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American Government 12th Grade Curriculum Map Independence School District No. 30 SOCIAL STUDIES COLLABORATION BLOG Trister

Trister 1/4

Trister 1-2 / 4-5

Semester Project:

Government Project / Expectations

Unit Title

Foundations of US Government

Timeline Concept Maps and Bell Works School Strategies Special Needs

Topic/ Concept

Structure of Government

5 weeks Teacher Concept Map Truman

Government in Action

7 weeks Student Concept Map

Van Horn

William Chrisman

MODIFIED LESSONS

1. Forms of government 2. Enlightenment/Philosophers 3. Events leading to Declaration of Independence 4. Declaration of Independence 5. Articles of Confederation 6. Constitutional Convention

EOC Achievement Levels and Resources

Essential Questions

Trister 2-3 / 5-6

Common Unit 1 Plan 1. Why do governments exist and what are their functions (Totalitarian, monarchies, democracies, etc.) 2. What philosophies influenced the Founding Fathers in the development of the U.S. Government? 3. What are the historical foundations of the United States? 4. How does the Declaration of Independence promote peoples’ rights and define the relationship between people and its government? 5. What are the reasons the Articles of Confederation failed as our first written constitution and laid the foundation for the Constitutional Convention? 6. Why is the Constitution referred to as a plethora of compromise?

Teacher Concept Map Truman

6 weeks Student Concept Map

Van Horn

William Chrisman

MODIFIED LESSONS

1. Separation of Power 2. Checks and Balances (including Judicial Review) 3. Federalism 4. Civil Liberties and Rights 5. Due Process 6. Missouri Constitution

EOC Achievement Levels and Resources Common Unit 2 Plan 1. How and why power is dispersed in a federal system of government? 2. How does the system of checks and balances prevent the abuse of power? 3. How is power shared between state and federal government while maintaining popular sovereignty? 4. How does the Supreme Court’s interpretation of the Bill of Rights and later Amendments protect civil rights/liberties of U.S. Citizens? 5. How is due process a fundamental safeguard for U.S. citizens? 6. Compare and contrast the structure of state government with federal government. COMMON ASSESSMENT UNIT 2 – NOV 5 and APRIL 1

Teacher Concept Map Truman

Student Concept Map Van Horn

William Chrisman

MODIFIED LESSONS

1.Political participation and behaviors 2. Political parties 3. Process of elections 4. Influence of Mass Media 5. Public Policy 6. Interest Groups

EOC Achievement Levels and Resources Common Unit 3 Plan 1. How can citizens participate in civic life? 2. What role do political parties play in the electoral process and evaluate whether political parties enhance or hinder the political process? 3. What are different types and purposes of elections? 4. How has historic and current mass media influenced politics? 5. How is public policy developed and influenced? 6. Demonstrate the impact of special interest groups on the U.S. Political System. COMMON ASSESSMENT UNIT 3 – DEC 3 and APRIL 29

COMMON ASSESSMENT UNIT 1 – SEPT 17 and FEB 4

Resources

 Text Chapters 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, pages 802,803,804, 770-774, 808  Teacher Blogs  HippoCampus  Vocabulary Unit 1 Terms  PowerPoints  SMART Board Lessons  Foundations of American Democracy (net trekker)  Teacher Notes on Philosophers  Magna Carta and Petition of Rights  Declaration of Independence  Federalist Papers 10, 51, 59 Quizlet – Flashcard Tool

Depth of Knowledge Chart Unit Learner Objectives

 DOK 3 -Describe the historical foundations of the U.S. governmental system as reflected in the following documents: o Magna Carta

 Text Chapters 2.3, 3.1, 3.3, 3.4, 4.1, 4.2, 5.1, 6.1, 8.1, 8.2, 8.3, 9.1, 11.1, 11.3, 13.2, 13.3, 13.4, 13.5, 14.5, 23.1 23.2,, 23.3, 23.4, 24, pages 754-768  Teacher Blogs  HippoCampus  Vocabulary Unit 2 Terms  PowerPoints  SMART Board Lessons  Net trekker resources  United States Constitution  Supreme Court Decisions  Missouri Constitution Quizlet – Flashcard Tool

 Text Chapters 8.2, 14.2, 16.1, 16.2, 16.3, 17.1, 17.2, 17.3, 18.1, 18.2, 18.3, 18.4, 20, 21.1, 21.4, 22, pages 456, 486-491, 496  Teacher Blogs  HippoCampus  Vocabulary Unit 3 Terms  PowerPoints  SMART Board Lessons  Net trakker resources  Rights and responsibilities of Citizens  Domestic Policy  Economic Policy  Defense and Foreign Policy  Influence of lobbying Quizlet – Flashcard Tool

