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Title Page      Economics           -   3.4.3

Government          -   3.1.1   Geography

    -   1.1.1       -   3.2.1       -   4.1.1

    -   1.1.2       -   3.2.2       -   4.1.2

    -   1.2.1       -   3.2.3       -   4.1.3

    -   1.2.2       -   3.3.1       -   4.2.1

    -   1.3.1       -   3.3.2       -   4.2.2

    -   1.3.2       -   3.3.3       -   4.2.3

    -   1.3.3       -   3.3.4       -   4.2.4

                    -   3.4.1       -   4.3.1

                    -   3.4.2       -   4.3.2
Core Content
SS-HS-1.1.1
Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy,
     democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and
     accomplishing common goals.
                                                                                                                                     DOK 3




Know                                          Reason                                         Skills
Forms of government                              •   Compare and contrast the purposes          •     Demonstrate an understanding of
       Democracy                                     and sources of power of various                  the nature of government (illustrate,
              Representative                         forms of government in the world                 write, model, present, debate):
              Parliamentary                      •   Evaluate/analyze how effective                      o Compare the purposes and
              Popular sovereignty                    various forms of government in the                      sources of power
                                                     world have been in establishing                     o Analyze the effectiveness in
       Dictatorship                                  order, providing security, and                          establishing order, providing
       Monarchy                                      accomplishing common goals                              security, and accomplishing
       Republic                                  •   Analyze a variety of information from                   common goals
                                                     print and non-print sources
Governments                                      •   Synthesize a variety of information
       People form them to establish order,          from print and non-print sources
              provide security, and
              accomplish common goals
       Vary in terms of their sources of
power, purposes, &
              effectiveness

Learning Targets

    I can describe the characteristics of democracy, dictatorship, monarchy and republic by creating a Frayer Model (word, picture, definition,

      and sentence) of each term and completing the Government Purposes & Powers matrix.

    I can compare and contrast the purposes and sources of power of democracy, dictatorship, monarchy and republic by…

    I can analyze the effectiveness of a government in establishing order, providing security, and accomplishing common goals by…
Day 1:

         o   Why do people form governments?

         o   Discuss bellwork.

         o   Discuss the set-up of the textbook.

         o   Assign Frayer Models (word, definition in own words, sentence showing understanding, picture/symbol) of Democracy, Dictatorship,

             Monarchy, and Republic



Day 2:

         o   From where do governments get their power?

         o   Discuss bellwork.

         o   Assign Government Purposes & Power matrix. Explain how the matrix follows the text.

         o   Last 10 minutes have students pair up and check each other’s answers. If they don’t have same information, they should add to their

             charts.



Day 3:

         o   How might a system of government differ from a form of government?

         o   Discuss bellwork.

         o   Ask students to finish the matrix. As time allows, go over answers as a group.



Day 4:

         o   What economic system does the United States have?

         o   Discuss bellwork.

         o   Begin Nucountry Constitutional Convention

                o      Move students into 7 groups. Explain that groups represent various factors in Nucountry.
o   Have students read Nucountry background information. Ask what challenges Nucountry faces going into the Constitutional

                    Convention?
                o   Have students read about THEIR group. Ask them to list the characteristics of the group and the group’s main concerns.

                    They should also create a picture or symbol representing their group and tape it to the wall.

                o   If there’s time, Ask groups to choose one person to introduce their group to the Convention. (Hi, my name is…. My group is

                    the … and (our characteristics). Our main concerns are…)



Day 5:

         o   What form of government, system of government and economic system does the US have? What challenges does the US face as a

             result of these choices?

         o   Discuss bellwork.

         o   Have students use their matrices to fill in their preferences and compromises for all three.

         o   One student from each group acts as an ambassador, trying to convince other groups to vote their way.

         o   Each group chooses a spokesman to explain the group’s preference.

         o   Conduct voting.

         o   Discuss.



Day 6:

         o   How might a government provide security?

         o   Discuss bellwork.

         o   Hand out Priority Equations and explain directions.
Core Content
SS-HS-1.1.2
Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of their
     constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights,
     U.S. Constitution).
                                                                                                                                        DOK 2




Know                                            Reason                                         Skills
Governments                                        •   Analyze how conflicts within and              •   Demonstrate an understanding of
       People form them to establish order,            among different governments impact                the nature of government (illustrate,
               provide security, and                   historical or current events                      write, model, present, debate):
               accomplish common goals             •   Analyze a variety of information from                o Examine conflicts within and
       Vary in terms of their sources of               print and non-print sources                              among different governments
               power, purposes, &                  •   Synthesize a variety of information                      (1.1.2)
               effectiveness                           from print and non-print sources                     o Analyze their impacts on
Liberties                                                                                                       historical and current events
Constituents                                                                                                    (1.1.2)



 “Governments” I can statements covered above.

 I can define liberties and constituents by…

 I can analyze how conflicts within and among governments impact historical or current events by…
ISS Curriculum Map 2012 2013
Core Content
SS-HS- 1.2.2
Students will interpret the principles of limited government (e.g., rule of law, federalism, checks and balances, majority rule, protection
of minority rights, separation of powers) and evaluate how these principles protect individual rights and promote the "common good.”
DOK 3




Know                                           Reason                                          Skills
Limited government                                 •   Interpret the principles of limited

        Rule of law                                    government
                                                   •   Evaluate the how effective the
        Federalism
                                                       principles of limited government are
        Checks & Balances
                                                       in protecting individual rights and
        Majority rule
                                                       promoting the common good
        Protections of minority rights             •   Analyze a variety of information from
        Separation of power                            print and non-print sources
Common good                                        •   Synthesize a variety of information

        Homeland security                              from print and non-print sources
                                                   •   Examine issues related to the intent
        Environmental regulations
                                                       of the Constitution
        Search & seizure

Government of US

        Established by the Constitution
Embodies the purposes, values and

               principles of American
               representative democracy



 I can describe the six principles of limited government: rule of law, federalism, checks & balances, majority rule, protection of minority rights,

   separation of power.

 I can describe the “common good”.

 I can interpret the intent of the Constitution using the principles of limited government by…

 I can evaluate the effectiveness of the principles of limited government at protecting individual rights and promoting the “common good”.
Day 1:

   o     What ideas might have given birth to the world’s first modern democratic nation?

   o     Discuss bellwork.

   o Vocabulary Concept Map: Common Good

            o Group students into 3s or 4s

            o Give each group a concept map

            o Have them fill in the oval with Common Good. Explain that this is the term we’re exploring.

            o Put “Ideals of Government” in the triangle. Explain that this is the category.

            o Ask students to brainstorm attributes of “Common Good” and to write them on the lines below the oval.

            o Share.

            o If these are the attributes, then what are some examples of “common good”?

            o Share.

            o What are other “Ideals” of government that are similar in nature to common good, but still different from it.



Day 2:

   o From where did ideas about our government come?

   o Discuss bellwork.

   o Roots of democracy.

            o Hand out “tree”.

            o Ask students to tape the illustration of a tree to the top of a page in their notebook. For each root on the tree, identify at

                least two ideas that shaped colonial views on government. Describe each idea and explain why it is important.

            o Read Section 3.2 (page 42) in order to complete this assignment.
Day 3:
   •     Bell (political cartoon analysis)

   •     In “general” classes, took notes to fill in blanks of the tree.

