HPISD CURRICULUM (SOCIAL STUDIES, AP US GOVERNMENT)

Transcription

1 HPISD CURRICULUM (SOCIAL STUDIES, AP US GOVERNMENT) EST. NUMBER OF DAYS:15 DAYS UNIT NAME Unit Overview CONSTITUTIONAL UNDERPINNINGS OF US GOVERNMENT UNIT 1A: DEFINITIONS OF POLITICS AND GOVERNMENT UNIT 1B: THE CONSTITUTION UNIT 1C: FEDERALISM This Unit will cover the government background, underpinnings, and evolution of the United States Constitution. A: The student will learn about the fundamental concepts of government, politics, and public policy and the way they are interrelated. B: Students will learn about the ideas and events that shaped American government, beginning with its English roots and leading to the writing and ratification of the Constitution. They will also learn how the Constitution has evolved since its ratification. Generalizations/Enduring Understandings C: The student will learn about the political system called federalism why the U.S. chose this system, how it operates, and how it distributes power between the National and State governments. A: Government is made up of institutions that make public policies for our nation as a whole To make policy, linkage institutions must interrelate with policymaking institutions and with the public. To practice democracy, a nation should be aware of the essential elements of the traditional democratic theory. To understand who has power and influence in American politics, the three theories of modern democracy are essential. Democracy has a number of continuing challenges and unique themes that post a threat to a true democracy in America. B: The background of English tradition, philosophies, and documents were a guide to the development of the U.S. Constitution. The nightmare of English centralized government led to a distrust of centralized government in the new country and a fear of the dissolution of popular sovereignty. The lack of control under the Articles of Confederation led to several plans that would address a check and balance system. Separation of powers can be a benefit to unchecked popular sovereignty. To ensure the strength of the new Constitution, the process of amending the document should be formal and informal. C: The concept of Federalism is unique to a few nations, unlike the unitary or confederate forms of government.

2 Concepts The U.S. Constitution was created and its interpretation evolved in a manner to promote federalism. Because of the problems that occurred under the Articles of Confederation, the Constitution is specific about the relationship that states have with each other. The primary definition of federalism has evolved from dual to cooperative federalism because of economic and societal circumstances Today s definition of federalism includes the exchange of monies between the federal and state government known as grants. Federalism creates strengths and impediments to the scope of democracy in America. A: Government and Politics, policymaking system, traditional democratic theory, modern theories of democracy, scope of government in America B: Popular sovereignty, separation of powers, Origins of American government, Articles of Confederation period, Constitutional Convention, ratification process, amendment process C: Defining federalism, the Constitutional basis of federalism, intergovernmental relations today, understanding federalism Guiding/Essential Questions A: What is the relationship between government, politics, and public policy? How can people influence the government s policy agenda? What is the basic concept of the policymaking system? How are the essential principles of the traditional democratic theory important to our current form of government? Why are the three contemporary theories of American democracy: pluralism, elite and class theory important? How can the challenges to democracy help the students understand current policymaking issues? How can the concept of individualism limit the scope of American government? How should we govern? What should government do? Why is the Constitution considered the highest law? B: How did the basic philosophies of Hobbes, Locke, Montesquieu, Blackstone, and Rousseau help form the Declaration of Independence and the U.S. Constitution? How did the weaknesses of the Articles of Confederation lay the groundwork for the Constitution? What did Madison mean by the use of the word factions and what was his proposal to solve the problems created by factions? How did the Constitutional Convention deal with the issues of equality,

3 C: commerce, and slavery? Why were economic issues important to the agenda of the Constitutional convention? What is the Madisonian model? Why did the critics believe that the Madisonian model would create a weak government? What were the major issues between the Federalists and the Anti-Federalists? How can the Constitution be changed both formally and informally? What factors have led to a gradual democratization of the Constitution? What are the three basic forms of government? What is the significance of how the American federal system decentralizes our politics? How does the Constitution determine the powers of the state and national governments? How did the interpretations of the Tenth amendment and the Supremacy Clause lead to different views of the scope of both national and state powers? How was the principle of implied powers defined in McCulloch v Maryland? What is the relationship of implied powers to the enumerated powers? How did different events in American history such as the Civil War lead to the development of national supremacy over the states? What clauses in the Constitution define the obligations that the federal government has towards the states? What clauses in the Constitution define the obligations of that the states have toward each other? How has American federalism evolved over the past centuries? What are the differences between dual federalism and cooperative federalism? What is meant by fiscal federalism? What effects do grants have on decisions made at the local and state level? How can American federalism have a positive or negative effect on democracy? Learning Targets Performance Levels Learning Progression PREREQUISITE: The students will be able to explain the meaning of the following key vocabulary and major concepts: democracy, government, gross domestic policy, individualism, linkage institutions, majority rule, minority rights, policy agenda, policy gridlock, policy impacts, policymaking institutions, policymaking system, political issues, political participation, politics, K - Students take a pre-test to determine the amount of background knowledge they have for this unit. K - Students learn the vocabulary that is needed for this unit. K - Students learn and interpret the major concepts needed for this unit S -Students justify the reasons a democratic society can survive in some nations and why it can t in others.

