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POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 1 4/2013 1
COURSE: ACADEMIC CIVICS AND GOVERNMENT GRADE(S): 10
UNIT 1: POLITICAL PHILOSOPHIES TIMEFRAME:
PA ACADEMIC STANDARDS:
Principles and Documents of Government
Content Standards:
5.1.C. A. Analyze the sources, purposes, functions of law, and how the rule of law protects
individual rights and promotes the common good.
5.1.C. B. Employ historical examples and political philosophy to evaluate the major arguments
advanced for the necessity of government.
5.1.C. C. Evaluate the application of the principles and ideals in contemporary civic life. Liberty
/ Freedom, Democracy, Justice.
5.1.C. D. Evaluate state and federal powers based on significant documents and other critical
sources. Declaration of Independence, United States Constitution, Bill of Rights, Pennsylvania
Constitution.
5.1.C. E. Analyze and assess the rights of people as written in the PA Constitution and the US
Constitution.
5.1.C. F. Evaluate the role of nationalism in uniting and dividing citizens.
Rights and Responsibilities of Citizenship
Content Standards:
5.2.C. A. Evaluate an individual's civil rights, responsibilities and obligations in various
contemporary governments.
5.2.C. B. Examine the causes of conflicts in society and evaluate techniques to address those
conflicts.
5.2.C. C. Evaluate political leadership and public service in a republican form of government.
5.2.C. D. Evaluate and demonstrate what makes competent and responsible citizens.
How Government Works
Content Standards:
5.3.C. A. Analyze the changes in power and authority among the three branches of
government over time.
5.3.C. B. Compare and contrast policymaking in various contemporary world governments.
5.3.C. C. Evaluate how government agencies create, amend, and enforce regulations.
5.3.C. D. Evaluate the roles of political parties, interest groups, and mass media in politics and
public policy.
5.3.C. E. Evaluate the fairness and effectiveness of the United States electoral processes,
including the electoral college.
5.3.C. F. Analyze landmark United States Supreme Court interpretations of the Constitution and
its Amendments.
5.3.C. G. Evaluate the impact of interest groups in developing public policy.
5.3.C. H. Evaluate the role of mass media in setting public agenda and influencing political life.
5.3.C. I. Evaluate tax policies of various states and countries.
5.3.C. J. Evaluate critical issues in various contemporary governments.
How International Relationships Function
Content Standards:
5.4.C. A. Examine foreign policy perspectives, including realism, idealism, and liberalism.
5.4.C. B. Evaluate the effectiveness of foreign policy tools in various current issues confronting
the United States (e.g., diplomacy, economic aid, military aid, sanctions, and treaties).
5.4.C. C. Evaluate the effectiveness of international organizations, both governmental and
nongovernmental.
5.4.C. D. Evaluate the role of mass media in world politics.
5.4.C. E. Compare and contrast the politics of various interest groups and evaluate their impact
on foreign policy.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 1 4/2013 2
ASSESSMENT ANCHORS:
C.1.1 Purpose and Functions of Government
C.1.1.1 Evaluate the development and impact of domestic policy.
C.1.1.2 Explain how U.S. foreign policy is developed and analyze its domestic and global
impacts.
C.1.1.3 Analyze the evolution of civil and human rights and explain the role that governments
play in protecting those rights.
C.1.2 Forms of Government/Significant Documents
C.1.2.1 Analyze the characteristics of and methods employed by various systems of
government to achieve their goals.
C.1.2.2 Describe and analyze local, state, and federal roles in policy making by citing evidence
of their authority to do so.
C.1.3 Processes of Government
C.1.3.1 Analyze the structure, organization, and operation of various levels of government as
they relate to the creation of legislation and the enforcement of laws.
C.1.3.2 Analyze and describe election processes.
C.1.4 Interpretation and Application of Law
C.1.4.1 Analyze the powers, influence, and limitations of government agencies in creating,
amending, and enforcing policies.
C.1.4.2 Analyze the interpretation of the U.S. Constitution and the Pennsylvania Constitution by
the courts.
C.2.1 Role of Individual Citizens
C.2.1.1 Analyze the civic roles, rights, and responsibilities of individuals in the United States.
C.2.1.2 Evaluate the factors that make competent and responsible citizens.
C.2.2 Functions of Groups and Organizations
C.2.2.1 Analyze the roles of political parties and special interest groups
C.2.2.2 Analyze the methods used to influence the political process, public policy, and public
opinion.
C.2.3 Political Philosophies
C.2.3.1 Analyze the application of civic principles and ideals in contemporary life.
C.2.3.2 Examine arguments for the necessity of government.
C.2.4 Competing Interests and Ideas
C.2.4.1 Critique the various roles that individuals, symbols, and symbolic events play in civic
discourse.
C.2.4.2 Evaluate strategies used to avoid or resolve conflict in society and government.
C.2.4.3 Analyze the role of media on the creation or resolution of conflict in society.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 1 4/2013 3
KEY CONCEPTS
1. Citizens understand their rights and practice their responsibilities in a vibrant society.
2. Civil discourse and thoughtful deliberation are necessary to promote the common good and
protect the individual.
3. Adherence to the rule of law validates an individual’s responsibility to society.
4. Engaged citizens understand the workings of government and use historic precedents in
shaping thought and action.
5. An engaged citizen is a life-long learner continuing to benefit from internal maturity and
external influences.
6. A thoughtful citizen evaluates the accuracy of communications and analyzes media sources
attempting to influence the public agenda.
7. The choices we make, whether as consumers or as citizens active in politics, impact people
around the globe.
8. The rapid pace of technological change has established unprecedented economic, political,
and cultural interdependence among nations and individuals.
9. Nationalism plays a number of influential roles with far-reaching consequences in an
interdependent world.
10. Political and economic ideas motivate societies to new behaviors.
11. The enjoyment of human rights and their exercise are dependent upon the community of
nations and their citizens maintaining vigilance on governments and their actions.
12. Technological innovation shakes the institutions of society to their roots, with advantageous
and disastrous consequences.
OBJECTIVES/ESSENSTIAL KNOWLEDGE
Analyze the application of civic principles and ideals in contemporary life.
1. Draw conclusions about how civic principles impact society.
American citizens make a commitment to the nation and to the values and principles
that are part of the United States democracy.
The right of citizenship gives Americans certain responsibilities.
We form governments to establish order, provide security and accomplish common
goals.
2. Evaluate the impact of influential writings, speeches, and other communications on society in
the United States and the world.
The Constitution is this nation’s fundamental law.
The Declaration of Independence reflects the ideals that we strive for in our
representative government.
The Federalist Papers explain the failures of the Articles of Confederation.
The Bill of Rights enumerates the rights that the founders felt each citizen had to be
guaranteed.
3. Describe competing ideologies and explain their development and impact.
The Enlightenment philosophers expressed the purpose and role of government and its
responsibilities to citizens.
Examine arguments for the necessity of government.
1. Compare theories of government and their role in modern society.
Political principles and major events shape how people form governments.
Consider the benefits, limitations of various forms of government.
2. Recognize how public and private interests conflict and how they coordinate efforts in order to
deal with issues.
Balancing the rights of the individual with the needs of the body politic. Individual
citizens need to examine their roles and responsibilities in a larger society.
3. Assess the role of government in providing citizens with essential services.
Balancing the rights of the individual to be safe and secure along ensuring all citizens’
rights are protected.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 1 4/2013 4
SUGGESTED ACTIVITIES:
Create a two column chart of rights and
responsibilities/limitations. On the left side of
the chart write down a “right” and on the
right side counteract that “right” with a
responsibility and a limitation.
Analyze various thinkers of the
Enlightenment and identify their similarities
and differences.
Cooperative groups research particular
forms of government and debate the
merits of each.
Summarize the main points of the
Enlightenment thinkers. Paraphrase in your
own words. Compare with a partner.
Modify your summary.
Draw evidence from informational texts to
support analysis, reflection, and research.
Use technology, including the Internet, to
produce, publish, and update individual or
shared writing products, taking advantage
of technology’s capacity to link to other
information and to display information
flexibly and dynamically.
Conduct short research projects to answer
a question or solve a problem; narrow or
broaden the inquiry when appropriate.
MANDATED WRITING ACTIVITY:
Write arguments focused on the following topic:
What is the purpose of government? Is it to
provide social services or is it to protect the
people from domestic turmoil or foreign invasion?
Use the Enlightenment thinkers to provide support
for your argument. Students should follow the
Common Core Standards listed below.
1. Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims,
and create an organization that establishes
clear relationships among the claim(s),
counterclaims, reasons, and evidence.
2. Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while
pointing out the strengths and limitations of
both claim(s) and counterclaims in a
discipline-appropriate form and in a manner
that anticipates the audience’s knowledge
level and concerns.
3. Use words, phrases, and clauses to link the
major sections of the text, create cohesion,
and clarify the relationships between claim(s)
and reasons, between reasons and
evidence, and between claim(s) and
counterclaims.
ASSESSMENTS:
Observation Checklists
Interviews and Dialogue
Learning Logs or Notebooks
Teacher-Made Tests and Quizzes
Products and Projects
Performance Tasks
REMEDIATION:
Peer Tutoring
Small Group Instruction
Computer Assisted Learning
Individualized Instruction
Chunking of Information
ENRICHMENT:
Research Opportunities
Class Presentation
Independent Investigation
Case Study
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 1 4/2013 5
4. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which
they are writing.
5. Provide a concluding statement or section
that follows from or supports the argument
presented.
RESOURCES:
Primary Sources
US Constitution, Bill of Rights, Declaration of Independence
Textbook
Internet
www.icivics.org
ONLINE VIDEO RESOURCES:
Just the Facts: Documents of Destiny: Creating a New Nation
http://www.discoveryeducation.com/
Description:
Flaws in the Articles of Confederation led to the creation of the U.S. Constitution. Historical topics and
events discussed include the Federalist Papers, the Bill of Rights, and George Washington's Farewell
Address.
Economics: A Framework for Teaching the Basic Concepts: Macroeconomic Concepts
http://www.discoveryeducation.com/
Segment 6- Private vs. Public Interest
Description:
The economy consists of private and public sectors. Sometimes the public sectors take over a private
sector because of national interest. Sometimes private companies compete with and take business
from the public sector.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 2 4/2013 1
COURSE: ACADEMIC CIVICS AND GOVERNMENT GRADE(S): 10
UNIT 2: FORMS OF GOVERNMENT/SIGNIFICANT DOCUMENTS TIMEFRAME:
PA ACADEMIC STANDARDS:
Principles and Documents of Government
Content Standards:
5.1.C. A. Analyze the sources, purposes, functions of law, and how the rule of law protects
individual rights and promotes the common good.
5.1.C. B. Employ historical examples and political philosophy to evaluate the major arguments
advanced for the necessity of government.
5.1.C. C. Evaluate the application of the principles and ideals in contemporary civic life. Liberty
/ Freedom, Democracy, Justice.
5.1.C. D. Evaluate state and federal powers based on significant documents and other critical
sources. Declaration of Independence, United States Constitution, Bill of Rights, Pennsylvania
Constitution.
5.1.C. E. Analyze and assess the rights of people as written in the PA Constitution and the US
Constitution.
5.1.C. F. Evaluate the role of nationalism in uniting and dividing citizens.
Rights and Responsibilities of Citizenship
Content Standards:
5.2.C. A. Evaluate an individual's civil rights, responsibilities and obligations in various
contemporary governments.
5.2.C. B. Examine the causes of conflicts in society and evaluate techniques to address those
conflicts.
5.2.C. C. Evaluate political leadership and public service in a republican form of government.
5.2.C. D. Evaluate and demonstrate what makes competent and responsible citizens.
How Government Works
Content Standards:
5.3.C. A. Analyze the changes in power and authority among the three branches of
government over time.
5.3.C. B. Compare and contrast policymaking in various contemporary world governments.
5.3.C. C. Evaluate how government agencies create, amend, and enforce regulations.
5.3.C. D. Evaluate the roles of political parties, interest groups, and mass media in politics and
public policy.
5.3.C. E. Evaluate the fairness and effectiveness of the United States electoral processes,
including the electoral college.
5.3.C. F. Analyze landmark United States Supreme Court interpretations of the Constitution and
its Amendments.
