Civics and Economics Social Science Curriculum Guide

Transcription

1 Civics and Economics Social Science Curriculum Guide Dinwiddie County Public Schools provides each student the opportunity to become a productive citizen, engaging the entire community in the educational needs of our children.

2 Civics and Economics Curriculum Guide The DCPS Curriculum Guide contains key concepts and SOL numbers for each week. These skill areas must be crossed referenced with the DOE Enhanced Scope and Sequence and DOE Curriculum Framework. Grade Level(s): 8 Course Description: This course is a study of Civics and Economics from a global perspective. Students will engage in periodic benchmark assessments and the end of course SOL to ensure understanding of concepts. Below is the pacing guide and curriculum framework with teacher resources to guide instruction. See the Civics and Economics Blueprint Summary Table for specific SOL s tested. Introduction The History Curriculum Guide serves as a guide for teachers when planning instruction and assessment. It defines the content knowledge, skills, and understandings that are measured by the Standards of Learning assessment. It provides additional guidance to teachers as they develop an instructional program appropriate for their students. It also assists teachers in their lesson planning by identifying essential understandings, defining essential content knowledge, and describing the intellectual skills students need to use. This Guide delineates in greater specificity the content that all teachers should teach and all students should learn. The format of the Curriculum Guide facilitates teacher planning by identifying the key concepts, knowledge, and skills that should be the focus of instruction for each objective. The Curriculum Guide is divided into sections: Curriculum Information, Essential Knowledge and Skills, Key Vocabulary, Essential Questions and Understandings, Teacher Notes and Elaborations, Resources, and Sample Instructional Strategies and Activities. The purpose of each section is explained below.

3 Curriculum Information: This section includes the objective and SOL Reporting Category, focus or topic, and in some, not all, foundational objectives that are being built upon. Essential Knowledge and Skills: Each objective is expanded in this section. What each student should know and be able to do in each objective is outlined. This is not meant to be an exhaustive list nor a list that limits what is taught in the classroom. This section is helpful to teachers when planning classroom assessments as it is a guide to the knowledge and skills that define the objective. Cognitive Level: Blooms Taxonomy: What students must be able to do with what they know. Key Vocabulary: This section includes vocabulary that is key to the objective and many times the first introduction for the student to new concepts and skills. Essential Questions and Understandings: This section delineates the key concepts, ideas and history/social science concepts that all students should grasp to demonstrate an understanding of the objectives. Teacher Notes and Elaborations: This section includes background information for the teacher. It contains content that is necessary for teaching this objective and may extend the teachers knowledge of the objective beyond the current grade level. It may also contain definitions of key vocabulary to help facilitate student learning. Resources: This section lists various resources that teachers may use when planning instruction. Teachers are not limited to only these resources. Sample Instructional Strategies and Activities: This section lists ideas and suggestions that teachers may use when planning instruction.

4 9 Weeks Days Taught Topic SOL Strands 1 st /3 rd 1 Day Civics and Economics SGA #1 1 st /3 rd 8 Days Foundations of Government 1 st /3 rd 7 Days Citizenship 1 st /3 rd 25 Days Federalism: Includes National, State, and Local Government, Three Branches of Government, and Federal and State Courts CE.1a,b,c,d,e,f,g,h CE.2a,b,c,d CE. 3a,b,c,d,e CE. 4a,b,c,d,e,f CE. 1a,c,d,f CE. 6a,b,c, CE. 7a,b,c,d CE. 8 a,b,c,d CE. 10 a,b,c,d CE. 1 a,g,h 1 st /3 rd 2 Days 9 Weeks Benchmark Review/Test ALL SOL s to this point 2 nd /4 th 10 Days 2 nd /4 th 15 Days Political Parties: Includes Voting and Elections Economics: Includes US Economy, Types of Economies, and Career Planning CE. 5a,b,c,d,e,f CE. 9a,b,c CE. 1 a-e, g,h CE. 11a,b,c, CE. 12a,b,c,d CE. 13 a-f CE. 14 a-f CE.1a,b,c,d,f,h 2 nd /4 th 15 Days SOL Review CE.1 CE.12 2 nd /4 th 1 Day SOL Test ALL SOL s 2 nd /4 th 3 Days Review for SOL Retakes ALL SOL s 2 nd /4 th 1 Day SOL Retakes ALL SOL s Refer to for specific curriculum content.

5 DMS Social Science Resources List (This list is not all inclusive.) 8 th Grade VDOE Curriculum Framework/Scope and Sequence/Blueprint/Released SOL Tests (VDOE below) Documents of American History (VDOE below) Qwizdom Gallopade/Carole Marsh s Virginia Experience 2008 It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics, and You 2003 Glencoe McGraw-Hill (Textbook)

6 Curriculum Information SOL Reporting Category Principles and Structure of American Constitutional Government Topic Fundamental Political Principles SOL CE. 2 a The student will demonstrate knowledge of the foundations of American constitutional government by a)explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government; Resources Enhanced Scope and Sequence: Civics and Economics (2010) Essential Knowledge and Skills Key Vocabulary Essential Knowledge Fundamental political principles Consent of the governed: The people are the source of any and all governmental power. Limited government: Government is not allpowerful and may do only those things the people have given it the power to do. Rule of law: The government and those who govern are bound by the law, as are those who are governed. Democracy: In a democratic system of government, the people rule. Representative government: In a representative system of government, the people elect public officeholders to make laws and conduct government on the people s behalf. Essential Questions Essential Questions and Understandings Teacher Notes and Elaborations What are the fundamental political principles that have shaped government in the United States? Essential Understandings Fundamental political principles define and shape American constitutional government. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Explain that fundamental political principles define and shape American constitutional government. Include an analysis of the following fundamental political principles: Consent of the governed: The people are the source of any and all governmental power. Limited government: Government is not all-powerful and may do only those things the people have given it the power to do. Rule of law: The government and those who govern are bound by the law, as are those who are governed. Democracy: In a democratic system of government, the people rule. Representative government: In a representative system of government, the people elect public officeholders to make laws and conduct government on the people s behalf. (continued)

7 Science Standards of Learning Curriculum Framework 2008: Civics and Economics Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine Essential Skills Examine and interpret primary and secondary source documents. (CE.1a) Distinguish between relevant and irrelevant information. (CE.1d) Cognitive Level (Bloom s Taxonomy) Creating- write, design, create, construct, formulate Evaluating argue, defend, judge, select, support, evaluate Analyzing model, compare, contrast, differentiate, distinguish, examine, question, test Applying- choose, demonstrate, dramatize, illustrate, interpret, solve, use, write Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, list, memorize, recall, repeat, reproduce, state Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as they relate to the five fundamental political principles. Students will analyze various scenarios to determine which of the five fundamental principles they relate to.

