Duplin County Schools Pacing Guide. Review and Assessment

Transcription

1 Duplin County Schools Pacing Guide Insert Grade Level and Subject and/or High School Course Name 1 st 9 weeks 2 nd 9 weeks 3 rd 9 weeks 4 th 9 weeks Week 1 Unit Title 4: The Tarheel State Essential Standards: CE.C&G.2.1, 2.2, 2.4, 2.5, 2.6, 2.7 Week 1 and 2 Unit Title 1: Foundations of American Citizenship Essential Standards: CE.C&G.1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.3, 2.6, 2.7, 3.1, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5 Week 3 Review and Assessment Week 4 and 5 Unit Title 2: Our National Government Essential Standards: CE.C&G.1.3, 2.1, 2.3, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 5.2, 5.3, 5.4, 5.5 Week 2 Review and Assessment Week 3 Unit Title 5: The Criminal Justice System Essential Standards: CE.C&G.2.1, 3.1, 3.4, 3.5, 3.7, 5.2, 5.3 Week 4 Review and assessment Week 1 and 2 Unit Title 1: Foundations of American Citizenship Essential Standards: CE.C&G.1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.3, 2.6, 2.7, 3.1, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5 Week 3 Review and Assessment Week 4 and 5 Unit Title 2: Our National Government Essential Standards: CE.C&G.1.3, 2.1, 2.3, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 5.2, 5.3, 5.4, 5.5 Week 1 Unit Title 4: The Tarheel State Essential Standards: CE.C&G.2.1, 2.2, 2.4, 2.5, 2.6, 2.7 Week 2 Review and Assessment Week 3 Unit Title 5: The Criminal Justice System Essential Standards: CE.C&G.2.1, 3.1, 3.4, 3.5, 3.7, 5.2, 5.3 Week 4 Review and assessment Week 6 Review and Assessment Week 7 and 8 Unit Title 3: Citizens, Political Parties, and Interest Groups Week 5 Unit Title 6: Personal Financial Literacy Essential Standards: CE.PFL.1 & 2 Review and Assessment Week 6 Review and Assessment Week 7 and 8 Unit Title 3: Citizens, Political Parties, and Interest Groups Week 5 Unit Title 6: Personal Financial Literacy Essential Standards: CE.PFL.1 & 2 Review and Assessment

2 Essential Standards: CE.C&G.1.4, 1.5, 2.8, 3.6, 4.3, 5.1 Week 9 Review and Assessment Week 6 and 7 Unit Title 7: Economics Essential Standards: CE.E.1, 2, & 3 Week 8 review and assessment Week 9 Exam Week Essential Standards: CE.C&G.1.4, 1.5, 2.8, 3.6, 4.3, 5.1 Week 9 Review and Assessment Week 6 and 7 Unit Title 7: Economics Essential Standards: CE.E.1, 2, & 3 Week 8 review and assessment Week 9 Exam Week

3 Course Title:Civics/Economics Unit 1: Government Government Essential Standard 1: Analyze the foundations and development of American government in terms of principles and values. Clarifying Objectives Gov 1.1 Explain how the tensions over power and authority led America s founding fathers to develop a constitutional democracy (e.g., mercantilism, salutary neglect, taxation and representation, boycott, and protest, independence, American Revolution, Articles of Confederation, Ben Franklin, George Washington, John Adams, Sons of Liberty, ect.) Essential Vocabulary 1.1 -Democracy -Inalienable Rights -Rule -of-law -due-process -Separation of powers -Checks and balances -Stamp Act -Sugar Act -Tea Act -Tea Party -Lexington and concord -Saratoga -Yorktown -Founding- Fathers -Majority Rule -Limited Government -salutary neglect Task Analysis Gov 1.1 Examine the causes of the American Revolution. Gov 1.1 Identify the major domestic problems of the nation under the Articles of Confederation and assess the extent to which they were resolved by the new Constitution. Gov 1.1- Students will understand: - Salutary neglect between a nation and its colonies may impact their political and economic relationship and lead to the creation of a new nation. -The desire for representative government can lead to conflict within and among nations. (Frequent and free elections in a representative government) -Civil disobedience can lead to changes in government. (Frequent and free elections in a representative government, rule of law, federalism, due process, Structure of Learning Activities/Assessments G.1.1 (History Alive) Causes of the Revolution. Students will examine placards and read information and determine how events angered the colonists. G.1.1 (History Alive) Articles of Confederation Matrix. Students will examine weaknesses of the Articles and determine how these were corrected by the Constitution. G.1.1-Develop an annotated timeline that details the chronology and significance of major events in British North America. G.1.1-Using a graphic organizer, compare British actions and colonists reactions during the pre-revolutionary Period. Resources G 1-iCivics.org (Foundations of Government activities) G 1.1- Resolution of the Virginia House of Burgesses on Colonial Authority, Nov. 14, 1764 G 1.1-The Mayflower Compact G 1.1-Unit Vocabulary Powerpoint- Duplin resources G 1.1- Balance of Powers activity and handouts- Duplin Resources

