Scholastic Area that Course Is Active In: Social Studies
Strand: Government/Civics Understandings
The student will demonstrate knowledge of the political philosophies that shaped the development of United States constitutional government.
Analyze key ideas of limited government and the rule of law as seen in the Magna Carta, the Petition of Rights, and the English Bill of Rights.
Analyze the writings of Hobbes (Leviathan), Locke (Second Treatise on Government), and Montesquieu (The Spirit of Laws) as they impact our concept of government.
The student will analyze the natural rights philosophy and the nature of government expressed in the Declaration of Independence.
Compare and contrast the Declaration of Independence to the Social Contract Theory.
Evaluate the Declaration of Independence as a persuasive argument.
The student will demonstrate knowledge of the United States Constitution.
Explain the main ideas in debate over ratification including those in The Federalist.
Analyze the purpose of government stated in the Preamble of the United States Constitution.
Explain the fundamental principles upon which the United States Constitution is based including the rule of law, popular sovereignty, separation of powers, checks and balances, and federalism.
The student will demonstrate knowledge of the organization and powers of the national government.
Describe the structure and powers of the legislative, executive, and judicial branches.
Analyze the relationship between the three branches in a system of checks and balances and separation of powers.
The student will demonstrate knowledge of the federal system of government described in the United States Constitution.
Explain the relationship of the state governments to the national government.
Define the difference between enumerated and implied powers.
Describe the extent to which power is shared.
Identify powers denied to state and national governments.
Analyze the ongoing debate that focuses on the balance of power between state and national governments.
Analyze the supremacy clause found in Article IV and the role of the U.S. Constitution as the "supreme law of the land."
The student will demonstrate knowledge of civil liberties and civil rights.
Examine the Bill of Rights with emphasis on First Amendment freedoms.
Analyze due process law expressed in the 5th and 14th Amendments.
Explain selective incorporation of the Bill of Rights.
Explain how government seeks to maintain the balance between individual liberties and the public interest.
Explain every citizen's right to be treated equally under the law.
The student will describe how thoughtful and effective participation in civic life is characterized by obeying the law, paying taxes, serving on a jury, participating in the political process, performing public service, registering for military duty, being informed about current issues, and respecting differing opinions.
The student will demonstrate knowledge of local, state, and national elections.
Describe the organization, role, and constituencies of political parties.
Describe the nomination and election process.
Examine campaign funding and spending.
Analyze the influence of media coverage, campaign advertising, and public opinion polls.
Identify how amendments extend the right to vote.
The student will explain the differences between the House of Representatives and the Senate with emphasis on terms of office, powers, organization, leadership, and representation of each house.
The student will describe the legislative process, including the roles played by committees and leadership.
Explain the steps in the legislative process.
Explain the function of various leadership positions within the legislature.
The student will describe the influence of lobbyists (business, labor, professional organizations) and special interest groups on the legislative process.
Explain the function of lobbyists.
Describe the laws and rules that govern lobbyists.
Explain the function of special interest groups.
The student will analyze the various roles played by the President of the United States including Commander-in-Chief of the Armed Forces, Chief Executive, Chief Agenda Setter, Representative of the Nation, Chief of State, Foreign Policy Leader, and Party Leader.
The student will describe the qualifications for becoming President of the United States.
Explain the written qualifications for President of the United States.
Describe unwritten qualifications common to past presidents.
The student will explain the impeachment process and its usage for elected officials.
Explain the impeachment process as defined in the U.S. Constitution.
Describe the impeachment proceedings of Andrew Johnson and Bill Clinton.
The student will explain the functions of the departments and agencies of the federal bureaucracy.
Compare and contrast the organization and responsibilities of independent regulatory agencies, government corporations, and executive agencies.
Explain the functions of the Cabinet.
The student will demonstrate knowledge of the operation of the federal judiciary.
Explain the jurisdiction of the federal courts and the state courts.
Examine how John Marshall established the Supreme Court as an independent, coequal branch of government through his opinions in Marbury v. Madison.
Describe how the Supreme Court decides cases.
Compare the philosophies of judicial activism and judicial restraint.
The student will demonstrate knowledge of the organization and powers of state and local government described in the Georgia Constitution.
Examine the legislative, executive, and judicial branches.
Examine the structure of local governments with emphasis on county, city, and town.
Identify current state and local officials.
Analyze the relationship among state and local governments.
Evaluate direct democracy by the initiative, referendum, and processes.
The student will demonstrate knowledge of the powers of Georgia's state and local governments.
Examine the powers of state and local government.
Examine sources of revenue received by each level of government.
Analyze the services provided by state and local government.
The student will compare and contrast governments that are unitary, conferral, and federal governments; unitary, oligarchic and democratic governments; and presidential and parliamentary governments.
The student will describe the tools used to carry out United States foreign policy (diplomacy, economic, military and, humanitarian aid, treaties, sanctions, and military intervention).
The student will demonstrate knowledge of criminal activity.
Examine the nature and causes of crimes.
Explain the effects criminal acts have on their intended victims.
Categorize different types of crimes.
Explain the different types of defenses used by perpetrators of crime.
The student will demonstrate knowledge of the criminal justice process.
Analyze the steps in the criminal justice process.
Explain an individual's due process rights.
Describe the steps in a criminal trial or civil suit.
Examine the different types of sentences a convicted person can receive.
The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)
Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.
Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.
Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.