Honors Foundations of Citizenship

Course Description

This course will examine the rights and responsibilities of good citizens, our political heritage, the role of government on the federal, state, and local levels, and some basic economic concepts. The learners will also examine how the Constitution and the Bill of Rights work in our daily lives. An honors course progresses at an accelerated pace by engaging students in more rigorous content, deeper analysis, and higher-level critical thinking, that encourages advanced mastery of material compared to the broader and more methodical approach of a regular course. This course will satisfy the Civics credit requirement.

Course Big Ideas

The United States Constitution
The Legislative Branch
The Executive Branch
The Judicial Branch
Political Parties
State and Local Government
United States and the World
Citizenship: Rights, Responsibilities, and Duties

Course Essential Questions

In what ways do foundational documents impact the lives of American citizens?
What is the purpose of the Legislative, Executive, and Judicial branches of the U.S. federal government and how do they fulfill their duties and responsibilities to the American people?
How do political parties influence and impact the American democratic process?
How do state and local governments impact the daily lives of American citizens?
How has American foreign policy evolved since the 18th century?
What are the rights, responsibilities, and duties of citizens in democratic societies?

Course Competencies

Synthesis
- Combining multiple elements to create a new idea or set of ideas. Synthesis includes the examination of context and multi-layered design to develop unique categories to organize information.
Interpretation/Perspective
- Utilizing information to determine the angle from which information is being presented. Or, the construction of one’s own position. Contextualization includes the examination of personal perspective, the examination of a new perspective, and the identification and significance of audience perspective
Reasoning
- Connecting multiple pieces of information and providing an appropriate explanation for the association. Reasoning includes the analysis of connection between coincidence, correlation, and causation of factors.
Contextualization
- Explaining how one component fits within a larger model; or how one component fits within a completely different circumstance. Contextualization includes the examination of connections that exist in a particular situation, and how parts of the topic fit within a bigger picture.

Course Assessments

Stimulus-Based Summative Assessments
Thinking Skills-Based Assessments
Writing Prompts/Discussion Forums
Project/Problem-Based Learning/Performance-Based Assessments

Course Units

Unit 1: Constitution and the Bill of Rights

Standards

PA State Social Studies Standards (SAS)

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, Equality
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 Analyze the role political symbols play in civil disobedience and patriotic activities
5.2.C.C Evaluate political leadership and public service in a republican form of government

PA Reading and Writing for Social Studies Standards

CC.8.5.11-12.A - Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CC.8.5.11-12.B - Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CC.8.5.11-12.C - Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Digital Age Learning (Tech) Standards:

1: Empowered Learner
- Use strategies leveraging technology to achieve goals. (ISTE-1.1.a)
- Use and combine technologies to demonstrate learning in a variety of ways. (ISTE-1.1.c)
3: Knowledge Constructor
- Find the best digital resources for learning and creating. (ISTE-1.3.a)
- Evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. (ISTE-1.3.b)
- Curate information from a variety of digital resources and tools for a wide range of projects and purposes. (ISTE-1.3.c)
- Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. (ISTE-1.3.d, ISTE-1.7.d)
5: Computational Thinker
- Break problems into smaller parts (decompose) and extract key information. (ISTE-1.5.c)
6: Creative Communicator
- Choose the appropriate platform and tools for meeting the desired objectives of my creation or communication. (ISTE-1.6.a)
- Create media projects using original work or reusing/remixing properly cited, copyright free resources. (ISTE-1.6.b, ISTE-1.2.b)
- Communicate complex ideas by effectively mixing text, visuals, and graphics. (ISTE-1.6.c, ISTE-1.5.b)
- Prepare, present, and publish content using medium and strategies customized for the intended audience. (ISTE-1.6.d)
7: Global Collaborator
- Connect with, understand, and develop empathy for others from diverse cultures and backgrounds. (ISTE-1.7.a)
- Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. (ISTE-1.7.c)

Thinking Skills (AP and Marzano):

Reasoning: Assess the connection of evidence to determine an association. A detailed focus between the coincidence, correlation, and causation of the factors should be distinguished.
Contextuation: Construct a detailed explanation that examines the connections that exist in a particular situation. Examine the connections and determine how parts of the topic fit within a bigger picture utilizing multiple pieces of information to support the analysis.
Interpretation: Analyze or evaluate historical evidence (thesis, context, content, audience, significance), and make relevant inferences and appropriate conclusions.

Know

Required Content

The Importance of the Constitution: The United States holds that the Constitution is the highest law in the land, and that it functions as the framework for our federalist government.
The Bill of Rights: As an addition to the Constitution, The Bill of Rights exists to balance and protect individual liberties while applying strict limits to the power of the government.
The Separation of Powers: The Constitution both outlines the ways in which the three branches of government exist separately from each and also how those branches function to check and balance each other.
The Concept of Federalism: The founders of the United States established a federalist government: a government in which power is divided and balanced between the federal government and the states.
Citizenship: All citizens of the United States have rights and responsibilities.
Diversity: The Constitution and Bill of Rights protect the individual rights of citizens.
Monarchy to Republic: The context, significance, and process that took place for the United States to transition from a Monarchy to a Republic (Republic, Democracy, Monarchy)

Understanding/Key Learning

Foundational documents of the United States government (Declaration of Independence, United States Constitution, Bill of Rights, Pennsylvania Constitution).
Roles of early American political parties.
Function of checks and balances and separation of powers within the federal government.
Different forms of government (Republic, Democracy, Monarchy).
Primary and secondary source stimulus interpretation, analysis, function, and purpose.

