Final 2016 20117 Curriculum Map

http://hcsusgovernment.weebly.
com/
Unit 1 Topic or
Domain: Purpose of
Government, Components
of Government and Role
of Citizen in Government.
Date Range:
Fall Semester- Aug. 17th-25th or Oct. 24th-Nov. 1st
Spring Semester- Jan. 17th-25th or Mar. 20th-March 27th
Standard(s):
College and Career Readiness Anchor Standard(s):
USG 1.1- Analyze

political theories
related to the
existence, necessity,
and purpose of
government including
natural rights, balance
of the public and
private interests, and
physical and economic
security.
USG 1.2- Analyze
components of
government and the
governing process
including politics,
power, authority,
sovereignty,
legitimacy, public
institutions, efficacy
and civic life.
USG 1.3 Evaluate the
role and the
relationship of the
citizen to government
CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of

primary and secondary sources, connecting insights gained from specific details to an
understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2 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.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and
determine which explanation best accords with textual evidence, acknowledging where
the text leaves matters uncertain.
in a democratic,
republic, authoritarian
and totalitarian
systems
Description
of Standard
What does the

standard mean
that a student
must know,
understand
and be able to
do?
To appreciate
the
governmental
system of the
United States,
citizens must
understand
the nature
and purpose
of
government
in general. An
understandin
g of basic
political ideas
allows nations
to organize
and structure
the
Content
Specific
Focus
Key
Concepts
:
Governme
nt
existence
revolves
around
justice,
protection
of rights
and
security.
Role of
governme
nt in
resolving
conflict,
Learning Tasks/Activities
What tasks will students perform to learn the identified concepts/skills?

At which DOK level(s) are the learning tasks?
All assignments and activities below are on the HCS US

Government Weebly under Unit 1.
Frayer Word Map for Vocabulary 1
Citizenship Pretest Exam
https://drive.google.com/open?id=0Bwq6nR53-s7oSWZPZ0Q3RTBNV1k
Citizenship Pretest Exam with Answers
https://drive.google.com/open?id=0Bwq6nR53-s7oSGNJRnRYZ0tmS28
John Locke reading and response questions
https://drive.google.com/open?id=0Bw-MA94Qu21OSlhYNkNONU5JYnc
3.Headlines Activities
https://drive.google.com/open?
id=1n_E0yV5r4Rg8fjlXmrUeOIPQQT_cw6GOKgWF7wqWwuM
Types of Government Activity
institutions of
governmental
function,
organization,
and
effectiveness.
Key Skills:
Evaluate the
validity of
multiple
points of view
or biases by
using
evidence and
sound
reasoning.
Analyze,
interpret,
and
synthesize
social studies
resources to
make
inferences
and draw
conclusions.
Model
informed
participatory
citizenship
Key
promoting
economic
security
and
providing
physical
protection
Difference
between
public and
private
spheres
Politics is
the way in
which
decision
making is
determine
d and
implemen
ted in all
governme
nt
systems.
id=1OPAKo5bK_Tk0t_iJFhi6275xKa_WSktASAHDF6g_mbE
iCivics Game: WHo Rules?
https://www.icivics.org/teachers/lesson-plans/who-rules
PowerPointhttps://drive.google.com/open?id=1aCQ2dHRVfUhkDdLrsulIJT_aA7uUZL_GZlcm-GwnT4
Redistricting Game (Do not use in Chrome)
http://www.redistrictinggame.org/
Videos:
Crash Course Why Study Government
Episode 1
https://www.youtube.com/watch?v=lrk4oY7UxpQ or
www.edpuzzle.com
Origins of American Government on Discovery Education-Segment 2
https://app.discoveryeducation.com/learn/videos/2783ec6f-0a4c-4e35-9becd32ce93b52c7?hasLocalHost=false
Honors Activity:
Debating the US Drone Policy
http://www.choices.edu/resources/twtn/twtn-drones.php (DOK4)
Governme
nt is a
functionin
g entity.
FRQ(Free Response Questions):

https://docs.google.com/a/horrycountyschools.net/document/d/1B_hbj6XlnhoI8C6GCqECpAavTJRQPucL3vA_acNKBc/edit?usp=sharing
Compone
nts in
id=1dDgUFMmFiVGWKBBdQ6wABCagE1_etkoh3QoKj0WPGmM
On the Ideal Government: Plato
Practices:
Differentiatin
g
Organizing
Attributing
Evaluate
Checking
Critiquing
Unit 1
Vocabulary:
Government
Anarchy
Politics
Power
Authority
Sovereignty
Legitimacy
Public Institutions
Efficacy
Civic Life
Democratic
Republican
Authoritarian
Totalitarian
Direct
Democracy
Representative
Democracy
governanc
e and how
the
componen
ts relate
to the
governing
process
Power,
rights,
and roles
of citizens
in
governanc
e vary
depending
upon the
type of
governme
nt a
nation
has.
The
continuum
s
represent
ed from
direct
democrac
y to
totalitaria
n
Kagan Structures Directions:

https://docs.google.com/a/horrycountyschools.net/document/d/1PE
OWACxZVHQNzEYi-QDBw2XPxpAzJycGtFf5LTrFb9M/edit?
usp=sharing
*Start with Class/Team Building at beginning of each semester to
introduce Kagan Structures and set tone for classroom.
You can choose 3-5 structures that are quick and easy to use over
and over again throughout the semester. Then try adding 2-3 more
each semester and you will find you have a nice variety of activities
to use for simple, quick reviews and cooperative learning for your
students.
Democrati
c and
republican
systems
of
governme
nt are
distinct
systems
that may
compleme
nt one
another
but are
not
synonymo
us.
Unit 2 Topic or
Domain:
Organization and
Governmental
Systems
Standard(s):
Date Range:
Fall Semester- Aug. 26th-Sept 2nd or Nov 2nd-Nov 10th
Spring Semester- Jan. 25th-Feb 2nd or Mar. 28th-April 7th
USG 1.4 Analyze the

institutional and
organizational structure
of government that
allows it to carry out its
purpose and function
effectively, including the

College and Career Readiness Anchor Standards(s):
CCSS.ELA-Literacy.RH.11-12.2 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.
branches of
government, and
legitimate bureaucratic
institutions.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events

and determine which explanation best accords with textual evidence, acknowledging
where the text leaves matters uncertain.
USG 1.5 Evaluate

limited governments
and unlimited
governments with
regard to governing,
including rule of law,
role of constitutions,
civil rights, political
freedom, economic
freedom, and ability of
citizens to impact or
influence the governing
process.
organization of
government in
confederal, federal, and
unitary systems,
including the
distribution of power
and the advantages and
disadvantages of each
system.
Description of
Standard
What does the

standard mean
that a student
must know,
understand and
Content
Specific
Focus

be able to do?
To appreciate
the
governmental
system of the
United States,
citizens must
understand the
nature and
purpose of
government in
general. An
understanding
of basic political
ideas allows
nations to
organize and
structure the
institutions of
governmental
function,
organization,
and
effectiveness.
Key Skills:
Evaluate the
Key
Concep
ts:
Governme
nt has to
have a
functionin
g
structure
in order to
operate.
The
legislative,
executive
and
judicial
functions
of
governme
nt
Bureaucra
cy is
necessary
for
governme
nt to carry
out the
duties
associated
with these
functions.

Frayer Word Map for Vocabulary
Federalism discussion questions

https://docs.google.com/a/horrycountyschools.net/document/d/1EyHt-3YEeyh5B5AfHlcU-uaUm3l1hYz5PEnrVFACJY/edit?usp=sharing
iCivics Limiting Govt
http://hcsusgovernment.weebly.com/uploads/2/7/0/3/27035397/limiting_go
vernment_1.pdf
Readings:
Forms of Government Article:
https://docs.google.com/a/horrycountyschools.net/document/d/1r5GPwMucj
d-P56NFcFy07c42awcE-fkhWe5FjlVc-Fo/edit?usp=sharing
Videos:
Crash Course: What is Govt and Politics
https://www.youtube.com/watch?v=lrk4oY7UxpQ
Federal, Confederal, and Unitary Systems
https://www.youtube.com/watch?v=Zu3dHmFMQBw
Federalism Discussion Questions to apply and explain Confederal, Federal,
Unitary Systems.
id=1_5CyuiYADwPkgxZ8y8KAUkHnyFwG2TCGliu3fTvf3F8 (Government
Appendix Alfresco).(DOK3)
Advantages and Disadvantages of Government Form:
validity of
multiple points
of view or biases
by using
evidence and
sound
reasoning.
Analyze,
interpret, and
synthesize
social studies
resources to
make inferences
and draw
conclusions.
The
difference
between
legitimate
bureaucra
tic entities
and
bureaucra
tic waste
Key Practices:
Differentiating
Organizing
Attributing
Evaluate
Checking
Critiquing
Key
componen
ts in
comparing
limited
and
unlimited
governme
nt
Unit 2 Vocabulary:
Legislative Power
Executive Power
Judicial Power
Limited Government
Unlimited
Government
Rule of Law
Civil Rights
Political Freedom
Creation
of a
limited
governme
nt was a
key goal
in creating
the
American
constitutio
nal
The
difference
between
limited
and
unlimited
governme
nt
https://drive.google.com/open?id=0Bwq6nR53-s7oMEJwSlRPNGhudG8
How to Analyze a Political Cartoon Worksheet:
https://drive.google.com/open?id=0Bwq6nR53-s7oQjlUemtSZHFjUlE
How to Make/Creating Digital or Paper political cartoons
https://www.youtube.com/watch?v=bSmQp0DLKeU OR
https://drive.google.com/open?id=1Tb33xNERAl7RynKqbOE1ta3HJOOqA8EpgU4EtjSJl4
Honors Activities:
Unit Two FRQs
Economic Freedom
Unitary Government
Confederal
Government
Federal Government
system.
Unlimited
governme
nt would
limit the
operation
and
function of
governme
nt so as to
obtain
power for
itself at
the
expense
of the
freedom
of its
citizens.
The
characteri
stics and
difference
s in the
structure
of
governme
ntal
systems
(Confeder
al, Federal
and
Unitary).
Advantage
s and
disadvant
ages of
each
system
The
purpose,
functions,
and
structure
of
governme
nt and
how they
relate to
specific
governme
ntal
systems
Unit 3 Topic or
Domain: Core
principles
influencing the
creation of the US
Government
Standard(s):
Date Range:
Fall Semester- Sept. 6th-12th or Nov. 11th-Nov. 17th
Spring Semester- Feb. 3rd-9th or Apr. 18th-25th
USG 2.1
CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary
Summarize core
principles of
United States
government
including limited
government,
federalism,
checks and
balances,
separation of
powers, rule of
law, popular
sovereignty,
republicanism,
individual rights,
freedom,
equality, and selfgovernment.
USG 2.2 Analyze
developmental
influences on the
core political
principles of US
government
including Greek
democracy,
Roman
republicanism,
Judeo-Christian
heritage, and the
European
philosophers John
Locke,
Montesquieu, and
William
Blackstone.
and secondary sources, connecting insights gained from specific details to an understanding
of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2 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.
determine which explanation best accords with textual evidence, acknowledging where the
text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.4 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.
USG 2.3 Analyze

