Course Outline and Pacing Calendar

United States Government

Grade 12

Course Outline and Pacing Calendar:

Unit 1:
Foundations of American Government
Chapters 1, 2, 3, 4
5 weeks / Enduring Understanding:
The American form of Democracy is ever changing and evolving. / Essential Questions:
What are the forces that led to the creation our system of government?
What are the founding principles of the Constitution?
What are the different types of government?
How does Federalism apply to different systems at work in our government?
Unit 2:
Civil Rights and Liberties
Chapter 13, 14, 15
Reference Chapters – 11, 12

3 weeks / Enduring Understandings:
Democratic governments acknowledge and honor the rights and liberties of individual citizens. / Essential Questions:
What are the rights to which every human being is entitled?
What are the freedoms and protections guaranteed to every person in the United States?
How have Landmark Supreme Court Decisions changed or influenced American culture and society?
Unit 3:
Political Participation and Activism
Chapters 16 – 19
Electoral College – Ch 8, p. 222
4 weeks / Enduring Understandings:
For democracy to be successful in a complex society, citizens must understand and actively engage in the political process. / Essential Questions:
Why does a participatory form of government depend upon an educated citizenry?
How does one become an informed voter?
What does participation in a democracy mean?
Unit 4:
Public Policies
Chapters 20, 21, 22
References – Chapters 25 & 26
4 weeks / Enduring Understandings
Government actions taken to meet the needs of its citizens are the basis of domestic and foreign policy. / Essential Questions
What is public policy?
What factors shape domestic and foreign policy?
How do political issues shape domestic and foreign policy?

Revised 6/18/08

United States Government

Grade 12

Unit 1 / Foundations of American Government / Calendar:
5 weeks
Resources: (What resources are needed for instruction?)
Resources we have:
Chapters 1, 2, 3, 4
Recommended:
A More Perfect Union DVD / Resources we need:
Enduring Understandings:(What enduring understandings are desired? OR To meet the standards, students will need to understand that…)
Students will understand that…
The American form of Democracy is ever changing and evolving.
Essential Questions:(What essential questions will be considered? OR To understand, students will need to consider such questions as…)

What are the forces that led to the creation our system of government?
What are the founding principles of the Constitution?
What are the different types of government?
How does Federalism apply to different systems at work in our government?

Knowledge and Skills:(What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…)
Knowledge - Students will know…
Question 1:
Mayflower Compact
Magna Charta
Declaration of Independence
Federalist Papers
Articles of Confederation / Question 2:
U.S. Constitution
3 branches of government
Checks and Balances
Popular Sovereignty
Separation of Powers
Federalism (definition)

Amendment 10

Judicial Review
Limited Government
Marbury v. Madison
McCulloch v. Maryland
U.S. v. Nixon / Question 3:
Forms of Government:

