United States Government School Curriculum 2012
9:15 PREVIEW
DAY 1 CONCEPTS
FOUNDATIONS OF
GOVERNMENT
 Nature of Power &
Government
 Forms of
Government
Key Figures / Documents:

John Locke
Coverage corresponds to
1st Six Weeks
* DUTY REMINDERS:
 Please check each of your
students’ graduation
status and inform any
student of the Class of
2010 that did NOT pass
the social studies portion
of the TAKS test
administered on April
29, they may retake TAKS on
July 14. You are
responsible for providing
intervention strategies!
Review tools for the
Social Studies Exit-Level
TAKS located on the U.S.
History page of the Social
Studies website.
 Summer School teachers
are required to take at
least one grade each
day!
 Plan ahead noting
underlined items
needed for each class.
- Will copies need to be
made for your next day’s
class?
- Will a teacher-created
PowerPoint be necessary
for delivery of some
content?
I
II
POWER
What is
Government?
What is
Government?
Why should you care
about power, politics, and
government?
Define government and
the basic powers every
government holds.
Identify major Political
theories / historic Ideas
about the nature of
Government.
Begin by focusing students’
attention on the nature of
power (Day 1 ppt slide1),
distributing Handout:
“Quotations About Power”
(side 1) and “Five Sources of
Power” (side 2) from TCI GA!
Chapter 1 and a blank sheet
of paper as they enter or once
you begin class.
Distribute MAG Textbooks to
students and while doing so
tell students next we’ll be
discussing how people feel
about “Government” and they
should be thinking about what
the concepts of power and
government have to do with
one another. Ask students to
share what is generally the
perception – by the public,
their parents, themselves – of
“the government!”
Ask students if they’ve seen
the recent movie “The Blind
Side” & tell them they are
about to watch two clips.
On the blank page, ask
students to jot down two things
regarding each of these
scenes. Who in the scene is
“in power”? Who “lacks
power”? Secondly, what
behaviors or emotions can you
identify being displayed by
each- those “in control” and
those who have “no control.”
Following the two clips and
discussion about how it feels
when one “has power over
another” and the feeling of
“powerlessness” ask students
to examine “Five Sources of
Power” handout – which types
of power did they see
displayed in the scenes?
\
– segue to the GA!-CH1
Preview Assignment
(Personal Power Inventory –
also in Day 1 ppt). Monitoring
for time, bring activity to
closure by having a few
students share “how they
feel about power in their life.”
Conclude by having them
share their quotes with those
on the original handout.
© Austin Independent School District, Summer 2012
Have them turn to MAG p 4,
asking them to skim the first
paragraph in the column with
the sub-heading “What is
Government”?
Discuss - having students
identify the meaning and
examples of “institutions.”
Who is it that exercises
power in the institution known
as government?
Proceed with Activity:
Creating Classroom
Foundational Word Wall
Once wall is complete, ask
students to turn to a neighbor
and debate: Do we really
need this institution called
government? Why? Why not?
Share out and then turn
student’s attention to the
Section Preview on MAG p 4,
drawing attention to for
purposes of this discussion –
the “Why It Matters”. Display
2 Quotes: (ppt slide 3)
Discuss. Consider defining a
state of anarchy or, absence
of government.
_______________________
GOV: 14A
Segue from the discussion
Why Government matters and
the two quotes by noting,
In addition to Hamilton and
Hobbes, many others have
engaged in the study that is
political science.
Students will now examine
KEY FIGURES / THEORIES:
 Group 1 students will look
over and prepare to
present to the whole class
on the three paragraphs in
the 2nd column of MAG p 7.
Their presentation will
conclude by asking the
class to participate in their
first political activity in the
class, voting on which
theory makes most sense
to them?
 Group 2 will have
prepared a presentation on
the theory most
significantly affecting the
origins of the American
political system, the Social
Contract theory, (MAG p 8)
providing examples of
where this theory is seen
in our own Declaration of
Independence.
 Group 3 will provide the
class answers to the four
questions following the
reading of MAG p. 11
III
What does
Government do?
IV
Forms of
Government
Identify the purpose of
Government as laid out in
the plan for government
known as the constitution
of the United States.
Identify the characteristics
of major forms of
government - defining who
can participate in each
system and analyzing the
advantages and
disadvantages of each.
After the 3 groups have
presented last activity to their
classmates, as the textbook
does, use the Preamble to the
U.S. Constitution to address
the essential question – What
does Government do?
(ppt slide 4)
Not all national governments
are alike or have identical
ideas about its role and
purpose as those found in our
own U.S. Constitution.
Forms of Government
Using Map: Forms of
Government (ppt. slide 5)
introduce students to the
different forms of government
worldwide. Activity:
Comparing Forms of
Government Student
Organizer with optional
Powerpoint. Teacher may
choose to lead class
discussion to complete
Organizer, or allow students
to work in pairs. After
completing the Organizer,
have students work in small
groups to complete Putting it
Together: Forms of
Government. Students may
also reference MAG,p 12-16.
GA! Group Activity,
Comparing Forms of
Government: Nucountry’s
Constitutional Convention
Preview Students debate the
benefits and drawbacks of
having various groups of
people at their school make
the rules.
Activity In a Response
Group activity, students take
on the role of representatives
at a constitutional convention
that is charged with creating
a stable government
and an economic system for
a fictitious, newly
independent country.
Process as indicated in
lesson plan and segue into a
review of today’s learnings.
Grade item considerations:
- Teacher-designed quiz
covering today’s material
- Submission of products –
including graphic organizers,
etc. – completed during
today’s lesson activities.
TEXTBOOK RESOURCES:
- MAG (Magruder’s American Government); Prentice Hall Pub.
- GRW (Magruder’s Guided Reading Workbooks)
Access textbook’s website resources, at:
http://www.phschool.com/atschool/txtbk_res_ss.html
- GA! (Government Alive!); TCI Pub.
Access electronic resources at TeachTCI, at:
http://www.teachtci.com
________________________
GOV: 1A
_______________________
GOV: 7B 12A
_______________________
GOV: 9A 12B 12C
1
United States Government School Curriculum 2012
DAY 2 CONCEPTS
9:15 PREVIEW
Origins of American
Government
ROOTS
 Historical Origins of
American Democracy
 Declaration of
Independence
 Creating the
Constitution
What ideas gave birth to
the world’s first modern
democratic nation?
Students enter the room where
desks have been arranged in
groups of 3.
Key Figures / Documents:



