CURRICULUM UNIT MAP
1ST QUARTER
COURSE TITLE:
Government
Unit Title and Objectives
Unit: Philosophy of Government
WEEK 1—OBJECTIVES
Identify John Locke
Identify and describe the natural rights of Life,
Liberty and Property
Explain Social Contract Theory
Identify aspects of the natural rights
philosophy and explain how they are found in
early American documents
WEEK 2/3—OBJECTIVES
Define and give examples of the aspects of
classical republican theory, moral education
and the common good
Compare and contrast the natural rights
philosophy and classical republicanism
Week 3/4-Objectives
Explain the reasons why Americans resisted
particular British policies and eventually
revolted against their government
Identify and categorize the arguments that are
found in the Declaration of Independence
justifying the separation of the colonies from
Great Britain
GRADE:
List CLTs for Each Objective
Tell who John Locke was and why he is
important
Describe the natural rights philosophy he
developed
Explain and give examples of life, liberty, and
property
Describe how and why government is
established by social contract theory
Identify the Mayflower Compact and explain
why it is important
Give examples of consent how it figures into
the social contract
Define and give examples of the aspects of
classical republican theory: civic virtue, moral
education and the common good
What is civic virtues and some examples of it
Why is moral education important and what
form does it take today
Define the common good in your own terms
List and explain the six Acts passed against the
colonists that the colonists didn’t like
Explain why the French-Indian War changed
the relations between Britain and the colonies
Recognize the main arguments in the
Declaration of Independence (D. of I.)
Tell which principles of government (rights,,
limits, separation of power/checks and
balances, representation) are in the
Declaration and where they are
Categorize the different complaints the
colonists included in the D. of I.
Brief Description of
Formative Assessment(s)
Students will write a CEI paragraph on the
prompt: “Assume you live in Missouri and a
“state of nature” exists. Predict how life might
be different from what you are currently
experiencing.”
End-of-Unit Benchmark or Performance
Assessment
Unit One Assessment
Philosophy of Government (obj. 1-3)
Students will identify and explain passages in
the Mayflower Compact that refer to social
contract theory
Evaluate different examples of civic actions
and determine whether they are related to
consent
Students will write a CEI paragraph in which
they define and give examples of civic virtue
and the common good: “Trace the actions of a
living person within our community which
exemplifies (is an example) “civic virtue.”
Student will create a t-chart, based on lessons
2 and 3 in which they compare the natural
rights philosophy with the classical republican
theory
Student will read the D. of I (primary
document) and categorize the complaints by
the colonists towards the British
Create a political cartoon based the
complaints of the colonists towards the British
Match excerpts from the D. of I. To the
concepts of the common good, natural rights,
checks and balances, and representative
government
9
Unit One Assessment
Philosophy of Government (obj. 1-3)
Unit One Assessment
Philosophy of Government (obj. 1-3)
CURRICULUM UNIT MAP
1ST QUARTER (Cont’d)
COURSE TITLE:
Government
GRADE:
Unit Title and Objectives
List CLTs for Each Objective
Brief Description of
Formative Assessment(s)
Unit: The Critical Period
Week 5/6-Objectives
Describe (list with details) the weaknesses of
the Articles of Confederation
Identify the major events of Shays’ Rebellion
and show how they relate to the weaknesses
in the Articles
Explain how the Articles were a reaction to the
colonists experience as a colony
List and discuss the three major successes of
the Articles: victory in the Revolution, uniting
the country, and the Northwest Ordinance
Student will create a chart showing the strengths and
weaknesses of the Articles and identify how they relate
to the colonial experience
Discuss the important issues that led to and
were addressed by the Philadelphia
Convention
Explain the outcome of the issue debates at
the Convention
Identify and describe the following topics or
events: New Jersey Plan, Virginia Plan, Great
Compromise, Powers and duties of each
branch, slavery, major figures and their
contributions
People: Washington, Franklin, Madison,
Hamilton
The students will write a CEI essay: “Which do you think
is more fair-equal representation or proportional
representation- and why? This question is in relation to
the states and the national Congress.(1787 time)”
Identify and explain why the Articles of
Confederation were created and failed
Analyze the strengths and weaknesses of the
Articles evident in Shays’ Rebellion
Demonstrate how the weaknesses of the
Articles led to the Constitutional Convention
Week 7-9-Objectives
Explain and summarize the reasons for the
Philadelphia (Constitutional) Convention and
the accomplishments of the Convention
Identify the major delegates to the
Philadelphia Convention
Discuss the major issues facing the delegates
to the Convention
Describe the major compromises and
outcomes of the Philadelphia Convention
End-of-Unit Benchmark or
Performance Assessment
Unit 2 Assessment
The Critical Period
(obj. 4,6)
Student will answer a CEI on Shays’ Rebellion: Give
specific examples from the Shays’ Rebellion Reading
and use the material in the book (pp. 98-100) How does
Shays’ Rebellion relate to the above objective? What
weaknesses in the Articles lead to Shays’ Rebellion and
why is Shays’ so “scary” to the new country? Provide
specific details from the Shays’ reading to support your
answer.
