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Unit 1: TAKS Objective: Unit Overview

FOUNDATIONS OF AMERICAN GOVERNMENT

Suggested Time Frame: TEKS:

4 WEEKS 1A,B,2A,D,6A,B,C,F,8B.F.13 A,B,C,20,A,B,21A,D,E,F, 22A,B,C,D,

Unit 1: TAKS Objective: Unit Overview

FOUNDATIONS OF AMERICAN GOVERNMENT

Suggested Time Frame: TEKS:

4 WEEKS 1A,B,2A,D,6A,B,C,F,8B.F.13 A,B,C,20,A,B,21A,D,E,F, 22A,B,C,D,

UNIT 1 INTRODUCES STUDENTS TO BOTH THE ORIGINS OF AMERICAN GOVERNMENT AND THE GOVERNMENT AS IT EXISTS TODAY.

UNIT 1 INTRODUCES STUDENTS TO BOTH THE ORIGINS OF AMERICAN GOVERNMENT AND THE GOVERNMENT AS IT EXISTS TODAY.

Enduring Understandings
POPULAR SOVEREIGNTY SEPARATION OF POWERS FEDERALISM

Essential Questions:
WHAT IS FEDERALISM? WHAT IS DEMOCRACY? WHAT IS THE FREE ENTERPRISE SYSTEM? WHAT IS A DICTATORSHIP? ARE THERE STILL ANY DICTATORS IN THE WORLD? WHAT IS THE BILL OF RIGHTS? WHAT COUNTRY DID OUR CONGRESS DECLARE WAR ON IN 2001?

Facts
GOVERNMENT ENABLES A SOCITY TO PROTECT THE PEACE AND CARRY OUT ITS POLICIES. A STATE IS A LAND WITH PEOPLE, DEFINED TERRITORY AND A SOVERIGN GOVERNMENT. THE REASONS BEHIND THE PREAMBLE TO THE CONSTITUTION GOVERNMENTS CAN BE CATEGORIZED AS UNITARY, FEDERAL, AND CONFEDERATE. DEMOCRACY IS BUILT UPON FIVE PRINCIPLES, RESPECT FOR INDIVIDUAL, EQUALITY, AND ACCEPTANCE OF MAJORITY RULE, COMPROMISE, AND PROTECTION OF INDIVIDUAL FREEDOMS. AMERICAN BENEFITED FROM A DEVELOPING ENGLISH TRADITION OF ORDERED, LIMITED, AND REPRESENTATIVE GOVERNMENT. THIS TRADITION WAS BASED ON THE MAGNA CARTA, THE PETITION OF RIGHTS, AND THE ENGLISH BILL OF RIGHTS. 12 OF THE 13 COLONIES JOINED IN THE 1ST CONTINENTAL CONGRESS THE 2ND CONTINENTAL CONGRESS WAS OUR 1ST NATIONAL GOVERNMENT. THE 2ND NATIONAL GOVERNMENT WAS THE ARTICLES OF CONFEDERATION CONSTITUTIONAL CONVENTION IN PHILADELPHIA STARTED AFRESH IN MAKING A NEW GOVERNMENT. THE VIRGINIA AND NEW JERSEY PLANS EACH OFFERED A NEW GOVERNMENT WHICH WAS CREATED BY THE CONNECTICUT COMPROMISE. THE FIRST TWO POLITICAL PARTIES WERE THE FEDERALISTS AND THE ANTIFEDERALISTS. GEORGE WASHINTON WAS THE NATIONS FIRST PRESIDENT. THE CONSTITUTION LAYS THE FRAMEWORK OF OUR FEDERAL GOVERNMENT.\ EXTRADITION BETWEEN STATES.

Text Resources MAGRUDERS AMERICAN GOVERNMENT

Labs/Activities/Centers NONE

ALWAYS DO ASSESMENTS AT END OF EACH CHAPTER SECTION AND REVIEW SECTION AT END OF EACH CHAPTER. TEST ON EACH CHAPTER.

Skills/Processes ALWAYS DO

Required Text Resources WORKSHEETS THAT REFLECT RESOURCES THAT USE THE TEXTBOOK.

Technology & Electronic Resources THE TEACHER MAY USE THE INTERNET TO FIND ADDITIONAL INFORMATION. VIDEO ON THE MAKING OF THE CONSTITUTION POWERPOINT PRESENTATIONS OF VARIOUS CHAPTER SECTIONS.

