Social Studies: U.S. Government Pacing Resource Document
Unit 1: Forms of Government
Essential Question: What is the aim of good government?
Standards:
USG.1.4 Compare and contrast types of government including direct democracy, monarchy, oligarchy, and
totalitarianism.
USG.1.5 Compare and contrast characteristics of limited and unlimited governments and provide historical and
contemporary examples of each type of government.
USG.1.6 Compare and contrast unitary, confederate, and federal systems of government.
USG.1.7 Define and provide examples of constitutionalism, rule of law, limited government, and popular sovereignty in
the United States Constitution and explain the relationship of these constitutional principles to the protection
of the rights of individuals.
USG.1.8 Evaluate the importance of a written constitution in establishing and maintaining the principles of rule of law
and limited government.
USG.1.9 Evaluate how the United States Constitution establishes majority rule while protecting minority rights and
balances the common good with individual liberties.
USG.3.1 Analyze the United States Constitution and explain characteristics of government in the United States, which
define it as a federal, presidential, constitutional and representative democracy.
USG.5.9 Use information from a variety of resources to describe and discuss current American political issues.
Content Area Literacy Standards
11-12.LH.1.1: Read and comprehend history/social studies texts within a range of complexity appropriate for grades 11-CCR independently and proficiently by the end of
grade 12.
11-12.LH.2.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of
the text as a whole.
Suggested Target Questions:
What is government? USG.1.4
How does a democracy, a monarchy, an oligarchy and totalitarian state establish its power to govern? USG.1.4
What are the positives and negatives for the following government frameworks: federal, confederacy and unitary governments? USG.1.6
What is a state? USG.1.4
Why does a constitution help ensure a government’s power can be limited and balanced? USG.1.5, USG.1.7
Why is ‘rule of law’ important in maintaining a state? USG.1.7, USG.1.8
What features of American Constitution outlines rights of the individual? USG.1.9
What features of the American Constitution outline the shape and function of the government? USG.3.1
Social Studies: U.S. Government Pacing Resource Document
What important current day issues relate to concepts and beliefs enshrined in the Constitution? USG.3.1, USG.5.9
Text-based Resources:
Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register)
American Government (Magruder’s)
Chapter 1, Principles of Government pp. 4-25
To understand origins and purpose of the “State” see p. 6 and p. 8 insets
Complete Key Terms and Comprehension, p. 11, #1-#3
Chapter 3, The Constitution, pp. 68-89
Have students summarize the purpose of each inset diagram in the chapter, p. 13, p. 15,
p. 16, p. 17. Afterward, ask students to reflect on which forms and features of
government allows for its citizens to express their needs while maintaining a good
balance of power?
Complete Key Terms and Comprehension, p.24, #2-#4
Complete Document-Based Assessment, p. 27, #1-#3
Ask students if either Aristotle’s or Plato’s attitude toward democracy exist today?