8 Key Vocabulary (continued) Democracy derive majority rule popular sovereignty

9 Curriculum Information and Resources SOL Reporting Category Principles and Structure of American Constitutional Government Topic Early American Documents Influencing the Constitution SOL CE. 2 b The student will demonstrate knowledge of the foundations of American constitutional government by b) explaining the significance of the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, the Virginia Statute for Religious Freedom, and the Constitution of the United States, including the Bill of Rights. Essential Knowledge and Skills Key Vocabulary Essential Knowledge Influence of earlier documents on the Constitution of the United States of America The charters of the Virginia Company of London guaranteed the rights of Englishmen to the colonists. The Virginia Declaration of Rights served as a model for the Bill of Rights of the Constitution of the United States of America. The Declaration of Independence stated grievances against the king of Great Britain declared the colonies independence from Great Britain affirmed certain unalienable rights (life, liberty, and the pursuit of happiness) established the idea that all people are equal under the law. Essential Questions Essential Questions and Understandings Teacher Notes and Elaborations How does the Constitution of the United States of America reflect previous documents, including the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom? Essential Understandings American constitutional government is founded on concepts articulated in earlier documents, including the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Explain that American constitutional government is founded on concepts articulated in earlier documents, including the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom. Analyze the influence of earlier documents on the Constitution of the United States of America, using the following information as a guide: The charters of the Virginia Company of London guaranteed the rights of Englishmen to the colonists. The Virginia Declaration of Rights served as a model for the Bill of Rights of the Constitution of the United States of America (continued)

10 Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Civics and Economics Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine The Articles of Confederation established the first form of national government for the independent states maintained that major powers resided with individual states created weak central government (e.g., no power to tax or enforce laws); led to the writing of the Constitution of the United States of America. The Virginia Statute for Religious Freedom stated freedom of religious beliefs and opinions. The Constitution of the United States of America, including the Bill of Rights, established the structure of the United States government guaranteed equality under the law with majority rule and the rights of the minority protected affirmed individual worth and dignity of all people protected the fundamental freedoms of religion, speech, press, assembly, and petition. The Declaration of Independence stated grievances against the king of Great Britain declared the colonies independence from Great Britain affirmed certain unalienable rights (life, liberty, and the pursuit of happiness) established the idea that all people are equal under the law. (continued) The Articles of Confederation established the first form of national government for the independent states maintained that major powers resided with individual states created a weak central government (e.g., no power to tax or enforce laws), which led to the writing of the Constitution of the United States of America. The Virginia Statute for Religious Freedom stated freedom of religious beliefs and opinions. Explain that the Constitution of the United States of America, including the Bill of Rights, established the structure of the United States government guaranteed equality under the law with majority rule and the rights of the minority protected affirmed individual worth and dignity of all people protected the fundamental freedoms of religion, speech, press, assembly, and petition. (continued)

11 Essential Skills Examine and interpret primary and secondary source documents. (CE.1a) Distinguish between relevant and irrelevant information. (CE.1d) Review information for accuracy, separating fact from opinion. (CE.1e) Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as that led to the writing of the U.S. Constitution. Students will recognize the significance of these documents to our American history and present. Students will design their own Declaration of Independence/Children s Bill of Rights. Cognitive Level (Bloom s Taxonomy) Creating- write, design, create, construct, formulate Evaluating argue, defend, judge, select, support, evaluate Analyzing model, compare, contrast, differentiate, distinguish, examine, question, test Applying- choose, demonstrate, dramatize, illustrate, interpret, solve, use, write Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, list, memorize, recall, repeat, reproduce, state (continued)

12 Key Vocabulary amend bicameral charter grievances legislature petition

13 Curriculum Information and Resources SOL Reporting Category Principles and Structure of American Constitutional Government Topic The Preamble SOL CE. 2 c The student will demonstrate knowledge of the foundations of American constitutional government by c) identifying the purposes for the Constitution of the United States as stated in its Preamble. Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Civics and Economics Essential Knowledge and Skills Key Vocabulary Essential Knowledge The Preamble to the Constitution of the United States of America expresses the reasons the constitution was written. Purposes of United States government To form a more perfect union To establish justice To ensure domestic tranquility To provide for the common defense To promote the general welfare To secure the blessings of liberty The Preamble to the Constitution of the United States of America begins, We the People, thereby establishing that the power of government comes from the people. Essential Skills Examine and interpret primary and secondary source documents. (CE.1a) Essential Questions Essential Questions and Understandings Teacher Notes and Elaborations What are the purposes identified in the Preamble to the Constitution of the United States of America? Essential Understandings The Preamble of a constitution sets forth the goals and purposes to be served by the government. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Describe how the Preamble of a constitution sets forth the goals and purposes to be served by the government. Include an analysis of the following purposes of United States government: To form a more perfect union To establish justice To ensure domestic tranquility To provide for the common defense To promote the general welfare To preserve the blessings of liberty Explain that the Preamble to the Constitution of the United States of America, begins, We the people, thereby establishing that the power of government comes from the people. (continued)

14 Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine Cognitive Level (Bloom s Taxonomy) Creating- write, design, create, construct, formulate Evaluating argue, defend, judge, select, support, evaluate Analyzing model, compare, contrast, differentiate, distinguish, examine, question, test Applying- choose, demonstrate, dramatize, illustrate, interpret, solve, use, write Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, list, memorize, recall, repeat, reproduce, state Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as they relate to the Preamble of the U.S. Constitution. Students will recite the Preamble to the U.S. Constitution. Students will interpret the Preamble to the U.S. Constitution and explain the author s as well as their own interpretation of the goals as stated in the Preamble. Students will create their own version of the Preamble to the U.S. Constitution. Key Vocabulary domestic tranquility posterity (continued)

15 Curriculum Information SOL Reporting Category Principles and Structure of American Constitutional Government Topic Amending the Constitution SOL CE. 2 d The student will demonstrate knowledge of the foundations of American constitutional government by d) identifying the procedures for amending the Constitution of Virginia and the Constitution of the United States. Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Civics and Economics Essential Knowledge and Skills Key Vocabulary Essential Knowledge Constitution of the United States The amendment process is complex. To date, there are 27 amendments to the Constitution of the United States. Amendment process: Proposal: action by Congress or convention Ratification: by the states Constitution of Virginia Amendment process: Proposal: action by General Assembly or convention Ratification: by voters of Virginia Essential Skills Examine and interpret primary and secondary source documents. (CE.1a) Essential Questions Essential Questions and Understandings Teacher Notes and Elaborations How can the Constitution of the United States be amended? How can the Constitution of Virginia be amended? Essential Understandings The constitutions of Virginia and the United States can be amended through processes outlined in the constitutions. The Virginia constitution has been rewritten several times. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Explain that the Constitution of the United States of America can be amended through processes outlined in the constitution. Explain the amendment process for the Constitution of the United States of America: Proposal: action by Congress or convention Ratification: by the states Explain that the amendment process is complex and that to date, only 27 amendments have been added to the Constitution of the United States. Explain that the Constitution of Virginia can be amended through processes outlined in the constitution. Explain the amendment process for the Constitution of Virginia: Proposal: action by General Assembly or convention Ratification: by voters of Virginia (continued)