   •     See attached PowerPoint




Day 4:

   •     Bellwork (political cartoon analysis)

   •     Living Statues

            o   Use Meet Me At… to break into side-by-side pairs.

            o Explain “Living Statues” activity to students.

            o Give each pair Student Handout 3A, Preparing for the Interview

                       Read through directions with students and ensure that they understand what is being asked of them.

            o Give each pair one of the biographies from Student Handout 3B.

            o Allow them this class period to prepare for their roles the next day.

            o Walk around and make sure that each pair is on track and has the proper information for the next day.



Day 5:
•     Bellwork (political cartoon analysis)

   •     Living Statues

            o Some groups may need about 5 minutes to finish up…

            o (I took each class outside or to a larger area like the auditorium or library.)

            o Pass out Student handout 3D to each pair.

            o For the first 4 rounds, person A will be the statue and person B will be the reporter. During following rounds, positions will

                be reversed.

            o Explain that reporters will have 3 minutes to interview each statue and answer the questions about each historical figure.

                The teacher will tell them when time is up.

            o (Had a couple of classes that didn’t manage to get to every station. Took 15 minutes of the next class to finish up.

            o Follow with discussion questions:

                      Where did ideas about our government come from?

                      Which of the ideas do you think was the most unique or interesting? Why?

                      Which of the ideas do you think had the most influence on the development of democratic government in the

                       United States?




Day 6:

   •     Bellwork (political cartoon analysis)
•     Federalists & Anti-Federalists

            o   Introduce the two factions who were arguing about whether to ratify the Constitution.

            o Ask students to create a t-chart in their notebooks.

            o They should identify at least three arguments for each side.

            o Then answer the question: How was the debate over the ratification of the Constitution resolved?



Day 7 & 8:

   •     Bellwork (political cartoon analysis)

   •     Principles of Government Matrix

            o Introduce the Six Principles of Limited Government: Rule of Law, Federalism, Checks & Balances, Majority Rule,

                Protection of Minority Rights, and Separation of Power.

            o Explain that each of these principles is represented in the Constitution.

            o Pass out Principles of Government matrix.

                      Ask students to use their text to define each of the principles. Give them the definition for Protection of Minority

                       Rights: “Protect minority rights by allow the minority to express its view on issues.”

            o   Explain that students will be using the Constitution to find two examples of each principle. Students will tell the

                Article/Section/Clause in which they found the example. They also need a direct quote from the Constitution.

            o Shared Article 6 Clause 3 as an example of Rule of Law.

            o I allowed them to have a partner. Took two days (some took three).

            o   General Classes may need Principles of Limited Government PPT. For Honors, I shared the slides on federalism.



Day 9:
•   Open Response
Core Content
SS-HS- 1.2.1
Students will analyze how powers of government are distributed and shared among levels and branches and evaluate how this distribution
      of powers protects the "common good" (e.g., Congress legislates on behalf of the people; the President represents the people as a
      nation; the Supreme Court acts on behalf of the people as a whole when it interprets the Constitution).
                                                                                                                                   DOK 3


Know                                           Reason                                          Skills
Preamble                                           •   Analyze how the powers of

Bill of Rights                                         government are distributed and
                                                       shared among levels and branches
Constitution
                                                       to reflect the common good
       Establishes a government of limited
                                                   •   Evaluate how this distribution of
                 powers, shared among
                                                       powers protects the common good
                 different branches                •   Analyze a variety of information from
       Allowed US government to change                 print and non-print sources
                 over time to meet changing        •   Synthesize a variety of information

                 needs of society                      from print and non-print sources

Branches of Government

Powers of government

Limited government

Common good

Judicial review

Federalism
 I can identify the parts of the U.S. Constitution.

 I can describe the powers of each branch and level of government.

 I can analyze how the powers of government are distributed and shared among levels and branches to reflect the common good by…

 I can evaluate how the distribution of powers protects the common good by…
Day 1:

   •     Bellwork: Political Cartoon analysis

   •     Assign Frayer models of Due process, independent judiciary, strict construction, loose construction, judicial review.

         •       Term                      •        Definition in your own

                                           words
         •       Picture/symbol            •        Sentence that shows

                                           understanding


   •     Before passing out Notebook Handout 4, explain that students will take on the role of law students progressing through three years of law

         school. To be accepted into law school, they must first pass the Law School Admissions Test. Part of the LSAT requires them to

         demonstrate logical and analytical reasoning. This first task will test whether they can logically piece together an incomplete outline of the

         Constitution in a timed exam.

             o   Pass out Notebook Handout 4. Ask students to use a pencil, so they can correct mistakes later. Give them a few minutes (5) to

                 complete.

             o   Project Information Master 4A, and have students check and correct their work. Have them put the handout in their notebooks

   •     Explain that students will now learn how the Constitution, despite being over two centuries old, still guides our government and courts in day-

         to-day decision making. They will examine the document in depth to learn how the framers distributed power in order to protect us from

         abuses of power as well as how they assigned power to different branches of government and to the states.



Day 2:

         •   Bellwork: Political Cartoon Analysis

         •   Ask students to read Section 4.1 (introduction). Ask the following questions:

                 o   Why did Dwight Lopez file a lawsuit against his school district?
o   Is the issue Lopez presented a constitutional issue? In other words, is it a case in which the Constitution will be consulted in

                  order to make a decision?

              o   If you were the lawyer assigned to represent Lopez in this case, on what grounds might you argue that his constitutional rights

                  were violated?

       •   Pass out the Elements of the Constitution sheet.

              o   Reiterate the importance of being familiar with the constitution, not only with what it says, but also with its make up. Have

                  students read section 4.2 and complete the sheet.

              o   I gave about 5 minutes and then went over my answer for Preamble, to ensure that students understood how to fill in the example

                  portion.




Day 3-6

   •   Bellwork: Political Cartoon Analysis

       •   Constitutional Law 1 Matrix (Student Handout 4B)

              o   Congratulate students on being accepted into law school. To survive the next three years, they will need extensive knowledge of

                  the Constitution and its principles. Each part of this activity will further familiarize them with the provisions of the Constitution, as

                  well as how it embodies some basic governing principles and acts as the foundation for our government.

              o   Pair students in side-by-side pairs from their Meet Me At… sheet.

              o   Tell students that Challenge 1 will acquaint them with the rules and operation of the U.S. government as enumerated in the

                  Constitution.

              o   Pass out Student Handout 4B. Explain the layout of the sheet and what will be expected from students. Tell students that theyw

                  ill find the answer to each question directly in the Constitution (page 378) and can use their outlines to guide them to the right

                  article and section.
o   As pairs record answers on the matrix, have them retrieve new cards from a “cad bank” of remaining cards. Check answers as

                   they go.

       •   Debriefing

               o   Project Information Master 4B and review with students.

               o   Ask:

                            What do you notice about how the Constitution deals with power?

                            Based on your examination of the Constitution so far, what are some ways that the framers distributed power in the

                             Constitution?

