Collierville Schools Standard U.S. Government & Civics Scope and Sequence Pacing Standards Learning Targets Supporting Text(s) Assessment Description(s) Weeks 1 – 4.5 GC.1 Cite textual evidence and evaluate multiple points of view to analyze the influence of ancient Greek, Roman, and leading European political thinkers such as John Locke, Charles-Louis Montesquieu, Niccolò Machiavelli, Jean Jacques Rousseau, and William Blackstone on the development of United States government. GC.2 Determine the central ideas in passages from Democracy in America to examine the character of American society, including its religious, political, and economic character, as articulated by Alexis de Tocqueville. GC. 45 Compare and contrast the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes. GC.5 Summarize with supporting evidence why the Founding Fathers established a constitutional system that limited the power of government. Define government and the powers every government holds. Describe the four defining characteristics of the state. Identify the theories that attempt to explain the origin of the state. Understand the purpose of government in the United States and other countries. Classify governments according to three sets of characteristics. Define systems of government based on who can participate. Identify different ways that power can be distributed, geographically, within a state. Describe a government by how power is distributed between the executive branch and legislative branch. Understand the foundations of democracy. Textbook Chapters 1, 2, 3 The Declaration of Independence The U.S. Constitution The Federalist Papers Democracy in America Students will take a unit test upon the standards listed. Reading activities to support learning will be assessed based upon classroom discussion and completion of related assignments. trial
voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. GC.46 Describe the Civil Rights Movement and analyze resulting legislation and legal precedents. GC.26 Explain the history of the nomination process for presidential candidates and the increasing importance of and difference between primaries, caucuses and general elections. GC.27 Analyze appropriate textual evidence to evaluate the roles of polls and campaign advertising, and examine the controversies over campaign funding. GC.30 Examine information in diverse formats and media to analyze trends in voter turnout and the causes and effects of reapportionment and redistricting. Identify and explain constitutional restrictions on the States’ power to set voting qualifications. Identify the universal requirements for voting in the United States. Explain the other requirements that States have used or still use as voting qualifications. Describe the 15th Amendment and the tactics used to circumvent it in an effort to deny African Americans the vote. Explain the significance of the early civil rights legislation passed in 1957, 1960, and 1964. Analyze the provisions and effects of the Voting Rights Act of 1965. Explain the problem of nonvoting in this country, and describe the size of the problem. Understand the sociological and psychological factors that affect voting and how they work together to influence voter behavior. Explain why the nominating process is a critical first step in the election process.
determine the “original intent” of the Founding Fathers. GC.22 Identify the organization and jurisdiction of federal, state, and local courts and the interrelationships among them. Describe the structure and jurisdiction of the federal courts of appeals. Define the concept of judicial review. Outline the scope of the Supreme Court’s jurisdiction. Explain how reach the Supreme Court. Weeks 15-16 GC.15 Evaluate various interpretations and determine which explanations best accord with textual evidence to understand the changing interpretations of the Bill of Rights over time including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and clauses of the 14th Amendment through examination of the following cases: · Mapp v. Ohio · Tinker v. Des Moines · Engel v. Vitale · Schenck v. United States · Gideon v. Wainwright · Brandenberg v. Ohio · Texas v. Johnson · Reno v. American Civil Liberties Union GC.18 Explain the controversies that have resulted over evolving interpretations of civil rights, including those in: (H, P) · Plessy v. Ferguson · Brown v. Board of Education · Miranda v. Arizona Explain how Americans’ commitment to freedom led to the creation of the Bill of Rights. Understand that the rights guaranteed by limited government are not absolute. Show how federalism affects individual rights. Describe how the 9th amendment helps guarantee individual rights. Examine why a free society cannot exist without free expression. Describe the “wall of separation” between church and state” set up by the Establishment Clause of the First Amendment. Summarize the Supreme Court rulings on religion and education Textbook Chapters 19, 20, 21 The U.S. Constitution Students will take a unit test upon the standards listed. Reading activities to support learning will be assessed based upon classroom discussion and completion of related assignments.