Part 1 Unit Planning Template - DOC by gigi12

VIEWS: 27 PAGES: 6

									                                                                       FED Unit Planning Template
                     Standards-Based Unit Planning Template
Part 1: Unit Planning Template

Teacher(s): High School Kentucky Teacher Network for Civic Education and Engagement

Subject(s)/Course(s): Social Studies        Grade/Level: High School

Unit Topic/Focus: Federalism (FED)

Integration with other content areas (if applicable): American History and Language Arts

Estimated time for implementation: 2-3 Weeks

Connections to previous/future learning: Designed to follow AOB, lead to RRD

Unit Organizer/Big Idea:
A statement or question that:
     Focuses on realistic issues or problems
     Communicates the content standards in a way that engages students
     Connects learning to prior knowledge, experiences, skills, beliefs, and customs

How does federalism support a democracy?


Enduring Understanding(s):
A statement that:
        Involves the big ideas that give meaning and importance to facts.
        Can transfer to other topics, fields, and adult life.
        Is usually not obvious, often counterintuitive, and easily misunderstood.
        May provide a conceptual foundation for basic skills.
        Is deliberately framed as a generalization-the "moral of the story."

Enduring Understanding (EU) #3: EU3: Students will understand that government powers
are distributed and shared in order to meet the needs of citizens and protect the “common
good”.


Essential Questions (EQ) (3-5 questions that guide lesson planning/focus):
Each question reflects
    Selected content standards
    Connection of learning with living
    Thinking, Problem-Solving, Application of Learning
    Engaging, Student-Centered Instruction




                                                                                               1
                                                                               FED Unit Planning Template
                          Standards-Based Unit Planning Template
EU3-EQ1: How does federalism, under the U.S. Constitution and Kentucky Constitution,
reflect purposes, values, and principles, of American Representative Democracy? (aligns:
SS-H-GC-U-2, SS-HS-1.2.2)
EU3-EQ2: How are the powers distributed and shared between the national government and
Kentucky’s government? (aligns: SS-H-GC-U-3, SS-HS-1.2.1)
EU3-EQ3: What conflicts and compromises (e.g., issues, court cases, policies, legislation,
and funding) can arise between local, state, and federal governments in order to meet the
needs of citizens and protect the “common good”? (aligns: SS-H-GC-U-3, SS-HS-1.2.2)

  Standards (see Combined Curriculum Documents and others):
Academic Expectations:
2.14 Students understand the democratic principles of justice, equality, responsibility, and
         freedom and apply them to real-life situations.
2.15 Students can accurately describe various forms of government and analyze issues
         that relate to the rights and responsibilities of citizens in a democracy.
Program of Studies:               Program of Studies: Skills Related Core Content for
Understandings                    and Concepts                      Assessment
SS-H-GC-U-2                       SS-H-GC-S-2                       SS-HS-1.2.1
Students will understand          Students will examine issues Students will analyze how
that the Government of the related to the intent of the             powers of government are
United States, established Constitution of the United               distributed and shared among
by the Constitution,              States and its amendments:        levels and branches and
embodies the purposes,            a) explain the principles of      evaluate how this distribution of
values and principles (e.g.           limited government (e.g.      powers protects the "common
liberty, justice, individual          rule of law, federalism,      good" (e.g., Congress legislates
human dignity, the rules of           checks and balances,          on behalf of the people; the
law) of American                      majority rule, protection     President represents the people
representative democracy.             of minority, separation of as a nation; the Supreme Court
                                      powers) and how               acts on behalf of the people as
SS-H-GC-U-3                           effective these principles a whole when it interprets the
Students will understand              are in protecting             Constitution).
that the Constitution of the          individual rights and                                     DOK 3
United States establishes             promoting the “common         SS-HS-1.2.2
a government of limited               good”                         Students will interpret the
powers that are shared                                              principles of limited
among different levels and SS-H-GC-S-5                              government (e.g. rule of law,
branches. The provisions          Students will analyze and         federalism, checks and
of the U.S. Constitution          synthesize a variety of           balances, majority rule,
have allowed our                  information from print and        protection of minority rights,
government to change              non-print sources (e.g.           separation of powers) and
over time to meet the             books, documents, articles,       evaluate how these principles
changing needs of our             interviews, Internet, film,       protect individual rights and
society.                          media) to research issues,        promote the “common good”
                                  perspectives and solutions to                                 DOK 3
                                  problems

Other Standards (e.g., national, district, English language proficiency, Kentucky World Languages
Framework, technology, Kentucky Occupational Skill Standards, etc.):


Lesson Essential Question(s):


                                                                                                       2
                                                                            FED Unit Planning Template
                          Standards-Based Unit Planning Template
Lesson 1
How does federalism in the United States promote representative democracy?