the British
heritage that
fostered
development of
the core political
principles of US
government
including the
Magna Carta,
Glorious
Revolution,
English Bill of
Rights, Mayflower
Compact, and the
Petition of Right
(1628).
Descript
ion of
Standar
d
What
does the
standard
mean
that a
student
must
know,
understan
d and be
able to
do?
Content
Specific
Focus

As it exists
today, the
United
States
Constitutio
n is a
product of
numerous
influences
that were
critical not
only to its
inception
but also to
its
evolution
over time.
The
principles
set forth in
the
Constitutio
n serve as
the
framework
upon
which
United
States
governmen
t was
establishe
d and on
which it
operates
today.
Key
Skills:
Key
Concepts
:
The core
principles
that have
guided the
creation and
developmen
t of
government
in America
The core
principles
were
influenced
by historical
examples
such as
British
heritage,
American
experiences
and the
expression
of political
philosophies
Major
influences
on United
States
Government
and the
Constitution
including:
1. the
government

Reading Like a Historian: The Declaration of Independence
https://drive.google.com/open?id=0Bwq6nR53-s7oQ1NjVXFoYThqbWs
Ted Talk: How Power is Divided
http://ed.ted.com/lessons/how-is-power-divided-in-the-united-states-governmentbelinda-stutzman
Federalist v anti-Federalist Campaign Worksheet (Key ideas)
id=1CWnN9Ncpn2RKQgzNbIGNcA64BegN_ZxzIhry76rtkTI
Teaching 6 big ideas in the Constitution
http://www.archives.gov/legislative/resources/education/constitution/ or
https://drive.google.com/open?id=0Bwq6nR53-s7oYVpoVC0xUEE2LUE
Readings:
The Colonial Period
http://hcvs2.horrycountyschools.net/moodle/pluginfile.php/69894/mod_resource/conte
nt/3/Ch2Sec1%20The%20Colonial%20Period.pdf
Videos:
Crash Course-Federalism
https://www.youtube.com/watch?v=J0gosGXSgsI
Island Adventure Simulation:
https://drive.google.com/open?id=0Bwq6nR53-s7oM0hKdjhHV1dNSkU
RAFT(Role, Audience, Format, Topic)

https://drive.google.com/open?id=1_rOAHVv51U43AzvwOaYDTZsJJuuUwKp0TgJptqyHkg
Chapter 3 Timeline Activity (can be used as unit assessment)
https://drive.google.com/open?id=1b3pEDp_3IkJttii2eDGj1wyosRujQJRtjK61FI_EwxQ
(Government Appendix Alfresco) (DOK3)
Political Spectrum
Explain
how
groups
work to
challenge
traditional
institutions
and effect
change to
promote
the needs
and
interest of
society.
Analyze
and
evaluate
evidence,
arguments
, claims,
and
beliefs.
Examine
the
relationshi
p of the
present to
the past
and use
knowledge
of the past
to make
informed
decisions
in the
present
and
extrapolat
e into the
future.
in ancient
Greece and
Rome
2. Christian
political
philosophy
3. John
Lockes
interpretatio
n of the
Social
Contract
and its
influence on
the
Declaration
of
Independen
ce.
4.
Montesquie
us influence
on the
structural
characteristi
cs of the
American
government
5.
Blackstones
writings and
their
influence on
the
developmen
t of the Rule
of Law in
America.
6. British
political
https://www.isidewith.com/
House and Senate Activities
Honors Activities:
Magna Carta DBQ (Clean Version with no support)

https://drive.google.com/open?id=0Bwq6nR53-s7obDJzdGRKVGlTR3c
Honors Activity:
Magna Carta DBQ