IDOE Resources for Course:
IDOE Home page http://www.doe.in.gov/
IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies
IDOE-History/Social Studies Content Area Literacy Standards (linked at bottom of page)
http://www.doe.in.gov/standards/social-studies
IDOE Online Communities of Practice (see “Social Studies 9-12”) – Uses Google + Social Network
http://www.doe.in.gov/elearning/online-communities-practice
General Resources for Civics and US Government
Voluntary National Content Standards in Economics (shows benchmark targets and
enhancement)
Web-based Resources:
Indiana Department of Education – Social Studies U.S. Government
Resources by Standard
http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014usgovt-res-20150317.pdf
Your History Site -- US Government DBQ’s and government-related content
http://www.yourhistorysite.com/index.html
iCivics – Who Rules? – basic level reading but great lesson/activities
(requires registration)
https://www.icivics.org/user/reset/204680/1406396519/5ef00463db8c451
99cee700568089aca
iCivics – Limiting Government – another basic level lesson but covers the
concept very clearly using comparative examples
https://www.icivics.org/teachers/lesson-plans/limiting-governmentupdated
What Responsibilities Accompany Our Rights – Center for Civic Education –
Works best when taught as jigsaw
http://www.civiced.org/resources/curriculum/lesson-plans/452-whatresponsibilities-accompany-our-rights
Exploring the United States Constitution Ebook -- National Archives (scroll
to bottom)
http://www.archives.gov/publications/ebooks/index.html#constitution
Bill of Rights Lesson Plans (see past lesosns) – Bill of Rights Institute
http://billofrightsinstitute.org/resources/educator-resources/lessonsplans/bill-of-rights-in-the-news/
Comparative Government Resources (Lessons) – The Carter Center
https://www.cartercenter.org/news/teacher_resource/index.html
Teaching Government with Current Events – Bill of Rights Institute
http://billofrightsinstitute.org/resources/educator-resources/headlines/
Social Studies: U.S. Government Pacing Resource Document
http://www.councilforeconed.org/wp/wp-content/uploads/2012/03/voluntary-national-contentstandards-2010.pdf
Differentiated Questioning
https://daretodifferentiate.wikispaces.com/file/view/essential.pdf
Developing Essential Questions for Government/Civics (scroll down to section)
https://www.ocps.net/cs/services/cs/currareas/soc/IR/Documents/Overarching%20Essential%20
Questions.pdf
Montpelier Center for the Constitution – Online Courses (free) – teacher oriented and great for
AP prep
http://learn.montpelier.org/courses_and_exercises
Reading Quest – Reading, Writing and Research Comprehension Strategies and Handouts
http://www.readingquest.org/
Social Studies: U.S. Government Pacing Resource Document
Unit 2: Origins of American Government
Essential Question: How did compromise and debate shape American government?
Standards:
USG.2.1 Summarize the colonial, revolutionary, and Founding-Era experiences and events that led to the writing,
ratification, and implementation of the United States Constitution (1787) and Bill of Rights (1791).
USG.2.2 Understand the concept of compromise and evaluate its application during the Constitutional Convention.
USG.2.3 Analyze and interpret central ideas on government, individual rights, and the common good in founding
documents of the United States.
USG.2.4 Explain the history and provide examples of foundational ideas of American government embedded in the
Founding-Era documents such as: natural rights philosophy, social contract, popular sovereignty,
constitutionalism, representative democracy, political factions, federalism, and individual rights.
USG.2.5 Identify and explain elements of the social contract and natural rights theories in United States founding-era
documents.
USG.2.6 Explain how a shared American civic identity is based on commitment to foundational ideas in Founding-Era
documents and in core documents of subsequent periods of United States history.
USG.2.7 Using primary documents compare and contrast the ideas of the Federalists and the Anti-Federalists
regarding the respective roles of state and national government on ratification of the United States
Constitution (1787–1788).
USG.2.8 Explain the history and provide historical and contemporary examples of fundamental principles and values of
American political and civic life, including liberty, security, the common good, justice, equality, law and order,
rights of individuals,
USG.3.2 Explain the constitutional principles of federalism, separation of powers, the system of checks and balances,
republican government or representative democracy, and popular sovereignty; provide examples of these
Content Area Literacy Standards
11-12.LH.1.1: Read and comprehend history/social studies texts within a range of complexity appropriate for grades 11-CCR independently and proficiently by the end of
grade 12.
11-12.LH.2.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of
the text as a whole.
Suggested Target Questions:
What does the term framers or founders refer to? USG.2.1
What were the critical ideas from early thinkers that were adopted by the Framers when writing key political documents? USG.2.1, USG.2.4
How did the Petition of Right and Magna Carta in English law lead to the important concept of due process enshrined in the American Constitution? USG.2.4
How did the British treat the colonies in the first half of the 1700’s and how did it lead to the Declaration of Independence? USG.2.1
Social Studies: U.S. Government Pacing Resource Document
What concerns and ideas were included in the Declaration of Independence that address natural rights, lack of representation, no trials, and economic trade?
