SOCIAL STUDIES
AMERICAN GOVERNMENT
GRADE 11
Curriculum Map
and Standards
2016-2017
Aligned with Ohio’s
Learning Standards for
Social Studies and the
Common Core State
Standards for Literacy in
History/Social Studies
Office of Teaching and
Learning – Curriculum
Division
American Government Curriculum Map
For instructional strategies and resources, go to: www.ccsoh.us/AmericanGovernment.aspx
* Each unit is allocated an approximate number of weeks using a traditional period schedule. Teachers should
adjust these timeframes as needed based on student mastery and formative assessment data.
Unit 1. Participating in Government
Unit 2. Foundations of American
Government
1.1 Public Policy and Civic Involvement (Content Statements 1, 22)
2.1 Basic Principles of the U.S.
Constitution (Content Statement 5)
1.2 Political Parties, Interest Groups and the Media (Content Statement 2)
1.3 Civic Participation and Skills (Content Statements 3-4)
Grading Period 1 – 6 weeks
Grading Period 1 – 3 weeks
Unit 2. Foundations of American
Government (continued)
Unit 3. Structure and Functions of American Government
2.2 Federalists and Antifederalists
(Content Statement 6)
3.1 Three Branches of Government (Content Statements 14, 15, 21)
3.2 Ohio’s State and Local Government (Content Statements 18-20)
2.3 The Bill of Rights
(Content Statement 8)
Grading Period 2 – 3 weeks
Grading Period 2 – 6 weeks
Unit 4. Changing Constitutional Government
Unit 5. Government and the
Economy
4.1 Rights and Responsibilities (Content Statements 8, 16)
5.1 Fiscal Policy
(Content Statement 23)
4.2 Evolution of the Constitution (Content Statements 7, 9-13)
5.2 Monetary Policy
(Content Statement 24)
4.3 Civil Rights (Content Statement 17)
Grading Period 2 – 6 weeks
Grading Period 3 – 3 weeks
State Test Review
Unit 6. Financial Literacy
Review for Ohio’s State Tests
(Content Statements 3-20; 22-24)
6.1 Working and Earning (Economics Content Statement 11)
6.2 Financial Responsibility and Money Management
(Economics Content Statements 13-15)
6.3 Saving and Investing (Economics Content Statements 16-18)
6.4 Credit and Debt (Economics Content Statements 20-21)
Grading Period 4 – 3 weeks
Columbus City Schools
Grading Period 4 – 6 weeks
2016-2017
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American Government
Course and Unit Overviews
Theme: How the American people govern themselves at national, state and local levels of government is the
basis for this course. Students will examine such topics as public policy, elections and voting, Constitutional
principles, the Bill of Rights, law and justice, economics and financial literacy. This course will provide students
with an opportunity to research real-world problems and take actions as citizens.
Overarching Essential Questions:
• How can you make a difference in American democracy?
• Does the Constitution sufficiently protect your rights?
• How should the government balance majority rule with minority rights?
• Who should have more power, the national government or the states?
• Should government regulate the economy?
Unit 1. Participating in Government
Topics
1.1 Public Policy and Civic Involvement
1.2 Political Parties, Interest Groups and the Media
1.3 Civic Participation and Skills
Compelling
Questions
How can citizens influence public policy?
How do political parties and interest groups influence our political decisions?
To what extent do the media influence political views?
Content
Statements
1. Opportunities for civic engagement with the structures of government are made possible
through political and public policy processes.
22. Individuals and organizations play a role within federal, state and local governments in
helping to determine public (domestic and foreign) policy.
2. Political parties, interest groups and the media provide opportunities for civic
involvement through various means.
3. Issues can be analyzed through the critical use of information from public records,
surveys, research data and policy positions of advocacy groups. 4. The processes of persuasion, compromise, consensus building and negotiation
contribute to the resolution of conflicts and differences.
Learning
Targets
2. Select a political party or interest group to address a civic issue, identify a type of media
as a means of communication, then defend the viability of the choices made in an effort to
achieve a successful result in resolving the civic issue.