FRQs
Unit Three FRQs- The students will complete at least one of the following FRQs. Rubrics for these writing
assignments are located on the AP Central website.
A. The Constitution of the United States creates a government of separate institutions that share power
rather than a government that delegates power exclusively to a single branch. Frequently, this means that
presidents and Congress struggle with each other.
a. For each of the presidential powers below, explain one way that congressional decision making is
affected by that power.
Veto power
Power to issue executive orders
Power as commander in chief
b. For each of the congressional powers below, explain one way that presidential decision making is
affected by that power.
Legislative oversight power
Senate advice and consent power
Budgetary power
B. In the United States Congress, the majority party exerts a substantial influence over lawmaking.
However, even when one party has a numerical majority in each chamber of the United States Congress,
there is no guarantee that legislation supported by that majority party will be passed by both chambers.
Rules of each chamber independently influence the likelihood that legislation will pass in that chamber;
legislation passed by one chamber is not always passed by the other.
(a) Describe two advantages the majority party in the United States House of Representatives has in
lawmaking, above and
beyond the numerical advantage that that majority party enjoys in floor voting.
(b) Describe two differences between House and Senate rules that may make it likely that legislation may
pass in one chamber but not in the other.
(c) Explain how the differences identified in (b) can lead to the passage of a bill in one chamber but not in
the other.
Key
Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Analyze
Differentiat
ing
Organizin
g
Attributing
Unit 3
Vocabulary
:
Separation
of Powers
Checks
and
Balances
Social
Contract
Inherent
rights
Limited
Governme
nt
Federalism
Popular
Sovereignt
y
Republican
system and
heritage on
the
developmen
t of
American
political
principles.
Role and
influence of
the
following
events/docu
ments:
The Magna
Carta, The
Petition of
Right, the
Glorious
Revolution,
the English
Bill of Rights
and the
Mayflower
Compact.
C. A number of factors enable presidents to exert influence over Congress in the area of domestic policy.
However, presidents are also limited in their influence over domestic policymaking in Congress.
(a) The Constitution grants the president certain enumerated powers. Describe two of these formal powers
that enable the president to exert influence over domestic policy.
(b) Choose two of the following. Define each term and explain how each limits the presidents ability to
influence domestic policymaking in Congress. mandatory spending party polarization Lame-duck period
D. The right of citizens of the United States to vote shall not be denied or abridged by the United States or
by any
State on account of race, color, or previous condition of servitude. Fifteenth Amendment to the United
States Constitution, 1870. Despite the ratification of the Fifteenth Amendment, voter turnout among African
American citizens was very low throughout the first half of the twentieth century. Over the past 50 years, civil
rights policies have changed substantially, along with a significant increase in African American voter
turnout.
(a) Explain how two measures taken by some states prior to the 1960s affected voter turnout among African
American citizens.
(b) Facing discrimination at the voting booth, many African American citizens turned to alternative forms of
political
participation. Describe two alternative forms of participation that helped bring about changes in civil rights
policies.
(c) Choose one of the forms of participation you described in (b) and explain why it was effective in changing
civil rights policies.
ism
Individual
Rights
Freedom
Equality
Selfgovernmen
t
Unit 4 Topic or
Domain: Core
principles influencing
the creation of the US
Government
Standard(s):
Date Range:
Fall Semester- Sept. 13th-20th or Nov. 18th-Dec 1st
Spring Semester- Feb. 10th-16th or Apr. 26th-May 2nd
USG 2.4 Evaluate

significant American
founding documents in
relation to core political
principles, including the
Declaration of
Independence, Articles
of Confederation, state
constitutions, the
United States
Constitutions, The
Federalist papers and
the Bill of Rights.

USG 2.5 Evaluate

significant America
historical documents in
relation to the
application of core
CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors differing points of view on the same

historical event or issue by assessing the authors claims, reasoning, and evidence.

CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events
and determine which explanation best accords with textual evidence, acknowledging
where the text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is
structured, including how key sentences, paragraph, and larger portions of the text
contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.8 Evaluate an authors premises, claims, and evidence

by corroborating or challenging them with other information.
principles (e.g. the

Virginia and Kentucky
Resolutions, the
Ordinance of
Nullification, the
Seneca Falls
Declaration, the
Emancipation
Proclamation, Martin
Luther King Jr.s Letter
from a Birmingham
Jail, the eleventh
through the twentyseventh amendments
to the Constitution, and
critical Supreme Court
cases).
Description
of Standard
What does the

standard mean
that a student
must know,
understand and
be able to do?
As it exists
today, the
United States
Constitution is
a product of
numerous
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both

primary and secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.
Content
Specific
Focus
Key
Concepts:
Critical
political
documents in
American
history and


Readings: Cops, Cars, and the Constitution. This activity calls for
influences
that were
critical not
only to its
inception but
also to its
evolution over
time. The
principles set
forth in the
Constitution
serve as the
framework
upon which
United States
government
was
established
and on which
it operates
today.
Key Skills:
Explain how
groups work to
challenge
traditional
institutions and
effect change to
promote the
needs and
interest of
society.
Analyze and
evaluate
how they
influence and
reflect the
core political
principles on
which the
nation was
founded
including the
Declaration of
Independence
, Articles of
Confederation
, state
constitutions,
the United
States
Constitution,
The Federalist
papers and
the Bill of
Rights
How the core
principles
relate to the
nature and
purpose of
these
documents,
and how the
two-principles
and
documentsrelate to the
governance of
the United
States
students to analyze Supreme Court decisions concerning the Fourth

