US Government Des Moines Public Schools



centercenterThe Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with the District Assessments and classroom assessments to scaffold our students in mastery of the Iowa Core State Standards. US Government Des Moines Public Schools 2016-17 CURRICULUM GUIDE8820090900The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with the District Assessments and classroom assessments to scaffold our students in mastery of the Iowa Core State Standards. US Government Des Moines Public Schools 2016-17 CURRICULUM GUIDEUS GovernmentSchools: East, Hoover, Lincoln, North, Roosevelt, Scavo, Central Academy1 semester – .5 creditThe U.S. Government course provides students with multiple opportunities to develop an analytical perspective on government and politics in the United States and the state of Iowa, to develop civic commitment and capacity, and to build a well-informed, thoughtful response to the course question: What is the proper role of government in a democracy?? This question will be used iteratively throughout the course. Students return to it frequently, revising and deepening their understanding and responses in light of the concepts they are learning such as the foundation of U.S. government, political beliefs/behaviors, elections and voting, and policymaking institutions. This course includes both the study of general concepts used to interpret U.S. politics and the analysis of specific examples.? Link to Course Resources: and Skill StandardsContent TopicsUnitContent and Skill StandardsContent TopicsUnit 1 Founders’ Intent 5 weeksIowa Core Social Studies Standards:9-12.PSCL.2, 9-12.PSCL.3, 9-12.PSCL.4, 9-12.PSCL.6, RH.9-12.4Common Core E/LA in the History and Social Science Standards: RH.11-12.7, W.11-12.1Structure and Functions of Government FoundersUsing information from different sourcesWriting argumentsUnit 4Executive Branch2 weeksIowa Core Social Studies Standards:9-12.PSCL.2, 9-12.PSCL.3, 9-12.PSCL.4, 9-12.PSCL.6, RH.9-12.4Common Core E/LA in the History and Social Science Standards: RH.11-12.7, W.11-12.1Structure and Functions of Government ExecutiveUsing information from different sourcesWriting argumentsUnit 2Elections4 weeksIowa Core Social Studies Standards:9-12.PSCL.1, 9-12.PSCL.5, RH.9-12.4Common Core E/LA in the History and Social Science Standards: RH.11-12.7, W.11-12.1Civic Action ElectionsUsing information from different sourcesWriting argumentsUnit 5Judicial Branch2 weeksIowa Core Social Studies Standards:9-12.PSCL.2, 9-12.PSCL.3, 9-12.PSCL.4, 9-12.PSCL.6, RH.9-12.4Common Core E/LA in the History and Social Science Standards: RH.11-12.7, W.11-12.1Structure and Functions of Government JudicialUsing information from different sourcesWriting argumentsUnit 3Legislative Branch2 weeksIowa Core Social Studies Standards:9-12.PSCL.2, 9-12.PSCL.3, 9-12.PSCL.4, 9-12.PSCL.6, RH.9-12.4Common Core E/LA in the History and Social Science Standards: RH.11-12.7, W.11-12.1 Structure and Functions of Government LegislativeUsing information from different sourcesWriting argumentsUnit 6Foreign Policy2 weeksIowa Core Social Studies Standards:9-12.PSCL.7, 9-12.PSCL.8, RH.9-12.4Common Core E/LA in the History and Social Science Standards: RH.11-12.7, W.11-12.1InternationalismUsing information from different sourcesWriting argumentsUnit 1: Founders’ IntentWhat’s the proper role of government and its citizens within our constitutional democracy? 5 weeks Enduring UnderstandingsSuggested Texts and ResourcesThroughout our history, Americans have tended to be distrustful of power, government, and politics. Nonetheless, we look to our government to provide goods and services that we all want and need. The quintessential question continues to be, “What’s the proper role of government and its citizens within our constitutional democracy?” Students explore the connections between government, politics, and power. By examining different forms of government, students begin to understand the principles on which our representative democracy is founded. The United States rests on an important foundation of guiding principles and beliefs about citizens and government. For more than 200 years, the U.S. Constitution has served as a blueprint for our system of government and a guarantor of basic rights and freedoms for the American people. It continues to endure because of its flexibility and the strength of its underlying principles. In the study of federalism, students study the concept of federalism and consider the role of state and national government. Access to Teach TCI Government Alive!Click Teacher LoginUsername: DMPS email addressPassword: *school name*If you need access to an account, please contact your curriculum coordinator. TCI Government Alive!Chapters 1-6Primary SourcesLocke: Second Treatise (YLI); Jefferson: Declaration of IndependenceArticles of Confederation; U.S. ConstitutionNBC Learn Unit 1 Founders’ Intent ResourcesNBC Learn Amendment CollectionWeb SitesquizIdeology song and Barney Fife and the Preamblewatch?v=oBuPQgV8yBMLink to Course Resources: AEA ResourcesPoints of View Reference Center 360 Film Clips Second Civics and Functions of Government - FoundersIn addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.Example: Discuss the appropriate role of government in ensuring civil liberties/civil rights within our democracy.Describe the importance (significance) of the