WATERFORD
PUBLIC SCHOOLS
SOCIAL
STUDIES CURRICULUM
CIVICS
GRADE
11/12 ADVANCED
Unit Title: Foundations of American
Government
Standard: 1
Historical Thinking
2 Local,
United States & World History
5
Estimated Number of Days to
Complete Unit: 6 Lessons
The student will
understand that:
|
1. |
Constitutions may limit government in order to protect individual rights and promote the common good. |
|
2. |
The development of self-government restricts arbitrary power. |
|
1. |
Choose a historical event that reflects the growth of American values concerning the government and write a skit about: the role of government, protection of individual rights, limiting arbitrary power, promoting the common good. |
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2. |
Choose one of the “Founding Fathers”. Interview the political figure about his philosophy of government. Draw conclusions about what his position would be on 2 modern issues, based on the information you gathered in your interview. |
|
1. |
Can people govern themselves? |
|
2. |
Is America a democracy? |
|
3. |
What is the “common good”? |
The student will be
able to:
|
1. |
Describe major historical events that led to the creation of limited government in the United States (Magna Carter, Bill of Rights in England, Declaration of Independence, Articles of Confederation, etc.). |
|
2. |
Explain the importance of the central ideas of natural rights philosophy in the creation of American constitutional government. |
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3. |
Explain the central ideas of American constitutional government. |
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1. |
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2. |
Southeastern CT Bar Association |
Unit Title: Federal Government & The
Division of Power
Standards: 5 United States
Constitution & Government
7 Political Systems
Estimated Number of Days to
Complete Unit: 8 Lessons
The student will
understand that:
|
1. |
The design of the Constitution is intended to balance and check the powers of the branches of government. |
|
1. |
Create a power point presentation that illustrates and explains the powers and limitations of each branch of government and how they are interrelated. |
|
2. |
Write a song or poem to explain the system of checks and balances. |
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3. |
Research a President, Supreme Court Justice, and/or Congressperson and write a magazine article that compares and contrasts the impact each individual has had on American history, government and politics. |
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4. |
Research a specific event in American history when one or more of the branches of government debated the role of the Constitution with each other. |
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1. |
Is |
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2. |
Are the branches of government inherently equal? |
|
3. |
Does our system of democracy include all races, genders, nationalities? |
The student will be
able to:
|
1. |
Explain how the overall design and specific features of the Constitution are intended to balance and check the powers to prevent their abuse of authority. |
|
2. |
Explain why the Framers of the Constitution adopted a federal system in which power and responsibility are divided and shared between a national government and state governments. |
|
3. |
Explain how the Constitution’s overall design and specific features were intended to place responsibility both on national and state governments. |
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4. |
Describe the purposes, organization, and functions of the 3 branches of national government (executive, legislative, judicial). |
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5. |
Explain why certain provisions of the Constitution result in tensions among the 3 branches of government. |
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1. |
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2. |
Local political leaders & guest lecturers. |
Unit Title:
Standard: 1 Historical Thinking
2 Local,
4 Applying History
6 Rights & Responsibilities of Citizens
Estimated Number of Days
to Complete Unit: (5 lessons)
The student will
understand that:
|
1. |
State and local governments each have a role in the federal government. |
|
2. |
Historical and contemporary conflicts can be analyzed using each level of government. |
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1. |
Students will create a guidebook that will include the history and processes of local and state governments, travel itinerary for a possible tour, and places to go related to local/state government |
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2. |
Students will attend and report on the local board/commission meetings. |
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3. |
Students will have the opportunity to become involved with a Youth Advisory Board in cooperation with WHS and WYSB. |
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4. |
Students will become involved in a semester project to benefit our community. |
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1. |
Do sovereign nations compromise the power of state and local governments? |
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2. |
Do state and local governments provide significant opportunities for experimentation and innovation? |
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3. |
How can ordinary citizens make a difference in their respective communities? |
