Northridge Local Schools Course of Study. Scope and Sequence

Transcription

1 Northridge Local Schools Course of Study Course: American Government Length: 1 year Grade Level: Credit: 1 Major Units of Study Foundations of U.S. Government The Constitution Three Branches of Government Government in Ohio Economics and Government The Political Process Civil Liberties Civil Rights Scope and Sequence Estimated Weeks 4 Weeks 4 Weeks 9 Weeks 3 Weeks 3 Weeks 4 Weeks 3 Weeks 4 Weeks Unit 1: Foundations of U.S. Government Course Content: Issues can be analyzed through the critical use of information from public records, surveys, research data, and policy positions of advocacy groups. I can distinguish between credible and non credible sources of information. I can locate relevant public records as part of a research activity. I can identify the advantages and disadvantages of using different sources of information, including public records, independent research studies, survey and polling data, interest group websites/publications, social media, and various opinion based information (such as op ed columns and blogs) for specific research purposes. Course Content: As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the government of the United States as a federal republic including its structure, powers, and relationship with the governed. I can list the weaknesses of the national government under the Articles of Confederation and explain the pressures for a stronger national government. I can describe the historical background of the Constitutional Convention of 1787, including its

2 original purpose, location, leaders,and delegates. I can explain how disagreements between large and small states, as evidenced by the Virginia and New Jersey Plans, led to the creation of the Great Compromise, noting its major provisions. I can describe disagreements over slavery, the presidential election process, and individual rights and the compromises on each that resulted from the Constitutional Convention. Course Content: Historically, the United States has struggled with majority rule and the extension of minority rights. As a result of this struggle, the government has increasingly extended civil rights to marginalized groups and broadened opportunities for participation. I can describe the relationship between majority rule and minority rights. Focusing on how you cannot have true democracy without the voice of the minority. Instructional Resources: Core Text: Holt McDougal: United States Government: Principles and Practice Articles of Confederation New Jersey Plan Great Compromise Virginia Plan Constitutional Convention Majority rules Minority rights Essential Vocabulary: Suggested Assessment Methods: Formative: Socrative pre tests Entrance slip: written response to prompt based on learning target to be covered in previous lesson (to ensure comprehension before moving on) or the upcoming lesson (to assess prior knowledge). Thumbs up, thumbs down by students to indicate their sense of understanding. Pose questions to individual students ongoing during course of lesson. Whole class discussion of lesson with maximum participation; monitor for student understanding. Seek quick individual student responses on white boards. Seek quick choral responses from the whole group of students. Think, Pair, Share : students work in small groups to complete a prompt then report findings to class. Exit slip: short bell ringer written quizzes (may include multiple choice, short answer, etc.) at the end of the period. Exit slip: responses to prompts at the end of the period Written homework tasks based upon learning targets with option to make corrections based on feedback. SLO pre assessment. Summative: Traditional unit tests, semester exams, end of course exam (multiple choice, true/false with

3 corrections, matching, short answer, extended response; all tests should include many types of items) Analytical essays Document based essays Research based essays (group or individual) Oral presentations (group or individual) Class debates Class Socratic discussions SLO post assessment Unit 2: The Constitution Course Content: Issues can be analyzed through the critical use of information from public records, surveys, research data, and policy positions of advocacy groups. I can distinguish between credible and non credible sources of information. I can locate relevant public records as part of a research activity. I can identify the advantages and disadvantages of using different sources of information, including public records, independent research studies, survey and polling data, interest group websites/publications, social media, and various opinion based information (such as op ed columns and blogs) for specific research purposes. Course Content: As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the government of the United States as a federal republic including its structure, powers, and relationship with the governed. I can describe and give examples of basic principles which help define the government of the United States including, but not limited to, popular sovereignty, limited government, federalism, separation of powers, and checks and balances. Course Content: The Federalist Papers and the Anti Federalist Papers framed the national debate over the basic principles of government encompassed by the Constitution of the United States. I can differentiate between the arguments of the Federalists and Anti Federalists in the debate over the ratification of the Constitution, particularly regarding the issue of individual rights, and note how the ratification debate was resolved. Course Content: Constitutional government in the United States has changed over time as a result of amendments to the U.S. Constitution, Supreme Court decisions, legislation, and informal practices. I can describe the process for formally amending the Constitution and note the number of times it has been amended. I can describe ways the meaning of the Constitution has changed through legislation, executive actions, court cases, and informal practices.

