UNIT 1 PLAN FOR 10TH GRADE CONTENT AREA
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Unit Overview:Quarter TMLDirect One TMLDirect Two
TMLDirect Three TMLDirect Four / Instructional Time: 2 weeks/days (approximately) – 10 days – 4 weeks year long – 20 days
Course/Grade Level: Civics and Economics Grade 10
Unit Theme: Democracy and Foundations of America / Revised Bloom’s Taxonomy: Level I-VI
Unit Summary: Students will learn the fundamentals of American democracy and concepts from Early American history that influence the basis of our government today. Students will think critically about the development of the American government after the American Revolution. Special emphasis will be placed on the writing and principles of the Declaration of Independence and United States Constitution. This unit will help students to compare the rights, duties, and responsibilities of American citizens throughout history to the present day. Students will understand how the Constitution is a living document by evaluating the Bill of Rights as well as including historic and present day examples.
North Carolina Informational Technology Essential Standards:
· HS.TT.1.1 Use appropriate technology tools and other resources to access information (multi-database search engines, online primary resources, virtual interviews with content experts).
· HS.TT.1.3 Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web 2.0 tools, graphics, podcasts, and audio files).
NC Essential Standards:
· CE.C&G.1.1 Explain how the tensions over power and authority led America’s founding fathers to develop a constitutional democracy (e.g., mercantilism, salutary neglect, taxation and representation, boycott and protest, independence, American Revolution, Articles of Confederation, Ben Franklin, George Washington, John Adams, Sons of Liberty, etc.)
· CE.C&G.1.2 Explain how the Enlightenment and other contributing theories impacted the writing of the Declaration of Independence, the US Constitution, and the Bill of Rights to help promote liberty, justice and equality (e.g., natural rights, classical theories of government, Magna Carta, Montesquieu, Locke, English Bill of Rights, etc.)
· CE.C&G.1.3 Evaluate how debates on power and authority between Federalists and Anti-Federalists have helped shape government in the United States over time (e.g., Hamilton, Jefferson, Madison, Federalist Papers, strong central government, protection of individual rights, Elastic Clause, Bill of Rights, etc.)
· CE.C&G.1.4 Analyze the principles and ideals underlying American democracy in terms of how they promote freedom (i.e. separation of powers, rule of law, limited government, democracy, consent of the governed/individual rights-life, liberty pursuit of happiness, representative democracy, equal opportunity, equal protection under the law, diversity, patriotism, etc.)
· CE.C&G.1.5 Evaluate the fundamental principles of American politics in terms of the extent to which they have been used effectively to maintain constitutional democracy in the United States (e.g., rule of law, limited government, democracy, consent of the governed, etc.)
· CE.C&G.4.1 Compare citizenship in the American constitutional democracy to membership in other types of governments (e.g., right to privacy, civil rights, responsibilities, political rights, right to due process, equal protection under the law, participation, freedom, etc.)
· CE.C&G.4.2 Explain how the development of America’s national identity derived from principles in the Declaration of Independence, US Constitution and Bill of Rights (e.g., inalienable rights, consent of the governed, popular sovereignty, religious and political freedom, separation of powers, etc.)
· CE.C&G.4.3 Analyze the roles of citizens of North Carolina and the United States in terms of responsibilities, participation, civic life and criteria for membership or admission (e.g., voting, jury duty, lobbying, interacting successfully with government agencies, organizing and working in civic groups, volunteering, petitioning, picketing, running for political office, residency, etc.)
· CE.C&G.4.4 Analyze the obligations of citizens by determining when their personal desires, interests and involvement are subordinate to the good of the nation or state (e.g., Patriot Act, Homeland Security, sedition, civil rights, equal rights under the law, jury duty, Selective Services Act, rule of law, eminent domain, etc.)
Essential Question(s):
· What is the most important concept in the United States being a democratic nation and why?
· Based on the early years of this country, defend or refute this statement: “The Declaration of Independence is a flawed document.”
· What were strengths and weaknesses in the ideas for government posed by the Federalists and the Anti-Federalists?
· How do the various principles and ideals in American democracy promote freedom?