4 public goods, public policy, representation, single-issue groups, traditional democratic theory, state, dictatorship, unitary, federal, confederate, presidential, parliamentary, mixed economy, socialism, equality in voting, effective participation, enlightened understanding, citizen control of the agenda, inclusion, pluralist theory, hyper-pluralism theory, proportional representation, single-member district representation, social contract theory, S - Students become aware of current events that will be necessary for future application of certain concepts in this unit D* - Vocabulary assessment of chapter 1 vocabulary and concepts by using a deck of cards activity. Each student receives points for correct answer. D* - Quiz on Chapter 1 and any additional facts not listed in chapter but on vocabulary and concept list. D* - After the quiz is graded, check for muddiest points. LEARNING TARGET: The students will be able to justify the reasons for the development of democratic institutions in the United States. PREREQUISITE: The students will be able to define and explain the following terms or concepts: Limited government, representative government, Magna Carta, Petition of Rights, English Bill of Rights, charter, bicameral, proprietary, unicameral, confederation, Albany Plan of the Union, delegate, boycott, repeal, popular sovereignty, Second Continental Congress, Declaration of Independence, Articles of Confederation, ratification, Annapolis Convention, framers, Virginia Plan, New Jersey Plan, Connecticut Compromise, Three-fifths Compromise, Commerce and Slave Trade Compromise, Federalists, Anti-Federalists, quorum, The Federalists Papers, factions, natural rights, republic, Shays Rebellion, independence. LEARNING TARGET: The student will be able to categorize and show the relationships of the major events that lead to the development of the new Constitutional government K Optional review or discussion of most missed questions on previous quiz. S Review timelines K Analyze and evaluate such documents as the Articles of Confederation, the Social Contract, the Declaration of Independence, the Federalist Papers, and the original U.S. Constitution. D* Vocabulary assessment of chapter 2 vocabulary and concepts by using a Crossword puzzle. D* - Quiz on chapter 2 and any other vocabulary and concepts not found in chapter but on the vocabulary and concept list. D *- After the quiz is graded, check for muddiest points. K Review vocabulary and concepts on Chapter 3 by using a crossword puzzle or the game popcorn. S Review research and internet skills. Have students do an internet activity that will compare and contrast the various laws of 2-3 states. S Review the skills of evaluation and explanation and then apply to a variety of activities that will enhance the understanding of

5 PREREQUISITE: The students will be able to define and explain the following terms: popular sovereignty, separation of powers, checks and balances, judicial review, federalism, amendments, Bill of Rights, legislation, executive agreement, Marbury v Madison, Equal Rights Amendment, Writ of habeas corpus, bills of attainder, ex post facto law, formal amendment, informal amendment LEARNING TARGET: The student will examine the principles behind the Constitution, interpret the wording of the Constitution, and the methods used to change the wording. PREREQUISITES: The students will be able to define and explain the following terms: Federalism, unitary, confederation, intergovernmental relations, division of power, delegated powers, establishment of national supremacy, supremacy clause, Tenth amendment, McCulloch v Maryland, national supremacy, implied powers, expressed powers, enumerated powers, inherent powers, Civil Rights Movement, Article IV, full faith and credit, extradition, privileges and immunities, dual federalism, cooperative federalism, Gibbons v Ogden, fiscal federalism, federal aid, mandates, advantages and disadvantages of federalism, revenue sharing, Amendment 10, concurrent powers LEARNING TARGET: The student will be able to evaluate and explain the importance of the federalist system in the United States and its impact on issues between state and federal governments and state versus state relationships. federalism. S Application and identification of current events to the concepts of federalism. D* - Quiz on chapter 3 and any other vocabulary and concepts not found in chapter but on the vocabulary and concept list. D*- After the quiz is graded, check for muddiest points. K Review students on the vocabulary and concepts for this unit. Use student group activities or short quizzes S Discuss expectations on essays or timed free responses that will be administered during the class year. Summative Timed Essay or Free response will be taken. Summative Multiple choice test S- analyze test and essay