principles of the U.S. Constitution using present day examples.List advantages and disadvantages of democracy under a federal system.Apply Bill of Rights to real life scenarios.Specific vocabulary such as:government, politics, representative democracy, natural rights, constitution, U.S. Constitution, Bill of RightsBasic Knowledge such as:principles of Constitution; examples of each: separation of powers, checks/balances, federalism, judicial review, limited gov’t, popular sovereignty, rule of lawUsing Information from Different SourcesIn addition to meeting the learning goal, the product created includes the use of content-specific vocabulary, uses a variety of relevant sources, and makes real world connections to create the new product. Creates a product by integrating visual information (i.e. charts, graphs, maps, etc.) with other information in print text by clearly showing connections between them. Product created uses a variety of relevant sources and makes reference to each source used. Creates a product by using visual information with other information in print text, but fails to meet the learning goal in one or more ways: lacks connection between sources used, sources are copy/pasted, sources may not be relevant, or sources are inaccurately interpreted. Writing ArgumentsIn addition to meeting the learning goal, the writing goes beyond the grade level expectation by connecting the information to one or more of the following: -a development from a different historical period, political situation, or geographical area-a connection to a course theme or approach to understanding government that is not the focus of the writing 3A - Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.3B - Organize claim(s) and evidence clearly (chronologically, thematically, etc.).3C - Develop claim(s) with logical reasoning, accurate data, evidence, and examples; 3D - Provide a concluding statement (a sentence or a paragraph).A level 2 writing sample fails to meet the learning goal in two areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas. *A level 1 writing sample fails to meet the level 3 standard in all areas, but a valid attempt was made by the student.Unit 2: ElectionsWhat is the role of citizen participation in our democracy? 4 weeks Enduring UnderstandingsSuggested Texts and ResourcesCivic participation is essential in a democracy. Citizens who get involved in civic and community groups help to strengthen civil society. At the same time, they tend to become more engaged in the political process. In this unit, students explore various ways for citizens to participate in government and politics. Sometimes, citizens get involved through political parties or interest groups. Political parties and interest groups play an important part. Both exert a strong influence on government and offer ways for Americans to participate in the political process. Elections, of course, play a major role in American politics. We have more elections and elected officials than most other democracies. At the same time, the electoral process is complicated and expensive, and many voters do not participate. Students explore the role of the Iowa Caucus and primaries in selecting nominees from each party to run for President. Iowa’s special role in this process is a unique entry point for students to connect, in an authentic way, to the nominations and campaigns process. Students explore their political ideologies on a spectrum. Using the political spectrum enables students to understand issues from a variety of perspective. Public opinion serves as a guide to elected officials, a guard against costly mistakes, and a kind of glue that holds us together despite our differences. While the mass media may help shape public opinion, they are also shaped by public opinion.TCI Government Alive!Chapters 7-10TCI: Mock Election SimulationNBC Learn Election CollectionNBC Learn Political Beliefs & Behaviors CollectionNBC Learn Unit 2 Elections ResourcesWebsites, , , , Youth Leadership Institute Lesson Ideas Link to Course Resources: ernment.htmlHeartland AEA ResourcesLearn 360 Film Clips Action – Political Beliefs and BehaviorsIn addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.Example: Assess how one’s political beliefs and behaviors influence public policy decisions and civic action(s). Choose one agent of political socialization and describe its influence on a person’s political ideology.List the basic political beliefs of each: liberal/Democrat and conservative/Republican.Describe a controversial political issue and present positions from both sides of political spectrum.Specific vocabulary such as:political ideology, political socialization, liberal, conservative, moderate/ independentBasic Knowledge such as:the political spectrum and basic ideas on the scope/size of governmentagents of political socializationCivic Action – Linkage Institutions and ElectionsIn addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.Example: What is the role of citizen participation in our democracy? Evaluate how each of the linkage institutions impacts the electoral pare and contrast the purpose and function of interest groups and political parties.Explain the role of the Electoral College in electing a president.Specific vocabulary such as:linkage institutions, suffrageBasic Knowledge such as:the purpose and function of linkage institutions: electoral process, Electoral