AMERICAN STUDIESPacing Calendar 2014-2015

Social Studies Process Skills for Organizing and Analyzing Information Resources, Websites and Activities

Process Standards: The student will demonstrate process skills in social studies.

1. Identify, analyze, and interpret primary and secondary sources and artifacts.

2. Distinguish between fact and opinion in examining documentary sources

3. Recognize and explain how different points of view have been influenced by social, political, economic, historic and geographic changes.

4. Construct timelines of key events, periods, and historically significant individuals.

5. Explain the relationships between geography and the historical developments by using maps, graphs, charts, visual images, and computer-based technologies.

6. Develop discussion, debate, and persuasive writing and speaking skills, focusing on enduring issues and demonstrating how divergent viewpoints have been and continue to be addressed and reconciled.

Graphic Organizers Interactive Graphic Organizers Graphic Organizers Print Outs

Organizing and Analyzing Information         Engaging Students with Primary

Source Documents         GIST         History Frames         History Frame Form         History Frame Pyramid        Mind Maps        Mind Maps History Examples        Mind Map Examples for Geography        Mind Map Forms        One Sentence Summary        One Sentence Summary Frames        One Word Summary        Power Thinking        Power Thinking Chart        Power Thinking Chart for

Geography        Prediction with Evidence        Problem-Solution Chart        Think Pair Share        Three Minute Pause        Three Minute Pause Chart        Analyzing an Historic Event        APPARTS        APPARTS for The Federalists

Papers        Dump and Clump        Five Themes Analysis for

Geography       Five Themes Note-taking for Geography        H Diagram        PERSIA

Exploring Constitutional Conflicts

District Social Studies Power Point Website

Power Point Palooza

OYEZ

1. Use a variety of information delivery strategies as listed in the Common Correlation Chart and the District’s Skills for Success booklet.

2. Primary Source Documents3. Foundations of Democracy series from

Center for Civic Education4. We the People high school series from Center

for Civic Education5. Websites

The Founders of the Constitution

100 Milestone Documents

The Annenberg Learner for History and Social Studies

The Online Library of Liberty

The American Presidency Project

Hippo Campus—Teaching with Digital Media

PBS—The American Experience

Ellis Island Immigration

Case Briefs

Landmark Supreme Court Cases

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 1

        Poem for Two Voices        SOAPS        Venn Diagram        Venn Variation        Venn Diagram Alternative Forms        Vocabulary Word Map         Word Splash         Word Walls

Writing Literacy:        One Sentence Summary        One Sentence Summary Frames        One Word Summary        Quick Writes        Ticket-Out-the-Door        Tweet It!

RAFT Writing

We the People - EDSITEment

American History--Gilder Lehrman

Chronology of US Historical Documents--OU College of Law

Primary Source Documents--Yale Law

Archiving Early America: Primary Source Documents

Primary Documents in American History -- Library of Congress

Constitution Center

National Archives

CongressLink

The Constitution Power Points

The Historyteacher.net

Digital History

Oklahoma Bar Association

The Bill of Rights Institute

Throughout each unit of study, teachers should make use of current events/topics so as to make connections with the content of the course (i.e. legislation, court cases, executive orders, etc).

Many of these suggested activities relate directly to History/Social Studies 11-12 R.2/4/6 and W.HST.2/2a/2b/10

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 2

First QuarterAugust 19 – October 15 TOPIC: Political Culture Instructional

Time:7 Days

Cur. pgs. 3-5

OC³ and Essential Questions Topics/ContentSuggested Resources and

Activities5.1 Distinguish between civic life and private life by defining civic virtue and explaining the individual’s duty and responsibility to participate in civic life by voting, serving on juries, volunteering within the community, running for office, serving on a political campaign, paying taxes for governmental services, and respecting lawful authority.1.3 Summarize and explain how the American system is a representative republic in which the citizenry is sovereign.3.1. Explain the concept of popular sovereignty as exercised by the nation’s people who possess the ultimate source of authority.3.6 Evaluate the importance of the rule of law and on the sources, purposed, and functions of government, and explain how the rule of law provides for the protection of individual liberties, public order, management of conflict, and assurance of domestic and national security.3.7 Analyze the United States government’s responsibility to protect minority rights while legitimizing majority rule including the rights of due process and equality under the law.5.2 Analyze how the structures of government provide citizens opportunities to monitor and influence the actions of the government and hold elected officials accountable.3.8 Cite specific textual and visual evidence and compare points of view regarding the shared values and ideals of American political culture as set forth in basic documents and speeches including the Declaration of Sentiments, Abraham Lincoln’s Gettysburg Address, Franklin Roosevelt’s Four Freedoms speech, and Dr. Martin Luther King, Jr.’s Letter From Birmingham Jail.

1. Greeks: Socrates, Plato (Benevolent Dictatorship), Aristotle

2. Roman Republic, Civic Virtue 5.1, 1.33. Rights and responsibilities of citizenship

3.1, 3.6, 3.7 Immigration, naturalization, loss of

citizenship 5.1 Voting (Qualifications & Behavior) 5.2 Jury duty Rule of law Evaluating performance of public officials

(who, what, when, where, why, how) Communicating with public officials

4. Speeches 3.8 Declaration of Sentiments Gettysburg Address Four Freedoms Letter From Birmingham Jail

Questions for Analysis NEW

OSSChapter 22-Section 1

Chapter 1-Section 1

Chapter 21-Section 4

Chapter 6-Sections 2,4

We the People 33,34

Historical Documents, Pgs. 802-803 MLK Doc. Pg. 641

OSS

CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 3

First QuarterAugust 19 – October 15

TOPIC: Foundations of American Government Instructional Time:

7 DaysCur. pgs. 3-

5

OC³ and Essential Questions Topics/ContentSuggested Resources and

Activities4.1. Cite specific textual and visual evidence to explain the purposes expressed in the Preamble and how the United States Constitution preserves those core principles of American society.

1.2 Cite specific textual and visual evidence to compare and contrast historic and contemporary examples of unlimited governments, known as authoritarian or totalitarian systems including dictatorships, theocracies, and absolute monarchies to examples of limited system including direct democracies, representative democracies, constitutional monarchies, and republics.

2.1 Cite specific textual and visual evidence and compare points of view to examine the philosophical contributions of the Enlightenment including the writings of Montesquieu, Locke, and Thomas Jefferson; the early experiences of colonial self-government; and the influence of religious texts including The Bible to the foundation of American political thought.2.3 Determine the central ideas and importance of the concept of inalienable rights, the social contract or compact, the 27 grievances as stated in the Declaration of Independence, and the discussions of enumerated versus implied powers; and cite specific textual and visual evidence to explain how the protection of these rights were incorporated in the United States Constitution and the federal Bill of Rights as a fundamental purpose of government.

