CIVICS - Elective

Grades 9 – 12

Submitted by:

John Russell

Social Studies Department

July 2005

INTRODUCTION

Ø The Civics course is a 9th through 12th grade Social Studies elective course. Students will be exposed to a variety of political systems and ideologies, historical development, social forces, and economic systems throughout the year. Emphasis will be placed on cooperative learning and guided inquiry rather than on teacher directed instruction as students are provided with opportunities to practice the skills acquired throughout the course. As students begin to understand and excel in this democratic setting, they will start to develop their own political beliefs and thought processes and practice what it means to be a citizen in a democracy. In addition, students will examine important constitutional issues that will impact their future. In a world that is in constant flux, it is absolutely essential that the youth of America not only exercise their right to vote when the time comes, but are educated, informed, and aware of timely issues. It is the goal of this course to lay the foundation for such active citizenship.

Goals

Ø The goals are reflective of the Civics Curriculum. They align to the New Jersey Core Curriculum Content Standards. The goals are classified as knowledge, attitude, and skills.

Knowledge Goals

All Burlington City High School students will be able to:

Ø Learn democratic citizenship and how to participate in the constitutional system of government of the United States.

Ø Learn the importance of becoming an active and informed registered voter.

Ø Acquire historical understanding of political and diplomatic ideas, forces, and institutions throughout the history of New Jersey, the U.S., and the world.

Ø Acquire understanding of the research process.

Ø Acquire understanding of the causes, effects, and consequences of major political/historical events and episodes.

Ø Learn higher order thinking skills.

Ø Understand the significance of living in a democratic society.

Attitudes

All Burlington City High School students will understand that:

Ø Stereotyping, discrimination, and prejudice are destructive, undemocratic forces that have often had catastrophic historical impact.

Ø The past impacts the present and helps shape the future.

Ø Respect and tolerance for other cultures is necessary in the study of Civics and in becoming productive members of our society.

Ø A strong commitment to the principles of democracy is essential in perpetuating our nation.

Ø The right to vote should be valued with the utmost respect.

Skills

All Burlington City High School students will be able to:

Ø Develop cooperative learning skills.

Ø Develop and improve reading comprehension skills.

Ø Develop and improve writing skills.

Ø Develop and improve oral presentation skills.

Ø Develop skills in reading, analyzing, and interpreting data in various forms.

Ø Develop skills in using primary sources.

Ø Develop and improve library and research skills.

Ø Develop and improve critical thinking skills.

Evaluation Techniques and Strategies

Ø Students will be evaluated on a continuous basis throughout the academic year utilizing a wide range of techniques. The emphasis of these measures will be placed on academic growth, self-improvement and responsible citizenship. Bloom’s Taxonomy and cooperative learning activities will be the focus of much of the evaluation. Adjustments will be made in this curriculum to meet the needs of individual students as determined by their academic progress. Student progress and curriculum effectiveness will be evaluated based on the criteria listed below.

v Ability to engage effectively in cooperative learning activities

v Correct and effective use of the English language

v Participation in class activities, role playing, and mock election activities

v Public speaking and communication skills

v Unit tests.

v Quizzes.

v Homework and notebook checks

v Critical thinking essays

v Ability to work individually

v Research papers

v Willingness to ask and respond to questions

Teaching Units

Unit 1 – Foundations of American Government (25 days)

A. Objectives, Topics, and Major Terms

Students will be able to:

Ø Describe the 4 basic characteristics of a state. (6.2B-1)

v Population

v Government

v Territory

v Sovereignty

Ø Outline the 4 most influential theories of the origins of the state. (6.2B-1)

v The Force Theory

v The Evolutionary Theory

v The Divine Right Theory

v The Social Contract Theory (John Locke, Thomas Hobbes, Jean Jacques Rousseau)

Ø Explain the purposes for which government exists. (6.2B-1)

v Analyze the Preamble to the U.S. Constitution

Ø Describe the differences between presidential and parliamentary systems of government (6.2C-3)

Ø Compare dictatorship and democracy. (6.2C-3, E-15)

v Fascist Italy

v Nazi Germany

v Soviet Union

v People’s Republic of China

v Direct Democracy

v Representative Democracy

Ø Identify the basic concepts on which American democracy is built. (6.2B-1, E-11, 14)

v Fundamental worth of the individual

v “Equality” of all persons

v Majority rule and minority rights

v Compromise

v Individual freedom

Ø Examine the basic ideas about government that the English colonists brought to America and how colonial government first developed. (6.2C-3)

v Limited and representative government

v Magna Carta 1215

v Petition of right

v English Bill of Rights

Ø Analyze the reasons the Declaration of Independence is considered a revolutionary document. (6.2B-1)

Ø Understand the basic provisions and major weaknesses of the Articles of Confederation. (6.2B-1)

v Governmental structure

v Powers of Congress

v State obligations

Ø Examine the Critical Period and the steps that led to the Constitutional Convention. (6.2B-1)

Ø Understand how the Constitution was written. (6.2B-1)

v The Virginia Plan

v The New Jersey Plan

v The Connecticut Plan

Ø Identify what major compromises were involved in the Constitutional process. (6.2B-1)

v Representation (population and equality)

v Three-Fifths Compromise

v Slave Trade Compromise

Ø Identify how the Constitution was ratified. (6.2B-1)

v Federalists

v Anti-Federalists

Ø Examine the 6 basic principles on which the Constitution was built. (6.2A-1, B-1)

v Popular Sovereignty

v Limited Government

v Separation of Powers

v Checks and Balances

v Judicial Review

v Federalism

Ø Discuss how the Constitution is a “living document”. (6.2B-1)

v Understand the processes by which formal changes can be made in the Constitution.

v Discuss means of informal changes to the Constitution

Ø Analyze the Bill of Rights. (6.2B-1)

v First ten amendments.

v Establish civil rights guarantees.

Ø Analyze Federalism and why this country has a federal form of government. (6.2A-1, 4)

v Division of powers

v Delegated powers

v Express powers

v Implied powers

v Inherent powers

v Reserved powers

v Exclusive powers

v Concurrent powers

B. Suggested Learning Activities

Ø As a preparation for reading, students will read each section’s main headings. They will write a question about each heading and look for the answers to their questions as they read.

Ø In cooperative groups, students will research one ancient government such as Greece, Rome, or Egypt. Students will report their findings to the class.

Ø Students will debate which theory of the origin of the state they believe in.

Ø Students will write their own version of the Preamble to the Constitution, listing why they think the U.S. government should exist and what its purpose should be.

Ø Students will work cooperatively to discuss the following question: Who do you think has more power, a president or a prime minister? The teacher will then facilitate a class discussion comparing each group’s ideas.

Ø Have students imagine they are the writer of the U.S. Constitution. Have them write a statement to the class explaining why they are in favor of a democratic system of government.

Ø Have students read the Bill of Rights (primary document) and identify passages that express the basic concepts of democracy.

Ø Students will create a political cartoon that expresses the concept of democracy or dictatorship.

Ø Students will write an explanation of what they think the true nature and purpose of government are. Students should illustrate points by referring to problems faced by established and emerging nations today.