                            Why do you think they distributed power as they did?



Day 7-8

   •   Bellwork: Political Cartoon Analysis

   •   Guiding Principles of the Constitution

           o   Need to explain that the 6 principles of limited government overlap with, but are not exactly the same as, the Guiding Principles of the

               Constitution.

           o   Review the 6 principles of limited government: rule of law, separation of power, checks & balances, majority rule, minority rights,

               federalism.

           o   Explain that two new ideas have been added: independent judiciary and popular sovereignty.

                       Ask students to complete Frayers of these words from the reading (starting on 70). Instead of writing a sentence, they should

                        include an example from the Constitution.

   •   Constitutional Law 2 Matrix

           o   Congratulate students on successfully completing 1L. Explain that as 2L students, they will now be expected to understand the

               larger principles embodied by the Constitution. For the next challenge, they will be asked to look up certain provision and decide

               which of the six guiding principles is being exemplified.
o   Divide students into pairs using Meet Me At…

           o   Give each pair a copy of Information Master 4C Guiding Principles of the Constitution.

           o   Give each pair one or two cards. Explain that they must find the article, section, and clause listed on the card and read that provision

               of the Constitution. They will record as many principles as they believe are exemplified within that provision and a short explanation

               of why those principles apply. As pairs record their answers, have them retrieve new cards from the card bank and check their

               answers with you.

   •    Project Completed Constitutional Law 2 Matrix.

           o   Ask:

                       How do these principles embody the concerns that the framers had about a government with too much power?

Day 9

   •    Ask students to read section 4.5 and complete the Three Landmark Court Cases chart.

   •    Understanding Constitutional Law

           o   (If time demands, you may only want to do 1 or 2 of these, instead of all 3)

           o   Give each pair a copy of Student Handout 4E: Background on Three Constitutional Cases.

           o   Project Transparency 4A: Constitutional Case 1 and play CD track 1, which in addition to the handout, gives background on this first

               case study. Have students complete the tasks on Transparency 4A. When they have finished, ask them to share what sections of

               the Constitution might provide an answer to the question posed on the transparency, their prediction of what the Supreme Court will

               decide and what in the Constitution led them to those predictions.

           o   Reveal the outcome of the first case. Play CD track 2, outcome of case 1 which gives an overview of what happened in the case and

               how the Constitution was used to decide the case. Discuss students’ reaction to the decision and whether they agree with it.

           o   Repeat steps for case 2 and 3

   •    Debrief. Ask:

           o   How and why did the framers distribute power in the Constitution?

           o   How do modern circumstances present challenges to carrying out the original intentions of the Constitution?
o   Do you think the Constitution still works today? Why or why not?



Day 10:

   •   Bellwork

   •   Examining the Essential Question Quiz
Rights & Responsibilities


Core Content
SS-HS- 1.3.1
Students will explain and give examples how the rights of one individual (e.g., smoking in public places, free speech) may, at times, be

in conflict (e.g., slander, libel) with the rights of another.
                                                                                                                                               DOK 2




Know                                               Reason                                            Skills
Rights                                                 •   Examine ways that democratic                 •     Demonstrate an understanding of

         Free speech                                       governments do or do not preserve                  the nature of government (illustrate,
                                                           and protect the rights and liberties of            write, model, present, debate):
         Privacy
                                                           their constituents                                    o Examine ways that
Individual rights may be in conflict with
                                                       •   Examine ways that democratic                              democratic government do or
         others’ individual rights
                                                           governments do or do not preserve                         do not preserve and protect
Slander                                                    and protect the rights and liberties of                   the rights and liberties of their
Libel                                                      their constituents                                        constituents
Citizens have certain rights as members of             •   Analyze a variety of information from        •     Investigate the rights of individuals to

         a democratic society.                             print and non-print sources                        explain how those rights can
                                                       •   Synthesize a variety of information                sometimes be in conflict with the
                                                           from print and non-print sources                   responsibility of the government to
                                                                                                              protect the rights of others



 I can define my rights as a citizen of the United States.
 I can explain and give examples of how the rights of one individual may, at times, be in conflict with the rights of another.

 I can demonstrate an understanding of the nature of government by examining ways that democratic governments do or do not preserve and

   protect the rights and liberties of their constituents in a…
 I can investigate the rights of individuals to explain how those rights can sometimes be in conflict the responsibility of government to protect the

   rights of others
ISS Curriculum Map 2012 2013
Core Content
SS-HS-1.3.2
Students will explain how the rights of an individual (e.g., Freedom of information Act, privacy) may, at times, be in conflict with the
        responsibility of the government to protect the "common good" (e.g., homeland security issues, environmental regulations,
        censorship, search and seizure).
                                                                                                                                        DOK 2




Know                                            Reason                                         Skills
Rights                                             •   Explain how the rights of an                •    Investigate the rights of individuals to

         Free speech                                   individual may, at times, be in                  explain how those rights can
                                                       conflict with the responsibility of              sometimes be in conflict with the
         Privacy
                                                       government to protect the common                 responsibility of the government to
Individual rights may be in conflict with the
                                                       good                                             protect the common good
         responsibility of government to
                                                   •   Analyze a variety of information from
         protect the common good                       print and non-print sources
Slander                                            •   Synthesize a variety of information
Libel                                                  from print and non-print sources

Citizens have certain rights and

         responsibilities as members of a

         democratic society.
 I can explain how the rights of an individual may, at times, be in conflict with the responsibility of the government to protect the common

   good.

 I can investigate the rights of individuals to explain how those rights can sometimes be in conflict with the responsibility of the government to
   protect the common good
Core Content
SS-HS- 1.3.3
Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g.,
     seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state
     and federal laws, serving in the armed forces).
DOK 3




Know                                          Reason                                           Skills
Civic Engagement                                 •     Evaluate the impact citizens have on       •     Demonstrate an understanding of

Civic Responsibilities                                 the functioning of a democratic                  the nature of government (illustrate,
                                                       government by assuming                           write, model, present, debate):
        Voting
                                                       responsibilities and duties                         o Evaluate the relationship
        Leadership positions
                                                 •     Evaluate the relationship between                       between and among the U.S.
Civic Duties
                                                       and among the US government’s                           government’s response to
        Jury duty                                      response to contemporary issues                         contemporary issues and
        Taxes                                          and societal problems and the                           societal problems and the
        Follow the law                                 needs, wants and demand of its                          wants, needs and demand of

        Armed forces                                   citizens                                                its citizens
                                                 •     Analyze a variety of information from
Level of civic engagement in a democracy
                                                       print and non-print sources
        can impact the government’s
                                                 •     Synthesize a variety of information
        effectiveness
                                                       from print and non-print sources
 I can identify and explain the differences between civic duties and civic responsibilities.

 I can evaluate the impact citizens have on the functions of a democratic government by assuming responsibilities and duties

 I can demonstrate an understanding of the nature of government by evaluating the relationship between and among the U.S. government’s

   response to contemporary issues and societal problems and the wants, needs and demands of its citizens.
Core Content
SS-HS-3.1.1
Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in

the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices.

