Part 1: Unit Planning Template



Part 1: Unit Planning Template

Teacher(s): High School Kentucky Teacher Network for Civic Education and Engagement

Subject(s)/Course(s): Social Studies Grade/Level: High School

Unit Topic/Focus:

Federalism (FED)

Integration with other content areas (if applicable): American History and Language Arts

Estimated time for implementation: 2-3 Weeks

Connections to previous/future learning: Designed to follow AOB, lead to RRD

Unit Organizer/Big Idea:

A statement or question that:

• Focuses on realistic issues or problems

• Communicates the content standards in a way that engages students

• Connects learning to prior knowledge, experiences, skills, beliefs, and customs

| |

|How does federalism support a democracy? |

Enduring Understanding(s):

A statement that:

• Involves the big ideas that give meaning and importance to facts.

• Can transfer to other topics, fields, and adult life.

• Is usually not obvious, often counterintuitive, and easily misunderstood.

• May provide a conceptual foundation for basic skills.

• Is deliberately framed as a generalization-the "moral of the story."

Essential Questions (EQ) (3-5 questions that guide lesson planning/focus):

Each question reflects

← Selected content standards

← Connection of learning with living

← Thinking, Problem-Solving, Application of Learning

← Engaging, Student-Centered Instruction

|EU3-EQ1: How does federalism, under the U.S. Constitution and Kentucky Constitution, reflect purposes, values and principles of American |

|Representative Democracy? (aligns: SS-H-GC-U-2, SS-HS-1.2.2) |

|EU3-EQ2: How are the powers distributed and shared between the national government and Kentucky’s government? (aligns: SS-H-GC-U-3, |

|SS-HS-1.2.1) |

|EU3-EQ3: What conflicts and compromises (e.g., issues, court cases, policies, legislation, and funding) can arise between local, state and |

|federal governments in order to meet the needs of citizens and protect the “common good”? (aligns: SS-H-GC-U-3, SS-HS-1.2.2) |

Standards (see Combined Curriculum Documents and others):

|Academic Expectations: |

|2.14 Students understand the democratic principles of justice, equality, responsibility, and |

|freedom and apply them to real-life situations. |

|2.15 Students can accurately describe various forms of government and analyze issues |

|that relate to the rights and responsibilities of citizens in a democracy. |

|2.16 Students observe, analyze, and interpret human behaviors, social groupings, and |

|institutions to better understand people and the relationships among individuals and |

|among groups. |

|2.20 Students understand, analyze, and interpret historical events, conditions, trends, and |

|issues to develop historical perspective. |

|Program of Studies: Understandings |Program of Studies: Skills and Concepts |Related Core Content for Assessment |

|SS-H-GC-U-2 |SS-H-GC-S-2 |SS-HS-1.2.1 |

|Students will understand that the |Students will examine issues related to the |Students will analyze how powers of government are |

|Government of the United States, |intent of the Constitution of the United |distributed and shared among levels and branches and |

|established by the Constitution, embodies |States and its amendments: |evaluate how this distribution of powers protects the|

|the purposes, values and principles (e.g. |explain the principles of limited government |"common good" (e.g., Congress legislates on behalf of|

|liberty, justice, individual human |(e.g. rule of law, federalism, checks and |the people; the President represents the people as a |

|dignity, the rules of law) of American |balances, majority rule, protection of |nation; the Supreme Court acts on behalf of the |

|representative democracy. |minority, separation of powers) and how |people as a whole when it interprets the |

| |effective these principles are in protecting |Constitution). |

|SS-H-GC-U-3 |individual rights and promoting the “common |DOK 3 |

|Students will understand that the |good” |SS-HS-1.2.2 |

|Constitution of the United States | |Students will interpret the principles of limited |

|establishes a government of limited powers|SS-H-GC-S-5 |government (e.g. rule of law, federalism, checks and |

|that are shared among different levels and|Students will analyze and synthesize a |balances, majority rule, protection of minority |

|branches. The provisions of the U.S. |variety of information from print and |rights, separation of powers) and evaluate how these |

|Constitution have allowed our government |non-print sources (e.g. books, documents, |principles protect individual rights and promote the |

|to change over time to meet the changing |articles, interviews, Internet, film, media) |“common good” |

|needs of our society. |to research issues, perspectives and |DOK 3 |

| |solutions to problems | |

|SS-H-HP-U-1 | |SS-HS-5.1.1 |

|Students will understand that history is |SS-H-HP-S-1 |Students will use a variety of tools (e.g., primary |

|an account of human activities that is |Students will demonstrate an understanding of|and secondary sources, data, artifacts) to analyze |

|interpretive in nature, and a variety of |the interpretative nature of history using a |perceptions and perspectives (e.g., gender, race, |