5.3.C. G. Evaluate the impact of interest groups in developing public policy.
5.3.C. H. Evaluate the role of mass media in setting public agenda and influencing political life.
5.3.C. I. Evaluate tax policies of various states and countries.
5.3.C. J. Evaluate critical issues in various contemporary governments.
How International Relationships Function
Content Standards:
5.4.C. A. Examine foreign policy perspectives, including realism, idealism, and liberalism.
5.4.C. B. Evaluate the effectiveness of foreign policy tools in various current issues confronting
the United States (e.g., diplomacy, economic aid, military aid, sanctions, and treaties).
5.4.C. C. Evaluate the effectiveness of international organizations, both governmental and
nongovernmental.
5.4.C. D. Evaluate the role of mass media in world politics.
5.4.C. E. Compare and contrast the politics of various interest groups and evaluate their impact
on foreign policy.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 2 4/2013 2
ASSESSMENT ANCHORS:
C.1.1 Purpose and Functions of Government
C.1.1.1 Evaluate the development and impact of domestic policy.
C.1.1.2 Explain how U.S. foreign policy is developed and analyze its domestic and global
impacts.
C.1.1.3 Analyze the evolution of civil and human rights and explain the role that governments
play in protecting those rights.
C.1.2 Forms of Government/Significant Documents
C.1.2.1 Analyze the characteristics of and methods employed by various systems of
government to achieve their goals.
C.1.2.2 Describe and analyze local, state, and federal roles in policy making by citing evidence
of their authority to do so.
C.1.3 Processes of Government
C.1.3.1 Analyze the structure, organization, and operation of various levels of government as
they relate to the creation of legislation and the enforcement of laws.
C.1.3.2 Analyze and describe election processes.
C.1.4 Interpretation and Application of Law
C.1.4.1 Analyze the powers, influence, and limitations of government agencies in creating,
amending, and enforcing policies.
C.1.4.2 Analyze the interpretation of the U.S. Constitution and the Pennsylvania Constitution by
the courts.
C.2.1 Role of Individual Citizens
C.2.1.1 Analyze the civic roles, rights, and responsibilities of individuals in the United States.
C.2.1.2 Evaluate the factors that make competent and responsible citizens.
C.2.2 Functions of Groups and Organizations
C.2.2.1 Analyze the roles of political parties and special interest groups
C.2.2.2 Analyze the methods used to influence the political process, public policy, and public
opinion.
C.2.3 Political Philosophies
C.2.3.1 Analyze the application of civic principles and ideals in contemporary life.
C.2.3.2 Examine arguments for the necessity of government.
C.2.4 Competing Interests and Ideas
C.2.4.1 Critique the various roles that individuals, symbols, and symbolic events play in civic
discourse.
C.2.4.2 Evaluate strategies used to avoid or resolve conflict in society and government.
C.2.4.3 Analyze the role of media on the creation or resolution of conflict in society.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 2 4/2013 3
KEY CONCEPTS
1. Citizens understand their rights and practice their responsibilities in a vibrant society.
2. Civil discourse and thoughtful deliberation are necessary to promote the common good and
protect the individual.
3. Adherence to the rule of law validates an individual’s responsibility to society.
4. Engaged citizens understand the workings of government and use historic precedents in
shaping thought and action.
5. An engaged citizen is a life-long learner continuing to benefit from internal maturity and
external influences.
6. A thoughtful citizen evaluates the accuracy of communications and analyzes media sources
attempting to influence the public agenda.
7. The choices we make, whether as consumers or as citizens active in politics, impact people
around the globe.
8. The rapid pace of technological change has established unprecedented economic, political,
and cultural interdependence among nations and individuals.
9. Nationalism plays a number of influential roles with far-reaching consequences in an
interdependent world.
10. Political and economic ideas motivate societies to new behaviors.
11. The enjoyment of human rights and their exercise are dependent upon the community of
nations and their citizens maintaining vigilance on governments and their actions.
12. Technological innovation shakes the institutions of society to their roots, with advantageous
and disastrous consequences.
OBJECTIVES/ESSENTIAL KNOWLEDGE
Analyze the characteristics of and methods employed by various systems of government to achieve
their goals.
1. Compare and assess how various governments are organized and operate and assess citizen
access to political participation within the various forms of government.
Compare and contrast the various forms of government.
In authoritarian government, power is held by a person or group not accountable to
the people.
Absolute monarchies and dictatorships are types of authoritarian rule.
The United States has a federal system, with power shared by the state governments
and the central government.
Democracy is based on majority rule, which means citizens agree that they will abide
by what most people want.
2. Analyze how power is transferred in various forms of government and the level of democracy
indicated by the transfer of power in a government.
Democracy is based on majority rule, which means citizens agree that they will abide
by what most people want.
Many dictatorships are totalitarian states in which the government controls almost all
aspects of the people’s lives.
3. Compare the legal structure of various types of government and analyze the level of citizen
participation in the development and enforcement of the laws of each type of government.
The US government is made up of the federal, or national government; state
governments; and local governments that include city, county and town
governments.
4. Evaluate how governments and political figures use media to promote their policies
Politicians use the media to test public reaction to their ideas and the media use
politicians as sources of news stories.
Describe and analyze local, state, and federal roles in policy making by citing evidence of their
authority to do so
1. Appraise the principles and ideals expressed in historical documents and determine how they
impact the actions of the contemporary U.S. government.
There are five major principles in the Constitution; popular sovereignty; limited
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 2 4/2013 4
government and the rule of law; separation of powers; checks and balances; and
federalism.
The “supremacy clause” makes the Constitution the “supreme law of the land.”
2. Analyze the principles, ideals, and constitutional foundations that impact the actions of the
contemporary Pennsylvania state and local governments.
Compare the structure of state government to federal government.
Identify Pennsylvania elected officials and their role in the state government.
3. Apply arguments about the role of government to local, state, and national issues of
governance.
Under the principle of federalism, the Constitution divides governmental power
between the federal government and the states.
SUGGESTED ACTIVITIES:
Create a Venn diagram comparing and
contrasting the various forms of
government.
Analyze an assigned controversial current
issue utilizing different media sources (i.e.
Fox News, CNN, MSNBC, ABC, etc…).
Identify your state representative and
research and record his/her stand on a
particular issue of importance to the local
and/or state community.
Create a public service announcement
that supports a particular stand on a
controversial issue. Identify the persuasive
elements of the argument utilized.
Outline and paraphrase the powers
enumerated in the Constitution for each
branch of government.
Draw evidence from informational texts to
support analysis, reflection, and research.
Use technology, including the Internet, to
produce, publish, and update individual or
shared writing products, taking
advantage of technology’s capacity to
link to other information and to display
information flexibly and dynamically.
Conduct short research projects to answer
a question or solve a problem; narrow or
broaden the inquiry when appropriate.
MANDATED WRITING ACTIVITY:
Write arguments focused on the following
topic: “Is democracy a good form of
government.” Remind students that the
United States is a “republic” and not a
“democracy.” Identify the weaknesses of
a democracy in your argument. Writing
should demonstrate the Common Core
Standards listed below.
1. Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims,
ASSESSMENTS:
Observation Checklists
Interviews and Dialogue
Learning Logs or Notebooks
Teacher-Made Tests and Quizzes
Products and Projects
Performance Tasks
REMEDIATION:
Peer Tutoring
Small Group Instruction
Computer Assisted Learning
Individualized Instruction
Chunking of Information
ENRICHMENT:
Research Opportunities
Class Presentation
Independent Investigation
Case Study
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 2 4/2013 5
and create an organization that establishes
clear relationships among the claim(s),
counterclaims, reasons, and evidence.
2. Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while
pointing out the strengths and limitations of
both claim(s) and counterclaims in a
discipline-appropriate form and in a manner
that anticipates the audience’s knowledge
level and concerns.
3. Use words, phrases, and clauses to link the
major sections of the text, create cohesion,
and clarify the relationships between claim(s)
and reasons, between reasons and
evidence, and between claim(s) and
counterclaims.
4. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which
they are writing.
5. Provide a concluding statement or section
that follows from or supports the argument
presented.
RESOURCES:
Primary Sources
Textbook
Internet
www.icivics.org
ONLINE VIDEO RESOURCES:
Standard Deviants School American Government: Introduction to Government
http://www.discoveryeducation.com/
Segment 3: Some Types of Government
Description:
This segment examines aristocracy, oligarchy, monarchy direct democracy and indirect democracy.
Federal Government: The Legislative Branch. Segment 3-States versus Congressional Districts
http://www.discoveryeducation.com/
Description:
Congressional representatives serve districts within states and respond to local concerns, while
senators serve entire states, and therefore are further removed from local issues.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 3 2/2013 1
COURSE: ACADEMIC CIVICS AND GOVERNMENT GRADE(S): 10
UNIT 3: PROCESSES OF GOVERNMENT TIMEFRAME:
PA ACADEMIC STANDARDS:
Principles and Documents of Government
Content Standards:
5.1.C. A. Analyze the sources, purposes, functions of law, and how the rule of law protects
individual rights and promotes the common good.
5.1.C. B. Employ historical examples and political philosophy to evaluate the major arguments
advanced for the necessity of government.
5.1.C. C. Evaluate the application of the principles and ideals in contemporary civic life. Liberty
/ Freedom, Democracy, Justice.
5.1.C. D. Evaluate state and federal powers based on significant documents and other critical
sources. Declaration of Independence, United States Constitution, Bill of Rights, Pennsylvania
Constitution.
5.1.C. E. Analyze and assess the rights of people as written in the PA Constitution and the US
Constitution.
5.1.C. F. Evaluate the role of nationalism in uniting and dividing citizens.
Rights and Responsibilities of Citizenship
Content Standards:
5.2.C. A. Evaluate an individual's civil rights, responsibilities and obligations in various
contemporary governments.
5.2.C. B. Examine the causes of conflicts in society and evaluate techniques to address those
conflicts.
5.2.C. C. Evaluate political leadership and public service in a republican form of government.
5.2.C. D. Evaluate and demonstrate what makes competent and responsible citizens.
How Government Works
Content Standards:
5.3.C. A. Analyze the changes in power and authority among the three branches of
government over time.
5.3.C. B. Compare and contrast policymaking in various contemporary world governments.
5.3.C. C. Evaluate how government agencies create, amend, and enforce regulations.
5.3.C. D. Evaluate the roles of political parties, interest groups, and mass media in politics and
public policy.
5.3.C. E. Evaluate the fairness and effectiveness of the United States electoral processes,
including the electoral college.
5.3.C. F. Analyze landmark United States Supreme Court interpretations of the Constitution and
its Amendments.
5.3.C. G. Evaluate the impact of interest groups in developing public policy.
5.3.C. H. Evaluate the role of mass media in setting public agenda and influencing political life.
5.3.C. I. Evaluate tax policies of various states and countries.
5.3.C. J. Evaluate critical issues in various contemporary governments.
How International Relationships Function
Content Standards:
5.4.C. A. Examine foreign policy perspectives, including realism, idealism, and liberalism.
5.4.C. B. Evaluate the effectiveness of foreign policy tools in various current issues confronting
the United States (e.g., diplomacy, economic aid, military aid, sanctions, and treaties).
5.4.C. C. Evaluate the effectiveness of international organizations, both governmental and
nongovernmental.
5.4.C. D. Evaluate the role of mass media in world politics.
5.4.C. E. Compare and contrast the politics of various interest groups and evaluate their impact
on foreign policy.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 3 2/2013 2
ASSESSMENT ANCHORS:
C.1.1 Purpose and Functions of Government
C.1.1.1 Evaluate the development and impact of domestic policy.
C.1.1.2 Explain how U.S. foreign policy is developed and analyze its domestic and global
impacts.
C.1.1.3 Analyze the evolution of civil and human rights and explain the role that governments
play in protecting those rights.
C.1.2 Forms of Government/Significant Documents
C.1.2.1 Analyze the characteristics of and methods employed by various systems of
government to achieve their goals.
C.1.2.2 Describe and analyze local, state, and federal roles in policy making by citing evidence
of their authority to do so.
