Saint Paul American Schools
Civics
Curriculum > High > Clark > Social Studies- Course Description
-
(Course Length: One semester, Required for graduation)
Over the next semester, students in this course will learn about the rights and responsibilities of citizens of the United States, the foundations and structures of American government and America’s place in the world as both a democratic leader and follower.
Emphasis will be placed on the democratic process and the individual’s role in local, state and national government.
· Introduction
· Constitution
·The Supreme Court
· Executive Branch
· Amendments and Bill of Rights
· Political Parties, Special Interests and the Media
· Civil Liberties and the Courts
· US role in the World
· Congress and Elections
· Local Government
- Course Pre‐requisites
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U.S. History or World History. Students should have excellent comprehension skills,
excellent writing skills (i.e. has completed English composition, Reading and Writing)
- Course Learning Objectives
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· Students will develop the social studies skills responsible citizenship requires.
· Students will demonstrate a knowledge of the foundations of American constitutional government.
· Students will demonstrate a knowledge of their rights, duties and obligations as a citizen.
· Students will demonstrate knowledge of the political process at the local, state and national levels of government.
· Students will demonstrate knowledge of the American constitution.
· Students will demonstrate knowledge of how public policy is made.
· Students will demonstrate knowledge of how economic decisions are made in the marketplace.
· Students will demonstrate knowledge of the structure and operations of the United States economy.
· Students will demonstrate knowledge of personal finance and career opportunities. - Course Language Objectives
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a. In addition to the learning objectives listed above, a primary goal of this course is to
facilitate development of social theory skills and their application. The course will
“ladder” student skills to read, write, listen and speak in English and with proper social
studies terminology.
b. Read and summarize news articles pertaining to civics
c. Write essay articles about social studies concepts.
d. Comprehend the readings.
e. Communicate effectively‐ via class discussion, debates and presentations.
- Resources
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Civics Today‐ Citizenship, Economics & You, Glencoe 2003 Edition
Students are required to bring the following supplies to class every day of the year:
Notebook and Pencil: Bound with at least two subjects for note taking which is very important for study periods.
Three‐Ring Binder: Students should store and organize class handouts and homework assignments in a three‐ring binder.
Laptop or Tablet: As we are updating information, using maps, reference guides and current events, a laptop or tablet is very advisable. - Units, Themes, and Course Organization
-
Citizenship and government democracy
Roots of American Democracy
Constitution/ Bill of Rights
Community
Judiciary
Economics
Law
Foreign Policy
United Nations/International Affairs
- Learning Activities and Methods
- Students will participate and create; presentations, research papers, class discussions, biographies and debates.
- Assessment
- Essays within tests/ or stand alone essay= Grammar, linguistic structure, spelling, persuasiveness, relevant discourse, key points covered in class and book should be used in the essay, amount of analysis. Projects Rubric: How close the project follows directions, quality and care shown in preparation and presentation of project, turning in the project on time. Homework: Being turned in on time, quality and care shown in preparation and presentation of homework, grammar and spelling and accuracy. Speeches/Debates: Keeping within timelines, speaking loud and clear, speech covering salient points within the timeline, overall presentation, use of English grammar and pronunciation. Class participation: participation relevant to class discussion, not disruptive participation, original thought/analytical participation not off the cuff remarks. Students must attend class, be on time and complete all assignments.
- Classroom Policies
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Being on time to class means you are ready to learn: You should be in your seat with
materials out by the time the bell rings. Passing time is 10 minutes, which provides
plenty of time to use the restroom, socialize with friends and be to class on time.
Missed class: You are responsible for material covered when you are absent. If you have an unexcused absence when an assignment is due, you will receive a zero grade.
For excused absences, you are given two make‐up days for every day you are absent. This means that if you miss class on Monday and return on Wednesday, the work you missed on Monday is due Friday.
Students are responsible to make sure that missed assigned are completed on time!
Cell Phones are not allowed in class. The phone must be turned off and stowed away during class, if caught using the cell phone during class your phone will be kept until the end of the day‐ after that, the phone will be turned in to the Headmaster.
