U.S. Government
Summer School 2016
*Note: Please use the Firefox browser to play online video materials (Constitution USA/Annenberg Learner).
Week 1 / Monday, June 13th / Tuesday, June 14th / Wednesday, June 15th / Thursday, June 16th / Friday, June 17thTheme
Main Standards / Types of Government
USG.1.4 Compare and contrast types of government including direct democracy, monarchy, oligarchy, and totalitarianism.
USG.1.5 Compare and contrast characteristics of limited and unlimited governments and provide historical and contemporary examples of each type of government.
USG.1.7 Define and provide examples of constitutionalism, rule of law, limited government, and popular sovereignty in
the United States Constitution and explain the relationship of these constitutional principles to the protection
of the rights of individuals. / Origins of American Government
USG.2.1 Summarize the colonial, revolutionary, and Founding-Era experiences and events that led to the writing,
ratification, and implementation of the United States Constitution (1787) and Bill of Rights (1791).
USG.2.2 Understand the concept of compromise and evaluate its application during the Constitutional Convention.
USG.2.3 Analyze and interpret central ideas on government, individual rights, and the common good in founding
documents of the United States.
USG.2.4 Explain the history and provide examples of foundational ideas of American government embedded in the
Founding-Era documents such as: natural rights philosophy, social contract, popular sovereignty,
constitutionalism, representative democracy, political factions, federalism, and individual rights. / Principles of American Government
USG.2.7 Using primary documents compare and contrast the ideas of the Federalists and the Anti-Federalists
regarding the respective roles of state and national government on ratification of the United States
Constitution (1787–1788).
USG.3.2 Explain the constitutional principles of federalism, separation of powers, the system of checks and balances,
republican government or representative democracy, and popular sovereignty; provide examples of these
USG.3.6 Compare and contrast the enumerated, implied and denied powers in the United States Constitution and the Indiana Constitution / Three Branches of Government I
USG.3.3 Identify and describe provisions of the United States Constitution and the Indiana Constitution that define and
distribute powers and authority of the federal or state government.
USG.3.4 Explain the relationship between limited government and a market economy. (Economics)
USG.3.5 Explain the section of Article IV, Section 4, of the United States Constitution which says, “The United Statesshall guarantee to every State in the Union a Republican form of government.”
USG.3.6 Compare and contrast the enumerated, implied and denied powers in the United States Constitution and the
Indiana Constitution.
USG.3.7 Explain the relationships among branches of the United States government and Indiana government, whichinvolve separation and sharing of powers as a means to limited government. / Three Branches of Government II
USG.3.3 Identify and describe provisions of the United States Constitution and the Indiana Constitution that define and
distribute powers and authority of the federal or state government.
USG.3.4 Explain the relationship between limited government and a market economy. (Economics)
USG.3.5 Explain the section of Article IV, Section 4, of the United States Constitution which says, “The United Statesshall guarantee to every State in the Union a Republican form of government.”
USG.3.6 Compare and contrast the enumerated, implied and denied powers in the United States Constitution and the
Indiana Constitution.
USG.3.7 Explain the relationships among branches of the United States government and Indiana government, whichinvolve separation and sharing of powers as a means to limited government.
Essential Question/
Objective / How should a government meet the needs of its people?/SWABAT:examine the activities and responsibilities of an effective government
(Unit 6 Essential Question) / How did the design of American government reflect the times in which it was created?/SWABAT: identify the historical events and their cause and effect relationship in shaping the U.S. Constitution
(Unit 1 Essential Question) / Is the federal system the best way to govern the United States/SWABAT: Describe a federalist system of government. Critique its strengths and weaknesses
(Unit 1 Essential Question) / What should be the goals of good government?/SWABAT:Pull together ideas and evidence gathered from previous essential questions and class activities to complete this essay.
Unit 1 Essay – pp. 31-33 / What should be the goals of good government?/ SWABAT: Pull together ideas and evidence gathered from previous essential questions and class activities to complete this essay.
Unit 1 Essay – pp. 31-33
Suggested Daily Activities / Opening: Set out summer course parameters & expectations
1. Administer pretest
2. Read/review related chapter sections to define key terms and concepts
3. Cover key text features in U.S. Government text book
4. Select Online Constitution USA: Episode 1 – A More Perfect Union (Federalism)
5. Text-based: Chapter 1, Principles of Government pp. 4-25
To understand origins and purpose of the “State” see p. 6 and p. 8 insets
Complete Key Terms and Comprehension, p. 11, #1-#3
Chapter 3, The Constitution, pp. 68-89
Have students summarize the purpose of each inset diagram in the chapter, p. 13, p. 15, p. 16, p. 17. Afterward, ask students to reflect on which forms and features of government allows for its citizens to express their needs while maintaining a good balance of power?