Language of Instruction

EXPRESSED POWERS DELEGATE BOYCOTT REPEAL IMPLIED POWERS INHERENT POWERS RESERVED POWERS EXCLUSIVE POWERS CONCURRENT POWERS ENABLING ACT ACT OF ADMISSSION GRANTS-IN AID PROGRAM REVENUE SHARING CATEGORICAL GRANT BLOCK GRANT PROJECT GRANT INTERSTATE COMPACT CLAUSE FULL FAITH AND CREDIT CLAUSE EXTRADITION POPULAR SOVEREIGNTY GOVERNMENT ARTICLES OF PUBLIC POLICY CONFEDERATION LEGILATIVE POWER RATIFICATION EXECUTIVE POWER VIRGINIA PLAN JUDICIAL POWER NEW JERSEY PLAN CONSTITUTION CONNECTICUT DICTATORSHIP COMPROMISE DEMONCRACY 3/5 COMPROMISE STATE FEDERALISTS SOVERIGN ANTI-FEDERALISTS AUTOCRACY PREAMBLE OLIGARCHY ARTICLES UNITARY RULE OF LAW FEDERAL SEPARATION OF POWERS CONFEDERATION CHECKS AND BALANCES DIVISION OF POWERS VETO COMPROMISE JUDICIAL REVIEW FREEE ENTERPRISE UNCONSTITUTIONAL SYSTEM FEDERALISM MIXED ECONOMY FORMAL AMENDMENT REPRESENTATIVE BILL OF RIGHTS GOVERNMENT TREATY MAGNA CARTA ELECTORAL COLLEGE ENGLISH BILL OF RIGHTS CABINET CHARTER SENATORIAL COURTESY BICAMERAL DIVISION OF POWERS PROPRIETARY DELGATED POWERS UNICAMERAL

Products students will develop

Suggested Text Resources NONE Other (i.e., Speakers, Field Trips)NONE

Connections to Literature NONE

Relationships and/or Connections that should emerge STUDENTS SHOULD UNDERSTAND HOW AMERICAN GOVERNMENT EVOLVED AND THE PRICE THAT HAS BEEN PAID TO MAINTAIN IT. STUDENTS MUST UNDERSTAND THE CONCEPT OF FEDERALISM

Method(s) of Assessment

Observation Constructed Response Observation A Observation evaluated by peers B Students engaged in learning activities C. Direct questioning D Observation of performance or process Constructed Response I. TEK check Selected Response 1 Fill-in-the-blank test 2 Matching test 3 Multiple choice test Teacher directed test

NOTES:

Ft. Stockton ISD

3 Grade 1 Six Weeks Science Timeline

rd

st

8/21/2006

Unit 2: TAKS Objective: Unit Overview

MASS MEDIA AND PUBLIC OPIOION

Suggested Time Frame: TEKS:

1-2 WEEKS 3A,16C,D, 17CL, 20A, 21A,B,C,D,E,22A.B,C,D,

Unit 2: TAKS Objective: Unit Overview

MASS MEDIA

Suggested Time Frame: TEKS:

1-2 WEEKS 3A,16C,D, 17CL, 20A, 21A,B,C,D,E,22A.B,C,D,

THE UNIT IS ABOUT THE INFLUENCE OF THE MASS MEDIA ON THE AMERICAN VOTING PUBLIC.

THE UNIT IS ABOUT THE INFLUENCE OF THE MASS MEDIA ON THE AMERICAN VOTING PUBLIC.

Enduring Understandings
.EXAMINE THE TERM PUBLIC OPIION AND UNDERSTAND WHY IT IS DIFFICULT TO DEFINE ANALYZE THE FACTORS THAT INFLUENCE AN INDIVIUALS POLITICAL ATTITUDES AND MEASURE OF PUB LIC OPINION. ACTIONS, INCLUDING FAMILY AND FRIENDS DESCRIBE THECHANLLENGES INVOLVED IN MEASURING PUBLIC OPION. EXPLAIN WHY OPION POLLS ARE THE BEST MEASURE OF PUBLIC OPION. IDENTIFY FIVE STEPS IN THE POLLING PROCESS RECOGNIZE THE LIMITS ON THE IMPACT OF PUBLIC OPION IN A DEMOCRACY EXAMINE THE ROLE OF THE MASS MEDIA IN PROVIDING TH EPUBLIC WITH POLITICAL INFORMATION GIVE EXAMPLES OF THE PROCECESS USED BY THE MEDIA TO AFFECT PUBLIC POLICY 1. UNDERSTAND THE FACTORS THAT LIMIT THE INFLUENCE OF THE INFLMEDIA