4 Course Content: The Bill of Rights was drafted in response to the national debate over the ratification of the Constitution of the United States. I can explain the historical context for the inclusion of the Bill of Rights in the U.S. Constitution. Instructional Resources: Core Text: Holt McDougal: United States Government: Principles and Practice popular sovereignty limited government federalism branches of government separation of powers checks and balances popular sovereignty limited government branches of government separation of powers checks and balances amendment strict and loose interpretation judicial review executive actions legislation Essential Vocabulary: Suggested Assessment Methods: Formative: Socrative pre tests Entrance slip: written response to prompt based on learning target to be covered in previous lesson (to ensure comprehension before moving on) or the upcoming lesson (to assess prior knowledge). Thumbs up, thumbs down by students to indicate their sense of understanding. Pose questions to individual students ongoing during course of lesson. Whole class discussion of lesson with maximum participation; monitor for student understanding. Seek quick individual student responses on white boards. Seek quick choral responses from the whole group of students. Think, Pair, Share : students work in small groups to complete a prompt then report findings to class. Exit slip: short bell ringer written quizzes (may include multiple choice, short answer, etc.) at the end of the period. Exit slip: responses to prompts at the end of the period Written homework tasks based upon learning targets with option to make corrections based on feedback. SLO pre assessment.

5 Summative: Traditional unit tests, semester exams, end of course exam (multiple choice, true/false with corrections, matching, short answer, extended response; all tests should include many types of items) Analytical essays Document based essays Research based essays (group or individual) Oral presentations (group or individual) Class debates Class Socratic discussions SLO post assessment Unit 3: Three branches of government Course Content: Issues can be analyzed through the critical use of information from public records, surveys, research data, and policy positions of advocacy groups. I can distinguish between credible and non credible sources of information. I can locate relevant public records as part of a research activity. I can identify the advantages and disadvantages of using different sources of information, including public records, independent research studies, survey and polling data, interest group websites/publications, social media, and various opinion based information (such as op ed columns and blogs) for specific research purposes. Course Content: Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities. I can explain the basic role of each branch of government (legislative, executive, and judicial) in shaping public policy and how political forces influence them. I can compare and contrast the U.S. House of Representatives and the Senate in terms of each of the following: basic purpose, purpose of the bicameral legislation, size (number of members), basis of representation for each state, qualifications of the representatives in each house, terms of office, method of election (originally and current), and unique powers. I can identify and give an example of each of the following kinds of powers as defined by the Constitution: delegated national powers (expressed, implied, and inherent), powers reserved to states, denied powers, and shared (concurrent) powers. I can give specific examples of expressed legislative powers of Congress related to money, commerce, military and foreign policy, and other legislative powers contained in Article 1, Section 8 of the Constitution. I can explain how Congress has increased its power over time through the use of the necessary and proper (elastic) clause in conjunction with the expressed powers. I can identify at least four examples of power denied to Congress by the Constitution.