C.1.3 Processes of Government
C.1.3.1 Analyze the structure, organization, and operation of various levels of government as
they relate to the creation of legislation and the enforcement of laws.
C.1.3.2 Analyze and describe election processes.
C.1.4 Interpretation and Application of Law
C.1.4.1 Analyze the powers, influence, and limitations of government agencies in creating,
amending, and enforcing policies.
C.1.4.2 Analyze the interpretation of the U.S. Constitution and the Pennsylvania Constitution by
the courts.
C.2.1 Role of Individual Citizens
C.2.1.1 Analyze the civic roles, rights, and responsibilities of individuals in the United States.
C.2.1.2 Evaluate the factors that make competent and responsible citizens.
C.2.2 Functions of Groups and Organizations
C.2.2.1 Analyze the roles of political parties and special interest groups
C.2.2.2 Analyze the methods used to influence the political process, public policy, and public
opinion.
C.2.3 Political Philosophies
C.2.3.1 Analyze the application of civic principles and ideals in contemporary life.
C.2.3.2 Examine arguments for the necessity of government.
C.2.4 Competing Interests and Ideas
C.2.4.1 Critique the various roles that individuals, symbols, and symbolic events play in civic
discourse.
C.2.4.2 Evaluate strategies used to avoid or resolve conflict in society and government.
C.2.4.3 Analyze the role of media on the creation or resolution of conflict in society.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 3 2/2013 3
KEY CONCEPTS
1. Citizens understand their rights and practice their responsibilities in a vibrant society.
2. Civil discourse and thoughtful deliberation are necessary to promote the common good and
protect the individual.
3. Adherence to the rule of law validates an individual’s responsibility to society.
4. Engaged citizens understand the workings of government and use historic precedents in
shaping thought and action.
5. An engaged citizen is a life-long learner continuing to benefit from internal maturity and
external influences.
6. A thoughtful citizen evaluates the accuracy of communications and analyzes media sources
attempting to influence the public agenda.
7. The choices we make, whether as consumers or as citizens active in politics, impact people
around the globe.
8. The rapid pace of technological change has established unprecedented economic, political,
and cultural interdependence among nations and individuals.
9. Nationalism plays a number of influential roles with far-reaching consequences in an
interdependent world.
10. Political and economic ideas motivate societies to new behaviors.
11. The enjoyment of human rights and their exercise are dependent upon the community of
nations and their citizens maintaining vigilance on governments and their actions.
12. Technological innovation shakes the institutions of society to their roots, with advantageous
and disastrous consequences.
OBJECTIVES/ESSENTIAL KNOWLEDGE
Analyze the structure, organization, and operation of various levels of government as they relate to the
creation of legislation and the enforcement of laws.
1. Evaluate the structure of the government of the Commonwealth of Pennsylvania with the
structure of the U.S. government and compare the process of amending the Pennsylvania
Constitution with the process of amending the U.S. Constitution.
The United States Congress is made up of 535 lawmakers who are divided into two
houses.
Each state sends two representatives to the Senate. The number of representatives a
state sends to the House is based on the state’s population.
If anything happens to the president and the vice president, the Speaker of the House
of next in line to become president.
All state legislatures are bicameral except for Nebraska’s which is unicameral. Each
state calls its upper house the senate, and many call their lower house of
representatives.
The US president’s roles include chief executive, chief diplomat, head of state,
commander in chief of the armed forces, legislative leader, economic leader and
party leader.
The state governor’s powers include carrying out the law, appointing judges, writing the
state budget, approving laws, reporting on the condition of the estate, and appointing
people to state offices.
The judicial branch of the federal government is made up of courts. The role of the
courts is to interpret laws and make sure they are enforced fairly.
Article III of the Constitution established the Supreme Court.
The higher state courts are trial courts or appellate courts.
2. Analyze the specific duties of each branch of government at all levels of government and
examine the process of checks and balances among the three branches of government.
Article I, Section 8 of the Constitution gives Congress powers.
Powers that are specifically listed in the Constitution are called the expressed powers or
enumerated powers.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 3 2/2013 4
The elastic clause gives Congress implied powers to do what is “necessary and proper”
to carry out its expressed powers.
In addition to lawmaking powers, Congress has the power to suggest amendments to
the Constitution approve or suggest amendments to the Constitution, approve or reject
the president’s nominees for various offices, and accuse and try officials for misconduct.
The Constitution lists presidential powers, including the power to issue executive orders,
veto bills, call Congress into special session, appoint Supreme Court justices, receive
leaders from other countries, make treaties with foreign countries, name heads of
executive agencies and pardon people convicted of federal crimes.
The United States has a dual court system.
Each state has its own court system that is separate from the federal court system.
Federal courts have jurisdiction or authority to hear only certain kinds of cases so that
they do not interfere with state courts.
State court cases that involve constitutional rights may be appealed to the US Supreme
Court.
3. Summarize the legislative process in the Pennsylvania General Assembly and the U.S. Congress.
Bills come from private citizens, from special interest groups, and from the president.
A bill first goes to a standing committee that may hold a hearing on it. After the hearing,
the committee can approve, change replace, ignore, or reject the bill.
If a bill is approved, changed or replaced, it is moved on to the full House or Senate for
debate. The House may make relevant amendments to the bill. The Senate may add
riders that are completely unrelated to the bill.
If the House and Senate pass slightly different versions of a bill, a conference committee
with members from each house works out the differences. The House and Senate then
vote on the revised bill.
The president has the power to veto or reject bills approved by both houses. Congress
can override a presidential veto with a two-thirds vote of each house.
The state legislator’s main responsibility is to pass laws. The lawmaking process for states
is similar to the federal government.
Analyze and describe election processes.
1. Describe and compare election processes in the United States and in Pennsylvania.
Parties hold primary elections to choose candidates who will run in the general election.
General elections include national, state and local elections.
Voters are sometimes asked to vote on issues. Initiates are laws proposed by citizens.
Referendums allow voters to accept or reject a law passed by state or local legislatures.
In presidential elections, voters choose electors to represent their state. The party that
wins the popular vote gets the state’s electoral votes. In this winner-take-all system, the
candidate who wins the popular vote may actually lose the election.
2. Analyze the effectiveness of election processes to support democratic ideals.
Political parties select candidates for public office by means of primary elections and
caucuses.
3. Evaluate influences on election processes and the actions taken to address them.
Each party has a national committee that raises money for presidential campaigns and
organizes the party’s national convention.
Interest groups communicate with the public to shape public opinion.
Interest groups and lobbyists are regulated by federal, state and local law. Regulations
include limits on campaign contributions, required disclosure of the names of
contributors and a waiting period before lawmakers who leave office can become
lobbyists.
4. Analyze historic barriers to voting rights and analyze actions taken to expand suffrage at the
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 3 2/2013 5
state and national levels.
Women, African Americas and Native Americans were not considered citizens in the
early years of the United States.
Many amendments to the Constitution changed voting rights. Some allowed new
groups to vote, including African Americans (15th Amendment), women (19th
Amendment), citizens living in Washington, D.C. (24TH Amendment), and young people
aged eighteen and up (26th Amendment).
SUGGESTED ACTIVITIES:
Cooperative learning: Distribute color-
coded cards indicating the checks and
balances of each branch of
government; also the
groups/individuals that make up each
branch. Students read their card and
proceed to a place in the classroom
where that branch of government is
listed (judicial, executive and
legislative). Each student must explain
how their card illustrates how it is
reflective of that branch of
government.
Webquest: Research various issues of
Pennsylvania State government by
using the General Assembly’s Website.
http://www.legis.state.pa.us/index.cfm
Make a flowchart analyzing the
election process.
Utilize www.livingroomcandidate.org.
Students will analyze two different
campaigns from different time periods.
Students will summarize the campaign
presentation and will account for the
differences between the candidate
presentations.
Draw evidence from informational texts
to support analysis, reflection, and
research.
Use technology, including the Internet,
to produce, publish, and update
individual or shared writing products,
taking advantage of technology’s
capacity to link to other information
and to display information flexibly and
dynamically.
Conduct short research projects to
answer a question or solve a problem;
narrow or broaden the inquiry when
appropriate.
MANDATED WRITING ACTIVITY:
Write informative/explanatory on the following
topic: Explain how the barriers for voting rights
have been eliminated for various groups in the
United States. Competed writing should
ASSESSMENTS:
Observation Checklists
Interviews and Dialogue
Learning Logs or Notebooks
Teacher-Made Tests and Quizzes
Products and Projects
Performance Tasks
REMEDIATION:
Peer Tutoring
Small Group Instruction
Computer Assisted Learning
Individualized Instruction
Chunking of Information
ENRICHMENT:
Research Opportunities
Class Presentation
Independent Investigation
Case Study
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 3 2/2013 6
demonstrate the Common Core Standards
listed below.
1. Introduce a topic and organize ideas,
concepts, and information to make
important connections and distinctions;
include formatting (e.g., headings),
graphics (e.g., figures, tables), and
multimedia when useful to aiding
comprehension.
2. Develop the topic with well-chosen,
relevant, and sufficient facts, extended
definitions, concrete details, quotations,
or other information and examples
appropriate to the audience’s
knowledge of the topic.
3. Use varied transitions and sentence
structures to link the major sections of the
text, create cohesion, and clarify the
relationships among ideas and concepts.
4. Use precise language and domain-
specific vocabulary to manage the
complexity of the topic and convey a
style appropriate to the discipline and
context as well as to the expertise of likely
readers.
5. Establish and maintain a formal style and
objective tone while attending to the
norms and conventions of the discipline
in which they are writing.
6. Provide a concluding statement or
section that follows from and supports the
information or explanation presented
(e.g., articulating implications or the
significance of the topic).
RESOURCES:
Primary Sources
Textbook
Internet
www.icivics.org
http://www.legis.state.pa.us/index.cfm
http://www.livingroomcandidate.org
Shane Goldmacher discussed his cover story which details how the political parties recruit
congressional candidates and overall role of the congressional campaign committees.
ONLINE VIDEO RESOURCES:
Standard Deviants School American Government: The Three Branches of American Government.
http://www.discoveryeducation.com
Description: Review of the three branches of American government and the system of checks and
balances.
Just the Facts: American History: The Election Process in America http://www.discoveryeducation.com
Description: The election process, the electoral college, and the importance of voting are discussed
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 3 2/2013 7
and illustrated.
Campaign Essentials: Ballot Battles
http://www.discoveryeducation.com
Description: This documentary delves into the issues of voting as the nation prepares for another high-
stakes election and the quality of the process is at the forefront once again. Four years ago, the close
presidential race exposed an imperfect system made of faulty machines, uncounted absentee ballots
and sloppy procedures. But the cure may be worse than the disease. Now there are new laws, new
computerized voting machines, and new demands for disability voting rights.
Roll of Congressional Campaign Committees
http://www.c-spanvideo.org/program/RoleofCongre
Description: Shane Goldmacher discussed his cover story which details how the political parties recruit
congressional candidates and overall role of the congressional campaign committees.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 4 2/2013 1
COURSE: ACADEMIC CIVICS AND GOVERNMENT GRADE(S): 10
UNIT 4: INTERPRETATION AND APPLICATION OF LAW TIMEFRAME:
PA ACADEMIC STANDARDS:
Principles and Documents of Government
Content Standards:
5.1.C. A. Analyze the sources, purposes, functions of law, and how the rule of law protects
individual rights and promotes the common good.
5.1.C. B. Employ historical examples and political philosophy to evaluate the major arguments
advanced for the necessity of government.
5.1.C. C. Evaluate the application of the principles and ideals in contemporary civic life. Liberty
/ Freedom, Democracy, Justice.
5.1.C. D. Evaluate state and federal powers based on significant documents and other critical
sources. Declaration of Independence, United States Constitution, Bill of Rights, Pennsylvania
Constitution.
5.1.C. E. Analyze and assess the rights of people as written in the PA Constitution and the US
Constitution.
5.1.C. F. Evaluate the role of nationalism in uniting and dividing citizens.
Rights and Responsibilities of Citizenship
Content Standards:
5.2.C. A. Evaluate an individual's civil rights, responsibilities and obligations in various
contemporary governments.
5.2.C. B. Examine the causes of conflicts in society and evaluate techniques to address those
conflicts.