Autocracy
Oligarchy
Democracy
Direct
Representative

Principals of Democracy / Question 4:
National Government
State Government
CountyGovernment
Municipal Government
Tribal Government
Established Goals: (What State GLE’s will be addressed in this unit?)
Civics:
GLE 1.1.2 / Evaluates relationships between key ideals and historical and current realities.
GLE 1.2.2 / Evaluates the effectiveness of federalism in promoting the common good and protecting individual rights.
GLE 1.2.3 / Analyzes and evaluates the structures of state, tribal, and federal forms of governments by comparing them to those of other governments.
History:
GLE 4.2.1 / Evaluates how individuals and movements have shaped contemporary world issues.
GLE 4.2.2 / Analyzes how cultural identity can promote unity and division.
Unit 1 / Foundations of American Government / Calendar:
5 weeks
Social Studies Skills Sample Lessons/Activities: (The following lessons/activities are samples from the United States Government: Democracy in Action text that address the Social Studies Skills. Teachers may use these lessons, other lessons or develop their own lessons to meet the Social Studies Skills GLEs.)
Social Studies EALR 5: Social Studies Skills. The student understands and applies reasoning skills to conduct research, deliberate, form and evaluate positions through the process of reading, writing, and communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
GLE 5.1.1 / Analyzes the short-term and long-term implications of decisions affecting the global community.
Samples Lessons/Activities:
Performance Assessment Activity 1: Ideas that Changed the World (Performance Assessment Strategies and Activities, p. 8)
Destruction and Development (DIA, p. 16)
Interpreting Political Cartoons 2: Origins of American Government (Interpreting Political Cartoons, p. 3-4)
GLE 5.1.2 / Evaluates the plausibility of an analysis of decisions affecting the global community.
Samples Lessons/Activities:
The Three-Fifths Compromise: Constitutional Ideals (DIA, p. 55)
Skills: Critical Thinking. Interpreting Points of View (DIA, p. 59)
Source Reading 4: The Federal System (Source Readings, p. 4)
Component 5.2: Uses inquiry-based research.
GLE 5.2.1 / No GLE for Grade 12.
GLE 5.2.2 / Evaluates the breadth of research to determine the need for new or additional investigation when researching an issue or event.
Samples Lessons/Activities:
Performance Assessment Activity 3: Students and the Fourth Amendment (Performance Assessment Strategies and Activities, p. 10)
Issues to Debate: The Watergate Scandal (DIA, p. 72)
Informative Writing: Puerto Rico (DIA, p. 100)
Component 5.3: Deliberates public issues.
GLE 5.3.1 / Evaluates how the discussion and the proposed alternative resolutions changed or solidified one’s own position on public issues.
Samples Lessons/Activities:
Issues to Debate: Should Song Lyrics be Protected by the First Amendment? (DIA, p. 41)
Federal Troops Enforce the Constitution (DIA, p. 99)
Supreme Court Cases to Debate: Philadelphia v. State of New Jersey, 1978 (DIA, p. 111)
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.
GLE 5.4.1 / Evaluates positions and evidence to make one’s own decisions in a paper or presentation.
Samples Lessons/Activities:
Government Simulations and Debates: Debate 1 Easier Constitutional Amendments?
Interpreting Political Cartoons Activity (DIA, p. 93)
Investigating a Court Case (DIA, p.. 94)
GLE 5.4.2 / No Grade 12 GLE
Unit 2 / Civil Rights and Liberties / Calendar:
3 weeks
Resources: (What resources are needed for instruction?)
Resources we have:
Chapter 13, 14, 15
Reference Chapters – 11, 12
/ Resources we need:
Recommended:
Inside the Jury Room – CBS
United Streaming – You the Jury
Separate but Equal
Enduring Understandings:(What enduring understandings are desired? OR To meet the standards, students will need to understand that…)
Students will understand that…
Democratic governments acknowledge and honor the rights and liberties of individual citizens.
Essential Questions:(What essential questions will be considered? OR To understand, students will need to consider such questions as…)
What are the rights to which every human being is entitled?
What are the freedoms and protections guaranteed to every person in the United States?
How have Landmark Supreme Court Decisions changed or influenced American culture and society?
Knowledge and Skills:(What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…)
Knowledge - Students will know…
Inalienable Rights/Human Rights
Constitutional Amendments:
Freedoms (1)
Rights (2, 9, 13, 14, 15, 19, 26)
Protections (3, 4, 5, 6, 7, 8, 18, 21, 24)
Court Processes

Appointment of Judges
Jurisdiction
Role of Federalism (14th Amendment)
Court Room Processes
Criminal Cases

Civil Cases

/ Landmark Supreme Court Decisions

Plessy v. Ferguson (14th Amendment)
Brown v. Board of Education (14th Amendment)
Korematsu v. U.S. (Presidential Powers/Civil Rights during wartime)
Mapp v. Ohio (4th Amendment)
Gideon v. Wainwright (6th Amendment)
Miranda v. Arizona (5th Amendment)
Tinker v. Des Moines School District(1st Amendment)
Roe v. Wade (14th, 9th Amendment)