Plagiarism & Cheating: Students involved in any type of plagiarism will be given a zero for the assignment. The instructor will not write a letter of recommendation for any student who is involved with plagiarism, regardless of the size of the infraction. - Supplies
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Students are required to bring the following supplies to class every day of the year:
Notebook and Pencil: Bound with at least two subjects for note taking which is very important for study periods.
Three‐Ring Binder: Students should store and organize class handouts and homework assignments in a three‐ring binder.
Laptop or Tablet: As we are updating information, using maps, reference guides and current events, a laptop or tablet is very advisable.
Evaluation:
| Lab, Projects and Presentations | 25% |
| Class Participation | 10% |
| Quiz/Test | 30% |
| Exams | 25% |
| Homework and Attendance | 10% |
Grading Scale:
| A+ | 97 - 100 | 4.0 |
| A | 94 - 96.99 | 4.0 |
| A- | 90 - 93.99 | 3.7 |
| B+ | 87 - 89.99 | 3.3 |
| B | 84 - 86.99 | 3.0 |
| B- | 80 - 83.99 | 2.7 |
| C+ | 77 - 79.99 | 2.3 |
| C | 74 - 76.99 | 2.0 |
| C- | 70 - 73.99 | 1.7 |
| D+ | 67 - 69.99 | 1.3 |
| D | 64 - 66.99 | 1.0 |
| D- | 60 - 63.99 | 0.7 |
| F | 0 - 59.99 | 0 |
Important Note:
This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will place the relevance of civics in their everyday life.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to demonstrate the structure of civics and the world around them.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- roll, rosters, books
- Language Objective:
- Civics laden terms
- Main Activity:
- organize lists, seating chart, book issuance, class rules
- Evaluation:
- NA
- Vocabulary:
- civics, sovereignty
- Homework:
- Review assignment, Scavenger hunt in front of book
- Learning Objective:
- Students will know the various purposes of government.
- Language Objective:
- Being able to read and comprehend the chapter
- Main Activity:
- Diversity of America, Immigration and immigrants
- Evaluation:
- student solicitation
- Vocabulary:
- duty, responsibility
- Homework:
- Read next unit.
- Learning Objective:
- How a person becomes a citizen/duties and responsibilities of citizens
- Language Objective:
- Comprehension of the chapter concepts
- Main Activity:
- Model the duties and responsibilities of American citizens
- Evaluation:
- student solicitation
- Vocabulary:
- naturalization, immigration procedure, judge,
- Homework:
- Worksheet handout
- Learning Objective:
- (4th period) Forms of government
- Language Objective:
- Operational knowledge of the concepts
- Main Activity:
- Types of government, Democracy, Authoritarian, Monarchy, Totalitarian
- Evaluation:
- Student will compare and contrast the types of government
- Vocabulary/Key terms/topics:
- ideology, typology
- Homework:
- Students will write a one sheet assessment of the government from which country they come.
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the complete concept and reasons behind citizenship.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to discern the factors of citizenship.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will understand underlying concepts of citizenship.
- Language Objective:
- Absorb the vocabulary.
- Main Activity:
- Students will write, in class, their family history in contrast and comparison to a famous American family immigrant story.
- Evaluation:
- Essays will be graded.
- Vocabulary:
- Ellis Island, typhoid fever, push-pull immigration.
- Homework:
- Read hand out on Ellis Island.
- Learning Objective:
- Reasons why people leave their nations.
- Language Objective:
- Main Activity:
- Class discussion on reasons why people will leave their native homeland to another; i.e. famine.
- Evaluation:
- Evaluate each students contribution to the class discussion.
- Vocabulary:
- catastrophe, famine
- Homework:
- Read next several pages.
- Learning Objective:
- How the melting pot contributes positively to a nation.
- Language Objective:
- Main Activity:
- Class will examine case studies on positive integration of different ethnic communities and their impact on America; i.e. Italians and cuisine, Germans and thriftiness.
- Evaluation:
- Students will have a short answer quiz next day on this topic
- Vocabulary:
- Homework:
- Prepare for the short answer quiz.