BASIC TOPICS OF GOVERNMENT1. Purpose of Government –Preamble 4.1

National Security and Defense Protections from self and others Provide public services (fire, police)

2. Theories of Origin of Nation States 1.2 Evolutionary Force Divine Right Social Contract: Hobbes, Locke (Private

ownership of Property), Rousseau, Blackstone, Montesquieu2.1, 2.3

John Locke’s Second Treatise on Civil Government Excerpt s

Rousseau’s The Social Contract Excerpts Hobbes’s De Cive and Leviathan Excerpts Excerpt from Montesquieu’s Spirit of the

Laws Excerpt from Blackstone’s Commentaries

C2-C23

Chapter 1-Section 1

Activity: Theories of Origin of Nation States

We the People 1,2,3

Writing Prompt: How did each of the following influence American government? Cite evidence to support your answer. the governments of ancient Athens and

Rome the ideas of Locke and Montesquieu

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 4

CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources

COMPARING TWO PASSAGES

Directions: Read the following and then answer the questions that follow.

Locke and Jefferson

Recalling the two weeks he spent drafting the Declaration of Independence, Jefferson said: “I turned to neither book nor pamphlet while writing it.” At the same time, he freely acknowledged the influence of political philosophers who had come before him. Discussing the origin of the Declaration, Jefferson wrote:

“Neither aiming at originality of principle or sentiment, nor yet copied from any particular and previous writing, was it intended to be an expression of the American mind. . . .”

Keeping Jefferson’s words in mind, read the following passage from Locke’s Second Treatise of Government. Here, Locke describes the conditions under which people are justified in overthrowing their government:

“Whenever the legislators endeavor to take away, and destroy the property of the people, or to reduce them to slavery under arbitrary power, they put themselves into a state of war with the people . . . who have a right to resume their original liberty, and, by the establishment of a new legislature, provide for their own safety and security, which is the end for which they are in society.”

The Declaration of Independence

Now compare Locke’s words to a passage from the Declaration of Independence, in which Jefferson offers a justification for revolution. After explaining that people form governments to preserve their rights to “Life, Liberty and the pursuit of Happiness,” the Declaration states:

“That whenever any Form of Government becomes destructive of these ends [the preservation of our rights], it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their safety and Happiness.”

Compare and Contrast: Use a Venn diagram to cite common themes in these two passages and the critical differences.

Question: Cite textual evidence to identify ways in which Thomas Jefferson built on the ideas of John Locke.

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 5

First QuarterAugust 19 – October 15

TOPIC: Foundations of American Government

Instructional Time:

7 DaysCur. pgs.

6-7

OC³ and Essential Questions Topics/ContentSuggested Resources and

Activities3.2 Examine the American system of federalism and evaluate the changes that have occurred in the relationship between the states and the national government over time.1.2. Cite specific textual and visual evidence to compare and contrast historic and contemporary examples of unlimited governments, known as authoritarian or totalitarian systems including dictatorships, theocracies, and absolute monarchies to examples of limited systems including direct democracies, representative democracies, constitutional monarchies, and republics.1.3. Summarize and explain how the American system is a representative republic in which the citizenry is sovereign.1.4 Compare the advantages and disadvantages of the major ways governmental power is distributed, shared, and structured in unitary, federal, and confederal systems in terms of effectiveness, prevention of abuse of power, and responsiveness to the popular will.

Essential Questions1.What is government and why is it needed?2.How can we as a people solve the problems of

modern society to make the world a better place for future generations and ourselves?

3.Why do governments exist?4.What are the characteristics of a state?5.What are the four most influential theories of the

origin of Nation States? Explain each.6.How did democracy develop in ancient Greece,

Rome and England?7.Was our government created to protect us from

ourselves?8.What are the elements of “good participation” in a

healthy democracy?

1. Forms of Government (How has it changed over time?) 3.2 Unitary Confederation Federation Presidential Parliamentary Democracy Dictatorship Oligarchy Republic, Theocracy

1.2, 1.3, 1.4

Chapter 1-Section 2

Writing Prompt: Read the headlines below. To which type of government do the headlines refer—an absolute monarchy or a parliamentary democracy? Cite specific textual and visual evidence from the headlines, your textbook and other sources to support your answer.

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 6

Prime Minister Calls forVote of Confidence

Labor Party Members

Resign from Cabinet

New Coalition GovernmentSeems Fragile

CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources

Suggested Resources and Literacy ConnectionWriting Prompt or Group Activity:

Speaker A: The story of history is the story of class struggles. Revolution is necessary to overthrow the ruling class and eventually create a classless society in which no one will be exploited.

Speaker B: The royal power is absolute and the prince need render account of his acts to no one. Where the word of a king is, there is power. Without this absolute authority, the king could neither do good nor repress evil.

Speaker C: Government should leave business alone. It should let the natural law of supply and demand determine what gets produced, how much gets produced, who does the work, the price of goods, rates of pay, and all other economic questions.

Speaker D: Men are born and remain free and equal in right. It is the duty of every government to preserve and protect these natural and inalienable rights.

Directions: Read the excerpts above, and then answer the questions below.

Each of the speakers above expresses a viewpoint on the philosophy of government.

Based on your knowledge of world governments, select two of thetheories and list at least two nations that accepted them and were ruled by them.

In your opinion, were these theories beneficial or detrimental to the success of the nations as a whole? Support your conclusions with examples.

Activities

Political Culture Analyze majority rule with protection of minority rights/due process

Basic Topics of Government Create a web Group presentation over theories and theorists Create cartoons about the forms of government Students will research different types of government including their

basis of power and ability to accomplish goals. Write an article for a journal: Which forms of government best meet the

needs of the people? Conduct a Constitutional search to find how the Constitution addresses

the weaknesses on the Articles of Confederation. Research political philosophers and write a quote consistent with their

perspective. Present this to the class and the other groups will determine the principle that is being addressed.

Citizenship Test Voter registration for students Create a campaign poster or political cartoon dealing with an election

issue or candidate. Write a letter to a Congressman or other official. Create a class preamble Assess the validity of various “voters’ guides OYEZ Cornell Law

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 7

First QuarterAugust 19 – October 15

TOPIC: Origins of Colonial Government Instructional Time: 7 Days

OC³ and Essential Questions Topics/ContentSuggested Resources and

Activities1.1 Contrast the essential characteristics of limited versus unlimited governments with an understanding that the United States’ constitutional system established legal restraints on governmental power.1.3 Summarize and explain how the American system is a representative republic in which the citizenry is sovereign.