|tools (e.g., primary and secondary |variety of tools (e.g., primary and secondary|region, ethnic group, nationality, age, economic |

|sources, data, artifacts) are needed to |sources, Internet, timelines, maps, data): |status, religion, politics, geographic factors) of |

|analyze historical events. |investigate and analyze perceptions and |people and historical events in the modern world |

| |perspectives (e.g., gender, race, region, |(1500 A.D. to present) and United States History |

|SS-H-HP-U-2 |ethnic group, nationality, age, economic |(Reconstruction to present) |

|Students will understand that history is a|status, religion, politics, geographic | |

|series of connected events shaped by |factors) of people and historical events in |SS-HS-5.1.2 |

|multiple cause-effect relationships, tying|the modern world (world civilizations, U.S. |Students will analyze how history is a series of |

|past to present. |history) |connected events shaped by multiple cause and effect |

| |examine multiple cause-effect relationships |relationships, tying past to present. |

|SS-H-CS-U-3 |that have shaped history (e.g., showing how a|DOK 3 |

|Students will understand that interactions|series of events are connected) | |

|among individuals and groups assume | |SS-HS-2.3.2 |

|various forms (e.g., compromise, |SS-H-CS-S-4 |Students will explain and give examples of how |

|cooperation, conflict, competition) and |Students will describe how compromise and |compromise and cooperation are characteristics that |

|are influenced by culture. |cooperation are characteristics that |influence interaction (e.g., peace studies, treaties,|

| |influence interaction (e.g., peace studies, |conflict resolution) in the modern world (1500 A.D. |

|SS-H-HP-U-US3 |treaties, conflict resolution) in the modern |to present) and the United States (Reconstruction to |

|Students will understand that each era in |world (1500 A.D. to present) and the United |present). |

|the history of the United States has |States (Reconstruction to present) |DOK2 |

|social, political and economic | | |

|characteristics. |SS-H-HP-S-3 |SS-HS-5.2.5 |

| |Students will research issues or interpret |Students will evaluate how the Great Depression, New |

| |accounts of historical events in U.S. history|Deal policies and World War II transformed America |

| |using primary and secondary sources (e.g., |socially and politically at home (e.g., stock market |

| |biographies, films, periodicals, Internet |crash, relief, recovery, reform initiatives, |

| |resources, textbooks, artifacts): |increased role of government in business, influx of |

| |evaluate how the Great Depression, New Deal |women into workforce, rationing) and reshaped its |

| |policies, and World War II transformed |role in world affairs (e.g., emergence of the U.S. as|

| |America socially and politically at home |economic and political superpower) |

| |(e.g., stock market crash, relief, recovery, |DOK 3 |

| |reform initiatives, increased role of | |

| |government in business, influx of women into | |

| |workforce, rationing) and reshaped its role | |

| |in world affairs (emergence of the U.S. as | |

| |economic and political superpower) | |

|Other Standards (e.g., national, district, English language proficiency, Kentucky World Languages Framework, technology, Kentucky |

|Occupational Skill Standards, etc.): |

|Lesson Essential Question(s): |

|Lesson 1 |

|How does federalism in the United States promote representative democracy? |

| |

|Lesson 2 |

|How does the U.S. Constitution ensure that the powers of government are separate and shared to protect the common good? |

|How did the framers delegate powers to the federal government in the Constitution to promote the common good? |

| |

|Lesson 3 |

|How have the distribution and/or division of power at the local, state and federal levels changed over time to protect individual rights and |

|promote the common good? |

| |

|Lesson 4 |

|How has federalism changed over time and how do these changes embody democracy, protect individual rights and promote the common good? |

| |

|Lesson 5 |

|How is federalism reflected in Kentucky and our local community to protect the common good? |

Students Will Know (SWK) and Students Will Do (SWD):

• Identified content within the unit of what students will know and be able to do by the end of the unit.

|Students will know… |Students will do… |

|Lesson 1 |Lesson 1 |

|the Unitary (most current governments), Federal (only 11 |define, classify and provide examples (current and/or past) of unitary, federal|

|currently), and Confederacy (rare, e.g. EU) systems of |and confederacy systems of government. |

|government. | |

| |use Accountable Talk and open mindedness to identify responsibilities for each |

|the meaning of federalism (with SWD 1). |level (local, state, and federal) of government with a group. |

| | |

|how to use Accountable Talk and open mindedness to identify |demonstrate critical mindedness to explain how federalism promotes the |

|responsibilities for each level of government with a group. |purposes, values and principles of American representative democracy by |

| |analyzing “Federalist #16” and “Anti-federalist Paper” by Brutus VI. |

|how to demonstrate critical mindedness to explain the purposes,| |

|values and principles of American representative democracy with| |

|respect to federalism. | |

| |Lesson 2 |

|Lesson 2 |compare types of powers related to the Constitution (expressed, implied, |