Established Goals: (What State GLE’s will be addressed in this unit?)
Civics:
GLE 1.1.2 / Evaluates relationships between key ideals and historical and current realities.
GLE 1.2.2 / Evaluates the effectiveness of federalism in promoting the common good and protecting individual rights.
GLE 1.2.3 / Analyzes and evaluates the structures of state, tribal, and federal forms of governments by comparing them to those of other governments.
Economics:
GLE 2.3.1 / Evaluates the costs and benefits of governmental fiscal and monetary policies.
GLE 2.4.1 / Analyzes and evaluates how individuals affect and are affected by the distribution of resources and sustainability.
Geography:
GLE 3.1.2 / Evaluates the complexities of regions and problems involved in defining those regions.
GLE 3.2.2 / Analyzes and evaluates the social and political factors affecting cultural interactions.
GLE 3.2.3 / Analyzes and evaluates current opportunities and obstacles connected with international migration.
History:
GLE 4.2.1 / Evaluates how individuals and movements have shaped contemporary world issues.
GLE 4.2.2 / Analyzes how cultural identity can promote unity and division.
GLE 4.4.1 / Evaluates positions on a current issue based on an analysis of history.
Social Studies Skills:
GLE 5.3.1 / Evaluates how the discussion and the proposed alternative resolutions changed or solidified one’s own position on public issues.
GLE 5.4.1 / Evaluates positions and evidence to make one’s own decisions in a paper or presentation.
Unit 2 / Civil Rights and Liberties / Calendar:
3 weeks
Social Studies Skills Sample Lessons: (The following lessons/activities are samples from the United States Government: Democracy in Action text that address the Social Studies Skills. Teachers may use these lessons, other lessons or develop their own lessons to meet the Social Studies Skills GLEs.)
Social Studies EALR 5: Social Studies Skills. The student understands and applies reasoning skills to conduct research, deliberate, form and evaluate positions through the process of reading, writing, and communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
GLE 5.1.1 / Analyzes the short-term and long-term implications of decisions affecting the global community.
Sample Lessons/Activities:
Supreme Court Cases to Debate: Clark v. Community for Creative Non-Violence, 1984 (DIA, p. 365)
Source Reading 14: Citizenship and Equal Justice (Source Readings, p. 14)
Critical Thinking: Understanding Cause and Effect (DIA, p. 436)
GLE 5.1.2 / Evaluates the plausibility of an analysis of decision affecting the global community.
Sample Lessons/Activities:
Interpreting Political Cartoons Activity 13 (Interpreting Political Cartoons, p. 25-26)
Interpreting Political Cartoons Activity 14 (Interpreting Political Cartoons, p. 27-28)
Historical Documents and Speeches Activity 15 (Historical Documents and Speeches, p. 15)
Component 5.2: Uses inquiry-based research.
GLE 5.2.1 / No GLE for Grade 12.
GLE 5.2.2 / Evaluates the breadth of research to determine the need for new or additional investigation when researching an issue or event.
Sample Lessons/Activities:
Historical Documents and Speeches Activity 13 (Historical Documents and Speeches, p. 13)
Using Library Resources (DIA, p. 383)
Historical Documents and Speeches: Law in America (Historical Documents and Speeches, p. 15)
Component 5.3: Deliberates public issues.
GLE 5.3.1 / Evaluates how the discussion and the proposed alternative resolutions changed or solidified one’s own position on public issues.
Sample Lessons/Activities:
Issue to Debate: Restricting Freedoms (DIA, p. 362)
Privacy and Credit Cards (DIA, p. 418)
Source Reading: Law in America (Source Readings, p. 15)
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.
GLE 5.4.1 / Evaluates positions and evidence to make one’s own decisions in a paper or presentation.
Sample Lessons/Activities:
Participating in Government Activity 13: Internet Freedom of Speech (Participating in Government, p. 25-26)
Supreme Court Cases to Debate: Apprendi v. New Jersey, 2000 (DIA, p. 411)
Supreme Court Cases to Debate: Thompson v. Oklahoma 1988 (DIA, p. 429)
GLE 5.4.2 / No Grade 12 GLE
Unit 3 / Political Participation and Activism / Calendar:
4 weeks
Resources: (What resources are needed for instruction?)
Resources we have:
Chapters 16 – 19
Electoral College – Ch 8, p. 222 / Resources we need:
Recommended:
United Streaming - Campaign Essentials
You Can Vote Smarter –League of Women Voters
Enduring Understandings:(What enduring understandings are desired? OR To meet the standards, students will need to understand that…)
Students will understand that…
For democracy to be successful in a complex society, citizens must understand and actively engage in the political process.
Essential Questions:(What essential questions will be considered? OR To understand, students will need to consider such questions as…)
Why does a participatory form of government depend upon an educated citizenry?
How does one become an informed voter?
What does participation in a democracy mean?
Knowledge and Skills:(What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…)
Knowledge - Students will know…
Community/Political Service
Activism
Compromise
Political Parties