4 government, separation of powers with checks and balances) Gov 1.1-Students will know: -A constitutional democracy is a form of representative democracy that depends on the participation of its citizens. (Frequent and free elections in a representative government, rule of law, federalism, due process, Structure of government, separation of powers with checks and balances) -A constitutional democracy is a system of government based on popular sovereignty in which the structures, powers, and limits of government are set forth in a constitution. (Frequent and free elections in a representative government, rule of law, federalism, due process, Structure of government, separation of powers with checks and balances, equal justice under the law, private property rights) -Reasons for colonial rebellion, such as British control and taxation, and how this lead to the Revolutionary War and American independence. (Inalienable rights, rule of law, equal justice under the law, due process) G.1.1-Post Card Home Students should take the position of a Patriot or Loyalist in the American Revolution. On the front of the postcard, draw an illustration of a famous British act imposed on the colonists. On the reverse side of the postcard write to a relative in Great Britain, describing the act and your feelings toward it. G 1.1- Lesson Plan: Colonial Politics and Self Government, a Battle for Control- Duplin resources G1.1-Students will create their own declaration of Independence G1. 1- G 1.1- The Great Compromise- Handout- In a short paragraph, explain what this cartoon is trying to communicate. -Duplin resources G 1.1- Revolution Timeline handout- Duplin resources

5 -The connection between colonial conflicts and the major principles the framers placed in the United States Constitution. (Structure of government, separation of powers with checks and balances, rule of law, equal justice under the law, federalism, individual rights set forth in the Bill of Rights)

6 Gov. 1.2 Explain how the Enlightenment and other contributing theories impacted the writing of the Declaration of Independence, the US Constitution and the Bill of Rights to help promote liberty,justice and equality (e.g., natural rights, classical theories of government, Magna Carta, Montesquieu, Locke, English Bill of Rights, etc.) John Locke -Natural Rights -Montesquieu -Separation of powers -Checks and balances -Thomas Hobbes -Social Contract -Mayflower compact -House of Burgesses -Parliament -Republic -Fundamental Orders of Connecticut Gov 1.2 Trace and analyze the development of ideas about self-government in British North America. Gov 1.2-Students will understand: -A nation s political documents are often influenced by philosophical theories. (U.S. Constitution, N.C. Constitution, Declaration of Independence, Supreme Court Decisions, Congressional Acts) -New ideas or ways of thinking are often integrated into a nation s founding and development. (Inalienable rights, structure of government, separation of powers with checks and balances, rule of law, equal justice under the law, federalism, individual rights set forth in the Bill of Rights) -Constitutional governments are often founded upon ideas such as freedom, equality and the rights of individuals. (Inalienable rights, structure of government, separation of powers with checks and balances, rule of law, equal justice under the law, federalism, individual rights set forth in the Bill of Rights, individual responsibility) G.1.2-Create a graphic organizer summarizing the main ideas of Enlightenment philosophers and their impact on the development of selfgovernment in British North America G 1.2- Time Line with Future Lines - Duplin Resources Question: How did each of the following events affect the development of American democracy? Create a timeline using the following line directions to depict the impact of the events listed. Explanation Each point on your timeline should include (1) a critical detail about the event (how it impacted the development of American democracy) and (2) a brief, but specific, explanation that explains the direction of the line. G 1.2- Enlightenment Review questions PowerPoint- Duplin Resources G 1.2- Enlightentment Essay Materials- ESSAY on Human Nature- Duplin Resources G 1.2- Schoolhouse Rock Preamble Audio along with PowerPoint- Duplin Resources G 1.2- Separation of Powers handout- Duplin Resources G 1.2-Too Late to Apologize - A Declaration video G Articles of Constitution handout- Duplin resources

7 Gov 1.2-Students will know: -Philosophical theories of the Enlightenment and the 18th century (Locke, Rousseau, Hobbes, and Montesquieu). (Inalienable rights, structure of government, separation of powers with checks and balances, rule of law, equal justice under the law) G 1.2-The Colonial Response worksheet- Duplin resources - American colonists brought with them the knowledge of Enlightenment theories and those theories impacted the development of United States government. (Inalienable rights, structure of government, separation of powers with checks and balances, rule of law, equal justice under the law, federalism, individual rights set forth in the Bill of Rights, individual responsibility) - The fundamental principles of the Declaration of Independence. (Inalienable rights, rule of law, equal justice under the law) - The fundamental principles of the United States Constitution. (Separation of powers with checks and balances, rule of law, federalism) -The freedoms established in the Bill of Rights. (Inalienable rights, structure of government, equal

8 justice under the law, due process, federalism, individual rights set forth in the Bill of Rights, individual responsibility)