Locke’s Second Treatise
of Government; MAGp.11
Jefferson’s Declaration of
Independence; MAGp.40- 43
Jefferson & Madison’s
Letters of Liberty; MAG p. 78
Set the Stage: Have students
take the Greece, Rome, or
Home Challenge [GA! Ch 3
Presentation Slides 2 and 4]
Preview: Have students
answer the four PREVIEW
questions from GA! Ch. 3
materials.
 Summer School teachers
are required to take at
least one grade each
day!
 Plan ahead noting
underlined items
needed for each class.
- Will copies need to be
made for your next day’s
class?
- Will a teacher-created
PowerPoint be necessary
for delivery of some
content?
I
Roots of U.S.
Democracy
II
Origins of U.S.
Democracy
III
Declaration of
Independence
Identify major Documents &
Thinkers influencing the
Origins of the American
system of government – a
democratic republic.
GA! Activity: The “Interviews of
Historical Figures” activity
provides an opportunity for
students to gain deeper
understandings about the ideas
of specific historical eras and the
people connected to the Roots of
American Democracy. Distribute
copies of Student Handout 3A –
3D. Note: You will need
students in EIGHT groups to
complete this activity.
Alternately, you could create
learning stations with the
biographical information of each
figure and allow students to
move from station to station to
complete Graphic Organizer
Student Handout 3D.
The “Interviews of Historical
Figures” activity concluded with
the interview of Jefferson and
provides the opportunity to
segue into the next activity
analyzing background events to
The Declaration of
Independence and key features
of this document.
Activity:
Students will now examine
the roots of American
Government . Distribute
copies of GA! Ch. 3 Student
Text and GA! Ch. 3
Notebook Guide and
Notebook Handout 3 (you
will need to pre-cut
illustrations). Students
should complete Reading
Notes for sections 3.2 and
3.3.
Conclude activity with brief
discussion and check
completion of the Reading
Notes – telling them to hold
on to this as it will be a tool
they can use in the final
graded assessment today.
Optional: Roots of
American Democracy Quiz
http://www.rcs.k12.va.us/cs
jh/civics/roots.htm
Plan to make thorough use of the TCI Government Alive! website.
 Watch the 5 minute guided tour, and open the user guide for important features.
Consider the following:
 Project the Student Text while students are engaged in Reading Notes activities. You can discuss
images in the book, click on key terms, and highlight important text.
 Use the Reading Challenge to engage students in quick (and FUN!) checks for understanding.
 Continually connect content to the Essential Question for each chapter.
 Be sure your speakers are hooked up to use the Audio Clips embedded in Presentations.
Basic Concepts of
U.S. Democracy
Identify basic concepts upon
which the American
democracy rests.
Evaluate whether and/or when
the obligation of citizenship
requires that personal
interests be sub-ordinated to
the public good.
Conclude the previous activity by
having students examine MAG
CH 1 Sec 3 – identifying basic
concepts essential to a
Democracy’s success. Have
students evaluate: What is the
obligation of citizenship in a
political system like America’s
where the rights of the individual
are highly valued? and When
should our individual interests be
subordinated to the public good?
For EACH Lesson:
 Preview the Presentation
 Read over Procedures
 Be sure to have all necessary Materials ready before class
 Utilize resources for Differentiating Instruction
_______________________
GOV: 1B 1C 1D 1F 14B
© Austin Independent School District, Summer 2012
______________________
GOV: 7F 13B
Explain how Britain’s colonial
policies contributed to the
growth of self-government..
Analyze the ideas in the
Declaration of Independence.
[Recommended sites for this
activity:
- NARA’s website for DOI
resources
- Discovery Education
Streaming - The American
Revolution: From Colonies to
Constitution: The Road to
Revolution ]
IV
ASSESS
- Allow students to use their
“Roots” Graphic Organizer
and other notes / readings
when completing the –
Mastering the Content
and/or Exploring the
Essential Question portion
of the GA! Ch. 3
Assessment
When done with the
assessment students should
complete the GA! Reading
Notes from Notebook Guide
3 (Sections 4-6) using their
copies of the Student Text.
Setting the Stage: Provide
survey of background events
leading up to the Declaration of
Independence using an
appropriate video clip of 25 min.
max. Discuss video clip and
check students’ understanding
of this pivotal period leading up
to the nation’s founding.
Activity: Direct students to a
copy of the Declaration of
Independence, MAG p. 40-41
Provide or have students create
three-column charts with the
headings
- Basic Rights,
- Wrongs Committed
- Colonists’ Intentions
Using post-its, students place
sentences lifted from this
primary source into the
appropriate column. Discuss
student’s “noticings” using their
charts.
_______________________
GOV: 14B
_______________________
GOV: 1E 1D
2
United States Government School Curriculum 2012
DAYS 3 CONCEPTS
The Constitution