2.1 Cite specific textual and visual evidence and compare points of view to examine the philosophical contributions of the Enlightenment including the writings of Montesquieu, Locke, and Thomas Jefferson; the early experiences of colonial self-government; and the influence of religious texts including The Bible to the foundation of American political thought.

2.2 Cite specific textual and visual evidence and summarize the impact of major historic events of the Revolutionary Era and major documents contributing to the formation of constitutional government in the United states including the Mayflower Compact (1620), the Fundamental Orders of Connecticut (1639), the English Bills of Rights (1689), the Albany Plan of Union (1754), the Virginia Declaration of Rights (1776), the Articles of Confederation (1781), and the colonial/revolutionary writings of Patrick Henry, Thomas Paine, and James Otis.

Essential Questions1. What basic ideas about government did the English

Colonists bring to America?2. How did government first develop in the thirteen

Colonies?3. What does “limited government” mean?

1. Basic Topics 1.1, 1.3 Ordered Limited Representative

2. Documents/Events/Religious Text 2.1 The Magna Carta Petition of Right Maryland Toleration Act English Bill of Rights Great Awakening Enlightenment

3. Colonial Government 2.1 Royal Proprietary Charter

4. Evolution of Democratic Government in the U.S. 2.1, 2.2 Mayflower Compact Virginia House of Burgesses New England Town Meetings Fundamental Orders of Conn Albany Plan Virginia Declaration of Rights

Chapter 2-Section 1

Chapter 2-Section 1We the People 4KITHistorical Documents, Pgs. 782-790Activity: The Magna Carta

Chapter 22-Section 2Chapter 2-Section 1

OSSWe the People 5

Activities Chart the documents (who, what, when,

where, why) Colonial Map Timeline of events Identify the central idea(s) found in each of

the historic documents of this unit. What importance does each document play in the founding of American government?

Compare and contrast the Great Awakening and the Enlightenment and explain how each impacted the formation of American government.

The Bible and other religious texts

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 8

CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources

First QuarterAugust 19 – October 15

TOPIC: Events Leading to the Declaration of Independence

Instructional Time: 5 Days

OC³ and Essential Questions Topics/ContentSuggested Resources and

Activities1.1 Contrast the essential characteristics of limited versus unlimited governments with an understanding that the United States’ constitutional system established legal restraints on governmental power.

2.2 Cite specific textual and visual evidence and summarize the impact of major historic events of the Revolutionary Era and major documents contributing to the formation of constitutional government in the United States including the Mayflower Compact (1620), the Fundamental Orders of Connecticut (1639), the English Bills of Rights (1689), the Albany Plan of Union (1754), the Virginia Declaration of Rights (1776), the Articles of Confederation (1781), and the colonial/revolutionary writings of Patrick Henry, Thomas Paine, and James Otis.

2.3 Determine the central ideas and importance of the concept of inalienable rights, the social contract or compact, the 27 grievances as stated in the Declaration of Independence, and the discussions of enumerated versus implied powers; and cite specific textual and visual evidence to explain how the protection of these rights were incorporated in the United States Constitution and the federal Bill of Rights as a fundamental purpose of government. Essential Questions1. What events lead to the writing of the Declaration of

Independence?2. What were the issues behind colonists’ protest?

1. Economic issues 1.1 Effects of Mercantilism and salutary neglect Impacts of the Acts of British Law from

1763-17742. Political issues 2.2, 2.3

First Continental Congress Patrick Henry – March 1775, James Otis,

Thomas Paine – Common Sense, The Crisis, Jan. 1776

Second Continental Congress Declaration of Independence : Reasons for

separation, New theory of government, Unalienable Rights, Declaration of war

Chapter 2-Section 2OSSWe the People 6

Chapter 2-Section 2

Activity: Mercantilism

Activities Create or interpret Political Cartoons Writing project – Letters from

Colonies to Great Britain, journals, poem

Timeline to Independence Annotation of the Declaration of

Independence Paraphrase the Declaration of

Independence into modern terms Read Thomas Paine’s Common

Sense and identify key concepts, words, and/or phrases

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 9

CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources

First QuarterAugust 19 – October 15

TOPIC: From Confederation to Constitution Instructional Time: 3 Days

OC³ and Essential Questions Topics/ContentSuggested Resources and

Activities2.2 Cite specific textual and visual evidence and summarize the impact of major historic events of the Revolutionary Era and major documents contributing to the formation of constitutional government in the United states including the Mayflower Compact (1620), the Fundamental Orders of Connecticut (1639), the English Bills of Rights (1689), the Albany Plan of Union (1754), the Virginia Declaration of Rights (1776), the Articles of Confederation (1781), and the colonial/revolutionary writings of Patrick Henry, Thomas Paine, and James Otis.

2.4 Evaluate the necessity for a written constitution to set forth the organization or government and to distribute powers among the three different branches of government and the states, or the people.

Essential Questions1.What were the strengths and weaknesses of the

Articles of Confederation?2.How was the government organized under the

Articles of Confederation?

1. Governmental structure under the Articles of Confederation 2.2 Powers of Congress States rights

2. Success of the Articles of Confederation Land Ordinance of 1785 Northwest Ordinance of 1787

3. Weaknesses of the Articles of Confederation 2.4 Lack of strong central government Economic: Taxes, tariffs, commerce Violation of personal and property rights:

Shay’s Rebellion Difficulty in adding amendments

Chapter 2-Section 3

OSS

We the People 8

Chapter 2-Section 3We the People 8

Activities Draw a township using the criteria created

by the Land Ordinance of 1785. Cause and effect graphic organizer Predict what America might be like today if

still under the Articles of Confederation Connection of the UN and EU as modern

confederations Write a news report over Shays’ Rebellion

(who, what, when, where, why) Conduct a mock interview of Daniel Shays Research connections between issues of

private property rights during the Shays’ Rebellion era vs. today, especially regarding modern issues of eminent domain.

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 10

First QuarterAugust 19 – October 15 TOPIC: Writing the Constitution Instructional

Time: 5 Days

OC³ and Essential Questions Topics/ContentSuggested Resources and

Activities2.5 Analyze the events and major conflicts, beliefs, and arguments which led to the addition of the Bill of Rights to the United States Constitution; and compare the points of view as expressed in Federalist Papers Number 10 and Number 51 and the writings of the Anti-Federalists including Patrick Henry and George Mason.

