FED Unit Planning Template
Standards-Based Unit Planning Template
Part 1: Unit Planning Template
Teacher(s): High School Kentucky Teacher Network for Civic Education and Engagement
Subject(s)/Course(s): Social Studies
Grade/Level: High School
Unit Topic/Focus: Federalism (FED)
Integration with other content areas (if applicable): American History and Language Arts
Estimated time for implementation: 2-3 Weeks
Connections to previous/future learning: Designed to follow AOB, lead to RRD
Unit Organizer/Big Idea:
A statement or question that:
 Focuses on realistic issues or problems
 Communicates the content standards in a way that engages students
 Connects learning to prior knowledge, experiences, skills, beliefs, and customs
How does federalism support a democracy?
Enduring Understanding(s):
A statement that:
 Involves the big ideas that give meaning and importance to facts.
 Can transfer to other topics, fields, and adult life.
 Is usually not obvious, often counterintuitive, and easily misunderstood.
 May provide a conceptual foundation for basic skills.
 Is deliberately framed as a generalization-the "moral of the story."
Enduring Understanding (EU) #3: EU3: Students will understand that government powers
are distributed and shared in order to meet the needs of citizens and protect the “common
good.”
Essential Questions (EQ) (3-5 questions that guide lesson planning/focus):
Each question reflects
 Selected content standards
 Connection of learning with living
 Thinking, Problem-Solving, Application of Learning
 Engaging, Student-Centered Instruction
EU3-EQ1: How does federalism, under the U.S. Constitution and Kentucky Constitution,
reflect purposes, values and principles of American Representative Democracy? (aligns: SSH-GC-U-2, SS-HS-1.2.2)
EU3-EQ2: How are the powers distributed and shared between the national government and
Kentucky’s government? (aligns: SS-H-GC-U-3, SS-HS-1.2.1)
EU3-EQ3: What conflicts and compromises (e.g., issues, court cases, policies, legislation,
and funding) can arise between local, state and federal governments in order to meet the
needs of citizens and protect the “common good”? (aligns: SS-H-GC-U-3, SS-HS-1.2.2)
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FED Unit Planning Template
Standards-Based Unit Planning Template
Standards (see Combined Curriculum Documents and others):
Academic Expectations:
2.14 Students understand the democratic principles of justice, equality, responsibility, and
freedom and apply them to real-life situations.
2.15 Students can accurately describe various forms of government and analyze issues
that relate to the rights and responsibilities of citizens in a democracy.
2.16 Students observe, analyze, and interpret human behaviors, social groupings, and
institutions to better understand people and the relationships among individuals and
among groups.
2.20 Students understand, analyze, and interpret historical events, conditions, trends, and
issues to develop historical perspective.
Program of Studies:
Program of Studies: Skills Related Core Content for
Understandings
and Concepts
Assessment
SS-H-GC-U-2
SS-H-GC-S-2
SS-HS-1.2.1
Students will understand
Students will examine issues Students will analyze how
powers of government are
that the Government of the related to the intent of the
distributed and shared among
United States, established Constitution of the United
by the Constitution,
States and its amendments: levels and branches and
evaluate how this distribution of
embodies the purposes,
a) explain the principles of
powers protects the "common
values and principles (e.g.
limited government (e.g.
good" (e.g., Congress legislates
liberty, justice, individual
rule of law, federalism,
on behalf of the people; the
human dignity, the rules of
checks and balances,
President represents the people
law) of American
majority rule, protection
representative democracy.
of minority, separation of as a nation; the Supreme Court
acts on behalf of the people as
powers) and how
SS-H-GC-U-3
effective these principles a whole when it interprets the
Constitution).
Students will understand
are in protecting
DOK 3
that the Constitution of the
individual rights and
SS-HS-1.2.2
United States establishes
promoting the “common
Students will interpret the
a government of limited
good”
principles of limited
powers that are shared
SS-H-GC-S-5
government (e.g. rule of law,
among different levels and
federalism, checks and
branches. The provisions
Students will analyze and
balances, majority rule,
of the U.S. Constitution
synthesize a variety of
protection of minority rights,
have allowed our
information from print and
separation of powers) and
government to change
non-print sources (e.g.
evaluate how these principles
over time to meet the
books, documents, articles,
protect individual rights and
changing needs of our
interviews, Internet, film,
promote the “common good”
society.
media) to research issues,
DOK 3
perspectives and solutions to
SS-H-HP-U-1
problems
Students will understand that
history is an account of
human activities that is
interpretive in nature, and a
variety of tools (e.g., primary
and secondary sources, data,
artifacts) are needed to
analyze historical events.