· How might the various principles and ideals in American democracy be used to hinder freedom?
· Do Americans have more rights than other democratic nations? Why or why not?
· What are your most important roles as a citizen of North Carolina and the United States?
· When, if ever, is it okay to suppress the rights of those not in the majority? Support your answer.
Enduring Understanding(s):
· Students should understand the theories and philosophies that led America’s founding fathers to create a constitutional democracy.
· Students should understand the continuing debate regarding the distribution of power and authority within America’s government.
· Students should understand the principles underlying American politics and be able to evaluate the practical application of these principles.
· Students should understand the rights, roles, and responsibilities of American citizens and the similarities and differences between American citizenship and citizenship in other countries.
I Can Statement(s):
· Identify the key components of American democracy.
· Analyze how English laws impacted the content of the Constitution and Bill of Rights.
· Explain how leaders in the American Revolution (Washington, Adams, Hamilton, Jefferson) influenced the formation of the new government.
· Evaluate how writers of enduring American documents were influenced by other philosophers.
· Discuss what principles give freedoms to Americans and how these principles may hinder freedoms.
· List requirements for voting in the State of North Carolina.
· Evaluate how the government of the United States is similar to or different from other countries’ governments.
· Describe how the American identity can be connected to documents like the Declaration of Independence or the U.S. Constitution.
· Explain the role of the citizen in the American democracy in terms of duties and responsibilities.
· Analyze how important bills might enhance or inhibit American freedoms.
Vocabulary:
Mercantilism / Salutary Neglect / Taxation & Representation / American Revolution / Articles of Confederation / Ben Franklin
George Washington / John Adams / Sons of Liberty / Natural rights / Classic theories of government / Magna Carta
Montesquieu / Locke / English Bill of Rights / Alexander Hamilton / Thomas Jefferson / James Madison
Federalist Papers / Strong Central Government / Protection of individual rights / Elastic Clause / Bill of Rights / Separation of powers
Rule of Law / Limited Government / Democracy / Consent of the governed / Individual Rights / Self-government
Representative Democracy / Equal opportunity / Equal protection under the law / Diversity / Patriotism / Right to privacy
Civil rights / Responsibilities / Political rights / Participation / Duties / Participation
Inalienable rights / Popular sovereignty / Religious & political freedom / Voting / Jury duty / Lobbying
Running for office / Patriot Act / Homeland Security / Petitioning / Volunteerism / Organizing
Reading and Writing for Literacy and Interdisciplinary Connections
Sample Essays on Democracy and Volunteerism are below
Students could also write an essay on the status and experiences of groups of people who were not allowed to participate in the creation of the American political system (i.e. women, Native Americans, African Americans, people of low socio-economic status).
Evidence of Learning (Formative Assessments):
Road to the American Revolution Chart
Declaration of Independence Document Analysis
Venn Diagram on American citizenship v. citizenship in another country
Graphic organizer on components of American democracy
Cause and Effect organizer on the influence of Enlightenment ideals and English laws on the Declaration of Independence and the U.S. Constitution
Socratic Seminar on the challenges of implementing principles of American politics
Graphic organizer (spider map) on responsibilities of U.S. citizens and the requirements for voting
Create and discuss a collage on the American identity / Summative Assessment(s):
· Multiple Choice Test
· Essay prompts appropriate to this unit (samples below)
· “Doing Democracy” Poster (for details on this assignment see: http://www.civics.unc.edu/resources/docs/DoingDemocracy10.pdf
· Project presentation on “The Art of Storytelling,” where students construct stories to describe the experiences of less privileged groups during this time period (rubric included below)
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Unit Implementation:
RESOURCES for this unit:
Hobbes, Leviathan excerpts (H) http://socserv.socsci.mcmaster.ca/~econ/ugcm/3ll3/hobbes/Leviathan.pdf
Resolution of the Virginia House of Burgesses on Colonial Authority, Nov. 14, 1764
The Mayflower Compact
Foundations of the Colonial Era, Documents of Destiny, Goldhil Home Video
Excerpts from Paine’s Common Sense http://xroads.virginia.edu/~Hyper2/CDFinal/Paine/cover.html
The Declaration of Independence and the U.S. Constitution http://www.archives.gov/exhibits/charters/charters.html
The Revolutionary Era, Documents of Destiny, Goldhil Home Videos Chronicle of the Revolution & The Road to Revolution http://pbs.org/liberty/
The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African, Written by Himself http://docsouth.unc.edu/neh/equiano1/summary.html
Curriculum Pathways Resources (available at: www.sasinschool.com) -
The Federalist Papers - http://thomas.loc.gov/home/histdox/fedpapers.html
Anti-Federalist Papers - http://www.constitution.org/afp/afp.htm
Bill of Rights Institute - http://www.billofrightsinstitute.org/
Week 1 block/ Week 1-2 year long - Foundations of American Government
This week should review the colonial era and why Americans ultimately decided to fight to be a sovereign nation. Also, students will look at the founding documents of the country and the debate over power held by the Federalists and Anti-Federalists. Influences on colonial thought (e.g., philosophers, British treatment) should be included in the discussion. Due to the early nature of this unit, an activity that might be helpful would be to create a Class Constitution. The Class Constitution should include discussion over problems and successes in previous classes.