|the powers delegated to the federal government |reserved, concurrent and denied) and explain how the types of powers promote |

|(expressed/enumerated and implied), powers reserved to the |the common good. |

|states, concurrent powers, and denied powers. | |

| |use Accountable Talk to demonstrate negotiation and compromise to analyze in |

|how to use Accountable Talk to demonstrate negotiation and |groups how Article I, Article IV, Article VI, and the 10th Amendment establish |

|compromise to analyze in groups: |the powers of the federal government and promote the common good. |

|Article I- Necessary and Proper Clause (elastic clause) and | |

|Commerce Clause |demonstrate critical mindedness in determining the jurisdiction (federal, |

|Article IV- Full Faith and Credit Clause (obligations states |state, local, special district) of various issues delegated in the Constitution|

|have to one another [e.g., marriage, extradition, elections, |(Article I, Article IV, Article VI, 10th Amendment) to promote the common good.|

|equal protection]) | |

|Article VI- the Supremacy Clause | |

|10th Amendment- federal and state authority is granted by the | |

|Constitution while states maintain authority over all local | |

|jurisdictions. | |

| | |

|how to demonstrate critical mindedness in a group to determine | |

|the jurisdiction of various Constitutional issues and discuss | |

|how federalism promotes the common good | |

| | |

|Lesson 3 | |

|the distribution/division of governmental powers at local, |Lesson 3 |

|state, and federal levels can lead to conflicts and |interpret primary source materials (documents, letters, political cartoons, et |

|compromises. |al.) with persistence to identify and explain historical events (National Bank |

|Court Cases (McCulloch v Maryland, Gibbons v Ogden, et al.) |Controversy, Civil War, Great Depression, Civil Rights Movement, et al.) and |

|Amendments (14th Amendment, et al.) |how they reflected conflict related to federalism. |

|Legislation (e.g. New Deal, Brady bill) | |

|Historical Events (Civil War, Civil Rights Movement, et al.) |demonstrate persistence while analyzing court cases (McCulloch v. Maryland, |

| |Gibbons v. Ogden, et al.), amendments (14th Amendment, et al.) and legislation |

|how to demonstrate persistence to analyze primary sources with |(New Deal, Brady bill et al.) and determining how each attempted to settle |

|a partner. |these conflicts over federalism. |

| | |

|how to demonstrate critical mindedness to evaluate how the U.S.|demonstrate critical mindedness while evaluating the degree to which the U.S. |

|government has protected individual rights and promoted the |government has used its powers to protect individual rights and promote the |

|common good in relation to federalism. |common good in relation to federalism over time through an examination of |

| |current events, court cases, amendments, and legislation. |

|Lesson 4 | |

|Day 1 |Lesson 4 (Each SWD will be in the context of how federalism embodies democracy,|

|the meaning of dual, cooperative and new federalism. |protects individual rights, and promotes the common good) |

| | |

|examples of dual, cooperative and new federalism over time. |Day 1 |

| |compare dual, cooperative and new federalism by identifying and providing |

|how to demonstrate critical mindedness in a group to compare |explanations of historical examples. |

|types of federalism and explain how each type embodies | |

|democracy, protects individual rights and promotes the common |demonstrate critical mindedness while explaining how each type of federalism |

|good. |embodies democracy, protects individual rights and promotes the common good. |

| | |

|Day 2-3 (optional) |Day 2-3 (optional) |

|the meaning of categorical (project and formula) and block |compare how categorical grants and block grants reflect federalism fiscally |

|grants as a means of understanding the fiscal implications of |while using Accountable talk to demonstrate civility and open mindedness in |

|federalism. |group work. |

| | |

|competition exists for federal money and federal “mandates” and|participate in a Socratic seminar using Accountable Talk to demonstrate and |

|“conditions of aid” are often tied to this money. |advocate open mindedness and critical mindedness to explain how mandates and |

| |conditions of aid that accompany federal money give power(s) to the federal, |

|how to use Accountable Talk to demonstrate and advocate open |state, special districts, and/or local governments. |

|mindedness and critical mindedness in a Socratic seminar and | |

|explain how mandates and conditions of aid give power to the | |

|federal, state, special districts and/or local governments. | |

| | |

|Lesson 5 | |

|the differences between State constitutions and the US | |

|Constitution. |Lesson 5 |

| |identify differences between State constitutions and the US Constitution. |

|how to interpret various sources to determine the differences | |

|between the Kentucky Constitution and US Constitution and how |identify the differences between the Kentucky Constitution and US Constitution |

|those differences promote the common good in Kentucky. |and interpret how those differences promote the common good in Kentucky. |

| | |

|how to use Accountable Talk to demonstrate civility and open |use Accountable Talk to demonstrate civility and open mindedness while |

