Shelby County Schools



US Government and Civics Social Studies: Quarter 1 Curriculum Map Scope and SequenceUnitLengthUnit FocusStandards and PracticesUnit 0: Social Studies Skills1 WeekStudents will apply these skills to create and address questions that will guide inquiry and critical thinking. TN Social Studies Practices: SSP.01-SSP.06Unit 1: Roots of American Democracy2 WeeksStudents will explain the fundamental principles of American government by exploring Enlightenment philosophy, and historical roots from Greece, Rome, and Magna Carta. Students will examine the Declaration of Independence for fundamentals of American government and grievances against British rule.TN Social Studies Practices: SSP.01-SSP.06Week 1: GC.01Week 2: GC.02, GC.03Unit 2: The Constitution3 WeeksStudents will explain the fundamental principles of American government, as expressed in the Constitution and other essential documents of American federalism.TN Social Studies Practices: SSP.01-SSP.06Week 1: GC.04, GC.05Week 2: GC.06, GC.07Week 3: GC.08, GC.09Unit 3: The Legislative Branch2.5 WeeksStudents will analyze the functions of the legislative branch of the federal government.TN Social Studies Practices: SSP.01-SSP.06Week 1: GC.10, GC.15Week 2 and 3: GC.11, GC.12, GC.13, GC.14US Government and Civics Social Studies: Quarter 1 Map Instructional FrameworkCourse Description Copy standards course description for each grade level.Planning and PacingThe curriculum map outlines the content and pacing for each grade and subject and allows teachers to adequately cover all new material prior to testing. The map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. Teachers are considered on pace if they are within two weeks of the curriculum maps. Weekly GuidanceEach map begins with the recommended texts, protocols or activities that align to these texts or standards, and a weekly assessment in the form of a TN Ready aligned writing prompt. All curriculum materials, including the texts and instructions for protocols, can be found in Sharepoint. Texts are in the “9-12 Supporting Documents and Resources” folder and arranged by grade level, quarter, and unit. Vocabulary InstructionTBD once new appendix is made.Daily StrategiesTBD once new appendix is made.Unit AssessmentsUnit assessments have been provided in Sharepoint and can be used in conjunction with the maps. These assessments are housed in the “9-12 Assessments” folder of the High School section. They are arranged by quarter and include at least two TN Ready style assessment questions per a standard. Teachers may choose to use these as common formative assessments or break them apart to pull questions for bell work, exit tickets, or mini-quizzes. Unit Overview: Quarter 1 Unit 0UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 0: Q1 Historical Thinking and Geography Skills1 weekStudents will demonstrate mastery of geographical skills, historical contextualization, research methods of historians, and other tools for reading and thinking like a Historian. Students will also learn how to evaluate sources and synthesize information from multiple sources.TN Social Studies Practices: SSP.01-SSP.06Day 1Day 2Day 3Day 4Day 5TextsSyllabusStandardsSSP.01-SSP.06SSP.01-SSP.06SSP.01-SSP.06SSP.01-SSP.06SSP.01-SSP.06Bell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.) Quickwrite: What is government? Why is it important to you? Quickwrite: What would happen if there was no government?Quickwrite: How does government interact with you daily?Quickwrite: What is your favorite sandwich? Why?Quickwrite: What is a thesis statement?HookDevelop student interest and connect learning to daily standards. This can include whiteboard protocol, daily agenda, teacher modeling of the standards.Introduction of course/syllabus/classroom practices and rules; discussion of bell ringerIntroduction of Government Island activityWhat is the purpose of government? a hotdog a sandwich?Is a hotdog a sandwich?InquiryTeacher guided inquiry into content-rich texts, images or other content including.Read the following article:3 Reasons You Should Care About Politics and Government goes over the rules/norms expectations of group activitiesTeachers model expectations of group work, gallery walk, and class discussionsClass discussion on whether a hotdog is a sandwichTeacher modeling on what a thesis statement should look likeApplicationTeacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Think-Pair-Share