TUSD CURRICULUM MAP U.S. GOVERNMENT
Unit Name: Foundation of Government
PO cluster(s): 1 of 8
Big Ideas/Enduring Understandings
Essential Question(s)
Students will understand that:

Governments derive from economic, military, social, or religious sources

The contributions, philosophies, ideologies, individuals, institutions, and key
events that shaped our government over time.

The conflicting principles among individuals and groups with respect to issues
of power and government.

Democracy is a political philosophy in which governing power is based on the
will of the people
1.
2.
3.
4.
5.
What is the purpose of government?
How can economic, social, religious, and military power influence government?
Under what circumstances is the exercise of political power and authority legitimate?
What is the absence of power? How can the abuse of power be avoided?
What is a democracy? How can a democracy promote the will of the majority while protecting the
rights of the minority?
ESSENTIAL LEARNING
AZ Standards
Strand 3 Concept 1 PO 3
PO 3. Describe the philosophical
roots of American Democracy
Strand 3 Concept 1 PO 1
PO 1. Examine the foundations of
democratic representative
government:
a. Greek direct democracy
b. Roman republic
Strand 3 Concept 1 PO 2
PO 2. Trace the English roots of
American democracy:
a. Magna Carta
b. English Bill of Rights
c. Representative
government
Knowledge


Philosophical roots of
American Democracy
Foundations of democratic
representative government
Skills



Describe the philosophy that
helped establish the American
Democracy
Examine the foundations of
democratic representative
government:
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English roots of American
democracy:
Magna Carta
English Bill of Rights
Representative gov.
Trace the English roots of
American democracy:

Key
Vocabulary
Summative
Assessment
Instructional
Strategies
Popular
Sovereignty
Monarchy
Oligarchy
Theocracy
Parliamentary
Unitary
Separation of
Powers
Checks and
Balances
Social Contract
Assess the philosophical
roots of the Declaration of
Independence and first
three articles of the
Constitution by illustrating
and applying the beliefs of
Locke, Rousseau, and
Montesquieu.
Look at the Iroquois
Constitution to compare
to the US Constitution.
Scoring Guide: In addition
to widely accepted essay
writing conventions and
structures,
acceptable
answers
will
include
connections
between
natural freedoms (life,
liberty, property) (Locke),
the
social
contract
Research other people
that may have had a
democratic process but
were less written about.
Give
one-Get
one
activity. Students are
given one of seven
elements of democracy
(healthy
economy,
widespread education,
social
consensus,
competing
political
parties, free elections,
majority
rule
with
minority rights, individual

Fundamental principles
(e.g., equality, natural rights
of man, rule of law) in the
Declaration of
Independence.

Examine the fundamental
principles (e.g., equality, natural
rights of man, rule of law) in the
Declaration of Independence.

United States system of
politics and government to
other systems of the world
(e.g., monarchies,
dictatorship, theocracy,
oligarchy, parliamentary,
unitary, proportional
elections).

Compare the United States system
of politics and government to
other systems of the world (e.g.,
monarchies, dictatorship,
theocracy, oligarchy,
parliamentary, unitary,
proportional elections).
Strand 3 Concept 1 PO 4
PO 4. Examine the fundamental
principles (e.g., equality, natural
rights of man, rule of law) in the
Declaration of Independence.
Strand 3 Concept 5 PO 1
PO 1. Compare the United States
system of politics and government to
other systems of the world (e.g.,
monarchies, dictatorship, theocracy,
oligarchy, parliamentary, unitary,
proportional elections).
AZCCCR
11-12 WHST.1
(Rousseau), and separation
of powers (Montesquieu
with the first three
paragraphs and various
grievances listed in the
Declaration
of
Independence, and the
Preamble and Articles I, II,
and III of the Constitution.
(See attached rubric)
liberty).
They
will
summarize their assigned
element before finding
classmates who have the
other six. Each element
will
have
current
statistics to broaden their
understanding of the
element and how it can
be contextualized within
the larger framework of
our current system.
Unit Name: Creation of Constitution
PO cluster(s): 2 of 8
Big Ideas/Enduring Understandings
Essential Question(s)
Students will understand that:

Civic ideals, practices, and basic freedoms and rights are a fundamental
goal for citizenship in a democratic society.