9 Gov. 1.3 Evaluate how debates on power and authority between Federalists and Anti-Federalists have helped shape government in the United States over time (e.g., Hamilton, Jefferson, Madison, Federalist Papers, strong central government, protection of individual rights, Elastic Clause, Bill of Rights, etc.) Federalist -Anti- Federalist -Federalism -Reserved Powers -Delegated powers -Concurrent Powers -Implied Powers -Ratify -Civil Rights Gov 1.3 Compare viewpoints about government in the Federalist and the Anti-Federalist Papers. Gov 1.3 Evaluate the extent to which the Bill of Rights extended the Constitution. Gov 1.3 Explain how the United States Constitution grants and limits the authority of public officials and government agencies. Gov 1.3 Identify modern controversies related to powers of the federal government that are similar to the debates between Federalists and Anti-Federalists over ratification of the United States Constitution. Gov 1.3-Students will understand: ƒ-multiple perspectives on power and authority often influence the direction in which a nation s government develops. For example: Components of both Federalist and Antifederalist beliefs are reflected in contemporary political debate on issues such as the size and role of government, federalism, and the protection of individual rights. G.1.3 (History Alive) Bill of Rights Matrix- Students examine images depicting rights found in the first 10 Amendments, then determine the Amendment number and write a description. G.1.3- Students will be grouped and asked to write a story about a fictional student whose rights are violated, describe the violations, the amendment, and how it was resolved. G.1.3-(History Alive) Constitutional Matrix, students can be grouped, they will be given a matrix and a set of questions. They will search the Constitution for information. G.1.3-Have students write and perform skits to act out an example of one of the rights in the Bill of Rights. G 1.3-Federalist Papers G 1.3 Anti-Federalists Papers G 1.3- Intro to the Constitution Handout and PowerPoint - Duplin Resources G 1.3- Constitution Word Search -Duplin Resources G 1.3- Amendment review PowerPoint- Duplin resources

10 -Groups and individuals pursuing their own goals may influence the priorities, decisions and actions of a government. - Debates over the power and authority of national government are present in contemporary political debates. (Structure of government, separation of powers with checks and balances, rule of law, equal justice under the law, federalism, individual rights set forth in the Bill of Rights) Gov 1.3-Students will know: -Major arguments for and against ratifying the United States Constitution. (Rule of law, federalism, individual rights set forth in the Bill of Rights) - Differences between Federalist and Antifederalist thoughts and writings. (Structure of government, separation of powers with checks and balances, federalism, individual rights set forth in the Bill of Rights) - Key Federalists and Antifederalists in the debate over ratifying the United States Constitution. (Federalism, Individual rights set forth in the Bill of Rights)

11 Gov. 1.4 Analyze the principles and ideals underlying American democracy in terms of how they promote freedom (i.e. separation of powers, rule of law, limited government, democracy, consent of the governed 1.4 -Federalism -Popular Sovereignty -Majority-rule -Separation of powers -Checks and balances -Rule-of-law -Indirect Democracy Gov 1.4 Identify principles in the United States Constitution. Gov 1.4 Identify the principles in the North Carolina Constitution and local charters.. Gov 1.4 Students will understand: - Shared values and principles may be necessary for a group of people to progress and form a political system. - Principles and ideals underlying democracy are designed to promote the freedom of the people in a nation. -A nation may agree on values and principles philosophically, but disagree on the practical application of those same values and principles. - Democratic freedom requires the active participation of a nation s citizens. G1.4 In literacy groups have students read and examine the roles and responsibilities of each branch of government G1.4 Hold a classroom debate on Democratic Principles and predict how a change in American values may affect these principles. G 1.4 Group Constitution Creative Writing exercise handout- Duplin Resources Gov 1.4-Students will know: - Ideals that are considered fundamental to American public life (individual rights, self-government, justice, equality, diversity, patriotism, the common/public good, etc.). - Principles that are considered fundamental to American

12 constitutional democracy (rule of law, representative government, shared powers, checks and balances, federalism, individual rights, etc.).

13 Gov. 1.5 Evaluate the fundamental principles of American politics in terms of the extent to which they have been used effectively to maintain constitutional democracy in the United States (e.g., rule of law, limited government, democracy, consent of the governed, etc.) Political Party -Democrat -Republican -Campaign -Elections -Third Party -Grassroots -Community Service -Volunteerism -Petitioning -Platform -Plank -Voting -Referendum -Initiative -Recall -National Convention Gov 1.5 Analyze information on political issues and candidates seeking political office. Gov 1.5 Demonstrate active methods of promoting and inhibiting change through political action. Gov 1.5-Students will understand: -A government system in which the structures, powers and limits of government are set forth in a constitution relies on its founding principles to maintain order. (Inalienable rights, structure of government, separation of powers with checks and balances, frequent and free elections in a representative government, rule of law, equal justice under the law, private property rights, federalism, due process, individual rights as set forth in the Bill of Rights, individual responsibility) -A constitutional democracy allows competing ideas, values, and principles to compete in a peaceful manner. (Inalienable rights, structure of government, separation of powers with checks and balances, frequent and free elections in a representative government, rule of law, equal justice under the law, private property rights, federalism, due process, individual rights as set forth in the Bill of Rights, individual responsibility) G.1.5 Group students, assign a political party, have them examine major issues found in each parties platforms. Allow students to defend/ debate their party's stance on issues. G.1.5 Develop a questionnaire for students to identify their political position as a liberal, moderate or conservative. Have the class chose a topic to debate and assign students to argue from the opposite viewpoint of their questionnaire outcome. G 1.5- America definition ESSAY - Duplin resources

14 -Filibuster -Lobbyist -Political Machine -Spoils System Gov 1.5-Students will know: -Basic principles of United States government and their purpose. (Structure of government, separation of powers with checks and balances, rule of law, equal justice under the law) -The concept of the social contract. (Inalienable rights)

