Curriculum Framework
Quarter 2
US Government and Civics
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The
District is committed to these goals, as further described in our strategic plan, Destination 2025.
By 2025,
 80% of our students will graduate from high school college or career ready
 90% of students will graduate on time
 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
Purpose of the Framework
The 2015-2016 Social Studies Curricula Framework is to be utilized as a resource when planning classroom instruction and projects. Our goal is to
ensure our students graduate ready for college and careers. This will require a comprehensive, integrated approach to literacy instruction that
ensures that students become efficient readers, writers, and communicators. To achieve this, it is essential that literacy strategies be purposefully
and appropriately planned and implemented.
There are three instructional shifts that teachers should remember when planning and teaching:
http://www.tncore.org/english_language_arts/standards_and_shifts/instructional_shifts.aspx
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Framework Layout
Each framework is divided into three columns: (1) TN State Social Studies Standards, (2) Guiding Questions & Vocabulary, (3) Suggested
Instructional Activities
& Resources and at the end you can find a few Literacy Lessons and Activities that serve as supplementary resources when planning lessons.
Additionally, this framework includes the following:
1. The Common Core English Language Arts Standards for History/Social Studies can be found at: http://www.corestandards.org/ELALiteracy/RH/introduction/
2. Suggested Primary Source Documents and Supporting Texts are included in the Tennessee State Social Studies standards at:
http://tn.gov/education/article/social-studies-standards
3. “A Word About Vocabulary Instruction” provides tips and strategies for meaningful vocabulary instruction for Tier 2 and Tier 3 words.
Using the Social Studies Curriculum Framework
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The pacing guide suggests time frames for instruction, are flexible, and may vary from classroom to classroom.
The TN State Standards are at the helm of teaching and learning and must be used to guide the lesson.(column 1)
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Curriculum Framework
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Quarter 2
US Government and Civics
The guiding questions are used to gain student interest in learning and can be written on the board for the class to reference.(column 2)
Key content and academic vocabulary are listed (column 2). To teach content, varied and rigorous instructional activities and resources are included in
this framework to support quality Social Studies lessons.
Lessons, activities and student tasks are in the third column which lists the textbook pages (if applicable) along with links to valuable resources.
At the end of each map, there are Literacy Activities, suggested lessons, and additional resources.
If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web
browser such as Google Chrome or Mozilla Firefox.
Literacy in Social Studies http://www.tncore.org/literacy_in_social_studies.aspx
The Tennessee State Standards for English Language Arts include a subset of literacy standards for teachers of history/social studies, science, and
technical subjects. These literacy standards do not change the subject-area content, which will continue to be governed by Tennessee standards for
each subject. Rather, the literacy standards provide expectations for how students will read and write in those courses. By incorporating more
reading of complex informational text, holding students accountable to that reading through text-based discussion and giving students text-based
argumentative and expository writing assignments, teachers will do the following:
 Support school-wide literacy efforts;
 Help prepare students for the literacy demands they will face in college and career, including the specialized reading and writing procedures
of the relevant discipline; and
 Reinforce students’ learning of subject-area content.
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Curriculum Framework
Quarter 2
US Government and Civics
WIDA
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide
teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked
to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can”
statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new
and/or modifying existing assessments.
WIDA
https://www.wida.us/standards/ELP_standardlookup.aspx
Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.
Example: Reading 9-12
Behavior of individuals & groups
Entering:
Locate visually supported
information on social issues (e.g.,
from photographs, headlines, and
bylines in newspapers, magazines,
or on the Internet)
Example: Writing 9-12
Historical figures and times
Entering:
Label significant individuals or
historical times in politics,
economics, or society using
illustrations or photographs and
models
Beginning:
Locate visually supported
information on social issues (e.g.,
in newspaper, magazine, or
website articles)
Developing:
Compare and contrast visually
supported information on social
issues or inequities from various
news sources
Expanding:
Interpret visually supported
information on social issues or
inequities from various news
sources
Bridging:
Evaluate authenticity of
information on social issues or
inequities from various news
sources
Beginning:
Outline contributions of significant
individuals or historical times in
politics, economics, or society
using illustrations or photographs
and models
Developing:
Describe contributions of
significant individuals or historical
times in politics, economics, or
society using illustrations or
photographs and models
Expanding:
Discuss how significant
individuals or historical times
have impacted politics,
economics, or society using
illustrations or photographs
Bridging:
Explain and evaluate
contributions of significant
individuals or historical times in
politics, economics, or society
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Curriculum Framework
Quarter 2
US Government and Civics
A Word About Vocabulary Instruction
Effective Tier 2 academic vocabulary development necessitates daily direct and explicit instruction in vocabulary that includes systematic practice, review, and
deep processing. Teachers must immerse students in word-rich environments, while teaching and modeling word learning strategies.
