2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Introduction
This template is the product of an initiative led by the New Jersey Department of Education,
Office of Academic Standards, in partnership with the New Jersey Association for Supervision
and Curriculum Development (NJASCD) and the New Jersey Principals and Supervisors
Association (NJPSA). The project was undertaken with the assistance of New Jersey content area
supervisors, curriculum coordinators, and teachers during spring-summer 2009. The goal of the
project was to design exemplar unit plans and accompanying lesson plans aligned with the 2009
Core Curriculum Content Standards that may be used by districts as models for the development
of local curricula.
The Unit Overview Template, which follows, is a tool that can help districts define one unit plan
of several that comprise a specific course in the curriculum for any content area. It is designed,
once completed, to summarize the content and objectives for the unit, outline lessons and
assessments that support the unit, and provide links to documents that facilitate delivery of the
unit, such as student materials, background information, resources, and performance rubrics. To
see how the units fit together in the design of a course, see the Curriculum Design Template
included at the end of this document.
Seven content area Unit Overviews were created as part of the project to serve as exemplar unit
plans that are aligned with the 2009 Core Curriculum Content Standards and that assist in
achieving the goal of engaging students, fostering achievement, and cultivating 21st century
global skills. The units stress the integration of 21st century themes and skills, global perspectives,
technology, and cross-curricular connections.
We encourage districts to use the exemplars in conjunction with the curriculum development
tools and templates that emanated from this project as models for teaching and learning based on
the 2009 standards.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Overview Template
Content Area: Comparative Governments
Unit Title: Where do Governments derive Sovereignty, Power and Authority
Target Course/Grade Level:
Unit Summary
In this unit, students will begin by researching and communicating with the class with an
introduction to the wide, diverse world of governments and political practices that currently exist
in modern times. Although the course focuses on specific countries, it also emphasizes an
understanding of conceptual tools and methods that form a framework for comparing almost any
governments that exist today. Additionally, it requires students to go beyond individual political
systems to consider international forces that affect all people in the world, often in very different
ways. Six countries form the core of the course: U.S.A, Great Britain, Russia, China, Mexico,
Iran, India, Nigeria and some countries in the Middle East that are forming new governments
through protests. The countries are chosen to reflect regional variations, but more importantly, to
illustrate how important concepts operate both similarly and differently in different types of
political systems: "advanced" democracies, communist and post communist countries, and newly
industrialized and less developed nations.
Primary interdisciplinary connections:
21st century themes:
Global Awareness and civic literacy
Unit Rationale
The goal of the student is to turn inquisitive and probing questions offered by the teacher about
the material and turn them into opportunities to explore the topics in depth. What are the major
political concepts, themes and generalizations? What important facts are associated to the
governments and politics of China, Great Britain, Iran, Mexico, Nigeria, and Russia? What are
the patterns of processes and behavior and their consequences? What are the tools you need to
successfully compare and contrast political institutions and processes across countries to derive
generalizations? What is the criterion needed to analyze and interpret basic data relevant to
comparative government and politics? These are the main questions that will drive all instruction
and learning in this unit.
Learning Targets
Standards
6.1 U.S. History: America in the World
Content Statements
All students will acquire the knowledge and skills to think analytically about how past and
present interactions of people, cultures, and the environment shape the American heritage. Such
knowledge and skills enable students to make informed decisions that reflect fundamental rights
and core democratic values as productive citizens in local, national, and global communities.
CPI #
Cumulative Progress Indicator (CPI)
6.1.4.A.1
Explain how rules and laws created by community, state, and national
governments protect the rights of people, help resolve conflicts, and promote the
common good.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
6.1.4.A.14
Describe how the world is divided into many nations that have their own
governments, languages, customs, and laws.
6.1.4.A.15 Explain how and why it is important that people from diverse cultures collaborate
to find solutions to community, state, national, and global challenges.
6.1.4.A.16 Explore how national and international leaders, businesses, and global
organizations promote human rights and provide aid to individuals and nations in
need.
Unit Essential Questions
Unit Enduring Understandings
 How do Governments derive their
 To know important facts pertaining to the
Sovereignty, Authority and Power?
governments and politics of China, Great
Britain, Iran, Mexico, Nigeria, and Russia
 How does the government embody
Sovereignty, Authority and Power?
 To understand major comparative political
concepts, themes, and generalizations
 What does the structure of a government
look like?
 To understand typical patterns of political
processes and behavior and their
 How do a country’s founding principles
consequences
affect their structure of government and the
relationship between Sovereignty,
 To be able to understand political
Authority and power?
institutions and processes across countries.