16 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine Cognitive Level (Bloom s Taxonomy) Creating- write, design, create, construct, formulate Evaluating argue, defend, judge, select, support, evaluate Analyzing model, compare, contrast, differentiate, distinguish, examine, question, test Applying- choose, demonstrate, dramatize, illustrate, interpret, solve, use, write Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, list, memorize, recall, repeat, reproduce, state Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as they pertain to amending the U.S. and Virginia Constitutions. Students will create their own amendment or change in one or both of the constitutions. Key Vocabulary propose ratify

17 SOL Reporting Category Principles and Structure of American Constitutional Government Topic Structure and Powers of U.S. Government SOL CE. 6a The student will demonstrate knowledge of the American constitutional government at the national level by a) describing the structure and powers of the national government; Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Civics and Economics Essential Knowledge Legislative, executive, and judicial powers of the national government are distributed among three distinct and independent branches of government. Essential Skills Examine and interpret primary and secondary documents (CE.1a) Create and explain diagrams, tables, and charts. (CE.1b) Cognitive Level (Bloom s Taxonomy) Creating- write, develop, design, create, construct, assemble, formulate Evaluating appraise, argue, defend, judge, select, support, value, evaluate Analyzing model, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Essential Questions What is the structure of the national government as set out in the United States Constitution? Essential Understandings The Constitution of the United States defines the structure and powers of the national government. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Explain how the Constitution of the United States defines the structure and powers of the national government. Explain that the powers held by government are divided between the national government in Washington, D.C., and the governments of the 50 states. Describe how the Constitution of the United States of America outlines powers divided and shared among the levels of government, using the following information: The Constitution of the United States of America establishes the principle of federalism, which is the division of power between the state governments and the national government. (continued)

18 Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine Applying- choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, duplicate, list, memorize, recall, repeat, reproduce, state Key Vocabulary Federalism Legislative branch Executive branch Judicial branch Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as they relate to U.S. Constitution. Students will create models of the Three Branches of Government written, 3-D, etc.

19 SOL Reporting Category Principles and Structure of American Constitutional Government Topic Separation of Powers/Checks and Balances SOL CE. 6 b The student will demonstrate knowledge of the American constitutional government at the national level by b) explaining the principle of separation of powers and the operation of checks and balances. Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Civics and Economics Essential Knowledge Separation of powers The Constitution of the United States in Articles I, II, and III defines the powers of the legislative, executive, and judicial branches of the national government. Checks and balances Each of the three branches of the national government limits the exercise of power by the other two branches. Essential Skills Examine and interpret primary and secondary documents (CE.1a) Create and explain diagrams, tables, and charts. (CE.1b) Cognitive Level (Bloom s Taxonomy) Creating- write, develop, design, create, construct, assemble, formulate Evaluating appraise, argue, defend, judge, select, support, value, evaluate Essential Questions How do the separation of powers and the system of checks and balances protect against an abuse of power by any one branch of the national government? Essential Understandings The powers of the national government are separated among three branches of the government in ways that limit any one branch from abusing its power. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Explain that the powers of the national government are separated among three branches of the government in ways that limit any one branch from abusing its power. Explain the principle of separation of powers: The Constitution of the United States in Articles I, II, and III defines the powers of the legislative, executive, and judicial branches of the national government. Explain the operation of checks and balances: Each of the three branches of the national government limits the exercise of power by the other two branches. (continued) Legislative National Government Executive Judicial

20 Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine Analyzing model, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Applying- choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, duplicate, list, memorize, recall, repeat, reproduce, state Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as they relate to U.S. Constitution. Students will identify each of checks each branch of government has on the other two branches. Key Vocabulary Separation of powers Checks and balances

21 SOL Reporting Category Principles and Structure of American Constitutional Government Topic Citizenship SOL CE. 3 a The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States. Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Essential Knowledge The Fourteenth Amendment to the Constitution of the United States of America defines citizenship as follows: All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and the state wherein they reside. Means of obtaining citizenship By birth By naturalization Immigration and naturalization, particularly in the twentieth century, have led to an increasingly diverse society. To become a citizen through naturalization, a person must demonstrate knowledge of American history and principles and the ability to read, speak, and write words in ordinary usage in the English language. Essential Questions How does an individual become a citizen? Essential Understandings A citizen is an individual with certain rights and duties under a government and who, by birth or by choice, owes allegiance to that government. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Explain that a citizen is an individual with certain rights and duties under a government and who, by birth or by choice, owes allegiance to that government. Explain how an individual becomes a citizen, using the following information as a guide: The 14th Amendment to the Constitution of the United States of America defines citizenship as follows: All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and the state wherein they reside. Means of obtaining citizenship are by birth by naturalization. Describe how immigration and naturalization, particularly in the twentieth century, have led to an increasingly diverse society. Explain that to become a citizen through naturalization, a person must demonstrate knowledge of American history and principles and the ability to read, speak and write words in ordinary usage in the English language. (continued)

22 Civics and Economics Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine Essential Skills Examine and interpret primary and secondary source documents. (CE.1a) Create and explain maps, diagrams, tables, charts, graphs, and spreadsheets. (CE.1b) Analyze political cartoons, political advertisements, pictures, and other graphic media. (CE.1c) Review information for accuracy, separating fact from opinion. (CE.1e) Identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model. (CE.1f) Cognitive Level (Bloom s Taxonomy) Creating- write, develop, design, create, construct, assemble, formulate Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as they relate to U.S. Constitution/14 th Amendment. Students will discuss various scenarios of citizenship by birth or naturalization. Students will simulate the naturalization process in a group activity. (continued)

23 Evaluating appraise, argue, defend, judge, select, support, value, evaluate Analyzing model, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Applying- choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, duplicate, list, memorize, recall, repeat, reproduce, state Key Vocabulary Civics Citizen Citizenship Naturalization Allegiance Jurisdiction Immigration

24 SOL Reporting Category Principles and Structure of American Constitutional Government Topic Fundamental Rights and Liberties SOL CE. 3 b The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws. Resources Enhanced Scope and Sequence: Civics and Economics (2010) Essential Knowledge First Amendment freedoms Religion: Government may not establish an official religion, endorse an official religion, or unduly interfere with the free exercise of religion. Speech: Individuals are free to express their opinions and beliefs. Press: The press has the right to gather and publish information, including that which criticizes the government. Assembly: Individuals may peacefully gather. Petition: Individuals have the right to make their views known to public officials. Fourteenth Amendment Extends the due process protection to actions of the states Essential Questions What fundamental rights and liberties are guaranteed in the First and Fourteenth Amendments to the Constitution of the United States of America? Essential Understandings The Constitution of the United States of America establishes and protects the citizens fundamental rights and liberties. Few rights, if any, are considered absolute. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Identify the First Amendment freedoms: Religion: Government may not establish an official religion, endorse an official religion, or unduly interfere with the free exercise of religion. Speech: Individuals are free to express their opinions and beliefs. Press: The press has the right to gather and publish information, including that which criticizes the government. Assembly: Individuals may peacefully gather. Petition: Individuals have the right to make their views known to public officials. Explain that the 14th Amendment extends the due process protection to actions of the states. (continued)

25 Curriculum Framework 2008: Civics and Economics Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine Essential Skills Examine and interpret primary and secondary source documents. (CE.1a) Distinguish between relevant and irrelevant information. (CE.1d) Review information for accuracy, separating fact from opinion. (CE.1e) Cognitive Level (Bloom s Taxonomy) Creating- write, develop, design, create, construct, assemble, formulate Evaluating appraise, argue, defend, judge, select, support, value, evaluate Analyzing model, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Applying- choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as they relate to U.S. Constitution/1 st and 14 th Amendments. Students will discuss examples of each of five basic freedoms as evidenced in everyday life.