Do

Skills (Content & Thinking)

Identify, understand, and compare the perspectives of the early American political parties and the role they played in the writing of the foundational documents of American government. (Perspective)
Determine the pre-colonial and colonial context that led the founders of American government to transition from a monarchical style of government to a modern democratic-republic. (Contextualization)
Analyze the foundational documents of the United States government to determine the root principles, purposes, and ideas that perpetuate our government. (Reasoning)
Identify the purpose and function of checks and balances and separation of powers within the federal government in historic and present day. (Reasoning)
Analyze and describe the relationship between the Bill of Rights, Constitution, and individual freedom and governmental restraint. (Interpretation)
Analyze and respond to stimulus-based questions by interpreting provided information and applying critical thinking skills to formulate evidence-based answers. (Reasoning)

Unit Essential Questions

Lesson Essential Questions

How did the U.S. Bill of Rights come about, and what were some of the key arguments for and against including it in the U.S. Constitution?
What key concepts of democracy does the Declaration of Independence establish for the future United States?
Why was the Articles of Confederation considered a failure?
How does the Constitution differ from and improve upon the Articles of Confederation?
What is the significance of the Six Big Ideas in the Constitution historically and for Americans today?
To what extent does the creation of the U.S. Constitution function as a change in the course of legal history?

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.C Evaluate the application of the principles and ideals in contemporary civic life. Liberty/Freedom, Democracy, Justice, Equality
5.3.C.A Examine the process of checks and balances among the three branches of government, including the creation of law.
5.2.C.B Analyze strategies used to resolve conflicts in society and government.
5.3.C.B Analyze the roles of local, state, and national governments in policy-making.
5.3.C.C Explain how government agencies create, amend, and enforce policies in local, state, and national governments.
5.3.C.D Evaluate the roles of political parties, interest groups, and mass media in politics and public policy.
5.3.C.E Compare and contrast the different election processes for local, state, and national offices.
5.3.C.G Analyze the influence of interest groups in the political process.
5.3.C.H Evaluate the role of mass media in setting public agenda and influencing political life.
5.3.C.I Explain various types of taxes and their purposes.

PA Reading and Writing for Social Studies Standards

CC.8.5.11-12.D - Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text
CC.8.5.11-12.E - Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
CC.8.5.11-12.F - Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence

Digital Age Learning (Tech) Standards:

1: Empowered Learner
Use strategies leveraging technology to achieve goals. (ISTE-1.1.a)
Use and combine technologies to demonstrate learning in a variety of ways. (ISTE-1.1.c)
3: Knowledge Constructor
Find the best digital resources for learning and creating. (ISTE-1.3.a)
Evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. (ISTE-1.3.b)
Curate information from a variety of digital resources and tools for a wide range of projects and purposes. (ISTE-1.3.c)
Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. (ISTE-1.3.d, ISTE-1.7.d)
5: Computational Thinker
Break problems into smaller parts (decompose) and extract key information. (ISTE-1.5.c)
6: Creative Communicator
Choose the appropriate platform and tools for meeting the desired objectives of my creation or communication. (ISTE-1.6.a)
Create media projects using original work or reusing/remixing properly cited, copyright free resources. (ISTE-1.6.b, ISTE-1.2.b)
Communicate complex ideas by effectively mixing text, visuals, and graphics. (ISTE-1.6.c, ISTE-1.5.b)
Prepare, present, and publish content using medium and strategies customized for the intended audience. (ISTE-1.6.d)
7: Global Collaborator
Connect with, understand, and develop empathy for others from diverse cultures and backgrounds. (ISTE-1.7.a)
Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. (ISTE-1.7.c)

Thinking Skills: (College Board and Marzano)

Reasoning: Assess the connection of evidence to determine an association. A detailed focus between the coincidence, correlation, and causation of the factors should be distinguished.

Know

Structure of the Legislative Branch: The bicameral structure, role, and purpose of the legislative branch (The House of Representatives and Senate).
The Lawmaking Process: The leadership positions of each chamber, including how legislation is introduced, debated, and passed.
The Duties of Citizens: The ways in which citizens participate in the legislative process, starting with contacting their representatives, participating in town hall meetings, and engaging in advocacy and lobbying efforts. .
Impeachment proceedings: How the legislative branch conducts impeachment of federal government officials (President, Vice President, and all civil officers of the US).

Understanding/Key Learning

Bicameral structure and functionality of the Legislative branch of the United States Government.
Express and Implied powers of Congress.
The process through which legislators propose, discuss, and pass laws.
Leadership purpose and structure of the Legislative branch of the United States government.
The process through which Congress impeaches government officials.
Primary and secondary source stimulus interpretation, analysis, function, and purpose.