Unit Learning Targets
Students will ...


Analyze and interpret basic data relevant to comparative government and politics
Assess major theories used to explain political organization, processes, and policies, as well
as basic methodology.
 Compare and contrast the workings of different political systems.
 Polish oral and written communication skills and sharpen high-level cognitive skills.
 Enhance the student’s ability to describe and understand politics in any country by using the
concepts and reference points of a broad perspective.
 Stimulate the student’s ability to formulate general theories of political relationships through
the comparative consideration of different types of political systems including that of the
United States.
Evidence of Learning
Summative Assessment (X days)
Lesson 1,2,3,4 – Government Structure Presentations
Unit Culminating Assessment – Current Application of Three Principles (Research Project)
Equipment needed:
Overhead projector and or smart board
Computers
Teacher Resources:
http://government.mrdonn.org/
http://government.mrdonn.org/communism.html
http://www.factmonster.com/ce6/history/A0813068.html
http://phs.prs.k12.nj.us/ewood/AP_COMPA/INTRO.HTM
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Academic websites
Longman Comparative Politics
Comparative Politics Online
Comparative Politics Links (Boston University)
Comparative Politics Resources (University of Colorado)
Foreign Governments on the Internet
Government Publications and Maps: International Documents (Northwestern University)
Political Science Resources: Area Studies
Asia for Educators (Columbia University)
Media websites
Cable News Network
British Broadcasting Corporation
Economist
New York Times
Financial Times
Agence France-Presse
South China Morning Post
Government websites
The World FactBook by CIA
State Department of U.S.A.
Embassy of the United Kingdom, in Washington D.C.
Embassy of the Republic of France, in Washington D.C.
Embassy of the Federal Republic of Germany, in Washington D.C.
Embassy of the Russian Federation, in Washington D.C.
Embassy of the People's Republic of China, in Washington D.C.
Embassy of Japan, in Washington D.C.
Embassy of the Republic of Korea, in Washington D.C.
Embassy of India, in Washington D.C.
Embassy of the United States of America, in London.
Embassy of the United States of America, in Beijing.
Embassy of the United States of America, in Tokyo.
Embassy of the United States of America, in Seoul.
Embassy of the United States of America, in New Delhi.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Formative Assessments
 Power points
 Essays
 Quizzes
 Using Tables, Diagrams and Graphs
 Class Discussions
 Identifying points of view
 Synthesizing information
 Self Critiques
Lesson Plans
Lesson
Lesson 1
US & GB Government Source of Sovereignty,
Power, Authority
Lesson 2
Russia, China Governments Source of Power,
Authority
Lesson 3
India, Nigeria Governments Source of Power,
Authority
Lesson 4
Iran, Middle Eastern Countries & North African
Governments Source of Sovereignty, Power, and
Authority
Teacher Notes:
Timeframe
2/days
2/days
2/days
3/days
Curriculum Development Resources
http://government.mrdonn.org/
http://government.mrdonn.org/communism.html
http://www.factmonster.com/ce6/history/A0813068.html
http://phs.prs.k12.nj.us/ewood/AP_COMPA/INTRO.HTM
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson Plan 1 Template
Content Area: Comparative Government
Lesson Title: US & GB Government Source of Sovereignty, Power, Authority
Timeframe: 2 days
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections: Language arts, History and Politics
Integration of Technology: Computer – based lesson components
Equipment needed: Internet equipped computers, printer, and other writing material
Goals/Objectives
Students:
1.Discuss where a
government derives
the three Principles
Sovereignty, Power
and Authority.
Learning Activities/Instructional Strategies
Lesson Sequence
1. U.S. Government
Discussion Questions:
Where does it derive its Sovereignty?
Where does it derive its Power?
Where does it derive its Authority?
Define:
2.Trace where the
 Popular Sovereignty
principles originated
from.
 Separation of powers
 Federalism
 Delegated powers
3. Present the U.S. and
G.B government
 Enumerated powers
Structure.
 Shared powers
(cite source website –provide Venn
3. Compare the
Diagram)
American system of
2.G.B. Government
representative
Discussion Questions:
government with the
Where does it derive its Sovereignty?
parliamentary systems
Where does it derive its Power?
in England.
Where does it derive its Authority?
Formative Assessment
Tasks
Tasks:
Country Group
Presentations
General: Each class
member will be on a
country team and will
help to prepare a class
presentation, including
visuals and handouts.