Constitutional
Convention
Constitutional
Principles
Federalist Papers
Ratification
Amendment
Process
Key Figures / Case:


James Madison
Marbury v. Madison
9:15 PREVIEW
BALANCING
POWER & RIGHTS
I
Creating the
Constitution
How and why did the
framers distribute power in
the Constitution?
Identify the Framers of the
Constitution and discuss
the proceedings at the
Philadelphia Convention.
Distribute the GA! Opening
Reading, “Goss v. Lopez” to
students as they enter. You
may wish to post discussion
questions you will ask about
the case and the importance
of a constitution for them to
consider as they read the
handout.
Discuss relevance of case
for students and the
relevance of a constitution.
Do people in all nations
today have their rights
protected in a written
constitution?
 Summer School teachers
are required to take at
least one grade each
day!
 Plan ahead noting
underlined items
needed for each class.
- Will copies need to be
made for your next day’s
class?
Tell students they will be
examining more interesting
Constitutional cases in class
today – and throughout this
course. Give each student a
Post-It to mark the beginning
of the Constitution at the
back of the textbook.
Tell them this will make for
easy referencing throughout
the rest of the course!
- Will a teacher-created
PowerPoint be necessary
for delivery of some
content?
Compare the Virginia and
New Jersey Plans in the
Constitutional Convention.
Analyze the conflict(s)
between the Federalists
and the Anti-Federalists.
The GA! Reading Notes
from Notebook Guide 3,
Sections 4-6 assigned at
end of yesterday is student’s
opening preview task today.
Lead a discussion of this
section and their findings
with emphasis on
addressing the two
objectives above.
Optional recommendations:
- NARA website, including:
Constitution or
America’s Founding
Fathers: Delegates to the
Constitutional Convention
- Discovery Education
Streaming videos:
“Composing the Constitution”, 3:35
min
“Establishing the Bill of Rights”,
3:50 min
WEB -The Founding Fathers web
site, The Federalist Papers
WEB, LRE Game: Constitution
Relay
WEB, LRE Game: Federalists v
Anti-Federalists
VIDEO, Discovery Education
Streaming, Ssssshhhh! We're
Writing the Constitution!
VIDEO, TeacherTube, Humorous
Introduction to Marbury v. Madison
______________________
GOV: 1D 1E
© Austin Independent School District, Summer 2012
II
The Constitution
& Constitutional
Principles
Examine the fundamental
governing principles on which
the Constitution is
based and how those
principles are embodied in the
document.
Analyze how the Constitution
establishes a limited
government in which powers
are distributed among different
levels and branches.
Summarize how the various
elements of the Constitution
exemplify efforts by the
framers to divide power.
Activity,
GA! CH 4 Lesson
Distribute copies of Notebook
Handout 4, Student Handout
4A (you will need to cut these
into cards in advance),
Student Handout 4B,
Information Master 4C,
Student Handout 4C (you will
need to cut these into cards in
advance), Student Handout
4D, and Student Handout 4E
(three pages).
Each of the above objectives
are addressed in this lesson.
Teachers should be certain to
emphasize:
 Marbury v. Madison in the
discussion of Judicial
Review!
 Discuss the formal and
informal methods to amend
and interpret the Constitution
with the class.
For each method, …
_______________________
GOV: 7A 7D 8C 8E 8F
III
The Constitution
& Ratification
Continue with Activity,
GA! CH 4 Lesson
…have students write an
explanation and describe
how the process follows the
principles of the
Constitution.
and
 Define republicanism.
After the Constitutional
Convention, people asked
Ben Franklin what kind of
government the new
Constitution would create.
“A republic, if you can keep
it,” he replied. Students
should consider Franklin’s
meaning. [See reading in
the GA! Student text, p. 6061.]
IV
The Amendment
Process
Coverage of this information
can be provided using various
resources –
i.e. GA! Notebook Guide 4.3 /
MAG Ch3, Sec 2-3 GRW
ASSESS