USG.2.1, USG.2.3, USG.2.4, USG.2.5
What initial step was taken to form a government after the Revolution and what were its problems as a working government? USG.2.1, USG.2.2
What plans and compromises were critical in the development of the Constitution in Philadelphia? USG.2.1, USG.2.2, USG.2.4
What were the two opposing views during the debate to ratify the Constitution? USG.2.1, USG2.2, USG.2.7, USG.3.2
How was the Constitution ratified and what role did the Bill of Rights play in its acceptance? USG.2.1, USG.2.2, USG.2.3
Text-based Resources:
Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register)
America: United States History: Reconstruction to the Present (Prentice Hall)
Chapter 2, pp. 30-62
Foundation of American Rights, p. 32 -- study the chart and ask students to choose the
most significant measures in the various documents that would ‘check’ the power of a
monarch
The Road to Independence, pp. 38-39 -- examine the timeline with class and ask students
to interpret which event was the greatest cause for the writing of the Declaration of
Independence (opinions will vary but encourage students to use evidence for reasons)
Slavery in the United States, 1790 – Analyzing Map Question, p. 56
Critical Thinking, p. 58, #5
Key Terms and Comprehension, p. 62, #3
Critical Thinking, p. 62, #4-#5
Chapter 3, pp. 68-87
How the Government Works, p. 79 – Amending the Constitution—complete the
“Interpreting Diagrams” question
IDOE Resources for Course:
IDOE Home page http://www.doe.in.gov/
IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies
IDOE-History/Social Studies Content Area Literacy Standards (linked at bottom of page)
http://www.doe.in.gov/standards/social-studies
IDOE Online Communities of Practice (see “Social Studies 9-12”) – Uses Google + Social Network
http://www.doe.in.gov/elearning/online-communities-practice
General Resources for Civics and US Government
Voluntary National Content Standards in Economics (shows benchmark targets and
enhancement)
Web-based Resources:
Indiana Department of Education – Social Studies U.S. Government
Resources by Standard
http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014usgovt-res-20150317.pdf
National Constitution Center – Lesson Plans (search by topic – see below for
specific lesson)
http://constitutioncenter.org/learn/educational-resources/lesson-plans
Origin of the Bill of Rights – Bill of Rights Institute (E-Lesson)
http://billofrightsinstitute.org/resources/educator-resources/lessonsplans/current-events-and-the-constitution/origins-of-the-bill-of-rights/
iCivics.org – Colonial Influences (free registration, login)
www.icivics.org/search-results?keywords=origins%20of%20government
Your History Site -- US Government DBQ’s and government-related content
http://www.yourhistorysite.com/index.html
To Sign or Not to Sign – National Constitution Center – Constitution Day
Lesson
http://constitutioncenter.org/media/files/ConDayKit.pdf
Exploring the United States Constitution Ebook -- National Archives (scroll
to bottom)
http://www.archives.gov/publications/ebooks/index.html#constitution
Constitution USA – We the People (see “Separation of Powers” and “Is
Gridlock Built into the Constitution?”)
http://www.pbs.org/tpt/constitution-usa-peter
sagal/federalism/#.U9ZG5vldWSo
Edsitement – Ratifying the Constitution – DBQ-based
http://edsitement.neh.gov/lesson-plan/bill-rights-ratification
Edsitement – James Madison – Father of the Constitution to the President
http://edsitement.neh.gov/curriculum-unit/james-madison-fatherconstitution-president
Social Studies: U.S. Government Pacing Resource Document
http://www.councilforeconed.org/wp/wp-content/uploads/2012/03/voluntary-national-contentstandards-2010.pdf
Differentiated Questioning
https://daretodifferentiate.wikispaces.com/file/view/essential.pdf
Developing Essential Questions for Government/Civics (scroll down to section)
https://www.ocps.net/cs/services/cs/currareas/soc/IR/Documents/Overarching%20Essential%20
Questions.pdf
Montpelier Center for the Constitution – Online Courses (free) – teacher oriented and great for
AP prep
http://learn.montpelier.org/courses_and_exercises
Reading Quest – Reading, Writing and Research Comprehension Strategies and Handouts
http://www.readingquest.org/
Hippocampus.org – U.S. History Before 1877 – Queen’s Corner, First
Continental Congress, Endgame (video depicting events leading to
Declaration of Independence)
http://www.hippocampus.org/HippoCampus/History%20%26%20Governm
ent;jsessionid=EE33EC9E7B4C47F85496A801A8180524
Example Unit Inquiry & Extension
Unit Assessment Question: How can the amendment process help the Constitution
endure and stay relevant over time?