Each presentation will
include the following
components: cite source
website
 A 3 day panel
discussion/questionanswer
session/presentation
in which students
cover the main ideas
in the unit;
 A wall poster or
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Define:
???????????????????????????????????????
?
handouts outlining
the structure of the
government, persons
in charge and their
parties;
 Political party charts,
with parties and
leaders, for each
student;
 Handouts and oral
presentation of
materials to update
your text; use of the
Internet is required;
 cite source website
 Discussion of
questions prepared
by the teacher.
All students in the
class will be
assigned to lead and
participated in these
discussions; as a
leader, you will also
play the role of the
class expert on
assigned questions
and will have
prepared notes on
your questions.
See the Instructions
Below
Differentiation
Modifications will vary depending on the activity and the teacher should modify lessons as needed.
Resources Provided
The World FactBook by CIA need to place these along with citations in the appropriate
sections of the curriculum
State Department of U.S.A.
Longman Comparative Politics
Comparative Politics Online
Comparative Politics Links (Boston University)
Comparative Politics Resources (University of Colorado)
Foreign Governments on the Internet
Government Publications and Maps: International Documents (Northwestern University)
Political Science Resources: Area Studies
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Asia for Educators (Columbia University)
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson Plan 2 Template
Content Area: Comparative Government
Lesson Title: Russia, China Governments Source of Power, Authority
Timeframe: 2 days
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections: Language arts, History and Politics
Integration of Technology: Computer – based lesson components
Equipment needed: Internet equipped computers, printer and other writing material
Goals/Objectives
Students:
Learning Activities/Instructional Strategies
Lesson Sequence
3.Discover where a
government derives
the three Principles
Sovereignty, Power
and Authority.
2. China Government cite source website
Would refer to this country as the People’s
Republic of China as to differentiate it from
the regime on Taiwan
Discussion Questions:
Where does it derive its Sovereignty?
4.Discover where the
principles originated Where does it derive its Power?
Where does it derive its Authority?
from.
Define:
3. Present the Chinese.
And Russian government
Structure.
3. Compare the Chinese
government with the
Russian Government.
3.Russia Government cite source website
Discussion Questions:
Where does it derive its Sovereignty?
Where does it derive its Power?
Where does it derive its Authority?
Define:
???????????????????????????
Don’t you need a comparison and contrast
activity here
Formative Assessment
Tasks
Tasks:
Country Group
Presentations
General: Each class
member will be on a
country team and will
help to prepare a class
presentation, including
visuals and handouts.
Each presentation will
include the following
components:
 A 3 day panel
discussion/questionanswer
session/presentation
in which students
cover the main ideas
in the unit;
 A wall poster or
handouts outlining
the structure of the
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
government, persons
in charge and their
parties;
 Political party charts,
with parties and
leaders, for each
student;
 Handouts and oral
presentation of
materials to update
your text; use of the
Internet is required;
 Discussion of
questions prepared
by the teacher.
All students in the
class will be
assigned to lead and
participated in these
discussions; as a
leader, you will also
play the role of the
class expert on
assigned questions
and will have
prepared notes on
your questions.
See the Instructions
Below
Differentiation
Modifications will vary depending on the activity and the teacher should modify lessons as needed.
Resources Provided
The World FactBook by CIA
State Department of U.S.A.
Longman Comparative Politics
Comparative Politics Online
Comparative Politics Links (Boston University)
Comparative Politics Resources (University of Colorado)
Foreign Governments on the Internet
Government Publications and Maps: International Documents (Northwestern University)
Political Science Resources: Area Studies
Asia for Educators (Columbia University)
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson Plan 3 Template
Content Area: Comparative Government
Lesson Title: India, Nigeria Governments Source of Power, Authority
Timeframe: 2 days
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections: Language arts, History and Politics
Integration of Technology: Computer – based lesson components
Equipment needed: Internet equipped computers, printer and other writing material
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
Lesson Sequence
5.Discover where a
government derives
the three Principles
Sovereignty, Power
and Authority.
Didn’t you start with
this Why are you
repeating
6.Discover where the
principles originated
from.
3. Indian Government
Discussion Questions:
Where does it derive its Sovereignty?
Where does it derive its Power?
Where does it derive its Authority?
Define:
3. Present the Indian and
Nigerian government
Structure. cite source
website
3. Compare the Indian
government with the
Nigerian government
systems.
What are the bases or
criteria for comparison
4.Nigerian Government
Discussion Questions:
Where does it derive its Sovereignty?
Where does it derive its Power?