5.2.C. C. Evaluate political leadership and public service in a republican form of government.
5.2.C. D. Evaluate and demonstrate what makes competent and responsible citizens.
How Government Works
Content Standards:
5.3.C. A. Analyze the changes in power and authority among the three branches of
government over time.
5.3.C. B. Compare and contrast policymaking in various contemporary world governments.
5.3.C. C. Evaluate how government agencies create, amend, and enforce regulations.
5.3.C. D. Evaluate the roles of political parties, interest groups, and mass media in politics and
public policy.
5.3.C. E. Evaluate the fairness and effectiveness of the United States electoral processes,
including the electoral college.
5.3.C. F. Analyze landmark United States Supreme Court interpretations of the Constitution and
its Amendments.
5.3.C. G. Evaluate the impact of interest groups in developing public policy.
5.3.C. H. Evaluate the role of mass media in setting public agenda and influencing political life.
5.3.C. I. Evaluate tax policies of various states and countries.
5.3.C. J. Evaluate critical issues in various contemporary governments.
How International Relationships Function
Content Standards:
5.4.C. A. Examine foreign policy perspectives, including realism, idealism, and liberalism.
5.4.C. B. Evaluate the effectiveness of foreign policy tools in various current issues confronting
the United States (e.g., diplomacy, economic aid, military aid, sanctions, and treaties).
5.4.C. C. Evaluate the effectiveness of international organizations, both governmental and
nongovernmental.
5.4.C. D. Evaluate the role of mass media in world politics.
5.4.C. E. Compare and contrast the politics of various interest groups and evaluate their impact
on foreign policy.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 4 2/2013 2
ASSESSMENT ANCHORS:
C.1.1 Purpose and Functions of Government
C.1.1.1 Evaluate the development and impact of domestic policy.
C.1.1.2 Explain how U.S. foreign policy is developed and analyze its domestic and global
impacts.
C.1.1.3 Analyze the evolution of civil and human rights and explain the role that governments
play in protecting those rights.
C.1.2 Forms of Government/Significant Documents
C.1.2.1 Analyze the characteristics of and methods employed by various systems of
government to achieve their goals.
C.1.2.2 Describe and analyze local, state, and federal roles in policy making by citing evidence
of their authority to do so.
C.1.3 Processes of Government
C.1.3.1 Analyze the structure, organization, and operation of various levels of government as
they relate to the creation of legislation and the enforcement of laws.
C.1.3.2 Analyze and describe election processes.
C.1.4 Interpretation and Application of Law
C.1.4.1 Analyze the powers, influence, and limitations of government agencies in creating,
amending, and enforcing policies.
C.1.4.2 Analyze the interpretation of the U.S. Constitution and the Pennsylvania Constitution by
the courts.
C.2.1 Role of Individual Citizens
C.2.1.1 Analyze the civic roles, rights, and responsibilities of individuals in the United States.
C.2.1.2 Evaluate the factors that make competent and responsible citizens.
C.2.2 Functions of Groups and Organizations
C.2.2.1 Analyze the roles of political parties and special interest groups
C.2.2.2 Analyze the methods used to influence the political process, public policy, and public
opinion.
C.2.3 Political Philosophies
C.2.3.1 Analyze the application of civic principles and ideals in contemporary life.
C.2.3.2 Examine arguments for the necessity of government.
C.2.4 Competing Interests and Ideas
C.2.4.1 Critique the various roles that individuals, symbols, and symbolic events play in civic
discourse.
C.2.4.2 Evaluate strategies used to avoid or resolve conflict in society and government.
C.2.4.3 Analyze the role of media on the creation or resolution of conflict in society.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 4 2/2013 3
KEY CONCEPTS
1. Citizens understand their rights and practice their responsibilities in a vibrant society.
2. Civil discourse and thoughtful deliberation are necessary to promote the common good and
protect the individual.
3. Adherence to the rule of law validates an individual’s responsibility to society.
4. Engaged citizens understand the workings of government and use historic precedents in
shaping thought and action.
5. An engaged citizen is a life-long learner continuing to benefit from internal maturity and
external influences.
6. A thoughtful citizen evaluates the accuracy of communications and analyzes media sources
attempting to influence the public agenda.
7. The choices we make, whether as consumers or as citizens active in politics, impact people
around the globe.
8. The rapid pace of technological change has established unprecedented economic, political,
and cultural interdependence among nations and individuals.
9. Nationalism plays a number of influential roles with far-reaching consequences in an
interdependent world.
10. Political and economic ideas motivate societies to new behaviors.
11. The enjoyment of human rights and their exercise are dependent upon the community of
nations and their citizens maintaining vigilance on governments and their actions.
12. Technological innovation shakes the institutions of society to their roots, with advantageous
and disastrous consequences.
OBJECTIVES/ESSENTIAL KNOWLEDGE
Analyze the powers, influence, and limitations of government agencies in creating, amending, and
enforcing policies.
1. Assess the role of agencies at the local, state, and national levels in promoting the general
welfare.
The executive branch includes hundreds of agencies that work under cabinet
departments as well as many independent agencies. Together, these are known as the
federal bureaucracy.
The heads of most federal agencies are political appointees. Most employees of those
agencies are civil service workers.
The civil service system sets standards for hiring most government workers.
2. Compare the duties of the governor’s cabinet with the president’s cabinet.
The president’s cabinet is made up of the heads of fifteen large departments, including
the Department of Agriculture, the Department of Labor, the Department of Justice and
the Department of Homeland Security. The cabinet members give the president advice
on their areas of specialty.
Most states gather department heads into a cabinet that meets with the governor on a
regular basis to share information and give advice.
Analyze the interpretation of the U.S. Constitution and the Pennsylvania Constitution by the courts.
1. Analyze court decisions that affect the ideals, principles, and functions of government.
Federal courts have jurisdiction, or authority, to hear only certain kinds of cases so that
they do not interfere with state courts.
Many court cases have impacted the development of US Government: Marbury v.
Madison, Dred Scott v. Sanford, Plessy v. Ferguson, Brown v. Board of Education, Roe v.
Wade, Gideon v. Wainwright, U.S. v. Nixon and Miranda v. Arizona.
2. Analyze court decisions that support or weaken civil rights and liberties.
The goal of the court system is “equal justice under law.” Every person must be treated
the same, and everyone is presumed innocent until proven guilty.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 4 2/2013 4
The Supreme Court selects cases that involve important Constitutional questions or that
will affect many citizens. It also accepts cases that the lower courts cannot resolve.
3. Analyze court decisions that demonstrate the concepts of judicial review and legal precedent.
All courts must follow precedents set by the Supreme Court.
One judge writes an opinion explaining the court’s reasoning. Opinions are used as a
precedent, or basis for future decisions, by the district courts in the circuit. These opinions
form what is called case law.
The Supreme Court has the power of judicial review.
Supreme Court decisions may rely on precedent, but they may also overrule prior
decisions.
Many court cases have impacted the development of US Government: Marbury v.
Madison, Dred Scott v. Sanford, Plessy v. Ferguson, Brown v. Board of Education, Roe v.
Wade, Gideon v. Wainwright, U.S. v. Nixon and Miranda v. Arizona.
SUGGESTED ACTIVITIES:
Identify the number of positions in the
federal cabinet and the state cabinet.
Federal government:
www.whitehouse.gov, State
government: www.portal.state.pa.us.
Paraphrase the main duties of each
position and propose an explanation
for the differences in the number of
cabinet positions.
Analyze various court decisions.
Summarize the fact pattern, actors,
points of law at issue, decision of the
court and reasoning of the majority
opinion. Extension: Analyze a case
that has been overturned. Summarize
the dissenting opinion of the original
court case.
Draw evidence from informational
texts to support analysis, reflection,
and research.
Use technology, including the Internet,
to produce, publish, and update
individual or shared writing products,
taking advantage of technology’s
capacity to link to other information
and to display information flexibly and
dynamically.
Conduct short research projects to
answer a question or solve a problem;
narrow or broaden the inquiry when
appropriate.
MANDATED WRITING ACTIVITY:
Write arguments focused on the following
topic: Research a controversial court case
and compose a legal opinion based on the
facts presented. Writing should demonstrate
the Common Core Standards listed below.
ASSESSMENTS:
Observation Checklists
Interviews and Dialogue
Learning Logs or Notebooks
Teacher-Made Tests and Quizzes
Products and Projects
Performance Tasks
REMEDIATION:
Peer Tutoring
Small Group Instruction
Computer Assisted Learning
Individualized Instruction
Chunking of Information
ENRICHMENT:
Research Opportunities
Class Presentation
Independent Investigation
Case Study
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 4 2/2013 5
1. Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing
claims, and create an organization that
establishes clear relationships among the
claim(s), counterclaims, reasons, and
evidence.
2. Develop claim(s) and counterclaims
fairly, supplying data and evidence for
each while pointing out the strengths
and limitations of both claim(s) and
counterclaims in a discipline-appropriate
form and in a manner that anticipates
the audience’s knowledge level and
concerns.
3. Use words, phrases, and clauses to link
the major sections of the text, create
cohesion, and clarify the relationships
between claim(s) and reasons, between
reasons and evidence, and between
claim(s) and counterclaims.
4. Establish and maintain a formal style and
objective tone while attending to the
norms and conventions of the discipline
in which they are writing.
5. Provide a concluding statement or
section that follows from or supports the
argument presented.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 4 2/2013 6
RESOURCES:
Primary Sources
Textbook
Internet
www.icivics.org
www.portal.state.pa.us
www.whitehouse.gov
ONLINE VIDEO RESOURCES:
Standard Deviants School American Government: Bureaucracy
http://www.discoveryeducation.com
Description: Describes different types of American bureaucracy, how it works, and how it creates
accoutability.
Gambling and Judicial Review
www.discoveryeducation.com
Description: In Part One, the students will play the role of Supreme Court Justices to decide whether a
state statute banning casino television advertising violates the First Amendment's guarantee of
freedom of speech. Part Two asks students to reflect upon their experiences as judges and focuses on
the role of the United States Supreme Court in our government.
American History: Racial Inequality: Remnants of a Troubled Time http://www.discoveryeducation.com
Description: Investigate the United States' early history of slavery and the legacy of the battle for equal
rights in this country. Examine the major social and economic challenges facing the North and the
South after the Civil War. Take an in-depth look at Brown v. Board of Education, and assess the
country's progress a half-century later.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 5 2/2013 1
COURSE: ACADEMIC CIVICS AND GOVERNMENT GRADE(S): 10
UNIT 5: ROLE OF THE INDIVIDUAL CITIZENS TIMEFRAME:
PA ACADEMIC STANDARDS:
Principles and Documents of Government
Content Standards:
5.1.C. A. Analyze the sources, purposes, functions of law, and how the rule of law protects
individual rights and promotes the common good.
5.1.C. B. Employ historical examples and political philosophy to evaluate the major arguments
advanced for the necessity of government.
5.1.C. C. Evaluate the application of the principles and ideals in contemporary civic life. Liberty
/ Freedom, Democracy, Justice.
5.1.C. D. Evaluate state and federal powers based on significant documents and other critical
sources. Declaration of Independence, United States Constitution, Bill of Rights, Pennsylvania
Constitution.
5.1.C. E. Analyze and assess the rights of people as written in the PA Constitution and the US
Constitution.
5.1.C. F. Evaluate the role of nationalism in uniting and dividing citizens.
Rights and Responsibilities of Citizenship
Content Standards:
5.2.C. A. Evaluate an individual's civil rights, responsibilities and obligations in various
contemporary governments.
5.2.C. B. Examine the causes of conflicts in society and evaluate techniques to address those
conflicts.
5.2.C. C. Evaluate political leadership and public service in a republican form of government.
5.2.C. D. Evaluate and demonstrate what makes competent and responsible citizens.
How Government Works
Content Standards:
5.3.C. A. Analyze the changes in power and authority among the three branches of
government over time.
5.3.C. B. Compare and contrast policymaking in various contemporary world governments.
5.3.C. C. Evaluate how government agencies create, amend, and enforce regulations.
5.3.C. D. Evaluate the roles of political parties, interest groups, and mass media in politics and
public policy.