1)
Review the video and lesson material for “The Amendment Process” on
Constitution USA
http://www.pbs.org/tpt/constitution-usa-peter-sagal/we-the-people/amendmentprocess/
2)
Work with the “stop and think” question on the page 2 of the activity packet: Is
our Constitution really built to last? If so, how can the amendment process help it change
to society’s needs over time? Should it change to society’s needs?
http://bento.cdn.pbs.org/hostedbentoprod/filer_public/2013/05/03/constitution_usa_episode4studentguide_high.pdf
Have students listen to the video segments and follow along with the active note taking
sheets. When they are done, have them come together and discuss the main question
with support points from the “Constitution USA” presentation.
Social Studies: U.S. Government Pacing Resource Document
Unit 3: Federalism
Essential Question: How do states and the national government share their power?
Standards:
USG.3.6 Compare and contrast the enumerated, implied and denied powers in the United States Constitution and the
Indiana Constitution.
USG.3.19 Identify the historical significance of and analyze decisions by the United States Supreme Court about the
constitutional principles of separation of powers and checks and balances in such landmark cases as
Marbury v. Madison (1803), Baker v. Carr (1962), United States v. Nixon (1974), Clinton v. City of New York
(1998) and Bush v. Gore (2000).
USG.3.20 Identify the historical significance of and analyze decisions by the United States Supreme Court about the
constitutional principle of federalism in cases such as McCulloch v. Maryland (1819), Alden v. Maine (1999)
USG.3.5 Explain the section of Article IV, Section 4, of the United States Constitution which says, “The United States
shall guarantee to every State in the Union a Republican form of government.”
USG.3.3 Identify and describe provisions of the United States Constitution and the Indiana Constitution that define and
distribute powers and authority of the federal or state government.
USG.3.4 Explain the relationship between limited government and a market economy.
USG.3.7 Explain the relationships among branches of the United States government and Indiana government, which
involve separation and sharing of powers as a means to limited government.
Content Area Literacy Standards
11-12.LH.1.1: Read and comprehend history/social studies texts within a range of complexity appropriate for grades 11-CCR independently and proficiently by the end of
grade 12.
11-12.LH.2.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of
the text as a whole.