DOK 2




Know                                          Reason                                        Skills
Scarcity                                      •   Explain how scarcity of resources
Resources                                         necessitates choices at both the
Budget                                            personal and societal levels
Revenue                                       •   Explain the impact of those choices
Cost                                          •   Explain how governments with limited
Expenditure                                       budgets consider revenues, costs, and
Resources                                         opportunity when planning expenditures
Economic institution                          •   Describe how economic institutions help
Economic                                          to deal with scarcity
Corporation
Labor Union
Bank
Stock Market
Cooperatives
 I can give examples of how scarcity necessitates choices at both the personal and societal levels.

 I can explain how scarcity necessitates choices at both the personal and societal levels.
Core Content
SS-HS-3.2.1
Students will compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad

social goals such as freedom, efficiency, equity, security and growth in the modern world.                                   DOK 2




Know                                            Reason                                           Skills
Economic systems                                •   Compare and contrast economic
          -    Traditional                          systems and evaluate their
          -    Command                              effectiveness in achieving broad social
          -    Market                               goals
          -    Mixed                            •
Social Goals
          -    Equity
          -    Efficiency
          -    Security
          -    Freedom
          -    Growth


 I can compare and contrast economic systems based on their abilities to achieve broad social goals.
Core Content
SS-HS-3.2.3
Students will explain how, in a free enterprise system, individuals attempt to maximize their profits based on their role in the economy

(e.g., producers try to maximize resources, entrepreneurs try to maximize profits, workers try to maximize income, savers and investors

try to maximize return).                                             DOK 2




Know                                              Reason                                      Skills
Free enterprise system
                                                  •   Students will analyze free enterprise
Profits
Producers                                             systems and explain strategies for
Entrepreneurs                                         maximizing profits based on different
Workers
Savers                                                roles in the economy
Investors
Income
Returns
Producers try to maximize resources
Entrepreneurs try to maximize profits
Workers try to maximize income
Savers & investors try to maximize returns


 I can explain how, in a free enterprise system, producers try to maximize resources.

 I can explain how, in a free enterprise system, entrepreneurs try to maximize profits.

 I can explain how, in a free enterprise system, workers try to maximize income.

 I can explain how, in a free enterprise system, savers try to maximize return.
Core Content
SS-HS-3.3.1
Students will explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply—

technology, cost of inputs, number of sellers: demand—income, utility, price of similar products, consumers' preferences).

DOK 2




Know                                           Reason                                          Skills
Markets                                        • Explain factors that influence the supply
Buyers                                           and demand of products
Sellers                                        • Describe how financial and non-financial
Goods                                            incentive influence individuals differently
Services                                       • Explain or model cause-effect relationships
Supply                                           between the level of competition in a
Demand                                           market and the number of buyers and
Consumers                                        sellers
Inputs                                         • Research laws and government mandates
Income                                           and analyze their purposes and effects in
Utility                                          the U.S. and in the global marketplace
Price Institution
Opportunity Cost



 I can explain how numerous factors influence the supply and demand of products.

 I can give examples of how numerous factors influence the supply and demand of products.
Core Content
SS-HS-3.4.1
Students will analyze the changing relationships among business, labor and government (e.g., unions, anti-trust laws, tariff policy, price controls,
subsidies, tax incentives) and how each has affected production, distribution and consumption in the United States or the world.
                                                                                                                                                   DOK 3




Know                                               Reason                                             Skills
Production                                         • Analyze changing relationships between
Consumption                                          and among business, labor and government
Distribution                                       • Examine the effects of those changing
Business                                             relationships on production, distribution,
Labor                                                and consumption in the U.S.
Government



    I can analyze the changing relationships among business, labor and government.

    I can analyze how these relationships affect production, distribution and consumption.
Core Content
SS-HS-3.4.2
Students will describe and give examples of how factors such as technological change, investments in capital goods and human capital/resources
have increased productivity in the world.
DOK 2



Know                                               Reason                                          Skills
New knowledge                                      • Describe how different factors have
Technological change                                 increased productivity in the world
Investments
Capital goods
Human capital
Human resources
Productivity



    I can describe how factors such as technological change, investments in capital goods and investments in human capital/resources have

       increased productivity in the world.

    I can give examples of how factors such as technological change, investments in capital goods and investments in human capital/resources

       have increased productivity in the world.
Core Content
SS-HS-3.4.3
Students will explain and give examples of how interdependence of personal, national and international economic activities often results in
international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern
world (1500 A.D. to present) and the United States (Reconstruction to present).
DOK 2



Know                                             Reason                                             Skills
Global economy                                   • Research laws and government mandates
Interdependence                                    and analyze their purposes and effects in
Natural resource dependence                        the US and in the global marketplace
Economic sanctions                               • Analyze how economies of nations around
Environmental issues                               the world affect and are affected by
Humanitarian issues                                American economic policies
Economic policy


    I can explain how interdependence of personal, national, and international economic activities often results in international issues and

       concerns.

    I can give examples of how interdependence of personal, national and international economic activities often results in international issues

       and concerns.
Core Content
SS-HS-4.1.1
Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to

explain and analyze the reasons for the distribution of physical and human features on Earth's surface.                      DOK 3




Know                                          Reason                                           Skills
Five Themes                                   • Analyze the distribution of physical and
 Location, Place, Regions, Movement,           human features on Earth’s surface
    Human/Environmental interaction           • Interpret patterns and develop rationales
Patterns                                        for the location and distribution of Earth’s
Settle                                          human features
Location
Physical characteristics
     climate, mountains, rivers
Human Characteristics
     interstate highways, urban centers,
        workforce
Human populations
Interdependence
Cooperation
Conflict
Maps
Globes
Photographs
Models
Satellite images
Charts
Graphs
Databases
Distribution
Relative location
Absolute location


Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to

explain and analyze the reasons for the distribution of physical and human features on Earth's surface.
    I can use a variety of geographic tools to explain the reasons for the distribution of physical and human features on Earth’s surface.

    I can use a variety of geographic tools to analyze the reasons for the distribution of physical and human features on Earth’s surface.
Core Content
SS-HS-4.2.2
Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers,

workforce) of regions create advantages and disadvantages for human activities in a specific place.                    DOK 2




Know                                             Reason                                         Skills
Regions                                          • Analyze the distribution of physical and
Integrated system                                  human features on Earth’s surface
Landform types                                   • Interpret patterns and develop rationales
Political units                                    for the location and distribution of Earth’s
Economic patterns                                  human features
Cultural groups                                  • Analyze pros and cons of physical and
                                                   human characteristics of regions in terms of
                                                   human activity


    I can explain how physical characteristics of regions create advantages and disadvantages for human activities in a specific place.

