MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: United States Government
COURSE DESCRIPTION:
The grade 9-12 United States Government course consists of the following content area strands: Civics and Government and Geography. This course provides students the opportunity to acquire an understanding of American Government and political behavior. The content includes an analysis of those documents which shape our political traditions, a comparison of the roles of the three branches of government at the local, state, and national levels, and the importance of civic participation in the democratic political process.
Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects).
Please note the following important general information regarding the Pacing Guides:
· The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.
· Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school levels.
· The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.
· The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.
· The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.
· Benchmarks that are highlighted in yellow denote essential benchmarks.
Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:
· Grade Level or Course Title - The grade level and course title are listed in the heading of each page.
· Course Code - The Florida Department of Education Course Code is listed for the course.
· Topic - The general topic for instruction is listed; e.g., Westward Expansion.
· Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.
· Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.
· Nine Week Grading Period - Grading periods (1-4) are identified.
· Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.
· NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.
· Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic), Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).
Florida Literacy and Writing Standards for History/Social Studies 6-12:
When planning lessons for instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked.
Course themes identified under “Essential Content” are course themes that span multiple topics. For United States Government, the following themes are identified:
· Citizenship – The rights, privileges and responsibilities of a member, by birth or naturalization, of a nation.
· Civic Participation – Engagement of citizens in voting other forms of political participation to address issues of concern, e.g. racism, inequality, election fraud.
· Civil Liberties and Civil Rights – Civil liberties are the rights of the safety of persons, opinions and property from the arbitrary acts of government, e.g. freedom of speech, freedom of religion. Civil rights are the positive acts of government that seek to make constitutional guarantees a reality for all people; e.g. the right to legal, social and economic equality.
· Democracy – A form of government in which the supreme authority rests with the people and is exercised through elected representatives.
· Federalism – The Constitutional protection of the division of power between central and state governments.
· Limited Government – A basic principle of American government based on the belief that government is restricted in what it may do.
· Ideology & Politics – The influence of political beliefs and behavior on the American political system and public policy.
· Majority Rule/Minority Rights – The belief in the will of the majority, but not at the expense of the rights of minorities.
· Popular Sovereignty – The belief that people are the source of any and all government power and government exists only with the consent of the governed.
· Public Policy – The goals and plans that a government pursues in domestic, economic, military and foreign affairs.
Topic 5: The Judicial BranchPacing / Date(s)
Traditional / 10 days / 10-30-17 to 11-13-17
Block / 5 days / 10-30-17 to 11-13-17
Pacing / Date(s)
Traditional / 11 days / 4-2-18 to 4-16-18
Block / 5.5 days / 4-2-18 to 4-16-18
or
Essential Question(s):
What is the organization and structure of the judicial branch, and what is the significance of the Supreme Court and judicial review in ensuring democracy and equity in the United States?
STRAND(S) and STANDARD(S):
Civics and Government (Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens and determine methods of active participation in society, government, and the political system; Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.
Second Nine Weeks /Essential Content / NGSSS-SS Benchmarks/Florida Standards / Instructional Tools /
Course Themes Addressed:
Civil Liberties and Civil Rights
Democracy
Federalism
Limited Government
Ideology & Politics
Majority Rule/Minority Rights
Public Policy
· The Federal Court System:
o Article III, of the U.S. Constitution
o Dual Court System
o Organization and Structure of the Federal Courts:
§ Supreme Court
§ U. S. Court of Appeals
§ U. S. District Courts
§ Special Courts
o Types of Jurisdiction
o Check and Balances
· Supreme Court
o Appointment of Supreme Court Justices
o Judicial Review
§ Marbury v. Madison -1803
o Writ of Certiorari
o Rule of Four
o Oral Arguments
o Opinions
(Majority, Concurring, Dissenting)
Please note: If this is a major local/state/national election year, the pacing of this course and topics addressed should be altered accordingly. / Florida Standard{s} Focus:
LAFS.1112.RH.1.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
LAFS.1112.RH.2.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
LAFS.1112.WSHT.3.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry where appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Content Benchmarks
SS.912.C.3.6: Analyze the structures, functions, and processes of the judicial branch as described in Article III of the Constitution.
SS.912.C.3.7: Describe the role of judicial review in American constitutional government.
SS.912.C.3.8: Compare the role of judges on the state and federal level with other elected officials.
SS.912.C.3.9: Analyze the various levels and responsibilities of courts in the federal and state judicial system and the relationships among them.
SS.912.C.3.10: Evaluate the significance and outcomes of landmark Supreme Court cases.
SS.912.C.3.12: Simulate the judicial decision-making process in interpreting law at the local, state and federal level.
SS.912.C.3.15: Examine how power and responsibility are distributed, shared, and limited by the Constitution.