5.3.C. E. Evaluate the fairness and effectiveness of the United States electoral processes,
including the electoral college.
5.3.C. F. Analyze landmark United States Supreme Court interpretations of the Constitution and
its Amendments.
5.3.C. G. Evaluate the impact of interest groups in developing public policy.
5.3.C. H. Evaluate the role of mass media in setting public agenda and influencing political life.
5.3.C. I. Evaluate tax policies of various states and countries.
5.3.C. J. Evaluate critical issues in various contemporary governments.
5.4.9 How International Relationships Function
Content Standards:
5.4.C. A. Examine foreign policy perspectives, including realism, idealism, and liberalism.
5.4.C. B. Evaluate the effectiveness of foreign policy tools in various current issues confronting
the United States (e.g., diplomacy, economic aid, military aid, sanctions, and treaties).
5.4.C. C. Evaluate the effectiveness of international organizations, both governmental and
nongovernmental.
5.4.C. D. Evaluate the role of mass media in world politics.
5.4.C. E. Compare and contrast the politics of various interest groups and evaluate their impact
on foreign policy.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 5 2/2013 2
ASSESSMENT ANCHORS:
C.1.1 Purpose and Functions of Government
C.1.1.1 Evaluate the development and impact of domestic policy.
C.1.1.2 Explain how U.S. foreign policy is developed and analyze its domestic and global
impacts.
C.1.1.3 Analyze the evolution of civil and human rights and explain the role that governments
play in protecting those rights.
C.1.2 Forms of Government/Significant Documents
C.1.2.1 Analyze the characteristics of and methods employed by various systems of
government to achieve their goals.
C.1.2.2 Describe and analyze local, state, and federal roles in policy making by citing evidence
of their authority to do so.
C.1.3 Processes of Government
C.1.3.1 Analyze the structure, organization, and operation of various levels of government as
they relate to the creation of legislation and the enforcement of laws.
C.1.3.2 Analyze and describe election processes.
C.1.4 Interpretation and Application of Law
C.1.4.1 Analyze the powers, influence, and limitations of government agencies in creating,
amending, and enforcing policies.
C.1.4.2 Analyze the interpretation of the U.S. Constitution and the Pennsylvania Constitution by
the courts.
C.2.1 Role of Individual Citizens
C.2.1.1 Analyze the civic roles, rights, and responsibilities of individuals in the United States.
C.2.1.2 Evaluate the factors that make competent and responsible citizens.
C.2.2 Functions of Groups and Organizations
C.2.2.1 Analyze the roles of political parties and special interest groups
C.2.2.2 Analyze the methods used to influence the political process, public policy, and public
opinion.
C.2.3 Political Philosophies
C.2.3.1 Analyze the application of civic principles and ideals in contemporary life.
C.2.3.2 Examine arguments for the necessity of government.
C.2.4 Competing Interests and Ideas
C.2.4.1 Critique the various roles that individuals, symbols, and symbolic events play in civic
discourse.
C.2.4.2 Evaluate strategies used to avoid or resolve conflict in society and government.
C.2.4.3 Analyze the role of media on the creation or resolution of conflict in society.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 5 2/2013 3
KEY CONCEPTS
1. Citizens understand their rights and practice their responsibilities in a vibrant society.
2. Civil discourse and thoughtful deliberation are necessary to promote the common good and
protect the individual.
3. Adherence to the rule of law validates an individual’s responsibility to society.
4. Engaged citizens understand the workings of government and use historic precedents in
shaping thought and action.
5. An engaged citizen is a life-long learner continuing to benefit from internal maturity and
external influences.
6. A thoughtful citizen evaluates the accuracy of communications and analyzes media sources
attempting to influence the public agenda.
7. The choices we make, whether as consumers or as citizens active in politics, impact people
around the globe.
8. The rapid pace of technological change has established unprecedented economic, political,
and cultural interdependence among nations and individuals.
9. Nationalism plays a number of influential roles with far-reaching consequences in an
interdependent world.
10. Political and economic ideas motivate societies to new behaviors.
11. The enjoyment of human rights and their exercise are dependent upon the community of
nations and their citizens maintaining vigilance on governments and their actions.
12. Technological innovation shakes the institutions of society to their roots, with advantageous
and disastrous consequences.
OBJECTIVES/ESSENTIAL KNOWLEDGE
Analyze the civic roles, rights, and responsibilities of individuals in the United States.
1. Explain and assess the process by which individuals participate in political parties, campaigns,
and elections.
Voting is one of the American citizens’ most important responsibilities. Through voting,
Americans give their consent to the government.
2. Analyze civic rights, responsibilities, and duties of the individual in local, state, and national
governments.
American citizens have duties, or things they must do, and responsibilities, or things they
should do.
Citizens’ duties include obeying the law, paying taxes, defending the nation if drafted,
serving on juries and attending school.
Citizens’ responsibilities include being an active and informed citizen, respecting the
rights of others, and contributing to the common good by donating time and money.
Obeying the law is a citizen’s most important duty because laws keep order in society.
Good citizens contribute to the welfare of their community by participating in
volunteerism.
3. Describe citizenship and how it is obtained.
Citizens by birth include people born in the United States or in an American territory;
people born on US soil to non-US citizens; and people born to parents who are US
citizens.
To become a naturalized citizen, a person must have lived legally in the United States
for at least five years; be over the age of 18; have good moral character; be able to
read, write, and speak English; and show an understanding of civics.
Evaluate the factors that make competent and responsible citizens.
1. Explain the necessity of an educated citizenry in guiding decisions that support the ideals, roles,
and functions of society
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 5 2/2013 4
In a democracy, ruling majorities are determined through free and fair elections. In a
republic the people have a role in choosing the head of the government.
2. Analyze the societal and legal consequences of violating laws.
The Fourth, Fifth, Sixth and Eighth Amendments protect the rights of people who are
accused of a crime.
The Seventh Amendment guarantees the right to a jury trial in civil cases and describes
the roles of judges and juries.
Criminal law seeks to protect public safety, and civil law concerns disputes between
individuals. Military law applies to those serving in the armed forces and civilians who
work for the military.
The purposes of criminal punishment include paying a debt to society; keeping criminals
from doing more harm, warning potential criminals, and helping criminals change their
behavior.
3. Evaluate the balance between individual freedoms and civic good.
Citizens are members of the community who owe loyalty to a government and receive
protection from it.
Shared US values include freedom, equality, opportunity, justice, democracy, unity,
respect and tolerance.
SUGGESTED ACTIVITIES:
Students will participate in an online
activity on www.icivics.org. Students
will conduct a campaign in which
they will attempt to get elected to
the presidency. Students will
compose a journal of the steps of a
campaign; problems encountered
and propose solutions to their
attempt at election.
Utilizing the Bill of Rights, identify the
amendments that deal with the
rights of suspected criminals.
Summarize why suspected criminals
have these rights and are entitled
to protection to “fullest extent of the
law.”
Draw evidence from informational
texts to support analysis, reflection,
and research.
Use technology, including the
Internet, to produce, publish, and
update individual or shared writing
products, taking advantage of
technology’s capacity to link to
other information and to display
information flexibly and
dynamically.
Conduct short research projects to
answer a question or solve a
problem; narrow or broaden the
inquiry when appropriate.
MANDATED WRITING ACTIVITY:
ASSESSMENTS:
Observation Checklists
Interviews and Dialogue
Learning Logs or Notebooks
Teacher-Made Tests and Quizzes
Products and Projects
Performance Tasks
REMEDIATION:
Peer Tutoring
Small Group Instruction
Computer Assisted Learning
Individualized Instruction
Chunking of Information
ENRICHMENT:
Research Opportunities
Class Presentation
Independent Investigation
Case Study
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 5 2/2013 5
Write arguments focused on the following
topic: After researching voting trends and
patterns, and creating a table indicating
the various population segments that
vote/do not vote, compose an argument
to support one of the following statements:
American citizens should not be forced to
vote by law or American citizens should be
forced to vote by law.
Writing should demonstrate the Common
Core Standards listed below.
1. Introduce precise claim(s), distinguish
the claim(s) from alternate or opposing
claims, and create an organization
that establishes clear relationships
among the claim(s), counterclaims,
reasons, and evidence.
2. Develop claim(s) and counterclaims
fairly, supplying data and evidence for
each while pointing out the strengths
and limitations of both claim(s) and
counterclaims in a discipline-
appropriate form and in a manner
that anticipates the audience’s
knowledge level and concerns.
3. Use words, phrases, and clauses to link
the major sections of the text, create
cohesion, and clarify the relationships
between claim(s) and reasons,
between reasons and evidence, and
between claim(s) and counterclaims.
4. Establish and maintain a formal style
and objective tone while attending to
the norms and conventions of the
discipline in which they are writing.
5. Provide a concluding statement or
section that follows from or supports
the argument presented.
RESOURCES:
Primary Sources
Textbook
Internet
www.icivics.org
ONLINE VIDEO RESOURCES:
Hail to the Chief: Presidential Election
http://www.discoveryeducation.com
Segment 4- Political Parties in the United States
Description: In every election since George Washington's, there have been at least two presidential
candidates, each representing a different political party. The first two political parties in America were
the Federalists and the Democratic-Republicans. Since the 1850s, the two major political parties have
been the Democratic Party and the Republican Party.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 5 2/2013 6
Just the Facts: American History: The Election Process in America http://www.discoveryeducation.com
Segment 4- The Importance of Voting and History of the Founding Fathers
Description: The importance of the right to vote is shown by the number of Constitutional amendments
related to voting. Many elections have been very close, so every vote counts. The Founders of the
United States allowed only white men with property to vote.
The Cost of Freedom: Civil Liberties, Security, and the USA PATRIOT Act
http://www.discoveryeducation.com
Description-. "The Cost of Freedom: Civil Liberties, Security and the USA PATRIOT Act" examines the
history of civil liberties during wartime and the controversial USA PATRIOT Act which was passed in
October of 2001. Passed overwhelmingly by Congress, The USA PATRIOT Act was a response to the
terrorist attacks of 9-11. The PATRIOT Act was designed to empower both local and federal law
enforcement in what the Bush Administration termed the "War on Terrorism.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 6 2/2013 1
COURSE: ACADEMIC CIVICS AND GOVERNMENT GRADE(S): 10
UNIT 6: COMPETING INTERESTS AND IDEAS TIMEFRAME:
PA ACADEMIC STANDARDS:
Principles and Documents of Government
Content Standards:
5.1.C. A. Analyze the sources, purposes, functions of law, and how the rule of law protects
individual rights and promotes the common good.
5.1.C. B. Employ historical examples and political philosophy to evaluate the major arguments
advanced for the necessity of government.
5.1.C. C. Evaluate the application of the principles and ideals in contemporary civic life. Liberty
/ Freedom, Democracy, Justice.
5.1.C. D. Evaluate state and federal powers based on significant documents and other critical
sources. Declaration of Independence, United States Constitution, Bill of Rights, Pennsylvania
Constitution.
5.1.C. E. Analyze and assess the rights of people as written in the PA Constitution and the US
Constitution.
5.1.C. F. Evaluate the role of nationalism in uniting and dividing citizens.
Rights and Responsibilities of Citizenship
Content Standards:
5.2.C. A. Evaluate an individual's civil rights, responsibilities and obligations in various
contemporary governments.
5.2.C. B. Examine the causes of conflicts in society and evaluate techniques to address those
conflicts.
5.2.C. C. Evaluate political leadership and public service in a republican form of government.
5.2.C. D. Evaluate and demonstrate what makes competent and responsible citizens.
How Government Works
Content Standards:
5.3.C. A. Analyze the changes in power and authority among the three branches of
government over time.
5.3.C. B. Compare and contrast policymaking in various contemporary world governments.
5.3.C. C. Evaluate how government agencies create, amend, and enforce regulations.
5.3.C. D. Evaluate the roles of political parties, interest groups, and mass media in politics and
public policy.
5.3.C. E. Evaluate the fairness and effectiveness of the United States electoral processes,
including the electoral college.
5.3.C. F. Analyze landmark United States Supreme Court interpretations of the Constitution and
its Amendments.
5.3.C. G. Evaluate the impact of interest groups in developing public policy.
5.3.C. H. Evaluate the role of mass media in setting public agenda and influencing political life.