26 translate, paraphrase Remembering define, duplicate, list, memorize, recall, repeat, reproduce, state Key Vocabulary Due process of law

27 SOL Reporting Category Principles and Structure of American Constitutional Government Topic Duties of Citizenship SOL CE. 3 c The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court. Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Civics and Economics Essential Knowledge Duties of citizens Obey laws Pay taxes Serve in the armed forces, if called Serve on a jury or as a witness in court, when summoned Citizens who choose not to fulfill these civic duties face legal consequences. Essential Skills Analyze political cartoons, political advertisements, pictures, and other graphic media. (CE.1c) Distinguish between relevant and irrelevant information. (CE.1d) Review information for accuracy, separating fact from opinion. (CE.1e) Identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model. (CE.1f) Essential Questions What civic duties are expected of all citizens? Essential Understandings For government to be effective, citizens must fulfill their civic duties. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Explain that for government to be effective, citizens must fulfill their civic duties. Identify the duties of citizens: Obey laws. Pay taxes. Serve in the armed forces, if called. Serve on a jury or as a witness in court, when summoned. Explain why citizens who do not fulfill these civic duties face legal consequences. (continued)

28 Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine Cognitive Level (Bloom s Taxonomy) Creating- write, develop, design, create, construct, assemble, formulate Evaluating appraise, argue, defend, judge, select, support, value, evaluate Analyzing model, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Applying- choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, duplicate, list, memorize, recall, repeat, reproduce, state Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as they relate to the duties of U.S. citizens. Students will identify duties of citizens using various forms of graphic media. Key Vocabulary Duty Draft Juror Witness

29 SOL Reporting Category Principles and Structure of American Constitutional Government Topic Responsibilities of Citizens SOL CE. 3 d The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society. Essential Knowledge Civic responsibilities are fulfilled by choice; they are voluntary. Responsibilities of citizens Register and vote Hold elective office Communicate with government officials to influence government actions Serve in voluntary, appointed government positions Participate in political campaigns. Keep informed regarding current issues Respect others right to an equal voice in government Essential Skills Distinguish between relevant and irrelevant information. (CE.1d) Review information for accuracy, separating fact from opinion. (CE.1e) Essential Questions What are the ways individuals demonstrate responsible citizenship? Essential Understandings A basic responsibility of citizenship is to contribute to the common good. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Explain why a basic responsibility of citizenship is to contribute to the common good. Explain why civic responsibilities are fulfilled by choice; they are voluntary. Identify some responsibilities of citizens, including the following: Register and vote. Hold elective office. Communicate with government officials to influence government actions. Serve in voluntary, appointed government positions. Participate in political campaigns. Keep informed regarding current issues. Respect others rights to an equal voice in government. (continued)

30 Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Civics and Economics Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine Identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model. (CE.1f) Cognitive Level (Bloom s Taxonomy) Creating- write, develop, design, create, construct, assemble, formulate Evaluating appraise, argue, defend, judge, select, support, value, evaluate Analyzing model, appraise, compare, contrast, differentiate, distinguish, examine, question, test Applying- choose, demonstrate, dramatize, illustrate, interpret, solve, use, write Understanding describe, discuss, explain, identify, locate, recognize, report, select, paraphrase Remembering define, list, memorize, recall, reproduce, state Key Vocabulary Responsibility Respect Lesson Ideas: Students will define and use vocabulary terms. Students will evaluate and model the responsibilities of citizens. Students will discuss various ways they as well as other people have or should display traits of good, responsible citizens. (continued)

31 SOL Reporting Category Principles and Structure of American Constitutional Government Topic Community Service SOL CE. 3 e The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by e) evaluating how civic and social duties address community needs and serve the public good. Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Civics and Economics Essential Knowledge Ways for citizens to participate in community service Volunteer to support democratic institutions (e.g., League of Women Voters). Express concern about the welfare of the community as a whole (e.g., as related to environment, public health and safety, education). Help to make the community a good place to work and live (e.g., by becoming involved with public service organizations, tutoring, volunteering in nursing homes). Essential Skills Identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model. (CE.1f) Essential Questions In what ways do citizens participate in community service? Essential Understandings A democratic society requires the active participation of its citizens. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Explain why a democratic society requires the active participation of its citizens. Identify ways for citizens to participate in community service: Volunteer to support democratic institutions (e.g., League of Women Voters). Express concern about the welfare of the community as a whole (e.g., as related to the environment, public health and safety, education). Help to make the community a good place to work and live (e.g., by becoming involved with public service organizations, tutoring, volunteering in nursing homes). (continued)

32 Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine Cognitive Level (Bloom s Taxonomy) Creating- write, develop, design, create, construct, assemble, formulate Evaluating appraise, argue, defend, judge, select, support, value, evaluate Analyzing model, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Applying- choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, duplicate, list, memorize, recall, repeat, reproduce, state Key Vocabulary Volunteerism Community Community service Lesson Ideas: Students will define and use vocabulary terms. Students will watch a video on Volunteerism/Community Service. Students will discuss various ways they as well as other people have participated or can participate in community service activities.

33 SOL Reporting Category Principles and Structure of American Constitutional Government Topic Due Process SOL CE. 10 d The student will demonstrate knowledge of the judicial systems established by the Constitution of Virginia and the Constitution of the United States by d) explaining how due process protections seek to ensure justice. Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Civics and Economics Essential Knowledge Terms to know due process of law: The constitutional protection against unfair governmental actions and laws Due process protections The 5th Amendment prohibits the national government from acting in an unfair manner The 14th Amendment prohibits state and local governments from acting in an unfair manner The Supreme Court has extended the guarantees of the Bill of Rights, based upon the due process clause. Essential Skills Examine and interpret primary and secondary source documents. (CE.1a) Essential Questions How do the due process protections ensure justice? Essential Understandings The right to due process of law is outlined in the 5th and 14th Amendments to the Constitution of the United States of America. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Explain that the 14th Amendment extends the due process protection to actions of the states. Explain that the right to due process of law is outlined in the 5th and 14th Amendments to the Constitution of the United States of America. Identify due process of law as the constitutional protection against unfair governmental actions and laws. Describe how due process protections seek to ensure justice: The 5th Amendment prohibits the national government from acting in an unfair manner. The 14th Amendment prohibits state and local governments from acting in an unfair manner. Explain that the Supreme Court has extended the guarantees of the Bill of Rights, based upon the due process clause. (continued)

34 Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine Cognitive Level (Bloom s Taxonomy) Creating- write, develop, design, create, construct, assemble, formulate Evaluating appraise, argue, defend, judge, select, support, value, evaluate Analyzing model, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Applying- choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, duplicate, list, memorize, recall, repeat, reproduce, state Key Vocabulary Due process of law Self-incrimination Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as they relate to U.S. Constitution/ 5 th and 14 th Amendments. Students will develop their own version of the 5 th and 14 th Amendments.