College, media, political parties, Democrats, Republicans, interest groupsUsing Information from Different SourcesIn addition to meeting the learning goal, the product created includes the use of content-specific vocabulary, uses a variety of relevant sources, and makes real world connections to create the new product. Creates a product by integrating visual information (i.e. charts, graphs, maps, etc.) with other information in print text by clearly showing connections between them. Product created uses a variety of relevant sources and makes reference to each source used. Creates a product by using visual information with other information in print text, but fails to meet the learning goal in one or more ways: lacks connection between sources used, sources are copy/pasted, sources may not be relevant, or sources are inaccurately interpreted. Writing ArgumentsIn addition to meeting the learning goal, the writing goes beyond the grade level expectation by connecting the information to one or more of the following: -a development from a different historical period, political situation, or geographical area-a connection to a course theme or approach to understanding government that is not the focus of the writing 3A - Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.3B - Organize claim(s) and evidence clearly (chronologically, thematically, etc.).3C - Develop claim(s) with logical reasoning, accurate data, evidence, and examples; 3D - Provide a concluding statement (a sentence or a paragraph).A level 2 writing sample fails to meet the learning goal in two areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas. *A level 1 writing sample fails to meet the level 3 standard in all areas, but a valid attempt was made by the student.Unit 3: Legislative Branch - Congress How does the structure of government best practice the rights and fulfill the responsibilities outlined by the Constitution? 2 weeksEnduring UnderstandingsSuggested Texts and ResourcesCongress is the legislative branch of the national government. Its structure and powers are largely defined by the U.S. Constitution. Students examine the impact of the elastic and commerce clauses, as well as the significance of the 9th and 10th Amendments. As with all legislatures in a representative democracy, Congress is responsible for making laws and serving the people’s needs. In this unit, students explore both the structure and function of Congress and the legislative process in the state of Iowa. The lawmaking process, while rather straightforward, is actually a complex struggle involving many traditions, rules, and competing interests. The rare measure that actually becomes law often bears little resemblance to the bill that was first introduced. TCI Government Alive!Chapters 11 and 12Mock Congress VideoI’m Just a Bill (video clip)Standard Deviants (video)NBC Learn Unit 3 Legislative Branch ResourcesNBC Learn Article 1 – Legislative Branch CollectionNBC Learn Congress CollectionLink to Course Resources: ernment.htmlOpen CongressHeartland AEA ResourcesPoints of View Reference Center 360 Film Clips Second Civics ScalesTopic432Structure and Functions of Government - LegislativeIn addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.Example: Discuss the underlying reasons that explain why Congress moves slowly and inefficiently. Evaluate the advantages and disadvantages of Congressional policymaking.Discuss the reasons for a bicameral legislature in terms of the policymaking process. Identify Article I Sec.8 Clause 18 as the elastic or necessary and proper clause and explain the importance of the clause in policymaking. Explain, with examples, the differences between the H of R and the Senate.Describe a situation during the law making process where a bill can be killed.Specific vocabulary such as:bicameralism, elastic clause, unified government, divided governmentBasic Knowledge such as:the legislative branch as found in Article I of the Constitution length of terms in the H of R and Senatehow legislative seats are awarded in the H of R and Senatehow a bill becomes a lawUsing Information from Different SourcesIn addition to meeting the learning goal, the product created includes the use of content-specific vocabulary, uses a variety of relevant sources, and makes real world connections to create the new product. Creates a product by integrating visual information (i.e. charts, graphs, maps, etc.) with other information in print text by clearly showing connections between them. Product created uses a variety of relevant sources and makes reference to each source used. Creates a product by using visual information with other information in print text, but fails to meet the learning goal in one or more ways: lacks connection between sources used, sources are copy/pasted, sources may not be relevant, or sources are inaccurately interpreted. Writing ArgumentsIn addition to meeting the learning goal, the writing goes beyond the grade level expectation by connecting the information to one or more of the following: -a development from a different historical period, political situation, or geographical area-a connection to a course theme or approach to understanding government that is not the focus of the writing 3A - Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.3B - Organize claim(s) and evidence clearly (chronologically, thematically, etc.).3C - Develop claim(s) with logical reasoning, accurate data, evidence, and examples; 3D - Provide a concluding statement (a sentence or a paragraph).A level 2 writing sample fails to meet the learning goal in two areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas. *A level 1 writing sample fails to meet the level 3 standard in all areas, but a valid attempt was made by the student.Unit 4: Executive Branch – The President and BureaucracyHow does the structure of government best practice the rights and fulfill the responsibilities outlined by the Constitution? 