Essential Questions1. On which issues did the Constitutional Convention

delegates compromise to achieve ratification of the Constitution?

1. Writing the new Constitution 2.5 Virginia Plan ; New Jersey Plan Compromises: Connecticut (Great),

Three-fifths, Commerce and Slave Trade Presidential Compromises: Single

Executive, Elected to 4-year term by electoral college, Commander-in-chief

2. Ratification 2.5 Federalists: responses to the weakness

of the Articles of Confederation, Federalist Papers Federalist No. 10 Federalist No. 51

Anti-Federalists: lack of Bill of Rights and fear of tyranny

Works from Cato, Brutus, and George Mason, Patrick Henry

Anti-Federalist Papers

Chapter 2-Section 4We the People 9, 10

Historical Documents, Pgs. 791-796

Chapter 2-Section 5We the People 11,12,13,14

Essential Federalist PapersEssential Anti-Federalist Papers

Activity: Federalist and Anti-Federalist Views

CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 11

Suggested Resources and Literacy Connection Graphic organizer for compromises and Federalists/Anti-Federalists Hold a Constitutional Convention to write a class constitution Create and participate in a mock Constitutional Convention Conduct a Constitutional search to find how the Constitution addresses the weaknesses on the Articles of Confederation. Research political philosophers and write a quote consistent with their perspective. Present this to the class and the other groups will determine the principle

that is being addressed. Create a timeline of events effecting Constitutional influences Research using the Internet and newspaper articles to find information that deals with Constitutional principles Create political cartoons or editorials reflective of the development of Constitutional government Debate from Federalist/Anti-Federalist differing points of view Determine the meaning of words and phrases as used in Federalist and Anti-Federalist texts U.S. History Series: The Early Republic: The Federalists pg 17+ The Federalist Debates: Balancing Power Between State and Federal Governments from EDSITEment Federalist Documents: Free Federal Teaching Resources Federalist Papers #10 Federalist Papers —Complete Collection Anti-Federalist Papers— Complete Collection See Supplement to this guide for additional resources for The Federalists.

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 12

Second QuarterOctober 20 – December 19 TOPIC: The Constitution Instructional

Time:16 Days

Cur. pgs. 13-16

OC³ and Essential Questions Topics/ContentSuggested Resources and

Activities1.1 Contrast the essential characteristics of limited versus unlimited governments with an understanding that the United States’ constitutional system established legal restraints on governmental power.1.3 Summarize and explain how the American system is a representative republic in which the citizenry is sovereign.

3.1. Explain the concept of popular sovereignty as exercised by the nation’s people who possess the ultimate source of authority.3.2. Examine the American system of federalism and evaluate the changes that have occurred in the relationship between the states and the national government over time.3.4. Summarize and explain the relationships and the responsibilities between national and state governments including tribal and local governments. 3.5. Cite specific textual and visual evidence and summarize how power is separated as well as shared under the American system including the separation of powers and checks and balance, which is designed to prevent abuse of power by any government body at the local, state, tribal, and federal levels.

1. Six basic principles of the Constitution 1.1 1.3

2. Challenges to federalism over time 3.1, 3.2, 3.4 Kentucky and Virginia Resolutions McCulloch v. Maryland - 1819 Ordinance of Nullification – South

Carolina, 1832 Rise of sectionalism Current challenges to federalism 3.5 Tribal relationships and responsibilities

3.5 Indian Country Media Network Native American Times

3. Articles of the Confederation , Preamble to Article 7

Chapter 3-Section 1

Chapter 11-Section 4OSS

Constitutional Principles Videos Consent of the Governed Separation of Powers Rule of Law Representative Government

Chapter 25-Section 1Chapter 3

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 13

CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources

Second QuarterOctober 20 – December 19 TOPIC: The Constitution Instructional

Time:16 Days

Cur. pgs. 13-16

OC³ and Essential Questions Topics/ContentSuggested Resources and

Activities2.3. Determine the central ideas and importance of the concept of inalienable rights, the social contract or compact, the 27 grievances as stated in the Declaration of Independence, and the discussions of enumerated versus implied powers; and cite specific textual and visual evidence to explain how the protection of these rights were incorporated in the United States Constitution and the federal Bill of Rights as a fundamental purpose of the government.2.6. Analyze the steps of the constitutional amendment process including examples of recent attempts to amend the United States Constitution as exemplified in the issues of the Equal Rights Amendment and flag desecration.

5.3.A. Analyze the rights and liberties guaranteed to all citizens in and protected by the Bill of Rights, how they are applied and protected within the states through the 14th Amendment, and sustained through the actions of individual citizens.

Essential Questions1. The Constitution is based on which principles?2. How does the amendment process illustrate

federalism?3. What is the difference between formal and informal

4. Formal Amendments/Formal Process 2.3, 2.6 Bill of Rights 1-10 Civil War 13,14,15 Suffrage 15,19,23,24,26 Presidential 12,20,22,23,25 Housekeeping 11,16,17,18,21,27

5. Informal Amendment Processes6. Protection of rights 5.3A

Writ of Habeas Corpus Bills of Attainder Ex post facto laws Writs of Assistance

Chapter 3-Section 2Constitution

Chapter 3-Section 3

We the People 15Chapter 20-Section 3 (pgs 576-578)

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 14

amendments?4. How do the principles of the Constitution provide for a

more effective or efficient government?5. Thinking back to the original Constitutional principles,

would the founding fathers be surprised by the changes in their government over the last 200 years?

CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources

Foundation for the U.S. Bill of RightsWriting or Group Activity: Comparing

Excerpts from Two Documentsfrom the Magna Carta from the English Bill of Rights

Directions: Our Bill of Rights is based largely on earlier lists of rights, especially two sources from England: The Magna Carta (1215) and the English Bill of Rights (1689). As you read, picture what the English monarchs were able to do before these documents limited their power. Look for ideas that grew into our Bill of Rights, then answer the questions that follow.

Questions:1. What are three of the ways English monarchs

could have treated people unfairly before King John signed the Magna Carta?

2. Explain which protections in our Bill of Rights have roots in the listed selections from the Magna Carta, and which have roots in the listed selections from the English Bill of Rights.

“1. We [the monarch] have granted that the English church shall be free, and shall hold its rights entire and its liberties uninjured. . . .

12. No tax shall be imposed in our kingdom except by the common council of our kingdom, except for ransoming of our body, for making of our oldest son a knight, and for once marrying our oldest daughter. . . .