Functions
National Conventions
Campaign Spending

Two-Party System
Multiparty System
Interest Groups
PACs
Lobbyists
Formation of Public Opinion / Mass Media (Print, Broadcast, Internet)

Facts
Opinions
Polls
Pundits

Propaganda
Spin
24-hour News Cycle

Voting
Elections

Caucus
Primary
General

Electoral College / Skills - Students will be able to…
Evaluating Sources - Reliable, Credible, Bias, Authorship
Interpretation
Debate and Discussion
Established Goals: (What State GLE’s will be addressed in this unit?)
Civics:
GLE 1.2.4 / Understands and evaluates how political systems in the United States operate.
GLE 1.4.1 / Analyzes and evaluates ways of influencing national governments and international organizations to establish or preserve individual rights and/or promote the common good.
Economics:
GLE 2.4.1 / Analyzes and evaluates how individuals affect and are affected by the distribution of resources and sustainability.
Geography:
GLE 3.1.1 / Analyzes information from geographic tools, including computer-based mapping systems, to draw conclusions on an issue or event.
History:
GLE 4.2.3 / Evaluates the ethics of current and future uses of technology based on how technology has shaped history.
GLE 4.3.1 / Analyzes the motives and interests behind an interpretation of a recent event.
Social Studies Skills:
GLE 5.2.2 / Evaluates the breadth of research to determine the need for new or additional investigation when researching an issue or event.
Unit 3 / Political Participation and Activism / Calendar:
4 weeks
Social Studies Skills Sample Lessons: (The following lessons/activities are samples from the United States Government: Democracy in Action text that address the Social Studies Skills. Teachers may use these lessons, other lessons or develop their own lessons to meet the Social Studies Skills GLEs.)
Social Studies EALR 5: Social Studies Skills. The student understands and applies reasoning skills to conduct research, deliberate, form and evaluate positions through the process of reading, writing, and communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
GLE 5.1.1 / Analyzes the short-term and long-term implications of decisions affecting the global community.
Sample Lessons/Activities:
Source Reading 16: Political Parties (Source Readings, p. 16)
Overcoming Obstacles (DIA, p. 483)
Historical Documents and Speeches 18: Interest Groups and Public Opinion (Historical Documents and Speeches, p. 18)
GLE 5.1.2 / Evaluates the plausibility of an analysis of decision affecting the global community.
Sample Lessons/Activities:
Historical Documents and Speeches 16: Political Parties (Historical Documents and Speeches, p. 16)
Supreme Court Cases to Debate: Bennett et al. v. Spear et al., 1996 (DIA, p. 518)
Source Reading 18: Interest Groups and Pubic Opinion (Source Readings, p. 18)
Component 5.2: Uses inquiry-based research.
GLE 5.2.1 / No GLE for Grade 12.
GLE 5.2.2 / Evaluates the breadth of research to determine the need for new or additional investigation when researching an issue or event.
Sample Lessons/Activities:
Critical Thinking: Synthesizing Information ( DIA, p. 480)
Interpreting Opinion Polls (DIA, p. 523)
Civic Responsibility: Convention Coverage (DIA, p. 529)
Component 5.3: Deliberates public issues.
GLE 5.3.1 / Evaluates how the discussion and the proposed alternative resolutions changed or solidified one’s own position on public issues.
Sample Lessons/Activities:
Supreme Court Cases to Debate: Oregon v. Mitchell (DIA, p. 485)
Propaganda Techniques (DIA, p. 496)
Historical Documents and Speeches 19: The Mass Media (Historical Documents and Speeches, p. 19)
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.
GLE 5.4.1 / Evaluates positions and evidence to make one’s own decisions in a paper or presentation.
Sample Lessons/Activities:
Issues to Debate: Should there be limits on campaign spending? (DIA, p. 463)
Issues to Debate: Should news also be part entertainment? (DIA, p. 535)
Empowerment vs. Censorship (DIA, p. 540)
GLE 5.4.2 / No Grade 12 GLE
Unit 4 / Public Policies / Calendar:
4 weeks
Resources: (What resources are needed for instruction?)
Resources we have:
Chapters 20, 21, 22
References – Chapters 25 & 26 / Resources we need:
Enduring Understandings:(What enduring understandings are desired? OR To meet the standards, students will need to understand that…)
Students will understand that…
Government actions taken to meet the needs of its citizens are the basis of domestic and foreign policy.
Essential Questions:(What essential questions will be considered? OR To understand, students will need to consider such questions as…)
What is public policy?
What factors shape domestic and foreign policy?
How do political issues shape domestic and foreign policy?
Knowledge and Skills:(What key knowledge and skills will students acquire as a result of this unit? OR To understand, students will need to…)
Knowledge - Students will know…
Taxing and Spending
Domestic Policy
Social
Economic
Foreign Policy
National Defense
Trade Policy
Diplomacy
Humanitarian Policy
Established Goals: (What State GLE’s will be addressed in this unit?)
Civics:
GLE 1.1.2 / Evaluates relationships between key ideals and historical and current realities.
GLE 1.2.2 / Evaluates the effectiveness of federalism in promoting the common good and protecting individual rights.
Economics:
GLE 2.1.1 / Analyzes how economic choices made by groups and individual sin the global economy can impose costs and provide benefits.
GLE 2.3.1 / Evaluates the costs and benefits of governmental fiscal and monetary policies.
Geography:
GLE 3.2.1 / Evaluates how humans interaction with the environment has affected economic growth and sustainability.
History:
GLE 4.3.1 / Analyzes the motives and interests behind an interpretation of a recent event.
GLE 4.3.2 / Evaluates the ramifications of mono-causal explanations of contemporary events in the world.
Unit 4 / Public Policies / Calendar:
4 weeks
Social Studies Skills Sample Lessons:
Social Studies EALR 5: Social Studies Skills. The student understands and applies reasoning skills to conduct research, deliberate, form and evaluate positions through the process of reading, writing, and communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
GLE 5.1.1 / Analyzes the short-term and long-term implications of decisions affecting the global community.
Sample Lessons/Activities
Historical Documents and Speeches 20: Taxing and Spending (Historical Documents and Speeches, p. 20)
Historical Documents and Speeches 21: Social and Domestic Policy (Historical Documents and Speeches, p. 21)
Roads West (DIA, p. 601)
GLE 5.1.2 / Evaluates the plausibility of an analysis of decision affecting the global community.
Sample Lessons/Activities
Interpreting Political Cartoons: Taxing and Spending (Interpreting Political Cartoons, p. 39-40)
Historical Documents and Speeches 22: Foreign Policy and Defense (Historical Documents and Speeches, p. 22)
Source Reading 22: Foreign Policy and Defense (Source Readings, p. 22)
Component 5.2: Uses inquiry-based research.
GLE 5.2.1 / No GLE for Grade 12.
GLE 5.2.2 / Evaluates the breadth of research to determine the need for new or additional investigation when researching an issue or event.
Sample Lessons/Activities
Critical Thinking: Analyzing News Media (DIA, P. 571)
Interpreting Political Cartoons: Foreign Policy and Defense (Interpreting Political Cartoons, p. 43-44)
Critical Thinking: Drawing Conclusions (DIA, p. 613)
Component 5.3: Deliberates public issues.
GLE 5.3.1 / Evaluates how the discussion and the proposed alternative resolutions changed or solidified one’s own position on public issues.
Sample Lessons/Activities
Issues to Debate: Should the federal income tax be replaced? (DIA, p. 565)
Transporting Aid to Somalia (DIA, p. 618)
Interpreting Political Cartoons: Social and Domestic Policy (Interpreting Political Cartoons, p. 41-42)
Component 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.
GLE 5.4.1 / Evaluates positions and evidence to make one’s own decisions in a paper or presentation.
Sample Lessons/Activities
Toxins in the Air (DIA, p. 587)
Supreme Court Cases to Debate: South Dakota v. Dole, 1987 (DIA, p. 596)
Issues to Debate: When should military force be used? (DIA, p. 626)
GLE 5.4.2 / No Grade 12 GLE

Revised 6/18/08