35 SOL Reporting Category Structure of American Government Topic Powers of the National Government SOL CE. 6a The student will demonstrate knowledge of the American constitutional government at the national level by a) describing the structure and powers of the national government. Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Civics and Economics Essential Knowledge The legislative branch Consists of the Congress, a bicameral legislature consisting of the House of Representatives (435 members, based upon populations of the states) and the Senate (100 members two per state) Makes the laws of the nation Approves the annual budget Confirms presidential appointments Raises revenue through taxes and other levies Regulates interstate and foreign trade Declares war The executive branch Headed by the president of the United States, the chief executive officer of the nation Executes the laws of the land Prepares the annual budget for congressional action Appoints cabinet officers, ambassadors, and federal judges Administers the federal bureaucracy Essential Questions What are the powers of the national government? Essential Understandings The powers held by government are divided between the national government in Washington, D.C., and the governments of the 50 states. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Explain that the powers held by government are divided between the national government in Washington, D.C., and the governments of the 50 states. Describe how the Constitution of the United States of America outlines powers divided and shared among the levels of government, using the following information: The Constitution of the United States of America establishes the principle of federalism, which is the division of power between the state governments and the national government. The Constitution of the United States of America establishes a federal form of government in which the national government is supreme. The powers not given to the national government by the Constitution of the United States of America are reserved to the states. The Constitution of the United States of America denies certain powers to both the national and state governments. Explain the primary responsibilities of each level of government: National: Conducts foreign policy, regulates commerce, and provides for the common defense State: Promotes public health, safety, and welfare (continued)

36 Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine The judicial branch Consists of the federal courts, including the Supreme Court, the highest court in the land The Supreme Court exercises the power of judicial review. The federal courts try cases involving federal law and questions involving interpretation of the Constitution of the United States. Essential Skills Examine and interpret primary and secondary documents (CE.1a) Create and explain diagrams, tables, and charts. (CE.1b) Cognitive Level (Bloom s Taxonomy) Creating- write, develop, design, create, construct, assemble, formulate Evaluating appraise, argue, defend, judge, select, support, value, evaluate Analyzing model, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Summarize how the expansion of the national government s powers into areas traditionally reserved to the states has altered the relationship of states to the national government. Explain that tensions exist when federal mandates require state actions without adequate funding. Describe how the legislative, executive, and judicial powers of the national government are distributed among three distinct and independent branches of government. Summarize the makeup and powers of the legislative branch, using the following information as a guide: Consists of the Congress, a bicameral legislature consisting of the House of Representatives (435 members, based upon populations of the states) and the Senate (100 members two per state) Makes the laws of the nation Approves the annual budget Confirms presidential appointments Raises revenue through taxes and other levies Regulates interstate and foreign trade Declares war

37 Applying- choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, duplicate, list, memorize, recall, repeat, reproduce, state Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as they relate to U.S. Constitution. Students will watch a video(s) on the Three Branches of Government. Students will charts and other graphic media to compare and contrast functions of the various levels and branches of government. Key Vocabulary Revenue Levies interstate Commerce

38 SOL Reporting Category Structure of American Government Topic Separation of Powers/Checks and Balances (In Detail) SOL CE. 6 b The student will demonstrate knowledge of the American constitutional government at the national level by b) explaining the principle of separation of powers and the operation of checks and balances. Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Civics and Economics Essential Knowledge Separation of powers The Constitution of the United States in Articles I, II, and III defines the powers of the legislative, executive, and judicial branches of the national government. Checks and balances Each of the three branches of the national government limits the exercise of power by the other two branches. The legislative branch The Congress checks the president when legislators override presidential vetoes impeach and convict a president. The Congress checks the courts when legislators confirm or refuse to confirm federal judges/justices impeach and convict judges/justices. Essential Questions How do the separation of powers and the system of checks and balances protect against an abuse of power by any one branch of the national government? Essential Understandings The powers of the national government are separated among three branches of the government in ways that limit any one branch from abusing its power. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Explain that the powers of the national government are separated among three branches of the government in ways that limit any one branch from abusing its power. Explain the principle of separation of powers: The Constitution of the United States in Articles I, II, and III defines the powers of the legislative, executive, and judicial branches of the national government. Explain the operation of checks and balances: Each of the three branches of the national government limits the exercise of power by the other two branches. Explain the following checks exercised by the legislative branch: The Congress checks the president when legislators override presidential vetoes impeach and convict a president. The Congress checks the courts when legislators confirm or refuse to confirm judges/justices (continued) impeach and convict judges/justices.

39 Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine The executive branch The president checks Congress when the president proposes legislation prepares an annual budget for Congress to approve call special sessions of Congress vetoes legislation Congress has passed. The president checks the courts when the president appoints judges/justices. Explain the following checks exercised by the executive branch: The president checks Congress when the president proposes legislation prepares an annual budget for Congress to approve calls special sessions of Congress vetoes legislation Congress has passed. The president checks the courts when the president nominates judges/justices. Explain the following checks exercised by the judicial branch: The courts check Congress when judges/justices declare acts of Congress to be unconstitutional. The courts check the president when judges/justices declare executive actions to be unconstitutional. The judicial branch The courts check Congress when judges/justices declare acts of Congress to be unconstitutional. The courts check the president when judges/justices declare executive actions to be unconstitutional. Essential Skills Create and explain diagrams, tables, and charts. (CE.1b) Analyze political cartoons, political advertisements, pictures, and other graphic media. (CE.1c) (continued)

40 Review information for accuracy, separating fact from opinion. (CE.1e) Identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model. (CE.1f) Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as they relate to U.S. Constitution Articles I, II, and III. Students will use pictures and other graphic media to discuss the powers each of the branches have over the others. Formulate an informed, carefully reasoned position on a community issue. (Note: Students should practice the legislative process through direct involvement and/or simulations.) (CE.1g) Cognitive Level (Bloom s Taxonomy) Creating- write, develop, design, create, construct, assemble, formulate Evaluating appraise, argue, defend, judge, select, support, value, evaluate Analyzing model, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