Essential Questions:
WHAT IS PUBLIC OPINION? WHAT IS THE MASS MEDIIA? HOW HAS THE INTERNET AND BLOGGING CHNGED THE FACE OF AMERICAN POLITICS? UNDERSTAND HOW TELECOMMUNICATIONS BEGAN AND INFLUENCE ON THE LAST 50 IN POLITICS? DESCRIBE LOSS OF INFLUNCE OF NEWSPAPERFS?

Facts
PUBL IC OPINION REFERS TO THE ATTITUDES OF A SIGNIFICANT NUMBER OF EOPLE ON MATTERS OF GOVERNMENT AND POLITICS. FAMILY AND EDUCATION ARE TWO OF THE MOST IMPORTANT FACTORS IN SHAPING PUBLIC OPINION. ADDITIONAL FACTORS THAT SHAPE PUBLIC OPINION INCLUDE PEER GROUPS, OPINION TEACHERS, HISTORIC EVENTS AND MASS MEDIA. PULIC OPION CAN BE DETERMINED TO SOME EXTEND THROUGH ELECTGIONS INTEREST GROUPS, THE MEDIA, AND PERSONAL CONTACTS. THE COMPLEX PROCESS OF SCIENTIFIC POLLING RESULTS IN THE MOST RELIABLE POLL DATA. THE AMERICAN PUBLIC GETS INFORMATION ON PUBLIC ISSUES THROGUH SEVERFAL FORMS OF MASS MEDIA, ESPECIALLY TRHOUGH TELEVISION. THE INFLUENCE OF THE MEDIA IS LIMITED, IN PART BECAUSE MANY PEOPLE USE MASS MEDIA AS SOURCES OF ENTERTAINMENT.

Text Resources MAGRUDERS AMERICAN GOVERNMENT

Labs/Activities/Centers NONE

Skills/Processes ALWAYS DO

Required Text Resources WORKSHEETS ON THE MASS MEDIA

Technology & Electronic Resources THE TEACHER WILL USE THE INTERNET, AND POWERPOINT PRESENTATIONS IN DISCUSSING THIS UNIT. THE TEACHER WILL SHOW THE MOVIE ALL THE KINGS MEN WITH THIS UNIT.

Suggested Text Resources

Language of Instruction
PUBLIC AFFAIRS PUBLIC OPINION MASS MEDIA PEER GROUP OPIOION LEADEFR MANDATE INTEREST GROUPS PUBLIC OPINION POLLS STRAW VOTE SAMPLE RANDOM SAMPLE QUOTA SAMPLE MEDIUM PUBLIC AGENDA SOUND BITES

Products students will develop

KNOWLEDGE OF THE MASS MEDIA AND ITS INFLUNCE ON THE AMERICAN PUBLICS VOTING HABITS.

NONE

Other (i.e., Speakers, Field Trips)

Connections to Literature

Method(s) of Assessment

Relationships and/or Connections that should emerge

Observation Constructed Response Observation A Observation evaluated by peers B Students engaged in learning activities C. Direct questioning D Observation of performance or process Constructed Response I. TEK check Selected Response 1 Fill-in-the-blank test 2 Matching test 3 Multiple choice test Teacher directed test

NOTES:

STUDENTS SHOULD UNDERSTAND HOW POLITICIANS USE POLL RESULTS IN THEIR RUNNING FOR POLITICAL OFFICE. STUDENTS WILL KNOW HOW MUCH MONEY IS INVOLVED IN RUNNING FOR POLITICAL OFFICE.

Unit 3: TAKS Objective: Unit Overview

THE CONGRESS

Suggested Time Frame: TEKS:

3 WEEKS 2B,8D,9A,17C,21A,C,D,E,F,22A,B,;

Unit 3: TAKS Objective: Unit Overview

THE CONGRESS

Suggested Time Frame: TEKS:

3 WEEKS

UNIT 3 INTRODUCES STUDENTS TO BOTH CONGRESS AS IT WAS CONCEIVED OVER 200 YEARS AGO AND CONGRESS AS IT OPERATES TODAY.