Suggested Target Questions:
How did the Supreme Court define balance of power and separation of powers? USG.1.4
What is the meaning of judicial review and what is its impact on government checks and balances? USG.3.19
How did the Supreme Court define federalism as it applies to “national supremacy” and “sovereign immunity”? USG.3.19, USG.3.20
How has the Supreme Court defined the balance of power between the three branches of government? USG.3.19
How do the Unites States Constitution and Indiana Constitution share power? Where is the Indiana Constitution given independent or implied power? USG.3.6
Why does a constitution help ensure a government’s power can be limited and balanced? USG.1.5, USG.1.7
Why is ‘rule of law’ important in maintaining a state? USG.1.7, USG.1.8
What features of American Constitution outlines rights of the individual? USG.1.9
Social Studies: U.S. Government Pacing Resource Document
What features of the American Constitution outline the shape and function of the government? USG.3.1
What important current day issues relate to concepts and beliefs enshrined in the Constitution? USG.3.1, USG.5.9
Text-based Resources:
Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register)
America: United States History: Reconstruction to the Present (Prentice Hall)
Chapter 3, The Constitution, pp. 68-89
Create an outline of the government using the six main principles (diagram) for review,
diagram outline p. 68 with cartoon illustration on pp. 70-71
Review diagram in “Who Has the Power” on p. 74 – and explain how Federalist No. 51
(see p. 75, primary source) illustrates the double security of federalism
What is judicial review? pp. 76-77, complete “Thinking Critically” #1-#2
Chapter 4, Federalism, pp. 94-115
IDOE Resources for Course:
IDOE Home page http://www.doe.in.gov/
IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies
IDOE-History/Social Studies Content Area Literacy Standards (linked at bottom of page)
http://www.doe.in.gov/standards/social-studies
IDOE Online Communities of Practice (see “Social Studies 9-12”) – Uses Google + Social Network
http://www.doe.in.gov/elearning/online-communities-practice
General Resources for Civics and US Government
Voluntary National Content Standards in Economics (shows benchmark targets and
enhancement)
http://www.councilforeconed.org/wp/wp-content/uploads/2012/03/voluntary-national-contentstandards-2010.pdf
Differentiated Questioning
https://daretodifferentiate.wikispaces.com/file/view/essential.pdf
Developing Essential Questions for Government/Civics (scroll down to section)
Web-based Resources:
Indiana Department of Education – Social Studies U.S. Government
Resources by Standard
http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014usgovt-res-20150317.pdf
Constitutional Rights Foundation – Federalism. 10th Amendment,
State/local power (search under Teacher Materials)
http://www.crfc.org/teaching-materials
McCulloch v. Maryland is a pivotal landmark case in 1819 that would clarify
the relationship between national and state governments through the
“necessary and proper” clause
http://billofrightsinstitute.org/mcculloch-v-maryland/
Street Law – Landmark Cases – See cases listed in standards
http://www.streetlaw.org/en/landmark.aspx
iCivics.org – Lessons on Federalism (free registration, login)
https://www.icivics.org/search-results?keywords=Federalism
Your History Site -- US Government DBQ’s and government-related content
http://www.yourhistorysite.com/index.html
Federalism Unit Lessons – Social Studies Coalition of Delaware (Brian
McGuire & Rebecca N. Reed)
http://www.sscde.org/lessons/files/C_68_LES_WhatisFederalism.pdf
Exploring the United States Constitution Ebook -- National Archives (scroll
to bottom)
http://www.archives.gov/publications/ebooks/index.html#constitution
Federalism—Constitution USA (excellent resource with lessons and video)
http://www.pbs.org/tpt/constitution-usa-peter
sagal/federalism/#.U9ZG5vldWSo
Social Studies: U.S. Government Pacing Resource Document
https://www.ocps.net/cs/services/cs/currareas/soc/IR/Documents/Overarching%20Essential%20
Questions.pdf
Montpelier Center for the Constitution – Online Courses (free) – teacher oriented and great for
AP prep
http://learn.montpelier.org/courses_and_exercises
Reading Quest – Reading, Writing and Research Comprehension Strategies and Handouts
http://www.readingquest.org/
Essay Question: What should be the goals of government?
1. Write an essay that answers the essential question above: What should be the goals
of government?
2. Keep in mind that your essay should reflect your thoughtful and
well-supported personal point of view and what you have learned in this quarter’s units.
Social Studies: U.S. Government Pacing Resource Document
Unit 4: Rights and Responsibilities of Citizens
Essential Question: How does our government strike a balance between the rights and responsibilities of its citizens?
Standards: (Note: Although equality and civil rights will be touched upon here, following units will continue to delve into the key landmark
cases and the pivotal events of the civil rights movement more specifically)
USG.5.2 Analyze the roles and responsibilities of citizens in Indiana and the United States.
USG.5.3 Discuss the individual’s legal obligation to obey the law, serve as a juror, and pay taxes.