Do

Analyze the structure of the Legislative branch of the United States government and the role it plays in the federal government both historically and in the present. (Reasoning)
Identify the expressed and implied powers of Congress and determine both how those powers allow Congress to fulfill its duty to the American people while also limiting the powers of Congress. (Reasoning)
Analyze the lawmaking process to trace the evolution of a law from a citizen’s concern to the president’s desk. (Reasoning)
Understand the role and responsibility of leadership in the Legislative branch and analyze how that responsibility has changed over time. (Reasoning)
Explain the function of Congress as both a check and balance to the other branches of government. (Reasoning)
Explain the process through which the Legislative branch conducts impeachment proceedings of federal government officials through the analysis of historic examples (President, Vice President, and all civil officers of the US). (Reasoning)
Analyze and respond to stimulus-based questions by interpreting provided information and applying critical thinking skills to formulate evidence-based answers. (Reasoning)

Unit Essential Questions

Lesson Essential Questions

How does the law-making process reflect Congress’ duty to the American people?
In what ways do the expressed and implied powers of Congress allow Congress to fulfill its duty to American citizens?
How do the expressed and implied powers of Congress shape the influence of the Legislative branch?
What do Congress members do on a daily basis?
How does a bill become a law?
What do Committees in Congress do?

5.2.C.B Analyze strategies used to resolve conflicts in society and government.
5.3.C.A Examine the process of checks and balances among the three branches of government, including the creation of law.
5.3.C.B Analyze the roles of local, state, and national governments in policy-making.
5.3.C.C Explain how government agencies create, amend, and enforce policies in local, state, and national governments.
5.3.C.D Evaluate the roles of political parties, interest groups, and mass media in politics and public policy.
5.3.C.E Compare and contrast the different election processes for local, state, and national offices.
5.3.C.G Analyze the influence of interest groups in the political process.
5.3.C.H Evaluate the role of mass media in setting public agenda and influencing political life.
5.3.C.I Explain various types of taxes and their purposes.

PA Reading and Writing for History Standards

CC.8.5.11-12.G - Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CC.8.5.11-12.H - Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
CC.8.5.11-12.I - Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Digital Age Learning (Tech) Standards:

1: Empowered Learner
- Use strategies leveraging technology to achieve goals. (ISTE-1.1.a)
- Use and combine technologies to demonstrate learning in a variety of ways. (ISTE-1.1.c)
3: Knowledge Constructor
- Find the best digital resources for learning and creating. (ISTE-1.3.a)
- Evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. (ISTE-1.3.b)
- Curate information from a variety of digital resources and tools for a wide range of projects and purposes. (ISTE-1.3.c)
- Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. (ISTE-1.3.d, ISTE-1.7.d)
5: Computational Thinker
- Break problems into smaller parts (decompose) and extract key information. (ISTE-1.5.c)
6: Creative Communicator
- Choose the appropriate platform and tools for meeting the desired objectives of my creation or communication. (ISTE-1.6.a)
- Create media projects using original work or reusing/remixing properly cited, copyright free resources. (ISTE-1.6.b, ISTE-1.2.b)
- Communicate complex ideas by effectively mixing text, visuals, and graphics. (ISTE-1.6.c, ISTE-1.5.b)
- Prepare, present, and publish content using medium and strategies customized for the intended audience. (ISTE-1.6.d)
7: Global Collaborator
- Connect with, understand, and develop empathy for others from diverse cultures and backgrounds. (ISTE-1.7.a)
- Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. (ISTE-1.7.c)

Thinking Skills: (College Board and Marzano)

Reasoning: Assess the connection of evidence to determine an association. A detailed focus between the coincidence, correlation, and causation of the factors should be distinguished

Know

The President of the United States is the head of the executive branch and serves as the commander-in-chief of the armed forces. The president has the responsibility of negotiating treaties, appointing federal judges, and executive officials.
The structure of the executive branch includes various departments, agencies, and offices. The Executive Branch includes federal officials such as the Vice President.
The Executive Cabinet functions to address the wide array of responsibilities dedicated to the federal government as outlined in the Constitution.
The executive branch holds the power to appoint ambassadors, conduct foreign relations efforts, and negotiate treaties with foreign entities.
The process of impeachment exists as a check and balance to the power of the Executive office.
The Presidential Veto and Pocket Veto are tools of the Executive Branch that allow the president to check and balance the Legislative branch.

Understanding/Key Learning

The structure and function of the Executive Branch of the United State government.
The purpose, powers, and roles of the President of the United States.
The relationship between the Executive office of the United States and both foreign and domestic policy.
The role and function of the President’s executive departments.
Primary and secondary source stimulus interpretation, analysis, function, and purpose.

Do

Analyze the structure of the Executive branch of the United States government and the role it plays in the federal government both historically and presently. (Reasoning)
Classify, interpret, and evaluate the roles of the president as they relate to the function (responsibilities outlined in Article II of the Constitution) of the Executive Branch of the United States government. (Contextualization)
Identify and analyze historic and present roles of the president’s executive departments and how the departments have evolved over time. (Interpretation)
Interpret the role and function of the president's executive departments and agencies and the extent to which they support the president’s functions. (Interpretation)
Evaluate the process, causes, and implications of impeachment, both historically and presently, in the Executive Branch of the American government. (Reasoning)
Analyze and respond to stimulus-based questions by interpreting provided information and applying critical thinking skills to formulate evidence-based answers. (Reasoning)

Unit Essential Questions

Lesson Essential Questions

What is the relationship between the purpose and the impact of the independent agencies of the Executive Branch of the United States Government?
How do the Cabinets of the Executive Office help a President to fulfill his or her responsibilities to the people of the United States?
What qualifications must you have to be President of the United States?
How does one obtain the job of the President of the United States of America?