the article, then lead to class discussionIn groups and on chart paper, small grounds answer the questions on Government IslandContinued Government Island group activity with gallery walk, class discussionStudents will read the Hotdog DBQStudents will create a thesis statement and supporting evidence based on the Hotdog DBQClosureIndividual students synthesize and/or summarize learning for the day.I used to think…But now I think…Headlines RoutineMake It Fair: Now, Then, Later3-2-1I used to think…But now I think…Unit 0: Week 1Essential Question(s)How does information differ from primary to secondary sources? How do sources differ in presenting evidence? How does purpose or point of view change the validity of the source? Why do we compare sources? How does geography influence history? How do you use evidence to support your arguments? How do you compare and contrast viewpoints? Why is historical awareness necessary for historians? Why is geographic awareness necessary for historians?Student OutcomesStudents can demonstrate how to collect data from various sourcesStudents can collect evidence from sourcesStudents can draw inferences and conclusionsStudents can recognize purpose, point of view and potential biasStudents can collect data from multiple sourcesStudents can use evidence to construct an argumentStudents can recognize how historical accounts change over timeStudents can use geographic perspectives to reach conclusions about historical eventsTextsTextbook: MaGruder’s American GovernmentSuggested Supplemental Texts (in SharePoint): Deserted Island Simulation, Hot Dog DBQMaps/Videos/Images: Suggested Classroom Strategies and ProtocolsQuickwrites as listedAnnotation and Paraphrasing—Article—3 Reasons you should care about Government and PoliticsLesson Plan—Deserted Island ActivityClose-viewing Protocol—What is the purpose of government? videoHot Dog DBQ—Provided in Unit Zero folder on SharepointAssessmentHot Dog DBQStandardsSSP.01-SSP.06Unit Overview: Quarter 1 Unit 1UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 1: Roots of American Democracy2 WeeksStudents will explain the fundamental principles of American government by exploring Enlightenment philosophy, and historical roots from Greece, Rome, and Magna Carta. Students will examine the Declaration of Independence for fundamentals of American government and grievances against British rule.TN Social Studies Practices: SSP.01-SSP.06Week 1: GC.01Week 2: GC.02, GC.03US History Social Studies: Quarter 1 Unit 1 VocabularyTier 2 Vocabularyanalysis, approach, area, assessment, assume, authority, available, benefit, citizen, compromise, concept , consistent, constitutional, context, contract, create, data, definition, derived, distribution , economic, environment , established, estimate , evidence, export, factors, financial, formula, function, identified, income, indicate , individual , interpretation, involved, issues, labour, legal, legislation, major , method, occur, percent , period, policy, principle, procedure, process, required, research, response, role, section, sector, significant , similar, source, specific, structure, theory, variableTier 3 Vocabularygovernment, public policies, legislative power, executive power, judicial power, constitution, dictatorship, democracy, state, sovereign, autocracy, oligarchy, unitary government, federal government, division of power, confederation, presidential government, parliamentary government, majority rule, free enterprise system, limited government, representative government, Magna Carta, due process, Petition of Right, English Bill of Rights, charter, bicameral, proprietary, unicameral, confederation, Albany Plan of Union, delegate, popular sovereignty, Articles of Confederation, ratification, Framers, Virginia Plan, New Jersey Plan, Connecticut Compromise, Three-Fifths, Compromise, Commerce and Slave Trade Compromise, Federalist, Anti-Federalist, rule of law, separation of powers, checks and balances, veto, judicial review, unconstitutional, federalism, amendment, formal amendment, Bill of Rights, executive agreement, treaty, electoral college, Cabinet, senatorial courtesy, division of power, delegated powers, expressed powers, implied powers, inherent powers, reserved powers, exclusive powers, concurrent powers, Supremacy ClauseSample Lesson: Quarter 1 Unit 1SS TN Standard(s):GC.01Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain the theories of Enlightenment thinkers about the purpose of governmentKey Academic Vocabulary:State of nature, consent of the governed, social contract, right to revolution, checks and balances, Resources / Materials:Excerpts from 2nd treatise of Government, Leviathan, and The Spirit of the LawsWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)List-Sort-Label—Services provided by the governmentEssential Question / Relevance: Develop student interest and connect learning to daily standards. Why is government necessary?High-Quality Text(s):Excerpts from 2nd Treatise of Government, Leviathan, and the Spirit of the LawsText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Annotation and Paraphrasing—2nd TreatiseText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Save the Last Word—LeviathanClosure: Individual students synthesize and/or summarize learning for the day.I used to think…But now I think…(Topic: Why is a government necessary?Weekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Thomas Hobbes, John Locke, and Baron Montesquieu were all great political thinkers of the enlightenment with different ideas about what government should be. Which one of these thinkers’ philosophy most closely matches your own philosophy about government? (Be sure to explain what the thinker believed, why they believed it, and why you agree with them.)Unit 1: Week 1 Roots of American DemocracyEssential Question(s)What should be the goals of government? Why is government necessary? What is government? What is its purpose? Student OutcomesStudents can explain Hobbes’ state of nature theory, and why he believed strong government was the solution.Students can explain John Locke’s ideas of consent of the governed and social contract.Students can explain Baron Montesquieu’s fears of tyranny and his solution of separation of powers.Students can describe Greek, Roman, and early European roots of democracies and republics.TextsTextbook: Magruder’s American Government and Civics, TN Edition, Chapter 1Suggested Supplemental Texts (in SharePoint): Locke’s 2nd Treatise on Government, Magna Carta, and English Bill of Rights (Government Complete Packet in Q1 Sharepoint) Thomas Hobbes vs. John Locke (SCS Q1 Resources), The Spirit of the Laws (SCS Q1 Resources), Maps/Videos/Images: Roots of American Democracy (SCS Q1 Resources)Suggested Classroom Strategies and ProtocolsAnticipation Guides- What do students know about government?Gallery Walk-- John Locke, Second Treatise on Government (Government Complete Packet SCS Q1 Resources)Close Reading Protocol—Thomas Hobbes vs. John Locke (SCS Q1 Resources)Annotating and Paraphrasing—Spirit of the Law (SCS Q1 Resources)Evidence Log—Roots of American Democracy Video (gathering evidence for various roots of American government in history)Jigsaw—Magna Carta and English Bill of Rights (Government Complete Packet in SCS Q1 Resources)SampleAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Thomas Hobbes, John Locke, and Baron Montesquieu were all great political thinkers of the enlightenment with different ideas about what government should be. Which one of these thinkers’ philosophy most closely matches your own philosophy about government? (Be sure to explain what the thinker believed, why they believed it, and why you agree with them.)As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsGC.01 Examine the influences of leading European thinkers (e.g., John Locke, Charles-Louis Montesquieu, Thomas Hobbes) and other roots of American government (e.g., Greek democracy, Roman republic, Magna Carta).Unit 1: Week 2 Roots of American DemocracyEssential Question(s)What was the purpose of the Declaration of Independence? What grievances did the colonists have against British rule? What were the strengths of the Articles of Confederation? What were the weaknesses of the Articles of Confederation? Student OutcomesStudents can explain why the Declaration of Independence was written.Students can explain the grievances of the colonists against the British government.Students compare and contrast strengths and weaknesses of the Articles of Confederation.TextsTextbook: Magruder’s American Government and Civics, TN EditionSuggested Supplemental Texts (in SharePoint): The Ideals of the Declaration (Mini-Qs Binder), Madison’s Critique of the Articles of Confederation (SCS Q1 Resources)Maps/Videos/Images: Too Late to apologize (Link), Common Sense Parody (Link)Suggested