USG.5.4 Identify and describe the civil and constitutional rights found in the United States Constitution and Bill of
Rights and expanded by decisions of the United States Supreme Court; analyze and evaluate landmark
cases of the United States Supreme Court concerning civil rights and liberties of individuals.
USG.5.5 Identify when it is constitutional for our government to limit the rights of individuals and explain the reasons
why the government would want to do this.
USG.2.8 Explain the history and provide historical and contemporary examples of fundamental principles and values of
American political and civic life, including liberty, security, the common good, justice, equality, law and order,
rights of individuals, diversity, popular sovereignty, and representative democracy.
USG.1.5 Compare and contrast characteristics of limited and unlimited governments and provide historical and
contemporary examples of each type of government.
USG.3.7 Explain the relationships among branches of the United States government and Indiana government, which
involve separation and sharing of powers as a means to limited government.
Content Area Literacy Standards
11-12.LH.1.1: Read and comprehend history/social studies texts within a range of complexity appropriate for grades 11-CCR independently and proficiently by the end of
grade 12.
11-12.LH.2.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of
the text as a whole.
Social Studies: U.S. Government Pacing Resource Document
Suggested Target Questions:
What are the essential roles of a citizen to maintain a healthy democracy? USG.5.2, USG.5.3
Why is paying taxes a vital role for citizens? USG.5.3
What are the key civil liberties protected in the first amendment of the Bill of Rights? USG.5.4
In what ways has the Supreme Court defined the rights in the First Amendment over the years? USG.5.4, USG.2.8
What is the right to due process and what amendments require national and state government to follow it? USG.3.6, USG.3.7
How has the Fourteenth Amendment expanded individual rights of citizens and what has been some of the historical challenges to that expansion? (especially
by states) USG.5.4, USG.5.5, USG.2.8
What constitutional rights protect privacy, property and personal freedom? USG.2.8, USG.5.4
Why is ‘rule of law’ important in maintaining a state and the rights of its citizens? USG.1.5, USG.2.8, USG.3.7
If accused of a crime, what rights does a citizen have prior to, during and after trial? USG.2.8, USG.5.4
What issues arise for a state to balance public safety with individual civil liberties? USG.5.5, USG.1.5
Text-based Resources:
Web-based Resources:
Indiana Department of Education – Social Studies U.S. Government
American Government (Magruder’s)
Resources by Standard
Chapter 19, pp.546-575
http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014Complete Key Terms and Comprehension, p. 550 #2-#4 (use inset “Incorporation of
usgovt-res-20150317.pdf
Rights” p. 549)
Constitutional Rights Foundation – Due Process, Rights of Accused, Rule of
Complete Key Terms and Comprehension, p. 558 #2-#4
Law, Equal Protection, Jury System, etc. (search under Teacher Materials)
Critical Thinking, p.567 #5-#6
http://www.crfc.org/teaching-materials
Define and select examples of different kinds of speech, pp. 559-567
First Amendment Lessons – First Amendment Center (1 for All)
Compare and contrast types of protest: Public property vs. private property, p.571
http://1forall.us/teach-the-first-amendment/
Chapter 20, pp. 577-606
Street Law – Landmark Cases – (further explore cases referenced in text
Use “Due Process” inset to define two types of due process, p.579
book chapters – reading can be differentiated!)
http://www.streetlaw.org/en/landmark.aspx
Critical Thinking, p. 582 #5-#6
Search Seizure: Mapp v. Ohio – Annenberg Classroom (combine video with
Key Terms and Comprehension, p. 590 #2-#3
related resources at the bottom of web page)
Balancing Security and Liberty, p. 591, Complete “Connect to Your World”, #1-#2
http://www.annenbergclassroom.org/page/search-and-seizure-mapp-vChapter 24, Section 4, pp. 727-731
ohio
Serving on a Jury, p. 731 – Have students complete “What do you think” questions, #1-#3
Right to Remain Silent: Miranda v. Arizona - Annenberg Classroom
Chapter 25, Section 4, pp. 760-766
(combine video with related resources at the bottom of web page)
Supreme Court DBQ’s: Exploring the Cases that Changed History (some copies are
http://www.annenbergclassroom.org/page/the-right-to-remain-silentavailable at the professional development center – inquire if you would like to borrow!)