20. A free man shall not be fined for a small offense, except in proportion to the measure of the offense; and for a great offense he shall be fined in proportion to the magnitude of the offense, and none of the fines shall be imposed except by the oaths of honest men of the neighborhood. . .

39. No free man shall be taken or imprisoned or dispossessed, or outlawed, or banished, or in any way destroyed except by the legal judgment of his peers or by the law of the land.

40. To no one will we sell, to no one will we deny, or delay right or justice.”

“That levying money [taxing] without grant of parliament . . . is illegal.

That it is the right of the subjects to petition the King. . . .

That the freedom of speech, and debates or proceedings in parliament, ought not to be [challenged or questioned] in any court or place out of parliament.”

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 15

Suggested Resources and Literacy Connection

Bill of rights flip chart, mobile, model, scavenger hunt Research current event articles and/or political cartoons which illustrate the 6 basic principles of the Constitution Research current events which give examples of current attempts of the nullification of federal law (i.e. national healthcare, immigration, medical marijuana) Using a natural disaster (i.e. Mississippi River flooding, Hurricane Katrina, May 3, 1999 tornado) identify the proper role of city, state, and national

governments within the scope of “federalism” If you were to propose an amendment to the Constitution, what would it be and why would you propose it? Concept circle to illustrate the informal amendment process Describe a scenario to illustrate a modern example of how the protections of writ of habeas corpus, bills of attainder, ex post facto laws, and writs of

assistance are still important today Chart whether specified topics are “state” or “federal” in scope Tribal commonality of the 5 governments Equal Rights Amendment Balanced Budget Amendment Flag Burning Amendment

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 16

Second QuarterOctober 20 – December 19

TOPIC: Three Branches of Government--

LegislativeInstructional Time:

20 DaysCur. pgs. 17-

18

OC³ and Essential Questions Topics/ContentSuggested Resources and

Activities1.3. Summarize and explain how the American system is a representative republic in which the citizenry is sovereign.

4.2.A. Identify constitutional qualifications for holding public office, the terms of office, and the expressed powers delegated to each branch of the national government including the numbers of members comprising the United States Congress and United States Supreme Court.4.2.B. Evaluate the extent to which each branch of government reflects the people’s sovereignty including current issues concerning representations such as term limitations and legislative redistricting.2.3. Determine the central ideas and importance of the concept of inalienable rights, the social contract or compact, the 27 grievances as stated in the Declaration of Independence, and the discussions of enumerated versus implied powers; and cite specific textual and visual evidence to explain how the protection of these rights were incorporated in the United States Constitution and the federal Bill of Rights as a fundamental purpose of the government.3.3. Analyze the enumerated powers delegated to the federal government by the states in the United States

LEGISLATIVE 1.31. Structure: Article I of the Constitution 4.2A, 4.2B

Organization of Congress Strict versus liberal construction

2. Senate Advice and consent on treaties Confirm executive appointments Conduct trials of impeachment Filibuster and cloture

3. House of Representatives Tax legislation Votes on Articles of impeachment Reapportionment 4.2B Redistricting Term limitations

4. Powers of Congress 2.3 Delegated powers: Article I, Section 8 –

Expressed, Implied (Elastic, Necessary and Proper Clauses), Inherent

Prohibited Powers: Article I, Section 9 Reserved Powers: 10th Amendment 3.3

5. How a Bill Becomes a Law 4.2C

Chapter 10-Sections 1,2

Chapter 12-Section 1

Chapter 10-Sections 3,4

Chapter 10-Sections 2,4

Chapter 4-Section 1Chapter 11

Chapter 12-Sections 3,4Activity: How A Bill Becomes Law

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 17

Constitution, the limits placed on the powers of the national government, and the powers of the states including the reserved and concurrent powers.4.2C Describe the process in which public policy is formulated into law including both the constitutional and operational procedures utilized in the modern legislative process.4.2F Apply the principles of limited government, federalism, checks and balances, and separation of powers to the workings of the three branches of government in real world situations including current issues and events.

6. Congress Structure/Committees 4.2C Current Events and Issues 4.2F Chapter 12-Sections 1,2

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 18

Essential Questions1. What are the key differences in membership of the House and Senate?2. Why did the framers include the Necessary and Proper Clause in the Constitution?3. How does a bill become a law?4. In what ways does Congress oversee the activities of the executive branch?5. Would our founding fathers believe our government has overstepped its bounds?6. How do the people in the legislative branch and the process they use to create laws, meet the needs of the people?

Suggested Resources and Literacy Connection

District Social Studies Power Point Website

Power Point Palooza

Interactive Graphic OrganizersGraphic Organizers Print Outs

Writing project over current issues/events involving the legislative branch Class project: Write a bill and follow it through committee (mock legislature) Determine if the sociological make-up of Congress is a fair representation of society. Students will extend this by writing an academic essay. Research party make-up in Congress, as well as how their representatives vote on important issues. Divide the book Profiles in Courage into 8 sections. Divide the class into 8 groups and each group will present why that Senator was an important part of

American history. Create an “H-Chart” on the similarities and differences of House and Senate membership and/or structure Analyze C-Span clips which feature committee work (esp. a hearing/testimony) Compare federal bills to state bills so as to distinguish difference of issues addressed (federalism) Journal entry: How “elastic” should the “elastic clause” be? Chart to classify specified list of powers as “expressed”, “inherent”, “implied”, “reserved”, “prohibited” U.S. History Series: The Early Republic – “Name that Clause” pg 24+ NPR.org Washington Post New York Times House of Representatives Senate

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 19

Third QuarterJanuary 6 – March 12 TOPIC: Influence of Political Parties Instructional

Time:10 Days

Cur. pgs. 19-20

OC³ and Essential Questions Topics/ContentSuggested Resources and

Activities4.3A Evaluate the role of political parties, interest groups including organized labor and the media in influencing the public agenda, public opinion, and the actions of government.

4.2G Identify the issues behind and explain the changes resulting from landmark United States Supreme Court decisions including Bush v. Gore (2000)

4.3B Describe the electoral process including the components of national campaigns, the nominative process, campaign funding, and the Electoral College.

Essential Questions1. How did the American party system develop?2. What influence have third party candidates had in

presidential elections?3. How do primaries and voter turnout influence

political parties.4. What do political parties do? Give several

examples.5. Does the current political system allow for the

best representation possible?6. All things considered can voters make final

decisions to do what is best for society?

