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 2015-2016 Quick 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 2015-2016 Quick GuideUnit 1: Founders’ IntentEssential Question and PacingWhat’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. 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 Skills (2)Scaffolded Learning Goal (2.5)Learning Goal (3)Exceeding (4)Structure and Functions of Government - FoundersSpecific 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 lawList 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.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.Discuss the appropriate role of government in ensuring civil liberties/civil rights within our democracy.Using Information from Different Sources*not modifiedBegins to create a product by integrating visual information with other information in print/digital text, but needs to do more to show connections between sources. Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.In addition to meeting the level 3 expectation, the product includes the use of extended, content-specific vocabulary and makes connections to history or modern-day concepts.Writing ArgumentsA level 2 writing sample fails to meet the level 3 standard in one or more 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.-Introduce a knowledgeable claim.-Organize claim(s) and evidence clearly (chronologically, thematically, etc.).-Develop claim(s) with logical reasoning, data and examples; -Provide a concluding statement (a sentence or a paragraph). -Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.-Organize claim(s) and evidence clearly (chronologically, thematically, etc.).-Develop claim(s) with logical reasoning, accurate data, evidence, and examples; -Provide a concluding statement (a sentence or a paragraph). In addition to meeting the level 3 expectation, the writing: -Establishes the significance of the claim and distinguishes the claim(s) from opposing claims using prior knowledge and a deep understanding of multiple perspectives.-Develops claim(s) with logical reasoning, an abundance of accurate data, evidence, and examples.-Provides an analysis of evidence and support for claim.Unit 2: ElectionsEssential Question and PacingWhat 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 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.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 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 Skills (2)Scaffolded Learning Goal (2.5)Learning Goal (3)Exceeding (4)Civic Action – Political Beliefs and BehaviorsSpecific 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 socializationList agents of political socialization.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.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.Assess how one’s political beliefs and behaviors influence public policy decisions and civic action(s). Civic Action – Linkage Institutions and ElectionsSpecific 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 groupsDescribe how interest groups and political parties are different.Explain the role of the Electoral College in electing a pare and contrast the purpose and function of interest groups and political parties.Explain the role of the Electoral College in electing a president.What is the role of citizen participation in our democracy? Evaluate how each of the linkage institutions impacts the electoral process.Using Information from Different Sources*not modifiedBegins to create a product by integrating visual information with other information in print/digital text, but needs to do more to show connections between sources. Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.In addition to meeting the level 3 expectation, the product includes the use of extended, content-specific vocabulary and makes connections to history or modern-day concepts.Writing ArgumentsScale provided in Unit 1Scale provided in Unit 1Scale provided in Unit 1Scale provided in Unit 1Unit 3: Legislative Branch - Congress Essential Question and PacingHow 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. 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. 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 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 Skills (2)Scaffolded Learning Goal (2.5)Learning Goal (3)Exceeding (4)Structure and Functions of Government - LegislativeSpecific 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 lawList 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 why it matters.Illustrate the differences between the H of R and the Senate.Identify a situation during the law making process where a bill can be killed.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.Discuss the underlying reasons that explain why Congress moves slowly and inefficiently. Evaluate the advantages and disadvantages of Congressional policymaking.Using Information from Different Sources*not modifiedBegins to create a product by integrating visual information with other information in print/digital text, but needs to do more to show connections between sources. Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.In addition to meeting the level 3 expectation, the product includes the use of extended, content-specific vocabulary and makes connections to history or modern-day concepts.Writing ArgumentsA level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas. -Introduce a knowledgeable claim.-Organize claim(s) and evidence clearly (chronologically, thematically, etc.).-Develop claim(s) with logical reasoning, data and examples; -Provide a concluding statement (a sentence or a paragraph). -Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.-Organize claim(s) and evidence clearly (chronologically, thematically, etc.).-Develop claim(s) with logical reasoning, accurate data, evidence, and examples; -Provide a concluding statement (a sentence or a paragraph). In addition to meeting the level 3 expectation, the writing: -Establishes the significance of the claim and distinguishes the claim(s) from opposing claims using prior knowledge and a deep understanding of multiple perspectives.-Develops claim(s) with logical reasoning, an abundance of accurate data, evidence, and examples.-Provides an analysis of evidence and support for claim.Unit 4: Executive Branch – The President and BureaucracyEssential Question and PacingHow 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. 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. 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 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 Skills (2)Scaffolded Learning Goal (2.5)Learning Goal (3)Exceeding (4)Structure and Functions of Government - ExecutiveSpecific 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.Identify specific powers that are granted to the president from the Constitution.Describe and give examples of two roles the President plays. Provide one example of mandatory spending and one example of discretionary spending.Give an example of bureaucracy and explain services provided to the public. 