Amendment.
http://constitutioncenter.org/media/files/warmaking_lesson.pdf
Letters from a Birmingham Jail

https://kinginstitute.stanford.edu/part-three-letter-birmingham-jail
https://kinginstitute.stanford.edu/lesson-plan-letter-birmingham-jail
Readings:
14th Amendment
https://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html
15th Amendment
https://www.loc.gov/rr/program/bib/ourdocs/15thamendment.html
19th Amendment
http://www.archives.gov/exhibits/charters/constitution_amendment_19.ht
ml
Federalist and Anti-federalist PowerPoint for Choral Reading,
ThinkPairShare, and Poster Assignment
id=1KsdbQSrSdtNamzURMxdu7JwRObbD7gq6Czp6tqLb5ek
Videos:
Limited Government
https://www.youtube.com/watch?v=_hsInBcaHBw
Separation of Powers
https://www.youtube.com/watch?v=0bf3CwYCxXw
Federalist and Anti-Federalist Campaign Ad. Use worksheet and then
create a digital ad, infographic, video, or poster to persuade people to join
your group.
http://chnm.gmu.edu/mcpstah/wordpress/wp-
evidence,
arguments,
claims, and
beliefs.
Examine the
relationship of
the present to
the past and use
knowledge of the
past to make
informed
decisions in the
present and
extrapolate into
the future.
Key Practices:
Checking
Critiquing
Unit 4
Vocabulary:
Self-government
Virginia and
Kentucky
Resolutions
Nullification Crisis
Civil
Disobedience
Seneca Falls
Declaration
14th Amendment
15th Amendment
19th Amendment
content/themes/tah/files/yokoyama_federalism_worksheet.pdf
Declaration of Independence v. US Constitution Activity (Government
Appendix Alfresco) (DOK 4)
Varios Lessons on the Constitution:
http://constitutioncenter.org/learn/educational-resources/lesson-plans
Various Lesson the Constitution, Bill of Rights, Preamble, and Declaration
of Independence:
http://archive.adl.org/tools_teachers/lesson_documents_bind.html
RAFT(Role, Audience, Format, Topic)
id=1_rOAHVv51U43AzvwOaYDTZsJJuuUwKp-0TgJptqyHkg
Honors Activity:
FRQ: Expansion of Federal Powers
Unit Four FRQs- The students will complete at least one of the following FRQs. Rubrics for these
writing assignments are located on the AP Central website.
Presidents are generally thought to have advantages over Congress in conducting foreign policy
because of the formal and informal powers of the presidency.
a. Identify two formal constitutional powers of the president in making foreign policy.
b. Identify two formal constitutional powers of Congress in making foreign policy.
c. Identify two informal powers of the president that contribute to the presidents advantage over
Congress in conducting foreign policy.
d. Explain how each of the informal powers identified in (c) contributes to the presidents advantage
over Congress in conducting foreign policy.
FRQ: Explain how the Declaration of Independence was significant in

establishing and influencing the US Constitution.
Unit 5 Topic or Domain:

The Constitution
Standard(s):
Constitution as the written
framework of the United
States Government including
expression of the core
principles of limited
government, federalism,
checks and balances,
separation of powers, rule of
law, popular sovereignty
republicanism, individual
rights, freedom, equality, and
self-government.
USG 3.2 Evaluate the formal
and informal structure, role,
responsibilities, and authority
of the legislative, executive
and judicial branches of the
national government as the
embodiment of Constitutional
principles.
USG 3.3 Analyze federalism
and its application in the
United States, including the
concepts of enumerated,
concurrent, and reserved
powers, the meaning of the
ninth and tenth amendments,
Date Range:
Fall Semester- Sept. 21st-27th or Dec 2nd-8th
Spring Semester- Feb. 17th-27th or May 3rd-10th
CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support

analysis of primary and secondary sources, connecting insights gained from
specific details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or
events and determine which explanation best accords with textual evidence,
acknowledging where the text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.8 Evaluate an authors premises, claims, and
evidence by corroborating or challenging them with other information.
the principle of states rights,

the promotion of limited
government, the protection of
individual rights; and the
potential conflict among the
levels of government.
Description
of Standard
Content
Specific
Focus
The organization
and structure of
government at
the national,
state, and local
levels in the
United States is
based upon
principles
established in
the United
States
Constitution.
The most
fundamental
aspects of
organized
Key
Concepts:
The organizing
principles of
government
and how those
principles are
laid out in the
Constitution
The
Constitution is
a principlebased
document.
Articles 1-3 of
the
Constitution
What does the

standard mean
that a student
must know,
understand
and be able to
do?


Videos:
Functions of Three Branches of Govt
https://www.youtube.com/watch?v=J0XNgH1RmIU
Delegated, Reserved, and Concurrent Powers
https://www.youtube.com/watch?v=zggUpAYIKNQ
State v. National Govt
https://www.youtube.com/watch?v=ctPKHJ2jfeg
Amendment Activities for Street Law:

http://www.streetlaw.org/en/Page/37/Supreme_Court_Lesson_Plans__Teachi
ng_Methods
government
within the
United States
are the
distribution of
power,
oversight, and
responsibilities
that function to
limit the ability
of any one
institution of
that government
to concentrate
power.
Key Skills:
Evaluate the
validity of
multiple points
of view or biases
by using
evidence and
sound
reasoning.
Analyze,
interpret, and
synthesize
social studies
resources to
make inferences
and draw
conclusions.
Examine the
relationship of
the present to
the past and use
knowledge of
the past to
make informed
decisions in the
as the
legitimate
authority on
the
requirements,
duties, and
responsibilities
of the three
branches of
the national
government
Basic manner
in which the
three
branches of
government
function
The role of the
committee
system in
Congress and
how it
operates
Organization
of
congressional
leadership
Nature of
presidential
leadership and
power and the
organization of
the federal
judiciary
The
interdependen
cy of the three
branches of
government
Federalism is
Mini-Q: Why was the ERA defeated?