22. Take different positions on public policy issues and determine an approach for
providing effective input to the appropriate level and branch (agency) of the government for
each issue.
3. Prepare a collection of documents pertaining to a civic issue that contains examples
from at least two distinct information types (e.g., public records, surveys, research data,
and policy positions of advocacy groups); explain how each source is relevant; describe
the perspective or position of each source and evaluate the credibility of each source.
4. Identify a civic issue and explain how persuasion, compromise, consensus building,
and/or negotiation are used to resolve opposing positions on the issue.
Resource
Alignment
Civic Action Project (www.crfcap.org) – Lessons 1-4; 9-14
United States Government: Democracy in Action – Unit 6 (Chapters 16-19)
Government Alive: Power, Politics, and You – Chapters 7-10
Mastering Ohio’s American Government Assessment – Chapters 5-7
Mini-Qs in Civics – Units I, VIII, IX, X
We the People: The Citizen and the Constitution – Lessons 16, 33-34
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2016-2017
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Unit 2. Foundations of American Government
Topics
2.1 Basic Principles of the U.S. Constitution
2.2 Federalists and Antifederalists
2.3 The Bill of Rights
Compelling
Questions
What principles and structures help define the U.S. government as a federal republic?
How and why did the framers distribute power in the Constitution?
How does the Constitution guard against tyranny?
Whose ideas about government are more influential today, Federalists or Antifederalists?
Content
Statements
5. As the supreme law of the land, the U.S. Constitution incorporates basic principles
which help define the government of the United States as a federal republic including its
structure, powers and relationship with the governed.
6. The Federalist Papers and the Anti-Federalist Papers framed the national debate over
the basic principles of government encompassed by the Constitution of the United States.
8. The Bill of Rights was drafted in response to the national debate over the ratification of
the Constitution of the United States.
Learning
Targets
5. Explain in context one of the basic principles that help define the government of the
United States.
6. Cite arguments from the Federalist Papers and/or the Anti-Federalist Papers that
supported their position on the issue of how well the Constitution upheld the principle of
limited government.
8. Relate one of the arguments over the need for a bill of rights to the wording of one of the
first 10 Amendments to the Constitution of the United States.
Resource
Alignment
United States Government: Democracy in Action – Chapters 2-4
Government Alive: Power, Politics, and You – Chapters 3-4
Mastering Ohio’s American Government Assessment – Chapters 8-11
Mini-Qs in Civics – Unit IV. How Did the Constitution Guard Against Tyranny?
We the People: The Citizen and the Constitution – Unit 2, Lessons 8-14
Unit 3. Structure and Functions of American Government
Topics
3.1 Three Branches of Government
3.2 Ohio’s State and Local Government
Compelling
Questions
How is public policy made at the national, state, and local levels?
How does each branch of government check the power of the other two branches?
Is one level or branch of government too powerful?
Content
Statements
14. Law and public policy are created and implemented by three branches of government;
each functions with its own set of powers and responsibilities.
15. The political process creates a dynamic interaction among the three branches of
government in addressing current issues.
18. The Ohio Constitution was drafted in 1851 to address difficulties in governing the state
of Ohio.
19. As a framework for the state, the Ohio Constitution complements the federal structure
of government in the United States.
20. Individuals in Ohio have a responsibility to assist state and local governments as they
address relevant and often controversial problems that directly affect their communities.
21. A variety of entities within the three branches of government, at all levels, address
public policy issues which arise in domestic and international affairs.
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2016-2017
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Learning
Targets
Resource
Alignment
14. Compare the powers and responsibilities of each branch of government as they pertain
to law and public policy.
15. Use historical or contemporary examples of interactions among two or three branches
of the federal government to analyze the political dynamics involved.
18. Provide examples of how the 1851 Ohio Constitution addressed difficulties in
governing Ohio at that time.
19. Determine how the Ohio Constitution complements the federal structure of government
in the United States and compare the structures, powers and relationships between both
levels of government as defined in the Constitution of Ohio and the Constitution of the
United States.