The need for a strong central government that can protect its citizens

Federal system of government is key to keeping people united.
1.
2.
3.
Is the Federal System the best way to govern the United States?
What conflicts exist among fundamental principles and values of Constitutional Democracy?
In what ways does the U.S. Constitution protect individuals and groups?
ESSENTIAL LEARNING
AZ Standards
Strand 3 Concept 2 PO 2
PO 2. Analyze the creation of United
States Constitution
Knowledge


Strand 3 Concept 2 PO 1
PO 1. Analyze why the weak central
government and limited powers of
the Articles of Confederation
demonstrated the need for the
Constitution.

Strand 3 Concept 2 PO 3
PO 3. Examine the United States
federal system of government:
a. powers of the national
gov.
b. powers of the state gov.
c. powers of the people



Creation of United
States Constitution
The weak central
government and
limited powers of
the Articles of
Confederation
demonstrated the
need for the
Constitution
The United States
federal system of
government
powers of the
national gov.
powers of the state
gov.
powers of the
people
Skills


Key
Vocabulary

Analyze the creation of United States
Constitution
Analyze why the weak central
government and limited powers of the
Articles of Confederation
demonstrated the need for the
Constitution.
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Examine the United States federal
system of government:



Articles of
Confederation
Great Compromise
3/5th’s compromise
Federalism
Ratify
Federalist v. AntiFederalist
Federalists Papers
v Anti- Federalist
Papers
Preamble
Supremacy Clause
Bill of Rights
Writ of Habeas
Corpus
Bill of Attainder
Expos facto
Summative
Assessment
Constitution Exam
(Articles I-VII) (
Instructional
Strategies
Compare and Contrast
Iroquois Constitution to
compare to the US
Constitution.
Discussion/debate/essay
Are all men created equal?
Who was left out of the
Constitution?
Discussion/debate/essay
How do certain
Amendments help
different people of
different cultures/races?
Look at current events
Student mini research
projects on the
Amendments and
presentations in class.
Article Presentations.
Small group assignments
of Articles 1-7, along with
audience response packet
Strand 3 Concept 2 PO 4
PO 4. Describe the steps leading to
the adoption of the Constitution:
a. Federalist and AntiFederalist positions (e.g.,
The Federalist Papers)
b. Bill of Rights
c. ratification

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Strand 3 Concept 3 PO 1
PO 1. Analyze the functions of
government as defined in the
Preamble to the Constitution.
AZCCR:
11-12 WHST.1
11-12 RH.1
11-12. RH.2
11-12 RH.3


Describe the steps leading to the
adoption of the Constitution:

Analyze the functions of government
as defined in the Preamble to the
Constitution.
The steps leading to
the adoption of the
Constitution:
Federalist and AntiFederalist positions
(e.g., The Federalist
Papers)
Bill of Rights
Ratification
The functions of
government as
defined in the
Preamble to the
Constitution.
that drives how group
presents key
understandings of their
assigned Constitutional
article.
Unit Name: Political Parties, Interest Groups, Mass Media
PO cluster(s): 3 of 8
Big Ideas/Enduring Understandings
Essential Question(s)
Students will understand that:

That civic ideals and participatory citizenship are central to democracy.

Biases portrayed in and by various media outlets (print, internet, etc.).

The influence of Interests groups on political parties and branches of
government.

The power of social media and networks as the new media
1.
2.
3.
4.
5.
How are modern political conflicts similar to the issues debated by the Federalists and Anti-Federalists?
Do political parties enhance or hurt the political process?
What is media literacy and why is it important for a democratic republic?
What role does the media play in the legislative process?
How democratic is the two-party and winner-take-all systems?
ESSENTIAL LEARNING
AZ Standards
Strand 3 Concept 4 PO 5
PO 5. Describe the role and
influence of political parties,
interest groups, and mass media:
a. political perspectives
(e.g., liberalism,
conservatism,
progressivism,
libertarianism)
b. influence of interest
groups, lobbyists, and
PAC’s on elections, the
political process and
policy making
c. influence of the mass
media on elections, the
political process and
policy making
AZCCR
11-12 WHST.1
Knowledge