41 Applying- choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, duplicate, list, memorize, recall, repeat, reproduce, state Key Vocabulary Legislation Veto Impeach

42 SOL Reporting Category Structure of American Government Topic Executive Branch at the National Level SOL CE. 6d The student will demonstrate knowledge of the American constitutional government at the national level by d) describing the roles and powers of the executive branch. Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Civics and Economics Essential Knowledge Ways the executive branch influences policymaking Proposing legislation in an annual speech to Congress (State of the Union Address) Appealing directly to the people Approving or vetoing legislation Appointing officials who carry out the laws Cabinet departments, agencies, and regulatory groups interpret and execute the laws. The president exercises power as chief of state: Ceremonial head of the government chief executive: Head of the executive branch of government chief legislator: Proposer of the legislative agenda commander-in-chief: Head of the nation s armed forces chief diplomat: Architect of American foreign policy chief of party: Leader of the political party that controls the executive branch chief citizen: Representative of all of the people. Essential Questions What are the roles and powers of the executive branch of the national government? What are the roles and powers of the president? Essential Understandings The executive branch plays a key role in the policymaking process. Presidential power is broad in both domestic and foreign affairs, but there are limits on what the president can and cannot do. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Summarize the makeup and powers of the executive branch, using the following information as a guide: Headed by the president of the United States, the chief executive officer of the nation. Executes the laws of the land Prepares the annual budget for congressional action Appoints cabinet officers, ambassadors, and federal judges Administers the federal bureaucracy Explain that presidential power is broad in both domestic and foreign affairs, but there are limits on what the president can and cannot do. Explain that the executive branch plays a key role in the policy-making process. (continued)

43 Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine Presidential power has grown in the years since the Constitution was ratified. Essential Skills Examine and interpret primary and secondary source documents. (CE.1a) Create and explain diagrams, tables, and charts. (CE.1b) Analyze political cartoons. (CE.1c) Identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model. (CE.1f) Identify the ways the executive branch influences policy making: Proposing legislation in an annual speech to Congress (State of the Union Address) Appealing directly to the people Approving or vetoing legislation Appointing officials who carry out the laws Explain that cabinet departments, independent regulatory agencies, and other regulatory groups interpret and execute the laws. Describe how the president exercises power as chief of state: Ceremonial head of the government chief executive: Head of the executive branch of government chief legislator: Proposer of the legislative agenda commander-in-chief: Head of the nation s armed forces chief diplomat: Architect of American foreign policy chief of party: Leader of the political party that controls the executive branch chief citizen: Representative of all of the people Explain that presidential power has grown in the years since the Constitution was ratified. (continued)

44 Cognitive Level (Bloom s Taxonomy) Creating- write, develop, design, create, construct, assemble, formulate Evaluating appraise, argue, defend, judge, select, support, value, evaluate Analyzing model, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Applying- choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, duplicate, list, memorize, recall, repeat, reproduce, state Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as they relate to U.S. Constitution Article II (The Executive Branch). Students will use diagrams and other graphic media to show the many faces /responsibilities of the President. Key Vocabulary Annual Policy-making

45 SOL Reporting Category Structure of American Government Topic Structure and Powers of State Government SOL CE. 7a The student will demonstrate knowledge of the American constitutional government at the state level by a) describing the structure and powers of the state government. Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Civics and Economics Essential Knowledge The Virginia Constitution distributes power among the legislative, executive, and judicial branches of the state government. The legislative branch is the General Assembly, a bicameral legislature the House of Delegates and the Virginia Senate that meets annually for a fixed number of days. The executive power is exercised by the governor, who is elected for a four-year term of office. The governor appoints members of the cabinet, who oversee specific functions of government. The lieutenant governor and the attorney general are executive branch officers who are elected for a four-year term of office. Essential Questions What is the structure of Virginia s state government? What are some of the powers of the three branches of state government? Essential Understandings The form of government of the Commonwealth of Virginia is established by the Virginia Constitution. Legislative, executive, and judicial powers are separated at the state level of government. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Explain that the Constitution of the United States of America establishes the principle of federalism, which is the division of power between the state governments and the national government. Explain that the form of government of the Commonwealth of Virginia is established by the Virginia Constitution. Identify that legislative, executive, and judicial powers are separated at the state level of government. (continued)

46 Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine The judicial power is exercised by a court system that consists of four levels of courts: Supreme Court Court of appeals Circuit courts District courts (including small claims courts and juvenile and domestic relations courts) Essential Skills Examine and interpret primary and secondary source documents. (CE.1a) Create and explain diagrams, tables, and charts. (CE.1b) Analyze political cartoons. (CE.1c) Identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model. (CE.1f) Explain that the Virginia Constitution distributes power among the legislative, executive, and judicial branches of the state government, which are organized as follows: The legislative branch is the General Assembly, a bicameral legislature the House of Delegates and the Virginia Senate that meets annually for a fixed number of days. The executive power is exercised by the governor who is elected for a four-year term of office. The governor appoints members of the cabinet, who oversee specific functions of government. The lieutenant governor and the attorney general are executive branch officers who are elected for a four-year term of office. The judicial power is exercised by a court system that consists of four levels of courts: Virginia Supreme Court Virginia Court of Appeals Circuit courts District courts (including small claims courts and juvenile and domestic relations courts) Describe how all citizens can learn the importance of the individual s participation in the policy-making process through direct participation and simulations. (continued)

47 Cognitive Level (Bloom s Taxonomy) Creating- write, develop, design, create, construct, assemble, formulate Evaluating appraise, argue, defend, judge, select, support, value, evaluate Analyzing model, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Applying- choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, duplicate, list, memorize, recall, repeat, reproduce, state Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as they relate to VA Constitution. Students will use political cartoons, tables, and other graphic media to discuss the structure of executive, legislative, and judicial branches at the state level of government. Key Vocabulary Biennial Plaintiff Defendant

48 SOL Reporting Category Structure of American Government Topic Our Federal System of Government SOL CE. 7b The student will demonstrate knowledge of the American constitutional government at the state level by b) explaining the relationship of state governments to the national government in the federal system. Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Civics and Economics Essential Knowledge The Constitution of the United States of America establishes a federal form of government in which the national government is supreme. The powers not given to the national government by the Constitution of the United States of America are reserved to the states. The Constitution of the United States of America denies certain powers to both the national and state governments. Primary responsibilities of each level of government National: Conducts foreign policy, regulates commerce, and provides for the common defense State: Promotes public health, safety, and welfare Tensions exist when federal mandates require state actions without adequate funding. Essential Questions How does the Constitution of the United States of America outline the division and sharing of powers between the national and state governments? Essential Understandings The Constitution of the United States of America establishes the principle of federalism, which is the division of power between the states and the national government. The expansion of the national government s powers into areas traditionally reserved to the states has altered the relationship of states to the national government. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Explain that the powers held by government are divided between the national government in Washington, D.C., and the governments of the 50 states. Describe how the Constitution of the United States of America outlines powers divided and shared among the levels of government, using the following information: The Constitution of the United States of America establishes the principle of federalism, which is the division of power between the state governments and the national government. The Constitution of the United States of America establishes a federal form of government in which the national government is supreme The powers not given to the national government by the Constitution of the United States of America are reserved to the states. (continued)