SS-H-HP-U-2
Students will understand
that history is a series of
connected events shaped
SS-H-HP-S-1
Students will demonstrate an
understanding of the
interpretative nature of history
using a variety of tools (e.g.,
primary and secondary
sources, Internet, timelines,
maps, data):
a) investigate and analyze
perceptions and
perspectives (e.g., gender,
race, region, ethnic group,
SS-HS-5.1.1
Students will use a variety of tools
(e.g., primary and secondary
sources, data, artifacts) to analyze
perceptions and perspectives (e.g.,
gender, race, region, ethnic group,
nationality, age, economic status,
religion, politics, geographic
factors) of people and historical
events in the modern world (1500
A.D. to present) and United States
History (Reconstruction to present)
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FED Unit Planning Template
Standards-Based Unit Planning Template
SS-HS-5.1.2
nationality, age, economic
by multiple cause-effect
Students will analyze how history
status,
religion,
politics,
relationships, tying past to
is a series of connected events
geographic factors) of
present.
people and historical events shaped by multiple cause and
SS-H-CS-U-3
Students will understand that
interactions among
individuals and groups
assume various forms (e.g.,
compromise, cooperation,
conflict, competition) and are
influenced by culture.
SS-H-HP-U-US3
Students will understand that
each era in the history of the
United States has social,
political and economic
characteristics.
in the modern world (world
civilizations, U.S. history)
examine multiple cause-effect
relationships that have shaped
history (e.g., showing how a
series of events are connected)
SS-H-CS-S-4
Students will describe how
compromise and cooperation
are characteristics that
influence interaction (e.g.,
peace studies, treaties, conflict
resolution) in the modern world
(1500 A.D. to present) and the
United States (Reconstruction
to present)
effect relationships, tying past to
present.
DOK 3
SS-HS-2.3.2
Students will explain and give
examples of how compromise and
cooperation are characteristics
that influence interaction (e.g.,
peace studies, treaties, conflict
resolution) in the modern world
(1500 A.D. to present) and the
United States (Reconstruction to
present).
DOK2
SS-HS-5.2.5
Students will evaluate how the
Great Depression, New Deal
policies and World War II
transformed America socially and
politically at home (e.g., stock
market crash, relief, recovery,
reform initiatives, increased role of
government in business, influx of
women into workforce, rationing)
and reshaped its role in world
affairs (e.g., emergence of the U.S.
as economic and political
superpower)
DOK 3
SS-H-HP-S-3
Students will research issues or
interpret accounts of historical
events in U.S. history using
primary and secondary sources
(e.g., biographies, films,
periodicals, Internet resources,
textbooks, artifacts):
evaluate how the Great
Depression, New Deal policies,
and World War II transformed
America socially and politically
at home (e.g., stock market
crash, relief, recovery, reform
initiatives, increased role of
government in business, influx
of women into workforce,
rationing) and reshaped its role
in world affairs (emergence of
the U.S. as economic and
political superpower)
Other Standards (e.g., national, district, English language proficiency, Kentucky World Languages
Framework, technology, Kentucky Occupational Skill Standards, etc.):
Lesson Essential Question(s):
Lesson 1
How does federalism in the United States promote representative democracy?
Lesson 2
How does the U.S. Constitution ensure that the powers of government are separate and shared
to protect the common good?
How did the framers delegate powers to the federal government in the Constitution to promote
the common good?
Lesson 3
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FED Unit Planning Template
Standards-Based Unit Planning Template
How have the distribution and/or division of power at the local, state and federal levels changed
over time to protect individual rights and promote the common good?
Lesson 4
How has federalism changed over time and how do these changes embody democracy, protect
individual rights and promote the common good?
Lesson 5
How is federalism reflected in Kentucky and our local community to protect the common good?
Students Will Know (SWK) and Students Will Do (SWD):
 Identified content within the unit of what students will know and be able to do by the
end of the unit.
Students will know…
Lesson 1
the Unitary (most current governments),
Federal (only 11 currently), and
Confederacy (rare, e.g. EU) systems of
government.
the meaning of federalism (with SWD 1).
how to use Accountable Talk and open
mindedness to identify responsibilities for
each level of government with a group.
how to demonstrate critical mindedness
to explain the purposes, values and
principles of American representative
democracy with respect to federalism.
Students will do…
Lesson 1
define, classify and provide examples (current and/or
past) of unitary, federal and confederacy systems of
government.
use Accountable Talk and open mindedness to
identify responsibilities for each level (local, state,
and federal) of government with a group.
demonstrate critical mindedness to explain how
federalism promotes the purposes, values and
principles of American representative democracy by
analyzing “Federalist #16” and “Anti-federalist Paper”
by Brutus VI.