Classroom Strategies and ProtocolsDBQ Project—The Ideals of the Declaration (Mini-Qs Binder)Save the Last Word for Me—Madison’s Critique of the Articles of Confederation (SCS Q1 Resources)iCivics: Hey King, Get off our backs! and Wanted: A Just Right Government (SCS Q1 Resources)Close-Viewing Protocol—Too Late to Apologize and Common Sense Parody (Links above)SampleAssessmentPersonal Declaration ProjectStandardsGC.02 Examine the Declaration of Independence and American grievances against British rule.GC.03 Identify the strengths and weaknesses of the Articles of Confederation.Unit Overview: Quarter 1 Unit 2UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 2: The Constitution3 WeeksStudents will explain the fundamental principles of American government, as expressed in the Constitution and other essential documents of American federalism.TN Social Studies Practices: SSP.01-SSP.06Week 1: GC.04, GC.05Week 2: GC.06, GC.07Week 3: GC.08, GC.09US History Social Studies: Quarter 1 Unit 2 VocabularyTier 2 Vocabularyanalysis, approach, area, assessment, assume, authority, available, benefit, citizen, compromise, concept , consistent, constitutional, context, contract, create, data, definition, derived, distribution , economic, environment , established, estimate , evidence, export, factors, financial, formula, function, identified, income, indicate , individual , interpretation, involved, issues, labour, legal, legislation, major , method, occur, percent , period, policy, principle, procedure, process, required, research, response, role, section, sector, significant , similar, source, specific, structure, theory, variableTier 3 Vocabularygovernment, public policies, legislative power, executive power, judicial power, constitution, dictatorship, democracy, state, sovereign, autocracy, oligarchy, unitary government, federal government, division of power, confederation, presidential government, parliamentary government, majority rule, free enterprise system, limited government, representative government, Magna Carta, due process, Petition of Right, English Bill of Rights, charter, bicameral, proprietary, unicameral, confederation, Albany Plan of Union, delegate, popular sovereignty, Articles of Confederation, ratification, Framers, Virginia Plan, New Jersey Plan, Connecticut Compromise, Three-Fifths, Compromise, Commerce and Slave Trade Compromise, Federalist, Anti-Federalist, rule of law, separation of powers, checks and balances, veto, judicial review, unconstitutional, federalism, amendment, formal amendment, Bill of Rights, executive agreement, treaty, electoral college, Cabinet, senatorial courtesy, division of power, delegated powers, expressed powers, implied powers, inherent powers, reserved powers, exclusive powers, concurrent powers, Supremacy ClauseSample Lesson: Quarter 1 Unit 2SS TN Standard(s):GC.05Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain how the preamble describes the purposes of government.Key Academic Vocabulary:Government, perfect union, justice, domestic tranquility, general welfare, common defense, libertyResources / Materials:Preamble of the ConstitutionWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Frayer Model—Domestic TranquilityEssential Question / Relevance: Develop student interest and connect learning to daily standards. What is the purpose of a government?High-Quality Text(s):Preamble to the United States ConstitutionText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Jigsaw—Six Main Principles of the Constitution (Popular Sovereignty, Limited Government, Separation of Powers, Checks and Balances, Judicial Review, Federalism)Text-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Gallery Walk—Translate the preamble into modern languageClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking—3-2-1 BridgeWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Students will write an essay comparing and contrasting the Constitution and Articles of Confederation, using textual evidence where appropriateUnit 2: Week 1 Constitutional ConventionEssential Question(s)What was the purpose of the Constitutional Convention? What were the major debates of the Constitutional Convention? What was the Great Compromise? What were the major points of the Federalists? What were the major points of the Anti-Federalists? What were the purposes and functions of government outlined by the Preamble of the Constitution? Student OutcomesStudents