different ways of becoming a citizen
in the United States or create a storyboard illustrating the three
ways of becoming a citizen. (27)
 Examine and discuss charts and graphs depicting immigration
and naturalization statistics. (28-33)
 Complete video viewing guide using President Obama’s
remarks on the naturalization process. (34-38)
 Watch the “Preparing for the Oath” oral history videos and
complete the student activities. (40-44)
 Write a well-crafted response to the following prompt: The
naturalization process has created millions of new American
citizens over many decades of this country’s history. What is
the impact of the naturalization process on the U.S.? (45)
 + Conduct a short research project, utilizing multiple sources
and proper citations to respond to the following prompt:
Research Ellis Island or Angel Island and investigate the
experiences of historical and modern day immigrants. Create a
product to compare and contrast these immigration stories.
 Read and create a definition of the common good in your own
words. (1-3)
 Read and create a definition of obligations and responsibilities.
(4-7)
 Complete carousel note-taking activity to identify examples of
obligations and responsibilities summarize examples with
justifications using evidence from the text. (7-11)
 Complete pair activity to brainstorm and explain how
obligations and responsibilities benefit the common good as
well as the consequences if they are unfulfilled (11-13)
 Examine jury summons document, tax dollars statistics and
graphs, and PEW center political and civic involvement in the
U.S. graphs and complete group discussion(s). (14-21)
 Complete graphic organizer explaining how each obligation
and responsibility relates to being an active participant in
society, government or political process. (22-23)
 Create a well-crafted response to the following prompt: Based
on what you have learned about obligations and
responsibilities of citizens, choose two obligations and two
Foundational skills
th
14 Amendment
Alien
Citizen
Immigrant
Immigration
Law of blood
Law of soil
Legal permanent
resident
Naturalization
Resident
Test Blueprint
PMT1: 2 items
L1 item:
Characteristic of
citizenship, 14th
Amendment
L2 item: Scenario
on citizenship
PMT2: 1 item
L1 item: Scenario
on naturalization
process
Citizen
Common good
Defend the nation
Obligation
Obey laws
Pay taxes
Responsibility
Selective service
Serve on a jury
PMT1: 2 items
L2 item: Quote on
responsibilities /
common good
L2 item:
Example of
obligation
PMT2: 1 item
L3 item: Quote on
citizens’
responsibilities/
obligations
1.9: Define the rule of
law and recognize its
influence on the
development of the
American legal,
political, and
governmental
systems
3 Define
Recognize
Rule of law
responsibilities and write an informational paragraph to explain
what occurs if citizens do not fulfill the obligation or
responsibility and the benefit to the common good when they
do fulfill the obligation or responsibility. (24)
 Complete “What Does a Responsible Citizen Look Like?”
activity with Citizens Unite! Video and citizen case studies. (2538)
 Create a well-crafted response to the following prompt: In
1961, President John F. Kennedy made this statement in his
Inaugural Address: “…my fellow Americans: ask not what your
country can do for you – ask what you can do for your country.”
Using what you have learned during this lesson, explain how
this quote relates to the idea of being a responsible citizen and
contributing to the common good. (39)
 + Write a well-crafted reflection on their service learning
experience using the following prompt: Based on what you
have experienced during the class service project and what
you have learned during the other components of this lesson,
write an argument explaining the importance of being a
responsible citizen. Cite specific examples.
 Students will brainstorm the purpose of laws. (1-3)
 Students will view clips illustrating the rule of law and complete
a video viewing guide to create their own definition of rule of
law. (4-10)
 Students will complete a guided discussion activity about the
rule of law using information from the video viewing guide. (1119)
 + Students participate in scripted skit activity from iCivics to
demonstrate government without rule of law. (21-36)
 Students will complete quote analysis and classroom
discussion about the impact of the rule of law. (37-39)
 + Students will complete case studies involving primary
sources focused on the impact of the rule of law and respond
to the following prompt: President Theodore Roosevelt made
the following statement: “No man is above the law and no man
is below it…” Using what you have learned in this lesson and
citing specific examples from the videos and lesson activities,
explain this quote in your own words and how it relates to the
concept of rule of law. (40-46)
Law
Rule of law
PMT1: 2 items
L2 item:
Importance of rule
of law
L2 item: Scenario
involving rule of
law
PMT2: 1 item
L1 item:
Explanation of rule
of law 2.10: Examine the
impact of media,
individuals, and
interest groups on
monitoring and
influencing
government
4 Examine
Individuals
Influence
Interest groups
Media
Monitor
 Brainstorm the meaning of the word “public” and read “Public
Sphere” article. Describe vocabulary and complete associated
sections in the graphic organizer. (1-6)
 Check for understanding using the active participation and
review activities. (7-9)
 Read the “Role of the Media” article and describe the terms
media, watchdog, gatekeeper, and agenda setter using the
influences graphic organizer. (Media, Steps 20-24)
 Complete the Role of Media active participation review activity
(Media, Step 25)
 Complete the Agenda Cutout activity (Media, Steps 26-27)
 Complete class discussion on the impact of media and
complete summary statement explaining the impact of the
media on monitoring and influencing government using the
influence graphic organizer. (Media, Steps 28-30)
 Read the “Interest Groups” article and describe the terms,
special interest, interest group, lobbying, lobbyist, and political
action committee using the influences graphic organizer.
(Interest Groups, Step 32)
 Show examples of graphs and statistics regarding the
contributions of interest groups. Add examples to influences
graphic organizer. (Interest Groups, Steps 48-51)
 Complete class discussion on the impact of interest groups
and complete summary statement explaining the impact of
interest groups on influencing government using the influences
graphic organizer. (Interest Groups, Step 52)
 Read the “How Individuals Can Monitor and Influence
Government” article and describe the terms, voting, running for
office, petition the government and attend civic meetings using
the influences graphic organizer. (Individuals, Steps 54-56)
 Complete a summary statement explaining the impact of
individuals on influencing government using the influences
graphic organizer. (Individuals, Step 57)
 Complete class discussion on the role of individuals in
influencing government. (Individuals, Steps 58-59)
 Write a well-crafted argument explaining why it is on is not
important for citizens to be aware of the methods individuals,
the media, and interest groups use to monitor and influence
government. Cite specific examples to support your argument.
(60).
 + Conduct a research project examining specific legislation or
actions of the government that involve the influence of the
media, interest groups and individuals.
Agenda setter
Gatekeeper
Impact
Influence
Interest groups
Lobbying
Lobbyist
Media
Monitor
Petitioning the
government
Political action
committee (PAC)
Public policy
Public sphere
Special interest
Watchdog
PMT1: 3 items
L1 item: Purpose of
a Political Action
Committee (PAC)
L2 item: Impact of
individuals on
government
L2 item: Chart of
candidates'
positions in relation
to PAC support
PMT2: 1 item
L3 item: Passage
on lobbying
organizations and
monitoring
government 2.11: Analyze media
political
communications
(bias, symbolism,
propaganda).