    I can explain how human characteristics of regions create advantages and disadvantages for human activities in as specific place.
Core Content
SS-HS-4.3.1
Students will describe the movement and settlement patterns of people in various places and analyze the causes of that movement and

settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity) and the

impacts in the modern world (1500 A.D. to present) and United States (Reconstruction to present).                              DOK 3




Know                                           Reason                                         Skills
Movement                                       • Analyze pros and cons of physical and
Settlement patterns                              human characteristics of regions in terms of
Push factors                                     human activity
     famine                                   • Explain how cultural differences and
     military conflict                          perspectives sometimes result in conflicts
Pull factors                                     in the modern world and US
     climate                                  • Analyze the causes of movement and
     job opportunity                            settlement and their impacts in different
Centralization                                   places and at different times in history
Dispersion                                     • Explain how technology has facilitated the
Populations                                      movement of goods, services, and
Economic interdependence                         populations, increased economic
Centers of economic activity                     interdependence, and influenced
     cities                                     development of centers of economic
     interstate highways                        activity
     airports
     rivers
     railroads
     computers
     telecommunications
 I can describe the movement and settlement patterns of people in various places.

 I can analyze the causes of that movement and settlement.

 I can analyze the impact of that movement and settlement.
Core Content
SS-HS-4.3.2
Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and

populations, increased economic interdependence at all levels and influenced development of centers of economic activity. DOK 2




Know                                           Reason                                           Skills
Technology                                     • Explain how technology has facilitated the
     computers                                  movement of goods, services and
     telecommunications                         populations, increased economic
Interdependent                                   interdependence at all levels and
Global community                                 influenced development of centers of
Interrelationships                               economic activity
                                               • Describe human strategies used to
                                                 overcome limits of the physical
                                                 environment
                                               • Interpret and analyze possible global
                                                 effects of human modifications to the
                                                 physical environment, perspectives on the
                                                 use of natural resources, and natural
                                                 disasters


    I can explain how technology has facilitated the movement of goods, services and populations.

    I can explain how technology has increased economic interdependence at all levels.

    I can explain how technology has influenced development of centers of economic activity.
Core Content
SS-HS-4.4.2
Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of
natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects
(e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States
(Reconstruction to present).                                                                                         DOK 2




Know                                            Reason                                          Skills
Human actions                                   • Describe human strategies used to
Human strategies                                  overcome limits of the physical
Human activities                                  environment
Human modification                              • Interpret and analyze possible global
     deforestation                               effects of human modifications to the
     mining                                      physical environment, perspectives on the
Natural resources                                 use of natural resources, and natural
     oil                                         disasters
     water
     land
Natural disasters
     earthquakes
     tsunamis
     floods
Global effects
     global warming
     destruction of the rainforest
     acid rain
Physical environment
Interrelationships
 I can explain how human modifications to the physical environment may have possible global effects.
 I can explain how perspectives on the use of natural resources may have possible global effects.

 I can explain how natural disasters may have possible global effects.
Core Content




Know           Reason   Skills
               •

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ISS Curriculum Map 2012 2013