can explain the purpose of the Constitutional Convention, building off their knowledge of the Articles of Confederation.Students can summarize major debates of the convention, such as big state-small state, types of representation, strong federal government vs. states’ rights, etc.Students can explain the Great Compromise.Students can explain major points of the Federalists from the Federalist Papers.Students can explain major points of the Anti-Federalists in rebuttal to the Federalist Papers.Students can describe the purposes and functions of the government based on the Preamble in modern language.TextsTextbook: Magruder’s American Government and Civics, TN EditionSuggested Supplemental Texts (in SharePoint): C3 IDM Constitutional Convention (SCS Q1 Resources), Federalist 10 complete (SCS Q1 Resources), Maps/Videos/Images: We the People Schoolhouse Rock (Link)Suggested Classroom Strategies and ProtocolsC3 Structured Inquiry—Constitutional Convention (SCS Q1 Resources)Graphic Organizer—Federalist 10 Complete (SCS Q1 Resources)Close-viewing Protocol—We the People (Link above)Gallery Walk—Translate the Preamble into modern language (1 phrase per station)SampleAssessmentStudents will write an essay comparing and contrasting the Constitution and Articles of Confederation, using textual evidence where appropriate.StandardsGC.04 Discuss the Constitutional Convention of 1787, including the Great Compromise and the ensuing debate over ratification between the Federalists and Anti-Federalists.GC.05 Describe the purposes and functions of government as outlined in the Preamble of the Constitution.Unit 2: Week 2 Principles of the ConstitutionEssential Question(s)What are the principles of limited government found in the Constitution? What is structure of the Constitution? How can the Constitution be amended? Student OutcomesStudents can describe the principles of limited government as listed in the standard.Students can describe the structure of the Constitution including the articles and the amendments.Students can describe the process of amending the Constitution.TextsTextbook: Magruder’s American Government and Civics, TN EditionSuggested Supplemental Texts (in SharePoint): How did the Constitution Guard Against Tyranny (DBQ Binder), Anatomy of the Constitution, Maps/Videos/Images: Crash Course in Federalism (Link)Suggested Classroom Strategies and ProtocolsiCivics Lesson Plan—Anatomy of the ConstitutionDBQ Project—How did the Constitution Guard Against Tyranny (DBQ Binder)Close-viewing Protocol—Crash Course in FederalismSampleAssessmentStudents will write a short response explaining common functions of government at the state level vs. the national level, and why they work best at their designated level.StandardsGC.06 Describe limited government within the Constitution, including:? Checks and balances? Civilian control of the military? Federalism? Judicial review? Popular sovereignty? Rule of law? Separation of powersGC.07 Describe the structure of the Constitution and the process to amend it.Unit 2: Week 3 Principles of the ConstitutionEssential Question(s)What rights are provided by the Bill of Rights? How do the Bill of Rights ensure limits on the powers of government? How do the Bill of Rights ensure individual rights? What is a democracy? What is a republic? What is the relationship between the two? Student OutcomesStudents can explain the rights provided by the Bill of Rights.Students can explain how the Bill of Rights is a limit on the powers of government.Students can analyze how the Bill of Rights ensures individual rights.Students can define democracy and republic.Students can explain the differences between democracy and republic.Students can explain how our system of government compares to the two terms.TextsTextbook: Magruder’s American Government and Civics, TN EditionSuggested Supplemental Texts (in SharePoint): Bill of Rights (Textbook), iCivics Amendment Mini-Lesson, Federalist Papers 51 (Textbook) Maps/Videos/Images: Future Fright (Life without the Bill of Rights)—(Link)Suggested Classroom Strategies and ProtocolsDocument Analysis Template—Bill of Rights (Textbook)Evidence Log—Future Fright (SCS Q1 Resources)Annotating and Paraphrasing—Federalist 51 (Textbook)iCivics—Amendment Mini-Lesson (SCS Q1 Resources)Venn Diagram—Democracy and RepublicSee-Think Wonder—Image on p.61 of TextbookSampleAssessmentStudents will write a short response explaining common functions of government at the state level vs. the national level, and why they work best at their designated level.StandardsGC.08 Analyze how the Bill of Rights limits the powers of the government and ensures individual rights.