5.3.C.A Examine the process of checks and balances among the three branches of government, including the creation of law.
5.3.C.B Analyze the roles of local, state, and national governments in policy-making.
5.3.C.C Explain how government agencies create, amend, and enforce policies in local, state, and national governments.
5.3.C.D Evaluate the roles of political parties, interest groups, and mass media in politics and public policy.
5.3.C.E Compare and contrast the different election processes for local, state, and national offices.
5.3.C.F Explain the Supreme Court's role in interpreting the U.S. Constitution. (Individual rights, States rights, & Civil rights)
5.3.C.G Analyze the influence of interest groups in the political process.
5.3.C.H Evaluate the role of mass media in setting public agenda and influencing political life.
5.3.C.I Explain various types of taxes and their purposes.

PA Reading and Writing for Social Studies Standards

CC.8.5.11-12.D - Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text
CC.8.5.11-12.E - Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
CC.8.5.11-12.F - Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence
Digital Age Learning (Tech) Standards:
1: Empowered Learner
Use strategies leveraging technology to achieve goals. (ISTE-1.1.a)
Use and combine technologies to demonstrate learning in a variety of ways. (ISTE-1.1.c)
3: Knowledge Constructor
Find the best digital resources for learning and creating. (ISTE-1.3.a)
Evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. (ISTE-1.3.b)
Curate information from a variety of digital resources and tools for a wide range of projects and purposes. (ISTE-1.3.c)
Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. (ISTE-1.3.d, ISTE-1.7.d)
5: Computational Thinker
Break problems into smaller parts (decompose) and extract key information. (ISTE-1.5.c)
6: Creative Communicator
Choose the appropriate platform and tools for meeting the desired objectives of my creation or communication. (ISTE-1.6.a)
Create media projects using original work or reusing/remixing properly cited, copyright free resources. (ISTE-1.6.b, ISTE-1.2.b)
Communicate complex ideas by effectively mixing text, visuals, and graphics. (ISTE-1.6.c, ISTE-1.5.b)
Prepare, present, and publish content using medium and strategies customized for the intended audience. (ISTE-1.6.d)
7: Global Collaborator
Connect with, understand, and develop empathy for others from diverse cultures and backgrounds. (ISTE-1.7.a)
Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. (ISTE-1.7.c)

Thinking Skills: (College Board and Marzano)

Reasoning: Assess the connection of evidence to determine an association. A detailed focus on the coincidence, correlation, and causation of the factors should be distinguished.

Know

Federal and state courts: The judicial branch includes federal and state courts. The federal court system has the responsibility of interpreting the Constitution along with federal law, state court systems hold the responsibility of interpreting state law.
Supreme Court: The Supreme Court is the highest court in the United States. The Supreme Court has the power to review and overturn any decisions made by lower courts, the rulings set by the Supreme Court are binding on all other courts within the United States on the basis of constitutionality.
Judges: Federal judges are appointed to the bench and are responsible for hearing and deciding cases in the courts. All judges have an expectation to be impartial and to apply the law fairly and consistently.
Criminal and civil cases: There are two types of court cases, criminal and civil. A criminal case involves an offense against the state. A civil case involves a dispute between individuals or entities.
Appeals to Supreme Court: If a party is dissatisfied with the outcome of a case, they can appeal the outcome to a higher court for a review of the decision. This process ensures that mistakes made by lower courts are rectified.

Understanding/Key Learning

The structure and function of the Judicial branch of the United States government.
The individual roles and functions of members of court (Plaintiff, Defendant, Prosecutor, Judge, Jury)
The differences between and implications of original jurisdiction and judicial review.
The process through which a case is appealed to the Supreme Court.
The relationship between precedent, judicial review, judicial restraint, and judicial activism.
Primary and secondary source stimulus interpretation, analysis, function, and purpose.

Do

Analyze the structure of the Judicial branch of the United States government and the role it plays in the federal government. (Reasoning)
Explain the individual roles and functions of members of court. (Plaintiff, Defendant, Prosecutor, Judge, Jury) (Reasoning)
Identify and analyze the historic and present perspectives of Supreme Court justices as they interpret precedent, apply judicial restraint, judicial review, and judicial activism. (Interpretation)
Compare the role and function of State, Federal, and Supreme courts. (Reasoning)
Identify and interpret the relationship between precedent, judicial review, judicial restraint, and judicial activism. (Interpretation)
Identify and evaluate the process through which a case is appealed to the Supreme Court using both landmark cases and present Supreme Court docket. (Reasoning)
Analyze and respond to stimulus-based questions by interpreting provided information and applying critical thinking skills to formulate evidence-based answers. (Reasoning)

5.1.C.F Analyze the role political symbols play in civil disobedience and patriotic activities.
5.3.C.D Evaluate the roles of political parties, interest groups, and mass media in politics and public policy.
5.3.C.E Compare and contrast the different election processes for local, state, and national offices.
5.3.C.G Analyze the influence of interest groups in the political process.
5.3.C.H Evaluate the role of mass media in setting public agenda and influencing political life.

