Unit+1

= = = Unit 1- Influences on the Foundations of Government including Duties and Responsibilities of Citizenship = Essential Questions // What influences the creation of a nation? // // How does a structure of a government affect its people? // Unit Questions: // Where did the American form of government come from? // // What philosophers influenced our government? // // What historical societies, documents and organizations influenced the U.S. government? // // What is the difference between duties and responsibilities? // // What are my duties as a citizen? // // How is U.S. citizenship acquired? // // What are my responsibilities as a citizen? // // What are the character traits of a good citizen? //


 * # || COS Objectives ||
 * 1 || Compare influences of ancient Greece, the Roman Republic, __ the Judeo-Christian tradition, __ the Magna Carta, federalism, the Mayflower Compact, the English Bill of Rights, the House of Burgesses, and the Petition of Rights on the government of the United States.  ||
 * 2 || Explain essential characteristics of the political system of the United States, including the organization and functions of political parties and the process of selecting political leaders.

Describing the influence of John Locke, Thomas Hobbes, Jean-Jacques Rousseau, Thomas Paine, Niccolò Machiavelli, and Charles de Montesquieu, __ and Voltaire __ on the political system of the United States. || Examples: individual—respect for rights of others, self-discipline, negotiation, compromise, fiscal responsibility civic—respect for law, patriotism, participation in political process, fiscal responsibility Differentiating rights, privileges, duties, and responsibilities between citizens and noncitizens Explaining how United States citizenship is acquired by immigrants Explaining character traits that are beneficial to individuals and society Examples: honesty, courage, compassion, civility, loyalty || -Defend how the United States can be improved by individual and collective participation in civic and community activities. Identifying options for civic and community action Examples: investigating the feasibility of a specific solution to a traffic problem, developing a plan for construction of a subdivision, using maps to make and justify decisions about best locations for public facilities -Determining ways to participate in the political process Examples: voting, running for office, serving on a jury, writing letters, being involved in political parties and political campaigns ||
 * 10 || Identify individual and civic responsibilities of citizens of the United States.
 * 12 || __ The new COS 12 is the same as the old COS 13 __

=Below is a list of ideas from a previous year's civics wiki (http://civicsandgeography.wikispaces.com/)...= =I imported it here to help us with a starting place. I figure we can publish our plans for this year above this line...=

=**__August__** __//Citizenship Unit Plans://__ August 14-29th, COS #9- Civic responsibilities & citizenship = =Day 1= - "Who is an American?" discussion....brainstorm on flip chart, whiteboard, or wiki.....come back to these notes throughout the unit. [|Being an American interviews/video clips MSNBC] (Josh found this great site with interviews asking "What is American?")

=Day 2= Time magazine article, literature circle [|TIME article] [] I emailed you this. **
 * AND/ OR this article from the National Review written after 9/11. This article ties in better with "WHO is an American"

[|Lit Circle article 2008.doc] [|Literature Circles Definition and Procedure.doc] [|Literature Circles Handouts.doc]

=Days 3-8 = Rights, duties, priveleges of a citizen, citizenship, immigration, citizenship simulation research and preparation //Pledge of Allegiance socratic circle...leads into discussion of what is a good citizen, duties and responsibilties of a citizen.// [|Pledge of Allegiance.doc] What is digital citizenship? [|Digital Citizenship website] Link to US immmigration pages- pdf FLASH CARDS, Sample questions and Citizen's Alamanac (p.11-16 details rights and responsiblities) []

[|Naturalization Lesson using National Anthem] [|The Path to Citizenship.ppt] =Days 9-13= Citizenship simulation, assessment [|Immigration Direct.com] , [|U.S. Citizenship.Info] (You could use the Citizenship Simulation materials provided by the text) [|Oath of Allegiance.doc] "Becoming a US Citizen" 10 minute video from US Citizen and Immigration-- Link  [] [|MSNBC New Americans] (This is a great video clip I found on MSNBC through Josh.....it is a short video clip interviewing immigrants becoming Americans, taking the Oath of Allegianace, and asking them "What does it mean to you to be American?")