Lesson 2
the powers delegated to the federal
government (expressed/enumerated and
implied), powers reserved to the states,
concurrent powers, and denied powers.
Lesson 2
compare types of powers related to the Constitution
(expressed, implied, reserved, concurrent and
denied) and explain how the types of powers
promote the common good.
how to use Accountable Talk to
demonstrate negotiation and compromise
to analyze in groups:
 Article I- Necessary and Proper
Clause (elastic clause) and
Commerce Clause
 Article IV- Full Faith and Credit Clause
(obligations states have to one
another [e.g., marriage, extradition,
elections, equal protection])
 Article VI- the Supremacy Clause
 10th Amendment- federal and state
authority is granted by the
Constitution while states maintain
use Accountable Talk to demonstrate negotiation
and compromise to analyze in groups how Article I,
Article IV, Article VI, and the 10th Amendment
establish the powers of the federal government and
promote the common good.
demonstrate critical mindedness in determining the
jurisdiction (federal, state, local, special district) of
various issues delegated in the Constitution (Article I,
Article IV, Article VI, 10th Amendment) to promote the
common good.
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FED Unit Planning Template
Standards-Based Unit Planning Template
authority over all local jurisdictions.
how to demonstrate critical mindedness in
a group to determine the jurisdiction of
various Constitutional issues and discuss
how federalism promotes the common
good
Lesson 3
the distribution/division of governmental
powers at local, state, and federal levels
can lead to conflicts and compromises.
- Court Cases (McCulloch v
Maryland, Gibbons v Ogden, et al.)
- Amendments (14th Amendment, et
al.)
- Legislation (e.g. New Deal, Brady
bill)
- Historical Events (Civil War, Civil
Rights Movement, et al.)
how to demonstrate persistence to
analyze primary sources with a partner.
how to demonstrate critical mindedness
to evaluate how the U.S. government has
protected individual rights and promoted
the common good in relation to
federalism.
Lesson 4
Day 1
the meaning of dual, cooperative and new
federalism.
examples of dual, cooperative and new
federalism over time.
Lesson 3
interpret primary source materials (documents,
letters, political cartoons, et al.) with persistence to
identify and explain historical events (National Bank
Controversy, Civil War, Great Depression, Civil
Rights Movement, et al.) and how they reflected
conflict related to federalism.
demonstrate persistence while analyzing court cases
(McCulloch v. Maryland, Gibbons v. Ogden, et al.),
amendments (14th Amendment, et al.) and legislation
(New Deal, Brady bill et al.) and determining how
each attempted to settle these conflicts over
federalism.
demonstrate critical mindedness while evaluating the
degree to which the U.S. government has used its
powers to protect individual rights and promote the
common good in relation to federalism over time
through an examination of current events, court
cases, amendments, and legislation.
Lesson 4 (Each SWD will be in the context of how
federalism embodies democracy, protects individual
rights, and promotes the common good)
Day 1
compare dual, cooperative and new federalism by
identifying and providing explanations of historical
examples.
how to demonstrate critical mindedness in
a group to compare types of federalism
and explain how each type embodies
democracy, protects individual rights and
promotes the common good.
demonstrate critical mindedness while explaining
how each type of federalism embodies democracy,
protects individual rights and promotes the common
good.
Day 2-3 (optional)
the meaning of categorical (project and
formula) and block grants as a means of
understanding the fiscal implications of
federalism.
Day 2-3 (optional)
compare how categorical grants and block grants
reflect federalism fiscally while using Accountable
talk to demonstrate civility and open mindedness in
group work.
competition exists for federal money and
federal “mandates” and “conditions of aid”
are often tied to this money.
participate in a Socratic seminar using Accountable
Talk to demonstrate and advocate open mindedness
and critical mindedness to explain how mandates
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FED Unit Planning Template
Standards-Based Unit Planning Template
how to use Accountable Talk to
demonstrate and advocate open
mindedness and critical mindedness in a
Socratic seminar and explain how
mandates and conditions of aid give
power to the federal, state, special
districts and/or local governments.
and conditions of aid that accompany federal money
give power(s) to the federal, state, special districts,
and/or local governments.
Lesson 5
the differences between State
constitutions and the US Constitution.