5.3.C. I. Evaluate tax policies of various states and countries.
5.3.C. J. Evaluate critical issues in various contemporary governments.
How International Relationships Function
Content Standards:
5.4.C. A. Examine foreign policy perspectives, including realism, idealism, and liberalism.
5.4.C. B. Evaluate the effectiveness of foreign policy tools in various current issues confronting
the United States (e.g., diplomacy, economic aid, military aid, sanctions, and treaties).
5.4.C. C. Evaluate the effectiveness of international organizations, both governmental and
nongovernmental.
5.4.C. D. Evaluate the role of mass media in world politics.
5.4.C. E. Compare and contrast the politics of various interest groups and evaluate their impact
on foreign policy.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 6 2/2013 2
ASSESSMENT ANCHORS:
C.1.1 Purpose and Functions of Government
C.1.1.1 Evaluate the development and impact of domestic policy.
C.1.1.2 Explain how U.S. foreign policy is developed and analyze its domestic and global
impacts.
C.1.1.3 Analyze the evolution of civil and human rights and explain the role that governments
play in protecting those rights.
C.1.2 Forms of Government/Significant Documents
C.1.2.1 Analyze the characteristics of and methods employed by various systems of
government to achieve their goals.
C.1.2.2 Describe and analyze local, state, and federal roles in policy making by citing evidence
of their authority to do so.
C.1.3 Processes of Government
C.1.3.1 Analyze the structure, organization, and operation of various levels of government as
they relate to the creation of legislation and the enforcement of laws.
C.1.3.2 Analyze and describe election processes.
C.1.4 Interpretation and Application of Law
C.1.4.1 Analyze the powers, influence, and limitations of government agencies in creating,
amending, and enforcing policies.
C.1.4.2 Analyze the interpretation of the U.S. Constitution and the Pennsylvania Constitution by
the courts.
C.2.1 Role of Individual Citizens
C.2.1.1 Analyze the civic roles, rights, and responsibilities of individuals in the United States.
C.2.1.2 Evaluate the factors that make competent and responsible citizens.
C.2.2 Functions of Groups and Organizations
C.2.2.1 Analyze the roles of political parties and special interest groups
C.2.2.2 Analyze the methods used to influence the political process, public policy, and public
opinion.
C.2.3 Political Philosophies
C.2.3.1 Analyze the application of civic principles and ideals in contemporary life.
C.2.3.2 Examine arguments for the necessity of government.
C.2.4 Competing Interests and Ideas
C.2.4.1 Critique the various roles that individuals, symbols, and symbolic events play in civic
discourse.
C.2.4.2 Evaluate strategies used to avoid or resolve conflict in society and government.
C.2.4.3 Analyze the role of media on the creation or resolution of conflict in society.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 6 2/2013 3
KEY CONCEPTS
1. Citizens understand their rights and practice their responsibilities in a vibrant society.
2. Civil discourse and thoughtful deliberation are necessary to promote the common good and
protect the individual.
3. Adherence to the rule of law validates an individual’s responsibility to society.
4. Engaged citizens understand the workings of government and use historic precedents in
shaping thought and action.
5. An engaged citizen is a life-long learner continuing to benefit from internal maturity and
external influences.
6. A thoughtful citizen evaluates the accuracy of communications and analyzes media sources
attempting to influence the public agenda.
7. The choices we make, whether as consumers or as citizens active in politics, impact people
around the globe.
8. The rapid pace of technological change has established unprecedented economic, political,
and cultural interdependence among nations and individuals.
9. Nationalism plays a number of influential roles with far-reaching consequences in an
interdependent world.
10. Political and economic ideas motivate societies to new behaviors.
11. The enjoyment of human rights and their exercise are dependent upon the community of
nations and their citizens maintaining vigilance on governments and their actions.
12. Technological innovation shakes the institutions of society to their roots, with advantageous
and disastrous consequences.
OBJECTIVES/ESSENTIAL KNOWLEDGE
Critique the various roles that individuals, symbols, and symbolic events play in civic discourse.
1. Interpret the role of symbols, symbolic events, and individuals in civic discourse at the local,
state, and national levels.
There are many symbols associated with the United States (Flag, Eagle, Liberty Bell,
Statue of Liberty).
The American flag is a symbol that represents the entire country.
Many classrooms recite the Pledge of Allegiance to the flag, which is an oath to
respect the country.
Each state has its own flag, which incorporates symbolic images.
2. Explain the various roles that political symbols, symbolic events, and individuals play in uniting
groups and people in support of common causes.
Events such as the Olympics create a feeling of national pride.
Symbols such as the “elephant” and the “donkey” have created a sense of pride within
political groups.
Events and images that range from positive to national tragedies create a sense of
patriotism.
Evaluate strategies used to avoid or resolve conflict in society and government.
1. Analyze how expectations for individual, group, and corporate behavior are established and
enforced in order to avoid or resolve conflict.
Administrative law is the rules and regulations made by state and federal agencies.
Sources of law include the US Constitution, state constitutions, statutes, case law and
administrative agencies.
2. Examine how participation in law-making and judicial processes avoids or resolves conflicts.
Laws should be fair, reasonable, understandable and enforceable.
Criminal law seeks to protect public safety, and civil law concerns disputes between
individuals.
English common law, a system based on court decisions, is the most important influence
on the American legal system.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 6 2/2013 4
Analyze the role of media on the creation or resolution of conflict in society.
1. Assess and analyze the effect of media on issues of interest to the general public.
Most Americans get news from print or electronic mass media. The stories the media
choose to focus on can shape the public agenda.
The Federal Communication Commission (FCC) regulates broadcast media.
2. Describe how emerging technologies have influenced political opinions in the United States.
Opinions can be shaped by what people read in newspapers and on the Internet and
by what they see on television and hear from interest groups.
Public opinion is measured with polls, or surveys that ask people about particular issues or
a particular public official. Good polls ask fair and unbiased questions and include a
diverse group of people.
SUGGESTED ACTIVITIES:
Students create a symbol for a
group they are assigned to. Explain
the elements of symbolism used.
How does this unite the group?
What role does supporting a
common cause play in uniting the
group?
Examine an American symbol. What
does it represent? State why and
explain how it creates unity and
patriotism.
Read the 8th Amendment.
Paraphrase it in your own words.
Create scenarios to illustrate how it
protects the rights of the accused.
Create a poll, administer the poll
and analyze the results. How can
poll results be influenced by the
media?
Draw evidence from informational
texts to support analysis, reflection,
and research.
Use technology, including the
Internet, to produce, publish, and
update individual or shared writing
products, taking advantage of
technology’s capacity to link to
other information and to display
information flexibly and
dynamically.
Conduct short research projects to
answer a question or solve a
problem; narrow or broaden the
inquiry when appropriate.
MANDATED WRITING ACTIVITY:
Read and analyze a primary source,
“Nonviolence and Racial Justice,” by
Martin Luther King, Jr. to create a working
definition for nonviolence. Write an
informative/explanatory essay on the
ASSESSMENTS:
Observation Checklists
Interviews and Dialogue
Learning Logs or Notebooks
Teacher-Made Tests and Quizzes
Products and Projects
Performance Tasks
REMEDIATION:
Peer Tutoring
Small Group Instruction
Computer Assisted Learning
Individualized Instruction
Chunking of Information
ENRICHMENT:
Research Opportunities
Class Presentation
Independent Investigation
Case Study
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 6 2/2013 5
following topic: How peaceful was this non-
violent resistance? Is 'non-violent
resistance' a possibility at all?
Competed writing should evidence of the
Common Core Standards listed below.
1. Introduce a topic and organize ideas,
concepts, and information to make
important connections and
distinctions; include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when useful
to aiding comprehension.
2. Develop the topic with well-chosen,
relevant, and sufficient facts,
extended definitions, concrete
details, quotations, or other
information and examples
appropriate to the audience’s
knowledge of the topic.
3. Use varied transitions and sentence
structures to link the major sections of
the text, create cohesion, and clarify
the relationships among ideas and
concepts.
4. Use precise language and domain-
specific vocabulary to manage the
complexity of the topic and convey a
style appropriate to the discipline and
context as well as to the expertise of
likely readers.
5. Establish and maintain a formal style
and objective tone while attending
to the norms and conventions of the
discipline in which they are writing.
6. Provide a concluding statement or
section that follows from and supports
the information or explanation
presented (e.g., articulating
implications or the significance of the
topic).
RESOURCES:
Primary Sources
Nonviolence and Racial Justice,” by Martin Luther King, Jr
Textbook
Internet
www.icivics.org
www.school.eb.com (Encyclopedia Britannica Online)
ONLINE VIDEO RESOURCES:
Flag Facts
http://www.discoveryeducation.com
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 6 2/2013 6
Description: Presents the historical significance of twenty-two state flags. The program also evaluates
each part of the American flag and provides a brief history of flags in the world.
RISING: Rebuilding Ground Zero: Reclaiming the Skyline
http://www.discoveryeducation.com
Segment 3 -A Symbol of Hope
Description: David Childs, architect for Tower One, describes the skyscraper that will stand in the place
of the Twin Towers in New York's skyline. He shares the importance of rising up and rebuilding on the site
as a symbol of peace and hope for all people around the world. The program also looks at the
memorial pools and surrounding gardens placed at the site where the Twin Towers once stood.
Economics: A Framework for Teaching the Basic Concepts: Microeconomic Concepts
http://www.discoveryeducation.com
Segment 6 -Government Responses to Market Failure
Description: Governments can respond to market failures by using regulations, taxes, and competing
with the private sector to provide goods and services
Our Federal Government: The Judicial Branch
http://www.discoveryeducation.com
Description: Examine the origins of the judicial branch and how the Supreme Court has influenced
United States history and society. Students will see how the court's power has often been controversial
and how its philosophy may change with judicial appointments that reflect the political and social
climate of the times. They will examine the Supreme Court's influence on other branches of the federal
government.
Campaign Essentials: Unraveling of a Candidate
http://www.discoveryeducation.com
Description: The minefields in presidential campaigns past and present will be examined through
interviews with former presidential candidates including Gary Hart and Michael Dukakis, campaign
staffers and political analysts. An in-depth analysis, new perspectives of how presidential campaigns
can be lost in one false move, and the all-powerful role that the media often plays in the shelf life and
impact are provided.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 7 2/2013 1
COURSE: ACADEMIC CIVICS AND GOVERNMENT GRADE(S): 10
UNIT 7: FUNCTIONS OF GROUPS AND ORGANIZATIONS TIMEFRAME:
PA ACADEMIC STANDARDS:
Principles and Documents of Government
Content Standards:
5.1.C. A. Analyze the sources, purposes, functions of law, and how the rule of law protects
individual rights and promotes the common good.
5.1.C. B. Employ historical examples and political philosophy to evaluate the major arguments
advanced for the necessity of government.
5.1.C. C. Evaluate the application of the principles and ideals in contemporary civic life. Liberty
/ Freedom, Democracy, Justice.
5.1.C. D. Evaluate state and federal powers based on significant documents and other critical
sources. Declaration of Independence, United States Constitution, Bill of Rights, Pennsylvania
Constitution.
5.1.C. E. Analyze and assess the rights of people as written in the PA Constitution and the US
Constitution.
5.1.C. F. Evaluate the role of nationalism in uniting and dividing citizens.
Rights and Responsibilities of Citizenship
Content Standards:
5.2.C. A. Evaluate an individual's civil rights, responsibilities and obligations in various
contemporary governments.
5.2.C. B. Examine the causes of conflicts in society and evaluate techniques to address those
conflicts.
5.2.C. C. Evaluate political leadership and public service in a republican form of government.
5.2.C. D. Evaluate and demonstrate what makes competent and responsible citizens.
How Government Works
Content Standards:
5.3.C. A. Analyze the changes in power and authority among the three branches of
government over time.
5.3.C. B. Compare and contrast policymaking in various contemporary world governments.
5.3.C. C. Evaluate how government agencies create, amend, and enforce regulations.
5.3.C. D. Evaluate the roles of political parties, interest groups, and mass media in politics and
public policy.
5.3.C. E. Evaluate the fairness and effectiveness of the United States electoral processes,
including the electoral college.