- Learning Objective:
- [4th Period] Current events and short answer quiz on positive melting pot.
- Language Objective:
- (Immigration related terms) dual citizenship, melting pot, ethnic identity.
- Main Activity:
- (Short answer quiz) current events related to American politics (every week).
- Vocabulary
- Homework:
- Read chapter on American colonies.
- Learning Objective:
- No Class
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the influence and importance of the American colonies in the future formation of the United
States.
- the key differences between the English, French, Dutch and Spanish Colonies (social, religious, economic)
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify the factors of the early colonies in the development of the United States.
Monday(50min)
Tuesday(50min)
Wednesday(50min)
Thursday(85min)
Friday(85min)
- Learning Objective:
- Influences on early American government.
- Language Objective:
- Understanding the terms of early American governments.
- Main Activity:
- Lecture: Cause and effect of influences on early American government; i.e. autonomy, enlightenment ideas, Christianity.
- Evaluation:
- Student solicitation.
- Vocabulary:
- security, autonomy, charter, government structure
- Homework:
- p.47; 1, 2
- Learning Objective:
- Settlement patterns of the early colonies.
- Language Objective:
- settlement concepts.
- Main Activity:
- (Lecture) What were the patterns to American settlements, early governments, economies and requirements of society? Students will create a timeline of the Jamestown settlement.
- Evaluation:
- Student solicitation and grading the timelines.
- Vocabulary:
- Mayflower compact
- Homework:
- Short essay on the English Bill of Rights.
- Learning Objective:
- Distinctions between the 3 parts of the American colonies.
- Language Objective:
- Colonial vocabulary.
- Main Activity:
- Using maps and a power-point, illustrate the differences between the New England, Middle and Southern colonies.
- Evaluation:
- Future quiz.
- Vocabulary:
- plantation, agriculture
- Homework:
- Study the map on page 51.
- Learning Objective:
- Students will be able to juxtapose key differences between the colonies through a comparative reading exercise.
- Language Objective:
- Understand today's terminology.
- Main Activity:
- CURRENT EVENTS, short quiz multiple choice over this week lessons.
- Evaluation:
- Evaluation and grading of oral presentation of current events and multiple choice quiz.
- Vocabulary:
- Homework:
- (Read Handout) Disagreements with Britain.
- Learning Objective:
- No Class
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbook, power point, short film
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know what factors led to America’s disagreements with Britain.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to discern important elements of the Anglo-American relationship which changed over the years- creating a rift.
Monday(50min)
Tuesday(50min)
Wednesday(50min)
Thursday(85min)
Friday(85min)
- Learning Objective:
- Legal structure of the Anglo-American relationship, i.e. colonies which are not sovereign.
- Language Objective:
- Concept of sovereignty.
- Main Activity:
- Lecture over the complex relationship between the colonies and Britain in form of mercantilism.
- Evaluation:
- Student solicitation.
- Vocabulary:
- mercantilism.
- Homework:
- p.53; 1, 2, 3.
- Learning Objective:
- Overpowering your colonies can cause rebellion.
- Language Objective:
- Paraphrasing
- Main Activity:
- Cover the main British actions which caused most problems, i. e. quartering act, sugar taxes, paper taxes, mercantilism.
- Evaluation:
- Student solicitation.
- Vocabulary:
- quartering, taxation,
- Homework:
- Study next 10 pages.
- Learning Objective:
- How the colonists came to write the Declaration of Independence.
- Language Objective:
- Paraphrasing
- Main Activity:
- Examining Thomas Paine’s “common sense” – we examine the parts and meaning of the Declaration of Independence.
- Evaluation:
- Student solicitation.
- Vocabulary:
- common sense
- Homework:
- Complete worksheet.
- Learning Objective:
- current events (4th period).
- Language Objective:
- Paraphrasing.
- Main Activity:
- Students will present their current events orally- all students.
- Evaluation:
- Teacher will evaluate the oral presentations.
- Vocabulary:
- Homework:
- Study next chapter.