6 I can outline the steps by which a bill becomes a law including any differences between the House and the Senate. I can identify the following Constitutional requirements of the Presidency including the method of election and qualifications for holding office. I can identify and explain each of the constitutional powers of the President as laid out in Article 2 of the Constitution. I can identify and explain the formal and informal roles of the President. I can describe the role of the Supreme Court and the federal court system in interpreting law. Course Content: The political process creates a dynamic interaction among the three branches of government in addressing current issues. I can explain the significance of checks and balances and give examples of how each branch checks the power of the other branches. I can describe the influence of interest groups, political parties, and media on the way that the branches of government check one another. Course Content: Five amendments have altered provisions for presidential election, terms, and succession to address changing historical circumstances. I can explain the historical circumstances surrounding the adoption of constitutional amendments pertaining to presidential election, terms, and succession. Course Content: Amendments 11, 21, and 27 have addressed unique historical circumstances. I can describe the unique circumstances surrounding the adoption of Amendments 11, 21, and 27. Instructional Resources: Core Text: Holt McDougal: United States Government: Principles and Practice electoral college succession lame duck presidential disability legislative executive judicial treaty executive order executive agreement veto veto override impeachment Essential Vocabulary:

7 advise and consent pardons reprieves appellate jurisdiction congressional pay raise checks and balances separation of powers Suggested Assessment Methods: Formative: Socrative pre tests Entrance slip: written response to prompt based on learning target to be covered in previous lesson (to ensure comprehension before moving on) or the upcoming lesson (to assess prior knowledge). Thumbs up, thumbs down by students to indicate their sense of understanding. Pose questions to individual students ongoing during course of lesson. Whole class discussion of lesson with maximum participation; monitor for student understanding. Seek quick individual student responses on white boards. Seek quick choral responses from the whole group of students. Think, Pair, Share : students work in small groups to complete a prompt then report findings to class. Exit slip: short bell ringer written quizzes (may include multiple choice, short answer, etc.) at the end of the period. Exit slip: responses to prompts at the end of the period Written homework tasks based upon learning targets with option to make corrections based on feedback. SLO pre assessment. Summative: Traditional unit tests, semester exams, end of course exam (multiple choice, true/false with corrections, matching, short answer, extended response; all tests should include many types of items) Analytical essays Document based essays Research based essays (group or individual) Oral presentations (group or individual) Class debates Class Socratic discussions SLO post assessment Unit 4: Government in Ohio Course Content: Issues can be analyzed through the critical use of information from public records, surveys, research data, and policy positions of advocacy groups. I can distinguish between credible and non credible sources of information. I can locate relevant public records as part of a research activity. I can identify the advantages and disadvantages of using different sources of information, including public records, independent research studies, survey and polling data, interest group

8 websites/publications, social media, and various opinion based information (such as op ed columns and blogs) for specific research purposes. Course Content: The Ohio Constitution was drafted in 1851 to address difficulties in governing the state of Ohio. I can provide examples of how the 1851 Ohio Constitution addressed difficulties in governing Ohio at that time. Course Content: As a framework for the state, the Ohio Constitution complements the federal structure of government in the United States. I can determine how the Ohio Constitution complements the federal structure of government in the United States and compare the structures, powers, and relationships between both levels of government as defined in the Constitution of Ohio and the Constitution of the United States. I can compare and contrast the structure of Ohio s government with the federal government. Course Content: Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities. I can identify and explain roles that Ohio s citizens can play in helping state and local government address problems facing their communities. Instructional Resources: Core Text: Holt McDougal: United States Government: Principles and Practice Essential Vocabulary: public debt thorough and efficient system of common schools governor General Assembly Ohio Supreme Court term limits judicial elections referendum Initiative Suggested Assessment Methods: Formative: Socrative pre tests Entrance slip: written response to prompt based on learning target to be covered in previous lesson (to ensure comprehension before moving on) or the upcoming lesson (to assess prior knowledge). Thumbs up, thumbs down by students to indicate their sense of understanding. Pose questions to individual students ongoing during course of lesson. Whole class discussion of lesson with maximum participation; monitor for student understanding. Seek quick individual student responses on white boards.