Complete Key Terms and Comprehension, p.24, #2-#4
Complete Document-Based Assessment, p. 27, #1-#3
6. Revisit essential question (See ‘Essential Questions Journal’) / 1. Review previous days concepts with a hook or bell ringer
2. Read/review related chapter sections to define key terms and concepts
3. Cover key text features in U.S. Government text book
4. Online Constitution USA: Episode 1 – A More Perfect Union (Federalism)
5. Text-based: Chapter 2, pp. 30-62
Foundation of American Rights, p. 32 -- study the chart and ask students to choose the most significant measures in the various documents that would ‘check’ the power of a monarch
The Road to Independence, pp. 38-39 -- examine the timeline with class and ask students to interpret which event was the greatest cause for the writing of the Declaration of Independence (opinions will vary but encourage students to use evidence for reasons)
Slavery in the United States, 1790 – Analyzing Map Question, p. 56
Critical Thinking, p. 58, #5
Key Terms and Comprehension, p. 62, #3
Critical Thinking, p. 62, #4-#5
Chapter 3, pp. 68-87
How the Government Works, p. 79 – Amending the Constitution—complete the “Interpreting Diagrams” question
6. Revisit essential question (See ‘Essential Questions Journal’) / 1. Review previous days concepts with a hook or bell ringer
2. Read/review related chapter sections to define key terms and concepts
3. Cover key text features in U.S. Government text book
4. Online Constitution USA: Episode 1 – A More Perfect Union (Federalism)
5. Text-based:Chapter 3, The Constitution, pp. 68-89
Create an outline of the government using the six main principles (diagram) for review, diagram outline p. 68 with cartoon illustration on pp. 70-71
Review diagram in “Who Has the Power” on p. 74 – and explain how Federalist No. 51 (see p. 75, primary source) illustrates the double security of federalism
What is judicial review? pp. 76-77, complete “Thinking Critically” #1-#2
Chapter 4, Federalism, pp. 94-115
6. Revisit essential question (See ‘Essential Questions Journal’) / 1. Review previous days concepts with a hook or bell ringer
2. Read/review related chapter sections to define key terms and concepts
3. Cover key text features in U.S. Government text book
4. Online Constitution USA: Episode 1 – A More Perfect Union (Federalism)
5. Text-based:Chapter 10: Congress, pp. 268-291
Chapter 11: Powers of Congress: pp. 296-325
Chapter 12: Congress in Action: pp. 330-357
Chapter 13 The Presidency: pp. 242-261
Chapter 14: The Presidency in Action: pp.400-421
Chapter 18: The Federal Court System: pp. 520-541
6. Revisit essential question for final essay (See ‘Essential Questions Journal’) / 1. Review previous days concepts with a hook or bell ringer
2. Read/review related chapter sections to define key terms and concepts
3. Cover key text features in U.S. Government text book
4. Online Constitution USA: Episode 1 – A More Perfect Union (Federalism)
5. Text-based: Chapter 10: Congress, pp. 268-291
Chapter 11: Powers of Congress: pp. 296-325
Chapter 12: Congress in Action: pp. 330-357
Chapter 13 The Presidency: pp. 242-261
Chapter 14: The Presidency in Action: pp.400-421
Chapter 18: The Federal Court System: pp. 520-541
6. Revisit essential question for essay (See ‘Essential Questions Journal’)
Online/*Offline Resources for Day / Constitution USA Series
Annenberg Learner (Social StudiesDemocracy in America): The Constitution
/ Constitution USA Series
Annenberg Learner (Social StudiesDemocracy in America): The Constitution
/ Constitution USA Series
Annenberg Learner (Social StudiesDemocracy in America): Federalism
Constitutional Rights Foundation – Federalism. 10th Amendment, State/local power (search under Teacher Materials)
McCulloch v. Maryland is a pivotal landmark case in 1819 that would clarify the relationship between national and state governments through the “necessary and proper” clause
Street Law – Landmark Cases – See cases listed in standards
iCivics.org – Lessons on Federalism (free registration, login)
Your History Site -- US Government DBQ’s and government-related content
Federalism Unit Lessons – Social Studies Coalition of Delaware (Brian McGuire & Rebecca N. Reed)
/ Constitution USA Series
Annenberg Learner (Social StudiesDemocracy in America): Legislatures, Modern Presidency and the Courts (6,7 and 9)
/ Constitution USA Series
Annenberg Learner (Social StudiesDemocracy in America): Legislatures, Modern Presidency and the Courts (6,7 and 9)
Week 2 / Monday, June 20th / Tuesday, June 21st / Wednesday, June 22nd / Thursday, June 23rd / Friday, June 24th
Theme
Main Standards / Rights of Citizens I
USG.5.4 Identify and describe the civil and constitutional rights found in the United States Constitution and Bill ofRights and expanded by decisions of the United States Supreme Court; analyze and evaluate landmark
cases of the United States Supreme Court concerning civil rights and liberties of individuals.