1. Evolution and role of political parties in the United States, custom not law 4.3A Role of Political Parties: Democrats,

Republicans and what they stand for Impact of Third parties

2. Election Process Strengths and weaknesses of the Electoral

College (1824, 1876, 1888, 2000) Bush v Gore 4.2G

Selection of Electors 4.3A Caucus, Primary, National Nominating

Convention: Open, Closed 4.3B The Living Room Candidate

3. Campaign funding and spending 4.3B4. Influence of media, advertising, public opinion polls

4.3A5. Interest Groups 4.3A

Role of Interest Groups Types of Interest Groups How they function

Chapter 5-Section 1, 3

Chapter 5-Sections 2Chapter 7-Sectiion 1, Chapter 8Chapter 13-Sections 3,4,5

Chapter 9

Writing or Group Activity: Elections, interest groups, the media, and personal contacts all are means of measuring public opinion.

1. Describe how each is used to measure public opinion.

2. What are the limitations of each?

CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 20

Suggested Resources and Literacy Connection Clip of HBO movie “Recount” showing problems with the ballot Develop a platform for a teen third party including current issues Mock campaign and election Compare and contrast the views of the major political parties Write an editorial concerning the validity of the Electoral College Debate current issues from the perspective of the political parties, or interest groups Participate in a voter registration drive Write letters to political candidates addressing their stand on particular issues Write an academic essay: Does the current political system allow the U.S. to achieve the best representation possible? Or does your vote really count? Read excerpt of Washington‘s farewell address on political parties and Federalist #10. To what extent are political parties appropriate/beneficial in American

governmental life today? Read differing opinions on Supreme Court’s decision of Citizens United v. FEC. With which point of view do you most agree and why? Video clips of national conventions Compare/contrast campaign commercials from The Living Room Candidate What is the power of the media within a political campaign? Analyze political cartoons over political parties Locate and analyze/predict public opinion polls Bill of Rights: President and the Constitution

Volume OneBush v. Gore, pg 140+Electoral College, pg 118+

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 21

Third QuarterJanuary 6 – March 12

TOPIC: Three Branches of Government-

ExecutiveInstructional Time:

20 DaysCur. pgs. 21-

23

OC³ and Essential Questions Topics/ContentSuggested Resources and

Activities4.2A Identify constitutional qualifications for holding public office, the terms of office, and the expressed powers delegated to each branch of the national government including the numbers of members comprising the United States Congress and United States Supreme Court.

4.2D Explain why certain provisions of the United States Constitution result in tensions among the three branches, and evaluate how the functions of the national government have changed over time through executive actions and judicial interpretation of the necessary and proper clause.

4.2G Identify the issues behind and explain the changes resulting from landmark United States Supreme Court decisions including United States v. Nixon (1974)

4.5C Explain how legislation, executive departments, and regulatory agencies affect both economic sectors and individual citizens.

1. The Presidency 4.2A Job description and qualifications Presidential Succession Act, 25th Amendment

and the Vice Presidency2. Presidential Powers: Article II, Sections 2-3 4.2D

Imperial Presidency Executive Powers (inc. U.S. v. Nixon , 1974 )

4.2G OYEZ Diplomatic and military powers Legislative and judicial powers

3. Bureaucracy 4.5C Cabinet/Departments Regulatory/Independent agencies

Chapter 13-Sections 1,2

Chapter 14

Activity: Presidential Powers

Writing Activity: Presidential Pardon

Chapter 15

CH-S = Chapter-Section in Magruders American Government, KIT = Resources in Magruders Teacher’s Kit, WTP = We the People, OSS = Outside Sources

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 22

Third QuarterJanuary 6 – March 12

TOPIC: Three Branches of Government—

Executive: Finance and Defense

Instructional Time:

20 DaysCur. pgs. 21-

23

OC³ and Essential Questions Topics/ContentSuggested Resources and

Activities4.4A Identify major sources of revenues for the federal government and how revenue is budgeted.4.5A Describe the steps of the budget process including examples of economic trade-offs that occur when addressing competing public needs.4.6A Evaluate the effectiveness of cooperative efforts exercised through international alliances and organizations from the perspective of the United States including United Nations, the North Atlantic Treaty Organization, and the North American Free Trade Agreement.4.6B Examine issues of national sovereignty and human rights on contemporary decisions of foreign policy.4.4B Analyze significant policy issues and how they reflect the nation’s interests and principles including entitlements and environmental concerns.4.2F Apply the principles of limited government, federalism, checks and balances, and separation of powers to the workings of the three branches of government in real world situations including current issues and events.

Essential Questions1. What are the constitutional and personal

qualifications for the office of President?2. Is the Electoral College the best method for

choosing a President? Explain why or why not. 3. In what ways has the President’s power grown

since the writing of the Constitution?4. Compared to the original goal of the framers, has

the President overstepped his bounds?5. Do Americans expect too much today from the

President?

4. Government/Budgeting 4.4A

5. Foreign and Defense policies4.5A Foreign Affairs and National Security 4.5A Foreign and Defense Agencies 4.6A 4.6B Foreign Aid and Alliances 4.4B Domestic Policy 4.4B Current Issues and Events 4.2F

Chapter 16

Chapter 17-Sections 1,2,4

Writing Prompt: What is the advantage of giving Congress, rather than the President, the final say in determining the federal budget? What is a disadvantage? Cite textual evidence to support your answer.

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 23

6. How does the President organize the executive branch in order to meet all his/her duties and roles?

Suggested Resources and Literacy Connection Interpret Political Cartoons Write about ways to improve the efficiency of regulatory agencies Create their own hypothetical candidate, based on civic virtue, background, and personality characteristics. Analyze their electability Write a feature article analyzing who was the most influential president and why Compare/Contrast famous inauguration addresses to what they were actually able to accomplish Write a feature article about an event going on in the world today and how the U.S. is responding Use a world map to research the “hot spots” and locate them on a map. They will present to the class how the UN or U.S. government is using its structure to

deal with these problems Page 499, Rostker v. Goldberg, 1981 Chart the Cabinet Departments including agencies within each department Research an assigned agency and identify its function and goals, size, salaries, budgets, etc. Create a job “Want ad” for a position within this agency listing the

qualifications for the job, working conditions and salary Bill of Rights: Presidents and the Constitution

Volume One: LBJ and Reagan, pg 24+Volume Two: Nixon, pg 118+

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 24

Third QuarterJanuary 6 – March 12

TOPIC: Three Branches of Government—

JudicialInstructional Time:

10 DaysCur. pgs. 24-

25

OC³ and Essential Questions Topics/ContentSuggested Resources and

Activities4.2A Identify constitutional qualifications for holding public office, the terms of office, and the expressed powers delegated to each branch of the national government including the numbers of members comprising the United States Congress and United States Supreme Court.4.2F Apply the principles of limited government, federalism, checks and balances, and separation of powers to the workings of the three branches of government in real world situations including current issues and events.4.2D Explain why certain provisions of the United States Constitution result in tensions among the three branches, and evaluate how the functions of the national government have changed over time through executive actions and judicial interpretation of the necessary and proper clause.4.2G Identify the issues behind and explain the changes resulting from landmark United States Supreme Court decisions including Marbury v. Madison (1803), McCulloch v. Maryland (1819)

Essential Questions1. What is jurisdiction?2. What are the duties of constitutional courts?3. Federal judges are selected how?4. In what ways does the Supreme Court shape

public policy?5. How do the courts balance the rights of society v.

the rights of the individual?6. What impact have judicial decisions had on

society?