In all content areas, academic vocabulary instruction must be cumulative, and the terms should be integrated into increasingly complex tasks. In language arts,
more time should be spent on instruction about the nuance of the word, its origin, root, and/or affixes. Additionally, language arts teachers should use word work
strategies such as parts of speech, semantic word webs, and other evidence-based vocabulary practice. The second column will include words from the unit, other
examples of the affixes. Connections to Language Standards can also be found under the “Morpheme” references in the second column when applicable.
Common Core State Standards: Focus on Tier 2 & Tier 3 Vocabulary

Tier 1 Basic words commonly appear in spoken language. Because they are heard frequently in numerous contexts and with nonverbal communication, Tier 1
words rarely require explicit instruction. Examples of Tier 1 words are clock, baby, happy and walk.

Tier 2 High frequency words are used by mature language users across several content areas. Because of their lack of redundancy in oral language, Tier 2
words present challenges to students who primarily meet them in print. Examples of Tier 2 words are obvious, complex, establish and verify.

Tier 3 Words are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual
understanding within the various academic domains and should be integral to instruction of content. Medical, legal, biology and mathematics terms are all
examples of these words.
Explicit instruction of the Tier 2 academic words is required in order for students to know and use the words accurately in reading, writing, and speaking. Multiple
exposures and practice are key characteristics of effective vocabulary instruction. Teachers are expected to use evidence-based vocabulary strategies, such as
those found in the SCS curriculum maps.
Links to Support Vocabulary Instruction & Development
http://www.sde.idaho.gov/site/social_studies/docs/core/Visual%20Evidence.pdf
http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/
https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html
http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-andMath.pdf
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Curriculum Framework
Quarter 2
US Government and Civics
US Government and Civics
Pacing Guide
Time
Weeks 1-3
Weeks 3-4
Weeks 5-6
Week 7
Weeks 8-9
Time
Week 1-1.5
Weeks 1.5-2
Weeks 3-4
Weeks 5-6.5
Weeks 6.5-7
Weeks 8-9
Quarter 1
Principals of Government
Branches of Government
The Supreme Court and the Constitution
Federal Powers
The Election and the Political Process
Quarter 2
Influence of the Media
Rights and Responsibilities of Citizens
Fundamentals of a Free Society
Civil Rights
The Federal Government and the Economy
Tennessee State and Local Government
* Please note that these time frames are suggested/estimated times. Actual class instruction may vary due to schedule complications, remediation efforts or other
factors.
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Curriculum Framework
TN State Social Studies Standards
GC.32 Cite textual evidence to defend a point
of view about the meaning and importance of a
free and responsible press. (P)
GC.33 Describe the roles of broadcast, print,
and electronic media, including the Internet, as
means of communication in American politics.
(P)
GC.34 Explain how public officials use the
media to communicate with the citizenry and to
shape public opinion. (P)
Quarter 2
US Government and Civics
Guiding Questions &Vocabulary
Instructional Activities & Resources
Tier 2 & 3
Influence of the Media
(Week 1-1.5)
GC.32 What is the role of the free press in a
Textbook References:
democracy?
GC.32, GC.33, GC. 34
Chapter 8: Complete Chapter 8 Sections Assessments ,Chapter
GC.32 Why is the free press a fundamental right? Assessment, and Document Based Assessment Pp. 238-239
GC.33 What is the role of media in forming public
opinion?
GC.33 How is public opinion measured?
GC. 34 How has the increased availability of
mass media changed the daily functions of
government?
Content Vocabulary (Tier 3)
public affairs, public opinion, mass media, peer
group, opinion leader, mandate, interest group,
public opinion poll, straw vote, public agenda,
sound bite, random sample, quota sample
medium, weblog,
Visual Media influence textbook Pg. 234
http://www.wired.com/2011/06/internet-a-human-right/
Suggested Activities
GC32. Students will complete the iCivics—The Role of Media module
https://www.icivics.org/teachers/lesson-plans/role-media
GC.33 Students analyze how our country would be different without
freedom of the press.