GA! Ch. 4
Assessment:
Mastering the
Content and/or
Exploring the
Essential Question
Ratification
Analyze debates and
compromises necessary for
ratifying the Constitution.
Analyze how “The Federalist
Papers” explain the
principles of the American
constitutional system of
government.
Activity, Have students
complete the Guided
Reading Activity for
MAG CH 2, Sec. 5. Consider
providing incentive that
allows them to use this
finished product on the
day’s assessment.
_______________________
GOV: 1D 7C
_______________________
GOV: 7E
3
United States Government School Curriculum 2012
DAYS 4 CONCEPTS
9:15 PREVIEW
The Bill of Rights &
Civil Liberties
BALANCING POWER
& RIGHTS
Protecting Our
Liberties
Protecting Our
Liberties
Protection Against
Abuses of Power
Rights & Powers of
States & the People
Coverage corresponds to
2nd Six Weeks
How are your rights
defined and protected
under the Constitution?
Examine the Bill of Rights
and Supreme Court
decisions and explain the
evolution of the first 10
amendments.
Debate landmark Supreme
Court cases to explore what
happens when rights
conflict.
Activity, (cont.)
GA! CH 5 Lesson
Evaluate a current situation
involving a conflict of
rights to determine what
they believe is
constitutional and fair.
 Defining & Protecting




Your Liberties
Your First
Amendment Rights
Protections Against
Abuses of
Government Power
Your Rights in the
Legal System
Rights & Powers of
the
States and the People
Key Figures / Case:

Schenck v. United States
 Summer School teachers
are required to take at
least one grade each
day!
 Plan ahead noting
underlined items
needed for each class.
- Will copies need to be
made for your next day’s
class?
Have students complete
GA! Preview 5 (see below).
Distribute Notebook Guide 5.
Students will examine a schoolbased situation in which a
conflict of rights is at issue
and explain what they think is
fair:
“A high school principal has
reason to suspect some
students of bringing weapons
onto campus. After receiving
a tip from a teacher, the
principal searches the lockers
of three students and finds a
knife and a small handgun
in one student’s locker. The
other two lockers turn
up nothing.
1. In this situation, what rights
do the students assigned
to these lockers have?
2. What rights does the
principal, acting on behalf of
the student body, have?
3. On a high school campus,
should authorities be
allowed to search student
lockers whenever they want?
I
Discuss the meaning and
significance of each right
secured by the Bill of
Rights.
Activity:
GA! CH 5 Lesson
Distribute copies of Student
Text, and Notebook
Handout 5.
II
Activity, (cont.)
GA! CH 5 Lesson
Distribute copies of Student
Handout 5 A-D (one for each
group), Student Handout 5E
(for all groups), and
Information Master 5C (or
project for all students).
III
A possible video to consider
incorporating into this portion
of the lesson is Future Fright:
Losing the Bill of Rights. This
24-minute video poses the
question, What would happen
if our government eliminated
the Bill of Rights? After living in
a remote jungle without media
access, the Gordon family
returns to the United States to
realize that the Bill of Rights is
no longer in effect. Viewers
are left to contemplate what
choices they would make if
faced with a world in which
basic rights are not
guaranteed.
(Video can be found on
YouTube and other locations
provided in a web search by
title.
Click here for Teacher Guide.)
Optional: WEB, LRE's The Bill of
Rights Match Game
- Will a teacher-created
PowerPoint be necessary
for delivery of some
content?
Activity, (cont.)
GA! CH 5 Lesson
Recommend that the teacher
prepare “current news stories
or events” beforehand –video
news clips, articles from
paper, etc. and gather a wide
selection to be distributed to
students to examine for use
in the Processing Activity
addressing the final objective
listed above.
Identify a current news story
or event, or a situation from
your own life, in which rights
are in conflict—either
between two individuals,
between an individual and
society, or between an
individual and the
government. Then:
1. Briefly describe the
situation.
2. Identify the rights held by
one of the parties.
3. Identify the rights held by
the opposing party.
4. Based on what you know
about the Constitution,
whose rights should take
priority? Why?
ASSESS