6 Formative Assessments Summative Assessments TEKS (Grade Level) / Specifications Embedded in the Learning Progressions above Plan included in the Learning Progressions above. TEKS (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. (A) explain major political ideas in history, including the laws of nature and nature s God, unalienable rights, divine right of kings, social contract theory, and the rights of resistance to illegitimate government; (B) identify major intellectual, philosophical, political, and religious traditions that informed the American founding, including Judeo-Christian (especially biblical law), English common law and constitutionalism, Enlightenment, and republicanism, as they address issues of liberty, rights, and responsibilities of individuals. (C) identify the individuals whose principles of laws and government institutions informed the American founding documents, including those of Moses, William Blackstone, John Locke, and Charles de Montesquieu; (D) identify the contributions of the political philosophies of the Specifications Magna Carta (Pearson) English Bill of Rights (Pearson) Petition of Rights (Pearson) Mayflower Compact (Pearson) Virginia House of Burgesses (Pearson) Thomas Hobbes (Pearson) Jean Jacques Rousseau (Pearson) Hammurabi (Pearson) Pluralism theory (Pearson) Hyper-pluralism theory (Pearson)

7 Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S. government; (E) examine debates and compromises that impacted the creation of the founding documents; (F) identify significant individuals in the field of government and politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan. (5) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The student is expected to: (C) compare the role of government in the U.S. free enterprise system and other economic systems ; (6) Economics. The student understands the relationship between U.S. government policies and the economy. (B) understand the roles of the executive and legislative branches in setting international trade and fiscal policies. (7) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and why these are significant. (A) explain the importance of a written constitution; (B) evaluate how the federal government serves the purposes set forth in the Preamble to the U.S. Constitution; Elite theory (Pearson) Connecticut Compromise (Pearson) 3/5ths Compromise (Pearson) Commerce/Slave Trade Compromise (Pearson) Woodrow Wilson (Pearson) Lyndon B. Johnson (Pearson) Socialism (Pearson) Communism (Pearson) Mixed Economy (Pearson) Massachusetts Constitution (Pearson) Texas Constitution ( TEKS, HPISD, Pearson)

8 (C) analyze how the Federalist Papers such as Number 10, Number 39, and Number 51 explain the principles of the American constitutional system of government; (D) evaluate constitutional provisions for limiting the role of government, including republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; (E) describe the constitutionally prescribed procedures by which the U.S. Constitution can be changed and analyze the role of the amendment process in a constitutional government; (F) identify how the American beliefs and principles reflected in the Declaration of Independence and the U.S. Constitution contribute to both a national and federal identity and are embodied in the United States today; (G) examine the reasons the Founding Fathers protected religious freedom in America and guaranteed its free exercise by saying that Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof, and compare and contrast this to the phrase separation of church and state. (8) Government. The student understands the structure and functions of the government created by the U.S. Constitution. (E) explain how certain provisions of the U.S. Constitution provide for checks and balances among the three branches of government; Federalist # 70 (Pearson) Federalist # 78 (Pearson) Social Contract Theory (Pearson) Dual Federalism (Pearson) Cooperative Federalism (Pearson)

9 (G) explain the major responsibilities of the federal government for domestic and foreign policy; such as national defense; (H) compare the structures, functions, and processes of national, state, and local governments in the U.S. federal system. (9)Government. The student understands the concept of federalism. (A) explain why the Founding Fathers created a distinctly new form of federalism and adopted a federal system of government instead of a unitary system; (B) categorize government powers as national, state, or shared; (C) analyze historical and contemporary conflicts over the respective roles of national and state governments; (D) understand the limits on the national and state governments in the U.S. federal system of government. (10) Government. The student understands the processes for filling public offices in the U.S. system of government. (B) explain the process of electing the President of the United States and analyze the Electoral College; (C) analyze the impact of the 17th Amendment. (12) Government. The student understands the similarities and differences that exist among the U.S. system of government and other political systems. (A) compare the U.S. constitutional republic to Social Services (Pearson) Chapter on Foreign Policy (Pearson) Dual federalism (Pearson) Cooperative federalism (Pearson) Revenue Sharing (Pearson) U.S. v Lopez (Pearson) Marbury v Madison (Pearson) McCulloch v Maryland (Pearson) Gibbons v Ogden (Pearson) Barron v Baltimore (Pearson) Expressed powers (Pearson) Implied powers (Pearson) Amendment 10 (Pearson) Concurrent (Pearson) Amendment 12 (Pearson) Informal Amendment process (Pearson)