5.3.C. F. Analyze landmark United States Supreme Court interpretations of the Constitution and
its Amendments.
5.3.C. G. Evaluate the impact of interest groups in developing public policy.
5.3.C. H. Evaluate the role of mass media in setting public agenda and influencing political life.
5.3.C. I. Evaluate tax policies of various states and countries.
5.3.C. J. Evaluate critical issues in various contemporary governments.
How International Relationships Function
Content Standards:
5.4.C. A. Examine foreign policy perspectives, including realism, idealism, and liberalism.
5.4.C. B. Evaluate the effectiveness of foreign policy tools in various current issues confronting
the United States (e.g., diplomacy, economic aid, military aid, sanctions, and treaties).
5.4.C. C. Evaluate the effectiveness of international organizations, both governmental and
nongovernmental.
5.4.C. D. Evaluate the role of mass media in world politics.
5.4.C. E. Compare and contrast the politics of various interest groups and evaluate their impact
on foreign policy.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 7 2/2013 2
ASSESSMENT ANCHORS:
C.1.1 Purpose and Functions of Government
C.1.1.1 Evaluate the development and impact of domestic policy.
C.1.1.2 Explain how U.S. foreign policy is developed and analyze its domestic and global
impacts.
C.1.1.3 Analyze the evolution of civil and human rights and explain the role that governments
play in protecting those rights.
C.1.2 Forms of Government/Significant Documents
C.1.2.1 Analyze the characteristics of and methods employed by various systems of
government to achieve their goals.
C.1.2.2 Describe and analyze local, state, and federal roles in policy making by citing evidence
of their authority to do so.
C.1.3 Processes of Government
C.1.3.1 Analyze the structure, organization, and operation of various levels of government as
they relate to the creation of legislation and the enforcement of laws.
C.1.3.2 Analyze and describe election processes.
C.1.4 Interpretation and Application of Law
C.1.4.1 Analyze the powers, influence, and limitations of government agencies in creating,
amending, and enforcing policies.
C.1.4.2 Analyze the interpretation of the U.S. Constitution and the Pennsylvania Constitution by
the courts.
C.2.1 Role of Individual Citizens
C.2.1.1 Analyze the civic roles, rights, and responsibilities of individuals in the United States.
C.2.1.2 Evaluate the factors that make competent and responsible citizens.
C.2.2 Functions of Groups and Organizations
C.2.2.1 Analyze the roles of political parties and special interest groups
C.2.2.2 Analyze the methods used to influence the political process, public policy, and public
opinion.
C.2.3 Political Philosophies
C.2.3.1 Analyze the application of civic principles and ideals in contemporary life.
C.2.3.2 Examine arguments for the necessity of government.
C.2.4 Competing Interests and Ideas
C.2.4.1 Critique the various roles that individuals, symbols, and symbolic events play in civic
discourse.
C.2.4.2 Evaluate strategies used to avoid or resolve conflict in society and government.
C.2.4.3 Analyze the role of media on the creation or resolution of conflict in society.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 7 2/2013 3
KEY CONCEPTS
1. Citizens understand their rights and practice their responsibilities in a vibrant society.
2. Civil discourse and thoughtful deliberation are necessary to promote the common good and
protect the individual.
3. Adherence to the rule of law validates an individual’s responsibility to society.
4. Engaged citizens understand the workings of government and use historic precedents in
shaping thought and action.
5. An engaged citizen is a life-long learner continuing to benefit from internal maturity and
external influences.
6. A thoughtful citizen evaluates the accuracy of communications and analyzes media sources
attempting to influence the public agenda.
7. The choices we make, whether as consumers or as citizens active in politics, impact people
around the globe.
8. The rapid pace of technological change has established unprecedented economic, political,
and cultural interdependence among nations and individuals.
9. Nationalism plays a number of influential roles with far-reaching consequences in an
interdependent world.
10. Political and economic ideas motivate societies to new behaviors.
11. The enjoyment of human rights and their exercise are dependent upon the community of
nations and their citizens maintaining vigilance on governments and their actions.
12. Technological innovation shakes the institutions of society to their roots, with advantageous
and disastrous consequences.
OBJECTIVES/ESSENTIAL KNOWLEDGE
Analyze the roles of political parties and special interest groups.
1. Explain and assess how political parties participate in the political process.
A local party organization that becomes so strong its candidates win year after year is
called a political machine.
Political parties select candidates for public office by means of primary elections and
caucuses.
There are two main forms of the direct primary: closed and open.
Political parties work to elect their candidates to office by raising money to pay for
campaign appearances, ads, and party workers.
2. Analyze activities that interest groups employ to affect the political process.
Political parties link the various levels and branches of government by helping their
members work together to carry out the policies they support.
Analyze the methods used to influence the political process, public policy, and public opinion.
1. Evaluate the influence of funding and regulation of campaigns on the political process.
Each political party has a national committee that raises money for presidential
campaigns and organizes the party’s national convention.
The national convention launches the party’s presidential campaign and builds party
unity.
State committees work to elect party candidates to state offices and national offices.
Political parties hold primary elections to choose candidates who will run in the general
election.
2. Assess the role of various community organizations and the methods they use in pursuit of their
interests and the interests of their members.
Political parties keep citizens informed through speeches, printed material and ads.
Political parties listen to what citizens say about issues.
3. Draw conclusions regarding the purpose and effectiveness of political parties, interest groups,
and other organizations in using the political process to influence change.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 7 2/2013 4
When a political party is out of power, it acts as a watchdog, making sure that the party
in power does not abuse its power.
4. Assess the role of the media and emerging technologies in the political process.
Opinions can be shaped by what people read in newspapers and on the Internet and
by what they see on television and hear from interest groups.
5. Analyze how economic interests influence public policy.
The First Amendment gives people the right to join interest groups.
Interest groups are made up of people who share a common cause or characteristic.
Some private interest groups have common economic or business interests; others may
be concerned about a particular issue.
Public-interest groups work to benefit certain large segments of society.
Some interest groups try to influence the decisions of government leaders by supporting
certain candidates. Many form political action committees (PACs) to raise money for
the candidates they support.
Interest groups and lobbyists are regulated by federal, state and local law.
SUGGESTED ACTIVITIES:
Create a Venn diagram of the Republican
and Democratic Parties illustrating the
similarities/differences between the parties.
Create a timeline showing the history of
political parties. Indicate the name of the
party, the year they came into being,
general platform of each. Identify those who
parties that represented special interest
groups.
Analyze a political cartoon of Boss Tweed.
Identify how the cartoon illustrates the
corruption of a political machine. Why are
political machines now thought to be
harmful?
Draw evidence from informational texts to
support analysis, reflection, and research.
Use technology, including the Internet, to
produce, publish, and update individual or
shared writing products, taking advantage
of technology’s capacity to link to other
information and to display information
flexibly and dynamically.
Conduct short research projects to answer a
question or solve a problem; narrow or
broaden the inquiry when appropriate.
MANDATED WRITING ACTIVITY:
The United States has a two-party system. However,
nothing in the Constitution requires two parties. Write
an argument focused on the support of one of the
following statements: The current party system
provides adequate voting choices for most
Americans or the current two-party system does not
provide adequate voting choices for most
Americans. Writing should show evidence of the
ASSESSMENTS:
Observation Checklists
Interviews and Dialogue
Learning Logs or Notebooks
Teacher-Made Tests and Quizzes
Products and Projects
Performance Tasks
REMEDIATION:
Peer Tutoring
Small Group Instruction
Computer Assisted Learning
Individualized Instruction
Chunking of Information
ENRICHMENT:
Research Opportunities
Class Presentation
Independent Investigation
Case Study
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 7 2/2013 5
Common Core Standards listed below.
1. Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims, and
create an organization that establishes clear
relationships among the claim(s),
counterclaims, reasons, and evidence.
2. Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while
pointing out the strengths and limitations of
both claim(s) and counterclaims in a discipline-
appropriate form and in a manner that
anticipates the audience’s knowledge level
and concerns.
3. Use words, phrases, and clauses to link the
major sections of the text, create cohesion, and
clarify the relationships between claim(s) and
reasons, between reasons and evidence, and
between claim(s) and counterclaims.
4. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which they
are writing.
5. Provide a concluding statement or section that
follows from or supports the argument
presented.
RESOURCES:
Primary Sources
Textbook
Internet
www.icivics.org
ONLINE VIDEO RESOURCES:
Just the Facts: Understanding Government: The Legislative Branch
http://www.discoveryeducation.com
Segment 10 -Special Interest Groups
Description: This segment describes how special interest groups seek to influence laws and policies
and how the media cover Congress.
Campaign Essentials: Politics and the Media
http://www.discoveryeducation.com
Description: An in-depth look at the role that the media plays in presidential campaigns. In this
Campaign Essentials documentary, we take viewers behind the cameras and microphones to see
how the press covers presidential campaigns using the 2004 election as the backdrop. We meet the
web loggers, the spin doctors and the ad folks getting the message out, and the writers, producers
and photographers making sense of the messages."
Economics: A Framework for Teaching the Basic Concepts: Fundamental Economic Concepts
http://www.discoveryeducation.com
Description: This program focuses primarily on the structure and function of the free market economy
and explains the institutions and incentives that have developed to regulate production and
distribution of goods, services, and money, which are exchanged in the world marketplace.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 7 2/2013 6
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 8 2/2013 1
COURSE: ACADEMIC CIVICS AND GOVERNMENT GRADE(S): 10
UNIT 8: PURPOSE AND FUNCTIONS OF GOVERNMENT TIMEFRAME:
PA ACADEMIC STANDARDS:
Principles and Documents of Government
Content Standards:
5.1.C. A. Analyze the sources, purposes, functions of law, and how the rule of law protects
individual rights and promotes the common good.
5.1.C. B. Employ historical examples and political philosophy to evaluate the major arguments
advanced for the necessity of government.
5.1.C. C. Evaluate the application of the principles and ideals in contemporary civic life. Liberty
/ Freedom, Democracy, Justice.
5.1.C. D. Evaluate state and federal powers based on significant documents and other critical
sources. Declaration of Independence, United States Constitution, Bill of Rights, Pennsylvania
Constitution.
5.1.C. E. Analyze and assess the rights of people as written in the PA Constitution and the US
Constitution.
5.1.C. F. Evaluate the role of nationalism in uniting and dividing citizens.
Rights and Responsibilities of Citizenship
Content Standards:
5.2.C. A. Evaluate an individual's civil rights, responsibilities and obligations in various
contemporary governments.
5.2.C. B. Examine the causes of conflicts in society and evaluate techniques to address those
conflicts.
5.2.C. C. Evaluate political leadership and public service in a republican form of government.
5.2.C. D. Evaluate and demonstrate what makes competent and responsible citizens.
How Government Works
Content Standards:
5.3.C. A. Analyze the changes in power and authority among the three branches of
government over time.
5.3.C. B. Compare and contrast policymaking in various contemporary world governments.
5.3.C. C. Evaluate how government agencies create, amend, and enforce regulations.
5.3.C. D. Evaluate the roles of political parties, interest groups, and mass media in politics and
public policy.
5.3.C. E. Evaluate the fairness and effectiveness of the United States electoral processes,
including the electoral college.
5.3.C. F. Analyze landmark United States Supreme Court interpretations of the Constitution and
its Amendments.
5.3.C. G. Evaluate the impact of interest groups in developing public policy.
5.3.C. H. Evaluate the role of mass media in setting public agenda and influencing political life.
5.3.C. I. Evaluate tax policies of various states and countries.
5.3.C. J. Evaluate critical issues in various contemporary governments.
How International Relationships Function
Content Standards:
5.4.C. A. Examine foreign policy perspectives, including realism, idealism, and liberalism.
5.4.C. B. Evaluate the effectiveness of foreign policy tools in various current issues confronting
the United States (e.g., diplomacy, economic aid, military aid, sanctions, and treaties).
5.4.C. C. Evaluate the effectiveness of international organizations, both governmental and
nongovernmental.
5.4.C. D. Evaluate the role of mass media in world politics.
5.4.C. E. Compare and contrast the politics of various interest groups and evaluate their impact
on foreign policy.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 8 2/2013 2
ASSESSMENT ANCHORS:
C.1.1 Purpose and Functions of Government
C.1.1.1 Evaluate the development and impact of domestic policy.