9 Seek quick choral responses from the whole group of students. Think, Pair, Share : students work in small groups to complete a prompt then report findings to class. Exit slip: short bell ringer written quizzes (may include multiple choice, short answer, etc.) at the end of the period. Exit slip: responses to prompts at the end of the period Written homework tasks based upon learning targets with option to make corrections based on feedback. SLO pre assessment. Summative: Traditional unit tests, semester exams, end of course exam (multiple choice, true/false with corrections, matching, short answer, extended response; all tests should include many types of items) Analytical essays Document based essays Research based essays (group or individual) Oral presentations (group or individual) Class debates Class Socratic discussions SLO post assessment Unit 5: Economics and Government Course Content: Issues can be analyzed through the critical use of information from public records, surveys, research data, and policy positions of advocacy groups. I can distinguish between credible and non credible sources of information. I can locate relevant public records as part of a research activity. I can identify the advantages and disadvantages of using different sources of information, including public records, independent research studies, survey and polling data, interest group websites/publications, social media, and various opinion based information (such as op ed columns and blogs) for specific research purposes. Course Content: The federal government uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits. I can explain how the federal government uses spending and tax (fiscal) policy to effect changes in the nation s economic conditions. I can describe applications of government regulation and determine a cost and benefit of each application. Course Content: The Federal Reserve System uses monetary tools to regulate the nation s money supply and moderate the effects of expansion and contraction in the economy.

10 I can explain how the Federal Reserve System uses monetary tools to regulate the nation s money supply and moderate the effects of expansion and contraction in the economy. Instructional Resources: Core Text: Holt McDougal: United States Government: Principles and Practice interest rates monetary policy reserve requirements discount rate government securities monetary supply fiscal policy discretionary spending expansionary policy contractionary policy supply side economics taxation Essential Vocabulary: Suggested Assessment Methods: Formative: Socrative pre tests Entrance slip: written response to prompt based on learning target to be covered in previous lesson (to ensure comprehension before moving on) or the upcoming lesson (to assess prior knowledge). Thumbs up, thumbs down by students to indicate their sense of understanding. Pose questions to individual students ongoing during course of lesson. Whole class discussion of lesson with maximum participation; monitor for student understanding. Seek quick individual student responses on white boards. Seek quick choral responses from the whole group of students. Think, Pair, Share : students work in small groups to complete a prompt then report findings to class. Exit slip: short bell ringer written quizzes (may include multiple choice, short answer, etc.) at the end of the period. Exit slip: responses to prompts at the end of the period Written homework tasks based upon learning targets with option to make corrections based on feedback. SLO pre assessment. Summative: Traditional unit tests, semester exams, end of course exam (multiple choice, true/false with corrections, matching, short answer, extended response; all tests should include many types of items) Analytical essays Document based essays Research based essays (group or individual) Oral presentations (group or individual) Class debates Class Socratic discussions SLO post assessment

11 Unit 6: Political Process

12 Course Content: Issues can be analyzed through the critical use of information from public records, surveys, research data, and policy positions of advocacy groups. I can distinguish between credible and non credible sources of information. I can locate relevant public records as part of a research activity. I can identify the advantages and disadvantages of using different sources of information, including public records, independent research studies, survey and polling data, interest group websites/publications, social media, and various opinion based information (such as op ed columns and blogs) for specific research purposes. Course Content: Opportunities for civic engagement with the structures of government are made possible through political and public policy processes. I can devise and implement a plan to address a societal problem by engaging either the political process or the public policy process. I can reflect on the impact of my political service learning experiences in terms of connections between my work, my research, course content, and the nature of government in today s society. Course Content: Political parties, interest groups, and the media provide opportunities for civic involvement through various means. I can identify and describe the characteristics of the various points on the political spectrum: radical (extreme left), liberal (left), conservative(right), and reactionary (extreme right), as well as libertarian and authoritarian/populist ideas. I can define a political party and explain its functions. I can describe the historical roots, leaders, traditional issues, and constituency groups of the Democratic and Republican parties. I can describe my own political ideology, party, and/or belief system and explain why I hold these beliefs. I can describe the role of the media, including the use of emotional words and images in both paid and earned media, in shaping public opinion on public policy. I can define interest groups and describe their role in influencing the outcome of elections and shaping public policy. I can explain the role and significance of money in the election process and describe the advantages and disadvantages of limiting campaign contributions and expenditures. I can describe different types of public opinion polls and factors that affect their validity and reliability. Course Content: The processes of persuasion, compromise, consensus building, and negotiation contribute to the resolution of conflicts and differences. I can utilize persuasion, compromise, consensus building, and/or negotiation skills to resolve conflict on a public policy issue. I can respect opposing viewpoints and engage in civil discourse with my classmates.