  • 1. Title Page Economics - 3.4.3 Government - 3.1.1 Geography - 1.1.1 - 3.2.1 - 4.1.1 - 1.1.2 - 3.2.2 - 4.1.2 - 1.2.1 - 3.2.3 - 4.1.3 - 1.2.2 - 3.3.1 - 4.2.1 - 1.3.1 - 3.3.2 - 4.2.2 - 1.3.2 - 3.3.3 - 4.2.3 - 1.3.3 - 3.3.4 - 4.2.4 - 3.4.1 - 4.3.1 - 3.4.2 - 4.3.2
  • 2. Core Content SS-HS-1.1.1 Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals. DOK 3 Know Reason Skills Forms of government • Compare and contrast the purposes • Demonstrate an understanding of Democracy and sources of power of various the nature of government (illustrate, Representative forms of government in the world write, model, present, debate): Parliamentary • Evaluate/analyze how effective o Compare the purposes and Popular sovereignty various forms of government in the sources of power world have been in establishing o Analyze the effectiveness in Dictatorship order, providing security, and establishing order, providing Monarchy accomplishing common goals security, and accomplishing Republic • Analyze a variety of information from common goals print and non-print sources Governments • Synthesize a variety of information People form them to establish order, from print and non-print sources provide security, and accomplish common goals Vary in terms of their sources of
  • 3. power, purposes, & effectiveness Learning Targets  I can describe the characteristics of democracy, dictatorship, monarchy and republic by creating a Frayer Model (word, picture, definition, and sentence) of each term and completing the Government Purposes & Powers matrix.  I can compare and contrast the purposes and sources of power of democracy, dictatorship, monarchy and republic by…  I can analyze the effectiveness of a government in establishing order, providing security, and accomplishing common goals by…
  • 4. Day 1: o Why do people form governments? o Discuss bellwork. o Discuss the set-up of the textbook. o Assign Frayer Models (word, definition in own words, sentence showing understanding, picture/symbol) of Democracy, Dictatorship, Monarchy, and Republic Day 2: o From where do governments get their power? o Discuss bellwork. o Assign Government Purposes & Power matrix. Explain how the matrix follows the text. o Last 10 minutes have students pair up and check each other’s answers. If they don’t have same information, they should add to their charts. Day 3: o How might a system of government differ from a form of government? o Discuss bellwork. o Ask students to finish the matrix. As time allows, go over answers as a group. Day 4: o What economic system does the United States have? o Discuss bellwork. o Begin Nucountry Constitutional Convention o Move students into 7 groups. Explain that groups represent various factors in Nucountry.
  • 5. o Have students read Nucountry background information. Ask what challenges Nucountry faces going into the Constitutional Convention? o Have students read about THEIR group. Ask them to list the characteristics of the group and the group’s main concerns. They should also create a picture or symbol representing their group and tape it to the wall. o If there’s time, Ask groups to choose one person to introduce their group to the Convention. (Hi, my name is…. My group is the … and (our characteristics). Our main concerns are…) Day 5: o What form of government, system of government and economic system does the US have? What challenges does the US face as a result of these choices? o Discuss bellwork. o Have students use their matrices to fill in their preferences and compromises for all three. o One student from each group acts as an ambassador, trying to convince other groups to vote their way. o Each group chooses a spokesman to explain the group’s preference. o Conduct voting. o Discuss. Day 6: o How might a government provide security? o Discuss bellwork. o Hand out Priority Equations and explain directions.
  • 6. Core Content SS-HS-1.1.2 Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution). DOK 2 Know Reason Skills Governments • Analyze how conflicts within and • Demonstrate an understanding of People form them to establish order, among different governments impact the nature of government (illustrate, provide security, and historical or current events write, model, present, debate): accomplish common goals • Analyze a variety of information from o Examine conflicts within and Vary in terms of their sources of print and non-print sources among different governments power, purposes, & • Synthesize a variety of information (1.1.2) effectiveness from print and non-print sources o Analyze their impacts on Liberties historical and current events Constituents (1.1.2)  “Governments” I can statements covered above.  I can define liberties and constituents by…  I can analyze how conflicts within and among governments impact historical or current events by…
  • 8. Core Content SS-HS- 1.2.2 Students will interpret the principles of limited government (e.g., rule of law, federalism, checks and balances, majority rule, protection of minority rights, separation of powers) and evaluate how these principles protect individual rights and promote the "common good.” DOK 3 Know Reason Skills Limited government • Interpret the principles of limited Rule of law government • Evaluate the how effective the Federalism principles of limited government are Checks & Balances in protecting individual rights and Majority rule promoting the common good Protections of minority rights • Analyze a variety of information from Separation of power print and non-print sources Common good • Synthesize a variety of information Homeland security from print and non-print sources • Examine issues related to the intent Environmental regulations of the Constitution Search & seizure Government of US Established by the Constitution
  • 9. Embodies the purposes, values and principles of American representative democracy  I can describe the six principles of limited government: rule of law, federalism, checks & balances, majority rule, protection of minority rights, separation of power.  I can describe the “common good”.  I can interpret the intent of the Constitution using the principles of limited government by…  I can evaluate the effectiveness of the principles of limited government at protecting individual rights and promoting the “common good”.
  • 10. Day 1: o What ideas might have given birth to the world’s first modern democratic nation? o Discuss bellwork. o Vocabulary Concept Map: Common Good o Group students into 3s or 4s o Give each group a concept map o Have them fill in the oval with Common Good. Explain that this is the term we’re exploring. o Put “Ideals of Government” in the triangle. Explain that this is the category. o Ask students to brainstorm attributes of “Common Good” and to write them on the lines below the oval. o Share. o If these are the attributes, then what are some examples of “common good”? o Share. o What are other “Ideals” of government that are similar in nature to common good, but still different from it. Day 2: o From where did ideas about our government come? o Discuss bellwork. o Roots of democracy. o Hand out “tree”. o Ask students to tape the illustration of a tree to the top of a page in their notebook. For each root on the tree, identify at least two ideas that shaped colonial views on government. Describe each idea and explain why it is important. o Read Section 3.2 (page 42) in order to complete this assignment.
  • 11. Day 3: • Bell (political cartoon analysis) • In “general” classes, took notes to fill in blanks of the tree. • See attached PowerPoint Day 4: • Bellwork (political cartoon analysis) • Living Statues o Use Meet Me At… to break into side-by-side pairs. o Explain “Living Statues” activity to students. o Give each pair Student Handout 3A, Preparing for the Interview  Read through directions with students and ensure that they understand what is being asked of them. o Give each pair one of the biographies from Student Handout 3B. o Allow them this class period to prepare for their roles the next day. o Walk around and make sure that each pair is on track and has the proper information for the next day. Day 5:
  • 12. Bellwork (political cartoon analysis) • Living Statues o Some groups may need about 5 minutes to finish up… o (I took each class outside or to a larger area like the auditorium or library.) o Pass out Student handout 3D to each pair. o For the first 4 rounds, person A will be the statue and person B will be the reporter. During following rounds, positions will be reversed. o Explain that reporters will have 3 minutes to interview each statue and answer the questions about each historical figure. The teacher will tell them when time is up. o (Had a couple of classes that didn’t manage to get to every station. Took 15 minutes of the next class to finish up. o Follow with discussion questions:  Where did ideas about our government come from?  Which of the ideas do you think was the most unique or interesting? Why?  Which of the ideas do you think had the most influence on the development of democratic government in the United States? Day 6: • Bellwork (political cartoon analysis)
  • 13. Federalists & Anti-Federalists o Introduce the two factions who were arguing about whether to ratify the Constitution. o Ask students to create a t-chart in their notebooks. o They should identify at least three arguments for each side. o Then answer the question: How was the debate over the ratification of the Constitution resolved? Day 7 & 8: • Bellwork (political cartoon analysis) • Principles of Government Matrix o Introduce the Six Principles of Limited Government: Rule of Law, Federalism, Checks & Balances, Majority Rule, Protection of Minority Rights, and Separation of Power. o Explain that each of these principles is represented in the Constitution. o Pass out Principles of Government matrix.  Ask students to use their text to define each of the principles. Give them the definition for Protection of Minority Rights: “Protect minority rights by allow the minority to express its view on issues.” o Explain that students will be using the Constitution to find two examples of each principle. Students will tell the Article/Section/Clause in which they found the example. They also need a direct quote from the Constitution. o Shared Article 6 Clause 3 as an example of Rule of Law. o I allowed them to have a partner. Took two days (some took three). o General Classes may need Principles of Limited Government PPT. For Honors, I shared the slides on federalism. Day 9:
  • 14. Open Response
  • 15. Core Content SS-HS- 1.2.1 Students will analyze how powers of government are distributed and shared among levels and branches and evaluate how this distribution of powers protects the "common good" (e.g., Congress legislates on behalf of the people; the President represents the people as a nation; the Supreme Court acts on behalf of the people as a whole when it interprets the Constitution). DOK 3 Know Reason Skills Preamble • Analyze how the powers of Bill of Rights government are distributed and shared among levels and branches Constitution to reflect the common good Establishes a government of limited • Evaluate how this distribution of powers, shared among powers protects the common good different branches • Analyze a variety of information from Allowed US government to change print and non-print sources over time to meet changing • Synthesize a variety of information needs of society from print and non-print sources Branches of Government Powers of government Limited government Common good Judicial review Federalism