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. 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. Using Information from Different Sources*not modifiedBegins to create a product by integrating visual information with other information in print/digital text, but needs to do more to show connections between sources. Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.In addition to meeting the level 3 expectation, the product includes the use of extended, content-specific vocabulary and makes connections to history or modern-day concepts.Writing ArgumentsA level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas. -Introduce a knowledgeable claim.-Organize claim(s) and evidence clearly (chronologically, thematically, etc.).-Develop claim(s) with logical reasoning, data and examples; -Provide a concluding statement (a sentence or a paragraph). -Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.-Organize claim(s) and evidence clearly (chronologically, thematically, etc.).-Develop claim(s) with logical reasoning, accurate data, evidence, and examples; -Provide a concluding statement (a sentence or a paragraph). In addition to meeting the level 3 expectation, the writing: -Establishes the significance of the claim and distinguishes the claim(s) from opposing claims using prior knowledge and a deep understanding of multiple perspectives.-Develops claim(s) with logical reasoning, an abundance of accurate data, evidence, and examples.-Provides an analysis of evidence and support for claim.Unit 5: Judicial Branch – The CourtsEssential Question and PacingDo 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. 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 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 Skills (2)Scaffolded Learning Goal (2.5)Learning Goal (3)Exceeding (4)Structure and Functions of Government - JudicialSpecific 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 AmendmentDefine judicial review.Illustrate how criminal and civil law are different.Illustrate how original and appellate jurisdiction are different.Identify the role of the Supreme Court and list an example of a landmark case. 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. Evaluate whether or not the term of a Supreme Court Justice supports or opposes the principles of our democracy.Using Information from Different Sources*not modifiedBegins to create a product by integrating visual information with other information in print/digital text, but needs to do more to show connections between sources. Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.In addition to meeting the level 3 expectation, the product includes the use of extended, content-specific vocabulary and makes connections to history or modern-day concepts.Writing ArgumentsA level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas. -Introduce a knowledgeable claim.-Organize claim(s) and evidence clearly (chronologically, thematically, etc.).-Develop claim(s) with logical reasoning, data and examples; -Provide a concluding statement (a sentence or a paragraph). -Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.-Organize claim(s) and evidence clearly (chronologically, thematically, etc.).-Develop claim(s) with logical reasoning, accurate data, evidence, and examples; -Provide a concluding statement (a sentence or a paragraph). In addition to meeting the level 3 expectation, the writing: -Establishes the significance of the claim and distinguishes the claim(s) from opposing claims using prior knowledge and a deep understanding of multiple perspectives.-Develops claim(s) with logical reasoning, an abundance of accurate data, evidence, and examples.-Provides an analysis of evidence and support for claim.Unit 6: The U.S. and the WorldEssential Question and PacingIn 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. 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 17 and 18Heartland AEA ResourcesNewsela 360 Second Civics Learn Foreign Policy CollectionNBC Learn Unit 6 The U.S. and the World ResourcesScalesTopicFoundational Skills (2)Scaffolded Learning Goal (2.5)Learning Goal (3)Exceeding (4)InternationalismBasic Knowledge of:foreign policySpecific vocabulary such as:globalization, diplomacyambassador, sanctionList current U.S. foreign policy issues. Explain the role of an ambassador. List a foreign policy tool used by the U.S.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.Assess the responsibility of the U.S. as a world power.Propose a solution to a foreign policy issue.Using Information from Different Sources*not modifiedBegins to create a product by integrating visual information with other information in print/digital text, but needs to do more to show connections between sources. Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.In addition to meeting the level 3 expectation, the product includes the use of extended, content-specific vocabulary and makes connections to history or modern-day concepts.Writing ArgumentsA level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas. -Introduce a knowledgeable claim.-Organize claim(s) and evidence clearly (chronologically, thematically, etc.).-Develop claim(s) with logical reasoning, data and examples; -Provide a concluding statement (a sentence or a paragraph). -Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.-Organize claim(s) and evidence clearly (chronologically, thematically, etc.).-Develop claim(s) with logical reasoning, accurate data, evidence, and examples; -Provide a concluding statement (a sentence or a paragraph). In addition to meeting the level 3 expectation, the writing: -Establishes the significance of the claim and distinguishes the claim(s) from opposing claims using prior knowledge and a deep understanding of multiple perspectives.-Develops claim(s) with logical reasoning, an abundance of accurate data, evidence, and examples.-Provides an analysis of evidence and support for claim. ................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- structure of the us education system curriculum and
- implementing global awareness curriculum in high
- curriculum guide nsantiam
- east aurora high school
- the 11th grade course in the social doe
- us government des moines public schools
- american government
- united states government syllabus gaston school district
Related searches
- des moines low income housing
- financial plus des moines iowa
- financial plus credit union des moines iowa
- financialpluscu des moines ia
- economy forms des moines iowa
- credit union des moines ia
- financial plus credit union des moines fleur
- credit union in west des moines iowa
- credit unions in west des moines iowa
- des moines fhlb advance rates
- des moines area auto dealers
- auto dealers des moines ia