Mini-Q: How does the Constitution Guard Against Tyranny?
Three branches of govt lesson plans:
http://constitutioncenter.org/learn/educational-resources/lessonplans
9th and 10th amendment lesson plans:
http://www.heritage.org/constitution/content/pdf/lesson-15.pdf
Honors Activity:
FRQ-The power of the federal government relative to the power of the states has increased since the
ratification of the Constitution.
1.Describe two of the following provisions to the Constitution and explain how each has been used
over time to expand federal power.
The power to tax and spend

The necessary and proper clause or the elastic clause
The commerce clause
2. Explain how one of the following has increased the power of the federal government relative to
the power of the state governments.
Americans with Disabilities Act

Civil Rights Act of 1964
Clean Air Act
Mini-Q Clean Version without support: Why was the ERA defeated? (DOK4)
Mini-Q Clean Version without support:How does the US Constitution guard
against tyranny?
present and to
extrapolate into
the future.
Analyze and
evaluate
evidence,
arguments,
claims, and
beliefs.
Key Practices:
Checking
Critiquing
Differentiating
Organizing
Attributing
Unit 5
Vocabulary:
Incumbency
Lobbying
Legislative
oversight
Bill
Law
Congressional
committee
Appointments
Policies
Doctrines
Veto
Override
Cabinet
White House
Federal
bureaucracy
Original
a system of
government in
which power is
divided and
shared
between
central and
provincial
governments.
Federalism is
reflected in
the US
Constitution
through
enumerated,
concurrent,
and reserved
powers and is
reinforced in
the 10
amendment
th
jurisdiction
Appellate
jurisdiction
Enumerated
powers
Concurrent
powers
Reserved
powers
Unit 6 Topic or
Domain: State and
Local Governments
Date Range:
Fall Semester-Sept. 28th-Oct 5th or Dec. 9th-16th
Spring Semester-Feb. 28th-March 7th or May 10th-16th
Standard(s):
USG 3.4 Analyze the

organization and
responsibilities of
local and state
governments in the
United States federal
system, including the
role of state
constitutions, the
limitations on state
governments, the
typical organization of
state governments,
the relationship
between state and
local governments
and major
responsibilities of
state governments.

Descripti
on of
Standard
Conte
nt
Specifi
c
Focus
The
organizati
on and
structure
of
governme
nt at the
national,
state, and
local
levels in
the United
States is
based
upon
principles
establishe
d in the
Key
Concept
s:
The
power
and
authority
of the
states is
generally
expresse
d as
either
concurre
nt or
reserved
powers.
What does
the
standard
mean that
a student
must
know,
understan
d and be
able to do?
Each
state has
written


Pre and Post test for local government

id=1T1JlFAgyJs_29zz_pS3Y4VX28npukyNdu3z84Gfgf2A
Readings:
State Constitutions
http://hcvs2.horrycountyschools.net/moodle/pluginfile.php/69942/mod_resource/co
ntent/1/Unit%206%20Reading.pdf
Videos:
State and Local
https://www.youtube.com/watch?v=tazDHOc3oPU
Street Law Activities:
United
States
Constituti
on. The
most
fundamen
tal
aspects of
organized
governme
nt within
the United
States are
the
distributio
n of
power,
oversight,
and
responsibi
lities that
function
to limit
the ability
of any
one
institutio
n of that
governme
nt to
concentra
te power.
constituti
ons that
lay out
the
structure
and
function
of
governm
ent and
reflects a
combinat
ion of the
states
history
and
culture,
American
political
principle
s, and
competin
g
political
interests
of the
state.
State
governm
ents are
organize
d in the
same
manner
as the
national
governm
ent
http://www.streetlaw.org/en/Page/37/Supreme_Court_Lesson_Plans__Teaching_Met
hods
Fakebook Page for Local and State Government
http://www.teachone2one.com/teaching-with-technology/facebook-templateforeducation/
Local government web sites to start your search for information:
http://sc.gov/government/Local/Pages/default.aspx
State government websites to start your search for information:
http://www.statelocalgov.net/state-sc.cfm
iCivics State Government Activity- Copy included, but get the PDF at:
https://drive.google.com/open?id=0Bwq6nR53-s7oRWNFVmlQd0dpbmc
Honors Activities:
SC Constitution Reading and Paraphrase Worksheet
https://drive.google.com/open?id=0Bwq6nR53-s7oczh6WVppYW1Mb1U
https://drive.google.com/open?id=1Sg6VvWpkThjtFqD58zlZbEJFIjmfg_yF3QrScaR1xE
Should voting be compulsory in our democracy?
Directions for Debates For suggested topics, use www.debate.org or www.deliberating.org