2.13: Examine
multiple perspectives
on public and current
issues
5 Analyze
Bias
Political
communication
Propaganda
Symbolism
Examine
Current issues
Multiple perspectives
Public issues
 Complete brainstorming activity about the media (1-6)
 Read the Media and Political Communication article and using
the activity sheet, define the terms bias, symbolism and
propaganda using evidence from the text. (7-10)
 Using the campaign logos, newspaper headlines, political
cartoons, and posters, complete primary source analysis
activities and add examples to the media and political
communication activity sheet. (15-40)
 Complete class discussion about the impact of the bias,
symbolism, and propaganda in media and political
communication and add summary sentence(s) about each to
the activity sheet. (Included in steps 15-40)
 Write a well-crafted informative response using one of the
following: (41)
Prompt 1- Using what you have learned from this lesson
explain how bias, symbolism, and propaganda can be used to
impact public opinion.
Prompt 2- Explain how bias, symbolism, propaganda impact
how information is used in media and political communication
and why it is important to be aware of these techniques.
 + Create examples of media and political communication using
bias, symbolism and propaganda.
 Class discussion addressing multiple perspectives on a current
issue at the school level (Example, dress code/uniforms). (1-4)
 Make a list of current national issues. (5-6)
 Make a list of groups or individuals that have opinions on
current national issues and complete class discussion on
multiple perspectives. (7)
 Use the “Issues” activity sheet to examine and summarize
different perspectives on each scenario involving national
issues. (8-15)
 Complete class discussion on how multiple perspectives shape
the political process. (16)
 Write a well-crafted informative response to the following
prompt: Using what you have learned using your issues
activities, explain how multiple perspectives on issues can
shape participation in the political process. (17)
 + Complete Compulsory Voting Deliberation reading and
argument outline activity.
Bandwagon
Bias
Card stacking
Glittering
generalities
Media
Name calling
Plain folks
Political
communication
Propaganda
Public agenda
Symbolism
Testimonial
Transfer
PMT1: 2 items
L2 item: Analysis of
image on political
communications
L2 item: Example
of political
communications
Deliberate
Editorial
Issue
Nonprofit
organization
Perspective
Political party
Special interest
group
Voting age
population
PMT1: 2 items
L2 item: Quote
analysis on
perspective of
author
L3 item: Table of
two perspectives,
draw conclusion
PMT2: 1 item
L2 item: Analyze
sources of bias
PMT2: 1 item
L2 item: Example
of long term public
policy
2.8: Identify
America’s current
political parties, and
illustrate their ideas
about government
2.9: Evaluate
candidates for
political office by
analyzing their
qualifications,
experience, issuebased platforms,
debates, and political
ads
Also assesses 2.7:
Conduct a mock
election to
demonstrate the
voting process and
its impact on a
school, community,
or local level
6 Identify
Illustrate
Political party
Analyze
Conduct
Demonstrate
Evaluate
Candidate
Political office
Voting process
 Complete brainstorm activity with campaign logos and using
direct instruction define vocabulary. (1-6)
 Complete political party jigsaw activity reviewing the platforms
of each political party. (7-16)
 Students will complete comparison activity with graphic
organizer. (17-18)
 Students will complete classroom discussions, read “One Big
Party” article from iCivics and complete photo analysis focused
on the functions and impact of political parties. (19-33)
 Students will write a well-crafted informative response using
the following prompt: Using what you have learned during this
lesson and using specific examples gathered during your
research, write an argument explaining the impact of political
parties on society, government or the political system. Use
specific examples and evidence to support your argument. (34)
 + Students will research and create a product that illustrates
each party platform along with specific individuals associated
with the party.
 Complete primary source analysis and understand the concept
of requirements for political office. (1-5)
 Use the “Requirements for Political Office” activity sheet to
analyze primary sources and identify and explain the
requirements for federal, state, and local office. (6-17)
 Complete the “Qualifications” graphic organizer using primary
sources and video clips to explain additional qualifications. (
19-47)
 Read “Why Voting Matters” article and complete class
discussion activity to explain the election process. (49-57)
 Participate in mock election activity. (58-74)
 Write a well-crafted response using one of the following:
Prompt 1-Using your graphic organizer, write a well-crafted
paragraph explaining how understanding a candidate’s
experience, platform, performance in debates and their political
advertisements provide important information when evaluating
a candidate for office.
Prompt 2- You overhear a friend say, “It doesn’t matter who
you vote for. All candidates are the same.” Using what you
have learned during this lesson and citing specific evidence,
write a well-crafted explanation of how you would respond to
your friend.
 + Write a well-crafted reflective response using the following
prompt: Reflect on your experience participating in a mock
election. Consider if the mock election was an actual election
and explain what you think the impact would be on the
community or state.
Bias
Candidate
Communist party
Democratic party
Government
Libertarian party
Party platform
Political party
Political system
Republican party
Socialist party
Society
Third party
Two-party system
Unenumerated
rights
PMT1: 2 items
L2 item: Difference
between two
political parties
L2 item: Similarity
between two
political parties
Candidate
Debates
Experience
Issue-based
platforms
Mock election
Political ads
Political office
Qualifications
Voting process
PMT1: 3 items
L2 item: Scenario
on qualifications of
President
L2 item: Analyze
excerpt on
qualifications for
political office
L3 item: Chart on
candidates'
positions in relation
to support of an
individual
PMT2: 1 item
L3 item: Poster on
impact of political
parties
PMT2: 1 item
L2 item: Scenario
on candidate
qualifications 2.12: Develop a plan
to resolve a state or
local problem by
researching public
policy alternatives,
identifying
appropriate
government agencies
to address the issue,
and determining a
course of action
Determine
Develop
Research
Resolve
1.1: Recognize how
Enlightenment ideas
including
Montesquieu’s view
of separation of
power and John
Locke’s theories
related to natural law
and how Locke’s
social contract
influenced the
Founding Fathers.
Recognize
1.2: Trace the impact
that the Magna
Carta, English Bill of
Rights, Mayflower
Compact, and
Thomas Paine’s
“Common Sense”
had on colonists’
views of government.
Trace the impact
7 Government
agencies
Public policy
Enlightenment
Founding Fathers
John Locke
Montesquieu
Natural law
Separation of powers
Social contract
English Bill of Rights
Magna Carta
Mayflower Compact
Thomas Paine’s
Common Sense
 Use iCivics lesson “Students Engage!”
 Brainstorm problems at your school or in your community that
you would like changed.
 Create a list of action steps on the engagement review sheet.
 Write and present an action plan including an explanation of
the issue, why the issue is a problem, and possible solutions to
the problem.
 Include the government agency that is appropriate to address
the issue and come up with a course of action.