PA Reading and Writing for Social Studies Standards

CC.8.6.11-12.G Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CC.8.6.11-12.H Draw evidence from informational texts to support analysis, reflection, and research.
CC.8.5.11-12.I Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Digital Age Learning (Tech) Standards:

1: Empowered Learner
- Use strategies leveraging technology to achieve goals. (ISTE-1.1.a)
- Use and combine technologies to demonstrate learning in a variety of ways. (ISTE-1.1.c)
3: Knowledge Constructor
- Find the best digital resources for learning and creating. (ISTE-1.3.a)
- Evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. (ISTE-1.3.b)
- Curate information from a variety of digital resources and tools for a wide range of projects and purposes. (ISTE-1.3.c)
- Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. (ISTE-1.3.d, ISTE-1.7.d)
5: Computational Thinker
- Break problems into smaller parts (decompose) and extract key information. (ISTE-1.5.c)
6: Creative Communicator
- Choose the appropriate platform and tools for meeting the desired objectives of my creation or communication. (ISTE-1.6.a)
- Create media projects using original work or reusing/remixing properly cited, copyright free resources. (ISTE-1.6.b, ISTE-1.2.b)
- Communicate complex ideas by effectively mixing text, visuals, and graphics. (ISTE-1.6.c, ISTE-1.5.b)
- Prepare, present, and publish content using medium and strategies customized for the intended audience. (ISTE-1.6.d)
7: Global Collaborator
- Connect with, understand, and develop empathy for others from diverse cultures and backgrounds. (ISTE-1.7.a)
- Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. (ISTE-1.7.c)

Thinking Skills: (College Board and Marzano)

Reasoning: Assess the connection of evidence to determine an association. A detailed focus between the coincidence, correlation, and causation of the factors should be distinguished.
Interpretation: Analyze or evaluate historical evidence (thesis, context, content, audience, significance), and make relevant inferences and appropriate conclusions.
Synthesis: Examine several contexts and develop unique categories to organize

Know

The system of political parties in the United States–both the two-party system and the third parties.
Identification of both partisan, bipartisan, and nonpartisan politics and policies.
The purpose, functions, and differences between the caucus system and primary system of elections. (Closed Primary, Open Primary, Direct Primary, Caucus)
The differences and implications of a straight ticket ballot compared to a split ticket ballot.
The role of the Electoral College in the election process and its transformation from inception to present day.
The purpose of registering to vote as it relates to the electoral process, political parties, primaries, and caucuses.
The identification and role of propaganda in the media as a means to spread both information and misinformation.
Interest groups and the impact they have on candidates and elections.
The process through which political candidates are nominated and campaign in the general election.
The purpose of party national conventions.

Understanding/Key Learning

Platforms & Ideologies: Political parties provide platforms and ideologies to encompass the diverse beliefs of citizens in order to win elections.
Voting in the United States: Political parties influence elections through endorsements and national conventions.
Campaigning in the United States: Political parties utilize campaigning efforts such as, nominating candidates, fundraising, and advertising to influence elections.
Two-Party System: Two parties dominate the political landscape in the United States (Democrats and Republicans), it is important to understand the distinct differences between the parties along with how and why the two-party system operates.
Third Party Role: Although US elections are dominated by the two-party system, third party candidates have played an essential role in shaping political discourse and influencing elections.
Electoral College: The process through which the President of the United States is elected, also understanding the history and evolution thereof.
Propaganda and interest groups shaping views: Interest groups and propaganda play a vital role in shaping political discourse within the United States.
Primaries and Caucuses: Different states utilize different processes for determining potential candidates.
The purpose of a party’s platform, and the differences between the Republican Party and Democratic Party’s political platforms.
Primary and secondary source stimulus interpretation, analysis, function, and purpose.

Do

Identify and analyze the differences between historic and present major political parties, third parties, and their platforms in the United States, and how those parties have changed over time.
Examine voting as both a civic responsibility and method through which citizen’s voices are heard at the local, state, and national level.
Identify, analyze, and interpret propaganda in the media as it relates to the electoral process in both historic and present time.
Examine and evaluate the campaign process from candidacy, to nomination, to inauguration.
Compare, contrast, and evaluate the purpose and functions of the primary system and the caucus system.
Compare and contrast the benefits and disadvantages of both the split ticket ballot and the straight ticket ballot, and evaluate the extent to which each system functions to promote democracy.
Analyze the function, purpose, and changes over time in the Electoral College.
Analyze and respond to stimulus-based questions by interpreting provided information and applying critical thinking skills to formulate evidence-based answers. (Reasoning)

Unit Essential Questions

How has the public perception of political parties and elections evolved in the 21st century? (Reasoning)
What methods in the 21st century can be utilized in order to be an informed voter? (Interpretation)
Evaluate the changes of the planks of the two major political parties. (Synthesis)
What role do political parties play in state/local/national elections? (Reasoning)

Lesson Essential Questions

How did the framers of the U.S. government view political parties?
What are differences between major political parties in terms of their ideologies, and policies?
How do political parties influence the political process and decision-making in a democratic system?
In what ways do political parties work to inform citizens about important issues?
What are the advantages and disadvantages of a multi-party system compared to a two-party system?
How do political parties choose their candidates for elected positions, and what role do voters play in this process?