Famous Immigrant-- I am going to have my students choose one of the 67 identities as they fill out INS forms and go through the naturalization process. Immigrant Identies: [|Immigrant identies.docx] Naturalization flowchart [|Naturalization flowchart and notes.doc]

=__September__=

COS #2- compare other governments to U.S. government //ESSENTIAL QUESTION: Why do we need government? GUIDING QUESTION: How are different types of governments similar and different?//

= =

=**Days 1-3** =

1. Shipwrecked Activity- Decide on a government [|Shipwrecked Activity.ppt]Here's a power-point to the "Shipwrecked Activity" if you want to use this and adapt too? It takes a little longer, but great scenario ideas.....I'll probably stick close to the activity we have "Decide on a Government!" Open unit with the idea of "lost on desert island" -- create your own govt. I have adapted the "Decide on a Government" activity listed on the HIGH LEVEL ACTIVITIES link above. I've just attached my lesson plans and the Graphic Organizers. [|Week of Sept 2.docx]

=**Days 4-5**=

1.Graphic Organizer on the different types of governments for closing discussion (pure democracy, monarchy, limited monarchy, oligarchy, theocracy, dictatorship, anarchy) [|3 main govt types 3 details each.doc]This one is for the 3 basic types [|8 govt types 3 details each.doc]Use this one for 8 types of govt systems.
 * Use modern day countries to discuss different government types/economic systems

ASSESSMENT- Compare the different types of governments using graphic organizer...open note

[|Open Note TEST.docx] =**Days 6-8**=

COS #1 Describe influences of Greece, Magna Carta, and the Mayflower Compact on the U.S. -//Foundations of U.S. Government Unit// //ESSENTIAL QUESTIONS: Why do we need governement? Where did the American form of government come from? How are governments similar and how are they different?//

1. Why do we need government? "We the People" class sets will be used...Lesson 1 //(Mayflower Compact video)// 2. Influence of Ancient Greece - development of Democracy in Athens

The Ancient Greeks became a very powerful nation on 2 fronts: Sparta which was a military driven state and Athens which is called the Birthplace of Democracy.__//Show//__ __//United Streaming Clip “Ancient Greece: The Democracy of Athens.”//__The Athenians were granted one vote per citizen (a citizen was a property owning male). BE SURE to tie the Roman Republic to Ancient Greece.) Romans were a people descended from the Greeks and Etruscans. As Rome developed they made the culture, government, architecture and religion of Ancient Greece their own.

3. Then USE "We the People" Lesson 2, What is a republican government? (Not including Montesquieu) Discusses Roman idea of Republic.

4. "We the People" Lesson 5, Magna Carta & English Bill of Rights...use the primary documents in back of textbook pgs. 659-660

=**Days 9-12**=

1. What events led to the American Revolution? [|The Birth of a Democratic Nation.ppt]


 * Briefly discuss American colonies (set the stage); 13 colonies by mid 1700s, colonies set up their own governments and living independently from England; King George adopting "mercantilism" using colonies for a source of cheap raw materials and to make himself wealthy; leads to the Stamp Act, Tea Act, Intolerable Acts.....etc.
 * Show United Streaming video clip..."American Revolution" The Road to Revolution.
 * Rotate the John Adams clips, discuss the debate process, research the federalists and loyalists arguments.

2."Do we declare independence or not?" Loyalists vs. Federalists debate (refer to page 28 for arguments for each side)...students prepare propaganda (refer to "Join or Die" and other slogans colonists used during the time period), and arguments for the debate (use British websites to learn their viewpoints of the American Revolution too) *Find a class in UK that would do a debate on SKYPE!!!! (may need to reserve library to research for debate!)

[] BBC Rebels and Redcoats....resources for the debate. Print out or use website for debate research!

Debate(Modified Lincoln-Douglas) 5-7minutes to collect information and organize data. 3 different people must present. 1) To state reasons#’s 1 and 2 2)To state why opposition is wrong#’s 4 & 5 3) The last word#’s 8 &9

“Agree” – state reasons you agree.Teacher lists their points. “Disagree”- state reasons you disagree.Teacher lists their points. Time to regroup and set up counter arguments. “Disagree”- state why agree is wrong.Teacher compare and note counter to each point in 1. “Agree” -state why disagree is wrong.Teacher compare and note counter to each point in 2. Time to create rebuttal to main/strongest argument and final statement. “Agree” presents final statement. “Disagree” presents final statement.