http://www.did.deliberating.org/lessons/index.html
Key Skills:
Analyze
and
evaluate
evidence,
arguments,
claims, and
beliefs.
Explain
how
political,
social, and
economic
institutions
are similar
or different
across time
and/or
throughout
the world.
Evaluate
the validity
of multiple
points of
view or
biases by
using
evidence
and sound
reasoning.
Examine
the
relationship
of the
present to
the past and
use
knowledge
of the past
to make
(executiv
e,
legislativ
e and
judicial
branches
).
State
constituti
ons are
not
allowed
to
circumve
nt or
supersed
e the
Constitut
ion.
Major
types
and
issues of
local
governm
ents.
Major
differenc
es
between
state and
national
governm
ents e.g.
Initiative
s and
informed
decisions in
the present
and to
extrapolate
into the
future.
Key
Practices:
Differentiati
ng
Organizing
Attributing
Unit 6
Vocabulary:
Concurrent
Powers
Reserved
Powers
Governor
weak
governor
state
County
City
Municipal
Townships
Initiatives
Referendum
s
referend
ums.
Unit 7 Topic or Domain:

Political Participation and
the role of the Citizen
Date Range:
Fall Semester- Oct 6th-14th or Jan 3rd-10th
Spring Semester-March 8th-15th or May 17th-24th
Standard(s):
USG 4.1 Evaluate the role of

the citizen in the American
political process including,
civic responsibilities and the
interaction between the
citizen and government.
CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis

of primary and secondary sources, connecting insights gained from specific details
to an understanding of the text as a whole.
USG 4.2 Analyze the

process of political
socialization and its relation
to political participation
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or

events and determine which explanation best accords with textual evidence,
acknowledging where the text leaves matters uncertain.
USG 4.3 Evaluate the role

and function of common
avenues utilized by citizens
in political participation,
including political parties,
voting, polls, interest groups,
and community service
USG 4.4 Analyze the
process through which
citizens monitor and
influence public policy,
including political parties,
interest groups, the media,

CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of

information presented in diverse formats and media (e.g., visually, quantitatively,
as well as in words) in order to address a question or solve a problem .
lobbying, donations, issue

advocacy, and candidate
support.
importance of civil rights and
civil liberties for citizens in
American political culture
and the protective role of the
national government through
the Bill of Rights, the
judicial system, and the
Fourteenth Amendment.
USG 4.6 Explain how
fundamental values,
principles, and rights often
conflict within the American
political system; why these
conflicts arise; and how
these conflicts can be
addressed.
Descriptio
n of
Standard
What does
the standard
mean that a
student
must know,
understand
Content
Specific
Focus

and be able
to do?
An
informed,
participator
y citizenry
is essential
to the
American
political
process.
Unit 7
Vocabulary:
Citizen
Naturalization
Popular
sovereignty
Selfgovernment
Republicanis
m
Individual
rights
Democratic
tyranny
Populism
Political
Socialization
Public Policy
Key
Concepts:
A citizen is a
person who
is a member
of a nation,
either by
birth or
through the
naturalizatio
n process.
The citizen is
the linchpin
in the
functioning
of American
government.
The core
principles
that relate
to the role of
the citizen
The
government
owes its

TED Talk: Does Racism Effect How You Vote? (Customize lesson to meet class needs) USG 4.2
Have students use a web 2.0 comic builder tool, such as LEGO, to design their own political cartoon
which communicates the benefits and responsibilities of citizenship
Electoral Mandate: Students respond and deliberate the questions: Should American
citizens be required to vote? USG 4.1
Civil Liberties Readings and activities:

http://www.readwritethink.org/classroom-resources/lesson-plans/that-fair-examining-civil294.html?tab=4#tabs
Deliberating in a Democracy Topics (www.deliberating.org):

Should our democracy lower the voting age to 16?
Should all citizens in our democracy participate in one year of
mandatory national service?
In our democracy, should legal foreign workers have the same labor
rights as citizens?
Should our democracy have the power to prohibit unauthorized public
demonstrations?
In our democracy, should violent juvenile offenders be punished as
adults?
Should our democracy block Internet content to protect national
security?
Political
agenda
Informed
citizenry
Political
infrastructure
Political
parties
Interest
Groups
Media
Issue
advocacy
Lobbying
Political
Efficacy
Political
Socialization
Political
Parties
existence to
the consent
of citizens.
Citizens owe
allegiance to
that
government.
Republicanis
m is a
feature that
tempers the
extremes of
popular
sovereignty.
How citizens
develop
their political
opinions and
views of
political life
Political
socialization
is
established
in childhood
and
continues
into
adulthood
Should our democracy allow national referendums?