The role and
influence of
political parties,
interest groups,
and mass media:
political
perspectives (e.g.,
liberalism,
conservatism,
progressivism,
libertarianism)
influence of
interest groups,
lobbyists, and
PAC’s on elections,
the political process
and policy making
influence of the
mass media on
elections, the
Skills

Describe the role and influence of
political parties, interest groups,
and mass media:
Key
Vocabulary

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
Interests Groups
Conservative v.
Liberal
Political
ideology/spectrum
Progressivism
Libertarianism
Main Stream Media
New Media
Republican/Democrat
Instructional
Strategies
Summative
Assessment
Research the impact of
You are a speech writer for
social media in cases of
an economically
influencing politics.
conservative and socially
Compare the posts from
liberal presidential
different politician on the
candidate. First, identify the
same topic and analyze the
political party of the
words used, the replies and
candidate. Secondly, detail
the number of shares for
three specific economically
each post.
conservative positions and
Research current issues in
three specific socially liberal
the community and how the
positions. Finally, analyze
different party reacts to the
one opposing party’s
issue, look at current
platform, by comparing and
events, news clips and
contrasting their views with
discussions from students.
your chosen candidates’.
Election research
assignment. Students
assigned a candidate from
the most recent or
11-12 RH.1
11-12 RH.2
political process
and policy making
upcoming election
(www.ballotpedia.org is a
great reference site).
Students answer basic social
and economic questions
about assigned candidate’s
beliefs/stances, etc. and
then place the candidate on
a political beliefs diagram
(www.politicalcompass.org),
as well as their own beliefs
based on the survey on
politicalcompass.org
Scoring Guide:
Acceptable answers must
include: Identifying the
correct political party as the
Libertarian Party, as well as
correct economically
conservative positions (e.g.
anti-taxes, anti-government
regulations, anti-social
welfare programs, etc.) and
correct socially liberal
positions (e.g. pro-choice,
pro-gay marriage, antischool prayer, etc.).
Finally, with regard to
comparing and contrasting
the Libertarian candidate,
answers will vary. One
possible response would
compare this candidate to a
Republican candidate by
discussing their similarities
on economic issues (less
taxes, less government
regulations and social
welfare programs, etc.),
while discussing how they
differ according to socially
liberal issues . In this case,
the Republican would
disagree with pro-choice,
pro-gay marriage policies
and call for the opposite.
(See attached rubric)
Resources: Ida M. Tarbell: The Woman who Challenged Big Business – and Won! – Emily McCully
Unit Name: Legislative Branch
PO cluster(s): 4 of 8
Big Ideas/Enduring Understandings
Essential Question(s)
Students will understand that:

How institutions are formed, maintained and changed, and
understand how they influence individuals, groups, and other
institutions

The accountability elected politicians are held to by their constituents.

The principles, processes, structures, and institutions
1.
2.
3.
4.
Do members of Congress represent the American people?
Where in the legislative process do individuals get to exert their greatest influence?
How have social movements affected the rights of citizens over time?
How do local, state, and federal legislative bodies and elected officials differ from one another and how are
they similar in scope and purpose.
ESSENTIAL LEARNING
AZ Standards
Strand 3 Concept 2 PO 5
PO 5. Analyze the structure,
powers, and roles of the legislative
branch of the United States
government:
a. specific powers delegated
in Article I of the
Constitution
b. role of competing factions
and development of
political parties
c. lawmaking process
d. different roles of Senate
and House
e. election process and types
of representation
f. influence of staff,
lobbyists, special interest
Knowledge
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

The structure, powers,
and roles of the
legislative branch of the
United States
government
specific powers
delegated in Article I of
the Constitution
role of competing
factions and
development of political
parties
lawmaking process
different roles of Senate
and House
election process and
types of representation
Skills

Analyze the structure, powers,
and roles of the legislative
branch of the United States
government:
Key
Vocabulary
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Legislature
State and local
Legislature
Gerrymandering
Lobbying
Grassroots
Elastic/necessary
and proper clause
Interests Groups
US Congress
Instructional
Strategies
Summative
Assessment
Discussion/debate/essay/journal
How can change come from the
youth? How can non-voting
youth start a grassroots
campaign to begin change?
Explain the purpose of
separation of powers and
evaluate the effectiveness
of the system of checks and
balances by citing evidence
of a current event (e.g.
presidential veto, etc.).
th
How has the 14 Amendment
changed over the years, for
different people?
Current legislation research.
Students will be assigned a state
or federal legislative house and
go to the respective site to view
current legislation. Students will
report most recent legislation
being debated or passed,
authors/sponsors,
intent,
perceived effect, social or
economic
scope,
and
Scoring Guide: In addition
to widely accepted essay
writing conventions and
structures,
acceptable
answers will include a
correct explanation of the
concepts of separation of
powers and checks and
balances and an evaluation
groups and political action
committees (PACs)

Strand 3 Concept 2 PO 8
PO 8. Analyze the structure, power,
and organization of Arizona’s
government as expressed in the
Arizona Constitution

Strand 3 Concept 3 PO 3
PO 3. Examine various sources of
government funding:
a. federal - income tax,
duties , excise taxes,
corporate tax
b. state - income tax, sales
tax
c. local - property tax, sales
tax
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Strand 3 Concept 3 PO 5
PO 5. Describe the factors and
processes that determine major
domestic policies (e.g., Social
Security, education, health care,
parks, and environmental
protection).
liberal/conservative bias.
influence of staff,
lobbyists, special
interest groups and
political action
committees (PACs)
The structure, power,
and organization of
Arizona’s government as
expressed in the Arizona
Constitution
The various sources of
government funding:
federal - income tax,
duties , excise taxes,
corporate tax
state - income tax, sales
tax
local - property tax,
sales tax
Factors and processes
that determine major
domestic policies (e.g.,
Social Security,
education, health care,
parks, and
environmental
protection).

Analyze the structure, power,
and organization of Arizona’s
government as expressed in the
Arizona Constitution

Examine various sources of
government funding:

Describe the factors and
processes that determine
major domestic policies (e.g.,
Social Security, education,
health care, parks, and
environmental protection).
How a bill becomes a law poster.
Students will work in small
groups to summarize the
legislative steps within the
context of a fictional bill that
they come up with. They could
also make connections to the 7
elements of democracy, as well
as 6 principles of the
Constitution (separation of
powers, checks and balances,
judicial
review,
limited
government,
popular
sovereignty, and federalism).
Groups will then present their
bill and their connections to
content to the class.
of any number of possible
current issues/events that
can be related to these
concepts.
(See attached rubric)
Unit Name: Executive Branch
PO cluster(s): 5 of 8
Big Ideas/Enduring Understandings
Essential Question(s)
Students will understand that:

How institutions are formed, maintained, and changed, and understand
how they influence individuals, groups, and institutions.

The principles, processes, structures, and institutions of government, and
examine how power and authority are or have been obtained in various
systems of government.

Global interdependence requires an understanding of the increasingly
complex connections among individuals, groups, institutions, nations, and
world communities in order to identify issues arising from global
connections, and support informed and ethical decision-making.
1.
2.
3.
4.
5.
6.
7.
How has the president’s power changed over time?
Does the current electoral process result in the best candidates for president?
How does the President use his powers to shape American Policy?
How do decisions made by executive agencies impact individuals and groups outside of government?
How does the power of the bureaucracy challenge the distribution of power in government?
Can an individual make a difference in the political process? How?
Should the US intervene in foreign and domestic issues of other countries?
ESSENTIAL LEARNING
AZ Standards
Strand 3 Concept 2 PO 6
PO 6. Analyze the structure, powers,
and roles of the executive branch of
the United States government:
a. specific powers delegated
in Article II of the
Constitution
b. roles and duties of the
president
c. development and function
of the executive branch,
including the cabinet and
federal bureaucracy
d. election of the president
through the nomination
process, national
conventions, and electoral
Knowledge




The structure,
powers, and roles of
the executive
branch of the
United States
government:
specific powers
delegated in Article
II of the Constitution
roles and duties of
the president
development and
function of the
executive branch,
including the
cabinet and federal
bureaucracy
Skills
Key
Vocabulary


Analyze the structure, powers, and
roles of the executive branch of the
United States government:

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Conservative v.
Liberal
Political
ideology/spectrum
Political Action
Committee’s (PAC)
Third Party
Electoral College
Primaries
Caucuses
Scientific Opinion
Poll
Bureaucracy
Raza Unida
Green
Libertarian
Instructional
Strategies
Possible News
Articles:
Obama’s
Immigration
Executive Order
2014
Proposed Budget
State of the
Union Address
Use of the AP Political ID
test and analyze the bias
Summative
Assessment
Explain the purpose of
separation of powers and
evaluate the effectiveness of
the system of checks and
balances by citing evidence
of a current event (e.g.
presidential veto, etc.).
Scoring Guide: In addition to
widely
accepted
essay
writing conventions and
structures,
acceptable
answers will include a
correct explanation of the
concepts of separation of
powers and checks and
balances and an evaluation
college


Strand 3 Concept 3 PO 4
PO 4. Describe the regulatory
functions of government pertaining
to consumer protection,
environment, health, labor,
transportation, and communication.

Strand 3 Concept 3 PO 5
PO 5. Describe the factors and
processes that determine major
domestic policies (e.g., Social
Security, education, health care,
parks, and environmental
protection).

Strand 3 Concept 5 PO 2
PO 2. Describe factors (e.g., trade,
political tensions, sanctions,
terrorism) that influence United
States foreign policy.

Strand 3 Concept 5 PO 3




election of the
president through
the nomination
process, national
conventions, and
electoral college
The regulatory
functions of
government
pertaining to
consumer
protection,
environment, health,
labor,
transportation, and
communication.
The factors and
processes that
determine major
domestic policies
(e.g., Social Security,
education, health
care, parks, and
environmental
protection).
Factors (e.g., trade,
political tensions,
sanctions, terrorism)
that influence
United States foreign
policy.
World governmental
and nongovernmental
Democrats
Republican
Tea Party
Moderate v
Extreme
in the wording.
Take small political ID and
party tests to help
students identify with a
party.
How do political
parties affect the
electoral college?

Describe the regulatory functions of
government pertaining to consumer
protection, environment, health,
labor, transportation, and
communication.

Describe the factors and processes
that determine major domestic
policies (e.g., Social Security,
education, health care, parks, and
environmental protection).

Describe factors (e.g., trade, political
tensions, sanctions, terrorism) that
influence United States foreign policy.
Current executive actions.
Students could individually
or in small groups
research current or recent
Executive Orders and/or
Signing
Statements.
Students will report on
intent/content,
perceived/intended effect,
and political response.
of any number of possible
current issues/events that
can be related to these
concepts.
(See attached rubric)
PO 3. Describe world governmental
and non-governmental organizations
organizations

Describe world governmental and
non-governmental organizations
Unit Name: Court/Judicial Branch
PO cluster(s): 6 of 8
Big Ideas/Enduring Understandings
Essential Question(s)
Students will understand that:

The study of the relationships between individual rights and
responsibilities, the needs of social movement/advocacy groups, and
concepts of a just society.

Basic individual freedoms and rights, and the institutions and practices
that support shared democratic principles, are the foundation of a
democratic republic.
1.
2.
3.
4.
Why is independence of the federal judiciary/Supreme Court important?
How have civil rights and liberties been changed over time through court decisions?
In what ways does the U.S. Constitution protect individuals and groups from the actions of government?
How do politics political beliefs/ideologies play a part in the selection of Judges?
ESSENTIAL LEARNING
AZ Standards
Strand 3 Concept 2 PO 7
PO 7. Analyze the structure, powers,
and roles of the judicial branch of
the United States government,
including landmark United States
Supreme Court decisions:
a. specific powers delegated
by the Constitution in
Article III
b. judicial review developed
in Marbury v. Madison,
McCulloch v. Maryland,
and Gibbons v. Ogden
c. dual court system of state
and federal courts
Knowledge



Analyze the
structure, powers,
and roles of the
judicial branch of
the United States
government,
including landmark
United States
Supreme Court
decisions:
specific powers
delegated by the
Constitution in
Article III
judicial review
developed in
Marbury v.
Madison,
McCulloch v.
Skills

Analyze the structure, powers, and
roles of the judicial branch of the
United States government, including
landmark United States Supreme
Court decisions:
Key
Vocabulary











Judicial Review
Marbury v.
Madison
McCulloch v.
Maryland
Dual Court System
Due process
Bill of Rights
14th Amendment
Writ of Cert.
Judicial activism vs.
Judicial restraint
Strict vs. Loose
Constructivism
Applet vs.
Jurisdiction
Instructional
Strategies
Summative
Assessment
Supreme Court simulation.
Students will choose from
a list of possible recent
court decisions/cases.
They will be assigned to
one of three roles: Justice,
attorney (2 for each side)
and press (generally three
networks; one socially
liberal, one socially
conservative, and one
moderate), as well as
practice activities and
assignments to prepare for
the case and decisions.
Mini Research Project
investigating some of the
following court cases.
Plyer V. Doe
Lau v. Nichols Arizona v.
US Horne V. Flores Brown
v Board of Education
Explain the purpose of
separation of powers and
evaluate the effectiveness of
the system of checks and
balances by citing evidence
of a current event (e.g.
presidential veto, etc.).
Scoring Guide: In addition to
widely
accepted
essay
writing conventions and
structures,
acceptable
answers will include a
correct explanation of the
concepts of separation of
powers and checks and
balances and an evaluation
of any number of possible
current issues/events that

Strand 3 Concept 3 PO 2
PO 2. Examine how the Constitution
guarantees due process of law
through Constitutional mandates and
Amendments.
a. Constitutional mandates
(e.g., the right of habeas
corpus, no bill of attainder,
and the prohibition of ex
post facto laws)
b. Fourth, Fifth, Sixth,
Seventh, and Eighth
Amendments
c. protection provided by the
Fourteenth Amendment




Maryland, and
Gibbons v. Ogden
dual court system of
state and federal
courts
How the
Constitution
guarantees due
process of law
through
Constitutional
mandates and
Amendments.
Constitutional
mandates (e.g., the
right of habeas
corpus, no bill of
attainder, and the
prohibition of ex
post facto laws)
Fourth, Fifth, Sixth,
Seventh, and Eighth
Amendments
protection provided
by the Fourteenth
Amendment
Regents of the University
of California v. Bakke

Examine how the Constitution
guarantees due process of law
through Constitutional mandates and
Amendments.
Resources: How it Went Down – Kekla Magoon
Nothing but the Truth: A Documentary Novel – Avi
Korematsu v. US
Hernandez v. Texas Tinker
v. Des Moines
Independent Community
School District
Miranda v. Arizona
Plessy v. Fruguson
Dred Scott v. Sandford
Gibbons v. Ogden
Gideon v. Wainwright
Hazelwood v. Kuhlmeier
Marbury v. Madison
McCulloch v. Maryland
Roe v. Wade
Mendez v. Westminster
can be related to these
concepts.
(See attached rubric)
Unit Name: Responsibilities of Citizenship
PO cluster(s): 7 of 8
Big Ideas/Enduring Understandings
Essential Question(s)
Students will understand that:

How to apply civic ideals and democratic principles for common good.

The great changes that have been made in our society have been lead by
individual citizens.

Activity in the public specters benefits those around those individuals.
1.
2.
3.
4.
What does it mean to be a citizen of the United States?
How do governments balance the rights of individuals with the common good?
Do citizens have an obligation to participate in their government?
Can an individual make a difference in the political process?
ESSENTIAL LEARNING
AZ Standards
Strand 3 Concept 4 PO 3
PO 3. Examine the basic political,
social responsibilities of citizenship:
a. connections between selfinterest, the common
good, and the essential
element of civic virtue
b. obligations of upholding
the Constitution
c. obeying the law, serving
on juries, paying taxes,
voting, and military
service
d. analyzing public issues,
policy making, and
evaluating candidates
Knowledge