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16 Course Title: Civics/Econ Unit 2: Government Government Essential Standard #2: Analyze government systems within the United States in terms of their structure, function and relationships. Clarifying Objectives Essential Vocabulary Task Analysis Learning Activities/Assessments Resources Gov. 2.1 Analyze the structures of national, state and local governments in terms of ways they are organized to maintain order, security, welfare of the public and the protection of citizens (e.g., federalism, the three branches, court system, jurisdictions, judicial process, agencies, etc.) federalism -jurisdiction -Executive -Legislative -Judicial -President -Governor -Mayor -Vice-President -Lt. Governor -Cabinet -Council-of-State -Congress -General- Assembly -City Council -Supreme Court -Appellate- Courts -District Court -Superior Court -Magistrate- Court -House of Representatives -Senate -County Commission Gov 2.1 Explain how the United States Constitution defines the framework, organization and structure of the three branches of government at the national level. Gov 2.1 Explain how the United States Constitution grants and limits the authority of public officials and government agencies. Gov 2.1 Explain how the North Carolina Constitution and local charters define the framework, organization, and structure of government at the state and local level. Gov 2.1 Explain how the state constitution grants and limits the authority of public officials and government agencies. G.2.1-(NC Civics Consortium) Constitutional Human Scavenger Hunt, students will circulate around the room searching for students who can answer questions on the Constitution. (Q s provided on website.) G.2.1 -(NC Civics Consortium) Powers of the President, Provide students with a set of scenarios relating to the president's roles, have students identify role and the power used. G.2.1-Use magazine and newspaper articles to identify specific duties and roles of the president. G.2.1-Using a graphic organizer, compare and contrast the role of the Senate and the House of Representatives G 2-Principles of the Constitution G 2-Various Systems of Government G 2-The Bill of Rights Match Game G 2- Vocabulary PowerPoint- Duplin resources NY Times

17 Gov 2.1 Identify the jurisdiction of state and federal courts. Gov 2.1 Describe the adversarial nature of the judicial process. Washington Post Supreme Court & Health Care Reform Gov 2.1-Students will understand: -Governments are structured to address the basic needs of the people (Inalienable rights, structure of government, separation of powers with checks and balances, frequent and free elections in a representative government, rule of law, equal justice under the law, private property rights, federalism, individual rights as set forth in the Bill of Rights) -A system of government established by a constitution may result in the complex dispersal of powers, as a result people may live under the jurisdiction of national, state and local governments. (Inalienable rights, structure of government, separation of powers with checks and balances, frequent and free

18 elections in a representative government, rule of law, equal justice under the law, private property rights, federalism, due process, individual rights as set forth in the Bill of Rights, individual responsibility) -A complex system of multi-levels and divisions of government may reflect the principle of popular sovereignty, enable citizens to hold their governments accountable and help to insure protection for the rights of the people. (Structure of government, separation of powers with checks and balances, frequent and free elections in a representative government, rule of law, equal justice under the law, private property rights, federalism, due process, individual rights as set forth in the Bill of Rights, individual responsibility) -Functions of government involve a complex relationship among the branches of government at all levels. (Structure of government, separation of

19 powers with checks and balances) Gov 2.1-Students will know: -Reasons for America s implementation of a federalist system of government. (Structure of government, separation of powers with checks and balances, federalism) -Powers that are shared and held individually by state and federal governments with in a federalist system.(structure of government, separation of powers with checks and balances, federalism) -The structure of government at national, state and local levels. (Structure of government, separation of powers with checks and balances, federalism)

20 Gov. 2.2 Summarize the functions of North Carolina state and local governments within the federal system of government (e.g., local charters, maintain a militia, pass ordinances and laws, collect taxes, supervise elections, maintain highways, types of local governments, etc.) 2.2 -Charter -Ordinance -Incorporation -Zoning -Annexation -Voting Qualifications -GAsoline Tax -Highway Tax -Mayor Council -Council-Manager -Commission Gov 2.2 Explain how the North Carolina Constitution and local charters define the framework, organization, and structure of government at the state and local level. Gov 2.2-Students will understand: -Constitutions are "higher laws" that authorize an effective government with limited powers. (Structure of government, separation of powers with checks and balances, federalism) -Government can have a significant impact on how people are governed. (Structure of government, separation of powers with checks and balances, federalism) Gov 2.2-Students will know: -The functions of state and local governments. (Structure of government, separation of powers with checks and balances, federalism) -The responsibilities and duties of the state and local government. (Structure of G.2.2-(NC Civics Consortium) Poster Challenges. Students groups of 2-4 examine posters on the Exec. and Leg. branches of N.C. and answer questions. Posters can be accessed on consortiums site G 2.2- State of the State - Students participate in an interactive PowerPoint presentation, gathering information on the features of the state and the function of government. Miniquizzes along the way assess understanding. Students then create a profile for a fictional, sovereign state, and determine how specific features of the state affect the functions of government. Students must then set the agenda and budgetary priorities for the new state. -Handouts -PowerPoint G 2.2-County Government webquest- Explore the roots of county government in this webquest!.