20. Identify and explain roles that Ohio’s citizens can play in helping state and local
government address problems facing their communities.
21. Analyze a public policy issue in terms of collaboration or conflict among the levels of
government involved and the branches of government involved.
Civic Action Project (www.crfcap.org) – Lessons 5, 7-8
United States Government: Democracy in Action – Chapters 6-9; 11-12; Chapters 23-24
Government Alive: Power, Politics, and You – Chapters 11-16
Mastering Ohio’s American Government Assessment – Chapters 18-19; 22-26
We the People: The Citizen and the Constitution – Unit 4, Lessons 21-26
Unit 4. Changing Constitutional Government
Topics
4.1 Rights and Responsibilities
4.2 Evolution of the Constitution
4.3 Civil Rights
Compelling
Questions
How well are your rights defined and protected under the Constitution?
Why is the Constitution considered a “living document”?
Why does the Bill of Rights matter today?
How should governments balance majority rule with minority rights?
What are the responsibilities of citizenship?
Content
Statements
7. Constitutional government in the United States has changed over time as a result of
amendments to the U.S. Constitution, Supreme Court decisions, legislation and informal
practices.
8. The Bill of Rights was drafted in response to the national debate over the ratification of
the Constitution of the United States.
9. The Reconstruction Era prompted Amendments 13 through 15 to address the aftermath
of slavery and the Civil War.
10. Amendments 16 through 19 responded to calls for reform during the Progressive Era.
11. Four amendments have provided for extensions of suffrage to disenfranchised groups.
12. Five amendments have altered provisions for presidential election, terms, and
succession to address changing historical circumstances.
13. Amendments 11, 21 and 27 have addressed unique historical circumstances.
16. In the United States, people have rights which protect them from undue governmental
interference. Rights carry responsibilities which help define how people use their rights and
which require respect for the rights of others.
17. Historically, the United States has struggled with majority rule and the extension of
minority rights. As a result of this struggle, the government has increasingly extended civil
rights to marginalized groups and broadened opportunities for participation.
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2016-2017
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Learning
Targets
7. Select an example of how constitutional government in the United States has changed
the meaning and application of any one of the basic principles that help define the
government of the United States and summarize the nature of the change.
8. Relate one of the arguments over the need for a bill of rights to the wording of one of the
first 10 Amendments to the Constitution of the United States.
th
th
9. Summarize how the 13 through 15 Amendments addressed the aftermath of slavery
and the Civil War.
th
th
10. Summarize how the 16 through 19 Amendments addressed the calls for reform
during the Progressive Era.
11. Cite evidence to show that the Constitution of the United States has been repeatedly
amended to extend suffrage to disenfranchised groups.
12. Explain the historical circumstances surrounding the adoption of constitutional
amendments pertaining to presidential election, terms and succession.
13. Describe the unique circumstances surrounding the adoption of Amendments 11, 21
and 27.
16. Explain how the fulfillment of civic responsibilities is related to the exercise of rights in
the United States.
17. Identify an issue related to the denial of civil rights to a particular minority group and
explain how at least one branch of the federal government helped to extend civil rights or
opportunities for participation to that group of people.
Resource
Alignment
United States Government: Democracy in Action – Chapters 13-15
Government Alive: Power, Politics, and You – Chapter 5
Mastering Ohio’s American Government Assessment – Chapters 11-16, 20-21
Mini-Qs in Civics – Units V, VI
We the People: The Citizen and the Constitution – Unit 3 (Lessons 15-20); Unit 5 (Lessons
27-32); Lesson 35
Unit 5. Government and the Economy
Topics
5.1 Fiscal Policy
5.2 Monetary Policy
Compelling
Questions
How should the U.S. government carry out its economic roles?
Who and what should be taxed?
How should the federal government use fiscal and monetary policy to stabilize the
economy?
Content
Statements
23. The federal government uses spending and tax policy to maintain economic stability
and foster economic growth. Regulatory actions carry economic costs and benefits.