Where does it derive its Authority?
Define:
Formative Assessment
Tasks
Tasks:
Country Group
Presentations
General: Each class
member will be on a
country team and will
help to prepare a class
presentation, including
visuals and handouts.
Each presentation will
include the following
components:
 A 3 day panel
discussion/questionanswer
session/presentation
in which students
cover the main ideas
in the unit;
 A wall poster or
handouts outlining
the structure of the
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Be more explicit
government, persons
in charge and their
parties;
 Political party charts,
with parties and
leaders, for each
student;
 Handouts and oral
presentation of
materials to update
your text; use of the
Internet is required;
 Discussion of
questions prepared
by the teacher.
 Provide some
questions
All students in the
class will be
assigned to lead and
participated in these
discussions; as a
leader, you will also
play the role of the
class expert on
assigned questions
and will have
prepared notes on
your questions.
See the Instructions
Below
Differentiation
Modifications will vary depending on the activity and the teacher should modify lessons as needed.
Resources Provided
The World FactBook by CIA
State Department of U.S.A.
Longman Comparative Politics
Comparative Politics Online
Comparative Politics Links (Boston University)
Comparative Politics Resources (University of Colorado)
Foreign Governments on the Internet
Government Publications and Maps: International Documents (Northwestern University)
Political Science Resources: Area Studies
Asia for Educators (Columbia University)
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson Plan 4 Template
Content Area: Comparative Government
Timeframe: 3 days
Lesson Title: Iran, Middle Eastern Countries & North African
Governments Source of Sovereignty, Power, and Authority
Lesson Components
21st Century Themes
Global Awareness
Financial, Economic,
Business, and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Information
Literacy
21st Century Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication
and Collaboration
Media Literacy
ICT Literacy
Life and Career Skills
Interdisciplinary Connections: Language arts, History and Politics
Integration of Technology: Computer – based lesson components
Equipment needed: Internet equipped computers, printer and other writing material
Goals/Objectives
Learning Activities/Instructional Strategies
Students:
Lesson Sequence
You are repeating same
1. Iranian government cite source website
formula for each area
Discussion Questions:
without meaningful
comparisons and contrasts Where does it derive its Sovereignty?
7.Discover where a
government derives
the three Principles
Sovereignty, Power
and Authority.
Where does it derive its Power?
Where does it derive its Authority?
Define:
2. Middle Eastern (Israel) Governments
Discussion Questions:
8.Discover where the
Where does it derive its Sovereignty?
principles originated
Where does it derive its Power?
from.
Where does it derive its Authority?
?????????????
Define:
3. Present Three
government Structures.
3. Compare all three
3. North African Governments (Egypt)
Discussion Questions:
Formative Assessment
Tasks
Country Group
Presentations
General: Each class
member will be on a
country team and will
help to prepare a class
presentation, including
visuals and handouts.
Each presentation will
include the following
components:
 A 3 day panel
discussion/questionanswer
session/presentation
in which students
cover the main ideas
in the unit;
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
governments
Where does it derive its Sovereignty?
Where does it derive its Power?
Where does it derive its Authority?
Define:

A wall poster or
handouts outlining
the structure of the
government, persons
in charge and their
parties;
 Political party charts,
with parties and
4. Culminating Unit Assessment:
leaders, for each
Students that they will be evaluated on their
student;
application and connection of these three
principles to actual events that are occurring  Handouts and oral
presentation of
or have occurred around them in
materials to update
government and society
4. Examine and
your text; use of the
interpret researched
Internet is required;
Create a Project - newspapers, radio
information from actual 5.
interviews combined with posters, desk  Discussion of
every day political and
questions prepared
displays, political cartoons
social
by the teacher.
events/happenings
All students in the
connecting these to the
Procedure:
class will be
three main principles
 Review all your information on the
assigned to lead and
such as Sovereignty,
three principles
participated in these
Power and Authority.
 Research in the library, on the net
discussions; as a
and other media sources
leader, you will also
 Brainstorm a list of ideas that you
play the role of the
can do for the project
class expert on
 Find someone besides your partner
assigned questions
to review your idea and get his/her
and will have
opinion
prepared notes on
 Compile information referenced to
your questions.
the worksheet titled Application of
See the Instructions
the Three Principles.
Below
 Outline your idea and ok it with the
teacher
 Gather the materials necessary for
your presentation.
Decide who will present what, and create a
list of questions you should answer to
demonstrate application, connection and
importance
Differentiation
Modifications will vary depending on the activity and the teacher should modify lessons as needed.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Resources Provided
The World FactBook by CIA
State Department of U.S.A.