13 Course Content: A variety of entities within the three branches of government, at all levels, address public policy issues that arise in domestic and international affairs. I can analyze a public policy issue in terms of collaboration or conflict among the levels of government involved and the branches of government involved. Course Content: Individuals and organizations play a role within federal, state, and local governments in helping to determine public (domestic and foreign) policy. I can take different positions on public policy issues and determine an approach for providing effective input to the appropriate level and branch (agency) of the government. Instructional Resources: Core Text: Holt McDougal: United States Government: Principles and Practice Supplemental Text: N/A lobby Advocacy civic engagement political spectrum liberal, conservative, libertarian, populist moderate Republican Party Democratic Party constituency groups/party base interest groups campaign contributions campaign expenditures primary election general election public opinion polls Essential Vocabulary: Suggested Assessment Methods: Formative: Socrative pre tests Entrance slip: written response to prompt based on learning target to be covered in previous lesson (to ensure comprehension before moving on) or the upcoming lesson (to assess prior knowledge). Thumbs up, thumbs down by students to indicate their sense of understanding. Pose questions to individual students ongoing during course of lesson. Whole class discussion of lesson with maximum participation; monitor for student understanding. Seek quick individual student responses on white boards. Seek quick choral responses from the whole group of students.

14 Think, Pair, Share : students work in small groups to complete a prompt then report findings to class. Exit slip: short bell ringer written quizzes (may include multiple choice, short answer, etc.) at the end of the period. Exit slip: responses to prompts at the end of the period Written homework tasks based upon learning targets with option to make corrections based on feedback. SLO pre assessment. Summative: Traditional unit tests, semester exams, end of course exam (multiple choice, true/false with corrections, matching, short answer, extended response; all tests should include many types of items) Analytical essays Document based essays Research based essays (group or individual) Oral presentations (group or individual) Class debates Class Socratic discussions SLO post assessment Unit 7: Civil Liberties Course Content: Issues can be analyzed through the critical use of information from public records, surveys, research data, and policy positions of advocacy groups. I can distinguish between credible and non credible sources of information. I can locate relevant public records as part of a research activity. I can identify the advantages and disadvantages of using different sources of information, including public records, independent research studies, survey and polling data, interest group websites/publications, social media, and various opinion based information (such as op ed columns and blogs) for specific research purposes. Course Content: In the United States, people have rights that protect them from undue government interference. Rights carry responsibilities that help define how people use their rights and that require respect for the rights of others. I can describe the nature of rights as they relate to the relationship between people and the government. I can identify and explain the significance of the subject of each amendment and enumerated right included in the Bill of Rights. I can describe the significance of rights pertaining to participation in the political process speech, press, assembly, petition, suffrage, and holding of public office.