24. The Federal Reserve System uses monetary tools to regulate the nation’s money
supply and moderate the effects of expansion and contraction in the economy.
Learning
Targets
Resource
Alignment
23a. Explain how the federal government uses spending and tax (fiscal) policy to effect
changes in the nation’s economic conditions.
23b. Examine applications of government regulation and determine a cost and benefit of
each application.
24. Explain how the Federal Reserve System uses monetary tools to regulate the nation’s
money supply and moderate the effects of expansion and contraction in the economy.
United States Government: Democracy in Action – Chapter 20
Government Alive: Power, Politics, and You – Chapter 14
Mastering Ohio’s American Government Assessment – Chapters 28-29
Mini-Qs in Civics – Unit III. The Preamble and the Federal Budget
Columbus City Schools
2016-2017
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Unit 6. Financial Literacy
Topics
6.1 Working and Earning
6.2 Financial Responsibility and Money Management
6.3 Saving and Investing
6.4 Credit and Debt
Compelling
Questions
How should you spend, save, and invest your money?
How should manage credit and debt?
Content
Statements
11. Income is determined by many factors including individual skills and abilities, work
ethic and market conditions.
13. Financial decision making involves considering alternatives by examining costs and
benefits.
14. A personal financial plan includes financial goals and a budget, including spending on
goods and services, savings and investments, insurance and philanthropy.
15. Different payment methods have advantages and disadvantages.
16. Saving and investing help to build wealth.
17. Savings can serve as a buffer against economic hardship.
18. Different costs and benefits are associated with saving and investing alternatives.
20. There are costs and benefits associated with various sources of credit available from
different types of financial institutions.
21. Credit and debt can be managed to maintain credit worthiness.
Learning
Targets
Resource
Alignment
11. Explain how income is determined by many factors including individual skills and
abilities, work ethic and market conditions.
13. Explain how financial decision making involves considering
alternatives by examining costs and benefits.
14. Develop a financial plan that includes both short- and long-term goals within a budget,
including spending on goods and services, savings and investments, and insurance and
philanthropy.
15. Evaluate the advantages and disadvantages of different payment methods.
16. Explain how saving and investing help to build wealth.
17. Savings can serve as a buffer against economic hardship.
18. Distinguish among the different costs and benefits associated with saving and investing
alternatives.
20. Give examples of different kinds of credit that are provided by financial institutions and
explain the costs and benefits of each.
21. Describe how credit and debt can be managed to maintain credit worthiness.
Foundations in Personal Finance (Dave Ramsey) – 53schools.brainhoney.com
Practical Money Skills for Life – www.practicalmoneyskills.com/foreducators/index.php
Personal Finance Education (NEFE) – www.hsfpp.org
READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–12
Grades 11-12 students:
Key Ideas and Details
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.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the key details and ideas.
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3. Evaluate various explanations for actions or events and determine which explanation best accords with
textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an
author uses and refines the meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs,
and larger portions of the text contribute to the whole.
6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors'
claims, reasoning, and evidence.
Integration of Knowledge and Ideas
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
visually, quantitatively, as well as in words) in order to address a question or solve a problem.
8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other
information.
9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of
an idea or event, noting discrepancies among sources.
Range of Reading and Level of Text Complexity
1. By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text
complexity band independently and proficiently.
WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–12
Grades 11-12 students:
Text Types and Purposes
1. 1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish
the claim(s) from alternate or opposing claims, and create an organization that logically
sequences the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and
evidence for each while pointing out the strengths and limitations of both claim(s) and
counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level,
concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
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2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and
analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that
responds to the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or
explanation provided (e.g., articulating implications or the significance of the topic).
3. Not applicable as a separate requirement - Students’ narrative skills continue to grow in these grades.
The Standards require that students be able to incorporate narrative elements effectively into arguments
and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative
accounts into their analyses of individuals or events of historical import. In science and technical subjects,
students must be able to write precise enough descriptions of the step-by-step procedures they use in
their investigations or technical work that others can replicate them and (possibly) reach the same results.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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