______________________
GOV: 7G 13C 16B
© Austin Independent School District, Summer 2012
IV
_______________________
GOV: 13D
_______________________
GOV: 13A
GA! Ch. 5
Assessment:
Mastering the
Content and/or
Exploring the
Essential Question
_______________________
GOV: 13E 13F
4
United States Government School Curriculum 2012
DAY 5 KEY CONCEPTS
Federalism
 Division of Powers
- National
- State
- Local
 Summer School teachers
are required to take at
least one grade each
day!
 Plan ahead noting
underlined items
needed for each class.
- Will copies need to be
made for your next day’s
class?
- Will a teacher-created
PowerPoint be necessary
for delivery of some
content?
9:15 PREVIEW
BALANCING POWER
How does power flow
through our federal system
of government?
Students examine the
advantages and disadvantages
of sharing decision
making with their parents.
Provide students with the Venn
Diagram for this activity from
Notebook Guide 6 Preview.
Explain the connection
between the Preview and
Chapter 6. Point out that
just as students share
decisions with their parents,
there is a system of shared
powers between the national
and state governments. Th is
system is called federalism. As
in a family, this system has
many benefi ts, but there are
also drawbacks that can cause
tension and confl ict. In this
chapter, students will learn
about the roles and responsibilities of the different levels
of government, as well as
analyze the purpose and
function of the U.S. federal
system.
© Austin Independent School District, Summer 2012
I
The Federal
System
II
Challenges of
Federalism
III
Issues of
Dividing Powers
Identify the benefits and
drawbacks of the federal
system.
Analyze historical and
current challenges to
defining national and state
powers.
Summarize the roles and
responsibilities of
national, state, and local
governments.
Recommended video:
Democracy in America
This 15-part series
(Educational Film Center,
2003) explores important
topics in American democracy,
such as citizenship and civil
rights.
In Part 3, “Federalism: U.S. v
the States,” viewers follow
modern conflicts between the
national and state
governments over the
distribution of
powers in the federal system,
including the story of the gray
wolf in Yellowstone National
Park. This series can be
viewed online at no cost at
Annenberg Media,
http://www.learner.org.
Though the data is
somewhat outdated (2005)
the GA! Activity in the CH 6
Lesson Guide on the Health
Insurance crisis is a timely
issue and therefore makes
this activity worth
considering – clearly
addressing the issue of
whose purview is this
problem – the states or
federal government?
Recommend teachers use the
“Quicker Coverage” methods
to complete
GA! CH 6 Lesson
Introduce the Essential
Question and have students
read Section 6.1.
Then ask,
• Why did the gray wolf
population become a
government issue?
• What were the national
government’s arguments?
• What were the state
governments’ arguments?
• How do you think power
might flow through our federal
system of government?
Place students in groups of
three to read and complete
the Reading Notes for
Sections 6.3 to 6.5, dividing
the reading so that each
student is responsible for one
section. Then have students
take turns sharing the
information from their assigned
section with the group.
Shorten the Activity Have
students analyze and discuss
a single case study
rather than all three. The case
presented on Student
Handout 6C: Federalism
and Air Pollution Laws is
recommended, as it
demonstrates a struggle of
both the national and state
governments to define their
powers in the federal system.
________________________
GOV: 9D
OPTIONAL WEB Lesson,
"State of the States" - in this
web research activity, students
examine the budgets and
demographics of different
states and decides how
effectively each state serves
the needs of its citizens making principle use of the site
http://www.census.gov/govs/st
ate/
IV
Understanding
How to Use the
Federal System
Demonstrate how to use
the federal system to
create change in a public
issue.
Processing activity.
Tell students that a 2006
study conducted by the
Center for Information and
Research on Civic Learning
and Engagement found that
only 10 percent of young
people age 15 to 25 felt they
could personally make a
great difference in solving
community problems.
Another 45 percent felt they
could make some difference.
The study cited a number of
reasons for this lack of confidence, including a distrust of
government, misinformation,
and low interest. Explain that
students will now create a
public service flyer to help
young people understand
how to use the federal
system to effect change in
issues of importance to them.
ASSESS

_______________________
GOV: 8H 9C 14A
______________________
GOV: 9B
GA! Ch. 6
Assessment:
Mastering the
Content and/or
Exploring the
Essential Question
_______________________
GOV: 2A
5
United States Government School Curriculum 2012
DAY 6 CONCEPTS
Political Behavior


Participation in
Democracy
Parties, Interest
Groups, & Public
Policy
 Summer School teachers
are required to take at
least one grade each
day!
 Plan ahead noting
underlined items
needed for each class.
- Will copies need to be
made for your next day’s
class?
9:15 PREVIEW
POWER TO THE
PEOPLE
How can you make a
difference in a democracy?
Focus students’ attention on the
American electorate by
indicating the following quote
provided on the board / screen:
“It is not the function of our
Government to keep the citizen
from falling into error; it is the
function of the citizen to keep
the Government from falling into
error.” - Justice R. H. Jackson,
1950
Ask:
How can American citizens
“keep the Government from
falling into error?”
I
Citizen
Participation in a
Democracy
Examine paths to U.S.
citizenship and the rights
and responsibilities of
U.S. citizens.
Identify forms of civic
participation.
GA! Chapter 7
Reading Notes Sections 24. Distribute copies of
Student Text and Notebook
Guide 7.
II
Applying Forms of
Civic Participation
Analyze methods of bringing
about political change or
maintaining the status quo.
Develop a plan to address a
local, national, or
international problem.
Activity:
GA! CH 7 Lesson
Distribute copies of Student
Handout 7A & 7B and
Information Master 7.
III
Parties, Interest
Groups, & Public
Policy
Analyze the roots of political
parties and the role parties
play in the political process
and public policy
development.
IV
ASSESS

GA! Ch. 7
Assessment:
Mastering the
Content and/or
Exploring the
Essential Question

GA! Ch. 8
Assessment:
Mastering the
Content and/or
Exploring the
Essential Question
Identify the organization of
political parties, including
third parties, and evaluate
how participation in parties
affects the government.
Analyze the platforms of
political candidates and
parties.
Evaluate the significance of
interest groups in terms of
their goals, methods, and
influence on government and
public policy.
GA! Chapter 8
Reading Notes: Sections 1-4.
Distribute copies of Student
Text and Notebook Guide 8.
- Will a teacher-created
PowerPoint be necessary
for delivery of some
content?
Recommended Website:
IDEALog - great tutorial and self-test on political ideology. You can register as an
instructor and get class results & report - great for chapters on political issues and
public opinion. Each of the 20 questions come from a poll that has been given in the
past - Gallup, Pew, etc.
__________________
GOV: 11C 14C 15A
© Austin Independent School District, Summer 2012
__________________
GOV: 2A 2B 15A 15B
You will most likely NOT be
leading students in the Activity
for this chapter (unless you hae
extra time!) but BE SURE to
allow students to take the
Political Issues Survey:
Student Handout 8A as part of
today’s activities.
_____________________
GOV: 11A 11B 15C16A
6
United States Government School Curriculum 2012
DAY 7 CONCEPTS
Political Behavior