Museum of the moving Image:
https://drive.google.com/open?id=0Bwq6nR53-s7oYXVkUEw4U21fbGs OR
http://www.livingroomcandidate.org/files/pdf/LivingRoomLessons.HISTORICA
L_.FINAL_1.pdf
Create a Propaganda Campaign Ad for Political Leaders
https://drive.google.com/open?id=0Bwq6nR53-s7oeDgxM08tNWsyNXM
Create a positive and negative Campaign Ad for SC Political Leaders
https://drive.google.com/open?id=0Bwq6nR53-s7oRmZWQUNsTUJYY0U
https://drive.google.com/open?id=0Bwq6nR53-s7odXhfQmxiaWloTTg
Honors Activities:
1.Political Socialization Assignment
https://drive.google.com/open?id=1fk3MtWWciI4Cq9Nf1V4APycQbF7rWNLxr33W5vxfpI
or
https://docs.google.com/a/horrycountyschools.net/document/d/1fk3MtWWciI4Cq9Nf1V4APycQbF7rWNLxr33W5vxfpI/edit?usp=sharing
2.Civil Liberties Readings and activities:
id=1ig2EWrQf7d64lYLxQYUGNxsYvbR_wCOO1ieboaEiRlY
3.Should all adult citizens in our democracy participate in one year of mandatory
national service?
and is the
manner
through
which
citizens
develop
beliefs,
attitudes,
and values
related to
governing
and the
political
arena.
Factors that
are
influential in
the
developmen
t of political
values
Characteristi
cs that make
a citizen
more likely
to
participate
in a variety
of political
activities
over a
sustained
period
Political
participation
is a
fluctuating
characteristi
c.
Current
practices of
behavior in
regard to
citizen
participation
Participation
of the citizen
influences
the manner
in which
government
decides
policies.
The political
infrastructur
e for
informing
citizens of
key policy
issues.
The
importance
of political
parties,
interest
groups and
the media in
promoting
democratic
structure
and giving
the citizen a
voice in
developing
public policy
The debate
that policy
influence is
largely one
way in the
current
environment
, i.e. that the
political
parties,
media and
interest
groups
control and
determine
the debate,
communicati
on, and
influence
between
governing
institutions
and the
citizens
rather than
serving as a
conduit for
communicati
on between
citizens and
the
governing
institutions.
Typical
conflicts that
arise in
democracies
Specific
contemporar
y examples
of conflict as
well as
potential
future
conflicts
The ability of
citizens to
take action
to address
social and
political
concerns in
American
government
Key Skills:
Analyze
and
evaluate
evidence,
arguments,
claims, and
beliefs.
Explain how
political,
social, and
economic
institutions
are similar
or different
across time
and/or
throughout
the world.
Evaluate
the validity
of multiple
points of
view or
biases by
using
evidence
and sound
reasoning.
Examine
the
relationship
of the
present to
the past and
use
knowledge
of the past
to make
informed
decisions in
the present
and to
extrapolate
into the
future.
Understan
d
responsible
citizenship in
relation to
the state,
national, and
international
communities
.
Key
Practices:
Differentiati
ng
Organizing
Attributing
Evaluate
Checking
Critiquing
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Unit Topic 8 or
Domain: DBQ and
Review
Standard(s):
All USG
standards.
Date Range:
Fall Semester- Oct. 15th-21st or Jan 11th-12th
Spring Semester- March 15th-24th or May 25th-31st

CCSS.ELA-Literacy.RH.11-12.4 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 (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is
structured, including how key sentences, paragraphs, and larger portions of the text
contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors differing points of view on the same
historical event or issue by assessing the authors claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., visually, quantitatively, as well as in words)
in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.8 Evaluate an authors premises, claims, and evidence by
corroborating or challenging them with other information.
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both
primary and secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.
Review for teacher created final exam.

See Weebly, Unit 8
DBQ: Searches and Seizures (Civics Mini Q Binder) (DOK4) Honors use Clean Version.

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College and Career Readiness Anchor Standard(s):

USG 1.1- Analyze

CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of

What does the

What tasks will students perform to learn the identified concepts/skills?

All assignments and activities below are on the HCS US

FRQ(Free Response Questions):

On the Ideal Government: Plato

Kagan Structures Directions:

USG 1.4 Analyze the

CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of

College and Career Readiness Anchor Standards(s):

CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a

CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events

USG 1.5 Evaluate

What does the

What tasks will students perform to learn the identified concepts/skills?

All assignments and activities below are on the HCS US

Federalism discussion questions

CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary

College and Career Readiness Anchor Standards(s):

USG 2.3 Analyze

What tasks will students perform to learn the identified concepts/skills?

All assignments and activities below are on the HCS US

RAFT(Role, Audience, Format, Topic)

Magna Carta DBQ (Clean Version with no support)

Magna Carta DBQ

USG 2.4 Evaluate

CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of

USG 2.5 Evaluate

CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors differing points of view on the same

College and Career Readiness Anchor Standards(s):

CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a

CCSS.ELA-Literacy.RH.11-12.8 Evaluate an authors premises, claims, and evidence

principles (e.g. the

What does the

CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both

What tasks will students perform to learn the identified concepts/skills?

All assignments and activities below are on the HCS US

students to analyze Supreme Court decisions concerning the Fourth

Letters from a Birmingham Jail

FRQ: Explain how the Declaration of Independence was significant in

Unit 5 Topic or Domain:

CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support

the principle of states rights,

What does the

What tasks will students perform to learn the identified concepts/skills?

All assignments and activities below are on the HCS US

Amendment Activities for Street Law:

Mini-Q: Why was the ERA defeated?

The power to tax and spend

Americans with Disabilities Act

College and Career Readiness Anchor Standards(s):

USG 3.4 Analyze the

CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of

What tasks will students perform to learn the identified concepts/skills?

All assignments and activities below are on the HCS US

Pre and Post test for local government

Directions for Debates For suggested topics, use www.debate.org or www.deliberating.org

Unit 7 Topic or Domain:

College and Career Readiness Anchor Standards(s):