miranda-v-arizona
IDOE Resources for Course:
IDOE Home page http://www.doe.in.gov/
iCivics – Limiting Government – basic level lesson but covers the concept
very clearly using comparative examples
https://www.icivics.org/teachers/lesson-plans/limiting-governmentupdated
Social Studies: U.S. Government Pacing Resource Document
IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies
IDOE-History/Social Studies Content Area Literacy Standards (linked at bottom of page)
http://www.doe.in.gov/standards/social-studies
IDOE Online Communities of Practice (see “Social Studies 9-12”) – Uses Google + Social Network
http://www.doe.in.gov/elearning/online-communities-practice
General Resources for Civics and US Government
Voluntary National Content Standards in Economics (shows benchmark targets and
enhancement)
http://www.councilforeconed.org/wp/wp-content/uploads/2012/03/voluntary-national-contentstandards-2010.pdf
Differentiated Questioning
https://daretodifferentiate.wikispaces.com/file/view/essential.pdf
Developing Essential Questions for Government/Civics (scroll down to section)
https://www.ocps.net/cs/services/cs/currareas/soc/IR/Documents/Overarching%20Essential%20
Questions.pdf
Montpelier Center for the Constitution – Online Courses (free) – teacher oriented and great for
AP prep
http://learn.montpelier.org/courses_and_exercises
Reading Quest – Reading, Writing and Research Comprehension Strategies and Handouts
http://www.readingquest.org/
iCivics – Do I Have a Right? (Online game that reviews constitutional law –
available on iPad!)
https://www.icivics.org/node/42/resource
iCivics – Rights and Responsibilities Launcher (used in conjunction with “Do
I Have a Right” game)
https://www.icivics.org/teachers/lesson-plans/bgca-lesson-one-rights-andresponsibilities
iCivics – You’ve Got Rights! – Basic but clear review lesson on the Bill of
Rights – good breakdown of amendments and some fun activities
https://www.icivics.org/teachers/lesson-plans/youve-got-rights
Twelve Angry Men: Trial by Jury as a Right and Political Institution –
Edsitement (requires viewing portions of movie “Twelve Angry Men”)
http://edsitement.neh.gov/lesson-plan/twelve-angry-men-trial-jury-rightand-political-institution#sect-introduction
Your History Site -- US Government DBQ’s and government-related content
http://www.yourhistorysite.com/index.html
Exploring the United States Constitution Ebook -- National Archives (scroll
to bottom)
http://www.archives.gov/publications/ebooks/index.html#constitution
Episode 2: It’s a Free Country (Rights) —Constitution USA (click on
“Classroom”)
http://www.pbs.org/tpt/constitution-usa-peter-sagal/classroom/
Example Unit Inquiry & Extension
Social Studies: U.S. Government Pacing Resource Document
Unit Assessment Question: Does the Patriot Act’s protections against terrorism erode
American’s civil liberties?
1)
Backgrounder: Students have been living under the Patriot Act for most of their
adolescent and teenage life, but do they understand its purpose and consequences? This
is an inquiry-based question requiring students to take a stand and back their argument
with evidence
2)
Use the websites below to have students come up with their argumentation
Frontline: Are We Safer? (click “Watch” and scroll down)
http://www.pbs.org/wgbh/pages/frontline/view/
Let Freedom Ring: Freedom and Security – Is there a conflict? (New York core
curriculum, 2011) – good exploration of the Patriot Act
3)
Have students view video (segmented) and work in pairs on the Patriot Act
packet. Call teams together for debate by creating a Pro/Con argument. See Avid
materials for organizing effective debate configurations.