(T.C.A. § 49-6-1028)GC.09 Define the concepts of democracy and republic, and examine the relationship between the two.Unit Overview: Quarter 1 Unit 3UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 3: The Legislative Branch2.5 WeeksStudents will analyze the functions of the legislative branch of the federal government.TN Social Studies Practices: SSP.01-SSP.06Week 1: GC.10, GC.15Week 2 and 3: GC.11, GC.12, GC.13, GC.14US History Social Studies: Quarter 1 Unit 3 VocabularyTier 2 Vocabularyadjourn, recess, convene, at-large, delegate, tax, public debt, deficit spending, bankruptcy, legal tender, copyright, patent, territory, consensus, appropriate, successor, acquit, censure, quorum, engrossed, treaty, recognition, persona non-grata, pardon, domestic, absolve, alleviate, alternative, ambivalent, analyze, analyze, animosity, approximate, arbitrary, attribute, beneficial, comprehensive, connotation, contrast, credible, cursory, cynic, dearth, deficient, demonstrate, depict, derive, detract, devastate, digress, dilemma, diligent, dissent, distort, diversion, elation, elicit, escalate, evaluate, exacerbate, excerpt, exemplify, explicit, exposition, falter, feasible, feign, fluctuate, fluctuate, formulate, generate, gist, hypothetical, impartial, implausible, implication, imply, incentive, incoherent, indolent, infamous, infuriate, innovation, intercede, interpret, intimidate, isolate, jeopardize, lucrative, mandatory, mediate, mortify, niche, obscure, obsolete, pacify, perception, perspective, pertinent, ponder, prevalent, proponent, punitive, rapport, rationale, reconcile, redundant, respective, retaliate, sabotage, scrutiny, similar, simulate, squander, succumb, tangible, technique, traumatic, turmoil, valid, verify, viable, vulnerableTier 3 Vocabularybicameral, term, session, apportion, reapportion, off-year election, single member district, gerrymander, incumbent, continuous body, constituency, bill, floor consideration, oversight function, franking privilegeCommerce power, eminent domain, Necessary and Proper Clause, strict construction, liberal construction, impeach, perjury, subpoena, Speaker of the House, President of the Senate, President pro tempore, majority leader, minority leader, standing committee, subcommittee, joint committee, conference committee, joint resolution, concurrent resolution, rider, filibuster, cloture, veto, pocket veto, presidential succession, Presidential Succession Act of 1947, presidential elector, electoral vote, winner-take-all, proportional representation, caucus, swing voter, battleground state, district plan, proportional plan, direct popular election, Executive Order, executive privilege, bureaucracy, federal budget, fiscal year, executive department, independent agency, inferior courts, jurisdiction, plaintiff, defendant, appellate jurisdiction, precedent, judicial restraint, judicial activism, criminal case, civil case, writ of certiorariSample Lesson: Quarter 1 Unit 2SS TN Standard(s):GC.10Student Outcomes: What will students know and be able to do as a result of this lesson?Students can analyze Article I for major powers of the legislative branch.Key Academic Vocabulary:Population, senate, census, reapportionment, eligibilityResources / Materials:Article I of the ConstitutionWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Vocabulary Squares—Terms from Article IEssential Question / Relevance: Develop student interest and connect learning to daily standards. What are the major powers of the Legislative Branch as defined by Article I of the Constitution?High-Quality Text(s):Article I of the ConstitutionText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Annotating and Paraphrasing—Article IText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Two Minute Interviews—Article IClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking—Explanation GameWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Students will write a letter to their representative in Congress about an issue that they have researched.Unit 3: Week 1 Powers of CongressEssential Question(s)What is the purpose and structure of the legislative branch as defined by Article I of the Constitution? What are the scopes of Congress’s