Lesson 2
How does the U.S. Constitution ensure that the powers of government are separate and shared
to protect the common good?
How did the framers delegate powers to the federal government in the Constitution to promote
the common good?


Lesson 3
How have the distribution and/or division of power at the local, state, and federal levels changed
over time to protect individual rights and promote the common good?

Lesson 4
How has federalism changed over time and how do these changes embody democracy, protect
individual rights, and promote the common good?

Lesson 5
How is federalism reflected in KY and our local community to protect the common good?



Students Will Know (SWK) and Students Will Do…(SWD):
       Identified content within the unit of what students will know and be able to do by the
         end of the unit.

Students will know…                          Students will do…
Lesson 1                                     Lesson 1
the Unitary (most current governments),      define, classify, and provide examples (current
Federal (only 11 currently), and             and/or past) of unitary, federal, and confederacy
Confederacy (rare, eg. EU) systems of        systems of government.
government .
                                             identify responsibilities for each level (local, state,
the meaning of federalism (with SWD 1).      and federal) of government.

responsibilities for each level of           explain how federalism promotes purposes, values,
government.                                  and principles of American representative
                                             democracy by analyzing “Federalist #16” and “Anti-
the purposes, values, and principles of      federalist Paper” by Brutus VI.
American representative democracy with
respect to federalism.                       Lesson 2
                                             compare types of powers related to the Constitution
Lesson 2                                     (expressed, implied, reserved, concurrent and
the powers delegated to the federal          denied) and explain how the types of powers
government (expressed/enumerated and         promote the common good.
implied), powers reserved to the states,
concurrent powers, and denied powers.        analyze how Article I, Article IV, Article VI, and the
 Article I- Necessary and Proper            10th Amendment establish the powers of the federal
    Clause (elastic clause) and              government and promote the common good.
    Commerce Clause
 Article IV- Full Faith and Credit Clause   determine the jurisdiction (federal, state, local,
                                             special district) of various issues delegated in the
                                                                                                       3
                                                                               FED Unit Planning Template
                         Standards-Based Unit Planning Template
    (obligations states have to one            Constitution (Article I, Article IV, Article VI, 10th
    another [e.g., marriage, extradition,      Amendment) to promote the common good.
    elections, equal protection])
    Article VI- the Supremacy Clause and      Lesson 3
    the arguments over nullification           interpret primary source materials (documents,
                                               letters, political cartoons, et al.) to identify and
10th Amendment- federal and state              explain historical events (National Bank Controversy,
authority is granted by the Constitution       Civil War, Great Depression, Civil Rights Movement,
while states maintain authority over all       et al.) and how they reflected conflict related to
local jurisdictions.                           federalism.

Lesson 3                                       analyze court cases (McCulloch v. Maryland,
distribution/division of govt. powers at       Gibbons v. Ogden, et al.), amendments (14th
local, state, and federal levels can lead to   Amendment, et al.), legislation (New Deal, Brady bill
conflicts and compromises.                     et. al.) and determine how each attempted to settle
   - Court Cases (McCulloch v                  these conflicts over federalism.
        Maryland, Gibbons v Ogden, et al.)
   - Amendments (14th Amendment, et            evaluate the degree to which the U.S. government
        al.)                                   has used its powers to protect individual rights and
   - Legislation (e.g. New Deal, Brady         promote the common good in relation to federalism
        bill)                                  over time through an examination of current events,
   - Historical Events (Civil War, Civil       court cases, amendments, and legislation.
        Rights Movement, et al.)
                                               Lesson 4 (Each SWD will be in the context of how
Lesson 4                                       federalism embodies democracy, protects individual
the meaning of dual, cooperative and           rights, and promotes the common good)
new federalism.
                                               compare dual, cooperative and new federalism by
examples of dual, cooperative and new          identifying and providing explanations of historical
federalism over time.                          examples.