The student will create a graphic organizer comparing
the Virginia and New Jersey Plans.
Student will write descriptive essays in which they
define and explain the major highlights of the Great
Compromise and the 3/5s Compromise
9
Unit 2 Assessment
The Critical Period
(obj. 4,6)
CURRICULUM UNIT MAP
2nd Quarter
COURSE TITLE:
Government
Unit Title and Objectives
Unit: Structure of Government
WEEK 1/2—OBJECTIVES
Identify and describe how the Framers
designed the Constitution to limit the powers
of the national government and protect the
rights of the people
Describe the system of separation of powers,
checks and balances, and enumerated powers
GRADE:
List CLTs for Each Objective
Identify the rights that are protected in the
original Constitution (prior to addition of the
Bill of Rights)
Identify the limits placed on the government
by terms, elections, impeachment and
qualifications for office
Identify the powers of each branch of
government
Describe the way in which each branch of
government can check one another
Define the function and role of each branch of
government
WEEK 3—OBJECTIVES
Explain the ideas of a constitution,
constitutional government and higher law
Define constitutional and autocratic
(dictatorial) government
Compare autocratic and constitutional
government
Unit: Judicial Review and Federalism
WEEK 4/5-Objectives
Explain and defend the principle of judicial
review as establish
Outline the case of Marbury v. Madison
Identify cases in which judicial review has
been used
Evaluate the validity of the power of judicial
review
Define what a constitution is and some
features of a constitution
Brief Description of
Formative Assessment(s)
Students will do a Critical Thinking Exercise
that evaluates the rights contained in the
Constitution
End-of-Unit Benchmark or Performance
Assessment
Unit 3 Assessment
Structure of Government
(obj. 5 and “unit 2” in EAT)
Students will write a CEI essay in which they
examine one power form each branch and
describe one “check and balance” relationship
The student will write a CEI essay in which
they examine the aspects of constitutional
government present in our constitution
Unit 3 Assessment
Structure of Government
(obj. 5 and “unit 2” in EAT)
Write a case brief in which the student
explains the constitutional issue involved and
the outcome
Unit 4 Assessment
Judicial Review and Federalism
Tell how a constitution is similar (or the same
as) higher law
Tell what an autocratic government is such as
a dictatorship, totalitarian, and communist
regime
Define judicial review
Tell which court case judicial review came
from (Marbury v. Madison) and what the facts
of the case were
Describe and explain three cases in which
judicial review was used: Dred Scott, Plessy v.
Ferguson and Brown v. Board of Education
Tell me how judicial review can be ok in a
representative government
Write a CEI essay in which the student
evaluates judicial review and how it relates to
limited representative government
9
CURRICULUM UNIT MAP
2nd Quarter (Cont’d)
COURSE TITLE:
Government
Unit Title and Objectives
Week 5/6-Objectives
-Describe the basic characteristics of a federal
system of government
-Apply the principles of federalism to the
Supreme Court case McCulloch v. Maryland
GRADE:
List CLTs for Each Objective
Define federalism
Give the facts and outcomes of McCulloch v.