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, Equality
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 Analyze the role political symbols play in civil disobedience and patriotic activities.
5.2.C.C Evaluate political leadership and public service in a republican form of government.
5.3.C.I Explain various types of taxes and their purposes.

PA Reading and Writing for Social Studies Standards

CC.8.5.11-12.D - Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text
CC.8.6.11-12.G Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CC.8.6.11-12.H Draw evidence from informational texts to support analysis, reflection, and research.
CC.8.5.11-12.I Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Digital Age Learning (Tech) Standards:

1: Empowered Learner
- Use strategies leveraging technology to achieve goals. (ISTE-1.1.a)
- Use and combine technologies to demonstrate learning in a variety of ways. (ISTE-1.1.c)
3: Knowledge Constructor
- Find the best digital resources for learning and creating. (ISTE-1.3.a)
- Evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. (ISTE-1.3.b)
- Curate information from a variety of digital resources and tools for a wide range of projects and purposes. (ISTE-1.3.c)
- Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. (ISTE-1.3.d, ISTE-1.7.d)
5: Computational Thinker
- Break problems into smaller parts (decompose) and extract key information. (ISTE-1.5.c)
6: Creative Communicator
- Choose the appropriate platform and tools for meeting the desired objectives of my creation or communication. (ISTE-1.6.a)
- Create media projects using original work or reusing/remixing properly cited, copyright free resources. (ISTE-1.6.b, ISTE-1.2.b)
- Communicate complex ideas by effectively mixing text, visuals, and graphics. (ISTE-1.6.c, ISTE-1.5.b)
- Prepare, present, and publish content using medium and strategies customized for the intended audience. (ISTE-1.6.d)
7: Global Collaborator
- Connect with, understand, and develop empathy for others from diverse cultures and backgrounds. (ISTE-1.7.a)
- Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. (ISTE-1.7.c)

Thinking Skills: (College Board and Marzano)

Reasoning: Assess the connection of evidence to determine an association. A detailed focus between the coincidence, correlation, and causation of the factors should be distinguished.

Know

The structure of state government. (Governor, Lieutenant Governor, Mayor, Council)
The role of Article Four of the United States Constitution in establishing state government.
The purpose of taxes as a means to fund state expenses and citizens’ needs.
The unique qualities of a Commonwealth and the differences between Commonwealths and states.
The characteristics and purposes of Boroughs and Townships as they relate to local needs.
The concurrent powers that both state and federal governments share.
The structure and purpose of the local and state court system. (Commonwealth Court, Magisterial Court, local Judges, Judicial Action Commissions)
The role William Penn played in the creation of the state of Pennsylvania. (Keystone State)
The role of State Departments of Education in determining educational needs and allocating resources to school districts.
The role of the 10th Amendment in establishing a separation between state and federal powers.
Social issues as addressed by the federal government through the legislative process.
The purpose of the Item Veto in the legislative review process by the office of the Governor.
A unitary system in which a centralized power holds all power.

Understanding/Key Learning

State/Local governmental structures: Basic structures of states and localities, the roles of key officials such as Governors, mayors, state/local legislatures, and judges.
Powers of State/Local Governments: Understand the powers of the state/local governments as outlined by their respective constitutions, powers such as passing laws and creating taxes.
Elections: The significance of voting in local elections as well as the processes through which officials are elected in each respective state.
Local Issues: The importance of local issues such and how they’re addressed in local legislatures.
Primary and secondary source stimulus interpretation, analysis, function, and purpose.

Do

Analyze and assess the structure of State government in order to determine both function and benefits to state citizens.
Analyze the federalist relationship between state and national government as outlined in Article Four of the United States Constitution and how that relationship has evolved over time.
Identify the relationship between and significance of public policy, taxes, regulations, and actions using present examples.
Examine the process through which local issues are addressed at the local/state level, and analyze the impact of how various issues are addressed currently and on past precedent.
Articulate the differences between the processes of state and local elections as a means to have local issues addressed and resolved using both historic and present elections.
Analyze and respond to stimulus-based questions by interpreting provided information and applying critical thinking skills to formulate evidence-based answers. (Reasoning)

Unit Essential Questions

Lesson Essential Questions

What is the role of state and local governments in our society?
How is local/county government similar or different to federal government processes and institutions?
How do state and local governments make decisions and what is the process for passing laws and regulations at the state and local levels?
What is the impact of state and local government policies on individuals and communities, particularly in areas such as education, public safety, and infrastructure?
How do state and local governments interact with each other and with the federal government, and what are some examples of intergovernmental relations and cooperation?
How can citizens participate in and influence state and local government, and what are some examples of civic engagement at the state and local levels?
What is the role of state and local governments in promoting civic engagement and ensuring representation for all citizens?
How do state and local governments work to balance the needs and interests of their communities with the larger national and global context?