The student will be
able to:
|
1. |
Describe how their state and local governments are organized and the responsibility of each. |
|
2. |
Identify the powers most commonly associated with state governments. |
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3. |
Describe the limits the United States Constitution places on the powers of the states. |
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4. |
Describe the purposes, organization, and functions of the 3 branches of national government (executive, legislative, judicial). |
|
5. |
Explain why certain provisions of the Constitution result in tensions among the 3 branches of government. |
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1. |
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2. |
Local political leaders & guest lecturers. |
Unit Title: Political Behavior
Standard: 2 Local,
3 Historical Themes
5
Estimated Number of Days to
Complete Unit: 10 Lessons
The student will
understand that:
|
1. |
Political parties, associations, media groups, and public opinion have a significant impact on local, state, and national politics (such as elections and the legislative process). |
|
2. |
The role of a lobbyist/special interest in our government has a tremendous impact. |
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1. |
Students will organize, gather information, and conduct a “Meet the Candidates” show for Channel 22, in election years that will be open to the school and our community. |
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2. |
Students will choose a current issue of public policy. They will identify the major groups interested in that issue and explain their positions, identify the points at which citizens can influence the process of public policy formation, and explain the processes by which public policy was formed. Students will also explain the conflicts about values, principles and learn what compromises were made. |
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3. |
Create the ideal Presidential Candidate using their knowledge of the political process. |
|
1. |
Is it a citizen’s government? |
|
2. |
Do political parties divide or unite |
|
3. |
What is “the common good”? |
|
4. |
What is your role in the political process? |
The student will be
able to:
|
1. |
Identify major sources of revenue for the national government. |
|
2. |
Explain why there is often a tension between citizens’ desire for government services and benefits and their unwillingness to pay higher taxes for them. |
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3. |
Explain how public opinion is measured, used in public debates, and sometimes manipulated. |
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4. |
Evaluate the role of American media outlets and the means of communication in American politics. |
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5. |
Explain the characteristics of American political parties. |
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6. |
Describe the varied types of elections (local, primary, state, national). |
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7. |
Identify and explain the historical and contemporary roles of various associations and groups active in American politics (PAC”s, religious groups, professional organizations). |
|
1. |
Guest Speakers, lobbyist, political news reporters, local politicians, a Toastmaster representative, a video producer (to work with our “Meet the Candidates” show). |
|
2. |
Unit Title: Foreign Policy
Standard: 2 Local,
4 Applying History
6 Rights
& Responsibilities of Citizens
8 International
Relations
Estimated Number of Days to
Complete Unit: 8 Lessons
The student will
understand that:
|
1. |
The |
|
2. |
How organizations such as the United Nations and NATO operate in today’s world. |
|
1. |
United Nations simulation in class. Each student will represent a country they choose and prepare materials in advance regarding the given topic and participate in a meeting of the United Nations. After the United Nation convenes students will create reports for their respective countries. |
|
2. |
Develop a proposal regarding solutions to significant international, political, economic, demographic, or environmental issues. |
|
3. |
Students will research a countries relationship with the |
|
1. |
What role should the |
|
2. |
What role should the United Nations and other international organizations have in world politics? |
|
3. |
What influences foreign policy? |
The student will be
able to:
|
1. |
Compare two or more constitutions and how they promote the principles of their respective political system and provide the basis for government. |
|
2. |
Describe the process by which foreign policy decisions are developed and implemented. |
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3. |
Explain how the world is organized politically. |
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4. |
Explain the principal foreign policy positions of the |
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5. |
Describe the various means used to attain our political will such as diplomacy, economic/military/humanitarian aid, treaties, sanctions, military intervention, and/or covert action. |
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6. |
Describe the role of the |
|
1. |
National political leaders will speak about their role in shaping American foreign policy. |
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2. |
Major news outlets productions. |
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3. |
Weekly/Biweekly periodicals. |