Maryland
Tell how McCulloch added to the idea of
federalism
Tell what powers the states have, don’t have
and share under a federal system
-Describe the powers and the events which
have led to the expansion of the power of the
government
Describe the Great Depression and explain
how it led to the expansion of federal power
UNIT: The 14th Amendment
WEEK 7/8-Objectives
When and why was the fourteenth
amendment passed
Explain the purpose of the Fourteenth
Amendment
What is due process of law and what are some
examples of due process
Identify and describe its three key provisionsdue process of law, equal protection, and
citizenship
What does “equal protection” mean
Identify court cases when the above provisions
were applied
UNIT: The Constitution Exam
WEEK 9-Objectives
Define and apply appropriate
classroom/course vocabulary during
discussion and on all assessments
Define the commerce clause and give
examples of how it is used to expand federal
power
How do you become a citizen and why is
citizenship important
Describe the following cases and their
outcomes: Dred Scott, Plessy, Miranda v.
Arizona, Gideon v. Wainwright
Students will prepare for and take the
Constitution exam.
Brief Description of
Formative Assessment(s)
Write a case brief of McCulloch v. Maryland in
which the student explains the constitutional
issue involved and the outcome
9
End-of-Unit Benchmark or Performance
Assessment
Unit 4 Assessment
Judicial Review and Federalism
(Obj. 7 and 8)
Categorize examples of government actions
into state/federal/local powers
Evaluate a list of actions by the federal
government and identify where the power to
act comes from (or doesn’t come from) in the
Constitution
Write a CEI essay: “Predict how “due process”
would be impacted if we eliminated the “writ
of habeas corpus.”
FINAL ASSESSMENT
This unit to be included on the Constitution
Final
(obj. 1-8,11 and “unit 2”)
Students will do the “Solve the Problem”
activity (In re Gault)
Students will examine the current requirements for citizenship and evaluate their
desirability
N/A
This has been assessed throughout the
semester. This is a cumulative assessment that
is part of a state mandated graduation
requirement
FINAL ASSESSMENT
This unit to be included on the Constitution
Final
(obj. 1-8,11 and “unit 2”)
CURRICULUM UNIT MAP
3rd Quarter
COURSE TITLE:
Government
Unit Title and Objectives
UNIT: First Amendment
GRADE:
List CLTs for Each Objective
Define the “free exercise” and “establishment”
clauses
Brief Description of
Formative Assessment(s)
Students will do the “Solve the Problem”
activity and report out.
WEEK 1/2-Objectives
Define and explain the establishment and free
exercise clauses that define the First
Amendment’s guarantee of religious freedom
Interpret and apply landmark Supreme Court
decisions regarding religious freedom
Be able to tell the similarities, differences, and
conflicts between the two clauses
Explain why freedom of religion was important
during the founding of our country and why it still is
today
Explain different cases dealing with religion:
Reynolds v. U.S., W.V. v. Barnette, Engel v. Vitale,
Wallace v. Jaffree,
WEEK 2/3-Objectives
Identify and apply the rights and protections
that make up “freedom of expression”
Discuss actions and examples that comprise
the First Amendment right of free speech
Compare/Contrast landmark Supreme Court
cases that relate to “freedom of expression”
Analyze and apply the doctrines set forth by
the Supreme Court relating to “freedom of
expression.”
Students will write a CEI essay in which they
analyze hypothetical cases related to the
religious clauses.
CEI format: “Support of refute. The words “In
God WE Trust,” violate the establishment
clause of the First Amendment.
Students will do the "Ideas for Discussion"
activity and report out.
Give examples of the type of activities included
under free expression.
Students will do the "Solve the Problem"
activity.
Explain what the “clear and present danger test” is.
Apply the “clear and present danger test” to a
specific case. (Gitlow v. New York)
Students will compare and contrast, in chart
form, the different "rules" for expression as it
relates to pure speech, symbolic speech, and
speech plus.
Apply the “materially disruptive” test to a specific
case. (Tinker v. DesMoines)
Compare and contrast two different Supreme Court
cases using a graphic organizer(Tinker v. Gitlow
Apply the “tests” from Gitlow and Tinker to a new
case.