10 historical and contemporary forms of government such as monarchy, a classical republic, authoritarian, socialist, direct democracy, theocracy, tribal, and other republics; (B) analyze advantages and disadvantages of federal, confederate, and unitary systems of government; (C) analyze advantages and disadvantages of presidential and parliamentary systems of government. (13) Citizenship. The student understands rights guaranteed by the U.S. Constitution. (A) understand the roles of limited government and the rule of law in the protection of individual rights; (B) identify and define the unalienable rights; (C) identify the freedoms and rights guaranteed by each amendment in the Bill of Rights; (F) recall the conditions that produced the 14th Amendment, and describe subsequent efforts to selectively extend some of the Bill of Rights to the states, including the Blaine Amendment and U.S. Supreme Court rulings, and analyze the impact on the scope of fundamental rights and federalism. (14) Citizenship. The student understands the difference between personal and civic responsibilities. (A) explain the difference between personal and civic responsibilities; (B) evaluate whether and/or when the obligation of citizenship requires that personal desires and interests be subordinated to the public good; Proportional representation (Pearson) Single-member district representation (Pearson) Habeas Corpus (Constitution) Bill of Attainder (Constitution) Ex Post Facto (Constitution) Social Contract Theory (Pearson) Plessy v Ferguson (Pearson) Gitlow v New York (Pearson) Incorporation Doctrine (Pearson) 16 th Amendment (Constitution)

11 Processes and Skills (C) understand the responsibilities, duties, and obligations of citizenship such as being well informed about civic affairs, serving in the military, voting, serving on a jury, observing the laws, paying taxes, and serving the public good; (19) Science, technology, and society. The student understands the impact of advances in science and technology on government and society. (B) evaluate the impact of the Internet and other electronic information on the political process. (20) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. (A) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (21) Social studies skills. The student communicates in written, oral, and visual forms. (A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, and punctuation; (C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; (D) create written, oral, and visual presentations of social studies information.

12 Topics (22) Social studies skills. The student uses problem-solving and decisionmaking skills, working independently and with others, in a variety of settings. (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. A: Government, politics, linkage institutions, policymaking institutions, democracy, equality in voting, effective participation, enlightened understanding, citizen control of the agenda, inclusion, majority rule, minority rights, pluralist theory, elite and class theory, hyperpluralism theory, economic perspective, comparative perspective, individualism B: English political beginnings, independence, contents of the Articles of Confederation, framing of the U.S. constitution, fights between factions over the proposed Constitution, final ratification, six Basic principles, Formal Amendment, informal Amendments C: Federalism, delegated powers, establishment of national supremacy, dual to cooperative federalism, fiscal federalism, federal aid, mandates, advantages and disadvantages of federalism Facts Language of Instruction A: Democracy, politics, government, gross domestic policy, individualism, linkage institutions, majority rule, minority rights, policy agenda, policy gridlock, policy impacts, policymaking institutions, policymaking system, political issue, political participation, politics, public goods, public policy, representation, single-issue groups, traditional democratic theory, state, dictatorship, unitary, federal, confederate, presidential, parliamentary, mixed economy, socialism B: Limited government, representative government, Magna Carta, Petition of Rights, English Bill of Rights, charter, bicameral, proprietary, unicameral,

13 confederation, Albany Plan of the Union, delegate, boycott, repeal, popular sovereignty, Second Continental Congress, Declaration of Independence, Articles of Confederation, ratification, Annapolis Convention, framers, Virginia Plan, New Jersey Plan, Connecticut Compromise, Three-fifths Compromise, Commerce and Slave Trade Compromise, Federalists, Anti-Federalists, quorum, The Federalists Papers, popular sovereignty, separation of powers, checks and balances, judicial review, federalism, amendments, Bill of Rights, legislation, executive agreement, Marbury v Madison, Equal Rights Amendment, factions, natural rights, republic, Shays Rebellion, Writ of habeas corpus, bills of attainder, ex post facto law. State Assessment Connections National Assessment Connections C: Federalism, unitary, confederation, intergovernmental relations, division of power, supremacy clause, Tenth amendment, McCulloch v Maryland, national supremacy, implied powers, expressed powers, enumerated powers, inherent powers, Civil Rights Movement, Article IV, full faith and credit, extradition, privileges and immunities, dual federalism, cooperative federalism, Gibbons v Ogden Government in America: People, Politics, and Policy 10 th Ed., George C. Edwards III, Martin P. Wattenberg, Robert L. Lineberry: Longman Publishers, Inc American Government: Readings and Cases 15 th Education, Edition, Peter Woll: Pearson Current Periodicals preferably Time, Newsweek, U. S. News & World, New York Times, Washington Post, etc. Resources Videos: The Founding Fathers The Founding Brothers - citizenship quiz U. S. Constitution Citizens Against Government Waste features pork barrels Federalist Papers # 10, 30, 51, 70