1. Structure: Article III of the Constitution 4.2A Dual court system Jurisdiction: exclusive, concurrent, original,

appellate Federal versus State

2. Lower Courts Constitutional Courts: District Courts, Courts of

Appeal Special Courts

3. Supreme Court Justices: How many? Who are they? How

selected? How a case reaches the Supreme Court? Process when it gets to the Supreme Court. Current issues and events 4.2F

4. Judicial Review 4.2D Marbury v. Madison (1803) McCulloch v. Maryland (1819) 4.2G OYEZ

Chapter 18-Sections 1,3

Chapter 18-Sections 2,4Activity: Lower Courts

Chapter 18 Section 3

Chapter 18 Section 3Chapter 11 Section 4

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 25

7. How has the judicial branch adapted to society?

Suggested Resources and Literacy Connection Read and analyze an Oklahoma case, studying it up through the U.S. Supreme Court decision (i.e. Thompson v. Oklahoma) Chart and graph the differences between state and federal courts. Watch videotapes of the Civil and Criminal trials of OJ Simpson and make conclusions comparing civil v. criminal cases. Role play the President and pick a Supreme Court member Bill of Rights: President and the Constitution

Volume Two: Military v. Civilian courts, pg. 58+ Clip of “60 Minutes” episode featuring the relationship between Justices Scalia and Ginsberg –disagree on policy and constitutional interpretation but are the

best of friends – discussion on constitutional originalist v. living document Bill of Rights: Supreme Court DBQs

Marbury v. Madison, pg5+ Supreme Court OYEZ

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 26

Fourth QuarterMarch 23 – May 27

TOPIC: Civil Rights—Civil Liberties

Instructional Time:

15 DaysCur. pgs. 26-

28

OC³ and Essential Questions Topics/ContentSuggested Resources and

Activities5.3A Evaluate historic and contemporary examples of American citizens who have attempted to make the values and principles of the United States Constitution a reality.

4.2G Identify the issues behind and explain the changes resulting from landmark United States Supreme Court decisions including Plessy v. Ferguson (1896), Brown v. Board of Education of Topeka, Kansas (1954), Mapp v. Ohio (1961), Engel v. Vitale (1962), Miranda v. Arizona (1966), Furman v. Georgia (1972), Roe v. Wade (1973).

Essential Questions1. Of what importance are landmark Supreme Court

cases? Explain why.2. Are rights relative or absolute in a democracy?3. What connection do rights have to a successful

democracy?4. How does our Constitution protect rights?

1. Application of the Bill of Rights by the 14th Amendment 5.3A

2. Incorporation of the Bill of Rights by the 14th Amendment

3. Legal Precedent 4.2G Plessy v. Ferguson , 1896 Brown v. Board of Education , 1954

4. Civil Rights and Liberties Landmark Cases Expanding Civil Rights Mapp v. Ohio , 1962 Engel v. Vitale , 1962 Miranda v. Arizona , 1966 Furman v. Georgia , 1972 Roe v. Wade , 1973Affirmative Action: Board of Regents for University of

California v. Bakke, 1978 and current cases 5.3B

OYEZ

5. Optional Cases Dred Scott v. Sanford , 1857 Gideon v. Wainwright , 1963 Abington School District v. Schempp ,

1963 Tinker v. Des Moines , 1969 Gregg v. Georgia , 1976 New Jersey v. T.L.O., 1985 Hazelwood School District v. Kuhlmeier ,

Chapter 19Activity: Life without the Bill of Rights

Chapter 20 & Chapter 21OSS

Chapter 20 & Chapter 21OSS

Activity: Civil Rights, Civil Liberties: Affirmative Action

Activities Graphic organizer on definition and examples

of “civil rights” vs. “civil liberties” Research, then prepare a power point

presentation over landmark Supreme Court cases

Create a simulation game of daily life without rights

Divide into groups. Each group will be given an amendment to research and present court cases dealing with that amendment

Debate issues involving rights and the roles of government and the protection of those rights

Interpret quotes from philosophers and

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 27

3.7 Analyze the United States government’s responsibility to protect minority rights while legitimizing majority rule including the rights of due process and equality under the law.

5.3.A. Analyze the rights and liberties guaranteed to all citizens in and protected by the Bill of Rights, how they are applied and protected within the states through the 14th Amendment, and sustained through the actions of individual citizens.

5.3.B. Explain the impact on American politics, both historically and presently, of the racial, religious, socioeconomic, and ethnic diversity of American society including the importance of adhering to constitutional values in managing conflicts over diversity.

1988 Texas v. Johnson , 1989 Santa Fe School District v. Doe , 1999 Board of Education v. Earls , 2001 OYEZ

6. Civil Rights Acts of 1964 and 1968 3.7

7. Voting Rights Act of 1965

8. Americans with Disabilities Act, 1990

9. Current interpretation of civil rights and civil liberties 5.3A

10. Explain the impact of these cases on American Society 5.3B

writers regarding responsibilities and determine if these are necessary responsibilities for life in a democracy

Bill of Rights: Presidents and the Constitution Volume One: Dred Scott, pg 72+

Journal Entry: Under what conditions would you lose rights and/or protections without the 14th Amendment?

Bill of Rights: Supreme Court DBQs

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 28

First Amendment: Freedom of the PressDirection: Read the following quotes and documents concerning the publics’ right and responsibility to be informed, and then answer the question at the bottom.

First Amendment to the Constitution: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; …

Quote: Let the eye of vigilance never be closed. - Thomas Jefferson to Spencer Roane, 1821 concerning the addition of the First Amendment to the Constitution.