49 Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine Essential Skills Create and explain diagrams, tables, and charts. (CE.1b) Distinguish between relevant and irrelevant information. (CE.1d) Identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model. (CE.1f) The Constitution of the United States of America denies certain powers to both the national and state governments. Explain the primary responsibilities of each level of government: National: Conducts foreign policy, regulates commerce, and provides for the common defense State: Promotes public health, safety, and welfare Summarize how the expansion of the national government s powers into areas traditionally reserved to the states has altered the relationship of states to the national government. Explain that tensions exist when federal mandates require state actions without adequate funding. Cognitive Level (Bloom s Taxonomy) Creating- write, develop, design, create, construct, assemble, formulate Evaluating appraise, argue, defend, judge, select, support, value, evaluate Analyzing model, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Applying- choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as they relate to U.S. Constitution and VA Constitution. Students will analyze charts and other graphic media in discussing the powers and responsibilities of national and state level government officials. (continued)

50 Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, duplicate, list, memorize, recall, repeat, reproduce, state Key Vocabulary Level of Govern ment 1 National Govern ment Legislative Branch Congress: House of Representatives and Senate Executive Branch president, vice president, cabinet departments, independent agencies, and regulatory groups Judicial Branch U.S. Supreme Court, U.S. Courts of Appeals, and U.S. District Courts Concurrent powers Reserved powers 2 Virginia Govern ment General Assembly: House of Delegates and Virginia Senate governor, lieutenant governor, attorney general, cabinet secretaries and departments, agencies, commissions, and regulatory boards Virginia Supreme Court, Virginia Court of Appeals, circuit courts, and district courts 3 Local Govern ment board of supervisors or city council board of supervisors or city council, and mayor or manager (Local issues are dealt with by state district courts, as provided by state legislation.)

51 SOL Reporting Category Structure of American Government Topic State Executive Branch SOL CE. 7d The student will demonstrate knowledge of the American constitutional government at the state level by d) describing the roles and powers of the executive branch and regulatory boards. Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Civics and Economics Essential Knowledge The governor of Virginia exercises the formal powers granted by the Virginia Constitution. In carrying out both the formal and informal powers of the office, the governor fills several roles, including chief of state chief legislator chief administrator party chief commander-in-chief. Cabinet secretaries and departments, agencies, commissions, and regulatory boards administer laws enforce laws regulate aspects of business and the economy provide services. Essential Skills Examine and interpret primary and secondary source documents. (CE.1a) Essential Questions What are the roles and powers of the executive branch at the state level? Essential Understandings The executive branch of the Virginia state government enforces the laws and plays a key role in the policymaking process. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Summarize the roles and powers of the executive branch of the Virginia state government, using the following information as a guide: The executive branch enforces the laws and plays a key role in the policymaking process. The governor of Virginia exercises the formal powers granted by the Virginia Constitution. In carrying out both the formal and informal powers of the office, the governor fills several roles, including chief of state chief legislator chief administrator party chief commander-in-chief Cabinet secretaries and departments, agencies, commissions, and regulatory boards administer the laws enforce the laws regulate aspects of business and the economy provide services. (continued)

52 Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine Create and explain diagrams, tables, and charts. (CE.1b) Analyze political cartoons, political advertisements, pictures, and other graphic media. (CE.1c) Identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model. (CE.1f) Cognitive Level (Bloom s Taxonomy) Creating- write, develop, design, create, construct, assemble, formulate Evaluating appraise, argue, defend, judge, select, support, value, evaluate Analyzing model, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Applying- choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as they relate to VA Constitution. Students will analyze political cartoons and other graphic media to discuss the structure and functions of the office of the governor. (continued)

53 Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, duplicate, list, memorize, recall, repeat, reproduce, state Key Vocabulary Bureaucracy

54 Curriculum Information SOL Reporting Category Structure of American Government Topic Local Government SOL CE. 8a The student will demonstrate knowledge of the American constitutional government at the local level by a) describing the structure and powers of the local government. Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Civics and Economics Essential Knowledge and Skills Key Vocabulary Essential Knowledge The units of local government in Virginia are counties, towns, and cities. Local governments exercise legislative, executive, and judicial powers. Each Virginia county has an elected board of supervisors, which exercises legislative powers, enacting ordinances (local laws) and adopting an annual budget. Each Virginia county and city has an elected or appointed school board, which oversees the operation of the K 12 public schools in the county or city. Each Virginia incorporated town has an elected town council, which exercises legislative powers, enacting ordinances and adopting an annual budget. A mayor is elected either by the voters or the town council members. Essential Questions Essential Questions and Understandings Teacher Notes and Elaborations What are the units of local government in Virginia? Which officials are locally elected? Which powers do local governments exercise? Essential Understandings Describe the structure and powers of local governments in Virginia, using the following information as a guide: The units of local governments in Virginia are political subdivisions created by the General Assembly, i.e., counties, towns, and cities exercise legislative, executive, and judicial powers. Each Virginia county has an elected board of supervisors, which exercises legislative powers, enacting ordinances (local laws) and adopting an annual budget. Each Virginia county and city has an elected or appointed school board, which oversees the operation of the K 12 public schools in the county or city. Each Virginia incorporated town has an elected town council, which exercises legislative powers, enacting ordinances and adopting an annual budget. A mayor is elected either by the voters or the town council members. Each Virginia city has an elected city council, which exercises legislative powers, enacting ordinances and adopting an annual budget. A mayor is elected either by the voters or the city council members.

55 Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine Each Virginia city has an elected city council, which exercises legislative powers, enacting ordinances and adopting an annual budget. A mayor is elected either by the voters or the city council members. In Virginia counties, towns, and cities, a manager may be hired by the elected legislative branch to oversee the operations of the local government. In every Virginia locality, state courts resolve judicial disputes. Judges of the circuit courts, district courts, juvenile and domestic relations courts, and small claims courts hear cases in each locality. The Virginia Constitution requires that voters in every locality elect a sheriff, a clerk of the circuit court, a commissioner of revenue, and a treasurer. (continued) In Virginia counties, towns, and cities, a manager may be hired by the elected legislative branch to oversee the operations of the local government. In every Virginia locality, state courts resolve judicial disputes. Judges of the circuit courts, district courts, juvenile and domestic relations courts, and small claims courts hear cases in each locality. The Virginia Constitution requires that voters in every locality elect a sheriff, a clerk of the circuit court, a commissioner of revenue, and a treasurer. Virginia local governments exercise defined and limited powers, including the power to enforce state and local laws promote public health protect public safety educate children protect the environment regulate land use levy and collect taxes.