  • 16.  I can identify the parts of the U.S. Constitution.  I can describe the powers of each branch and level of government.  I can analyze how the powers of government are distributed and shared among levels and branches to reflect the common good by…  I can evaluate how the distribution of powers protects the common good by…
  • 17. Day 1: • Bellwork: Political Cartoon analysis • Assign Frayer models of Due process, independent judiciary, strict construction, loose construction, judicial review. • Term • Definition in your own words • Picture/symbol • Sentence that shows understanding • Before passing out Notebook Handout 4, explain that students will take on the role of law students progressing through three years of law school. To be accepted into law school, they must first pass the Law School Admissions Test. Part of the LSAT requires them to demonstrate logical and analytical reasoning. This first task will test whether they can logically piece together an incomplete outline of the Constitution in a timed exam. o Pass out Notebook Handout 4. Ask students to use a pencil, so they can correct mistakes later. Give them a few minutes (5) to complete. o Project Information Master 4A, and have students check and correct their work. Have them put the handout in their notebooks • Explain that students will now learn how the Constitution, despite being over two centuries old, still guides our government and courts in day- to-day decision making. They will examine the document in depth to learn how the framers distributed power in order to protect us from abuses of power as well as how they assigned power to different branches of government and to the states. Day 2: • Bellwork: Political Cartoon Analysis • Ask students to read Section 4.1 (introduction). Ask the following questions: o Why did Dwight Lopez file a lawsuit against his school district?
  • 18. o Is the issue Lopez presented a constitutional issue? In other words, is it a case in which the Constitution will be consulted in order to make a decision? o If you were the lawyer assigned to represent Lopez in this case, on what grounds might you argue that his constitutional rights were violated? • Pass out the Elements of the Constitution sheet. o Reiterate the importance of being familiar with the constitution, not only with what it says, but also with its make up. Have students read section 4.2 and complete the sheet. o I gave about 5 minutes and then went over my answer for Preamble, to ensure that students understood how to fill in the example portion. Day 3-6 • Bellwork: Political Cartoon Analysis • Constitutional Law 1 Matrix (Student Handout 4B) o Congratulate students on being accepted into law school. To survive the next three years, they will need extensive knowledge of the Constitution and its principles. Each part of this activity will further familiarize them with the provisions of the Constitution, as well as how it embodies some basic governing principles and acts as the foundation for our government. o Pair students in side-by-side pairs from their Meet Me At… sheet. o Tell students that Challenge 1 will acquaint them with the rules and operation of the U.S. government as enumerated in the Constitution. o Pass out Student Handout 4B. Explain the layout of the sheet and what will be expected from students. Tell students that theyw ill find the answer to each question directly in the Constitution (page 378) and can use their outlines to guide them to the right article and section.
  • 19. o As pairs record answers on the matrix, have them retrieve new cards from a “cad bank” of remaining cards. Check answers as they go. • Debriefing o Project Information Master 4B and review with students. o Ask:  What do you notice about how the Constitution deals with power?  Based on your examination of the Constitution so far, what are some ways that the framers distributed power in the Constitution?  Why do you think they distributed power as they did? Day 7-8 • Bellwork: Political Cartoon Analysis • Guiding Principles of the Constitution o Need to explain that the 6 principles of limited government overlap with, but are not exactly the same as, the Guiding Principles of the Constitution. o Review the 6 principles of limited government: rule of law, separation of power, checks & balances, majority rule, minority rights, federalism. o Explain that two new ideas have been added: independent judiciary and popular sovereignty.  Ask students to complete Frayers of these words from the reading (starting on 70). Instead of writing a sentence, they should include an example from the Constitution. • Constitutional Law 2 Matrix o Congratulate students on successfully completing 1L. Explain that as 2L students, they will now be expected to understand the larger principles embodied by the Constitution. For the next challenge, they will be asked to look up certain provision and decide which of the six guiding principles is being exemplified.
  • 20. o Divide students into pairs using Meet Me At… o Give each pair a copy of Information Master 4C Guiding Principles of the Constitution. o Give each pair one or two cards. Explain that they must find the article, section, and clause listed on the card and read that provision of the Constitution. They will record as many principles as they believe are exemplified within that provision and a short explanation of why those principles apply. As pairs record their answers, have them retrieve new cards from the card bank and check their answers with you. • Project Completed Constitutional Law 2 Matrix. o Ask:  How do these principles embody the concerns that the framers had about a government with too much power? Day 9 • Ask students to read section 4.5 and complete the Three Landmark Court Cases chart. • Understanding Constitutional Law o (If time demands, you may only want to do 1 or 2 of these, instead of all 3) o Give each pair a copy of Student Handout 4E: Background on Three Constitutional Cases. o Project Transparency 4A: Constitutional Case 1 and play CD track 1, which in addition to the handout, gives background on this first case study. Have students complete the tasks on Transparency 4A. When they have finished, ask them to share what sections of the Constitution might provide an answer to the question posed on the transparency, their prediction of what the Supreme Court will decide and what in the Constitution led them to those predictions. o Reveal the outcome of the first case. Play CD track 2, outcome of case 1 which gives an overview of what happened in the case and how the Constitution was used to decide the case. Discuss students’ reaction to the decision and whether they agree with it. o Repeat steps for case 2 and 3 • Debrief. Ask: o How and why did the framers distribute power in the Constitution? o How do modern circumstances present challenges to carrying out the original intentions of the Constitution?
  • 21. o Do you think the Constitution still works today? Why or why not? Day 10: • Bellwork • Examining the Essential Question Quiz
  • 22. Rights & Responsibilities Core Content SS-HS- 1.3.1 Students will explain and give examples how the rights of one individual (e.g., smoking in public places, free speech) may, at times, be in conflict (e.g., slander, libel) with the rights of another. DOK 2 Know Reason Skills Rights • Examine ways that democratic • Demonstrate an understanding of Free speech governments do or do not preserve the nature of government (illustrate, and protect the rights and liberties of write, model, present, debate): Privacy their constituents o Examine ways that Individual rights may be in conflict with • Examine ways that democratic democratic government do or others’ individual rights governments do or do not preserve do not preserve and protect Slander and protect the rights and liberties of the rights and liberties of their Libel their constituents constituents Citizens have certain rights as members of • Analyze a variety of information from • Investigate the rights of individuals to a democratic society. print and non-print sources explain how those rights can • Synthesize a variety of information sometimes be in conflict with the from print and non-print sources responsibility of the government to protect the rights of others  I can define my rights as a citizen of the United States.
  • 23.  I can explain and give examples of how the rights of one individual may, at times, be in conflict with the rights of another.  I can demonstrate an understanding of the nature of government by examining ways that democratic governments do or do not preserve and protect the rights and liberties of their constituents in a…  I can investigate the rights of individuals to explain how those rights can sometimes be in conflict the responsibility of government to protect the rights of others
  • 25. Core Content SS-HS-1.3.2 Students will explain how the rights of an individual (e.g., Freedom of information Act, privacy) may, at times, be in conflict with the responsibility of the government to protect the "common good" (e.g., homeland security issues, environmental regulations, censorship, search and seizure). DOK 2 Know Reason Skills Rights • Explain how the rights of an • Investigate the rights of individuals to Free speech individual may, at times, be in explain how those rights can conflict with the responsibility of sometimes be in conflict with the Privacy government to protect the common responsibility of the government to Individual rights may be in conflict with the good protect the common good responsibility of government to • Analyze a variety of information from protect the common good print and non-print sources Slander • Synthesize a variety of information Libel from print and non-print sources Citizens have certain rights and responsibilities as members of a democratic society.
  • 26.  I can explain how the rights of an individual may, at times, be in conflict with the responsibility of the government to protect the common good.  I can investigate the rights of individuals to explain how those rights can sometimes be in conflict with the responsibility of the government to protect the common good
  • 27. Core Content SS-HS- 1.3.3 Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces). DOK 3 Know Reason Skills Civic Engagement • Evaluate the impact citizens have on • Demonstrate an understanding of Civic Responsibilities the functioning of a democratic the nature of government (illustrate, government by assuming write, model, present, debate): Voting responsibilities and duties o Evaluate the relationship Leadership positions • Evaluate the relationship between between and among the U.S. Civic Duties and among the US government’s government’s response to Jury duty response to contemporary issues contemporary issues and Taxes and societal problems and the societal problems and the Follow the law needs, wants and demand of its wants, needs and demand of Armed forces citizens its citizens • Analyze a variety of information from Level of civic engagement in a democracy print and non-print sources can impact the government’s • Synthesize a variety of information effectiveness from print and non-print sources