5.1.C.B Employ historical examples and political philosophy to evaluate the major arguments advanced for the necessity of government.
5.2.C.B Analyze strategies used to resolve conflicts in society and government.
5.4.C.A Explain how United States foreign policy is developed.
5.4.C.B Explain why and how different foreign policy tools are used to advance a nation's self-interest (e.g., diplomacy, economic aid, military aid, sanctions, treaties).

PA Reading and Writing for Social Studies Standards

CC.8.5.11-12.D Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text
CC.8.6.11-12.G Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation
CC.8.6.11-12.H Draw evidence from informational texts to support analysis, reflection, and research.
CC.8.5.11-12.I Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Digital Age Learning (Tech) Standards:

1: Empowered Learner
- Use strategies leveraging technology to achieve goals. (ISTE-1.1.a)
- Use and combine technologies to demonstrate learning in a variety of ways. (ISTE-1.1.c)
3: Knowledge Constructor
- Find the best digital resources for learning and creating. (ISTE-1.3.a)
- Evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. (ISTE-1.3.b)
- Curate information from a variety of digital resources and tools for a wide range of projects and purposes. (ISTE-1.3.c)
- Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. (ISTE-1.3.d, ISTE-1.7.d)
5: Computational Thinker
- Break problems into smaller parts (decompose) and extract key information. (ISTE-1.5.c)
6: Creative Communicator
- Choose the appropriate platform and tools for meeting the desired objectives of my creation or communication. (ISTE-1.6.a)
- Create media projects using original work or reusing/remixing properly cited, copyright-free resources. (ISTE-1.6.b, ISTE-1.2.b)
- Communicate complex ideas by effectively mixing text, visuals, and graphics. (ISTE-1.6.c, ISTE-1.5.b)
- Prepare, present, and publish content using medium and strategies customized for the intended audience. (ISTE-1.6.d)
7: Global Collaborator
- Connect with, understand, and develop empathy for others from diverse cultures and backgrounds. (ISTE-1.7.a)
- Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. (ISTE-1.7.c)

Thinking Skills: (College Board and Marzano)

Reasoning: Assess the connection of evidence to determine an association. A detailed focus between the coincidence, correlation, and causation of the factors should be distinguished.
Contextualization: Construct a detailed explanation that examines the connections that exist in a particular situation. Examine the connections and determine how parts of the topic fit within a bigger picture utilizing multiple pieces of information to support the analysis.

Know

The differences between Capitalist and Communist societies and forms of government. (Dictatorships, market economy, command economy)
The idea of sovereignty as it relates to a country’s right to exist. (Nationalism)
Early American foreign policy. (Monroe Doctrine)
American Foreign Policy between World War I and the Cold War. (Isolationism, Neutrality, Containment, Deterrence, Aggression, Diplomacy, NATO, Peacekeepers)
American Foreign Policy challenges during the Cold War. (Intelligence, The Berlin Wall, Foreign Aid, Arms Race, Balance of Power, Sanctions, Warsaw Pact Alliance)
The role of the United States in Supranational Organizations. (United Nations, National Security Council, National Security Advisor)
The impact of the September 11 attacks on American Foreign policy in the twenty-first century.

Understanding/Key Learning

Foreign Policy: The importance of United States foreign policy coupled with how foreign nations handle relations with the United States.
US Role in World Politics: The various roles that the United States plays in global politics and affairs.
Capitalism: As a function of the United States economic policies and globalization.
Communism: A form of government paired with a social construct, often seen as a diametrically opposed to capitalism.
War on Terror: After the September 11 attacks, the United States began the War on Terror which shaped American Foreign Policy in the early twenty-first century.
Primary and secondary source stimulus interpretation, analysis, function, and purpose.

Do

Examine how the United States’ foreign policy has evolved over time, comparing past and present presidential foreign policy doctrines.
Compare and contrast the intentions, functions, and outcomes of Capitalist and Communist forms of government within the context of the Cold War.
Analyze and evaluate how world events have shaped American foreign policy between the 18th and 20th centuries.
Analyze how the foreign policy of the United States both responded to and shaped the course of the Cold War.
Identify the purpose of Supranational organizations like the United Nations in establishing and maintaining peace post-World War II and how those organizations aim to continue to promote peace to present day.
Analyze and explain the impact of the September 11th attacks on American Foreign policy, the implications of the War on Terror, and how those implications continue to present.
Analyze and respond to stimulus-based questions by interpreting provided information and applying critical thinking skills to formulate evidence-based answers. (Reasoning)

Unit Essential Questions

Explain and assess the role of the U.S. in a global society? (Reasoning)
How have world events shaped U.S. foreign policy? (Context)
What are the key goals of U.S. foreign policy, and how have they been pursued in different regions of the world?
How have U.S. foreign policy decisions impacted the world, and what are the short- and long-term consequences of these actions?

Lesson Essential Questions

How did early American Foreign policy impact European involvement in the Western Hemisphere?
How did the events of 1914-1947 shape U.S. foreign policy?
Did the United States choose its foreign policy, or did the US take on a foreign policy in response to world events?
How did the dropping of the atomic bomb shift the attitude of the world regarding the United States?
How did the foreign policies of the United States (Truman Doctrine, Eisenhower Doctrine, and the Marshall Plan) intensify Cold War tensions?
How do different political and economic systems influence U.S. foreign policy decisions, and how do these decisions shape global power dynamics?
How did the September 11 attacks shape American foreign policy in the early twenty-first century?

