1 2 nd Nine Weeks Unit 5 Civil Liberties and the Judicial Branch (Duration 2-4 Weeks) Big Ideas: 1. The rights and responsibilities and practices of the United States citizenship in the Constitution and the nations history. Essential Questions: 1. In what ways does the U.S. Constitution protect individuals and groups? 2. What does it mean to be a citizen of the United States? 3. How do governments balance the rights of individuals with the common good? 4. How do citizens balance personal interests, needs, and talents with civic responsibility for the common good? Vocabulary Due process Writ of habeas corpus Bill of Attainder Ex post facto law Marbury v. Madison McCulloch v. Maryland dual court system judicial review 14 th Amendment Strand Concept PO Standards: Priority (PS)/ Supporting (SS) / Interdisciplinary (IS) HUSD Support Materials & Resources S3 C2 PO7 (PS 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. Maryland, and Gibbons v. Ogden dual court system of state and federal courts S3 C3 PO2 (PS. Examine 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
2 S3 C4 PO1 (PS) Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. Apply (Level 3) Analyze basic individual rights and freedoms guaranteed by Amendments and laws: freedom of religion, speech, press, assembly, and petition in the First Amendment right to bear arms in the Second Amendment Ninth Amendment and guarantee of people s unspecified rights civil rights in the Thirteenth and Fourteenth Amendments voting rights in the Fifteenth, Nineteenth, Twenty-third, Twenty fourth, and Twenty-sixth Amendments; Native American citizenship and voting rights (Arizona, 1948); Voting Rights Act of 1965 conflicts which occur between rights (e.g., the tensions between the right to a fair trial and freedom of the press, and between majority rule and individual rights) right to work laws S3 C4 PO2 (PS Define citizenship according to the Fourteenth
3 1 st Nine Weeks Unit 1 Foundations of National Government and Federalism (Duration 2-4 Weeks) Big Ideas: 1. The United States democracy is based on principles and ideals that are embodied by symbols, people and documents Essential Questions: 1. What is the purpose of government? 2. What is power? How is power gained, used, justified? 3. Under what circumstances is the exercise of political power and authority legitimate? 4. How powerful should the national government be; is the Founders fear of government as valid today as it was in the 1700s? 5. How can the abuse of power be avoided? 6. Is the Federal System the best way to govern the United States? 7. What conflicts exist among fundamental principles and values of Constitutional Democracy? Vocabulary John Locke and social contract Charles de Montesquieu and separation of powers Articles of Confederation Great Compromise Three-Fifths Compromise Preamble Federalism Tenth Amendment Supremacy Clause Separation of Powers Checks and Balances Judicial Review Federalists Anti-Federalists Federalist Papers Popular Sovereignty Monarchy Oligarchy Theocracy Parliamentary Unitary
4 Strand Concept PO Standards: Priority (PS)/ Supporting (SS) / Interdisciplinary (IS) HUSD Support Materials & Resources S3 C1 PO1 (PS) Examine the foundations of democratic representative government: a. Greek direct democracy b. Roman republic S3 C1 PO2 S3 C1 PO3 (PS) Trace the English roots of American democracy: a. Magna Carta b. English Bill of Rights c. Representative government (PS).Describe the philosophical roots of American Democracy S3 C1 PO4 S3 C2 PO1 S3 C2 PO2 (PS) Examine the fundamental principles (e.g., equality, natural rights of man, rule of law) in the Declaration of Independence. (PS) Analyze why the weak central government and limited powers of the Articles of Confederation demonstrated the need for the Constitution. (PS) Analyze the creation of United States Constitution S3 C2 PO3 S3 C2 PO4 S3 C2 PO8 S3 C2 PO9 (PS) Examine the United States federal system of government: powers of the national government powers of the state governments powers of the people (PS) Describe the steps leading to the adoption of the Constitution: Federalist and Anti-Federalist positions (e.g., The Federalist Papers) Bill of Rights ratification (PS) Analyze the structure, power, and organization of Arizona s government as expressed in the Arizona Constitution (PS) Analyze the forms, structure, powers and roles of local government
5 S3 C2 PO10 (PS) Examine the sovereignty of tribal governments and their relationship to state and federal governments S3 C5 PO1 (PS) 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).