Textbook Reference Pp. 60, 219, 548, 550
GC.34 Students will describe the roles of news organizations: print,
television, radio, internet, etc.
Academic Vocabulary (Tier 2)
Infinite, monopoly, impressionable, indoctrinate,
dispersed, divisiveness, universe, sample,
mishap, sufficient, deliberately, inclined, spawned,
all-pervasive
(For Vocabulary Strategies- see page 4)
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Curriculum Framework
TN State Social Studies Standards
GC.35 Analyze the meaning and importance of
each of the rights guaranteed under the Bill of
Rights and how each is secured (e.g., freedom
of religion, speech, press, assembly, petition,
and privacy).
GC. 36 Explain how economic rights are
secured and their importance to the individual
and to society, including the right to acquire,
use, transfer, and dispose of property; right to
choose one’s work; the purpose of labor
unions; copyrights and patents.
GC.37 Describe the individual’s legal
obligations to obey the law, serve as a juror,
and pay taxes.
GC.38 Connect insights gained from
appropriate informational text to describe the
obligations of civic-mindedness, including
voting, being informed on civic issues,
volunteering and performing public service,
and serving in the military or alternative
service.
GC.39 Describe the reciprocity between rights
and obligations and how enjoying rights means
fulfilling certain obligations and respecting the
rights of others.
GC.40 Explain how one becomes a citizen of
the United States, including the process of
naturalization.
Quarter 2
US Government and Civics
Guiding Questions &Vocabulary
Instructional Activities & Resources
Tier 2 & 3
Topic: The Rights and Responsibilities of Citizens
(Weeks 1.5-2)
GC. 35 What rights does the U.S. Constitution
Textbook References
guarantee to citizens?
GC. 35, GC. 36, GC.37
Chapter 2: Complete Chapter 2 Assessments, and the Document Based
Assessment
GC.36 What limits on government exist to secure Pp.63--65
the rights of citizens?
GC. 37, GC.38, GC.39
GC. 36 How do the three branches of government Chapter 3: Complete Chapter 3 Assessments, and the Document Based
each protect the rights of citizens?
Assessment
Pp. 89-91
GC. 37 What are the obligations and
responsibilities of a citizen?
GC. 35
Constitution: PC1-C23
GC. 38 How have the responsibilities of
Graphic: The 27 Amendments Pg. 80-81, Duties and responsibility of
citizenship changed in the modern era?
citizenship Pg. 23
GC. 39 How is the balance between meeting
obligations and respecting the rights of others
achieved in American society?
GC.40 What is the citizenship process in the
United States?
Content Vocabulary (Tier 3)
Chapter 2
limited government, representative government,
Magna Carta, due process, Petition of Right,
English Bill of Rights, bicameral, proprietary,
unicameral, confederation, Albany Plan of Union,
Suggested Activities
GC.35
Students will rate which rights are most important to them from the Bill of
Rights.
https://www.icivics.org/node/42/resource
GC. 35
Students will learn a mnemonic about the Bill of Rights.
https://www.icivics.org/node/42/resource
GC. 40
Students will examine the responsibilities of a citizen from the U.S.
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Curriculum Framework
TN State Social Studies Standards
Quarter 2
Guiding Questions &Vocabulary
Tier 2 & 3
delegate, popular sovereignty, Articles of
Confederation, ratification, Framers, Virginia Plan,
New Jersey Plan, Connecticut Compromise,
Three-Fifths Compromise, Commerce and Slave
Trade Compromise, federalist, Anti-Federalist
US Government and Civics
Instructional Activities & Resources
Citizenship Test for Naturalization.
Citizenship 101: Pp. 19, 84, 141, 169, 227, 272, 389, 472, 568, 631, 731
Academic Vocabulary (Tier 2)
Chapter 2
Committee, compromise, trade, proposals,
national, apt, envoy, amend, unanimous, arsenal,
repeal, boycott, duty, ablest
Content Vocabulary (Tier 3)
Chapter 3
Popular sovereignty, limited government,
constitution, rule of law, separation of powers,
checks and balances, veto, judicial review,
unconstitutional, federalism, amendment,
ratification, formal amendment, Bill of Rights,
executive agreement, treaty, electoral college,
Cabinet, senatorial courtesy
Academic Vocabulary (Tier 2):
Chapter 3
Provisions, enshrined, prohibition, vested,
override, partisan, auxiliary, convention,
succession, tellingly
(For Vocabulary Strategies- see page 4)
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Curriculum Framework
TN State Social Studies Standards
GC.41 Summarize the central ideas of iconic
primary documents to identify the fundamental
values and principles of a free society and
evaluate their meaning and importance,
including the writings and speeches of Thomas
Jefferson, Abraham Lincoln, Franklin
Roosevelt, John Kennedy, and Ronald
Reagan.
