STEPHENVILLE CURRICULUM DOCUMENT
SOCIAL STUDIES
GRADE: 12TH
COURSE: UNITED STATES GOVERNMENT
BUNDLE (UNIT) 1
EST. NUMBER OF DAYS: 4.5
UNIT 1 NAME
THEORY OF GOVERNMENT
Unit Overview Narrative
Generalizations/Enduring
Understandings
This unit will introduce students to the political philosophy and basic ideas regarding government contributing to the mindset of
the Founding Fathers. Additionally, unit will introduce students to various forms of government.
1. Advantages and disadvantages exist in all systems.
2. Examining the success’ and mistakes of yesterday contributes to a stronger present.
3. US System of government finds much of its base in the traditions found in the English Government.
Concepts
Natural law, Natural rights, Social Contract, Various forms of Government,
Guiding/Essential Questions
1.
2.
4.
5.
6.
7.
8.
Why do different society’s practice different government systems?
Is there a perfect form of government; if so what is it; what makes it perfect?
How does the study of previous governments help us to understand what is necessary for a successful government?
Which document used by the Founding Fathers to create the United States government, was the most influential; why?
How does one determine a legitimate government from an illegitimate one?
Why are there such strong similarities between the US and English system of government?
Why would people be willing to live under a government which provided them no opportunities for input?
Learning Targets
Formative Assessments
Summative Assessments
TEKS (Grade Level) / Specifications
TEKS
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of
Confederation, and the U.S. Constitution, has been
influenced by ideas, people, and historical documents. The
student is expected to:
(A) explain major political ideas in history,
including the laws of nature and nature's God,
unalienable rights, divine right of kings, social
contract theory, and the rights of resistance to
illegitimate government;
Specifications
Students will be able to use the following terms to create a description
of the government they would most like to live under and a
government in which they would not like to live.
1. Political: the battle over who gets what, when, where and how in
society
2. Social: having to do with the interaction of people
3. Contract: agreement between 2 or more people or groups
4. Unalienable: can’t be denied or taken away
5. Anarchy: complete lack of government or order
6, Authority: the right to use power
7. Legitimate: within the legal boundaries
8. Illegitimate: outside the legal boundaries
9. Power: the ability to get others to do what you want
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Students will analyze legitimate and illegitimate power by creating a
Venn Diagram.
Quick Write. Students predict what life would be like in a State of
Nature.
( B) identify major intellectual, philosophical,
political, and religious traditions that informed the
American founding, including Judeo-Christian
(especially biblical law), English common law and
constitutionalism, Enlightenment, and
republicanism, as they address issues of liberty,
rights, and responsibilities of individuals;
Concepts:
Natural law – a body of law or a specific principle of law that is held to
be derived from nature and binding upon human society in the
absence of or in addition to positive law based on a notion of timeless
order, was an important influence on the enumeration of natural
rights by Thomas Jefferson and others- includes standards of justice
which transcend laws made by humans. Students should analyze or
discuss what life would be like in a state of nature.
Natural rights – John Locke: “life, liberty, and property.” Thomas
Jefferson adapted these ideas in the Declaration of Independence, i.e.,
“life, liberty and pursuit of happiness.” Other natural rights are
included in the Bill of Rights such as the five freedoms of the first
amendment, due process in the Fifth Amendment, and cruel and
unusual punishment in the eighth amendment.
Divine right of kings – Belief that monarchs were chosen by God. Gave
the monarch unlimited authority. Students may analyze how divine
right and “might makes right” led to the ideas of separation of church
and state, and separation of powers i.e. federalism. Monty Python
clip http://www.youtube.com/watch?v=5Xd_zkMEgkI
Social Contract Theory – In order for man to live in groups, he must
give up some of his freedom to the government in exchange for
protection of his natural rights. The idea was developed by Thomas
Hobbes in Leviathan, expanded by John Locke in Second Treatise on
Government and Jean Jacques Rousseau in Social Contract. The
authority of government is derived from the consent of the governed.
The citizens could challenge a government that does not preserve their
natural rights. Examples: Glorious Revolution in England and American
struggle for independence.
Magna Carta- signed by King John in 1215. Established rule of law in
which government leaders must act according to set of laws. Monarch
could not levy taxes without consulting the nobility. Those accused of
crimes had the right of a trial by jury of peers.
Petition of Right – signed by King Charles I in 1628. Must have
Parliament’s approval before levying taxes. Gave people a voice
through representation in Parliament.
English Bill of Rights – signed by William and Mary in 1688. Monarchs
could not rule without consent of Parliament. Especially the concept of
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petitioning the king without fear of reprisal.
Mayflower Compact – 1620. Separatists fleeing religious persecution
in Europe used the compact to establish the first basis for freedom of
religion
(C) identify the individuals whose principles of laws
and government institutions informed the
American founding documents, including those of
Moses, William Blackstone, John Locke, and
Charles de Montesquieu;
(12) Government. The student understands the similarities
and differences that exist among the U.S. system of
government and other political systems. The student is
expected to:
(A) compare the U.S. constitutional republic to
historical and contemporary forms of government
such as monarchy, a classical republic,
authoritarian, socialist, direct democracy,
theocracy, tribal, and other republics;
Students will create a flow chart that illustrates the concepts as well
as examples of how these concepts are exemplified in our current
system of government.