Freedom of Information Act (1966)The Freedom of Information Act (P.L. 89-554, 80 Stat. 383) asserts the public's right to know about the activities of government. That right to know is the foundation of accountability in a democracy and in fact preserves democratic government. The First Amendment right of free speech draws power from the availability of information, because knowledge enables people to identify government misconduct or incompetence and challenge government actions. Lacking access to information about government weakens the right to speak and the right to associate with others to advocate for change. Criticism without information is less powerful; ignorance dulls outrage and reduces the incentives to organize for democratic change.

Robert G. Vaughn, Professor of Law, Washington College of Law, American University

Pentagon PapersThe Pentagon Papers was a government study of U.S. involvement in Southeast Asia. Commissioned by Secretary of Defense Robert S. McNamara in June, 1967, the 47-volume, top secret study covered the period from World War II to May, 1968. It was written by a team of analysts who had access to classified documents, and was completed in Jan., 1969. The study revealed a considerable degree of miscalculation, bureaucratic arrogance, and deception on the part of U.S. policymakers. In particular, it found that the U.S. government had continually resisted full disclosure of increasing military involvement in Southeast Asia—air strikes over Laos, raids along the coast of North Vietnam, and offensive actions by U.S. marines had taken place long before the American public was informed. On June 13, 1971, the New York Times began publishing a series of articles based on the study. The Justice Dept. obtained a court injunction against further publication on national security grounds, but the Supreme Court ruled (June 30) that constitutional guarantees of a free press overrode other considerations, and allowed further publication. The government indicted (1971) Daniel Ellsberg, a former government employee who made the Pentagon Papers available to the New York Times, and Anthony J. Russo on

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 29

charges of espionage, theft, and conspiracy. On May 11, 1973, a federal court judge dismissed all charges against them

Question: Why is access to information from the government essential to maintaining a democracy? Cite evidence to support your opinion using the 2 quotes and 2 documents above.

Fourth QuarterMarch 23 – May 27

TOPIC: State and Local Government

Instructional Time:

5 DaysCur. pgs. 29-

30

OC³ and Essential Questions Topics/ContentSuggested Resources and

Activities4.2.E. Compare and contrast the structure of the national branches of government to Oklahoma’s state government.

Essential Questions1. How does the structure of State branches of government

compare to that of the national government?2. What is the difference between civil and criminal court

cases?3. In what ways are state judges selected?4. Why do we need state and local government?5. How do they meet the needs of the people?6. What are the roles of the different levels of state

government?7. How do local governments serve the people?8. What are block grants and revenue sharing?9. What are the limitations on states’ taxing powers?

1. State Constitutions Federalism Similarities and differences to the U.S.

Constitution2. State Legislature

Size and structure Qualifications, Elections Powers Historical perspective: Progressive

reform in State Government, La Follette, i.e., Initiative

Petition, Referendum, Recall 3. State Executive: Governor and

Administrative Branch Qualifications, elections Powers: Executive, Legislative, Judicial Other State level offices: Lt. Governor,

Attorney General, Treasurer, Corporation Commission

4. State Judicial State Supreme Court Court of Criminal Appeals Municipal Court

5. Local Geographical Division County, Parish, Borough

6. Local Offices

Chapter 24-Section 1

Chapter 24-Section 2Activity: State and Local Government: Current Issues

Chapter 24- Section 3

Chapter 24-Sections 4,5

Chapter 25

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 30

Sheriff, District Attorney, Judge, Assessor, County Commissioners

7. Local Political Divisions Towns, Cities, School Districts

8. Local Administrative Function City planning, zoning Public Schools

9. Local Budgets and Revenues Provide services Financing State and local government

Suggested Resources and Literacy Connection Oklahoma Bar Association reading: “You are 18 and It’s Your Responsibility” Research a local problem and address how state and local government can propose solutions to this problem Interview local business leaders who explain the impact local laws have on their businesses Examine the previous year’s budget and prioritize where the expenditures should be made Give students a copy of recent state-wide budget. Tell them that there is X% less money predicted for next year. Have students defend in writing where they

would make budgetary cuts Have students create a city model (drawn out or built in 3-D). Over multiple class days give students new criteria that will impact zoning issues for the future or

their city (population boom, natural disaster, etc) Research your current local government leadership (state House, state Senate, city council, mayor, school board, etc.) and write a letter addressing an issue of

concern to your community. Attend a local school board meeting, city council meeting

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 31

Fourth QuarterMarch 23 – May 27 TOPIC: Economics Instructional

Time: 5 Days

OC³ and Essential Questions Topics/ContentSuggested Resources and

Activities1.5 Compare and contrast the property and due process rights in the United States free-market economy which are protected by the United States Constitution to the restricted property and due process rights existing/non-existing under command economic systems.

4.5.B. Determine how the government influences economic growth by using the tools of fiscal and monetary policy.

4.4.B. Analyze significant policy issues and how they reflect the nation’s interests and principles including entitlements and environmental concerns.4.5.C. Explain how legislation, executive departments, and regulatory agencies affect both economic sectors and individual citizens.

Essential Questions1. What are the basic characteristics of free market,

command and mixed economies?

1. Comparative Systems 1.5 Capitalism: Economic goals, Role of

government, Allocation of resources, Audits, Impact of productivity

Socialism Communism: Role of economic and

political freedom2. Monetary and Fiscal Policies 4.5.B

Two major instruments for influencing economic activity

Gross National Product (GNP) Gross Domestic Product (GDP)

3. Role of Government in the economies 4.4.B 4.5.C Protecting the environment Property rights of an individual are

relative and limited Contracts are legally binding Creates laws and agencies to regulate

production and exchange activities, conduct research, and establish guidelines for consumer rights and safety 4.5.C

Intervenes in labor-management

Chapter 23—Sections 1, 2, 3

Chapter 16, Section 4

Activities Read three newspaper or magazine

articles concerning economies. Write two to four paragraphs summarizing the articles, indicating whether or not you agree with the articles and why.

Research current economic indicators and write an editorial on the economic state of the union

Supply and Demand debate: Are baseball players paid too much? Using

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 32

2. What is government’s role in protecting our economic freedoms?

3. What are the four factors of production and how are they interdependent?

4. How does supply and demand interact to determine price?

relations and can regulate competition on the marketplace activity.

information and opinions from both sides, prepare a chart or graph to indicate how player’s pay is a product of supply and demand

Describe the Federal Reserve Chairperson’s approach to using the powers of “the Fed” Reserve to influence the nation’s economy

Chart the ways government protects: the environment, property rights, consumer rights and regulates marketplace competition

Moore Public Schools—Social Studies Department: Grade 12 American Studies 2014-2015 Page 33