- Learning Objective:
- Language Objective:
- No Class
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbook
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how the failure of the Articles of Confederation led to the creation of the Constitution.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify the structural housing of the Federal government.
Monday(50min)
Tuesday(50min)
Wednesday(50min)
Thursday(85min)
Friday(85min)
- Learning Objective:
- Learn how “compromise” led to the constitution.
- Language Objective:
- Analyze data in English.
- Main Activity:
- Discus the Virginia and New Jersey plans of government.
- Evaluation:
- Student solicitation.
- Vocabulary:
- federal, anti-federal
- Homework:
- Study the constitution summary outline handout.
- Learning Objective:
- Limits of power.
- Language Objective:
- Journal entries.
- Main Activity:
- Discuss how the constitution “limits” the power of government.
- Evaluation:
- Student solicitation.
- Vocabulary:
- principles, preamble
- Homework:
- Chapter assessment questions.
- Learning Objective:
- Meaning of the constitution (first part).
- Language Objective:
- Reading primary source material.
- Main Activity:
- Students will examine the preamble and bill of rights.
- Evaluation:
- Student solicitation.
- Vocabulary:
- Homework:
- Worksheet
- Learning Objective:
- Current events (4th period).
- Language Objective:
- Articulation of English.
- Main Activity:
- Current events, Homework hand-in, Question-answer time.
- Evaluation:
- Evaluation of oral presentations.
- Vocabulary:
- Week review.
- Homework:
- Learning Objective:Students will demonstrate an understanding of the causes of the American Revolution.
- No Class
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- textbook
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the meanings of the constitution.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will discern the different sections of the Constitution.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Holiday, No Class
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- How to amend the constitution (p. 89).
- Language Objective:
- Data extraction.
- Main Activity:
- Students will make flow charts to examine how the constitution can be amended in different ways.
- Evaluation:
- Teacher will grade the flow charts.
- Vocabulary:
- Homework:
- p.91; questions 1, 2
- Learning Objective:
- Principles of American government.
- Language Objective:
- Extracting information from a sentence.
- Main Activity:
- (Review) Popular sovereignty, Limited government, Separation of powers, Checks and balances, Federalism.
- Evaluation:
- Student solicitation.
- Vocabulary:
- worksheet
- Homework:
- Study for exam.
- Learning Objective:
- Current events and UNIT EXAM (4th period).
- Language Objective:
- Main Activity:
- Current events for 1/3 of the class, then Unit Exam [U.S. Constitution].
- Evaluation:
- Grade the exams.
- Vocabulary:
- Homework:
- Learning Objective:
- Block Schedule
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbook, handouts
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the meanings of the constitution.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will discern the different sections of the constitution.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Holiday, No Class
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Constitution.
- Language Objective:
- Comprehension of oral power-point presentations.
- Main Activity:
- Students will present power point presentations over pre-selected articles of the constitution and give a simple summary.
- Evaluation:
- Evaluation of presentations.
- Vocabulary:
- (constitution related).
- Homework:
- Study 'Bill of Rights'.
- Learning Objective:
- Same as above; finishing second group of students.
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- 'Bill of Rights' focus - how civil liberties are protected.
- Language Objective:
- Communicate ideas regarding civil liberties effectively.
- Main Activity:
- Discuss main concepts and Bill of Rights up to page 139.
- Evaluation:
- Student solicitation.
- Vocabulary:
- double jeopardy, search warrant, self-incrimination
- Homework:
- p.139; questions 1-3
- Learning Objective:
- Block Schedule
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- textbook
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the significance of the Civil Rights movement in America.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to connect civil rights actions with corresponding constitutional clauses and articles.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Understanding legal articles.
- Language Objective:
- vocab
- Main Activity:
- Bill of Rights Overview continued (page 139)
- Evaluation:
- Student solicitation
- Vocabulary:
- protest, civil society, plural society
- Homework:
- (Paper) How to sit-in protests contribute to civil society?
- Learning Objective:
- Understanding legal articles.
- Language Objective:
- vocab
- Main Activity:
- (p. 148) Civil Rights continues, Civil Rights in the modern day-hates crimes, Racial crimes, Civil Rights Acts of 1964-65.