John Locke – natural rights. Life, liberty and property. Strongest
influence on Thomas Jefferson
Charles de Montesquieu – separation of powers and checks and
balances to prevent one part of government from becoming too
powerful.
William Blackstone: English jurist recognized as organizing the various
laws and legal concepts
Moses: delivered God’s law to the Jewish people, idea of a code of
behavior for a successful society
Absolute monarchy – ruler controls all aspect of life: social, economic,
and political. Oftentimes tied to divine right of kings.
Authoritarian – type of government in which an individual or group
has unlimited authority, and individual rights are subordinate to that
power. No restraint on power exists. Examples: Imperialist Japan, Czar
Nicholas I of Russia.
Classical republic – a representative democracy in which a small group
of leaders, elected by the citizens, represents the concerns of the
electorate. The interests of the majority take precedence over the
interests of a few. Example – Ancient Rome (representative
democracy), Ancient Greece (direct democracy)
Despotism – ruler has absolute power and used the power
tyrannically.
Feudalism – political system based on the rule of local lords bound to
a king by ties of loyalty. Serfs worked the land giving tithes to the
nobles. The nobles gave tithes and military service to the king. The
king provided land (fiefs) to the lords in return for protecting his
kingdom. Example – Medieval Europe
Liberal democracy – type of democracy based on the protection of
individual rights and freedoms and on the consent of the governed to
establish political authority. Government focuses on protecting
individual rights from the tyranny of the majority. Authority is derived
from consent of the governed people have the right to alter or abolish
government when it fails to fulfill its purpose. Example: United States
Totalitarianism – Government attempts to control all facets of the
lives of its citizens. Examples: Soviet Union under Stalin, Germany
under Hitler, Cuba under Fidel Castro, Iraq under Saddam Hussein
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http://www.youtube.com/watch?v=V4zQ5f9Zlww
Students will create a visual representation of each of the
forms of government discussed.
(B) analyze advantages and disadvantages of
federal, confederate, and unitary systems of
government
Unitary
Federal
Confederate
(C) analyze advantages and disadvantages of
presidential and parliamentary systems of
government
Advantage
Central Govt.
holds all the
power
Power shared by
nation, state &
local govt.
Each state
represented
Disadvantage
No local power
Each level has to
create its own
laws, elect
officials, create
agencies
Weak central
government
A presidential system is a system of government of a republic
where the executive branch is elected separately from the legislative.
A parliamentary system is distinguished by the executive
branch of government being dependent on the direct or indirect
support of the parliament, often expressed through a vote of
confidence.
Presidential System
Advantages
Disadvantages
Elected by the people which
Not consistently
makes the president’s power stable
more legitimate
President supervised by
tendency towards
others
authoritarianism
Speed & decisiveness of
Allows government to
actions
shift blame between
branches
Fixed terms provides more
hard to remove an
stability
unsuitable president
until his term is
completed
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Parliamentary System
Disadvantages
Sometimes leads to
unstable governments
Responsiveness to public
Lacks checks and balances
More accountable since
Head of government cannot
power is not divided
be voted on
Easier to pass legislation
Lack of election calendar
Popular among
multicultural countries
Easy transition to
democracy
Advantages
Flexibility
Processes and Skills
Topics
(21) Social studies skills. The student communicates in
written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence
structure, and punctuation
(20) Social studies skills. The student applies criticalthinking skills to organize and use information acquired
from a variety of valid sources, including electronic
technology. The student is expected to:
(A) analyze information by sequencing,
categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations
and predictions, and drawing inferences and
conclusions
Various form/systems of government including
1.
2.
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4.
5.
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7.
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11.
12.
Daily Expectation
Daily Expectation
Daily Expectation
monarchy
republic
democracy
authoritarian
socialism
theocracy
tribal
federalism
confederation
unitary
presidential system
parliamentary system
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Ideas about government including
1. divine right of kings
2. social contract
3. anarchy
Idea of rights
1. natural rights
2. inalienable
Language of Instruction
1.
2.
3.
4.
5.
6.
7.
8.
Theory
Political
Politics
Unalienable
Contract
Legitimate
Illegitimate
Religious
9.
10.
11.
12.
13.
14.
15.
16.
Secular
Enlightenment
Republic
Liberty
Right
Responsibility
Constitution
Monarchy
17.
18.
19.
20.
21.
22.
23.
24.
Republic
Authoritarian
Socialist
direct democracy
Theocracy
Tribal
Federal
Unitary
25.
26.
27.
28.
29.
30.
31.
Confederate
Presidential
Parliamentary
natural rights
Divine Right of Kings
Government
Anarchy
State Assessment Connections
National Assessment Connections
Resources
Text pp 12, 18-20, 28
We the People Lessons 2 and 3
Monty Python clip http://www.youtube.com/watch?v=5Xd_zkMEgkI
Forms of Government http://www.youtube.com/watch?v=V4zQ5f9Zlww
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