21 government, separation of powers with checks and balances, federalism) -How and why government responds to social and economic changes. Gov. 2.3 Evaluate the U.S. Constitution as a living Constitution in terms of how the words in the Constitution and Bill of Rights have been nterpreted and applied throughout their existence (e.g., precedents, rule of law, Stare decisis, judicial review, supremacy, equal protections, establishment clause, symbolic speech, due process, right to privacy, etc.) Amendment -Supremacy Clause -Bill of Rights -Judicial Review -Marbury v. Madison -Plessy v. Ferguson -Brown v. Education Gov 2.3 Describe how the United States Constitution may be changed and analyze the impact of specific changes. Gov 2.3 Analyze court cases that illustrate that the United States Constitution is the supreme law of the land. Gov 2.3 Analyze court cases that demonstrate how the United States Constitution and the Bill of Rights protect the rights of individuals. G.2.3- Pair students and have them pick one of the Supreme Court cases provided in the essential vocabulary, then have them research the case providing brief summary, what right was in question, how the court ruled and what right was ensured for citizens. -Korematsu v. U.S. -Mapp v. Ohio -Engle v. Vitale -Gideon v. Wainwright Gov 2.3 Identify modern controversies related to powers of the federal government that are similar to the debates between Federalists and Anti-Federalists over ratification of the United States Constitution. G.2.3- Using the same list of Supreme Court decisions have students research a case and analyze how the governments

22 -Tinker v. Des Moines -Miranda v. Arizona -In re Gault -Gregg v. Georgia Gov 2.3Analyze how the Fourteenth Amendment extends the Bill of Rights' protection to citizens of a state. Gov 2.3 Identify modern controversies related to powers of the state government. G.2.3 -(NC Civics Consortium) Equal Protection Under the Law, this activity allows students to examine Jim Crow laws and analyze court rulings from the period. Students may also take a literacy test from New Jersey v. TLO -Bethel School District v. Fraser -Hazelwood v. Kuhlmeier -Texas v. Johnson -Swann v. Charlotte Mecklenburg Gov 2.3-Students will understand: -A written constitution sets forth the terms and limits of a government s power. (Structure of government, separation of powers with checks and balances, frequent and free elections in a representative government, rule of law, equal justice under the law, private property rights, federalism, due process, individual rights as set forth in the Bill of Rights) -A nation s founding documents reflect and preserve its basic principles. (U.S. Constitution, N.C. Constitution, Declaration of Independence) G.2.3 Have students jigsaw UC Supreme Court Cases by Giving each student a case analysis sheet and a Supreme Court case. Have students teach the class about the case by creating a visual that illustrates the constitutional issues and background of G.2.3 Select a landmark Supreme Court Case and predict what life in the United States would be like if these cases had been decided differently. Write an essay or a scenario of life in the United States if the Supreme Court decision had an alternative outcome. G 2.3- Constitution Notes PowerPoint- Duplin resources G 2.3- Constitution Jeopardy PowerPoint Gov 2.3-Students will know:

23 Gov. 2.4 Compare the Constitutions and the structures of the United States and North Carolina governments (e.g., the various NC Constitution's, Bill of Rights, Declaration of Rights, Preambles, the organization of, the powers of, responsibilities, etc.) Preamble -Articles -Amendments -Bill of Rights -Declaration of Rights -Legislative -Executive -Judicial -Education -Economic Opportunity -Charter -The purposes for the United States Constitution as outlined in the Preamble. The meaning of a living Constitution. (U.S. Constitution, N.C. Constitution) The processes for amending the United States Constitution.. (U.S. Constitution, N.C. Constitution) -The purpose of the first 10 amendments, the freedoms each grants, and their relevance to each citizen. (Federalism, due process, individual rights as set forth in the Bill of Rights) Gov. 2.4 Create a brochure to be sent to students in a foreign country that depicts American rights and freedoms guaranteed to all citizens G.2.4- Write an ESSAY that will Compare and Contrast the preambles from the N.C. Constitution and the U.S. Constitution. G. 2.4 Use magazine and newspaper articles to identify specific duties and roles of the president. G. 2.4 Imagine that a convention is being called to revise the United States Constitution. Generate a class list of desired changes. Select the five most important and prepare a

24 Gov 2.4 Identify principles in the United States Constitution. Gov 2.4 Explain how the United States Constitution defines the framework, organization and structure of the three branches of government at the national level. Gov 2.4 Explain how the United States Constitution grants and limits the authority of public officials and government agencies. Gov 2.4 Describe how the United States Constitution may be changed and analyze the impact of specific changes. Gov 2.4 Identify the principles in the North Carolina Constitution and local charters. Gov 2.4 Explain how the North Carolina Constitution and local charters define the framework, organization, and structure of government at the state and local level. briefing paper for a delegate to the convention showing how these changes would alter government. Gov.2.4 Have students draw a number from 1-27 and create a visual representation of the amendment that corresponds to their number. GOV Examine the charter for the local city or county. Discuss why the area was established and determine whether or not local officials have governed in a manner consistent with the principles of the charter. GOV Using a graphic organizer, compare and contrast the principles in the preamble to the N. C. Constitution with the preamble to the U. S. Constitution. Discuss why the Similarities and differences exist. Gov 2.4 Explain how the state constitution grants