- Evaluation:
- Student solicitation.
- Vocabulary:
- Homework:
- Learning Objective:
- Understanding legal articles.
- Language Objective:
- vocab
- Main Activity:
- Study and overview of Bill of Rights prepare for critical thinking quiz tomorrow- applying the Bill of Rights.
- Evaluation:
- Student solicitation.
- Vocabulary:
- Homework:
- Learning Objective:
- 4th Period/ 7th period on Monday
- Language Objective:
- vocab
- Main Activity:
- Bill of Rights /Extended Quiz- students need to read the amendments and apply them- by using critical thinking- to 10 case studies. (put in file folder for this week)
- Evaluation:
- Student solicitation.
- Vocabulary:
- Homework:
- Learning Objective:
- Block Schedule
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- State of Minnesota Standards Covered
View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know about the law making branch of government.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to compare and contrast- house of reps and senate, explain the express and implied powers of Congress.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Chart the responsibilities of members of congress members.
- Language Objective:
- House floor terms.
- Main Activity:
- Functions and primary duties of Congress.
- Evaluation:
- Student solicitation.
- Vocabulary:
- committee, simulation, legislation
- Homework:
- (p.159) question 1 & 2
- Learning Objective:
- How do committee does most of the legislative work?
- Language Objective:
- Discern special committee names.
- Main Activity:
- The committee system.
- Evaluation:
- Student solicitation.
- Vocabulary:
- bi(2) camera – chamber hall
- Homework:
- Make a committee system organizational chart of the Senate committees.
- Learning Objective:
- How do members of Congress exercise their authority?
- Language Objective:
- Meanings of casework.
- Main Activity:
- (How Congress works) Making laws, Casework, Helping your district or state.
- Evaluation:
- Round-table review and question.
- Vocabulary:
- pork, barrel, project
- Homework:
- Make a committee system organizational chart of the House of Representatives.
- Learning Objective:
- Students will learn how a Bill follows several procedures until it “may” become a law.
- Language Objective:
- “expository writing”
- Main Activity:
- CURRENT EVENTS / From BILL to LAW / Watch a video on the Bill to Law process.
- Evaluation:
- Student review.
- Vocabulary:
- bill
- Homework:
- (for Monday) one page research paper on “special interest groups”.
(7th period same as 4th period Thursday)
- Learning Objective:
- Block Schedule
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- How the executive branch of the government functions.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify the elements of the office of the President.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Tasks of the President.
- Language Objective:
- vocab
- Main Activity:
- Lecture on the various tasks of the President.
- Evaluation:
- Student solicitation.
- Vocabulary:
- executive, enforce, task, mandate
- Homework:
- Produce a one page bio of any president to present as a power point on Thursday/Friday.
- Learning Objective:
- Roles of the 'President'.
- Language Objective:
- vocab
- Main Activity:
- (VIDEO) Roles of the 'President'.
- Evaluation:
- Student solicitation.
- Vocabulary:
- Homework:
- Learning Objective:
- Roles of the 'President'.
- Language Objective:
- vocab
- Main Activity:
- Presidential powers.
- Evaluation:
- Student solicitation.
- Vocabulary:
- Homework:
- Learning Objective:
- Roles of the 'President'.
- Language Objective:
- vocab
- Main Activity:
- Students present their Power Points on a President.
- Evaluation:
- Power Point presentation.
- Vocabulary:
- Homework:
- Learning Objective:
- Block Schedule
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how Presidents make foreign policy.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to describe how foreign policy is shared between the President and Congress.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- What are the goals of foreign policy?
- Language Objective:
- Latin background of many political science terms.
- Main Activity:
- Opening lecture (pp. 200-203): Foreign policy goals- national security, Foreign policy tools.
- Evaluation:
- Student solicitation.
- Vocabulary:
- foreign policy, politics
- Homework:
- How a President appoints foreign ambassadors.
- Learning Objective:
- What are the tools of foreign policy?