 Complete reflection activities.
Action steps
Community
Issue
Problem
Solution
 Define the term influence and complete class discussion. (1-4)
 Complete the John Locke reading and define the terms natural
law, natural rights, consent of the governed and social
contract. (5-14)
 Complete the “Why Government” activity. (15-24)
 Finish “Influences from the Enlightenment: John Locke” activity
and classroom discussion. (25-28)
 Complete John Locke and the Declaration activity. (29-34)
 Complete Montesquieu reading and define separation of
powers and checks and balances. (35-40)
 Finish “Influences from the Enlightenment: Montesquieu”
activity and classroom discussion. (41)
 + Conduct a research project examining other Enlightenment
philosophers that influences the Founding Fathers ideas about
government and politics.
 Complete the “Colonial Influences” anticipation activity to
define rule of law, self-government, due process, limited
government and rights as related to the United States
Constitution. (1-4)
 Read “Colonial Influences” article and complete the
“Understanding Influences” activity sheet (5-17)
 Complete “Evaluating the Impact” graphic organizer and
classroom discussion. (18-27)
 Write a well-crafted informative response using one of the
following:
Prompt 1: Explain how the big ideas that emerged from the
historical documents you read about in this lesson have been
incorporated into the U.S. Constitution.
Prompt 2: Explain how the Magna Carta, English Bill of Rights,
Mayflower Compact, and Common Sense have impacted the
purposes of government.
 + Research investigating the origin of ideas in the Magna
Checks and
balances
Consent of the
governed
Enlightenment
Individual liberty
Influence
Natural law
Natural rights
Separation of
powers
Social contract
Common Sense
Compact
Due process
English Bill of
Rights
Limited
government
Limited monarchy
Magna Carta
Mayflower
Compact
Preamble
Rights
Rule of law
Self-government
Thomas Paine
PMT1: 2 items
L1 item: Identify
appropriate level of
government to
address issue
L2 item: Determine
best strategy to
resolve an issue
PMT2: 1 item
L2 item: Scenario
of public policy
example
PMT2: 2 items
Level 1 item:
Enlightenment and
John Locke's views
Level 3 item:
Passage on
citizens making
change in
government
PMT2: 2 items
Level 2 item:
Quote on selfgovernment
Level 2 item:
Comparison of
Magna Carta and
English Bill of
Rights
1.3: Describe how
English policies and
responses to colonial
concerns led to the
writing of the
Declaration of
Independence.
Describe
1.4: Analyze the
ideas (natural rights,
role of the
government) and
complaints set forth
in the Declaration of
Independence.
Analyze
8 Colonial concerns
Declaration of
Independence
English policies
Declaration of
Independence
Natural rights
Role of the
government
Carta, English Bill of Rights, Mayflower Compact, and
Common Sense.
 Complete viewing guide and classroom discussion focused on
English policies and concerns. (1-8)
 Read “Hey King! Get Off Our Backs” article and complete
graphic organizer. (9-17)
 Read and complete timeline activity and graphic organizer.
(18-28)
 Write a well-crafted informative response using the following
prompt: Using what you have learned during this lesson and
citing specific examples from the reading, explain the main
concerns of the colonists that led to the writing of the
Declaration of Independence. (29)
 + Respond to the following prompt using specific details from
their research: In 1963 Dr. Martin Luther King, Jr. wrote the
following statement as part of his Letter in Birmingham Jail: We
know through painful experience that freedom is never
voluntarily given by the oppressor; it must be demanded by the
oppressed. Based on what you have learned and citing specific
examples from your research, the reading and activity sheet,
how does this statement relate to the events leading up to the
writing of the Declaration of Independence?
 Complete primary source analysis activity and complete
classroom discussion. (1-7)
 Complete primary source analysis activity and read “Excerpts
from the Declaration of Independence” while defining
vocabulary in context. (8-19)
 Read the Declaration and define natural rights and complete
classroom discussion. (20-22)
 Complete classroom discussion about natural rights and the
role of government. (23)
 Complete “Primary Source Document Analysis” activity sheet
and discussion questions. (24-33)
 + Demonstrate their knowledge about the relationship between
natural rights and the role of government in the Declaration of
Independence and the connection between the colonists’
complaints and grievances and how they are related to the
concept of natural rights by creating a product of their choice.
(34-35)
Duty
Export
Goods
Import
Individual rights
Legislative
Levy
Oppression
Parliament
Representation
Tax
Taxation without
representation
PMT2: 2 items
Level 1 item:
Reasons for
independence from
Declaration of
Independence
Level 2 item:
Colonial response
to English policy
Abolish
Assent
Consent of the
governed
Deprive
Derive
Despotism
Dissolve
Endow
Grievance
Impel
Impose
Institute
Natural rights
Oppression
Quarter
Rectitude
Self-evident
Tyranny
Tyrant
Unalienable or
inalienable rights
Usurpation
PMT2: 2 items
Level 1 item:
Identify a grievance
from the
Declaration of
Independence
Level 2 item:
Excerpt from
Declaration of
Independence,
determine purpose
of government
1.5: Identify how the
weaknesses of the
Articles of
Confederation led to
the writing of the
Constitution.
st
1.8: (1 half) Explain
the viewpoints of the
Federalists and the
Anti-Federalists
regarding the
ratification of the
Constitution and
inclusion of a bill of
rights.
1.6: Interpret the
intentions of the
Preamble of the
Constitution.
9 Identify cause and
effect
Articles of
Confederation
Constitution
Weaknesses
Explain
Anti-Federalists
Bill of Rights
Constitution
Federalists
Ratification
Interpret
Constitution
Intentions
Preamble
 Begin KWL activity and class discussion. (1-9)
 Read the “Articles of Confederation” article and complete
activity sheet. (10-13)
 Complete class discussion using “Understanding the Articles of
Confederation” graphic organizer focused on weaknesses.
(14-15)
 Read “Excerpts from the Constitution” and complete activity
sheet. (16-20)
 Complete KWL chart. (21-23)
 Write a well-crafted response using the following prompt: Write
an argument explaining the weaknesses of the Articles of
Confederation. Cite specific evidence from the reading to
support your argument. (24)
 + Create a product based on the analysis of the Articles of
Confederation and explain how our country would be different
if the Constitution did not address the weaknesses.
 Complete artwork viewing guide and class discussion on
background information. (1-4)
 Read “Federalists and Anti-Federalists” article and complete
guiding questions with class discussion. (5-8)
*This lesson will continue after lesson 2.4 is taught.
Articles of
Confederation
Confederation
Constitutional
convention
Debt
Shays’s Rebellion
PMT2: 2 items
Level 1 item:
Identify a
weakness of the
Articles of
Confederation
Level 2 item:
Reason for writing
of the U.S.