GC.42 Explain how civil society provides
opportunities for individuals to associate for
social, cultural, religious, economic, and
political purposes.
GC.43 Explain how civil society makes it
possible for people, individually or in
association with others, to bring their influence
to bear on government in ways other than
voting and elections.
GC.44 Examine the historical role of religion
and religious diversity and their impact on
society.
GC. 45 Compare and contrast the relationship
of government and civil society in constitutional
democracies to the relationship of government
and civil society in authoritarian and totalitarian
regimes.
Quarter 2
US Government and Civics
Guiding Questions &Vocabulary
Instructional Activities & Resources
Tier 2 & 3
Fundamentals of a Free Society.
(Weeks 3-4)
Textbook References:
GUIDING QUESTIONS
GC.43, GC.44, GC.45
GC.41 What are the basic principles of American
Chapter 20: Complete Chapter 20 Section Assessments, Chapter
democracy?
Assessment, and the Document Based Assessment. Pp.607-609
GC. 42, GC.43 How have the principles of
GC.43, GC.44, GC.45
American democracy expanded through history?
Chapter 22: Complete Chapter 22 Section Assessments, Chapter
GC. 42 Why is freedom of assembly a
Assessment, and the Document Based Assessment. Pp.673-675
fundamental right of U.S. citizenship?
GC. 43 How is the balance between separation of
Suggested Activities
church and state and freedom of religion
GC. 41,
achieved?
Students will compare and contrast the central ideas and social
GC. 44 How is the relationship between
perceptions of writings and speeches of prominent leaders of history.
democracies and religious groups different than
GC. 41
the relationship between other forms of
Students will write summaries of primary documents to identify the
government and religions?
fundamental values and principals of a free society.
GC.44 Why is freedom of religions protected by
GC. 41
the Constitution?
Create a flow chart or timeline that details the origins of the formation of
GC. 44 What is the establishment clause?
American government. Pp. 645-670.
GC.45 How are the relationships of government
GC. 41
and civil society in constitutional democracies
Students will research historic speeches and the times they were delivered
similar and different to the relationship of
in and the events relating to religious freedom.
government and civil society in authoritarian and
Four Freedoms Speech http://www.fdrlibrary.marist.edu/pdfs/fftext.pdf
totalitarian regimes?
Audio of Four Freedoms Speech
http://www.fdrlibrary.marist.edu/ffaudioclip.mp3
Content Vocabulary (Tier 3)
Chapter 1
GC.41, GC.42
government, public policies, legislative power,
Students will read excerpts from the Declaration of Independence, the
executive power, judicial power, constitution,
Gettysburg Address, Four Freedoms Speech, Kennedy’s
dictatorship, sovereign, democracy, autocracy,
Inaugural Address 1961, Ronald Reagan’s 1964 speech, “A Time for
oligarchy, unitary government, federal
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Curriculum Framework
TN State Social Studies Standards
Quarter 2
Guiding Questions &Vocabulary
Tier 2 & 3
government, division of powers, confederation,
presidential government, parliamentary
government, majority rule, compromise, citizen
Academic Vocabulary (Tier 2)
Chapter 1
compromise, citizen, state, reap, fundamental,
population, personnel, administration, abundant,
maxim, concise, canton, regimes, prestige, elite,
coequal, subordinate, arbitrary, inevitable,
adequate, initiative, zoning ordinances
US Government and Civics
Instructional Activities & Resources
Choosing.” Students will then complete a graphic organizer about the
principal arguments of those speeches and documents
Gettysburg Address
http://teachingamericanhistory.org/library/document/gettysburg-address/
Kennedy’s Inaugural Speech
http://www.ourdocuments.gov/doc.php?flash=true&doc=91
A Time for Choosing Speech
http://teachingamericanhistory.org/library/document/a-time-for-choosing/
Content Vocabulary (Tier 3):
Chapter 20
Due process, procedural due process, substantive
due process, police power, search warrant,
involuntary servitude, discrimination, writs of