- Language Objective:
- n/a
- Main Activity:
- (Watch the film) Air Force One
- Evaluation:
- Vocabulary:
- Homework:
- Answer worksheet about the film.
- Learning Objective:
- Foreign Policy “highlights” of different Presidents.
- Language Objective:
- Subjective terms.
- Main Activity:
- (Outline for the class) Notable foreign policies of different Presidents, i.e. Carter-human rights, Nixon- China, Reagan- break the USSR, etc.
- Evaluation:
- Students will place events in the outline.
- Vocabulary:
- Berlin Wall, national security
- Homework:
- (p.204) Questions 1-4
- Learning Objective:
- How the President can use tools for foreign policy and what they are?
- Language Objective:
- n/a
- Main Activity:
- (TOOLS of Foreign Policy of the President): Foreign aid, military, CIA-covert operations, treaties, executive agreements.
- Evaluation:
- Student solicitation.
- Vocabulary:
- Homework:
- Study for quiz on Monday on this week lessons.
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbook, worksheets, movie
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know what the judicial branch of government is, and how it works and how it works with the other two branches of government.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify and explain the various main functions of the Judicial Branch and Supreme Court.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will understand basic definition and function of LAW.
- Language Objective:
- Students will acquire basic legal vocabulary.
- Main Activity:
- Lecture and short power point of organization of the judicial branch.
- Evaluation:
- Student solicitation.
- Vocabulary:
- supreme court, docket
- Homework:
- Supreme Court Cases- study guide. Read it tonight.
- Learning Objective:
- The function of judges in the American judicial system.
- Language Objective:
- Differences in inferences in English.
- Main Activity:
- The class will look at the different levels of courts and their judges - the role of judges and how judges evaluate cases.
- Evaluation:
- Students will do mock judgments based on cases.
- Vocabulary:
- mock court, judicial,
- Homework:
- (p. 321) question 1-6
- Learning Objective:
- How the Supreme Court can influence American life.
- Language Objective:
- Importance of inflection in oral usage of English.
- Main Activity:
- (3 short video documentaries on Power of the Supreme Court) How Supreme Court judgments can change America, American law and way of life - which is different than how Congress can change life via laws. Through interpretation of laws- the Supreme Court influences abortion, gun laws, euthanasia, health care, etc.
- Evaluation:
- Student solicitation.
- Vocabulary:
- solicitor, precedent
- Homework:
- Finish hand-out.
- Learning Objective:
- How lower level courts fit in the overall American justice system.
- Language Objective:
- n/a
- Main Activity:
- District Courts, State Courts, Municipal Courts.
- Evaluation:
- Short Quiz on Courts.
- Vocabulary:
- n/a
- Homework:
- Each student will focus a paper on one famous Supreme Court case.
- Learning Objective:
- Block Schedule
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbook, handout, work sheets, short videos
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the mechanics of American political parties.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to deconstruct the elements and functions of a political party.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- What is the purpose of political parties?
- Language Objective:
- Students will write persuasive speeches.
- Main Activity:
- Growth of American political parties, third parties, popular figures.
- Evaluation:
- Student solicitation.
- Vocabulary:
- parties, symbols, platform, party line
- Homework:
- (p.253) questions 1-6. Begin speeches.
- Learning Objective:
- Persuasive speeches
- Language Objective:
- Persuasive political speeches.
- Main Activity:
- (class work) Students will work on their speeches with teacher assistance.
- Evaluation:
- observation
- Vocabulary:
- n/a
- Homework:
- Complete speeches.
- Learning Objective:
- Speeches
- Language Objective:
- Persuasive political speeches.
- Main Activity:
- Students will begin to present their speeches.
- Evaluation:
- Teacher and students will score.
- Vocabulary:
- Homework:
- Learning Objective:
- 4th period.
- Language Objective:
- Persuasive political speeches.
- Main Activity:
- Students will complete their political speeches. Current events.
- Evaluation:
- Teacher and students will score the speeches according to criteria.
- Vocabulary:
- Homework:
- (p.261) questions 1-5.