25 and limits the authority of public officials and government agencies. Gov 2.4 Describe how the state constitution and local charters may be changed, and analyze the impact of specific changes. Gov 2.4-Students will understand: -The structure and processes of national and state governments protect and preserve the democratic system (federal, state, local). (Structure of government, separation of powers with checks and balances, frequent and free elections in a representative government, rule of law, equal justice under the law, private property rights, federalism, due process, individual rights as set forth in the Bill of Rights) -National constitutions trump conflicts with state constitutions. (U.S. Constitution, N.C. Constitution) Gov 2.4-Students will know: Gov. 2.4 Bill of Rights Institute Gov. 2.4 The U. S. Constitution m.html Gov. 2.4 The U.S. House of Representatives Gov. 2.4 The U.S. Senate Gov. 2.4 Federalism Gov 2.4 N.C. Gov Gov. 2.4 N.C. General Assembly Gov. 2.4 N.C. Court System

26 ƒ- The structure of the United States and North Carolina Constitutions. (Structure of government, separation of powers with checks and balances) ƒ The structure of the United States and North Carolina governments. (Structure of government, separation of powers with checks and balances) -The major differences and similarities between the United States and North Carolina Constitutions. (U.S. Constitution, N.C. Constitution, Preamble to the NC Constitution) Gov. 2.5 Evaluate the authority federal, state and local governments have over individuals rights and privileges (e.g., Bill of Rights, Delegated Powers, Reserved Powers, Concurrent Powers, Pardons, Writ of habeas corpus, Judicial Process, states rights, Patriot Act, etc.) Writ of Habeas Corpus -Bill of Attainder -Due Process -Taxation -Responsibilities Gov 2.5 Explain how the United States Constitution defines the framework, organization and structure of the three branches of government at the national level. Gov 2.5 Compare the American system of government to other forms of government.

27 -Duties -Jury Duty -Free exercise -Establishment Clause -Warrants -Due Process -Self Incrimination -Grand Jury -No Cruel and Unusual Punishment -Reserved Powers -Implied Powers Gov 2.5-Students will understand: ƒ Governments are structured to address the needs of the people who are governed. (Structure of government, separation of powers with checks and balances) ƒ Political change at the state level may cause conflict at the national level and vice versa. (Structure of government, separation of powers with checks and balances, federalism) ƒ In democratic forms of government, ultimate power lies with the people. (Structure of government, separation of powers with checks and balances, frequent and free elections in a representative government, rule of law, individual rights as set forth in the Bill of Rights, individual responsibility) ƒ Democracy influences the institutions and practices of a nation. (Structure of government, separation of powers with checks and balances, frequent and free elections in a Gov.2.05 Predict future needs or inventions that might require Congress to use the elastic clause (i.e. cloning or robots). Gov Develop a graphic organizer that shows the relationships between the three branches of government. Then explain to your classmates how each branch impacts our lives. Cite examples from newspapers, news magazines, and other forms of media. G.2.5-Create posters or use a Venn Diagram showing powers delegated to the States Government, powers reserved to the states, and powers that are considered concurrent.

28 representative government, rule of law, equal justice under the law, private property rights, federalism, due process, individual rights as set forth in the Bill of Rights) Gov 2.5-Students will know: ƒ- Differences between the federal and state structure of governments. (Structure of government, separation of powers with checks and balances, federalism ) Gov. 2.6 Evaluate the authority federal, state and local governments have over individuals rights and privileges (e.g., Bill of Rights, Delegated Powers, Reserved Powers, Concurrent Powers, Pardons, Writ of habeas corpus, Judicial Process, states rights, Patriot Act, etc.). -Differences and similarities between the United States system of government and the government systems of other nations. (Structure of government, separation of powers with checks and balances, federalism ) For example: One significant difference between the United States and some other major democracies is the selection and role of the head of government. In parliamentary systems, the head of government is a prime minister selected from the parliament, and is typically the leader of the majority political party or

29 coalition. The prime minister appoints a cabinet of ministers often consisting of other members of parliament. A separate head of state may be a monarch or an elected President (or comparable official). Gov Evaluate the extent to which the Bill of Rights extended the Constitution. Gov 2.6 Explain how the United States Constitution grants and limits the authority of public officials and government agencies. G.2.6-Have students write and perform skits to act out an example of one of the rights in the Bill of Rights Gov 2.6 Analyze court cases that illustrate that the United States Constitution is the supreme law of the land. Gov 2.6 Analyze court

30 cases that demonstrate how the United States Constitution and the Bill of Rights protect the rights of individuals. Gov 2.6 Analyze court cases that illustrate that the North Carolina Constitution is the law of the state. Gov 2.6 Analyze how the Fourteenth Amendment extends the Bill of Rights' protection to citizens of a state. Gov. 2.7 Analyze contemporary issues and governmental responses at the local, state, and national levels in terms of how they promote the public interest and/or general welfare (e.g., taxes, immigration, naturalization, civil rights, economic development, annexation, redistricting, zoning, national security, health care, etc.) Immigration -Outsourcing -Progressive Tax -Regressive Tax -Proportional Tax -Social Security -Welfare -Unemployment -Annexation -Terrorism Gov 2.6-Students will understand: -Governments balance preserving the rights of individuals with protecting the common good. (Rule of law, equal justice under the law, private property rights, federalism, due process, individual rights as set forth in the Bill of Rights, individual responsibility) -Constitutional democracy often develops from both the need for authority and the need to limit authority. (Structure of government, rule of law, equal justice