USG.5.5 Identify when it is constitutional for our government to limit the rights of individuals and explain the reasons
why the government would want to do this.
USG.2.8 Explain the history and provide historical and contemporary examples of fundamental principles and values ofAmerican political and civic life, including liberty, security, the common good, justice, equality, law and order,rights of individuals, diversity, popular sovereignty, and representative democracy.
USG.1.5 Compare and contrast characteristics of limited and unlimited governments and provide historical and
contemporary examples of each type of government / Rights of Citizens II
USG.5.4 Identify and describe the civil and constitutional rights found in the United States Constitution and Bill ofRights and expanded by decisions of the United States Supreme Court; analyze and evaluate landmark
cases of the United States Supreme Court concerning civil rights and liberties of individuals.
USG.5.5 Identify when it is constitutional for our government to limit the rights of individuals and explain the reasons
why the government would want to do this.
USG.2.8 Explain the history and provide historical and contemporary examples of fundamental principles and values ofAmerican political and civic life, including liberty, security, the common good, justice, equality, law and order,rights of individuals, diversity, popular sovereignty, and representative democracy.
USG.1.5 Compare and contrast characteristics of limited and unlimited governments and provide historical and
contemporary examples of each type of government / Political Parties
E.6.1 Explain the basic functions of money.
E.6.2 Identify the composition of the money supply of the United States.
E.6.3 Explain the roles of financial institutions.
E.6.4 Demonstrate how banks create money through the principle of fractional reserve banking.
E.6.5 Describe the structure and functions of the Federal Reserve System.
E.6.6 Explain how interest rates act as an incentive for savers and borrowers.
E.6.7 Compare and contrast different types of financial investments. / Elections and Voting
E.4.1 Explain the roles of government in a market economy.
E.4.2 Explain how markets under-produce public goods and explain why the government has an interest in producing these public goods.
E.4.5 Define progressive, proportional, and regressive taxation and determine whether different types of taxes (including income, sales, and Social Security) are progressive, proportional, or regressive.
E.4.6 Explain how costs of government policies may exceed benefits because social or political goals (rather than economic efficiency) are being pursued.
E.4.7 Define the national debt, explain the effects of the debt on the economy, and explain how to achieve a balanced budget. / Special Interests and Lobbying
E.4.4 Describe major revenue and expenditure categories and their respective proportions of state and federal budgets.
E.4.5 Define progressive, proportional, and regressive taxation and determine whether different types of taxes (including income, sales, and Social Security) are progressive, proportional, or regressive.
E.4.6 Explain how costs of government policies may exceed benefits because social or political goals (rather than economic efficiency) are being pursued.
E.4.7 Define the national debt, explain the effects of the debt on the economy, and explain how to achieve a balanced budget.
Essential Question/
Objective / How is our government designed to balance individual rights with the common good of all?/
SWABAT: Examine how the Constitution, lawmakers and the courts protect the minorities’ rights while considering the demands of the majority.
(Unit 5 Essential Question) / What has our government protected privacy, security and personal freedom throughout the past?/SWABAT: Understand the key events in American history that have clarified and expanded rights to more Americans.
(Unit 5 Essential Question) / Does the American two-party political system help or harm democracy?/SWABAT: Understand the formation and philosophy of our nation’s two dominant political parties and role independent parties have played.
(Unit 2 Essential Question) / Do we have a fair and effective electoral process?/SWABAT: Describe the process for electing our national political leaders. Examine the electoral college and voting rights when critiquing our voting system.
(Unit 2 Essential Question) / To what degree do special interest groups advance or harm the political process in our country?/SWABAT: Identify what role special interests play in creating laws and influencing ideas in our government. Judge if this influence is good or bad.