Optional –                                     explain how each type of federalism embodies
the meaning of categorical (project and        democracy, protects individual rights, and promotes
formula) and block grants as a means of        the common good.
understanding the fiscal implications of
federalism.                                    Optional –
                                               compare how categorical grants and block grants
competition exists for federal money and       reflect federalism fiscally.
federal “mandates” and “conditions of aid”
are often tied to this money.                  explain how mandates and conditions of aid that
                                               accompany federal money give power(s) to the
Lesson 5                                       federal, state, special districts, and/or local
differences between State constitutions        governments.
and the US Constitution.
                                               Lesson 5
differences between the Kentucky               identify difference between State constitutions and
Constitution and US Constitution and how       US Constitution.
those differences promote the common
good in Kentucky.                              identify the difference between the Kentucky
                                               Constitution and US Constitution and interpret how
examples of the modern debates of              those differences promote the common good in
federalism from current events.                Kentucky.

                                                                                                       4
                                                                           FED Unit Planning Template
                        Standards-Based Unit Planning Template
                                              justify which level(s) of government should be
                                              responsible for identified current debates related to
                                              federalism.

Student Friendly Learning Target(s):
1. I can define, classify, and provide examples of current and past governments as unitary,
    federal, or confederacy.
2. I identify responsibilities for each level of government.
3. I can explain how federalism promotes the purposes, values, and principles of American
    representative democracy.
4. I can compare types of powers related to the Constitution (expressed, implied, reserved,
    concurrent and denied) and explain how the types of powers promote the common good.
5. I can analyze Article I, Article IV, Article VI, and the 10th Amendment and explain how each
    established the powers of the federal government and promote the common good.
6. I can determine what level of government has jurisdiction over an issue, based on the
    Constitution and explain how the separation of powers promotes the common good.
7. I can interpret primary source materials (documents, letters, political cartoons, et al.) to
    identify and explain historical events (National Bank Controversy, Civil War, Great
    Depression, Civil Rights Movement, et al.) and how they reflected conflict related to
    federalism.
8. I can analyze court cases (McCulloch v. Maryland, Gibbons v. Ogden, et al.), amendments
    (14th Amendment, et al.), legislation (New Deal, Brady bill et. al.) and determine how each
    attempted to settle these conflicts over federalism.
9. I can evaluate the degree to which the U.S. government has used its powers to protect
    individual rights and promote the common good in relation to federalism over time through an
    examination of current events, court cases, amendments, and legislation.
10. I can compare dual, cooperative and new federalism by identifying and providing explanations
    of historical examples over time.
11. I can explain how each type of federalism embodies democracy, protects individual rights,
    and promotes the common good.
12. I can compare how categorical grants and block grants reflect federalism fiscally. (optional)
13. I can explain how mandates and conditions of aid that accompany federal money give
    power(s) to the federal, state, special districts, and/or local governments. (optional)
14. I can identify the difference between the Kentucky Constitution and the US Constitution and
    interpret how the differences promote the common good.
15. I can justify which level(s) of government should be responsible for identified current debates
    related to federalism.



Connections to Literacy: Literacy includes, reading, writing, and the creative and analytical
acts involved in producing and comprehending text.
Will be included once lesson plans created.




Connections to Career/Workplace: These are the skills necessary for a successful transition
to postsecondary education or work and a desire for life-long learning in a global society.

Will be included once lesson plans created.

                                                                                                      5
                                                                       FED Unit Planning Template
                       Standards-Based Unit Planning Template



End of Unit Assessment:
A product or performance that
    Allows learner to demonstrate their knowledge of targeted content standards through a
       variety of formats (Universal Design).
    Offers choice to meet learners differentiated needs.
    Directs the development of instructional strategies and activities.
    Includes scoring guide/rubric to inform learners of expectations.

Students will gain a greater understanding of federalism in the United States by
researching and analyzing important issues within the local community. Students will then
create a citizen’s guide to help inform the community about who is responsible within the
government and what level of government is responsible for addressing identified issues of
the community.



Resources/Technology:
Resources to be used that support teaching and learning within the unit of study. Resources
should include multiple means to access curriculum (i.e., audio, visual, multi-media,
technology).

Will be included once lesson plans created.




                                                                                               6

								
To top