Constitution
Anti-Federalists
Anti-Federalist
Papers
Bill of Rights
Federalists
Federalist Papers
Ratification
 Complete photo analysis of the Preamble and complete class
discussion. (1-6)
 Complete vocabulary exercise using Preamble graphic
organizer. (7-12)
 Complete Preamble analysis and discussion. (13-21)
 Read and analyze the Preamble and complete graphic
organizer focused on the goals and purposes. (22-31)
 Write a well-crafted informative response using the following
prompt: Using what you have learned from the analysis of the
Preamble, explain where the government gets its power and
what the six goals and purposes of government are according
to the Preamble. (32)
 + Divide the class into eight groups. Assign each group a
section of the Preamble: Instruct each group to create a visual
representation of their section of the Preamble including
modern day and historical examples.
Defense
Domestic
Insure
Justice
Ordain
Posterity
Preamble
Tranquility
Union
Welfare
PMT2: 2 items
Level 1 item:
Federalist/ AntiFederalist view
from statements
Level 2item: Quote
from Bill of Rights
on Federalist/ AntiFederalist view
PMT2: 2 items
Level 1 item:
Identify list of
phrases in
Preamble
Level 2 item:
Explanation of goal
in Preamble
3.3: Illustrate the
structure and
function (three
branches of
government
established in
Articles I, II, and III
with corresponding
powers) of
government in the
United States as
established in the
Constitution.
10 Illustrate
Articles I, II, III
Constitution
Established
Function
Structure
Three branches
 View copy of the Constitution and complete vocabulary
exercise. (1-4)
 Students will read the text, “Article I: Understanding the
Legislative Branch” and complete the directed note-taking
activity and respond to the following prompt, “According to the
reading, what is the structure, function and power of the
legislative branch?” using what they have learned from the
reading and activity sheet. (5-8)
 Students will read the text, “Understanding the Executive
Branch, Article II of the U.S Constitution” and complete group
activity and discussion. (19-25)
 Students will read the text, “Understanding the Judicial Branch,
Article III of the U.S Constitution” and complete group activity
and discussion. (19-24, 26)
 Complete the Three Branches Graphic Organizer activity. (2731)
 Write a well-crafted response using one of the following:
Prompt 1- Although many people believe that the three
branches of government are equal, the legislative branch is
actually the most powerful. Use evidence from your readings
and graphic organizer to argue why you think this statement is
correct or incorrect.
Prompt 2- Explain what you think are the most important
functions and powers of each branch. Use evidence from your
readings and graphic organizer to explain your argument.
 + Conduct a political cartoon analysis evaluating the structure,
function and powers of the three branches of government and
complete classroom debate.
Appellate
jurisdiction
Armed forces
Article
Coin money
Concurrent
powers
Declare war
Delegated powers
Elastic clause
Enumerated
powers
Executive branch
Foreign relations
Immigration
Impeach
Implied powers
Judicial branch
Legislative branch
Naturalization
laws
Necessary and
proper
Nominate
Original jurisdiction
President
Presidential
appointments
Regulate
Trade
U.S. Congress
U.S. House of
Representatives
U.S. Senate
U.S. Supreme
Court
PMT2: 3 items
Level 1 item: Identify
power of
legislative/executive/
judicial branch
Level 2 item:
Branches impacted
by public opinion
Level 2 item:
Passage from
document and its
impact on
constitutional
powers
1.7: Describe how
the Constitution limits
the powers of
government through
separation of powers
and checks and
balances.
Describe
2.4: Evaluate rights
contained in the Bill
of Rights and other
amendments to the
Constitution.
Evaluate
11 Checks and balances
Constitution
Limited government
Separation of powers
Amendment
Bill of Rights
Constitution
Rights
 Complete lunch menu activity and classroom discussion
focusing on how the Constitution limits the power of
government. (1-15)
 Complete the separation of powers anticipation activity and
guided notes. (16-24)
 Complete “Who’s Got the Power” activity sheet. (25-35)
 Participate in “You be the Branch” scenarios and examine
examples of separation of powers/checks and balances. (3651)
 Write a well-crafted informative response using one of the
following: (52)
Prompt 1- How do the systems of separation of powers and
checks and balances limit the power of the government? Give
an example of a power for each branch and one example of
how each branch can “check” that power.
Prompt 2- In Federalist No. 47, James Madison wrote the
following: “…Montesquieu was guided… in saying ‘There can
be no liberty where the legislative and executive powers are
united in the same person, or body’ … he did not mean that
these departments ought to have … no CONTROL over, the
acts of each other.” Explain the passage in your own words
and how this passage is related to the concept of checks and
balances.
 + Play the “Checks and Balances Game” from Sheppard
Games.
 + Conduct a short research project, utilizing multiple sources
and proper citations to respond to the following prompt:
Research and show modern day or historical examples of how
separation of powers and/or checks and balances work in
action to limit the powers of the government.
 Read “I Have Rights?!” and complete the fast forward and
rewind activity sheet (1-7)
 Complete the Bill of Rights guided notes and view First
Amendment video clip and complete classroom discussion. (816)
 Create cartoons to illustrate protections in the Bill of Rights.
(17-20)
 Use the “Can They Do That?” activity sheet to discuss
scenarios involving protections in the Bill of Rights. (21-27)
 Complete class discussion on how the Bill of Rights influences
individual actions and social interactions. (28-30)
 Complete the “Blogging the Bill of Rights” activity. (31-37)
 Complete the “Bill of Rights Today” activity sheet with current
events. (38-42)
 Write a well-crafted response to the following prompt: Your
Checks and
balances
Constitutional
government
Judicial review
Limited
government
Marbury v.
Madison
Separation of
powers
PMT2: 3 items
Level 1 item:
Example of checks
and balances
Level 2 item: Quote
on separation of
powers
Level 3 item: Table
on powers of
government and its
impact Bill of Rights
Cruel and unusual
punishment
Double jeopardy
Due process of
law
Eminent domain
Equal protection
under the law
First amendment
Pleading the fifth
Right to bear
arms
Right to legal
counsel
PMT2: 2 items
Level 2 item:
Example of a right
in Bill of Rights
Level 2 item:
Statements from a
debate dealing with
a right in Bill of
Rights
nd
1.8: (2 half) Explain
the viewpoints of the
Federalists and the
Anti-Federalists
regarding the
ratification of the
Constitution and
inclusion of a bill of
rights.
Explain
3.8: (Federal)
Analyze the
structure, functions,
and processes of the
legislative, executive,
and judicial
branches.
Analyze
Illustrate
Also assesses 3.9:
Illustrate the law
making process at
the local, state, and
12 Anti-Federalists
Bill of Rights
Constitution
Federalists
Inclusion
Ratification
Viewpoints
Executive branch
Function
Judicial branch
Law making process
Legislative branch
Processes
Structure
friend complains to you about learning about the Bill of Rights.