2 weeksEnduring UnderstandingsSuggested Texts and ResourcesIn this unit, students explore the executive branch and the bureaucracy. The executive branch enforces laws and carries out government policy. A chief executive leads this branch and oversees the work of the government bureaucracy. Students understand the role of the executive in many levels of government – national, state, and local. An analysis of the federal budget is important part of the learning. The federal budget is an estimate of the money the government will take in and spend over a fiscal year. The budget is created by a long process that involves both the executive and legislative branches of government. TCI Government Alive!Chapters 13 and 14Web Sites-budget simulation-executive command -bureaucracy of pizza (YLI)VideoStandard Deviants (video)Frontline: Ten Trillion and CountingNBC Learn Article II CollectionNBC Learn Presidency CollectionNBC Learn Bureaucracy CollectionLink to Course Resources: ernment.htmlHeartland AEA ResourcesPoints of View Reference Center 360 Film Clips Second Civics and Functions of Government - ExecutiveIn addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.Example: Evaluate the ways in which the president uses different roles to influence public policy. Make a case for the role you believe to be the most significant.Identify specific powers that are granted to the president from the Constitution.Describe and give examples of two roles the President plays. Define and provide examples of mandatory spending and discretionary spending.Give an example of bureaucracy and explain services provided to the public. Specific vocabulary such as:discretionary spending, mandatory spending, cabinet, bureaucracy, veto, foreign policy, isolationism, foreign policy, internationalism, anti-terrorism, containmentBasic Knowledge such as:the executive branch as Art. II of the Constitution; the term length of the president; presidential powers as shared with other branches of government as part of the system of checks and balances, the roles of the pres.Using Information from Different SourcesIn addition to meeting the learning goal, the product created includes the use of content-specific vocabulary, uses a variety of relevant sources, and makes real world connections to create the new product. Creates a product by integrating visual information (i.e. charts, graphs, maps, etc.) with other information in print text by clearly showing connections between them. Product created uses a variety of relevant sources and makes reference to each source used. Creates a product by using visual information with other information in print text, but fails to meet the learning goal in one or more ways: lacks connection between sources used, sources are copy/pasted, sources may not be relevant, or sources are inaccurately interpreted. Writing ArgumentsIn addition to meeting the learning goal, the writing goes beyond the grade level expectation by connecting the information to one or more of the following: -a development from a different historical period, political situation, or geographical area-a connection to a course theme or approach to understanding government that is not the focus of the writing 3A - Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.3B - Organize claim(s) and evidence clearly (chronologically, thematically, etc.).3C - Develop claim(s) with logical reasoning, accurate data, evidence, and examples; 3D - Provide a concluding statement (a sentence or a paragraph).A level 2 writing sample fails to meet the learning goal in two areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas. *A level 1 writing sample fails to meet the level 3 standard in all areas, but a valid attempt was made by the student.Unit 5: Judicial Branch – The CourtsDo laws change people or do people change laws? 2 weeksEnduring UnderstandingsSuggested Texts and ResourcesIn this unit, students explore the branch of government responsible for interpreting laws. The U.S. judicial system has evolved over more than two centuries to meet the needs of an ever-changing society. Today’s federal and state courts not only resolve conflicts, but also shape public policy through the judicial review process. Students also explore the criminal justice system which is designed to prosecute criminals while protecting the rights of the accused. TCI Government Alive!Chapters 15 and 16Web SitesNBC Learn Article III Judicial Branch CollectionNBC Learn Supreme Court CollectionPrimary SourcesBill of RightsSupreme Court cases VideoShouting Fire (HBO documentary)Standard Deviants (video)Link to Course Resources: ernment.htmlHeartland AEA ResourcesPoints of View Reference Center 360 Film Clips Second Civics and Functions of Government - JudicialIn addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.Example: Evaluate whether or