31 -Right to Privacy -Crime -Pollution -Greenhouse Effect -Conservation -Human Rights under the law, private property rights, federalism, due process, individual rights as set forth in the Bill of Rights, individual responsibility) Gov 2.6-Students will know: ƒ-the types of authority government can exercise over the people. (Rule of law, equal justice under the law, private property rights, federalism, due process, individual rights as set forth in the Bill of Rights, individual responsibility) -The rights and privileges citizens have in the United States and the differences between the two. (Rule of law, equal justice under the law, private property rights, federalism, due process, individual rights as set forth in the Bill of Rights, individual responsibility) G.2.7-(NC Civics Consortium) Immigration, students will learn about misconceptions on immigrants by analyzing excerpts and answering questions on misconceptions. Have students write about the American Dream and how people can attain it in the face of anti-immigration ideas.

32 Gov. 2.8 Analyze America s two-party system in terms of the political and economic views that led to its emergence and the role that political parties play in American politics (e.g., Democrat, Republican, promotion of civic responsibility, Federalists, Antifederalists, Influence of third parties, precincts, the political spectrum, straight ticket, canvass, 2.8 -Democrat -Republican --Federalist -Anti-Federalist -Third Parties -Platform -Plank -Electoral College -Ballot -Campaign Gov 2.7 Explain how local government agencies balance interest and resolve conflicts. Gov 2.7 Investigate the role and responsibility of government to inform the citizenry. Gov 2.7 Compare responsibilities, jurisdictions, and methods of law enforcement agencies. Gov 2.7 Develop, defend, and evaluate positions on issues regarding diversity in American life. Gov 2.7 Describe examples of recurring public problems and issues. Gov 2.7-Students will understand: ƒ-one level of government can have a significant impact on how policy is

33 -Nominate -National Convention -Progressives -Independent -Libertarian -Populist -Whigs established and people are governed. (Structure of government, separation of powers with checks and balances) -Controversies often exist regarding government response to contemporary issues. -Individuals and institutions are affected by government actions. Gov 2.7-Students will know: -The definition of public interest. -Various examples of public interests in the United States. -The definition of general welfare in the United States and how the government attempts to preserve it. -Contemporary issues affecting the United States and how government and citizens respond. G.2.8-Develop a questionnaire for students to identify their political position as a liberal, moderate or conservative. Have the class chose a topic to debate and assign students to argue from the opposite viewpoint of their questionnaire outcome G.2.8-(NC Civics Consortium) Political Parties RIP, paired students will create a tombstone

34 and write a eulogy for past political parties and their accomplishments then do oral presentations to the class. Gov 2.8 Examine the structure and organization of political parties. G 2.8- Create a political Party- In this lesson, students will compare and contrast American political parties with an emphasis on prevailing two major parties. Students will then explore the process by which party leaders and platforms are chosen. Students will develop their own political parties and conduct a mock convention to establish a platform for their party. Finally, assuming the roles of prominent party leaders and reporters, students will participate in a mock press conference and prepare written editorials explaining which candidate they support and why. Gov 2.8 Describe the election process and the qualifications and procedures for voting. Gov 2.8 Analyze information on political issues and candidates seeking political office. Gov 2.8 Demonstrate active methods of

35 promoting and inhibiting change through political action. Gov 2.8-Students will understand: - A nation s political systems are often comprised of adversarial groups which must find ways to resolve conflict and balance competing interests. - Third parties play an important role in politics. (Frequent and free elections in a representative government, individual responsibility) For example: Third parties bring up new ideas or press for action on certain issues. (Frequent and free elections in a representative government, individual responsibility) Third parties can change the outcome of elections by drawing votes away from one of the main parties. (Frequent and free elections in a representative government, individual

36 responsibility) Gov 2.8-Students will know: -History and characteristics of the two-party system. (Frequent and free elections in a representative government) -Advantages and disadvantages of a twoparty system. (Frequent and free elections in a representative government) -The dominant political parties and platforms in the United States and their distinguishing characteristics. -How political parties allow citizens to participate in government. (Frequent and free elections in a representative government, individual responsibility) - The importance of civic responsibility to a political system. (Frequent and free elections in a representative government, individual responsibility)

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38 Course Title:Civics/Economics Unit 3: Government Government Essential Standard 3: Analyze the legal system within the United States in terms of the development, execution and protection of citizenship rights at all levels of government. Clarifying Objectives Gov. 3.1 Analyze how the rule of law establishes limits on both the governed and those who govern while holding true to the ideal of equal protection under the law (e.g., the Fourteenth Amendments, Americans with Disabilities Act, equal opportunity legislation). Essential Vocabulary 3.1 -Equal Protection -Due Process -Criminal Law -Civil Law -Administrative Law -International Law -Common Law -Rule of Law Task Analysis Gov 3.1 Trace the development of law in American society. Gov 3.1 Cite examples of common, criminal, civil, constitutional, administrative, and statutory law. Gov 3.1Identify the various procedures in the enactment, implementation, and enforcement of law. Gov 3.1 Investigate the role and responsibility of government to inform the citizenry. Learning Activities/Assessments G.3.1-Write an ESSAY explaining the impact of the Civil Rights Act of 1964, the Voting Rights Act of 1965, the Equal Employment Opportunity Act, and the Individual with Disabilities Education Act has had on America. Resources G 3-Americans with Disabilities Act Text G 3-ADA website G 3-Equal Opportunity Legislation G 3-The Constitutionality of Judicial Review G 3-Powers of each branch of Government Gov 3.1 Compare responsibilities, jurisdictions, and methods of law enforcement agencies. For the President, All in a Day s Work Gov 3.1-Students will understand: ƒ- A democratic