Public Opinion &
the Media
Political
Campaigns &
Elections
 Summer School teachers
are required to take at
least one grade each
day!
9:15 PREVIEW
The Power of Media
To what extent do the media
influence your political views?
Focus students’ attention on the
issue of the media in politics by
having them read GA! Chapter 9
introduction and completing the
Preview Activity in Notebook
Guide 9.
 Plan ahead noting
underlined items
needed for each class.
- Will copies need to be
made for your next day’s
class?
- Will a teacher-created
PowerPoint be necessary
for delivery of some
content?
I
Public Opinion &
the Media
II
Campaigns & the
Media
Analyze the role of the
media in shaping public
opinion.
GA! Chapter 9 Activity:
Creating a Campaign
Commercial.
Evaluate the extent to
which the media act as a
free press.
Distribute copies of Information
Master 9 and Student
Handouts 9A & 9B.
III
Political
Campaigns &
Elections
Identify ways in which voting
rights in the United States
have expanded over time and
identify current qualifications
for voting.
IV
ASSESS

GA! Ch. 9
Assessment:
Mastering the
Content and/or
Exploring the
Essential Question

GA! Ch. 10
Assessment:
Mastering the
Content and/or
Exploring the
Essential Question
Analyze the process for
nominating candidates at all
levels of government.
Analyze the influence of
media coverage, political
advertising, and public
opinion polls on local,
state, and national
elections.
Plan for and participate in a
debate of current political
issues.
Identify persuasive
techniques and their
application in U.S.
campaigns.
Identify how elections are
funded and how funding is
regulated.
Analyze party identification
and voter behavior in the
United States.
GA! Chapter 9
Reading Notes Sections 25. Distribute copies of
Student Text and Notebook
Guide 7.
Recommended:
GA! Chapter 10
“Quicker Coverage plan”
Recommended Websites:
The Living Room Candidate This website provides Presidential Campaign Commercials from 1952 – 2008.
Consider incorporating one or more into your discussions today of topics such as influencing public opinion and the
media.
Optional handout useful in discussing these is provided, “Questions for Analyzing Ads” (source: C-SPAN)
TYLA’s VoteAmerica This latest instructional video continues a longstanding tradition of the Texas Young Lawyers
Association's commitment to producing quality, law-focused education programming for the citizens of Texas and
beyond. VoteAmerica traces the history of the voting rights struggle in the U.S. and fully addresses the first objective
listed for GA! CH 9.
Travis County Voter Registration web site
Optional Video: “Last Man Standing: Politics Texas Style” (copy provided in notebook) This somewhat memorable
film from SXSW2004 follows the political campaigns of Republican Rick Green and Democrat Patrick Rose – and
also features such notables as Ann Richards and Karl Rove. The story is woven in with a side story of the democratic
ticket in Texas and the history of the Democratic Party in Texas. NOTE: Contains occasional strong language,
teacher is cautioned to preview ahead of time to assess the film’s appropriateness for all of their classes.
______________________
GOV: 2A 2B 19A 19B
© Austin Independent School District, Summer 2012
_________________________
GOV: 15C
Explain what the nominating
process is - a critical first step
in the election process.
Describe the caucus /
nominating methods - including
primary elections, political
conventions, petitions, general
elections.
______________________
GOV: 3A 3B 3C 10A 10B 10C
14D 17B
7
United States Government School Curriculum 2012
DAY 10 CONCEPTS
Legislative Branch
 Lawmakers &
Legislatures
 Congressional
Lawmaking
Coverage corresponds to
3rd Six Weeks
 Summer School teachers
are required to take at
least one grade each
day!
 Plan ahead noting
underlined items
needed for each class.
- Will copies need to be
made for your next day’s
class?
- Will a teacher-created
PowerPoint be
necessary for delivery of
some content?
9:15 PREVIEW
REPRESENTATION
What makes an effective
legislator?
Focus students’ attention
on the United States
Congress by writing the
following quote on the
board:
“Though the President is
Commander in Chief,
Congress is his
commander…this is not a
Government of kings…,
but a Government of the
people, and … Congress is
the people.”
I
II
Congressional
Lawmaking
ASSESS
Analyze the formal and
informal qualifications for
members of Congress.
Compare the organization of
the legislative branch at the
national and state levels.
Explain the formal process
of how a bill travels through
Congress, including the role
of committees.