56 Virginia local governments exercise defined and limited powers, including the power to enforce state and local laws promote public health protect public safety educate children protect the environment regulate land use levy and collect taxes Essential Skills Cognitive Level (Bloom s Taxonomy) Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as they relate to VA Constitution. Students will analyze the structure and powers of local governments. (continued) Students will develop a chart of current government officials, not just at the local level, but national and state as well. Students will discuss their personal accounts of local government officials at work. Creating- write, develop, design, create, construct, assemble, formulate Evaluating appraise, argue, defend, judge, select, support, value, evaluate Analyzing model, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Applying- choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write

57 Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, duplicate, list, memorize, recall, repeat, reproduce, state Key Vocabulary Locality

58 Curriculum Information SOL Reporting Category Structure of American Government Topic Relationship Between State and Local Government SOL CE. 8b The student will demonstrate knowledge of the American constitutional government at the local level by b) explaining the relationship of local government to the state government. Resources Enhanced Scope and Sequence: Civics and Economics (2010) Curriculum Framework 2008: Civics and Economics Essential Knowledge and Skills Key Vocabulary Essential Knowledge All powers of local governments in Virginia are given to them by the Constitution of Virginia and acts of the General Assembly. Not all counties and cities are given the same powers. Cities have charters listing their powers. Cognitive Level (Bloom s Taxonomy) Creating- write, develop, design, create, construct, assemble Evaluating argue, defend, judge, select, support, value, evaluate Analyzing model, compare, contrast, criticize, differentiate, distinguish, examine, experiment, question, test Applying- choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, solve, use, write Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering define, duplicate, list, memorize, recall, repeat, state Essential Questions Essential Questions and Understandings Teacher Notes and Elaborations What is the relationship between the state government and local governments in Virginia? Essential Understandings The authority of local governments in Virginia is derived from the state. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Explain the relationship of local governments to the Virginia state government, using the following information as a guide: The authority of local governments in Virginia is derived from the state, i.e., all powers of local governments are given to them by the Constitution of Virginia and acts by the General Assembly. Not all counties and cities are given the same powers. Cities have charters listing their powers. (continued)

59 Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine Key Vocabulary Ordinances Lesson Ideas: Students will define and use vocabulary terms. Students will examine and interpret primary and secondary source documents as they relate to VA Constitution. Students will evaluate the relationship between the state and local government, highlighting some specific not so friendly interactions. Students will construct political cartoons depicting state and local government relations.

60 Curriculum Information SOL Reporting Category Structure of American Government Topic Federal and State Courts SOL CE. 10 a The student will demonstrate knowledge of the judicial systems established by the Constitution of Virginia and the Constitution of the United States by a) describing the organization of the United States judicial system as consisting of state and federal courts with original and appellate jurisdiction. Resources Enhanced Scope and Sequence: Civics and Economics (2010) Essential Knowledge and Skills Key Vocabulary Essential Knowledge The United States has a court system whose organization and jurisdiction are derived from the Constitution of the United States and federal laws. U.S. Supreme Court: Justices, no jury; appellate jurisdiction; limited original jurisdiction U.S. Court of Appeals: Judges, no jury; appellate jurisdiction U.S. District Court: Judge, with or without jury; original jurisdiction Virginia, like each of the other 49 states, has its own separate court system whose organization and jurisdiction are derived from Virginia s constitution and state laws. Virginia Supreme Court: Justices, no jury; appellate jurisdiction; limited original jurisdiction Court of Appeals of Virginia: Judges, no jury; appellate jurisdiction to review decisions of circuit courts Essential Questions Essential Questions and Understandings Teacher Notes and Elaborations How are federal courts organized, and what jurisdiction does each exercise? How are state courts organized, and what jurisdiction does each exercise? Essential Understandings The judicial function is exercised in a dual court system, which consists of state courts and federal courts. Objectives, Instructional Strategies, Teacher Notes, Elaborations, Etc. Summarize the makeup and powers of the judicial branch, using the following information as a guide: Explain that the judicial function is exercised in a dual court system, which consists of state courts and federal courts. (Virginia State courts are covered in the unit entitled State and Local Government. Explain that the United States has a court system whose organization and jurisdiction are derived from the Constitution of the United States and federal laws. Identify the federal courts: U.S. Supreme Court: Justices, no jury; appellate jurisdiction; limited original jurisdiction U.S. Court of Appeals: Judges, no jury; appellate jurisdiction U.S. District Court: Judge, with or without jury; original jurisdiction (continued)

61 Curriculum Framework 2008: Civics and Economics Cutlip s What I Need to Teach Civics (WNKTC) 2004 Gallopade/Carole Marsh s Virginia Experience It s Elementary, Inc. Interactive Notes 2010 Civics Today: Citizenship, Economics and You, Glencoe McGraw-Hill 2000 Jr. Scholastic Magazine Circuit court: Judge, with or without jury; original jurisdiction for felony criminal cases and for certain civil cases; appellate jurisdiction from district courts General district court, and juvenile and domestic relations court: Judge, no jury; original jurisdiction for misdemeanors in civil cases generally involving lower dollar amounts and original jurisdiction in juvenile and family cases Essential Skills Examine and interpret primary and secondary source documents. (CE.1a) Create and explain diagrams, tables, and charts. (CE.1b) Analyze political cartoons, political advertisements, pictures, and other graphic media. (CE.1c) Review information for accuracy, separating fact from opinion. (CE.1e) Explain the national judicial branch, using the following information as a guide: The judicial branch consists of the federal courts, including the Supreme Court, the highest court in the land The Supreme Court exercises the power of judicial review. The federal courts try cases involving federal law and questions involving interpretation of the Constitution of the United States. Explain that the Constitution of the United States of America is the supreme law of the land and that Virginia s state laws must conform to the Virginia and United States constitutions. Summarize the organization and jurisdiction of the judicial branch of the Virginia state government, using the following information as a guide: The judicial function is exercised in a dual court system, which consists of state courts and federal courts. Virginia, like each of the other 49 states, has its own court system whose organization and jurisdiction are derived from Virginia s constitution and state laws. The Virginia court system includes the following: Virginia Supreme Court: Justices, no jury; appellate jurisdiction; limited original jurisdiction Virginia Court of Appeals: Judges, no jury; appellate jurisdiction to review decisions of circuit courts Circuit courts: Judge, with or without jury; original jurisdiction for felony criminal cases and for certain civil cases; appellate jurisdiction from district courts General district courts, and juvenile and domestic relations courts: Judge, no jury; original jurisdiction for misdemeanors in civil cases generally involving lower dollar amounts and original jurisdiction in juvenile and family cases (continued)

62 Identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model. (CE.1f) Formulate an informed, carefully reasoned position on a community issue. (CE.1g) Cognitive Level (Bloom s Taxonomy) Creating- write, develop, design, create, construct, assemble, formulate Evaluating appraise, argue, defend, judge, select, support, value, evaluate Analyzing model, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Applying- choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Understanding classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase