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Georgia Performance Standards for American Government/Civics – Grades 9-12
UNIT 6 – “Why THIS type of government? How did we get
here?”
Elaborated Unit Focus
The idea behind this unit is that students, with all the working knowledge they have acquired the first 5
units, can now take a critical look at how our form of government came to be. By focusing on beliefs and
ideals, students will get a better understanding of decisions made at the Constitutional Convention, the
historical basis for our government, and the fundamental principles found in the Constitution. By
revisiting distribution of power, students will have a better understanding of checks and balances and
separation of powers, as well as a framework for comparing our government with other styles of
government. The concept of rule of law appears in this unit to help students understand the need for a
constitution, the case of Marbury v. Madison, and historical documents that influenced the writers of the
Constitution and Declaration of Independence.
Standards/Elements
SSCG1 The student will demonstrate knowledge of the political philosophies that shaped the
development of United States constitutional government.
a.
Analyze key ideas of limited government and the rule of law as seen in the Magna Carta, the
Petition of Rights, and the English Bill of Rights.
b.
Analyze the writings of Hobbes (Leviathan), Locke (Second Treatise on Government), and
Montesquieu (The Spirit of Laws) as they affect our concept of government.
SSCG2 The student will analyze the natural rights philosophy and the nature of government expressed
in the Declaration of Independence.
a.
Compare and contrast the Declaration of Independence and the Social Contract Theory.
b.
Evaluate the Declaration of Independence as a persuasive argument.
SSCG3 The student will demonstrate knowledge of the United States Constitution.
a.
Explain the main ideas in debate over ratification; include those in The Federalist.
b.
Analyze the purpose of government stated in the Preamble of the United States Constitution.
c.
Explain the fundamental principles upon which the United States Constitution is based; include
the rule of law, popular sovereignty, separation of powers, checks and balances, and federalism.
SSCG4 The student will demonstrate knowledge of the organization and powers of the national
government.
a.
Describe the structure and powers of the legislative, executive, and judicial branches.
b.
Analyze the relationship between the three branches in a system of checks and balances and
separation of powers.
SSCG16 The student will demonstrate knowledge of the operation of the federal judiciary.
b.
Examine how John Marshall established the Supreme Court as an independent, coequal branch
of government through his opinions in Marbury v. Madison.
SSCG19 The student will compare and contrast governments that are unitary, confederal, and federal;
unitary, oligarchic and democratic; and presidential and parliamentary.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 6
UPDATED 2/14/11  Page 1 of 6
Copyright 2011 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards for American Government/Civics – Grades 9-12
Enduring Understandings/Essential Questions
Students will understand that in a democracy, rule of law influences the behavior of citizens,
establishes procedures for making policies, and limits the power of government.
How does the idea of rule of law manifest itself in the Constitution?
In what ways is our idea of rule of law influenced by previous political philosophers?
Students will understand that distribution of power in government is based on documents and laws
that specify structure combined with contemporary values and beliefs.
How effective is the Constitution at distributing power in terms of checks and balances and separation
of powers?
How does the American distribution of power compare with other forms of government around the
world?
Students will understand that the beliefs and ideals of a society influence the social, political, and
economic decisions of that society.
What ideals were in conflict in regards to the ratification of the Constitution?
How have the beliefs and ideals found in our early government documents changed or remained the
same through our country’s development?
Sample Balanced Assessment Plan
Description of assessment
After reading excerpts from the Declaration of Independence and after
some class discussion on social contract theory, have students complete a
graphic organizer comparing the two. Once complete, have students
assume the role of someone living in the colonies in 1776 who has read
the Declaration. They will evaluate in their journal how well the
document persuaded them to support the cause for independence.
After discussion and assigned reading, have students create a brief skit
involving someone who is pro-ratification and someone who is antiratification.
Quiz matching connecting certain powers/responsibilities to their correct
branch of government. Include a short answer question where students
analyze the relationship.
Students make a case brief for Marbury v. Madison and create a two
stanza limerick describing the importance of the case in terms of
separation of powers.
Multiple Choice quiz on various government types.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 6
UPDATED 2/14/11  Page 2 of 6
Copyright 2011 © All Rights Reserved
GPS
Type of assessment
2
*Informal Observation
*Dialogue and
Discussion
*Constructed Response
*Self-assessment
3a
4
19
*Informal Observation
*Dialogue and
Discussion
*Constructed Response
*Informal Observation
*Dialogue and
Discussion
*Constructed Response
*Selected Response
*Informal Observation
*Constructed Response
*Self-Assessment
*Selected Response
One Stop Shop For Educators
Georgia Performance Standards for American Government/Civics – Grades 9-12
Sample Performance Task
Performance Task for Unit 6: Why this type of government?
Enduring understanding: Students will understand that the beliefs and ideals of a society influence the
social, political, and economic decisions of that society.
Standards: SSCG 1, 2, 3, 4, 16a, 19
The framers of the Constitution are being accused of plagiarism! A group representing the estates of
several political philosophers and writers has served a complaint against members of the Constitutional
Convention. Over the next couple of weeks your law firm will assemble a case for the plaintiffs or the
defendants. Here is a copy of the complaint:
IN THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF COLUMBIA
The estates of the authors of Magna Carta, the Petition of
Rights, and the English Bill of Rights, the estates of Thomas
Hobbes, John Locke, and Montesquieu.
PLAINTIFFS
v.
Civil Action
The estate of James Madison, et. al.
DEFENDANTS
Complaint for Compensatory and Injunctive Relief
PLAINTIFFS ALLEGE:
1) that this Court has both subject matter jurisdiction over this action and personal jurisdiction over the
parties pursuant to 5 U.S.C. §§ 552(a)(4)(B) and 552(a)(6)(E)(iii).
2) that the document entitled “The Constitution of the United States of America” substantially infringes on
specific works written by plaintiffs prior to 1787.
a) The Constitution implements theories and ideas specifically put forth in said documents.
b) No credit is given to any of the plaintiffs anywhere in the document for creating said theories and
ideas, nor are said theories and ideas cited in a bibliography or works cited page.
c) This is in violation of copyright law 17 U.S.C. § 501.
PLAINTIFFS REQUEST:
A) an injunction to amend the Constitution with a bibliography citing the sources of the information found
within the document.
B) award plaintiffs financial damages in an amount no less than $50,000,000.
C) the court grant such other relief as it deems necessary.
Respectfully submitted,
Mr. Lawyer
Counsel for Plaintiff
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 6
UPDATED 2/14/11  Page 3 of 6
Copyright 2011 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards for American Government/Civics – Grades 9-12
Plaintiffs’ Attorneys:
Prepare a presentation to the court citing 10 SPECIFIC examples of theories or ideas from the
Constitution and making a link to documents written by the plaintiffs. Be sure to ANALYZE these
theories/ideas to make your case stronger.
Prepare a closing statement where you describe how beliefs and ideals affect social, political, and
economic decisions and why it’s important to recognize that.
Defendants’ Attorneys:
Prepare a defense where you identify 10 SPECIFIC similarities between the plaintiff’s documents and
the Constitution, but your job is to ANALYZE these similarities and point out the differences.
Prepare a closing statement where you describe how beliefs and ideals affect social, political, and
economic decisions but why it is not always necessary to document those ideals.
Map and Globe Skills:
Information Processing Skills: 1, 3, 4, 6, 8, 11, 15, 16
*Note concerning rubrics: Each performance task is accompanied by two rubrics: a content rubric and
a product rubric. The content rubric (with bolded borders) is designed to measure how well a student can
use the standards to demonstrate the enduring understanding(s). The second rubric focuses on the product
of the performance task. This is where students are scored on items involving grammar, punctuation,
spelling, creativity, presentation, etc. It is intended that the CONTENT rubric is weighed more heavily
when assigning a grade to the students.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 6
UPDATED 2/14/11  Page 4 of 6
Copyright 2011 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards for American Government/Civics – Grades 9-12
Content Rubric for Unit 6 Task: Plagiarism Case
Scale
1
(Below Standard)
Criteria
Correctly
connects specific
ideas in
Constitution to a
prior document.
Makes a direct connection
between less that 5 items
found in the Constitution
and a SPECIFIC
document.
2
(Needs Improvement)
Makes a direct connection
between 5-7 items found in
the Constitution and a
SPECIFIC document.
3
(Meets Standard)
Makes a direct connection
between 8 items found in the
Constitution to a SPECIFIC
document.
4
(Exceeds Standard)
Makes a direct connection between
MORE than 8 items found in the
Constitution to a SPECIFIC
document.
For MOST items there is For MOST items mentioned For EACH item mentioned Everything in 3 PLUS:
no explanation of how the there is an explanation of
there is an explanation of
Group picks up on items mentioned
idea was originally used or how the item was originally how the item was originally from the other side that they did not
how it appears in the
used and how it appears in used and how it appears in mention and can correctly explain
Constitution.
the Constitution.
the constitution. Plaintiffs their side on those items in a rebuttal.
Plaintiffs/Defendants focus focus on similarities.
on incorrect sides for some Defendants focus on
items.
differences.
Summarizes
the
items
Summarizes
the
items
Summarizes the items
Everything in 3 PLUS:
Synthesizes
mentioned during the case. mentioned during the case. mentioned during the case Plaintiffs/Defendants use SPECIFIC
information to
Plaintiffs explain why it is and explains how beliefs and examples to demonstrate their points.
explain the
important to document the ideals have impacted
importance of
beliefs that have influenced decisions about government.
beliefs and ideals
our behaviors. Defendants Plaintiffs explain why it is
in terms of either
explain how later
important to document the
the plaintiff or
generations have modified or beliefs that have influenced
defendant.
changed those beliefs so they our behaviors. Defendants
are not identical anymore.
explain how later
generations have modified or
changed those beliefs so they
are not identical anymore.
Identifies specific
ideas from the
Constitution and
describes
similarities or
differences to
their original use.
Product Rubric
Scale
Criteria
Visual for
presentation is
directly linked to
case and can be
read by teacher
from the back of
the room.
Each group
member speaks
according to the
guidelines.
1
(Below
Expectations)
2
(Needs Improvement)
3
(Meets Expectations)
4
(Exceeds Expectations)
Is done, but does not
meet any requirements.
Is one of the following:
- Not directly linked to
presentation
- Too small/sloppy to be
read from the back of the
room.
Meets all requirements.
N/A
Two group members
give LESS than 2
supporting items – OR
– only one group
member speaks during
closing argument.
One group member gives
LESS than 2 supporting
items – OR – Not all
group members give a
supporting reason during
the closing argument.
All guidelines are met.
EACH group member gives
MORE than the required
examples.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 6
UPDATED 2/14/11  Page 5 of 6
Copyright 2011 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards for American Government/Civics – Grades 9-12
Resources for UNIT 6
http://www.constitution.org/
- Contains links to documents that influenced the Constitution and Declaration of Independence
and a wealth of other information.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics  Grades 9-12  Unit 6
UPDATED 2/14/11  Page 6 of 6
Copyright 2011 © All Rights Reserved