assistance, probable cause, exclusionary rule,
writ of habeas corpus, bill of attainder, ex post
facto law, grand jury, indictment, presentment,
double jeopardy, bench trial, Miranda Rule, bail,
preventive detention, capital punishment, treason,
bail
Academic Vocabulary (Tier 2)
Chapter 20
Subpoena, waive, tainted, encroachment,
information, legitimate
Content Vocabulary (Tier 3)
Chapter 22
Patricians, plebeians, sovereignty, legitimacy,
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Curriculum Framework
TN State Social Studies Standards
Quarter 2
US Government and Civics
Guiding Questions &Vocabulary
Tier 2 & 3
divine right of kings, colonialism, mercantilism,
guerrilla, warfare, fascism, communism, hard
liners, soft-liners, democratization, democratic
consolidation, genocide, failed states, coalition,
ministers, shadow cabinet, devolution
Instructional Activities & Resources
Academic Vocabulary (Tier 2)
Chapter 22
Extinguish, epochal event, guild, charismatic,
monopolize, epitome, status quo, grapple,
denationalization, entity, tribunal,
(For Vocabulary Strategies- see page 4)
Civil Rights
(Weeks 5-6.5)
GC.46 Describe the Civil Rights Movement
and analyze resulting legislation and legal
precedents.
GUIDING QUESTIONS
GC. 48 Why are there ongoing struggles for civil
rights?
GC.47 Describe the women’s rights movement
and analyze resulting legislation and legal
precedents.
Textbook References:
GC.46, GC.47, GC.48
Chapter 21: Complete Chapter 21 Section Assessments, Chapter
Assessment, and the Document Based Assessment. Pp.639-641
GC. 46, GC. 47 What is the history of voting rights
in this country?
Suggested Activities
GC.48 Identify legislation and legal precedents
that established rights for the disabled,
Hispanics, American Indians, Asians, and
other Minority groups, including the tensions
between protected categories (e.g., race,
women, veterans) and non-protected ones
(United States v.
Carolene Products, Adarand Constructors v.
GC. 48 What constitutional restrictions exist to
restrict the states’ power to set voting
qualifications?
GC.46, GC.47 What are the qualifications for
voting?
GC.46, GC.47 What tactics were used to deny
African-Americans and women the right to vote?
GC.46 Students will take the sample Literacy Test for voting from
Louisiana and then reflect on and discuss the results.
GC.46, GC.48 Students will read excerpts from Seneca Falls Declaration
of Sentiments and Resolution 1848, “I Have a Dream” speech, and Letter
from a Birmingham Jail and write a reflection about the importance of
voting rights.
Congress Protects the Right to Vote Lesson Plan from National Archives
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Curriculum Framework
TN State Social Studies Standards
Pena).
Quarter 2
US Government and Civics
Guiding Questions &Vocabulary
Tier 2 & 3
GC.46 What were the effects of the Voting Rights
Act of 1965?
GC. 46 How did the right to an education change
during the Civil Rights movement?
What laws have established rights for all citizens?
GC.48 What legal precedents have established
rights for all citizens?
Content Vocabulary (Tier 3)
Heterogeneous, immigrant, reservation, refugee,
assimilation, rational basis test, strict scrutiny test,
segregation, Jim Crow, separate-but equal
doctrine, integration, de jure, de facto, affirmative
action, quota, reverse discrimination, jus soil, jus
sanguinis, naturalization, alien, expatriation,
denaturalization, deportation
Academic Vocabulary (Tier 2):
rights, virulent, sanction, citizen, socioeconomic,
petition, menial
(For Vocabulary Strategies- see page 4)
Connection to Language Standards
Greek & Latin Roots and Affixes
-tion, -ion – state of being; quality; act
Examples from the unit: integration, assimilation,
discrimination, expatriation, denaturalization,
deportation
Instructional Activities & Resources
GC.46, GC. 48 Student will describe and summarize the civil rights
movement and the legal precedents.
https://cdn.icivics.org/sites/default/files/uploads/Road%20to%20Civil%20Ri
ghts_2.pdf
GC.47, GC.48 Students will Identify the laws and amendments that altered
U.S. voting laws, identify obstacles to voting, describe the role of Susan B.