Identify the enumerated
powers of the legislative
branch and the checks
provided by the
Constitution to that branch
on the other branches of
government.
Analyze graphs, tables,
diagrams, and political
cartoons to understand the
responsibilities and
challenges of being a
legislator.
GA! Ch. 11
Assessment:
Mastering the
Content and/or
Exploring the
Essential Question
GA! Chapter 11
Reading Notes Sections 1-5.
Distribute copies of Student
Text and Notebook Guide 7.
GA! Chapter 11
Reading Notes continued

GA! Ch. 12
Assessment:
Mastering the
Content and/or
Exploring the
Essential Question
Optional GA! Chapter 11
Activity: New Congressional
Staff Orientation.
Optional:
Do you agree with this
statement? Why or why not?
A suggested way of capturing
students attention today and
reviewing the roles of those in
Congress is to project
selected clips from
”The Many Roles of a Member
of Congress” feature on the
Center on Congress at
Indiana University website.
Direct students to MAG
Text, pp. 294-304
“Expressed Powers”
 On separate slips of
paper, write the numbers
1-27. Have students
draw numbers and
assign each student the
expressed power that
corresponds with the
number chosen.
 Then have students
prepare a brief
presentation of their
expressed power, stating
the importance of the
power with examples
from real life where the
power has been
exercised.
______________________
GOV: 3A 3B 3C 8A 8E 10C
© Austin Independent School District, Summer 2012
IV
Lawmakers &
Legislatures
- (U.S. Rep. T. Stevens, 1867)
Ask:
What does “Congress is the
people” mean?
III
Lawmakers &
Legislatures
Identify other factors that
influence the lawmaking
process.
Recommended:
GA! Chapter 12
“Quicker Coverage plan”
Examine “How a Bill Becomes
a Law”; MAG, pp. 345.
 Summarize the process for
a bill in both the House and
the Senate.
 VIDEO: School House
Rock’s “I’m Just a Bill”
available on Youtube.
RECOMMENDED:
Website, TexasLRE’s “Branches of the Government” game
Video, SchoolHouse Rock’s “I’m just a bill on capitol hill …”
Website: “The Dynamic Legislative Process” - The typical textbook description of the
legislative process, though technically valid in some respects, is woefully inadequate in
describing the fascinating, vibrant, often "messy" reality of how a bill becomes law. This
module allows you to compare the typical textbook process with the more realistic
"dynamic" process, and you will see how our untidy process has produced solid results.
http://www.centeroncongress.org/modules/Legislative_Process/main.htm
Website, How A Bill Becomes a Law flowchart
Website, Library of Congress for Teachers,

“Analyzing Political Cartoons in the classroom”;

“It’s No Laughing Matter” online activity
U.S. Senate and U.S. House of Representatives
Texas Redistricting - Census 2010 district maps and reports are available in the Current
Cycle section.The Texas Legislative Council provides online and hard copy maps and
reports of redistricting plans and current districts of the Texas Senate, Texas House of
Representatives, Texas delegation to the U.S. Congress, and State Board of Education.
Maps of county election precincts, voting tabulation districts, and other geography
associated with redistricting are also available.
________________________
GOV: 8A 14C
______________________
GOV: 8A
8
United States Government School Curriculum 2012
DAY 11 CONCEPTS
Executive Branch
 Chief Executives &
Bureaucracies
 The Federal Budget
 Summer School teachers
are required to take at
least one grade each
day!
 Plan ahead noting
underlined items
needed for each class.
- Will copies need to be
made for your next day’s
class?
- Will a teacher-created
PowerPoint be necessary
for delivery of some
content?
9:15 PREVIEW
LEADERSHIP
What qualities do modern
presidents need to fulfill
their many roles?
Focus Activity:
Focus students’ attention
on the executive branch
by discussing the following
quote on the board:
“When I ran for the
presidency…I knew this
country faced serious
challenges, but I could not
realize—nor could any
man who does not bear
the burdens of this
office—how heavy and
constant would be those
burdens.”
- President John F. Kennedy
I
II
Chief Executives &
Bureaucracies
Chief Executives &
Bureaucracies
Compare the formal and
informal qualifications of
national, state, and local
chief executives.
GA! Chapter 13 Activity:
Creating an Exhibit for a
Presidential Library and
Museum
Identify the responsibilities
and roles of the modern
president and the ways in
which presidential power
has increased over time.
III
IV
The Federal Budget
The Federal Budget
Does the federal
government spend your tax
dollars wisely?
GA! Chapter 14 Activity:
Proposed Spending Plan
Examine the historical and
modern roles of the
president and the executive
branch in the budget
process.
Assess

GA! Ch. 13
Assessment:
Mastering the
Content and/or
Exploring the
Essential Question

