12Th Grade/Government/Social Studies Curriculum

12th Grade/Government/Social Studies Curriculum

Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy. / Benchmark A: The student understands the Foundations of American Government.
Indicator/Objective / Essential Concepts/Skills / Implementation / Assessment
The student
12.SS.G.A.1 identifies the origins and principles of government.
12.SS.G.A.2 examines the sources of the United States Constitution.
12.SS.G.A.3 analyzes the principles of the Constitution.
12.SS.G.A.4 evaluates the features of federalism. / What students need to know:
·  Review the Bill of Rights and the Amendments
·  Review the Articles of the Constitution
What students need to do:
·  Examine the historic foundations of the United States Constitution
·  Identify the origins and principles of government
·  Analyze the meaning of the Articles of the Constitution
·  Define federalism and define and describe the powers of government.
In addition, students will be expected to demonstrate these essential research skills in this course:
·  Access information
·  Analyze information
·  Develop, organize, and support a thesis
·  Paraphrase
·  Research for learning
·  Cite sources
·  Validate sources
·  Demonstrate awareness of plagiarism
Students are also expected to demonstrate civic participation in this course. Possible activities might include:
·  Registering to vote and voting
·  Writing congressman
·  Serving as a page
·  Attending government meetings
·  Visiting the capital
·  Participating in a political or voter rally
·  Participating in naturalization process
·  Serving on a jury through Youth Court
·  Attending zoning meetings
·  Participating in the election of candidates
·  Attending school board meetings
·  Participating in grassroots organizations including homeowners or special interest groups
·  Participating in student organizations
·  Participating in debate
·  Volunteering
·  Shadowing
Vocabulary
Anarchy
Compromise
Confederation
Democracy
Dictatorship
Direct democracy
Federal government
Government
Parliamentary government
Presidential government
Public policy
Representative democracy sovereignty
State
Unitary government
Anti-federalists
Articles of Confederation
Bicameral
Connecticut Compromise/Great Compromise
Constitution
Federalists
Framers
Limited government
Magna Carta
New Jersey Plan
Ratify
Representative government
Three-Fifths Compromise
Unicameral
Virginia Plan
Rule of Law
Amendment
Bill of Rights
Checks and balances
Federalism
Formal amendment
Informal amendment
Judicial review
Limited government
Popular sovereignty
Separation of powers
Unconstitutional
Veto
Act of admission
Block grant
Concurrent power
Delegated power
Enabling act
Exclusive power
Extradition
Grants-in-aid program
Implied power
Inherent power
Interstate compact
Reserved power
Supremacy Clause
10th Amendment / Scope and Sequence
Students will have studied the Constitution in 5th, 8th, and 11th grades.
Students will have studied the Code of Hammurabi and the Greek codes in 6th grade
Students will have studied the Enlightenment thinkers in 9th grade.
Implementation
Sources of the Constitution
Origins of State
·  Divine Right Theory
·  Social Contract Theory
·  Force Theory
·  Evolutionary Theory
Rule of Law
Code of Hammurabi (precedent of written law)
Ten Commandments (basis of law for Judeo-Christian countries)
Greek codes (democracy: direct and indirect)
Magna Carta, 1215 A. D. (basic rights of Englishmen)
Declaration of Independence
o  Philosophical arguments
o  As a document of the social contract theory
Age of Enlightenment
·  Locke
·  Hobbes
·  Rousseau
·  Montesquieu
Articles of Confederation and the compromises leading to ratification
The Constitution of the United States of America
Basic principles
o  Popular sovereignty
o  Limited government
o  Separation of powers
o  Checks and balances
o  Judicial review
o  Federalism
Article I – Legislative Branch
o  House of Representatives – requirements and terms
o  Senate – requirements and terms
o  Powers of the legislative branch (Sec. 8, Clauses 1-18)
o  Impeachment process
o  Tax and Commerce powers of Congress (two most important)
Article II – Executive Branch
o  President – requirements and terms
o  Powers of the President
Article III – Judicial Branch
o  Federal judge – requirements and terms
o  Supreme Court – only court mentioned specifically in the Constitution
o  Definition of treason
§  Levy war, aid and comfort
§  Conviction with two witnesses, confession in open court
Article IV – Relations Among States (Federalism)
o  Full faith and credit
o  Privileges and immunities
o  Extradition
o  National government guarantees to states
§  Republican form of government
§  Protection from invasion
§  Protection against “domestic insurrection”
Article V – Amending the Constitution
o  Formal amendment process
Article VI – Supremacy Clause
o  no religious test for office
o  Section 2 – Supremacy Clause (basis for judicial review)
Article VII – Ratification (nine states)
The System of Federalism
Define federalism
Strengths of federalism
Powers of government
o  Expressed
o  Implied
o  Denied
o  Inherent (national)
o  Reserved (states)
o  Concurrent
Admission process for new states
o  Enabling act
o  Act of admission
Cooperative federalism
o  Grants-in-aid
o  Block grants (and why preferred)
Tenth Amendment and federalism
Interstate compacts / This course is not assessed at the state level.
Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy. / Benchmark B: The student understands the role of Political Behavior in the government.
Indicator/Objective / Essential Concepts/Skills / Implementation / Assessment
The student
12.SS.G.B.1 identifies the structure and function of political parties.
12.SS.G.B.2 examines outside influences on the political process.
12.SS.G.B.3 identifies and describes the role of the voter and voter participation in the political process. / What students need to know:
·  rights and responsibilities of voting
·  political (election) process
·  political parties
What students need to do:
·  identify political ideologies
·  describe the types and functions of political parties
·  explain the requirements and restrictions on voting and how they have changed over time through acts and amendments
·  discuss the problem of “non-voting” in America
·  describe factors that affect voter behavior
·  explain the electoral process
·  identify and evaluate sources of campaign finance
·  evaluate the role of public opinion and mass media in the political process
·  compare and contrast the functions and types of interest groups
In addition, students will be expected to demonstrate these essential research skills in this course:
·  Access information
·  Analyze information
·  Develop, organize, and support a thesis
·  Paraphrase
·  Research for learning
·  Cite sources
·  Validate sources
·  Demonstrate awareness of plagiarism
Students are also expected to demonstrate civic participation in this course. Possible activities might include:
·  Registering to vote and voting
·  Writing congressman
·  Serving as a page
·  Attending government meetings
·  Visiting the capital
·  Participating in a political or voter rally
·  Participating in naturalization process
·  Serving on a jury through Youth Court
·  Attending zoning meetings
·  Participating in the election of candidates
·  Attending school board meetings
·  Participating in grassroots organizations including homeowners or special interest groups
·  Participating in student organizations
·  Participating in debate
·  Volunteering
·  Shadowing
Vocabulary
Coalition
Consensus
Economic protest party
Electorate
Ideological party
Independent
Major party
Minor party
Multi-party system
One-party system
Pluralistic society
Political party
Precinct
Single-issue party
Single-member district
Splinter party
Split-ticket voting
Two-party system
Ward
Liberal
Conservative
Moderate
Citizen
Franchise
Independents
Injunction
Literacy
Party identification
Political socialization
Poll tax
Registration
Straight-ticket voting
Suffrage
Ballot
Caucus
Closed primary
Coattail effect
Convention
Delegate
Direct primary
Elect
General election
Nomination
Open primary
Australian ballot
Petition
Political action committee
Polling place
Runoff primary
Interest group
Mandate
Mass media
Medium
Poll
Public opinion
Public opinion poll
Random sample
Sample
Sound bite
Straw vote
Universe
Grass roots
Labor union
Lobbying
Propaganda
Public affairs
Public-interest group
Public policy
Special-interest group
Trade association
Single-interest group / Scope and Sequence
Students will have studied the Constitution in 5th, 8th, and 11th grades.
Students will have studied the formation of political parties in United States history in 8th grade.
Students will have studied the civic responsibility of voting in previous grades.