Anthony in securing women’s right to vote, and determine whether
individuals living at various times in U.S. history would have been able to
vote.
https://cdn.icivics.org/sites/default/files/uploads/Voting%20Rights_1.pdf
GC46, GC.47 Students will create a timeline of suffrage in the United
States.
GC46, GC.48 Students will research the history of suffrage in Tennessee
from beginning to voter identification law controversies in recent years.
GC.48 Students will identify a group who does not have sufficient civil
rights and protections today and make a presentation on why and how that
can and should be changed.
Connection to Language Standards
http://www.cognatarium.com/cognatarium/
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Curriculum Framework
TN State Social Studies Standards
Quarter 2
Guiding Questions &Vocabulary
Tier 2 & 3
Other examples: concession, transition, action,
invitation
Language Standards
L.11-12.6
Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the
college and career readiness level; demonstrate
independence in gathering vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.
US Government and Civics
Instructional Activities & Resources
L.11-12.4b
Identify and correctly use patterns of word
changes that indicate different meanings or parts
of speech (e.g., conceive, conception,
conceivable).
GC.49 Explain how the role of government in a
mixed economy includes providing for national
defense, addressing environmental concerns,
defining and enforcing property rights,
attempting to make markets more competitive,
and protecting consumer rights.
GC.50 Explain the aims of government fiscal
policies (taxation, borrowing, and spending)
and their influence on production, employment,
and price levels.
The Federal Government and the Economy
(Weeks 6.5-7)
Textbook References:
GUIDING QUESTIONS
GC.46, GC.47, GC.48
GC. 49 Why do state and local governments have
Chapter 16: Complete Chapter 16 Section Assessments, Chapter
an important role in providing services?
Assessment, and the Document Based Assessment. Pp.477-479
GC. 50 How should the federal budget reflect
America’s priorities?
Suggest Activities
GC. 50 Why does the Constitution give Congress
GC.50, GC. 53 Students will classify different forms of taxation using a
the power to tax?
flowchart. https://www.icivics.org/teachers/lesson-plans/taxation
GC. 51 How does the government respond to
perceived social needs?
GC. 53 Students will research how federal revenue is divided, and write a
GC.52 What are the most significant types of
critique of the expenditures.
taxes collected today?
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Curriculum Framework
TN State Social Studies Standards
GC.51 Describe how the government responds
to perceived social needs by providing public
goods and services.
GC.52 Explain major revenue and expenditure
categories and their respective proportions in
the budgets of the federal government.
GC.53 Describe how federal tax and spending
policies affect the national budget and the
national debt.
Quarter 2
Guiding Questions &Vocabulary
Tier 2 & 3
GC. 52 What are the similarities and differences
of progressive and regressive tax structures?
GC.52 What are the key elements of federal
spending?
GC. 52 How does the government raise funds at
the national, state, and local levels?
GC. 53 What sources exist for federal revenue
outside of taxes?
GC. 53 What powers of taxation and revenue
generation does the state of Tennessee’s
constitution grant to the state legislator?
Content Vocabulary (Tier 3):
Fiscal policy, progressive tax, payroll tax, excise
tax, estate tax, gift tax, customs duty, interest,
deficit, surplus, demand-side economy, supplyside economics, public debt, entitlement,
controllable spending, uncontrollable spending,
continuing resolution, gross domestic product,
inflation, recession, fiscal policy, monetary policy,
open market operations, reserve requirement,
discount rate
US Government and Civics
Instructional Activities & Resources
GC. 53 Students will fill out a sample tax return. 1040 Tax Form-http://www.irs.gov/pub/irs-pdf/f1040.pdf
GC.50, GC.53 Students will write a short analysis of the constitutional
provisions for taxation.
As a group or individuals, students will simulate the federal budget using
an online simulation, and analyze the results.
GC.52 Students will make a list of all taxes a citizen of Tennessee pays for
or is responsible for. How does that differ from MS or AR?
Academic Vocabulary (Tier 2):
Levy, encrypt, borne, grossly, bequest, dutied,
stimulate, rate, accrue, ceiling, binding, dampen,
tamp, patchwork, prone,
(For Vocabulary Strategies- see page 4)
Shelby County School 2015-2016
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Curriculum Framework
TN State Social Studies Standards
GC.54 Identify and describe the provisions of
the Tennessee Constitution that define and
distribute powers and authority of the state
Government.