- Learning Objective:
- Block Schedule
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbook
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how fundamental elections play a role in civil society and a functional democracy.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will know how elections work- mechanically as well as the voting process.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- (hold over from last week)
- Language Objective:
- Persuasive court arguments.
- Main Activity:
- MOCK TRIAL.
- Evaluation:
- Teacher observation - that all students play their role correctly.
- Vocabulary:
- equality of arms
- Homework:
- Prepare for tomorrow's completion of the mock trial.
- Learning Objective:
- Court room mechanics.
- Language Objective:
- Persuasive court arguments.
- Main Activity:
- MOCK TRIAL completion. Jury will make judgment of guilt or innocence.
- Evaluation:
- Teacher observation and grading all students participating.
- Vocabulary:
- Homework:
- pp. 268-271
- Learning Objective:
- Qualifying to vote.
- Language Objective:
- Understanding a voting ballot.
- Main Activity:
- (Lecture) Qualifying to vote.
- Evaluation:
- Teacher solicitation.
- Vocabulary:
- inferences, suffrage
- Homework:
- Half page essay on three actions extending the right to vote from 1870 to 2006.
- Learning Objective:
- (period 4) Types of elections.
- Language Objective:
- Talking points.
- Main Activity:
- Lecture about differences of Presidential elections and local elections.
- Evaluation:
- Quiz.
- Vocabulary:
- engage, assess
- Homework:
- (p.283) questions 1-5
- Learning Objective:
- Block Schedule
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how the election process works.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify the key factors and mechanics of how people go from candidates to elected officials.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Holiday, No Class
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to analyze why it is important to vote.
- Language Objective:
- Students will be able to define terms related to the election process.
- Main Activity:
- Electoral systems and campaign finance.
- Evaluation:
- Student solicitation and recital.
- Vocabulary:
- campaign, electoral system, ballot, voting poll
- Homework:
- Read to pages 275.
- Learning Objective:
- That the American political system has several kinds of political systems.
- Language Objective:
- Define terms concisely.
- Main Activity:
- (Lecture) Public Opinion and Polls/ Students will engage in their own poll taking on various issues with fellow students and test whether the results can be projected on a larger polling sample (entire school for example).
- Evaluation:
- Methodology of student polls will be graded.
- Vocabulary:
- apathy, voter turnout, issue
- Homework:
- Students will work on project to test their class poll sample results against a wider sampling.
- Learning Objective:
- TEST
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Block Schedule
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbook, handouts
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- - Students will know the influence of public opinion on the government and how public opinion is measured.
- Students will know about state and local government.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- - Students will categorize sources of public opinion, list types of print and electronic media, describe the role of
media in a democracy, distinguish different types of interest groups.
- Identify the main structures of state and local government.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- How does public opinion influence the government at all levels.
- Language Objective:
- How a topic sentence can define your writing.
- Main Activity:
- (Working off of last week's polling) Students will watch John Stossel’s video on Public Opinion and class discussion afterwards.
- Evaluation:
- Student solicitation.
- Vocabulary:
- mass media, interest group
- Homework:
- Read up to pages 319.
- Learning Objective:
- What role do interest groups play in a democratic society.
- Language Objective:
- Learn to write a “closing” sentence for an essay.
- Main Activity:
- Analyze images- examine student reactions; power point will identify powerful American interest groups and measure, to the extent possible, their impact on society.
- Evaluation:
- Student discussion.
- Vocabulary:
- watchdog, public agenda
- Homework:
- Students must pick one interest group and write a 1 page treatment on the effect on democracy.
- Learning Objective:
- Students will learn about State government and structure and their relationship to Federal government.
- Language Objective:
- Creating an outline before writing a short essay.
- Main Activity:
- State government and structure and main players; Issues of state governments.
- Evaluation:
- Short 10-question quick-quiz (end of class).
- Vocabulary:
- governor, reserved powers, concurrent powers
- Homework:
- Read to page 337
- Learning Objective:
- (Local governments) county and city, their relationship to the state and federal governments, their main functions.
- Language Objective:
- Brainstorming for an essay.