The basic political,
social responsibilities of
citizenship:
connections between
self-interest, the
common good, and the
essential element of
civic virtue
obligations of upholding
the Constitution
obeying the law, serving
on juries, paying taxes,
voting, and military
service
analyzing public issues,
policy making, and
evaluating candidates
Skills

Examine the basic political, social
responsibilities of citizenship:
Key
Vocabulary









14th amendment
Citizenship
1st amendment
Amnesty
Alien/Dehumanization
Discrimination
Racial profiling
Suffrage
Citizen responsibility
Instructional
Strategies
Summative
Assessment
Analyze the US
Immigration site and their
definition of a citizen.
Discussion/debate/journal
How are some citizens
treated differently
because of the certain
law, SB 1070.
Discussion/debate/journal
th
how has the 14
Amendment changed
over time for different
people.
Mini research project on
Sherriff Joe Arpio and
Private prisons, do they
help or hurt the
community/ state/
individual?
School SRO could guest
See Constitution Exam
from Unit 2
Strand 3 Concept 4 PO 2
PO 2. Define citizenship according to
the Fourteenth Amendment
Strand 3 Concept 4 PO 4
PO 4. Demonstrate the skills and
knowledge (e.g., group problem
solving, public speaking, petitioning
and protesting) needed to
accomplish public purposes.

Citizenship according to
the Fourteenth
Amendment

Define citizenship according to the
Fourteenth Amendment

The skills and knowledge
(e.g., group problem
solving, public speaking,
petitioning and
protesting) needed to
accomplish public
purposes.

Demonstrate the skills and
knowledge (e.g., group problem
solving, public speaking,
petitioning and protesting)
needed to accomplish public
purposes.
speak and discuss
students’ rights in the
“real” world. What do in a
traffic stop, what rights
do you have while
protesting, what are your
rights when you are in
public?
Students will register to
vote. Other ideas could
include a guest speaker to
discuss rules, guidelines,
and expectations of an
Arizona citizen
Resources: Ida M. Tarbell: The Woman who Challenged Big Business – and Won! – Emily McCully
October Mourning: A Song for Matthew Shepard – Leslea Newman
The 1964 Freedom Summer – Rebecca Felix
Unit Name: AZ/State Governments
PO cluster(s): 8 of 8
Big Ideas/Enduring Understandings
Essential Question(s)
Students will understand that:

The principles, processes, structures, and institutions of government and
how they interact to meet the needs of society.

The need for state government to look for their freedoms and rights
according the 10th amendment.

State law and Federal law will conflict at times.
1.
2.
Does our federal government model fulfill the original intent of the framers?
Should the federal government be restrained to allow more state and/or local control?
ESSENTIAL LEARNING
AZ Standards
Strand 3 Concept 2 PO 8
PO 8. Analyze the structure, power,
and organization of Arizona’s
government as expressed in the
Arizona Constitution
Strand 3 Concept 2 PO 9
PO 9. Analyze the forms, structure,
powers and roles of local
government
Strand 3 Concept 2 PO 10
PO 10. Examine the sovereignty of
tribal governments and their
relationship to state and federal
governments
Knowledge



The structure,
power, and
organization of
Arizona’s
government as
expressed in the
Arizona Constitution
the forms, structure,
powers and roles of
local government
the sovereignty of
tribal governments
and their
relationship to state
and federal
governments
Skills

Analyze the structure, power, and
organization of Arizona’s government
as expressed in the Arizona
Constitution

Analyze the forms, structure, powers
and roles of local government

Examine the sovereignty of tribal
governments and their relationship to
state and federal governments
Key
Vocabulary









Income tax
Excise tax
Social Security
Entitlements
Mandate
United Nations
North Atlantic
Treaty
Organization
North American
Free Trade
Agreement
European Union
Instructional
Strategies
Summative
Assessment
Discussion/debate/journals
How has NFTA affected
different countries and
how has that effect created
larger immigration in
class?
See Constitution from Unit 2
Find current events that
relate to Arizona
government/ laws that
have been passes/ laws
that are up to be signed.
Read, analyze and discuss
how each law effects them
and their community.