End-of-Unit Benchmark or Performance
Assessment
UNIT 6 ASSESSMENT
First Amendment
(obj. 12 and 13)
Students will take a clicker quiz on different
cases to determine their competency with the
establishment and free exercise clause.
Tell what the phrase freedom of expression means
andl which amendment it comes from.
Students, in groups, will examine a
hypothetical case related to the 1st
amendment freedom of expression clause.
Student will write a CEI essay in which they
apply the Bethel standard to the scripted trial.
9
UNIT 6 ASSESSMENT
First Amendment
(obj. 12 and 13)
CURRICULUM UNIT MAP
3rd Quarter (Cont’d)
COURSE TITLE:
Government
Unit Title and Objectives
WEEK 3-5: Objectives
Explain and differentiate the rights that
constitute procedural due process
Outline the rights included in the 4th-8th
Amendments
Apply specific landmark Supreme Court
cases that relate to procedural due
process
Evaluate the death penalty as it relates
to the 8th Amendment
GRADE:
List CLTs for Each Objective
identify specific instances of unfairness in legal proceedings (In
re Gault)
apply the concept of due process to various scenarios
list and identify the different aspects of due process in the Bill of
Rights
discuss search and seizure procedures and apply the
exclusionary rule.
can apply the exclusionary rule to the case of TLO v. New Jersey
can apply the exclusionary rule established for schools (in the
case of TLO v. New Jersey) to other cases
lists the due process rights in the 5th and 6th amendments
identify capital punishment and the pros and cons of the death
penalty
WEEK 6: Objectives
Identify and describe the extension of
voting rights as a result of changes in the
voting laws in the various states,
amendments to the Constitution, and
decisions of the Supreme Court
Brief Description of
Formative Assessment(s)
Students will create a chart identifying
the due process rights in the 4th-8th
amendments
Students will read two op-ed articles
related to the death penalty and create
a compare/contrast guided reading
chart
Students will examine the Death
Penalty Information site and generate
data charts on the death penalty
Unit 8 ASSESSMENT
Do "Ideas for Discussion"
Identify the 6 amendments that relate to voting in America
(15,17,19,23,24,,26)
Identify ways in which people were prevented from voting.
Describe the laws that were created to allow more people to
vote
Describe the ways in which citizens secure their right to vote
Identify and explain how one becomes eligible to vote
End-of-Unit Benchmark or Performance
Assessment
Unit 7 ASSESSMENT
Students will write a position
paper(evaluate and analyze) essay on the
death penalty
Students will participate in group jigsaw
activity in which they examine 5
Supreme Court cases related to due
process
Explain who was able to vote at the beginning of our country
and why
Write a CEI essay on "Increasing voting
today"
9
CURRICULUM UNIT MAP
3rd Quarter (Cont’d)
COURSE TITLE:
Government
Unit Title and Objectives
GRADE:
List CLTs for Each Objective
Brief Description of
Formative Assessment(s)
WEEK 7/8: Objectives
Identify the issues in the Constitution that talked about slavery
Students will explain and analyze the
major constitutional issues that led to
and were resolved by the Civil War
Name three arguments over slavery prior to the Civil War
The student will explain how the
institution of slavery forced Americans to
examine and debate the nation's most
fundamental principles
The student will identify the facts,
questions, and outcome of the Dred
Scott case
Discuss popular sovereignty, democracy and republican
principles
Know the facts and outcome of the Dred Scott case
Identify and define the issues that the
amendments deal with
13th,
14th
and
15th
End-of-Unit Benchmark or Performance
Assessment
No benchmark at this time
The students will watch excerpts from
Amistad and create a chart on the
arguments for and against slavery and
they will explain the outcome of the
Amistad case. The students will do this
in discussion format
The students will read and analyze the
Civil War Amendments comparing them
to the outcome of the Dred Scott case
and identifying the major provisions of
those amendments. They will make a
before and after chart of Dred Scott
and the 3 Civil War amendments.