6 2 nd Nine Weeks Unit 4 Executive Branch (Duration 2-4 Weeks) Big Ideas: 1. The roles and responsibilities of the Executive Branch are part of the Constitution and political process. Essential Questions: 1. How are modern political conflicts similar to the issues debated by the Federalists and Anti-Federalists? 2. Can an individual make a difference in the political process? 3. Does the current electoral process result in the best candidates for president? 4. Do political parties enhance or hurt the political process?(move TO UNIT 3 Legislative Branch) 5. Do citizens have an obligation to participate in their government? 6. How much power should the president have? 7. What is media literacy and why is it important for a democratic republic? (Move to Unit 3 Legislative Branch) Strand Concept PO Standards: Priority (PS)/ Supporting (SS) / Interdisciplinary (IS) HUSD Support Materials & Resources S3 C4 PO3 (PS) Examine 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 S3 C4 PO4 (PS) Demonstrate the skills and knowledge (e.g., group problem solving, public speaking, petitioning and protesting) needed to accomplish public purposes. S3 C4 PO5 (PS) Describe 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 political process and policy making Move to Legislative Branch Unit 3
7 S3 C2 PO6 (PS) Analyze 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 election of the president through the nomination process, national conventions, and electoral college
8 Arizona Department of Education Common Core Standards Grade Cluster Standard Common Core Standards Explanations & 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. This standard requires students to examine the details of a primary (firsthand accounts) or secondary source (secondhand accounts) to support their analysis of the document. Sources for analysis include: journals, maps, illustrations, photographs, documentaries, logs, records, etc. Textual evidence could include: author s main point, purpose and perspective, fact versus opinion, differing points of view, credibility and validity of the text. Students might also consider date, bias, intended audience and the possibility of changes due to translation. 12 R 1 Students connect details to attain conclusions of the text as a whole. Students read Federalist Paper No. 10, examining Madison s arguments favoring a representative system of government over a pure democracy including such arguments as those against the power of factionalism in society. SSHS-S1C4-04d Students read a summary of the Kyoto Accords to predict its impact on future policy decisions by the nations which signed it. SSHS-S4C5-03
9 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. The standard asks students to create a chain of causation which can be supported by details from the text. When such a chain cannot be clearly built, students are to acknowledge that causation is not complete and clear. : 12 R 3 Students will connect the Amendments of the US Constitution to the political developments that led to the passage of each. SSHS-S3C R 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. Students will analyze editorials from the Wall Street Journal and the New York Times supporting or opposing the monetary policies set by the Federal Reserve Bank. SSHS-S5C3-05; SSHS-S5C3-06 The standard asks students to evaluate a primary source noting how its structure reinforces its meaning. Students identify the parts of text and how they work together as a whole. They identify thesis statements, supporting details, and conclusions, as well as transition statements. They recognize the power of voice and diction in texts. Students will analyze the Declaration of Independence outlining the key grievances against King George III and the steps of remonstrance before the colonists chose
10 revolution as their course of actions. SSHS-S1C4-03d Student will analyze the text of the Seneca Falls Declaration of Sentiments noting how the document builds outrage against the many forms of discrimination against women during the 19 th century in the US. SSHS-S1C7-02a 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. This standard addresses students developing and strengthening their writing through the writing process with a focus on purpose and audience The standard requires that students use charts, graphs, and other media along with text to address a question or a problem. : 12 R 7 Students integrate the information provided by Mary C. Daly, vice president at the Federal Reserve Bank of San Francisco, with the data presented visually in the FedViews report. In their analysis of these sources of information presented in diverse formats, students frame and address a question or solve a problem raised by their evaluation of the evidence. Common Core State Standards, Appendix B, p Students will use Consumer Reports, scientific charts and graphs, to verify reliability of online advertising for a product. SSHS-S5C5-02; ETHS-S5C1-05 Students research voter turnout in national elections in the United States and other
11 democracies, to explain voter participation or voter apathy. SSHS-S3C R 9 12 W 2 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. topic in several primary and secondary sources. 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 This standard requires students to read multiple accounts of an event and construct their own interpretation using pertinent information from all of the accounts. While doing so, students will note any discrepancies among sources. Students write a morning after analysis of a national election to interpret trends and predict future impacts on the nation. SSHS-S1C10-01 Students read accounts, watch newsreel footage and review photographs which document the transformation of society on the home front during World War II, paying close attention to the roles of women and minorities. SSHS-S1C8-02c This standard requires students to write an informative/explanatory composition that: a. introduces a topic b. include formatting and graphics c. presents detailed facts, examples and reasoning d. attributes sources of information when appropriate e. structures ideas f. develop the topic thoroughly The expository composition should address a topic in US history, civics, or economics.