- Main Activity:
- Lecture will create a chart of country and city governments, roles and their functions.
- Evaluation:
- Students will make their own charts to be graded.
- Vocabulary:
- municipality, supremacy clause, districts
- Homework:
- Students will pick a small American municipality
- Learning Objective:
- Block Schedule
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbook, video
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how governments plan for public policy - including education, environmental issues, law and basic legal rights.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to define a new vocabulary and use with within the context of public policy and explain the urgency of environmental concerns.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- How public policy serves the community.
- Language Objective:
- a proper paragraph.
- Main Activity:
- (Lecture) what is policy and how is it shaped.
- Evaluation:
- Students will demonstrate their comprehension by writing their own public policies.
- Vocabulary:
- policy, public policy, planning commission
- Homework:
- Read to page 375 by tomorrow.
- Learning Objective:
- How public policy serves the community.
- Language Objective:
- a proper paragraph.
- Main Activity:
- (Lecture) what is policy and how is it shaped.
- Evaluation:
- Students will demonstrate their comprehension by writing their own public policies.
- Vocabulary:
- policy, public policy, planning commission
- Homework:
- Learning Objective:
- (PROJECT DAY) students will learn how to work in groups.
- Language Objective:
- Notation
- Main Activity:
- Students will form groups and tackle environmental issues- later presenting the class their action plans for problems that they identified.
- Evaluation:
- Teacher evaluation of project presentation and content.
- Vocabulary:
- infrastructure, long-term/short-term, tuition, public education
- Homework:
- Students will read to page 386 by Monday and answer questions page 387, 1-4.
- Learning Objective:
- (PROJECT DAY) students will learn how to work in groups.
- Language Objective:
- Notation
- Main Activity:
- Students will form groups and tackle environmental issues- later presenting the class their action plans for problems that they identified.
- Evaluation:
- Teacher evaluation of project presentation and content.
- Vocabulary:
- infrastructure, long-term/short-term, tuition, public education
- Homework:
- Learning Objective:
- Block Schedule
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- textbook
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the structure of STATE public education, as well as the treatment of crimes and social issues.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to discern and explain what governments do about crime and social problems.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- How public education is organized by state governments.
- Language Objective:
- Full-sentence structure.
- Main Activity:
- (Lecture/Study structure sheet) alternative schools, private schools, charter schools and public schools- funding and testing.
- Evaluation:
- Student solicitation.
- Vocabulary:
- tuition voucher, school district, superintendent
- Homework:
- Study the school organization chart.
- Learning Objective:
- Crime and social problems in America.
- Language Objective:
- Correcting paragraphs through re-writing.
- Main Activity:
- (Class Discussion) Causes of crime, social roots.
- Evaluation:
- Student solicitation.
- Vocabulary:
- community policing concept
- Homework:
- Page 381, questions 1-4 (due Wednesday)
- Learning Objective:
- How environmental issues impact public policy.
- Language Objective:
- Proper use of abbreviations.
- Main Activity:
- (Video) Environment and Human Health.
- Evaluation:
- Student solicitation.
- Vocabulary:
- conservation, environmentalism, landfills, solid waste
- Homework:
- Prepare for test, tomorrow.
- Learning Objective:
- TEST
- Language Objective:
- N/A
- Main Activity:
- TEST over this week's materials (Multiple choice and short answer).
- Evaluation:
- TEST
- Vocabulary:
- Homework:
- Learning Objective:
- Block Schedule
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Video, hand outs, textbook
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know personal finance, business in America and the role of the government in the economy.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify the role of government in the economy, as well as basics of personal finance.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Synergy of the government and economics.
- Language Objective:
- Essay outlines.
- Main Activity:
- (Lecture & Final Exam Review)
- Evaluation:
- Student solicitation.
- Vocabulary:
- n/a
- Homework:
- Study 'final exam study guide'.
- Learning Objective:
- REVIEW for FINAL EXAMS
- Language Objective:
- n/a
- Main Activity:
- flashcards, prep questions, class discussion
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbook, Study Guide for final exams
- State of Minnesota Standards Covered
-