not the term of a Supreme Court Justice supports or opposes the principles of our democracy.Explain the significance of judicial pare and contrast criminal and civil law.Distinguish between original and appellate jurisdiction.Describe the role of the Supreme Court and provide an example of a landmark case. Specific vocabulary such as:judicial review, precedent, criminal law, civil law, defendant, plaintiff, plea bargain, judicial activism, judicial restraintBasic Knowledge such as:the judicial branch as outlined in Article IIIbasics of the Supreme Court (seats 9 justices, who serve for life)written opinion, original/appellate jurisdiction, Bill of Rights and 14th AmendmentUsing Information from Different SourcesIn addition to meeting the learning goal, the product created includes the use of content-specific vocabulary, uses a variety of relevant sources, and makes real world connections to create the new product. Creates a product by integrating visual information (i.e. charts, graphs, maps, etc.) with other information in print text by clearly showing connections between them. Product created uses a variety of relevant sources and makes reference to each source used. Creates a product by using visual information with other information in print text, but fails to meet the learning goal in one or more ways: lacks connection between sources used, sources are copy/pasted, sources may not be relevant, or sources are inaccurately interpreted. Writing ArgumentsIn addition to meeting the learning goal, the writing goes beyond the grade level expectation by connecting the information to one or more of the following: -a development from a different historical period, political situation, or geographical area-a connection to a course theme or approach to understanding government that is not the focus of the writing 3A - Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.3B - Organize claim(s) and evidence clearly (chronologically, thematically, etc.).3C - Develop claim(s) with logical reasoning, accurate data, evidence, and examples; 3D - Provide a concluding statement (a sentence or a paragraph).A level 2 writing sample fails to meet the learning goal in two areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas. *A level 1 writing sample fails to meet the level 3 standard in all areas, but a valid attempt was made by the student.Unit 6: The U.S. and the WorldIn what ways should the United States conduct foreign policy? 2 weeksEnduring UnderstandingsSuggested Texts and ResourcesForeign policy determines how the United States interacts with the rest of the world. Foreign policy decisions are based on what Americans and their leaders see as the nation’s vital interests. Over the past century, the nations of the world have learned to work together to confront global issues. Preventing violent conflict is one major concern. Other problems include extreme poverty, human rights abuses, and climate change. A variety of international organizations address these issues on different levels. TCI Government Alive!Chapters 17 and 18Heartland AEA ResourcesNewsela 360 Second Civics Learn Foreign Policy CollectionNBC Learn Unit 6 The U.S. and the World ResourcesScalesTopic432InternationalismIn addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.Example: Assess the responsibility of the U.S. as a world power.Propose a solution to a foreign policy issue.Describe current U.S. foreign policy issues. Explain, with examples, the role of an ambassador. Describe different foreign policy tools used by the U.S.Basic Knowledge of:foreign policySpecific vocabulary such as:globalization, diplomacyambassador, sanctionUsing Information from Different SourcesIn addition to meeting the learning goal, the product created includes the use of content-specific vocabulary, uses a variety of relevant sources, and makes real world connections to create the new product. Creates a product by integrating visual information (i.e. charts, graphs, maps, etc.) with other information in print text by clearly showing connections between them. Product created uses a variety of relevant sources and makes reference to each source used. Creates a product by using visual information with other information in print text, but fails to meet the learning goal in one or more ways: lacks connection between sources used, sources are copy/pasted, sources may not be relevant, or sources are inaccurately interpreted. Writing ArgumentsIn addition to meeting the learning goal, the writing goes beyond the grade level expectation by connecting the information to one or more of the following: -a development from a different historical period, political situation, or geographical area-a connection to a course theme or approach to understanding government that is not the focus of the writing 3A - Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.3B - Organize claim(s) and evidence clearly (chronologically, thematically, etc.).3C - Develop claim(s) with logical reasoning, accurate data, evidence, and examples; 3D - Provide a concluding statement (a sentence or a paragraph).A level 2 writing sample fails to meet the learning goal in two areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas. *A level 1 writing sample fails to meet the level 3 standard in all areas, but a valid attempt was made by the student. ................
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