Rigorous Curriculum Design



WS/FCS

Unit Planning Organizer

|Subject(s) |Social Studies |Conceptual Lenses |

|Grade/Course |10th Grade Civics and Economics |Identity |

| | |Duty |

| | |Responsibility |

|Unit of Study |Unit 4 | |

|Unit Title |Citizenship | |

|Pacing |10 Days | |

|Unit Overview |

|The third unit in Civics and Economics examines US citizenship through the lenses of identity, duty, and responsibility. The points of focus for this unit |

|include: |

|Duties and Responsibilities: The process for becoming a US citizen and expectations for US citizens. |

|Bill of Rights/Amendments: The amendments protect individual rights and liberties. |

|Supreme Court Cases: Various Supreme Court decisions have impacted society. |

|Unit Enduring Understanding(s) |Unit Essential Question(s) |

| Individuals can demonstrate national identity by fulfilling duties and |How does civic involvement shape American democracy? |

|responsibilities. | |

|Essential State Standards |

|Priority Objectives |Supporting Objectives |

|CE.C&G.2.7 Analyze contemporary issues and |CE.C&G.2.3 Evaluate the U.S. Constitution as a |

|governmental responses at the local, state, and national levels in terms of how |“living Constitution” in terms of how the words in the Constitution and Bill of |

|they promote the public interest and/or general welfare |Rights have been interpreted and applied throughout their existence |

| | |

|CE.C&G.3.8 Evaluate the rights of individuals in terms of how well those rights |CE.C&G.2.6 Evaluate the authority federal, state and local governments have over|

|have been upheld by democratic government in the United States. |individuals’ rights and privileges |

| | |

|CE.C&G.4.3 Analyze the roles of citizens of North Carolina and the United States |CE.C&G.3.6 Explain ways laws have been influenced by political parties, |

|in terms of |constituents, interest groups, lobbyists, the media and public opinion |

|responsibilities, participation, civic life and criteria for membership or | |

|admission | |

| | |

|CE.C&G.4.4 Analyze the obligations of citizens by determining when their personal | |

|desires, interests and involvement are subordinate to the good of the nation or | |

|state | |

| | |

|CE. C&G. 4.5 Explain the changing perception and interpretation of citizenship and| |

|naturalization | |

|“Unpacked” Concepts |“Unpacked” Skills |COGNITION |

|(students need to know) |(students need to be able to do) |(RBT Level) |

|CE.C&G.2.7 |CE.C&G.2.7 | |

|contemporary issues |Analyze how they promote public interest /general welfare |Analyze |

|governmental responses | | |

| |CE.C&G.3.8 | |

|CE.C&G.3.8 |Evaluate (how they have been upheld) | |

|rights of individuals | |Evaluate |

| |CE.C&G.4.3 | |

| |Analyze | |

|CE.C&G.4.3 | | |

|roles of citizens | |Analyze |

|responsibilities, participation, civic life | | |

|criteria for membership or admission | | |

| | | |

|CE.C&G.4.4 |CE.C&G.4.4 | |

|obligations of citizens |Analyze citizen’s obligations in relationship to the good of the| |

| |nation. | |

| | |Analyze |

|CE. C&G. 4.5 |CE. C&G. 4.5 | |

|interpretation of citizenship and naturalization |Explain (changing perception) | |

| | | |

| | |Understand |

| | |

|Unit “Chunking” |Essential Factual Content |

|& Enduring Understandings | |

|HISTORY |

| |

| |

| |

|Historical Thinking and Geography Skill Resources |

|○ “Straight Ahead” □“Uphill” ∆“Mountainous” |

|Historical Thinking |Geography Skills |

| | |

| | |

| | |

| | |

| | |

| |. |

|General Unit Resources |

| |

|○ “Straight Ahead” □“Uphill” ∆ “Mountainous” |

|○ |Make a brochure on “what is an American?” include duties and responsibilities and the process to be naturalized. CAN ALSO BE “UPHILL” |

| |Exploring the Duties and Responsibilities of a Citizen |

| |Amendment poster |

| |Set up an Ellis Island immigration process/citizenship test simulation |

| |Bill of Rights theater (charades) |

| |SAS curriculum – Nixon and Watergate |

| |Bag of 3 items representing a court case- guess which case |

|□ |Break down the Emma Lazarus poem “Give me your tired…” |

| |See “Make a brochure”, in Straight ahead |

| |Write a paper, What would your life be like without 8 amendments |

|∆ |Debate the dream act and recent presidential order on deportation of young undocumented immigrants |

| |Students devise their own standards/requirements to gain citizenship |

| |Students pick a stance on Supreme Court Case issues (death penalty, abortion, etc.) and think they are going to debate their side, flip their side and |

| |they must debate the other |

Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight Ahead (less challenging for struggling readers), Uphill (having some challenging words and more complex sentence structure that is appropriate for on-grade level readers), or Mountainous (containing challenging vocabulary, complex sentences, and more abstract ideas).

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