15 I can describe how citizen rights are balanced by citizen responsibilities and also by the rights of others and the common good. I can identify how the Bill of Rights limits government and guarantees certain rights to the people. I can describe how the 5th Amendment guarantees due process of law and how the 14th Amendment extends due process to the states. Instructional Resources: Core Text: Holt McDougal: United States Government: Principles and Practice speech press assembly petition due process search and seizure probable cause double jeopardy jury trial counsel cruel and unusual punishment unenumerated rights Essential Vocabulary: Suggested Assessment Methods: Formative: Socrative pre tests Entrance slip: written response to prompt based on learning target to be covered in previous lesson (to ensure comprehension before moving on) or the upcoming lesson (to assess prior knowledge). Thumbs up, thumbs down by students to indicate their sense of understanding. Pose questions to individual students ongoing during course of lesson. Whole class discussion of lesson with maximum participation; monitor for student understanding. Seek quick individual student responses on white boards. Seek quick choral responses from the whole group of students. Think, Pair, Share : students work in small groups to complete a prompt then report findings to class. Exit slip: short bell ringer written quizzes (may include multiple choice, short answer, etc.) at the end of the period. Exit slip: responses to prompts at the end of the period Written homework tasks based upon learning targets with option to make corrections based on feedback. SLO pre assessment. Summative: Traditional unit tests, semester exams, end of course exam (multiple choice, true/false with corrections, matching, short answer, extended response; all tests should include many types of items) Analytical essays Document based essays Research based essays (group or individual)

16 Oral presentations (group or individual) Class debates Class Socratic discussions SLO post assessment Unit 8: Civil Rights Course Content: Issues can be analyzed through the critical use of information from public records, surveys, research data, and policy positions of advocacy groups. I can distinguish between credible and non credible sources of information. I can locate relevant public records as part of a research activity. I can identify the advantages and disadvantages of using different sources of information, including public records, independent research studies, survey and polling data, interest group websites/publications, social media, and various opinion based information (such as op ed columns and blogs) for specific research purposes. Course Content: The Reconstruction Era prompted Amendments 13 through 15 to address the aftermath of slavery and the Civil War. I can summarize how the 13th through the 15th Amendments addressed the aftermath of slavery and the Civil War. I can describe how the 13th through 15th Amendments helped expand civil rights for African Americans in the United States. Course Content: Amendments 16 through 19 responded to calls for reform during the Progressive Era. I can summarize how the 16th through the 19th Amendments addressed the calls for reform during the Progressive Era. I can describe how the Progressive Era Amendments helped expand Civil Rights to women and the poor. Course Content: Four amendments have provided for extensions of suffrage to disenfranchised groups. I can describe changes in voting through American history, current voting qualifications and procedures, and the struggles of disenfranchised groups in history to win the right to vote. Course Content: Historically, the United States has struggled with majority rule and the extension of minority rights. As a result of this struggle, the government has increasingly extended civil rights to marginalized groups and broadened opportunities for participation. I can identify an issue related to the denial of civil rights to a particular minority group and explain

17 how at least one branch of the federal government helped to extend civil rights or opportunities for participation to that group of people. Instructional Resources: Core Text: Holt McDougal: United States Government: Principles and Practice poll tax disenfranchisement Jim Crow laws Vietnam draft populism Progressive Era income tax tariffs direct election of senators suffrage Prohibition slavery reconstruction abolition confederate majority rule minority rights discrimination institutional racism incorporation due process clause Essential Vocabulary: Suggested Assessment Methods: Formative: Socrative pre tests Entrance slip: written response to prompt based on learning target to be covered in previous lesson (to ensure comprehension before moving on) or the upcoming lesson (to assess prior knowledge). Thumbs up, thumbs down by students to indicate their sense of understanding. Pose questions to individual students ongoing during course of lesson. Whole class discussion of lesson with maximum participation; monitor for student understanding. Seek quick individual student responses on white boards. Seek quick choral responses from the whole group of students. Think, Pair, Share : students work in small groups to complete a prompt then report findings to class. Exit slip: short bell ringer written quizzes (may include multiple choice, short answer, etc.) at the end of the period. Exit slip: responses to prompts at the end of the period Written homework tasks based upon learning targets with option to make corrections based on feedback. SLO pre assessment.

18 Summative: Traditional unit tests, semester exams, end of course exam (multiple choice, true/false with corrections, matching, short answer, extended response; all tests should include many types of items) Analytical essays Document based essays Research based essays (group or individual) Oral presentations (group or individual) Class debates Class Socratic discussions SLO post assessment