Students may complete an activity demonstrating some key components of the Bill of Rights:
Acting on the Bill of Rights: http://www.civics.unc.edu/resources/docs/ActingontheBillofRights10.pdf
Week 2 block/Week 3-4 year long Democracy: Active Participation (CE.C&G.4.1-4.4)
This week should begin with a discussion of the Rights, Duties (obey laws, pay taxes, serve in court, defend the nation, and go to school), and Responsibilities (vote, respect others, respect diversity, participate in government and speak up/be informed) of an American Citizen. Students should be able to come up with supporting details for each of the characteristics offered by the teacher. A “Citizen Pamphlet” (see:http://www.civics.unc.edu/resources/docs/CitizenPamplet.pdf) could help to reinforce these concepts. Through this discussion, students should have a larger conversation focusing on the characteristics of effective citizenship (http://www.civics.unc.edu/resources/docs/effectivecitizenship10.pdf).
From this discussion and activity, students should brainstorm ways of how they could and others do get involved and participate in their democracy and government. Examples of participation should be discussed in class, focusing on the “how” they could accomplish these strategies. The organization Civics.org offers two interactive lessons which focuses on advocacy and “doing” democracy (http://www.civics.unc.edu/resources/docs/advocacy101TENTH.pdf) and a poster project that would allow for demonstration and knowledge of what participation looks like in an active democracy (http://www.civics.unc.edu/resources/docs/DoingDemocracy10.pdf).
Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Scaffolding Option 1:
Intervention / Scaffolding Option 2:
Maintenance / Scaffolding Option 3:
Extension
Instructional Activities: / Analyze primary source writings of those
involved in the slave trade. Describe the
middle passage from a first person
experience. / Federalist/Anti-Federalist Posters.
***Students will be assigned to create a poster to support one side of the Constitutional debate.
Students could also identify arguments in the Federalists’ and Anti-Federalists’ writings that are
relevant to current events. / Essay Sample #1 – Democracy (http://www.civics.unc.edu/resources/docs/WA12&10Democracy.pdf)
Essay Sample #2 – Volunteerism
(http://www.civics.unc.edu/resources/docs/WA410Volunteerism.pdf)
Analyze quotes of significant speakers and
authors of the time period and how they
reflect the American ideals, i.e. Jonathan
Edwards, Phyllis Wheatley, and Thomas
Paine.
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Multimedia Activities: / Prezi timeline – Students can use prezi.com to develop an annotated timeline that details the chronology and significance of
major events in British North America. / Constitution Comic Book - Create a “Story of the U.S. Constitution” through a creative medium such as an online comic book, song, multimedia presentation, performance or a written work. / Propaganda Custom Google Search - Create a custom google search engine so that students can locate, analyze and discuss the use of propaganda to sway public opinion regarding war with Britain. Consider the views of colonists such as Paul Revere, Samuel Adams, Mercy Otis Warren, Patrick Henry, Thomas Jefferson, Thomas Paine, and Abigail and John Adams.