“Who cares about learning about a document that was written
hundreds of years ago!” she says. Write an argument
explaining the importance of learning about the Bill of Rights to
your friend. Explain the role the Bill of Rights plays in
protecting rights and what can happen when rights are
violated. Cite examples from at least three amendments
contained in the Bill of Rights. (43)
 + Conduct a research project utilizing multiple primary and
secondary sources that explains historical context of the
amendments and create a product that identifies protected
rights by specific amendment numbers.
* Complete these steps after learning the Bill of Rights from 2.4
 Complete “Comparing Viewpoints” activity sheet about both
viewpoints with classroom discussion. (9-14)
 Discuss why the Anti-federalists believed it was necessary to
include a bill of rights in the Constitution.
 Write a well-crafted informative response using one of the
following:
Prompt 1- Using what you have learned from the reading and
activity sheets, explain the viewpoints of the Federalists and
Anti-Federalists regarding the ratification of the Constitution.
As part of your response, explain why the Anti-Federalists
found it necessary to include a bill of rights. Use examples of
rights from the Bill of Rights to explain your reasoning).
Prompt 2- During the ratification process, Anti-Federalist
Patrick Henry made the following statement: "As long as we
can preserve our … rights, we are in safety." Explain how this
statement is related to the Anti-Federalists’ reason for including
a bill of rights in the Constitution.
 + Conduct a research project using multiple primary and
secondary sources focused on the viewpoints of Federalists
and Anti-Federalists.
 Complete graphic organizer illustrating the structure and major
functions of the federal government. (1-5)
 Label graphic organizer with leadership titles and roles of the
federal government. (6-7)
 Show Slide 7 from Dr. Fine’s “SS.7.C.3.8: Highlights Functions
of Government: Legislative Branch” PowerPoint and complete
classroom discussion.
 Show “I’m Just a Bill” video clip and complete guided note
taking and classroom discussion. (15-23)
 Pass out content student friendly reading “SS.7.C.3.8
Benchmark Clarification 1” from the Escambia County review
site and read “The Legislative Branch” section only and
Search and
seizure
Suffrage
Trial by jury
Unenumerated
rights
Anti-Federalists
Anti-Federalist
Papers
Bill of Rights
Federalists
Federalist Papers
Ratification
See above
Act
Appointment
Appointment
confirmation
Bicameral
Bill
Cabinet
Chief justice
Committee
selection
Conference
committee
PMT3: 2 items
L1 item: Steps in
lawmaking process
L2 item:
Flowchart of three
branches in
lawmaking process
federal levels.
13 complete close read.
 Finish “How a Bill Becomes a Law at the Federal Level”
graphic organizer. (24-25)
 Refer back to federal government graphic organizer and add
processes of the legislative branch. Then complete close read
of the student friendly reading “SS.7.C.3.8 Benchmark
Clarification 1” from the Escambia County review site
Executive and Judicial sections and add these processes to
the graphic organizer.
Constituents
Executive order
How a bill becomes
a law
Impeach
Judicial review
Jurisdiction
Law
Majority leader
Majority party
Majority vote
Minority leader
Minority party
Nominate
Pardon
President
Presidential
appointments
President pro
tempore
(Senate)
Speaker of the
House
Special committee
Special interest
group
Standing
committee
U.S. Supreme
Court
U.S. Representative
U.S. Senator
Veto
Writ of certiorari
3.4: Identify the
relationship and
division of powers
between the federal
government and
state governments.
Identify the
relationship
3.8: (State) Analyze
the structure,
functions, and
processes of the
legislative, executive,
and judicial
branches.
Analyze
Illustrate
Also assesses 3.9:
Illustrate the law
making process at
the local, state, and
federal levels.
3.8: (Local) Analyze
the structure,
functions, and
processes of the
legislative, executive,
and judicial
branches.
Also assesses 3.9:
Illustrate the law
making process at
the local, state, and
14 Division of powers
Federal government
State government
Executive branch
Function
Judicial branch
Law making process
Legislative branch
Processes
Structure
Analyze
Illustrate
Executive branch
Function
Judicial branch
Law making process
Legislative branch
Processes
Structure
 Complete the “Powers and Responsibilities” activity and class
discussion (5-7)
 Complete the “Figuring out Functions” graphic organizer (8-13)
 Complete guided note-taking activity defining the system of
federalism (14-16)
 Complete “Analyzing Functions” activity sheets and complete
class discussions. (17-28)
 Complete class discussion and analyze real life scenarios (2931)
 Respond to the following prompt: The U.S. Constitution grants
powers to the federal government and reserves powers to the
states. Comparing Article 1, Section 8 and the Tenth
Amendment and what you learned during this lesson, why did
the framers decided to list specific powers for the federal
government and reserve the remaining powers for the states?
Support your explanation with specific examples. (32, Prompt
#1)
 + Research historical and/or current events to explain how
federal and state powers have worked together on a specific
issue or were in conflict on a specific issue.
 Complete classroom discussion and guided note taking about
leadership and representatives at the state level. (27-33)
 Show Slide 6 and Slide 9 from Dr. Fine’s “SS.7.C.3.8:
Highlights Functions of Government: Legislative Branch”
PowerPoint and complete classroom discussion focused on
the similarities in the state and federal processes.
 Complete the “Who Represents Me?” research activity. (34-40)
 Complete the “Great State” activity (41-54)
Concurrent powers
Delegated powers
Enumerated
powers
Federal
government
Federalism
Local government
Reserved powers
State government
Supremacy
clause
Tenth Amendment
PMT3: 2 items
L2 item: Example
of powers
(reserved,
concurrent,
delegated/
enumerated)
L2 item: Diagram
on federalism
Court order
Governor
Judgment
Jurisdiction
State legislator
State
representative
State senator
State supreme
court
Statute
Summary judgment
See above
 Review who is involved in the lawmaking process at the federal
and state levels. Discuss who is involved at the local level
including city and county. Discuss the basic structure of the
three branches at the local level. (56)
 Read the “How are laws made in Florida’s Cities” and create a
graphic organizer of the overview of how ordinances are
proposed and passed in Florida’s cities. (57)
 Respond to the following prompt: Using what you have
learned in this lesson, write two informational paragraphs. In
the first paragraph, summarize the lawmaking process at the
federal, state and local levels. In the second paragraph,
compare the three processes. Be sure to include specific
City commissioner
City council
member
County
commissioner
County council
member
Home rule
Mayor
Ordinance
School board
See above
federal levels.
3.14: Differentiate
between local, state,
and federal
governments’
obligations and
services.
Differentiate
3.5: Explain the
Constitutional
amendment process.
Explain
15 Federal government
Local government
Obligations
Services
State government
Amendment process
evidence from your activity sheets, readings, and notes from
direct instruction. (58)
 + Conduct a research project utilizing multiple primary and
secondary resources focused on a specific historical situation
where an act and a statute were in conflict and explain the
resolution of the issue.