C.1.1.2 Explain how U.S. foreign policy is developed and analyze its domestic and global
impacts.
C.1.1.3 Analyze the evolution of civil and human rights and explain the role that governments
play in protecting those rights.
C.1.2 Forms of Government/Significant Documents
C.1.2.1 Analyze the characteristics of and methods employed by various systems of
government to achieve their goals.
C.1.2.2 Describe and analyze local, state, and federal roles in policy making by citing evidence
of their authority to do so.
C.1.3 Processes of Government
C.1.3.1 Analyze the structure, organization, and operation of various levels of government as
they relate to the creation of legislation and the enforcement of laws.
C.1.3.2 Analyze and describe election processes.
C.1.4 Interpretation and Application of Law
C.1.4.1 Analyze the powers, influence, and limitations of government agencies in creating,
amending, and enforcing policies.
C.1.4.2 Analyze the interpretation of the U.S. Constitution and the Pennsylvania Constitution by
the courts.
C.2.1 Role of Individual Citizens
C.2.1.1 Analyze the civic roles, rights, and responsibilities of individuals in the United States.
C.2.1.2 Evaluate the factors that make competent and responsible citizens.
C.2.2 Functions of Groups and Organizations
C.2.2.1 Analyze the roles of political parties and special interest groups
C.2.2.2 Analyze the methods used to influence the political process, public policy, and public
opinion.
C.2.3 Political Philosophies
C.2.3.1 Analyze the application of civic principles and ideals in contemporary life.
C.2.3.2 Examine arguments for the necessity of government.
C.2.4 Competing Interests and Ideas
C.2.4.1 Critique the various roles that individuals, symbols, and symbolic events play in civic
discourse.
C.2.4.2 Evaluate strategies used to avoid or resolve conflict in society and government.
C.2.4.3 Analyze the role of media on the creation or resolution of conflict in society.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 8 2/2013 3
KEY CONCEPTS
1. Citizens understand their rights and practice their responsibilities in a vibrant society.
2. Civil discourse and thoughtful deliberation are necessary to promote the common good and
protect the individual.
3. Adherence to the rule of law validates an individual’s responsibility to society.
4. Engaged citizens understand the workings of government and use historic precedents in
shaping thought and action.
5. An engaged citizen is a life-long learner continuing to benefit from internal maturity and
external influences.
6. A thoughtful citizen evaluates the accuracy of communications and analyzes media sources
attempting to influence the public agenda.
7. The choices we make, whether as consumers or as citizens active in politics, impact people
around the globe.
8. The rapid pace of technological change has established unprecedented economic, political,
and cultural interdependence among nations and individuals.
9. Nationalism plays a number of influential roles with far-reaching consequences in an
interdependent world.
10. Political and economic ideas motivate societies to new behaviors.
11. The enjoyment of human rights and their exercise are dependent upon the community of
nations and their citizens maintaining vigilance on governments and their actions.
12. Technological innovation shakes the institutions of society to their roots, with advantageous
and disastrous consequences.
OBJECTIVES/ESSENTIAL KNOWLEDGE
Evaluate the development and impact of domestic policy.
1. Assess the social and economic impact of various forms of revenue collection and government
spending.
The federal government can control the economy by raising or lowering taxes and by
spending more or less on government programs.
Personal income tax is the biggest source of federal revenue. Other important sources
are payroll taxes and corporate taxes.
A progressive tax rate goes up as income goes up; a proportional tax rate stays the
same regardless of income; and a regressive tax requires a smaller percentage of
income paid as income goes up.
Large federal government expenses include national defense, Social Security, income
security, Medicare, and interest on borrowed money.
Intergovernmental revenue, or money received from other levels of government, is the
largest source of income for states. Sales tax is another large source of state income.
States spend the most money on debt repayment, public welfare, and education.
Local governments rely heavily on property taxes. Local governments provide many
basic services such as education, fire and police protection, water, sewage, and trash
removal.
2. Analyze the role of the federal government in creating, approving, and implementing
domestic policy.
Domestic policy is the set of decisions that a government makes relating to things that
directly affect the people in its own country including business, education, energy,
health care, law enforcement, money and taxes, natural resources, social welfare, and
personal rights and freedoms.
The Domestic Policy Council (DPC) coordinates the domestic policy-making process in
the White House and offers advice to the President. The DPC also supervises the
execution of domestic policy and represents the President’s priorities to Congress.
The President often gets Congress to turn domestic policies into law by getting
individual members of Congress to write and support the passing of bills.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 8 2/2013 4
3. Define the purposes and functions of governmental and non-governmental organizations in
implementing domestic policy.
A non-governmental organization (NGO) is a not-for-profit group, principally independent from
government, which is organized on a local, national or international level to address issues in
support of the public good. NGOs are organized around specific issues, such as human rights.
Government agencies or organizations are administrative units of government that are given
specific responsibilities. These agencies can be established by national, regional or local
governments. Some government agencies operate independently, especially those with
oversight or regulatory responsibilities.
4. Analyze how the opinion and beliefs of various groups influence policy making at the federal,
state, and local levels.
Public opinion, or strong opinion that is shared by many people, influences how public
officials act.
Public opinion determines how effectively the president can carry out his or her
programs.
Public opinion is not just one point of view. Different groups have different points of
view.
Factors that affect people’s opinions include their personal experiences, age, gender,
race, income, and occupation.
Opinions can be shaped by what people read in newspapers and on the Internet and
by what they see on television and hear from interest groups.
Public opinion is described in terms of direction (positive or negative), intensity (strength
of opinion), and stability (whether people will change their minds).
Public opinion is measured with polls, or surveys that ask people about particular issues
or a particular public official. Good polls ask fair and unbiased questions and include a
diverse group of people.
Most media outlets are private businesses and cover news that will attract the greatest
number of listeners. The stories the media choose to focus on can shape the public
agenda.
Some interest groups try to influence the decisions of government leaders by supporting
certain candidates. Many form political action committees (PACs) to raise money for
the candidates they support.
Explain how U.S. foreign policy is developed and analyze its domestic and global impacts.
1. Analyze the role of the federal government in creating, approving, and implementing foreign
policy.
Foreign policy, or the way a country deals with other nations, is important to maintain
national security, to build strong trade relations, to promote world peace, and to
advance democracy.
The president’s foreign policy team includes the National Security Advisor, the State
Department, the Defense Department, the National Security Council, the Office of the
Director of National Intelligence, and the Central Intelligence Agency.
The tools Congress and the president use to carry out foreign policy include: treaties
and executive agreements with other countries, ambassadors, foreign aid, trade
policies, and military force.
2. Explain the purposes and functions of governmental and non-governmental organizations.
A non-governmental organization (NGO) is a not-for-profit group, principally independent from
government, which is organized on a local, national or international level to address issues in
support of the public good. NGOs are organized around specific issues, such as human rights.
3. Evaluate how continuity and change in U.S. foreign policy influences international relationships
and domestic issues.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 8 2/2013 5
The United States is involved in international organizations including United Nations and NATO.
As a result of the end of the Cold War, the United States is the world’s acknowledged sole
superpower; status places certain responsibilities and obligations upon the US government.
Analyze the evolution of civil and human rights and explain the role that governments play in
protecting those rights.
1. Analyze the development of historic and contemporary human and civil rights.
Since World War II, the United States has been a forerunner of promoting global civil rights.
The United States is a charter member of the United Nations and the Universal Declaration
of Human Rights.
2. Analyze the protection of civil and human rights by federal and state governments by
explaining the sources, purposes, and scope of those rights.
The rights that the founding fathers considered to be elemental are included in the Bill of
Rights and expanded upon in the Amendments.
3. Evaluate how civil and human rights are exercised, protected, or curtailed by government,
individuals, or organizations.
The amendment process guarantees that the Constitution is a flexible document and can
be revised in order to reflect continuing challenges to our civil rights.
SUGGESTED ACTIVITIES:
Role Play: Students will take the role of
cabinet members and the president. The
group will be given a domestic
problematic situation and each cabinet
member must provide a solution based
upon their governmental position. The
president will make the final decision and
will present to the class.
Research when the United States has used
military force to meet its’ foreign policy
goals. Identify the goals and list the results.
Human rights were a central theme of
President Carter’s presidency. Identify the
leaders that signed the Camp David
Accords and summarize the importance
of agreement in trying to maintain peace
in the Middle East.
Draw evidence from informational texts to
support analysis, reflection, and research.
Use technology, including the Internet, to
produce, publish, and update individual
or shared writing products, taking
advantage of technology’s capacity to
link to other information and to display
information flexibly and dynamically.
Conduct short research projects to answer
a question or solve a problem; narrow or
broaden the inquiry when appropriate.
MANDATED WRITING ACTIVITY:
Research Project: Analyze Dred Scott v. Sanford
(1857) and compare it to the progress made by
the 13th, 14th and 15th Amendments. Then
analyze Plessy v. Ferguson (1896) and Jim Crow
ASSESSMENTS:
Observation Checklists
Interviews and Dialogue
Learning Logs or Notebooks
Teacher-Made Tests and Quizzes
Products and Projects
Performance Tasks
REMEDIATION:
Peer Tutoring
Small Group Instruction
Computer Assisted Learning
Individualized Instruction
Chunking of Information
ENRICHMENT:
Research Opportunities
Class Presentation
Independent Investigation
Case Study
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 8 2/2013 6
laws and compare to the Supreme Court’s
decision in Brown v Board of Education of Topeka
(1954). Write an informative/explanatory essay on
the following: Trace how civil rights expanded
and contracted in the United States.
Competed writing should show evidence of the
Common Core Standards listed below.
1. Introduce a topic and organize ideas,
concepts, and information to make
important connections and distinctions;
include formatting (e.g., headings),
graphics (e.g., figures, tables), and
multimedia when useful to aiding
comprehension.
2. Develop the topic with well-chosen,
relevant, and sufficient facts, extended
definitions, concrete details, quotations, or
other information and examples
appropriate to the audience’s knowledge
of the topic.
3. Use varied transitions and sentence
structures to link the major sections of the
text, create cohesion, and clarify the
relationships among ideas and concepts.
4. Use precise language and domain-specific
vocabulary to manage the complexity of
the topic and convey a style appropriate to
the discipline and context as well as to the
expertise of likely readers.
5. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which
they are writing.
Provide a concluding statement or section that
follows from and supports the information or
explanation presented (e.g., articulating
implications or the significance of the topic).
RESOURCES:
Primary Sources
Textbook
Internet
www.icivics.org
http://www.whitehouse.gov/issues/foreign-policy
ONLINE VIDEO RESOURCES:
Constitution USA with Peter Sagal
Episode: Power Struggle: Tug of War
http://video.pbs.org/video/2365002756
Description: Gary Marbut discusses state rights and the advantage of state government.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
Civics & Gov Unit 8 2/2013 7
The PBS NewsHour: Bin Laden Death a 'Very Big Victory,' But Not 'Happily Ever After'
http://www.discoveryeducation.com
Description: Jim Lehrer discusses the impact of Osama bin Laden's death on U.S. foreign policy and
efforts to fight extremism with former Secretary of State Madeleine Albright and former Senate Foreign
Relations Committee member Chuck Hagel.
The Time Has Come: Inauguration Day 2009
http://www.discoveryeducation.com
Segment 3 -Foreign Policy Overview
Description: President Obama addresses his plans for Iraq and Afghanistan, and states, "We will not
apologize for our way of life nor will we waver in its defense."
Does Force-Feeding Gitmo Prisoners Violate Their Rights?
http://video.pbs.org/video/2365000534
Description: Over half of the inmates at Guatanamo Bay Prison are refusing to eat, protesting the
length of their detention, legal limbo and quality of life. Ray Suarez talks with Carol Rosenberg of the
Miami Herald about the origins of the protest and the question of self-determination when it comes to
the prisoners' hunger strike. Prison are refusing to eat, protesting the length of their detention, legal
limbo and quality of life. Ray Suarez talks with Carol Rosenberg of the Miami Herald about the origins of the protest and the question of self-determination when it comes to the prisoners' hunger strike
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