(Unit 2 Essential Question)
Suggested Activities / 1. Review previous days concepts with a hook or bell ringer
2. Read/review related chapter sections to define key terms and concepts
3. Cover key text features in U.S. Government text book
4. Online Constitution USA: Episode 2 – It’s a Free Country (Rights)/Episode 3 -Created Equal (Equality)
5. Text-based:
Chapter 19, pp.546-575
Complete Key Terms and Comprehension, p. 550 #2-#4 (use inset “Incorporation of Rights” p. 549)
Complete Key Terms and Comprehension, p. 558 #2-#4
Critical Thinking, p.567 #5-#6
Define and select examples of different kinds of speech, pp. 559-567
Compare and contrast types of protest: Public property vs. private property, p.571
Chapter 20, pp. 577-606
Use “Due Process” inset to define two types of due process, p.579
Critical Thinking, p. 582 #5-#6
Key Terms and Comprehension, p. 590 #2-#3
Balancing Security and Liberty, p. 591, Complete “Connect to Your World”, #1-#2
Chapter 24, Section 4, pp. 727-731
6. Revisit essential question (See ‘Essential Questions Journal’) / 1. Review previous days concepts with a hook or bell ringer
2. Read/review related chapter sections to define key terms and concepts
3. Cover key text features in U.S. Government text book
4. Online Constitution USA: Online Constitution USA: Episode 2 – It’s a Free Country (Rights)/Episode 3 -Created Equal (Equality)
5. Text-based:
Chapter 19, pp.546-575
Complete Key Terms and Comprehension, p. 550 #2-#4 (use inset “Incorporation of Rights” p. 549)
Complete Key Terms and Comprehension, p. 558 #2-#4
Critical Thinking, p.567 #5-#6
Define and select examples of different kinds of speech, pp. 559-567
Compare and contrast types of protest: Public property vs. private property, p.571
Chapter 20, pp. 577-606
Use “Due Process” inset to define two types of due process, p.579
Critical Thinking, p. 582 #5-#6
Key Terms and Comprehension, p. 590 #2-#3
Balancing Security and Liberty, p. 591, Complete “Connect to Your World”, #1-#2
Chapter 24, Section 4, pp. 727-731
6. Revisit essential question (See ‘Essential Questions Journal’) / 1. Review previous days concepts with a hook or bell ringer
2. Read/review related chapter sections to define key terms and concepts
3. Cover key text features in U.S. Government text book
4. Online Constitution USA: Episode 4 – We the People (Political System)
5. Text-based:
Chapter 5: Political Parties: pp.123-147
Chapter 6: Voters and Voter Behavior: pp. 152-179
Chapter 7: Electoral Process: pp. 184-209
Chapter 9: Interest Groups: pp. 242-261
6. Revisit essential question (See ‘Essential Questions Journal’) / 1. Review previous days concepts with a hook or bell ringer
2. Read/review related chapter sections to define key terms and concepts
3. Cover key text features in U.S. Government text book
4. Online Constitution USA: Episode 4 – We the People (Political System)
5. Text-based:
Chapter 5: Political Parties: pp.123-147
Chapter 6: Voters and Voter Behavior: pp. 152-179
Chapter 7: Electoral Process: pp. 184-209
Chapter 9: Interest Groups: pp. 242-261
6. Revisit essential question (See ‘Essential Questions Journal’)
Or
7. Weekly Essay: Unit 2 – In what ways should people participate in public affiars? (see pp. 35-75 in Essential Questions Journal) / 1. Review previous days concepts with a hook or bell ringer
2. Read/review related chapter sections to define key terms and concepts
3. Cover key text features in U.S. Government text book
4. Online Constitution USA: Episode 4 – We the People (Political System)
5. Text-based:
Chapter 5: Political Parties: pp.123-147
Chapter 6: Voters and Voter Behavior: pp. 152-179
Chapter 7: Electoral Process: pp. 184-209
Chapter 9: Interest Groups: pp. 242-261
6. Revisit essential question for final essay (See ‘Essential Questions Journal’)
7. Weekly Essay: Unit 2 – In what ways should people participate in public affiars? (see pp. 35-75 in Essential Questions Journal)
Online/ Offline
Resources / Constitution USA Series
Annenberg Learner (Social StudiesDemocracy in America): Civil Liberties and Civil Rights (4-5)
/ Constitution USA Series