Founders'+Intent+Foundations+of+Government+and+Constitutional+Underpinnings

**Sample Pacing Guide: **
**//40 minutes //** || · Define government, politics, and public policy  || -Look at public policy and develop examples of an issue, perspectives, and a solution; discussion of role of government, politics, etc.
 * **Pacing Guide (//approximate//) ** ||  **Learning Objective **  ||  **Lesson and Activity Ideas **  ||
 * **//Block 1 – //**

-Develop a form of government for the classroom (constitution, flag, emblem)

-Pose the question – “What should government do?” Divide the class into local, state and national groups; discuss

-Discuss politics as a game to win control of government and influence policy; way of resolving differences without resulting in bloodshed -Current event articles and examine public policy

-List ways the government influences your life (local, state, national) -Vocabulary squares/word walls || **//40 minutes //** || · Describe the purpose and functions of a government  || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-PPT Lecture (goals and debate value)
 * **//<span style="font-family: 'Times New Roman','serif';">Block 1 – //**

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Ask students to think about the functions of government; importance and explain why; survey class opinions

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Analyze more rules versus fewer rules; how would government look and what is the appropriate scope

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Lord of the Flies excerpt; reasons to create a government

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Balance the budget activity; make budget cuts and debate –//National Budget Simulation//

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-PPT Lecture (functions) – work to create an ideal government with examples of how they would respond/react/support w/ graphic organizer || **//<span style="font-family: 'Times New Roman','serif';">80 minutes //** || · <span style="font-family: 'Times New Roman','serif';">Identify, compare and contrast different forms of government  || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-PPT Lecture w/ graphic organizer
 * **//<span style="font-family: 'Times New Roman','serif';">Block 2 – //**

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Take 4 types of government – vocabulary square (symbols and pictures to represent type of government)

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Discuss different types of government, then have a simulation of a fictitious government (this combines objective 1, 2, and 3)

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Project with country profiles (identify country, research country, analyze other countries – //weebly//) Use the State Department web site (state.gov or, cia.gov)

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Unitary, federal, confederation (forms)

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Autocracy (theocracy, monarchy, totalitarianism, communism),oligarchy, democracy (direct/representative) (types) || **//<span style="font-family: 'Times New Roman','serif';">80 minutes //** || · <span style="font-family: 'Times New Roman','serif';">Evaluate the historical and philosophical ideas behind the development of our system of government  || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Time line in the classroom of different ideas throughout time; go back to Hammurabi’s Code, Magna Carta, to show borrowed ideas
 * **//<span style="font-family: 'Times New Roman','serif';">Block 3- //**

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Quote Federalist 51 “If men were angels. . .”

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Locke, Hobbes, Mont. (summaries of views and different viewpoints) YLI //Youth Leadership Institute//

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Compare/contrast with Locke and the Declaration of Independence <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-//Declaration of Independence (1st and 2nd)//

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Unitary, federal, confederation (forms)

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-CHOICES A More Perfect Union –a //simulation// of perspectives during Continental Congress

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Federalists vs. Anti-Federalists || **//<span style="font-family: 'Times New Roman','serif';">80 minutes //** **//<span style="font-family: 'Times New Roman','serif';">80 minutes //** || · <span style="font-family: 'Times New Roman','serif';">List and explain the principles of the //United States Constitution//  || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-6 Principles: checks and balances, judicial review, limited government, federalism, separation of power, popular sovereignty
 * **//<span style="font-family: 'Times New Roman','serif';">Blocks 4 & 5- //**

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-PPT Lecture of the 6 Principles

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Current events articles; create a scavenger hunt with news articles concerning the principles. Ask students to examine the examples and apply it to a guiding principle

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Discuss a progression of rules; elementary school rules and punishment and then the changes as students get to middle school/high school, etc. || **//<span style="font-family: 'Times New Roman','serif';">80 minutes //** **//<span style="font-family: 'Times New Roman','serif';">80 minutes //** **//<span style="font-family: 'Times New Roman','serif';">40 minutes //** || · <span style="font-family: 'Times New Roman','serif';">Demonstrate an understand the basic functions of Articles 1-7 of the //United States Constitution//  || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Divide into 7 groups – each takes an article and decode with actual language; poster projects, gallery walks, etc.
 * **//<span style="font-family: 'Times New Roman','serif';">Blocks 6, 7 & 8- //**

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Primary Source analysis and share out

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Scavenger hunt through the //Constitution// + practical problems from the //Constitution//

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Pocket book + annotated version of the //Constitution//

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Students have to draft an amendment and get it passed by 2/3 of their class (House) and 2/3 of the Senate (which is a different class). And then the teacher is the ¾ states.

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Informally, students have to come up with examples (discussion). <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Direct instruction

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Graphic organizer and apply with examples (ERA, same sex marriage, etc.) || **//<span style="font-family: 'Times New Roman','serif';">40 minutes //** **//<span style="font-family: 'Times New Roman','serif';">80 minutes //** **//<span style="font-family: 'Times New Roman','serif';">80 minutes //** || · <span style="font-family: 'Times New Roman','serif';">Identify the first ten amendments to the constitution (the Bill of Rights) and analyze arguments made for and against their adoption  || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Federalists vs. Anti-Federalists
 * **//<span style="font-family: 'Times New Roman','serif';">Blocks 8, 9 & 10 //**

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Standard Deviants Video Series (?)

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Supreme Court cases that tie to Bill of Rights

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Connect it to current issues/cases; hypothetical situations and true cases? Ask to debate and apply

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-DE streaming on “flag burning” “Tinker” “religion in schools case” + with a discussion

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Review for District Benchmark Assessment ||
 * **//<span style="font-family: 'Times New Roman','serif';">Block 11 //** || · <span style="font-family: 'Times New Roman','serif';">District Benchmark Assessment  || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-25 selected response questions

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">-Any other summative assessment piece you choose (short answer, essay, document analysis, project) ||

__ Learning Activities __
Constitution Scavenger Hunt

Test Review -Vocabulary

__ Direct Instruction __
Chapter 1 Notes Student Outline