 Begin timeline of the morning activity for use later in the lesson
(1-4)
 Read “On the Level” article and define content focus
vocabulary. (5-20)
 Analyze Article I, Section 8 of the U.S. Constitution and
complete graphic organizer. (21-29)
 Read “State and Local Functions and Services” article and
complete graphic organizer. (30-36)
 Complete Venn Diagram activity. (37-39)
 Complete “Timeline of the Morning” activity. (40-41)
 Write a well-crafted informative response using one of the
following:
Prompt 1- Instruct student to write a well-crafted informative
response to the question at the bottom of the “Time Line of The
Morning” student activity sheet.
Prompt 2- Many citizens are unaware that the three levels of
government provide different services. How would you explain
the services of the federal, state, and local governments to an
unaware citizen?
 + Illustrate the role of government in their lives, using the
online simulation “An Ordinary Day: The Impact of
Congress/Government” and create a product.
 Complete viewing guide and class discussion using political
cartoon and video clip. (1-4)
 Read Article V of the Constitution and “Amending the U.S.
Constitution” text and summarize the information using the
graphic organizer. (5-8)
 Read and complete the “Women’s Rights Case Study”
complex text graphic organizer. (9-10)
 Write a well-crafted informative response using one of the
following:
Prompt 1- The U.S. Constitution has been amended 27 times
out of over 11,000 proposals introduced. Based on what you
have learned and citing specific examples from the video,
“Article V of the U.S. Constitution” reading and the “Women’s
Rights Case Study,” write to explain why there is a low success
rate of amending the U.S. Constitution.
Prompt 2- How do the video, “Article V of the U.S. Constitution”
reading, and “Women’s Rights Case Study” support the idea
Concurrent powers
Expressed or
enumerated
powers
Federal
government
Federalism
Implied powers
Inherent powers
Local government
Reserved powers
State government
Tenth Amendment
PMT3: 2 items
L2 item: Example
of government
service (local,
state, federal)
L2 item: Example
of government
service shared
between levels
Amendment
Caucus
Ratify
Rescind
PMT3: 2 items
L2 item: Quote
analysis on the
amendment
process
L2 item: Timeline
of passage/failure
of amendment
3.13: Compare the
constitutions of the
United States and
Florida.
Compare
3.7: Analyze the
th
impact of the 13 ,
th
th
th
th
14 , 15 , 19 , 24 ,
th
and 26
amendments on
participation of
minority groups in the
American political
process.
Analyze the impact
16 Florida Constitution
United States
Constitution
Minority groups
Participation
Political process
that it is difficult to make a change to the U.S. Constitution?
Support your writing with specific examples from each source.
(11)
 + Conduct a short research project, utilizing multiple sources
and proper citations to respond to the following prompt: Select
a proposed amendment and trace the journey of the
amendment from proposal to ratification. Include the social,
economic, or political issues that impacted the proposed
amendment at each phase of the ratification process. (11,
Extension)
 Examine the Florida and U.S. Constitutions and compare their
structures (1-8)
 Complete the “Comparative Constitutions” activity sheet. (9-22)
 Read Article IV of the Constitution and complete class
discussion about the supremacy clause (23-26)
 Finish Comparative Constitutions and complete class
discussion on the purposes of a constitution. (27-33)
 Complete “Amending the Florida Constitution” activity sheet
and classroom discussion. (34-41)
 Write a well-crafted informative response using the following
prompt: Compare and contrast the U. S. and Florida
constitutions, using two elements of each document (e.g., how
the government is organized, what rights citizens are
guaranteed, how each can be amended, what powers each
branch has, what the preambles say, etc.). Cite specific
examples to support your statements. (42, Prompt 1)
 + Conduct a research project examining the historical
progression of the Florida’s constitution using multiple primary
and secondary sources.
 Complete a political cartoon analysis and classroom discussion
th
focused on the 15 amendment. (1-4)
 Complete the “Voting Rights Timeline” activity and classroom
discussion. (5-10)
 Complete the mock voter identity timeline activity and
classroom discussion. (11-17)
 Write a well-crafted informative response to the following
prompt: Using what you have learned from the “Voting Rights
Timeline” reading and your experience during the mock vote
activity, explain how the amendments you have learned about
expand the civil right of voting. Cite specific examples from the
amendments. (18)
 Complete photo analysis and classroom discussion focused on
the ERA. (19-22)
 Read the “Journey for Civil Rights” article and summarize
paragraphs 1-3. (23-25)
Abatement
Abridge
Amendment
Article
Authority
Constitution
Deprive
Florida
Declaration of
Rights
Infringe
Jurisdiction
Militia
Preamble
Prohibit
Revenue
Vested
PMT3: 2 items
L2 item: Similarity
between FL and
U.S. Constitutions
L2 item: Passage
comparison from
FL and U.S.
Constitutions
Amendment
th
13 Amendment
th
14 Amendment
th
15 Amendment
th
19 Amendment
th
24 Amendment
th
26 Amendment
Civil Rights
Civil Rights Act of
1964
Civil Rights Act of
1968
Discrimination
Equal Rights
Amendment
Literacy test
PMT3: 2 items
L1 item:
Explanation for
reason of an
amendment
L3 item:
Newspaper
headline on voting
rights
3.10: Identify sources
and types (civil,
criminal,
constitutional,
military) of law.
17 Identify
Sources of law
Types of law
 Complete a quote analysis and video viewing discussion
focused on Martin Luther King Jr. (26-29)
 Finish reading the “Journey for Civil Rights” article and
complete classroom discussion. (30-41)
 Write a well-crafted informative response using the following
prompt: Based on what you have learned about the Civil Rights
Movement, describe how you think the passage of the
amendments you read about impacted groups to pursue
additional laws guaranteeing their civil rights. (42, Prompt 1)
 + Participate in the Seize the Vote simulation and respond to
the following prompt: How has the passage of the amendments
and other laws you have learned about in this lesson support
President Lyndon B. Johnson’s statement that, “In our system
the first and most vital of all our rights is the right to vote.” Use
specific evidence from the lesson activities and your research
to explain your answer. Explain rights by specific amendment
number. (42, Prompt 2 and Extension)
 Complete classroom discussion and take notes focused on the
Code of Hammurabi and the Magna Carta. (1-18)
 Read the “Sources of Law” article and complete graphic
organizer with summary statements. (19-29)
 Complete the “Sources of Law” article and graphic organizer
with classroom discussion focused on types of laws. (30-40)
 Complete “Sources of Law” scenarios activity. (41-43)
 Write a well-crafted informative response using one of the
following:
Prompt 1- Explain the five different sources of law you have
learned about in this lesson by explaining each source in your
own words and supporting each explanation with evidence
from the reading.