Materials/Resources

Vocabulary

Capitalism
Communism
Dictatorship
Market Economy
United Nations
U.S. Foreign Policy
Isolationism
Containment
Neutrality
Monroe Doctrine
Deterrence
Aggression
Diplomacy
Foreign Aid
Sanctions
Intelligence
National Security Council
National Security Advisor
Sovereignty
Nationalism
Communism
Capitalism
Balance of Power
Arms Race
NATO
The Warsaw Pact Alliance
The Berlin Wall
Peacekeepers
September 11th Attacks
War on Terror
Terrorism
Non-Governmental Organization (NGO)

5.1.C.C Evaluate the application of the principles and ideals in contemporary civic life. Liberty/Freedom, Democracy, Justice, Equality
5.1.C.F Analyze the role political symbols play in civil disobedience and patriotic activities.
5.2.C.A Contrast the rights and responsibilities of a citizen in a democracy with a citizen in an authoritarian system.
5.2.C.B Analyze strategies used to resolve conflicts in society and government.
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.

PA Reading and Writing for Social Studies Standards

CC.8.5.11-12.H Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
CC.8.5.11-12.I Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CC.8.6.11-12.G Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CC.8.6.11-12.H Draw evidence from informational texts to support analysis, reflection, and research.

Digital Age Learning (Tech) Standards:

1: Empowered Learner
- Use strategies leveraging technology to achieve goals. (ISTE-1.1.a)
- Use and combine technologies to demonstrate learning in a variety of ways. (ISTE-1.1.c)
3: Knowledge Constructor
- Find the best digital resources for learning and creating. (ISTE-1.3.a)
- Evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. (ISTE-1.3.b)
- Curate information from a variety of digital resources and tools for a wide range of projects and purposes. (ISTE-1.3.c)
- Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. (ISTE-1.3.d, ISTE-1.7.d)
5: Computational Thinker
- Break problems into smaller parts (decompose) and extract key information. (ISTE-1.5.c)
6: Creative Communicator
- Choose the appropriate platform and tools for meeting the desired objectives of my creation or communication. (ISTE-1.6.a)
- Create media projects using original work or reusing/remixing properly cited, copyright free resources. (ISTE-1.6.b, ISTE-1.2.b)
- Communicate complex ideas by effectively mixing text, visuals, and graphics. (ISTE-1.6.c, ISTE-1.5.b)
- Prepare, present, and publish content using medium and strategies customized for the intended audience. (ISTE-1.6.d)
7: Global Collaborator
- Connect with, understand, and develop empathy for others from diverse cultures and backgrounds. (ISTE-1.7.a)
- Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. (ISTE-1.7.c)

Thinking Skills: (College Board and Marzano)

Reasoning: Assess the connection of evidence to determine an association. A detailed focus between the coincidence, correlation, and causation of the factors should be distinguished.

Know

American citizens have rights, duties, and responsibilities that provide the means for democratic-republics to function.
The process through which individuals obtain American citizenship.
The social norms that are associated with democratic societies (Common Good, Rule of Law, Social Roles)
The civic responsibilities that the United States associates with the judicial system (Jury of Peers, Witnesses)
The ways in which individuals can become civically engaged through the electoral process (Candidates, Representatives)
The pathways through which individuals can become citizens of the United States of America (Birth, Naturalization, Marriage, Military Service)

Understanding/Key Learning

Rights and Responsibilities associated with citizenship: An awareness of societal expectations as well as rights as outlined within the US Constitution.
Civic Engagement: The importance of civic responsibility such as voting, community involvement, and jury duty.
Active Participation in Governmental Functions: Actively participating in the American electoral process allows for immediate representation of local and nationwide issues.
Primary and secondary source stimulus interpretation, analysis, function, and purpose.

Do

Identify and analyze the importance of rights and responsibilities of American citizens as expected in American society and outlined by the United States Constitution, and how those rights and responsibilities have evolved over time.
Evaluate the historic and present societal expectations associated with citizenship within the United States along with the implications of non-participation.
Analyze, interpret, and evaluate the societal outcomes of active participation and non-participation in the democratic/electoral process.
Compare and contrast the different pathways towards United States Citizenship.
Analyze and respond to stimulus-based questions by interpreting provided information and applying critical thinking skills to formulate evidence-based answers. (Reasoning)

Unit Essential Questions

Lesson Essential Questions

What are the rights and responsibilities of U.S. citizenship, and how have they evolved over time?
How has immigration shaped the development of U.S. citizenship, and what are the benefits and challenges of immigration for the U.S. and its citizens?
What are the values that underpin U.S. citizenship, and how are these values reflected in the country's history and culture?
How has the concept of citizenship been used to exclude certain groups of people in U.S. history, and what are the implications of this exclusion for contemporary society?
How can individuals and communities work together to promote and protect the rights and freedoms of U.S. citizenship, and what role does active citizenship play in a healthy democracy?