|mindedness in groups to discuss examples of the modern debates|participating in a debate to justify which level(s) of government should be |

|of federalism from current events. |responsible for identified current debates related to federalism. |

| | |

|how to demonstrate negotiation and compromise while completing |demonstrate negotiation and compromise while completing end of unit assessment |

|the end of unit assessment with their group to inform the |to inform the public about the level(s) of government and official(s) |

|public about the level(s) of government and official(s) |responsible for addressing a local issue |

|responsible for addressing a local issue | |

|Student Friendly Learning Target(s): |

|1. I can define, classify and provide examples of systems of governments. |

|2. I can discuss my understanding of systems of governments using Accountable Talk and open mindedness. |

|3. I can identify responsibilities for each level of government. |

|4. I can critically explain how federalism promotes the purposes, values and principles of American representative democracy. |

|5. I can compare types of powers related to the Constitution and explain how they promote the common good. |

|6. I can explain how Articles I, IV, VI and the 10th Amendment established the powers of the federal government and promote the common good |

|using Accountable Talk and negotiation and compromise. |

|7. I can critically determine the level of government with Constitutional jurisdiction over an issue. |

|8. I can analyze historical events and legislation and explain how they reflect conflict related to federalism with persistence. |

|9. I can critically evaluate how the U.S. government has used its powers to protect individual rights and promote the common good over time. |

|10. I can identify types of federalism using historical examples. |

|11. I can critically explain how federalism embodies democracy, protects individual rights and promotes the common good. |

|12. I can compare how categorical grants and block grants reflect federalism fiscally using Accountable Talk with civility and open mindedness. |

|(optional) |

|13. I can explain how mandates and conditions of aid give power(s) to the federal, state, special districts and/or local governments using |

|Accountable Talk, open mindedness and critical mindedness. (optional) |

|14. I can identify differences between the Kentucky Constitution and the US Constitution and interpret how the differences promote the common |

|good. |

|15. I can justify which level(s) of government should be responsible for issues related to federalism using Accountable Talk, civility and open |

|mindedness. |

|16. I can inform the public of the level(s) of government and officials responsible for addressing a local issue using negotiation and |

|compromise. |

|Advanced Placement Strategies: |

|Lesson 1: |

|APPARTS (optional) |

|Lesson 2: |

|Interpret information from primary and other sources |

|Lesson 3: |

|APPARTS |

Connections to Literacy: Literacy includes, reading, writing, and the creative and analytical acts involved in producing and comprehending text.

|In this unit, students will read and analyze a variety of primary sources including the Federalist and Antifederalist Papers and the |

|Constitution and Amendments, and secondary sources including summaries of types of federalism and summaries of Supreme Court decisions.|

|Students will use multiple literacy tools like graphic organizers, many of which may be differentiated to meet various student needs. |

|Students will produce their own text explaining the role of government and federalism in meeting local needs in the end of unit |

|assessment. |

Connections to Career/Workplace: These are the skills necessary for a successful transition to postsecondary education or work and a desire for life-long learning in a global society.

|Students will interact with members of the community by implementing a poll of community needs/interests/problems and the areas of |

|government responsible. Students may also present their end of unit assessment at the discretion of the teacher. |

End of Unit Assessment:

A product or performance that:

← Allows learner to demonstrate their knowledge of targeted content standards through a variety of formats (Universal Design).

← Offers choice to meet learners differentiated needs.

← Directs the development of instructional strategies and activities.

← Includes scoring guide/rubric to inform learners of expectations.

|Students will gain a greater understanding of federalism in the United States by researching and analyzing important issues within the |

|local community. Students will then create a citizen’s guide to help inform the community about who is responsible within the |

|government and what level of government is responsible for addressing identified issues of the community. |

Resources/Technology:

Resources to be used that support teaching and learning within the unit of study. Resources should include multiple means to access curriculum (i.e., audio, visual, multi-media, technology).

|Resources needed to implement this unit include an audio-visual projector and computer for PowerPoint presentations, student access |

|to Internet for research. The unit includes an optional webquest which would require student access to the Internet, as well as the|

|choice of using a blog or other form of technology in several lesson assessments as well as the end of unit assessment. |

| |

|Resources included in this unit are: |

|Resources 1A-1K |

|Resources 2A-2G |

|Resources 3A-3G |

|Optional Resources 3H-3J |

|Resources 4A-4L |

|Resources 5A-H |

|FED civic disposition pre-assessment |

|FED learning target self-assessment |

|FED civic disposition post-assessment |

|FED end of unit assessment GRASPS |

|FED end of unit assessment rubric |

|FED end of unit assessment implementation guide |

|Accountable Talk poster |

-----------------------

Enduring Understanding (EU) #3: EU3: Students will understand that government powers are distributed and shared in order to meet the needs of citizens and protect the “common good.”

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