  • 28.  I can identify and explain the differences between civic duties and civic responsibilities.  I can evaluate the impact citizens have on the functions of a democratic government by assuming responsibilities and duties  I can demonstrate an understanding of the nature of government by evaluating the relationship between and among the U.S. government’s response to contemporary issues and societal problems and the wants, needs and demands of its citizens.
  • 29. Core Content SS-HS-3.1.1 Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices. DOK 2 Know Reason Skills Scarcity • Explain how scarcity of resources Resources necessitates choices at both the Budget personal and societal levels Revenue • Explain the impact of those choices Cost • Explain how governments with limited Expenditure budgets consider revenues, costs, and Resources opportunity when planning expenditures Economic institution • Describe how economic institutions help Economic to deal with scarcity Corporation Labor Union Bank Stock Market Cooperatives
  • 30.  I can give examples of how scarcity necessitates choices at both the personal and societal levels.  I can explain how scarcity necessitates choices at both the personal and societal levels.
  • 31. Core Content SS-HS-3.2.1 Students will compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world. DOK 2 Know Reason Skills Economic systems • Compare and contrast economic - Traditional systems and evaluate their - Command effectiveness in achieving broad social - Market goals - Mixed • Social Goals - Equity - Efficiency - Security - Freedom - Growth  I can compare and contrast economic systems based on their abilities to achieve broad social goals.
  • 32. Core Content SS-HS-3.2.3 Students will explain how, in a free enterprise system, individuals attempt to maximize their profits based on their role in the economy (e.g., producers try to maximize resources, entrepreneurs try to maximize profits, workers try to maximize income, savers and investors try to maximize return). DOK 2 Know Reason Skills Free enterprise system • Students will analyze free enterprise Profits Producers systems and explain strategies for Entrepreneurs maximizing profits based on different Workers Savers roles in the economy Investors Income Returns Producers try to maximize resources Entrepreneurs try to maximize profits Workers try to maximize income Savers & investors try to maximize returns  I can explain how, in a free enterprise system, producers try to maximize resources.  I can explain how, in a free enterprise system, entrepreneurs try to maximize profits.  I can explain how, in a free enterprise system, workers try to maximize income.  I can explain how, in a free enterprise system, savers try to maximize return.
  • 33. Core Content SS-HS-3.3.1 Students will explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply— technology, cost of inputs, number of sellers: demand—income, utility, price of similar products, consumers' preferences). DOK 2 Know Reason Skills Markets • Explain factors that influence the supply Buyers and demand of products Sellers • Describe how financial and non-financial Goods incentive influence individuals differently Services • Explain or model cause-effect relationships Supply between the level of competition in a Demand market and the number of buyers and Consumers sellers Inputs • Research laws and government mandates Income and analyze their purposes and effects in Utility the U.S. and in the global marketplace Price Institution Opportunity Cost  I can explain how numerous factors influence the supply and demand of products.  I can give examples of how numerous factors influence the supply and demand of products.
  • 34. Core Content SS-HS-3.4.1 Students will analyze the changing relationships among business, labor and government (e.g., unions, anti-trust laws, tariff policy, price controls, subsidies, tax incentives) and how each has affected production, distribution and consumption in the United States or the world. DOK 3 Know Reason Skills Production • Analyze changing relationships between Consumption and among business, labor and government Distribution • Examine the effects of those changing Business relationships on production, distribution, Labor and consumption in the U.S. Government  I can analyze the changing relationships among business, labor and government.  I can analyze how these relationships affect production, distribution and consumption.
  • 35. Core Content SS-HS-3.4.2 Students will describe and give examples of how factors such as technological change, investments in capital goods and human capital/resources have increased productivity in the world. DOK 2 Know Reason Skills New knowledge • Describe how different factors have Technological change increased productivity in the world Investments Capital goods Human capital Human resources Productivity  I can describe how factors such as technological change, investments in capital goods and investments in human capital/resources have increased productivity in the world.  I can give examples of how factors such as technological change, investments in capital goods and investments in human capital/resources have increased productivity in the world.
  • 36. Core Content SS-HS-3.4.3 Students will explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2 Know Reason Skills Global economy • Research laws and government mandates Interdependence and analyze their purposes and effects in Natural resource dependence the US and in the global marketplace Economic sanctions • Analyze how economies of nations around Environmental issues the world affect and are affected by Humanitarian issues American economic policies Economic policy  I can explain how interdependence of personal, national, and international economic activities often results in international issues and concerns.  I can give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns.
  • 37. Core Content SS-HS-4.1.1 Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. DOK 3 Know Reason Skills Five Themes • Analyze the distribution of physical and  Location, Place, Regions, Movement, human features on Earth’s surface Human/Environmental interaction • Interpret patterns and develop rationales Patterns for the location and distribution of Earth’s Settle human features Location Physical characteristics  climate, mountains, rivers Human Characteristics  interstate highways, urban centers, workforce Human populations Interdependence Cooperation Conflict Maps Globes Photographs Models Satellite images Charts Graphs Databases Distribution Relative location
  • 38. Absolute location Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface.  I can use a variety of geographic tools to explain the reasons for the distribution of physical and human features on Earth’s surface.  I can use a variety of geographic tools to analyze the reasons for the distribution of physical and human features on Earth’s surface.
  • 39. Core Content SS-HS-4.2.2 Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific place. DOK 2 Know Reason Skills Regions • Analyze the distribution of physical and Integrated system human features on Earth’s surface Landform types • Interpret patterns and develop rationales Political units for the location and distribution of Earth’s Economic patterns human features Cultural groups • Analyze pros and cons of physical and human characteristics of regions in terms of human activity  I can explain how physical characteristics of regions create advantages and disadvantages for human activities in a specific place.  I can explain how human characteristics of regions create advantages and disadvantages for human activities in as specific place.
  • 40. Core Content SS-HS-4.3.1 Students will describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity) and the impacts in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 3 Know Reason Skills Movement • Analyze pros and cons of physical and Settlement patterns human characteristics of regions in terms of Push factors human activity  famine • Explain how cultural differences and  military conflict perspectives sometimes result in conflicts Pull factors in the modern world and US  climate • Analyze the causes of movement and  job opportunity settlement and their impacts in different Centralization places and at different times in history Dispersion • Explain how technology has facilitated the Populations movement of goods, services, and Economic interdependence populations, increased economic Centers of economic activity interdependence, and influenced  cities development of centers of economic  interstate highways activity  airports  rivers  railroads  computers  telecommunications
  • 41.  I can describe the movement and settlement patterns of people in various places.  I can analyze the causes of that movement and settlement.  I can analyze the impact of that movement and settlement.
  • 42. Core Content SS-HS-4.3.2 Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all levels and influenced development of centers of economic activity. DOK 2 Know Reason Skills Technology • Explain how technology has facilitated the  computers movement of goods, services and  telecommunications populations, increased economic Interdependent interdependence at all levels and Global community influenced development of centers of Interrelationships economic activity • Describe human strategies used to overcome limits of the physical environment • Interpret and analyze possible global effects of human modifications to the physical environment, perspectives on the use of natural resources, and natural disasters  I can explain how technology has facilitated the movement of goods, services and populations.  I can explain how technology has increased economic interdependence at all levels.  I can explain how technology has influenced development of centers of economic activity.
  • 43. Core Content SS-HS-4.4.2 Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2 Know Reason Skills Human actions • Describe human strategies used to Human strategies overcome limits of the physical Human activities environment Human modification • Interpret and analyze possible global  deforestation effects of human modifications to the  mining physical environment, perspectives on the Natural resources use of natural resources, and natural  oil disasters  water  land Natural disasters  earthquakes  tsunamis  floods Global effects  global warming  destruction of the rainforest  acid rain Physical environment Interrelationships  I can explain how human modifications to the physical environment may have possible global effects.
  • 44.  I can explain how perspectives on the use of natural resources may have possible global effects.  I can explain how natural disasters may have possible global effects.
  • 45. Core Content Know Reason Skills •