Lesson 5
identify differences between State constitutions and
the US Constitution.
how to interpret various sources to
determine the differences between the
Kentucky Constitution and US
Constitution and how those differences
promote the common good in Kentucky.
identify the differences between the Kentucky
Constitution and US Constitution and interpret how
those differences promote the common good in
Kentucky.
how to use Accountable Talk to
demonstrate civility and open mindedness
in groups to discuss examples of the
modern debates of federalism from
current events.
use Accountable Talk to demonstrate civility and
open mindedness while participating in a debate to
justify which level(s) of government should be
responsible for identified current debates related to
federalism.
demonstrate negotiation and compromise while
how to demonstrate negotiation and
completing end of unit assessment to inform the
compromise while completing the end of
public about the level(s) of government and official(s)
unit assessment with their group to inform responsible for addressing a local issue
the public about the level(s) of
government and official(s) responsible for
addressing a local issue
Student Friendly Learning Target(s):
1. I can define, classify and provide examples of systems of governments.
2. I can discuss my understanding of systems of governments using Accountable Talk and open
mindedness.
3. I can identify responsibilities for each level of government.
4. I can critically explain how federalism promotes the purposes, values and principles of
American representative democracy.
5. I can compare types of powers related to the Constitution and explain how they promote the
common good.
6. I can explain how Articles I, IV, VI and the 10th Amendment established the powers of the
federal government and promote the common good using Accountable Talk and negotiation and
compromise.
7. I can critically determine the level of government with Constitutional jurisdiction over an issue.
8. I can analyze historical events and legislation and explain how they reflect conflict related to
federalism with persistence.
9. I can critically evaluate how the U.S. government has used its powers to protect individual
rights and promote the common good over time.
10. I can identify types of federalism using historical examples.
11. I can critically explain how federalism embodies democracy, protects individual rights and
promotes the common good.
12. I can compare how categorical grants and block grants reflect federalism fiscally using
Accountable Talk with civility and open mindedness. (optional)
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FED Unit Planning Template
Standards-Based Unit Planning Template
13. I can explain how mandates and conditions of aid give power(s) to the federal, state, special
districts and/or local governments using Accountable Talk, open mindedness and critical
mindedness. (optional)
14. I can identify differences between the Kentucky Constitution and the US Constitution and
interpret how the differences promote the common good.
15. I can justify which level(s) of government should be responsible for issues related to
federalism using Accountable Talk, civility and open mindedness.
16. I can inform the public of the level(s) of government and officials responsible for addressing a
local issue using negotiation and compromise.
Advanced Placement Strategies:
Lesson 1:
APPARTS (optional)
Lesson 2:
Interpret information from primary and other sources
Lesson 3:
APPARTS
Connections to Literacy: Literacy includes, reading, writing, and the creative and analytical
acts involved in producing and comprehending text.
In this unit, students will read and analyze a variety of primary sources including the
Federalist and Antifederalist Papers and the Constitution and Amendments, and secondary
sources including summaries of types of federalism and summaries of Supreme Court
decisions. Students will use multiple literacy tools like graphic organizers, many of which
may be differentiated to meet various student needs. Students will produce their own text
explaining the role of government and federalism in meeting local needs in the end of unit
assessment.
Connections to Career/Workplace: These are the skills necessary for a successful transition
to postsecondary education or work and a desire for life-long learning in a global society.
Students will interact with members of the community by implementing a poll of community
needs/interests/problems and the areas of government responsible. Students may also
present their end of unit assessment at the discretion of the teacher.
End of Unit Assessment:
A product or performance that:
 Allows learner to demonstrate their knowledge of targeted content standards through a
variety of formats (Universal Design).
 Offers choice to meet learners differentiated needs.
 Directs the development of instructional strategies and activities.
 Includes scoring guide/rubric to inform learners of expectations.
Students will gain a greater understanding of federalism in the United States by
researching and analyzing important issues within the local community. Students will then
create a citizen’s guide to help inform the community about who is responsible within the
government and what level of government is responsible for addressing identified issues of
the community.
Resources/Technology:
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FED Unit Planning Template
Standards-Based Unit Planning Template
Resources to be used that support teaching and learning within the unit of study. Resources
should include multiple means to access curriculum (i.e., audio, visual, multi-media,
technology).
Resources needed to implement this unit include an audio-visual projector and computer
for PowerPoint presentations, student access to Internet for research. The unit includes
an optional webquest which would require student access to the Internet, as well as the
choice of using a blog or other form of technology in several lesson assessments as well
as the end of unit assessment.
Resources included in this unit are:
Resources 1A-1K
Resources 2A-2G
Resources 3A-3G
Optional Resources 3H-3J
Resources 4A-4L
Resources 5A-H
FED civic disposition pre-assessment
FED learning target self-assessment
FED civic disposition post-assessment
FED end of unit assessment GRASPS
FED end of unit assessment rubric
FED end of unit assessment implementation guide
Accountable Talk poster
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