Government
Scope and Sequence
1st six weeks
TEKS
#
Strand & TEKS/SE
statement
The student is expected to…
(1) HISTORY. The
student understands major
political ideas and forms
of government in history.
The student is expected to:
(A) Explain major
political ideas in history.
(B) Identify the
characteristics of classic
forms of government.
(3) HISTORY. The
student understands the
roles played by
individuals,
political parties, interest
groups, and the media in
the US political
system, past and present.
The student is expected to:
(A) Give examples of the
processes used by
individuals, political
parties, interest groups, or
the media to affect public
policy.
(B) Analyze the impact of
political changes brought
about by
individuals, political
parties, interest groups, or
Pacing
Clarifying
statements/questions
Vocabulary
Resources &
Activities
The student will…
Define government and the
basic powers every government holds.
Describe the defining
characteristics of a state.
Identify the characteristics of
classic forms of government.
Explain major political ideas
in history, such as divine right
of kings.
Define systems of
government based on who can
participate.
Evaluate whether and/or when
the obligation of citizenship
requires that personal interests
be subordinated to the public
good.
government
public policy
legislative
power
executive
power
judicial power
constitution
dictatorship
democracy
state
sovereign
www.fec.gov
(federal election
commission)
www.cnn.com/politi
cs/
www.
presidentmatch.com
www.govote.com
Comparisons
between
parliamentary and
presidential systems.
Analyze advantages
and disadvantages of
federal, confederate
and unitary systems
of government.
Analyze the impact
of the Internet on
democracy.
Analyze the connections
between democracy and the
free enterprise system.
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Differentiation
Government
Scope and Sequence
1st six weeks
the media past and
present.
(5) GEOGRAPHY. The
student understands how
government policies
can affect the physical and
human characteristics of
places and regions.
The students is expected
to:
(A) Analyze and evaluate
the consequences of a
government policy that
affects the physical
characteristics of a place
or region.
(B) Analyze and evaluate
the consequences of a
government policy that
affects the human
characteristics of a place
or region.
(15) CITIZENSHIP. The
student understands the
difference between
personal and civic
responsibilities. The
student is expected to:
(A) Explain the difference
between personal and
civic responsibility.
(B) Evaluate whether
and/or the obligation of
citizenship requires that
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Government
Scope and Sequence
1st six weeks
personal desires and
interests be subordinated
to the public good.
(C) Evaluate whether
and/or when the rights of
individuals are
inviolable even against
claims for the public
good.
(D)Analyze the
consequences of political
decisions and actions on
society.
(2) HISTORY. The
student understands how
constitutional government,
as developed in the US,
has been influenced by
people, ideas, and
historical documents.
(8) GOVERNMENT. The
student understands the
American beliefs and
principles reflected in the
US Constitution.
(9) GOVERNMENT. The
student understands the
structure and
functions of the
government created by the
US Constitution.
(14) CITIZENSHIP. The
student understands the
Identify the 3 basic concepts
of government that influenced
government in America.
limited
government
preamble
representative
Explain the significance of the government
following documents: the
articles
Magna Carta, the Petition of
Magna Carta
Right, and the English Bill of constitutionalis
Rights.
m
Petition of
Explain how Britain’s
Right
colonial policies contributed
rule of law
to the growth of selfEnglish Bill of
government in the colonies.
Rights
separation of
Analyze the ideas of the
powers
Declaration of Independence. charter
checks and
Describe how the weakness of balances
the Articles of Confederation bicameral
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rights guaranteed by
the US Constitution.
Government
Scope and Sequence
1st six weeks
led to a need for stronger
national government and the
Constitutional
Convention.
veto
proprietary
judicial review
unicameral
unconstitutional
Summarize the major
Articles of
compromises that the
Confederation
delegates agreed to make and federalism
the effects of those
Ratification
compromises and their
Bill of Rights
necessity for ratification
presiding
of the Constitution.
officer
executive
Analyze how The Federalist
agreement
Papers explain the principles
Federalists
of the American constitutional treaty
system of government.
Anti-Federalists
electoral college
List the six basic principles of Federalist
the Constitution and evaluate senatorial
constitutional principles for
courtesy
limiting the role of
Quorum
government.
Cabinet
Analyze the formal processes
by which the US Constitution
can be changed and evaluate
their effectiveness.
Analyze the informal
processes by which the US
Constitution can be changed
and evaluate their
effectiveness.
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Cameron ISD
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Government
Scope and Sequence
1st six weeks
TEKS 7A – The student is
expected to identify the
determinants that
create changes in supply,
demand, and price.
TEKS 7B – The student is
expected to interpret a
supply-and-demand
graph using supply-anddemand schedules.
Why is a flexible price system
essential to the U.S.
economy?
Demand,
law of demand,
substitution
effect,
How are prices determined in income effect,
the U.S. economy?
diminishing
marginal utility,
What changes the demand and demand
supply of goods and services
schedule,
in the U.S. economy?
demand curve,
change in
quantity
demanded,
change in
demand,
PYNER,
ceteris
paribus,
normal good,
inferior good,
complementary
good,
substitute good,
elasticity of
demand,
inelastic
demand,
elastic
demand,
perfectly
inelastic
demand,
total revenue,
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Have students keep a
spending journal for
two days. Students
should log
everything they buy,
the reason for the
purchase, the
quantities
purchased and cost.
Use this log to
discuss the
difference between
“demand” and
“quantity
demanded.” Also
use their spending
log to
discuss the changes
in demand versus
changes in quantity
demanded. This is
the most challenging
concept of the unit.
Demand Posters – In
groups of 3 have
students create large
posters with
examples of changes
in supply versus
changes in quantity
Cameron ISD
Revised 03/07/16
Government
Scope and Sequence
1st six weeks
supply,
law of
supply,
supply
schedule,
supply curve,
change in
quantity
supplied,
change in
supply,
elasticity of
supply,
TIMERS,
fixed
costs,
variable costs,
marginal cost,
marginal
revenue,
subsidy,
equilibrium,
surplus,
shortage,
price ceiling,
price floor,
supply
shock.
(10) GOVERNMENT.
The student understands
the concept of
federalism.
Define federalism and explain
why the Founders chose this
system of government rather
than a unitary system.
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supplied.
Each example
should include a
correct graph with
change, and a
sample product.
delegated and
expressed
powers grantsin-aid
implied powers
Cameron ISD
Revised 03/07/16
(13) GOVERNMENT.
The student understands
the similarities and
differences that exist
among the US system of
government and other
political parties.
Government
Scope and Sequence
1st six weeks
Categorize government
revenue sharing
powers as state, national or
inherent powers
shared.
categorical
grant
Explain place of local
reserved powers
governments in the federal
block grant
system.
exclusive
powers project
Summarize the nation’s
grant
obligations to the States.
concurrent
powers
Examine the process for
extradition
admitting new States to the
acts of
Union.
admission
interstate
Examine why States form
compact
interstate compacts.
full faith and
credit clause
privileges and
immunities
clause
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