39 government works with its citizens to make, follow, and enforce laws. (Structure of government, rule of law, equal justice under the law, private property rights, federalism, due process, individual rights as set forth in the Bill of Rights, individual responsibility) ƒ-in a democracy, rule of law influences the behavior of citizens, establishes procedures for making policies, and limits the power of government. (Rule of law, equal justice under the law, private property rights, federalism, due process, individual rights as set forth in the Bill of Rights, individual responsibility) ƒ-equal protection of the law promotes equal treatment as an element of fundamental fairness and prohibits discrimination by government institutions. (Rule of law, equal justice under the law, private property rights, federalism, due process, individual rights as set Street Law - Landmark Supreme Court Cases Bad Romance - Women s Suffrage G 3- Unit review questions PowerPoint- Duplin resources G 3.2- I m just a bill video- Duplin resources G 3.2- I m just a Bill lyrics- Duplin resources

40 Gov. 3.2 Compare lawmaking processes of federal, state and local governments (e.g., committee system, legislative process, bills, laws, veto, filibuster, cloture, proposition, etc.) Bill -Standing Committee -Debate -Filibuster -Select Committee -Conference Committee -Joint Committee -Seniority System -Ordinance -Initiative -Referendum -Cloture -Veto -Pocket Veto -Override forth in the Bill of Rights, individual responsibility) Gov 3.1-Students will know: ƒ -How to define rule of law and recognize why it is an important concept for democratic governance. (Rule of law) -How to define the concept of equal protection under the law. (Rule of law, equal justice under the law) - Specific constitutional and legal protections that provide equal protection to all citizens. (Rule of law, equal justice under the law) -The concept of limited government. (Structure of government, rule of law, equal justice under the law, private property rights, federalism) Gov 3.2 Trace the development of law in American society. Gov 3.2 Identify the various procedures in the enactment, implementation, and G.3.2-(NC Civics Consortium) How a bill becomes a law in the General Assembly- Students will examine the procedures a bill follows to become a law, then students will be assigned a role and hold a mock legislative session on a proposed bill. G.3.2-(NC Civics Consortium) Skits, students will be assigned scenarios to act out for the class. Students must determine what laws are being violated, category, and possible penalties. G 3.2- Lawcraft game-you play a member of Congress from the state of your choice. You'll pick an issue that's important to you and your constituents and take it all the way through the law-making process. If you're successful, you'll have a bill you can print and show off. See if you can make the compromises necessary to get your bill passed and still make a law you're proud of! G 3.2- Voting in Congress...not just yea or nea. lesson plan- Students learn what factors members of Congress consider when deciding whether to vote for a bill. These include the powers given to Congress by the Constitution, members personal opinions,

41 enforcement of law. Gov 3.2-Students will understand: ƒ -Legislatures are bound to follow a particular process in lawmaking. (Federalism) ƒ -Political parties play a major role in shaping public and national policies as well as laws. (Equal justice under the law, private property rights, due process, individual responsibility) political party support, and what voters think. During the first day of the lesson, students find out about each of these factors. During the second day, students get to try their hand at weighing the factors by considering hypothetical bills. G 3.2- Making Laws webquest- In this activity, you'll get an introduction to your members of Congress and what they do. Gov 3.2-Students will know: -The formal process for how a bill becomes a law. (Structure of government, rule of law, frequent and free elections in a representative government) -The role of the executive, legislative, and judicial branches in the federal law making process. (Structure of government, rule of law, frequent and free elections in a representative government) G 3.3- Loony Laws in the US PowerPoint- Duplin Resources

42 Gov. 3.3 Analyze laws and policies in terms of their intended purposes, who has authority to create them and how they are enforced (e.g., laws, policies, public policy, regulatory, symbolic, procedural, etc.) Types of Law *Criminal *Civil -Police -Sheriff -SBI -FBI -Indictment -Plea -Trial - Similarities in the lawmaking processes on the national, state and local levels. (Structure of government, rule of law, frequent and free elections in a representative government) -Explain procedural techniques for blocking legislation (vetoes, filibusters). -How party politics play a role in the lawmaking process. G.3.3-(NC Civics Consortium) Origins of law activity, students will trace the origins of America s law, then define in their own terms and create examples for each system. G 3.3 PBS Video Juvenile Justice G3.3 Juvenile Justice Frontline Show studies/govciv/civics2003/nc/conte nt.php4/1000/1 G.3.3 Jurisdiction 2.asp?selected=1070&bold= -Verdict -Jury -Grand Jury -Probation G.3.3- Have students research a special interest group and create a poster or PSA for that group. -Parole -Jail -Prison -Felony G 3.3- Represent Me - In this game you work as a legislator trying to meet the needs of your constituents - Misdemeanor