Prompt 2- Explain the different types of law you have learned
about in this lesson by explaining each type in your own words,
supporting each explanation with evidence from the reading
and explaining how each type of law compares with the other
types you have learned about. (44)
 + Conduct a research project utilizing multiple primary and
secondary sources that requires the specific recall of historical
law codes.
Poll tax
Prohibit
Segregation
States’ rights
Suffrage
Voting Rights Act
of 1965
Case law
Civil law
Code of
Hammurabi
Common law
Constitutional law
Criminal law
Juvenile law
Magna Carta
Military law
Regulation
Source
Statutory law
Type
PMT3: 2 items
L1 item: Example
of type of law
L2 item: Statement
from court case on
type of law
3.11: Diagram the
levels, functions, and
powers of courts at
the state and federal
levels.
Also assesses 2.6:
Simulate the trial
process and the role
of juries in the
administration of
justice.
18 Diagram
Simulate
Administration
Federal courts
Functions
Justice
Levels
Powers
Role of juries
State courts
Trial process
 Complete a brainstorming activity with classroom discussion.
(1-3)
 Complete a primary source analysis of the U.S. and Florida
constitutions with classroom discussion and guided notes. (415)
 Complete the “Understanding Federal & State Courts” reading
and directed note-taking activity. (16-23)
 Complete the Federal and State Courts Graphic Organizer
activity sheet. (24-25)
 Complete the Judicial Branch viewing guide and Trial Process
Overview activity sheet (27-33 and 27-40)
 Write two well-crafted responses using the following prompts:
Prompt 1- Using what you read during the “Understanding
Federal & State Courts” activity and what you watched during
the “Judicial Branch” video, explain the difference between the
trial process and the appellate process.
Prompt 2- Using what you have learned in this lesson and
during the trial simulation, explain the role a jury plays in the
trial process. (41)
 + Conduct a trial simulation using the iCivics lesson “James
Bond in a Honda” and create a product that explains the
significance of the role of the juror and jury in the
administration of justice. (34-36)
Appeal
Appellate court
Bailiff
Case
Chief justice
Circuit courts
Civil case
County courts
Court
Court clerk
Court reporter
Criminal case
Cross-examination
Defendant
Direct examination
District Court of
Appeals
Federalism
Florida circuit
courts
Florida county
courts
Florida Supreme
Court
Judge
Judicial branch
Judicial review
Jurisdiction
Juror
Jury
Justice
Original jurisdiction
Plaintiff
Prosecutor
Trial court
U.S. Circuit Court
of Appeals
U.S. District
Courts
U.S. Supreme
Court
Verdict
Voir dire
Writ of certiorari
PMT3: 2 items
L1 item: Function
of courts (trial,
appeals, supreme)
L3 item: Passage
from document and
its impact on the
court system
2.5: Distinguish how
the Constitution
safeguards and limits
individual rights.
Distinguish
3.6: Evaluate
Constitutional rights
and their impact on
individuals and
society.
Evaluate
19 Constitution
Individual rights
Limits
Safeguards
Constitutional rights
Impact
Individuals
Society
 Examine the first amendment and complete classroom
discussion. (1-4)
 Read the “United States Constitution: Limiting and
Safeguarding Individual Rights” article and complete
discussion questions related to individual protections and the
role of the judicial branch. (5-10)
 Finish reading “The United States Constitution: Limiting and
Safeguarding Individual Rights” and complete classroom
discussion and scenarios activities. (11-18)
 Investigate case studies of Tinker v. Des Moines and
Hazelwood v. Kuhlmeier and explain the precedent set for
students’ rights in schools. (19-40)
 Write a well-crafted response to one of the following:
Prompt 1- Explain how the U.S. Constitution protects rights
and explain how rights can be limited. Cite specific examples
from the lesson activities to support your explanation.
Prompt 2- Explain the role of the judicial branch in protecting or
limiting individual rights. Does the role of the judicial branch in
protecting or limiting individual rights emphasize the need for
an independent judiciary? Explain your answer. (45)
 Take notes and participate in class discussion focused on
Constitutional rights and protections. (1-10)
 Brainstorm and participate in class discussion focused on the
involvement of rights in social, political, and economic systems,
as well as the dependence of these systems upon individual
rights. (11-15)
 Complete case study activities and presentations using the
response activity sheets. (16-41)
 Write a well-crafted response using one of the following:
Prompt 1- How do the three case studies explain limitations of
constitutional rights? Cite specific examples from each case
study to support your explanation.
Prompt 2- Using what you have learned during the case
studies, explain the impact of the government on individuals
when the government restricts individual constitutional rights.
(42)
 + Conduct a research project using multiple primary and
secondary sources focused on specific events in history
involving the impact of Constitutional rights on individuals and
society.
Appellate process
Ex post facto
Ex post facto law
Habeas corpus
Independent
judiciary
Precedent
Privacy
Public interest
Safeguard
Summary
judgment
Writ
PMT3: 2 items
L2 item: Example
of limit on
individual rights
L3 item: Passage
from amendment
and its impact on
citizens' rights
Civil
disobedience
Economic
freedom
Eminent domain
Forced
internment
Freedom of
assembly
Property rights
PMT3: 2 items
L1 item: Identify
right from example
L2 item: Example
of application of
rights
3.12: Analyze the
significance and
outcomes of
landmark Supreme
Court cases
including, but not
limited to, Marbury v.
Madison, Plessy v.
Ferguson, Brown v.
Board of Education,
Gideon v.
Wainwright, Miranda
v. Arizona, in re
Gault, Tinker v. Des
Moines, Hazelwood
v. Kuhlmeier, United
States v. Nixon, and
Bush v. Gore.
Analyze significance
and outcomes
3.1: Compare
different forms of
government (direct
democracy,
representative
democracy,
socialism,
communism,
Compare
20 Landmark
Supreme Court
cases
Forms of government
 Complete classroom discussion and primary source analysis
focused on the characteristics of landmark cases. (1-6)
 Complete viewing guide and reading focused on Marbury v.
Madison. (7-15)
 Complete case study and primary source analysis activities
focused on Plessy v. Ferguson. (16-33)
 Complete case study and primary source analysis activities
focused on Brown v. Board of Education. (34-48)
 Complete “Landmark Supreme Court Cases” graphic organizer
activity with case studies and group presentations. (49-56)
 Write a well-crafted informative response using the following
prompt: Write a well-crafted informative text to explain how
U.S. Supreme Court cases have had an impact on society.
Provide examples from at least three U.S. Supreme Court
cases you have learned about in this lesson. (57)
 + Conduct a short research project utilizing multiple primary
and secondary sources focused on a Supreme Court case of
their choosing. Students will create a product explaining
specific details of the case along with the lasting impact of the
decision and precedent of the case.