GA! Ch. 14
Assessment:
Mastering the
Content and/or
Exploring the
Essential Question
Analyze the responsibilities
and budgets of selected
departments in the federal
bureaucracy.
Explain the organization
and functions of the
executive branch.
Describe the role and
impact of government
bureaucracies.
Compare the ways in which
the national, state, and local
governments raise revenue
and make expenditures.
Evaluate the current
president based on
performance in various
presidential roles.
Defend a position on how
well the federal government
budgets and spends
tax dollars.
GA! Chapter 13
GA! Chapter 14
Recommended:
The Presidential Timeline - The Presidential Timeline provides a single point of access to an ever-growing selection of digitized
assets from the collections of the twelve Presidential Libraries included in the National Archives system. Among these assets you’ll
find documents, photographs, audio recordings, and video relating to the events of the presidents’ lives. The goal of the project is to
make these resources readily and freely available to students, educators, and adult learners throughout the world.
______________________
GOV: 8B 8D 8G 10B
© Austin Independent School District, Summer 2012
______________________
GOV: 8B
______________________
GOV: 5A 5B 5C 5D 6A 6B
18A 18B
______________________
GOV: 5A 5B 5C 5D 6A 6B
9
United States Government School Curriculum 2012
DAY 12 CONCEPTS
JUDICIAL BRANCH
 Courts, Judges, and

the Law
The Criminal Justice
System
 Summer School teachers are
required to take at least
one grade each day!
 Plan ahead noting
underlined items needed
for each class.
- Will copies need to be
made for your next day’s
class?
- Will a teacher-created
PowerPoint be necessary
for delivery of some
content?
9:15 PREVIEW
JUSTICE
How is the U.S. judicial
system organized to
ensure justice?
Focus Activity:
Project Transparency 15:
Preview 15 Images and
distribute Notebook
Guide 15. Students will
analyze a montage of
photos that relate to the
judicial system. Once
they are done, discuss
their answers to the
questions. Next, explain
the connection between
the Preview and Chapter
15. Tell students that
they will now learn how
the judicial branch is
structured and how it
functions and become
acquainted with the
various courts that make
up this system. After
examining the judicial
system closely, they will
consider whether it is
structured in a way that
ensures justice or
whether there are
weaknesses in the
system that might hinder
the pursuit of justice.
I
Courts, Judges,
and the Law
II
Courts, Judges,
and the Law
Identify the organization and
jurisdiction of federal, state,
and local courts and the
interrelationships among the
various types of courts.
GA! Chapter 15 Activity:
The U.S. Court System
IV
The Criminal
Justice System
From doing the crime to
doing time: How just is our
criminal justice system?
Continue GA! Ch. 16
Lesson – Activity:
Dexter v. Michigan
State Prosecutor.
.
Identify the constitutional
rights of individuals in the
criminal justice system.
Determine the role that
judges play in the court
system and describe the
ways they are appointed.
Describe what happens
during each stage of the
criminal justice process.
Explain the structure,
function, and process of the
Supreme Court.
Explain how an individual’s
due process rights uphold
the principles of limited
government and judicial
review.
State and support an opinion
on how effective the U.S.
judicial system is in
ensuring justice for all.
Assess

GA! Ch. 15
Assessment:
Mastering the
Content and/or
Exploring the
Essential Question

GA! Ch. 16
Assessment:
Mastering the
Content and/or
Exploring the
Essential Question
Analyze whether a defendant
was afforded due process in
the criminal justice system.
GA! Chapter 15 Reading
Notes
GA! Chapter 16 Reading
Notes
Recommended websites:
Supreme Court of the United States
Our Courts (Student-centered e-Learning modules developed
through the Civics Education program spearheaded by former
Justice Sandra Day O'Connor
Staging Mock Trial resources:
Directory of Free Resources from the Constituional Law
Foundation
ABA's Mock Trial Guide
Supreme Court Case Brief student blank template.doc
Mock Jury Deliberation Handouts packet
Mock Trial Handouts packet
______________________
GOV: 8C 8F 6A 6B
© Austin Independent School District, Summer 2012
III
The Criminal
Justice System
______________________
GOV: 8C 8F
______________________
GOV: 13A 13D 13E 17A
______________________
GOV: 13A 13D 13E 17A
10
United States Government School Curriculum 2012
DAY 13 CONCEPTS
The United States &
the World
 Foreign Policy
 Global Issues
9:15 PREVIEW
How should the United
States conduct a foreign
policy?
Focus Activity:
Focus students’ attention
on the executive branch
by discussing the
following quote on the
board:
I
Creating American
Foreign Policy
Explain how access to key
natural resources is
important to the creation of
U.S. foreign policy.
II
.
GA! Chapter 17 Activity:
Conducting an NSC
Meeting
III
Confronting Global
Issues (if time allows)
How effectively do
international organizations
respond to global issues?
GA! Chapter 18 Lesson
Analyze how U.S. actions
affect selected places and
regions.
IV
Assess

GA! Ch. 17
Assessment:
Mastering the
Content and/or
Exploring the
Essential Question

GA! Ch. 18
Assessment:
Mastering the
Content and/or
Exploring the
Essential Question

Assign/Begin Final
Exam Review
Examine how foreign policy
and economic goals are
interrelated.
Identify the roles of the
executive and legislative
branches in creating U.S.
foreign policy.
GA! Chapter 17 Reading
Notes
______________________
GOV: 4A 4B 6A 6B
______________________
GOV: 4A 4B 6A 6B
DAY 14
LESSON IDEAS
9:15 – 10:00
10:00 – 11:00
11:00 – 12:25
12:25 – 1:45
Final Exam
Teachers should
develop creative
strategies for the
Final Exam review.
Review for Final
Continue Review
for Final
FINAL EXAM
FINAL EXAM
© Austin Independent School District, Summer 2012
11