12 12 W 4 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. 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). Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Student writing will use organization, sentence variety, and domain-specific vocabulary and techniques which enhance the presentation of evidence. An effective conclusion to the work will be required. Students will be required to use graphics, charts, multimedia, and formatting skills to enhance the document. The writing will be informative or explanatory. Students will write an illustrated paper on the progression of Supreme Court cases which have limited and defined the legal use of the death penalty. SSHS-S3C3-02 Students describe the effects of westward expansion on the lives of American Indians from the Trail of Tears (1828) through the Dawes Act (1887). SSHS-S1C5-04; SSHS-S1C7-03a The standard requires the use of writing that is appropriate to a specific task, purpose, and audience. a. The standard requires the use of writing that is appropriate to a specific practical task and its
13 Produce clear and coherent functional writing (e.g., formal letters, envelopes, technical directions, experiments, labels, timelines, graphs/tables, procedures, charts, maps, captions, diagram, sidebar, flow chart) in which the development, organization and style are appropriate to task, purpose, and audience. 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. audience. Students produce a household budget using an effective graphic organizer. SSHS-S5C5-03; ETHS-S1C4-01 Students produce a flow chart on how a bill becomes a law in the Arizona State Legislature. SSHS-S3C2-08c; ETHS-S1C4-01 Students must use technology to produce and publish writing products. Students work will be critiqued with feedback and expectations that students will conduct additional research. Feedback may come from the teacher or other students. 12 W 6 Students will use the 13 th and 14 th Amendments, and relevant Supreme Court cases to define citizenship. They will add the current on-going efforts to amend the Constitution to deprive anchor babies (children born in the US to undocumented residents) of their citizenship. SSHS-S3C4-02; ETHS-S2C1-01 Students track government regulation of business since the Progressive Era through today, updating their work as government passes new legislation. SSHS-S1C10-01; SSHS-S1C10-02; SSHS-S1C10-03; SSHS-S5C1-03b; ETHS-S2C1-01
14 12 W 8 12 W 10 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. 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 disciplinespecific tasks, purposes, and audiences. This standard requires students to use and attribute many reliable sources using advanced research skills. Students note that all sources have their limitations and take care to use a variety of sources and avoid plagiarism. Attribution should follow a standard format, i.e., MLA. Students use several slave narratives from the American Memory Collection of the Library of Congress to construct a picture of their conditions in the antebellum South. SSHS-S1C6-01c, d; ETHS-S5C1-06 Students use resources (photographs, diaries, publications, newspaper articles, editorials, political cartoons, etc.) to compare the movement for suffrage in different areas of the United States. SSHS-S1C7-02a; ETHS-S5C1-06 This standard requires students to be given multiple opportunities to write about a wide range of social studies topics of varying lengths (e.g., one paragraph, responses, multiple paragraph essays, research projects). Long-term research projects should be alternated with shorter writing assignments. Students write bell work as an opening activity or reflective journaling as a concluding activity on any topic in a social studies class. Students write a research paper about a relevant topic over the course of a semester.