Embassy of the United Kingdom, in Washington D.C.
Embassy of the Republic of France, in Washington D.C.
Embassy of the Federal Republic of Germany, in Washington D.C.
Embassy of the Russian Federation, in Washington D.C.
Embassy of the People's Republic of China, in Washington D.C.
Embassy of Japan, in Washington D.C.
Embassy of India, in Washington D.C.
Embassy of the United States of America, in Beijing.
LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which the lesson Strongly,
Moderately or Weakly meets the criteria below.
Lesson Activities:
Strongly Moderately Weakly
Are challenging and require higher order thinking and
problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary connection and
transfer of knowledge and skills
Foster student use of technology as a tool to develop
critical thinking, creativity and innovation skills
Are varied to address different student learning styles and
preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a facilitator and
co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and
skills and progress in meeting learning goals and objectives
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Provide opportunities for student reflection and selfassessment
Provide data to inform and adjust instruction to better meet
the varying needs of learners
Curriculum Design Template
Content Area: Social Studies
Course Title: Comparative Government
Unit 1
Introduction to Comparative
Government
Unit 2
Sovereignty, power and authority
Grade Level: 11
Pacing Guide
???????????????????????
Pacing Guide
Unit Plan 3
Pacing Guide
Unit Plan 4
Pacing Guide
Unit Plan 5
Pacing Guide
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Plan 6
Pacing Guide
Date Created:
Board Approved on:
The Application of the Three Principles
Name ___________________________
Class_____________
EXPLAIN
Principle: __________________________________________
Material /Article Researched:
Title: _______________________________________________
Source Referenced______________________________________________
Summary:_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________
Explanation of how this event connects to the principles.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
Prediction: How might above information affect you in the future?
______________________________________________________________________________
__________________________________________________________________
Example of Application Sheet
What IS THIS ??????
Name:
Constitutional Principle: Separation of Powers with Checks and Balances and Protection of
Individual Liberties
Source Referenced: Cape Cod Times October 24, 2003
Summary: Ms. Nancy Rider of West Dennis, Massachusetts has written a letter to the editor
explaining her concern about how the Patriot Act has provided the government tremendous
powers that can violate the traditional concept of due process. She particularly refers to how this
act upsets the balance of power established by the Founding Fathers in the Constitution. She
implies that all citizens should be concerned about this act and its possible misuse.
Connection: The Founding Fathers were concerned about the misuse of government power
towards its own citizens. They remembered how the king had persecuted anyone who disagreed
with his rule. Therefore they were concerned that no one branch receive too much power and that
the rights of individuals be protected from unfair search and seizure. Under the Patriot Act, the
executive branch of government could misuse the investigative power granted under the Patriot
Act. They could accuse people of being terrorists, lock them up and question them for
unspecified amounts of time without a hearing in court. Additionally their homes and personal
possessions could be searched and/or seized.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Prediction: Even though I support the Patriot Act, I could see how law enforcement officials
might misuse it. As Ms. Reider suggests, it might not happen to me but I should be aware of any
misuse so that, if necessary, I could contact my congressman to change this law.
Country Presentations
What Content Should Be Included
Political Institutions
 Levels of government
o Supranational/ national/ local
o Unitary/ federal
o Centralization/ decentralization
 Executives (head of state, head of government, cabinets)
o Single or dual
o President
o Prime Minister
 Legislatures
o Unicameral/ bicameral (symmetric/ asymmetric)
o Organization
o Membership (representation)
 Parliamentary and Presidential Systems
o Institutional relations [Executive/ legislative relations, separation or fusion of
power, party discipline, divided government]
 Elections
o Presidential
o Parliamentary
o Referendums (Do they have them? Who can call for one?)
o Competitive or Non-competitive
 Electoral systems (Describe in detail)
o Proportional Representation
o Single Member District (plurality, majority runoff)
 Political Parties (organization, membership, institutionalization, ideological position)
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

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
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Party Systems [number of parties; dominant; competitive; non-competitive]
Leadership and elite recruitment
Interest Groups and Interest Group systems [groups including labor unions] [systems
including pluralism and corporatism]
Bureaucracies [roles in policy making, merit v. partisan appointment]
Military and other coercive institutions [role in politics, professionalism, secret police,
relationship to other institutions]
Judiciaries
o Degrees of autonomy
o Judicial review (including European Union in relation to states, citizens)
o Types of law [code, common, religious]
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.