Depth of Knowledge Chart

Depth of Knowledge Chart

 DOK 1 -Describe the structure of government and the purposes of laws (with emphasis on the federal and state governments) in general  DOK 2 - Explain the processes pertaining to: o Selection of political leaders (with an emphasis on presidential and

 DOK 2 - Explain the processes pertaining to: o Selection of political leaders (with an emphasis on presidential and parliamentary systems) o Functions and styles of leadership (including authoritarian,


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o Enlightenment writings of Hobbes, Locke, Rousseau, Montesquieu, and the Social Contract Theory o Mayflower Compact o Declaration of Independence o Articles of Confederation DOK 2 - Explain the importance of the following principles of government: o limited government o majority rule and minority rights DOK 2 -Identify and give examples of democracies and republics Interpret maps, statistics, charts, diagrams, graphs, timelines, pictures, political cartoons, audiovisual materials, continua, written resources, art, and artifacts DOK 2 - Assess the changing roles of: o government philosophy o government limits o government duties DOK 3 - Evaluate the Enlightenment, including its principle ideas, its antecedents, its challenge to absolutist monarchies and others and its effects on world history DOK 1 - Compare and contrast governmental systems, current and historical, including those that are democratic, totalitarian, monarchic, oligarchic, and theocratic, and describe their impact

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Benchmark Common Assessment

COMMON ASSESSMENT UNIT 1 – SEPT 17 and FEB 4

    Ongoing Learner Objectives/ Projects

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parliamentary systems) o Functions and styles of leadership (including authoritarian, democratic and laissez faire) o Governmental systems o How laws and rules are made, enforced, changed and interpreted DOK 3 - Explain the relevance and connection of constitutional principles in the following documents: o US Constitution o Federalist Papers o Amendments to the Constitution, emphasizing Bill of Rights o Key Supreme Court decisions o Marbury v. Madison o McCulloch v. Maryland o Miranda v. Arizona o Plessy v. Ferguson o Brown v. Topeka Board of Education DOK 3 - Apply the following principles of constitutional democracy to historical and contemporary issues: o checks and balances o separation of powers o federalism o representation o popular sovereignty o due process of law o judicial review DOK 3 - Analyze the evolution of American democracy, its ideas, institutions and political processes, including: o Constitution and Amendments o Struggle for civil rights o Expanding role of government DOK 2 - Explain the importance of the following principles of government: o Constitution and civil rights o Checks and balances DOK 3 - Interpret maps, statistics, charts, diagrams, graphs, timelines, pictures, political cartoons, audiovisual materials, continua, written resources, art, and artifacts DOK 2 - Explain the importance of the following principles of government since Reconstruction: o majority rule and minority rights o constitution and civil rights o checks and balances DOK 3 - Assess the changing roles of the following: o checks and balances o separation of powers o federalism o define and explain judicial review

COMMON ASSESSMENT UNIT 2 – NOV 5 and APRIL 1 Unit 2 assessment will incorporate questions from unit 1.

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democratic and laissez faire) o Governmental systems o How laws and rules are made, enforced, changed and interpreted DOK 3 - Analyze the evolution of American democracy, its ideas, institutions and political processes, including: o Constitution and Amendments o Struggle for civil rights o Expanding role of government DOK 2 - Determine the civic responsibilities of individual citizens DOK 3 - Evaluate the roles and influence of political parties and interest groups DOK 3 - Interpret maps, statistics, charts, diagrams, graphs, timelines, pictures, political cartoons, audiovisual materials, continua, written resources, art, and artifacts DOK 3 - Predict the consequences that can occur when: individuals fail to carry out their personal responsibilities DOK 3 - Determine the causes, consequences and possible resolutions of cultural conflicts

COMMON ASSESSMENT UNIT 3 – DEC 3 and APRIL 29 Unit 3 assessment will incorporate questions from units 1 and 2.

Compare and contrast the major ideas and beliefs of different cultures Analyze how the roles of class, ethnic, racial, gender, and age groups have changed in society, including causes and effects Describe the major social institutions (family, education, religion, economy, and government) and how they fulfill human needs Predict the consequences that can occur when: o institutions fail to meet the needs of individuals and groups o individuals fail to carry out their personal responsibilities Determine the causes, consequences and possible resolutions of cultural conflicts Distinguish between and analyze primary and secondary sources Create maps, charts, diagrams, graphs, timelines and political cartoons to assist in analyzing and visualizing concepts in social studies Distinguish between fact and opinion and analyze sources to recognize bias and points of view Develop a research plan and identify appropriate resources for investigating social studies topics Interpret maps, statistics, charts, diagrams, graphs, timelines, pictures, political cartoons, audiovisual materials, continua, written resources, art, and artifacts

Government Curriculum Map  

Government Curriculum Map

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