GC.55 Provide examples of the principles of
federalism, separation of powers, checks and
balances, and popular sovereignty in the
government of the state of Tennessee and the
balance between the grand divisions within the
state.
GC.56 Explain the hierarchy and functions of
the Tennessee court system, including the
distinction between Chancery and circuit courts
and identify the current chief justice of the state
supreme court.
GC.57 Summarize the functions of
departments or agencies of the executive
branch in the state of Tennessee.
GC.58 Compare and contrast the legal, fiscal,
and operational relationship between state and
local governments in Tennessee.
GC.59 Explain the differences among the
types of local governments in Tennessee,
including county government, city government,
and metro government.
GC.60 Describe how citizens can monitor and
influence local and state government as
individuals and members of interest groups.
GC.61 Write an opinion piece with supporting
Quarter 2
US Government and Civics
Guiding Questions &Vocabulary
Instructional Activities & Resources
Tier 2 & 3
Tennessee State and Local Government
(Weeks 8-9)
GC. 54 What similarities and differences exist
Textbook References:
between the National Government and
GC.54, GC.55, GC.56, GC.57,
Tennessee State Government activities?
Chapter 25: Complete Chapter 25 Section Assessments, Chapter
Assessment, and the Document Based Assessment. Pp.767-769
GC. 54, GC. 55 What are the powers of the three
branches of Tennessee Government?
Suggested Activities
GC.54 Students will complete a graphic organizer on the types of local
GC. 56 What are the hierarchy and functions of
government. (Textbook Pp. 742)
the Tennessee court system?
GC. 59 Students will describe a typical Tennessee county and how it is
formed.
GC.58, GC.59 What are the similarities and
https://www.ipfw.edu/dotAsset/98216b7d-e66c-4da6-a78bdifferences between state government and local
1871b6c1f439.pdf
government in Tennessee?
GC.54 Students will identify the important articles of the Tennessee
GC. 60 What are the rights and responsibilities of Constitution including:
citizens in Tennessee?
Article I- Declaration of Rights
Article II Legislative Department
GC. 60 How can citizens’ voices be productively
Article III Executive Department
expressed in Tennessee government?
Article IV Judicial Department
Article IX Who May Not Serve In Office
GC. 63 Who represents Tennessee in state and
Tennessee Founding Documents
local government?
https://www.tn.gov/sos/bluebook/11-12/TS5_TNFoundingDocs.pdf
Content Vocabulary (Tier 3)
County, township, municipality, special district,
incorporation, charter, mayor- council
government, strong- mayor council, weak-mayor,
commission government, council manager
government, zoning, metropolitan area, Medicaid,
GC.57 Student will explain the Tennessee Plan and how it affects the state
court system.
Tennessee Plan
http://www.tba.org/sites/default/files/tennplanbrochure.pdf
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Curriculum Framework
TN State Social Studies Standards
details regarding the specific ways individuals
can best serve their communities and
participate responsibly in civil society and the
political process at local, state, and national
levels of government.
GC.62 Identify current representatives (per the
student’s respective district) in the Tennessee
General Assembly and research their past and
current proposed legislation that has
significantly impacted the lives of
Tennesseans.
GC.63 Identify the current governor of
Tennessee and examine his/her platform for
improving the quality of life in Tennessee.
GC.64 Working with other students, identify a
significant public policy issue in your
community, gather information about that
issue, fairly evaluate the various points of view
of competing interests, examine ways of
participating in the decision making process
about the issue, and write a position paper or
make a presentation on how the issue should
be resolved.
Quarter 2
Guiding Questions &Vocabulary
Tier 2 & 3
welfare, entitlement, sales tax, regressive tax,
income tax, progressive tax, property tax,
assessment, inheritance tax, estate tax, budget
Academic Vocabulary (Tier 2)
Incur, entity, vehicle, constable, sidestep, vest,
plagues, purse strings, prescribe, expendable,
woe, duplication, tuition, entitle, recipient,
capacity, contrived, exemption, moratorium,
enterprise, earmark, graduated, default
(For Vocabulary Strategies- see page 4)
Connection to Language Standards
Greek & Latin Roots and Affixes
-or,-er - one who; what/that/which
Examples from the unit: governor, mayor,
manager
Other examples: actor, teacher, trainer, orator
US Government and Civics
Instructional Activities & Resources
GC.63 Students will identify the current governor of Tennessee, his roles,
and main priorities.