powers? Student OutcomesStudents can analyze Article I of the Constitution, citing evidence for key topics, including: eligibility, term, removal, and powers.Students will describe the extent of the powers the President and Congress have in foreign affairs.TextsTextbook: Magruder’s American Government and Civics, TN EditionSuggested Supplemental Texts (in SharePoint): Article I of the Constitution (Textbook), 17th Amendment (Textbook)Maps/Videos/Images: Suggested Classroom Strategies and ProtocolsClose Read Protocol—Article I and 17th AmendmentResume Project—Students will be given a blank resume template, and must craft a fake resume for a person that would meet all requirements of a member of the House of Representatives based on Article I of the Constitution. They should be prepared to cite evidence from Article I to support their resume.Graphic Organizer—Students should create a bubble map, explaining the powers of congress as outlined by GC.15.SampleAssessmentStudents will write a letter to their representative in Congress about an issue they have researched.StandardsGC.10 Analyze Article I and the 17th Amendment of the Constitution as they relate to the legislative branch, including: eligibility for office, roles, length of terms, and election to office for representatives and senators, respectively.GC.15 Describe the powers of U.S. Congress, including:? Appropriations ? Commerce? Confirmations? Declaration of war? Implied powers? Necessary and proper clauseUnit 3: Week 2 LawmakingEssential Question(s)How does a bill become a law? What is the role of the census in redistricting and reapportionment? How did Baker vs. Carr affect reapportionment? What are the major leadership positions in the legislative branch? Student OutcomesStudents can describe the law-making process.Students can explain the census and reapportionment.Students can analyze the effects of gerrymandering.Students can identify the major leadership positions of the legislative branch as listed in the standard.TextsTextbook: Magruder’s American Government and Civics, TN EditionSuggested Supplemental Texts (in SharePoint): Baker vs. Carr (SCS Q1 Resources), Legislative in a Flash (SCS Q1 Resources), Gerrymandering Puzzle (Link)Maps/Videos/Images: Gerrymandering Lion (Link), Just a Bill (Link)Suggested Classroom Strategies and ProtocolsEvidence Log—Steps from bill to law using Just a Bill Video (Link above)Human Timeline—Steps from bill to lawJigsaw--Congressional Districts, Gerrymandering, Congressional ApportionmentTown Hall Circle-- Different Powers of CongressiCivics—Legislative in a Flash Lesson SampleAssessmentStudents will write a description of the law-making process.StandardsGC.11 Describe the census and its role in redistricting and reapportionment, including the role of Baker v. Carr.GC.12 Identify leadership positions of the legislative branch, including:? Majority and minority leaders? President pro tempore? Role of the vice president? Speaker of the HouseGC.13 Describe the process of how a bill becomes a law.Unit 3: Week 3 Leaders and TNEssential Question(s)What are the major leadership positions in the legislative branch? Who represents you in the United States Congress?Student OutcomesStudents can explain the purpose and function of congressional leadership positions.Students can identify their representatives in the House of Representatives and the Senate.TextsTextbook: Magruder’s American Government and Civics, TN EditionSuggested Supplemental Texts (in SharePoint): Maps/Videos/Images: Crash-Course on Congressional Leadership (Link)Suggested Classroom Strategies and ProtocolsVoteSmart—Students will use to use their address to find their representatives in Congress.Close-viewing Protocol—Crash-Course on Congressional LeadershipResearch—Students will research who the current Congressional Leadership is, and then justify how they know their source for the information is credible as part of SSP.02. SampleAssessmentStudents will write a description of the law-making process.StandardsGC.12 Identify leadership positions of the legislative branch, including:? Majority and minority leaders? President pro tempore? Role of the vice president? Speaker of the HouseGC.14 Identify the Tennessee representatives and senators to U.S. Congress.Note: This week is designed as a half-week of instruction to account for review and assessment. ................
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