 Complete class discussion and brainstorm activity. (1-5)
 Complete group forms of government readings, presentations,
and guided note-taking. (6-13)
 Complete forms of government comparisons and scenarios
activities. (14-17)
 Write a well-crafted response using the following prompt:
Choose two of the forms of government you have learned
about during this lesson. Write an informational paragraph,
Arbiter
Brown v. Board of
Education
Bush v. Gore
District of
Columbia v.
Heller
Equal protection
clause
Executive privilege
Gideon v.
Wainwright
Hazelwood v.
Kuhlmeier
In re Gault
Judicial opinion
Judicial review
Juvenile rights
Legal equality
Legal precedent
Marbury v.
Madison
Miranda v. Arizona
Plessy v. Ferguson
Prosecute
Rights of the
accused
Segregation
Self-incrimination
Separation of
powers
Supremacy clause
Tinker v. Des
Moines
Unanimous
United States v.
Nixon
Absolute
monarchy
Anarchy
Autocracy
Communism
Democracy
Dictatorship
Direct democracy
PMT3: 3 items
L1 item: Outcome
of Supreme Court
case
L2 item: Present
day example
applied to Supreme
Court case
L2 item: Passage
on Supreme Court
case and its legal
impact
PMT3: 2 items
L2 item:
Characteristic of
form of government
L2 item:
Comparison of
form of government
monarchy, oligarchy,
autocracy).
3.2: Compare
parliamentary,
federal, confederal,
and unitary systems
of government.
Compare
4.1: Differentiate
concepts related to
United States
domestic and foreign
policy.
Differentiate
21 Systems of
government
Domestic policy
Foreign policy
using specific evidence to explain what the two forms have in
common and what makes them different from each other. (18,
Prompt 1)
 + Research different forms of government and respond to the
following prompt: “It has been said that democracy is the worst
form of government except all those other forms that have
been tried from time to time.” (Winston Churchill, former British
prime minister). Using information you have learned about
different forms of government, explain why Churchill would
make this statement and include an evaluation of the efficacy
of different forms of government. (18, Prompt 2 and Extension)
 Complete discussion and brainstorming activity. (1-3)
 Complete the “Comparing Systems of Government” activity
sheet with definitions and illustrations. (4-12)
 Complete the “Systems of Government” scenarios activity
sheet. (13-15)
 Write a well-crafted response using the following prompt: Write
a well-crafted paragraph that compares the unitary and federal
systems of government. Use evidence from each reading to
support your answer. (16)
 + Conduct a short research project utilizing primary and
secondary sources to identify the origins of different systems of
government.
 Complete class discussion and brainstorm activity using the
domestic and foreign policy key terms sheet. (1-6)
 Complete the “Foreign Policy—Foreign vs. Domestic activity
sheet”. (7-9)
 Complete the Cabinet reading along with “Understanding
Foreign and Domestic Policy” activity sheet. (10-21)
 Use the voting cards to complete the foreign and domestic
scenarios activity. (22-24)
 Examine the role of the U.S. State Department and complete
guided notes. (25-28)
 Complete class discussion and political cartoon analysis (3738 and 40)
 Write a response using one or both of the following:
Prompt 1- Explain the goals of U.S. foreign policy and the role
of the State Department in foreign policy.
Prompt 2- Why do you think the framers of the Constitution
gave the President so much power over foreign policy?
Provide two reasons to support your opinion.
 + Research specific examples of U.S. foreign and domestic
policy and create a product that explains and summarizes the
policies and evaluates the role of each government agency
involved.
Form of
government
Monarchy
Oligarchy
Representative
democracy
Republic
Socialism
Confederal
Government
Federal
Governor
Parliamentary
President
Prime minister
Unitary
Alliance
Allies
Ambassador
Diplomacy
Diplomat
Doctrine
Domestic affairs
Domestic policy
Embassy
Foreign affairs
Foreign policy
International
relations
Secretary of State
Treaty
U.S. State
Department
PMT3: 2 items
L2 item: Chart
identification on
systems of
government
L2 item: Diagram
identification on
systems of
government
4.2: Recognize
government and
citizen participation in
international
organizations.
Examples are United
Nations, NATO,
Peace Corps, World
Health Organization,
World Trade
Organization,
International Court of
Justice.
Recognize
4.3: Describe
examples of how the
United States has
dealt with
international conflicts.
Describe
22 Citizen participation
Government
participation
International
organizations
International conflicts
 Read “International Organizations” article and complete
classroom discussion and guided note-taking. (1-11)
 Complete the “International Organizations” graphic organizer
using the reading and guided notes focusing on the first five
columns. (12-25)
 Complete the “International Organizations” graphic organizer
using the reading and guided notes focusing on the last
column. (12-25)
 View “Martha’s Story” video clip and complete classroom
discussion (34)
 + Conduct a short research project utilizing primary and
secondary sources to focus on an international organization of
their choice to learn about what they do, their impact on the
issues they focus on and the ways for countries and individual
citizens can participate and support the organization. Students
should create a product illustrating these ideas and evaluating
the efficacy of the organization and its policies. (39)
 Read “Conflict and Cooperation” and complete classroom
discussion. (1-5)
 Complete “Conflict and Cooperation” activity sheets. (6-11)
 Complete case studies and presentation notes focused on
international conflicts. (12-19)
 Complete primary source analysis with sources related to
international conflicts. (20-35)
 Write a well-crafted response using one of the following:
Prompt 1- Using what you have learned from the reading and
presentations on international conflicts, identify the reasons for
the U.S. becoming involved in past international conflicts. Cite
specific evidence to support your explanation.
Prompt 2- Using what you have learned about Gulf War II (the
Iraq War), compare the presentation about the international
conflict with the photographs and article you read. Using all
European union
Intergovernmental
organization
International
organization
Red Cross/Red
Crescent
Nongovernmental
organization
North American
free trade
agreement
(NAFTA)
North Atlantic
treaty
organization
(NATO)
Treaty
United Nations
United Nations
International
Children’s
Emergency
Fund (UNICEF)
World Bank
World Court
World Health
Organization
World Trade
Organization
Bay of Pigs
Conflict
Conflict resolution
Cooperation
Cuban Missile
Crisis
Diplomacy
Gulf War I
Gulf War II
Humanitarian
efforts
International
conflict
Iran Hostage
Crisis
three sources, explain the reasons for the U.S. getting involved
in the conflict and the outcome. (36)
 + Conduct a short research project utilizing primary and
secondary sources to focus on an international conflict of their
choice to evaluate the efficacy of decisions made by the United
States and evaluate the consequences of U.S. involvement in
any international conflict. (37-48)
23 Korean War
Military action
North Atlantic
Treaty
Organization
(NATO)
Peacekeeping
operations
Terrorism
U.S. State
Department
United Nations
Vietnam War
World War I
World War II