Governor of Tennessee
http://ballotpedia.org/Governor_of_Tennessee
GC.64 Students will examine needs in our community or improvements
that could be made, and work with their group to come up with a plan of
action to make the needed changes a reality.
County Solutions
https://www.icivics.org/teachers/lesson-plans/step-six-real-world-policies
Connection to Language Standards
http://www.cognatarium.com/cognatarium/
Language Standards
L.11-12.6
Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the
college and career readiness level; demonstrate
independence in gathering vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.
Shelby County School 2015-2016
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Curriculum Framework
TN State Social Studies Standards
RH.11-12.1
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
What is a free society? Using textual evidence
from Jefferson, Lincoln, Roosevelt, Kennedy,
and Reagan, explain how a free society is
formed and how it is maintained. What is the
citizen’s role in a free society?
Quarter 2
US Government and Civics
Guiding Questions &Vocabulary
Instructional Activities & Resources
Tier 2 & 3
L.11-12.4b
Identify and correctly use patterns of word
changes that indicate different meanings or parts
of speech (e.g., conceive, conception,
conceivable).
Literacy Lessons and Activities/Sample Tasks & Lessons
RH 11-12.2
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.
RH.11-12.9
Integrate information from diverse sources, both primary and secondary,
into a coherent understanding of an idea or event, noting discrepancies
among sources.
Write an essay about how all three branches of
Tennessee government work together to provide
services and bring resolutions to issues.
Write an essay comparing and contrasting the components and practices of
state and local governments.
Create a mock federal budget, including
taxation and borrowing implications, and
defend the expenditures with a short paper
about the pros and cons of the budget.
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Curriculum Framework
Quarter 2
US Government and Civics
Additional Resources
Constitution/Bill of Rights/Government
Do I Have A Right?
https://www.icivics.org/node/42/resource
You’ve Got Rights!
https://www.icivics.org/teachers/lesson-plans/youve-got-rights
Bill of Rights Mnemonic
https://www.icivics.org/teachers/lesson-plans/youve-got-rights
Tennessee State Constitution
http://www.tennessee.gov/sos/bluebook/07-08/47-Constitution,%20Tennessee.pdf
What Government does in Tennessee
www.sitemason.com/files/k0mvfO/tngovernment.pdf
Functions of Tennessee Government
http://www.tnhistoryforkids.org/civics/i
Database of Local, State, and National Representatives
http://votesmart.org/
Information on Tennessee Government Services
http://www.tn.gov/
Venn Diagram Generator
www.classtools.net/education-games-php/venn_intro
Flowchart Generator
www.gliffy.com
iCivics state and local government
https://www.icivics.org/curriculum/state-and-local-government
Lesson Module on Taxation from iCivics.org
https://www.icivics.org/teachers/lesson-plans/taxation
1040 Tax Form
http://www.irs.gov/pub/irs-pdf/f1040.pdf
U.S. Constitution
http://www.archives.gov/exhibits/charters/constitution_transcript.html
Federal Budget Simulation
http://www.federalbudgetchallenge.org/pages/overview
Lesson Module on Government and the Market from icivics.org
https://www.icivics.org/curriculum/government-market
Shelby County School 2015-2016
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Curriculum Framework
Quarter 2
US Government and Civics
Civil Rights
Seneca Falls Declaration of Sentiments and Resolution, 1848
http://ecssba.rutgers.edu/docs/seneca.html
“I Have a Dream”
http://www.archives.gov/press/exhibits/dream-speech.pdf
Letter from a Birmingham Jail
http://teachingamericanhistory.org/library/document/letter-from-birmingham-city-jail-excerpts/
iCivics Civil Rights Unit
https://www.icivics.org/curriculum/civil-rights
iCivics Voting Rights
https://www.icivics.org/teachers/lesson-plans/voting-right
Timeline: History of the Voting Rights Act
https://www.aclu.org/timeline-history-voting-rights-act
History.com Voting Rights Act
http://www.history.com/topics/black-history/voting-rights-act
Tennessee Voting Requirements
http://www.tn.gov/sos/election/photoID.htm
Department of Justice
http://www.justice.gov/crt/about/vot/intro/intro_b.php
Congress Protects The Right to Vote Lesson Plan
http://www.archives.gov/legislative/resources/education/voting-rights/
http://www.history.com/this-day-in-history/seneca-falls-convention-begins
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