Implementation
Ideologies
Liberal
Conservative
Moderate
Political Parties
U. S. major parties as “coalitions”
Functions of major parties (WINGS – Watchdog, Informer/Stimulator, Nominating, Governmental, Seal of Approval)
Reasons for permanence of U. S. two-party system
o  Historical
o  Tradition
o  Electoral system (ballot and financing)
o  American ideological consensus
Groups attracted to the Republican Party
Groups attracted to the Democrat Party
Minor (third) parties
o  Types
§  Ideological
§  Single issue
§  Economic protest
§  Splinter
o  Functions
§  Spoiler
§  Critic
§  Innovator
Future of the two-party system
o  Positive
o  Negative
Voters and Voter Behavior
Important terms:
o  Suffrage or franchise
o  Electorate
o  States set voting requirements (with restrictions)
o  Voter qualifications:
§  Citizenship
§  Residence
§  Age
§  Registration
§  Literacy
Fifteenth Amendment
Nineteenth Amendment
Twenty-third Amendment
Twenty-fourth Amendment
Twenty-sixth Amendment
Those that are disfranchised legally (“cannot voters”)
Effects of gerrymandering on minority voters
Civil Rights Acts of 1957 and 1960 (effects on minority voters)
Civil Rights Act of 1964 (effects on minority voters)
Voting Rights Act of 1965 (and amendments) – (effects on minority voters)
Nonvoting problem in America
o  “non-voting voters” and “ballot fatigue”
o  Presidential election year v. “off-year” election
o  Apathy
o  Ignorance
o  Low sense of political efficacy
o  Election procedures
o  Other demographic factors
Factors affecting turnout
o  Age
o  Income
o  Occupation
o  Long-time active residents
o  Strong party identification
o  Local election system facilitates turnout
Political socialization
Sociological factors affecting voter behavior
o  Family
o  Income
o  Occupation
o  Education
o  Gender
o  Age
o  Religion
o  Ethnicity
o  Region of country
Psychological factors affecting voter behavior
o  Party identification and straight-ticket voting
o  Candidates and issues
o  Competitive races
The Electoral Process
Nominating process
o  Self-announcement
o  Caucus
o  Delegate convention
o  Direct primary
o  Petition
Direct primary
o  Open ) advantages/
o  Closed ) / disadvantages of each
o  Presidential
Elections
o  National and state elections
o  Australian ballot
o  Reforms in balloting
Sources of campaign funds
Federal campaign finance laws
Functions of the Federal Election Commission (FEC)
Recent reforms in campaign finance
o  Hard money
o  Soft money
o  McCain-Feingold
o  527s
Buckley v. Valeo, 1976 and effect on regulating campaign finance
Public Opinion and Mass Media
Definition of “public opinion”
Factors that shape public opinion
o  Family
o  Education
o  Opinion leaders
o  Mass media
How is public opinion measured? (How reliable is each?)
o  Elections
o  Interest groups
o  Media
o  Personal contacts
Public Opinion Polls (scientific polling)
o  Five steps in the polling process and the significance of each
o  Reliability/unreliability
Types of mass media
o  Television
o  Radio
o  Newspapers
o  Magazines
o  Internet
Effect of media on politics
o  Agenda-setting function
o  Election campaigns
Limits on media influence
o  Public does not follow politics
o  Selective perception
o  Few programs on public affairs
o  Little time to present (and persuade) on radio and TV
Interest Groups
Define “interest groups”
Types of interest groups
o  Economic
§  Business
§  Labor
§  Agricultural
§  Professional
o  Non-economic
§  Promote causes
§  Promote certain groups
§  Religious
§  Public interest
Functions of interest groups
o  Stimulate interest in public affairs
o  Represent a shared attitude
o  Provide detailed information
o  Means of political participation (compare with voting)
o  Part of “checks and balances” system
Differences between interest groups and political parties
Criticisms of interest groups
o  Disproportionate influence
o  Difficult to tell “who” is represented
o  Disconnect between leaders and “rank and file”
o  Unethical tactics
Techniques of interest groups
o  Inside lobbying
o  Outside lobbying
o  Propaganda
Regulation of lobbying and interest groups
o  Federal Regulation of Lobbying Act of 1946
o  First Amendment precludes effective regulation / This course is not assessed at the state level.
Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy. / Benchmark C: The student understands the role of the Legislative Branch in the government.
Indicator/Objective / Essential Concepts/Skills / Implementation / Assessment
The student
12.SS.G.C.1 analyzes the structure and organization of the bicameral legislature.
12.SS.G.C.2 identifies the powers of the legislative branch.
12.SS.G.C.3 describes the processes and actions of the legislative branch. / What students need to know:
·  Qualifications for the House of Representative and the Senate
·  Similarities and differences between the House and Senate
What students need to do:
·  Identify the expressed and implied powers of the Legislative Branch
·  Identify the special powers of the Senate
·  Describe the structure of the House and Senate in terms of leadership positions and committees
·  Describe how a bill becomes a law
·  Describe the power of the government to tax and pay debts
In addition, students will be expected to demonstrate these essential research skills in this course:
·  Access information
·  Analyze information
·  Develop, organize, and support a thesis
·  Paraphrase
·  Research for learning