The student will analyze the rights
implemented by the 13th, 14th, and 15th
amendments
WEEK 9: Objectives
Identify the issues surrounding Missouri's
admittance to the Union and the
evolution of Missouri's statehood up to
the Civil War
Discuss the Missouri Compromise
Identify Missouri's role in the Civil War
Tell why Missouri becoming a state was controversial
Discuss the details of the agreement (Missouri Compromise)
that led to Missouri statehood
Tell which side Missouri was on during the war and what were
some conflicts within the state
No benchmark at this time
Students will create a timeline of the
events, involving Missouri, from the
establishment of the Missouri
Compromise through the Battle of Pilot
Knob
Students will write a CEI essay in which
they evaluate how the Missouri
Compromise was one factor that led to
the Civil War
9
CURRICULUM UNIT MAP
4th Quarter
COURSE TITLE:
Government
Unit Title and Objectives
WEEK 1-3: Objectives
Identify and discuss the major aspects of
the Civil Rights Movement
Identify major civil rights leaders and
events
Illustrate how the major successes of the
Civil Rights Movement were secured
Evaluate the impact of the Civil Rights
Movement
WEEK 4: Objectives
GRADE:
List CLTs for Each Objective
Identify the historical events that led to the need for a civil
rights movement, for example-discrimination, segregation and
majority rule
Describe and discuss the accomplishments of major figures from
the civil rights movement-Martin Luther King, Rosa Parks, John
Lewis, Presidents Eisenhower, Kennedy and Johnson and
Muhammad Ali
End-of-Unit Benchmark or Performance
Assessment
Civil Right Assessment
Performance event-PPT presentation on
major figure of CR movement
Students will create a Civil Rights
Movement Timeline that illustrates the
major successes of the CRM
Outline major events in the civil rights movement-Little Rock,
Bloody Sunday, March on Washington and the voting programs
Tell about major Supreme Court cases of the Civil Rights
movement-Brown v. Board of Education, Gideon, Loving v.
Virginia
Explain the importance of the Civil Rights and Voting Rights Act
What is a county
Define county government as a generalpurpose government and describe the
functions of county government
Who runs a county
WEEK 5: Objectives
Define property, sales and special use taxes
Define and identify the various ways in
which governments finance themselves
Be able to determine tax rates for property, sales and special
use tax
What are the major functions a county performs
Explain property tax assessment
WEEK 6: Objectives
Identify special purpose governments
and contrast special purpose
governments with general purpose
governments
Brief Description of
Formative Assessment(s)
Students will compare two different
approaches to the Civil Rights
Movement by comparing and
contrasting speeches by MLK and MX.
9
Be able to tell the difference between general government and
a special purpose government like a road or school district
How do special purpose governments operate
Students will choose a topic from the
Civil Rights movement and trace its
development and current
status(evaluate) in an essay
Students will participate in the "Who
am I" group activity which identifies
county official positions
Students will fill out an organization
chart (identify and describe) of county
government
Students will do the "Taxing Problems"
in which they will calculate property tax
assessment
Students will complete the "Local
government financing" (calculate and
explain) worksheet
Students will create a Venn diagram
comparing/contrasting special purpose
governments with general purpose
governments
No benchmark assessment
Students will complete "Joe
Homeowner's Tax Bill" activity sheet
Students will interview a member of a
special purpose board
CURRICULUM UNIT MAP
4th Quarter (Cont’d)
COURSE TITLE:
Government
Unit Title and Objectives
GRADE:
List CLTs for Each Objective
WEEK 5-9: Objectives
Define public policy
Identify a local, state or national public
policy issue of importance
Give examples of public policy
Formulate a solution to a public policy
issue
Plan a process for implementing a public
policy solution
Identify the four step process for determining public policy
issues-duration, intensity, resources, prevalence
Pick a public policy issue and investigate the solutions to the
policy
Create an action plan to address a public policy issue
Research resources to help identify and solve a public policy
issue
Deliver a presentation that discusses a public policy issue
Brief Description of
Formative Assessment(s)
Students will develop a public policy
issue as a class and conduct research on
the scope, intensity, and duration of
the problem
Students will develop and evaluate
solutions to the public policy issue in
groups and investigate the viability of
solutions
9
End-of-Unit Benchmark or Performance
Assessment
Students will develop(formulate) a
presentation (in groups) to present in
class and to the public that presents (and
implements) the merits of their proposed
solution to the problem