/ Florida Standards Focus Activity:
Have students use primary and secondary sources to identify and determine the central idea of the concept of judicial review. Have students conduct a short research project to find and include recent examples where the Supreme Court has used the power of judicial review to ensure democracy and equity. Have students write a summary, using key details and ideas, demonstrating understanding of how Marbury v. Madison http://www.oyez.org/cases/1792-1850/1803/1803_0/ impacted the role and stature of the Supreme Court.
Core Text :
Pearson Florida: Magruder’s American Government
Topic 7: The Judicial Branch, pages 320 - 349
Vocabulary/Identification:
inferior court, jurisdiction, concurrent jurisdiction, plaintiff, defendant, original jurisdiction, appellate jurisdiction, judicial restraint, precedent, judicial activism,
judicial review, rule of four, writ of certiorari, brief, oral argument, majority opinion, concurring opinion, dissenting opinion, criminal case, civil case, docket, record, special courts, courts-martial, civilian tribunal, redress.
Technology:
Information on the checks and balances within the United States Government system.
http://www.socialstudieshelp.com/Lesson_13_Notes.htm
Information on the United States court system.
http://lcweb.loc.gov/law/guide/usjudic.html
Information on the Supreme Court
www.supremecourt.gov
Information on the landmark court decision, Marbury v. Madison.
http://www.oyez.org/cases/1792-1850/1803/1803_0
Education Resources from the United States Courts http://www.uscourts.gov/EducationalResources.aspx
Information on Civil Rights
http://public.findlaw.com/civil-rights/civil-rights-basics/
Suggested Activities Menu:
Have students answer the following essential questions:
· How did the Supreme Court gain status equal to the other two branches of the federal government?
· How are Supreme Court cases decided?
· What is the jurisdiction of each of the federal courts?
· Why was the Bill of Rights added to the Constitution?
· How do the 5th and the14th Amendments of the Constitution protect due process?
Have students create a chart listing important facts about the Supreme Court and its members. The chart must include the following items: number of members in the Supreme Court, how are they appointed, their qualifications, types of cases, and how cases are selected to be heard.
https://www.whitehouse.gov/1600/judicial-branch
Have students create a diagram to list and explain the main role and characteristics of the district courts, courts of appeal and the Supreme Court.
Have students outline and explain the steps that a case goes through to reach the Supreme Court.
Have students research a recent Supreme Court nomination hearing and discuss in class.
Have student’s research current Supreme Court justices, as well as previous notable justices, and prepare posters or a PowerPoint highlighting the justices’ backgrounds and views while serving on the Supreme Court.
Have students research the current Supreme Court docket, as well as recent rulings.
Have students work in small groups to read and discuss a majority opinion and dissenting opinion from a select case.
Please check the online instructional resources associated with the textbook for this course for additional instruction options/suggestions.
Suggested Writing Activities Menu:
After researching the current Supreme Court justices, have students write an essay comparing and contrasting the positions of one of the more conservative justices, such as Clarence Thomas, with that of one of the liberal justices such as Sonia Sotomayor.
Have students write an editorial piece taking a position on whether they agree or disagree with the lifetime appointments for members of the Supreme Court. Have students discuss the pros and cons of this Constitutional provision in their editorial piece.
After completing the diagram of how a case reaches the Supreme Court, have students write an essay explaining the process from the petition for review through the decision and written opinions.
Have students complete the writing assignment about Marbury v. Madison in the Florida Standards Focus Activity above.
Assessment:
*Use the assessment items and suggestions associated with this grade level that are included in the publisher provided resources.
*Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension.
ELL:
Tapping into Prior knowledge / Graphic organizers
KWL Charts / Webbing
Mapping / Compare and contrast
Mind Maps / Clustering
Related Programs:
Student Government Association (SGA)
We The People – Senior High
Project Citizen
Celebrate Freedom Week
Close Up
Justice Teach In
SPED: Go the Department of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level.
State and District Instructional Requirements: Teachers should be aware that State and District policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed lesson plans can be downloaded from the Department of Social Sciences website, http://socialsciences.dadeschools.net/, under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.
Topic 6: Civil Liberties and Civil Rights
Pacing / Date(s)
Traditional / 10 days / 11-14-17 to 11-30-17
Block / 5 days / 11-14-17 to 11-30-17
Pacing / Date(s)
Traditional / 11 days / 4-17-18 to 5-2-18
Block / 5.5 days / 4-17-18 to 5-2-18
or
Essential Question(s):
What liberties and rights are granted to citizens by the Constitution and Bill of Rights? How have these liberties and rights been expanded by landmark court decisions?
STRAND(S) and STANDARD(S):