THE CONSTITUTION ASSIGNS CONGRESS THE POWER TO MAKE LAWS. SEPARATING THE POWER TO MAKE LAWS FROM THE POWER TO ENFORCE AND REVIEW THEM PREVENTS GOVERNMENT MISUSE OF AUTHORITY. .

Enduring Understandings

Essential Questions:

WHAT IS THE FUNCTION OF THE LEGISLATIVE BODY? HOW IS A LAW CONSTRUCTED AND PASSED? WHAT IS A VETO? WHAT IS THE OPINION OF THE AMERICAN PEOPLE ABOUT CONGRESS? DOES CONGRESS ACCOMPLISH ANY GOALS FOR THE AMERICAN PEOPLE?

Facts

Language of Instruction
TERM SESSION ADJOURN PROROGUE SPECIAL SESSION APPORTION REAPPORTION OFF-YEAR ELECTION SINGLE MEMBER DISGTRICT AT-LARGE GERRYMANDER CONTINUOUS BODY CONSTITUENCY COLLEAGUE TRUSTEE PARTISAN POLITICO OVERSIGHT FUNCGTION FRANKING PRIVILEGE EXPRESSED POWERS IMPLIED POWERS INHERENT POWERS STRICT CONSTRUCTIONIST LIBERAL CONSATRUCTIONIST CONSENSUS TAX DIRECT TAX INDIRECT TAX DEFICIT FINANCING PUBLIC DEBT JOINT RESOLUTION CONCURRENT RESOLUTION RESOLUTION RIDER DISCHARGE PETITION COMMERCE POWER LEGAL TENDER BANKRUPTCY NATUTALIZATION COPYRIGHT PATENT EMINENT DOMAIN APPROPRITAE NECESSARY AND PROPER CLAUSE DOCTRINE SUCCESSOR IMPEACH ACQUIT PERJURY CENSURE SUBPOENA SPEAKER OF THE HOUSE PRESIDENT OF THE SENATE PRESIDENT PRO TEMPORE PARTY CAUCUS FLOOR LEADER WHIP COMMITTEE CHAIRMAN SENORITY RULE STANDING COMMITTEE SELECGT COMMITTEE JOINT COMMITTEE CON FEFREBCE COMMITTEE BILL SUBCOMMITTEE COMMITTEE OF THE WHOLE QUORUM ENGROSSED FILLIBUSTER CLOTURE VETO POCKET VETO I

Products students will develop STUDETS WILL PASS A TEST ON THEIR LOCAL, STATE AND FEDERAL OFFICIALS. STUDENTS WILL, IN DETAIL, DISCUSS HOW A BILL BECOMES A LAW.

Relationships and/or Connections that should emerge

CONGRESS IS BICAMERAL. EACH STATE HAS TWO MEMBERS IN THE SENATE. IN THE HOUSE OF REPRESENTATIVES, STATES ARE REPRESENTED ON THE BASIS OF POPULTION. CONGRESS MEETS FOR TWO YEAR TERMS, DIVIDED INTO TWO ONE YEAR SESSIONS. EACH MEMBER OF THE HOUSE IS UP FOR RE-ELECTION EVERY TWO YEARS. ; EVERY TEN YEARS, FOLLOWING THE CENSUS, SEATS IN THE HOUSE ARE REDITRIBUTED AMOUNG THE STATES. THERE ARE 435 MEMBERS IN THE HOUSE. THERE ARE 100 MEMBERS OF THE SENATE. CONGRESS HAS ONLY THOSE POWERS DELEGATED TO IT BY THE CONSTITUTION. THE FOUNDING FATHERS GAVE CONGRESS THE TAXING POWER AND THE COMMERCE POWER. CONGRES REGULATES SEVERFAL MATTERS THAT AFFECT EVERYDAY LIFEINCLUDING SUCH THINGS AS MAIL, WEIGHTS AND MEASURES, AND COPYRIGHTS AND PATENTS. CONGRESS HAS IMPLIED POWERS. CONCRESS HAS THE POWERS TO IMPEARCH AND REMOVE ANY FEDERAL OFFICIAL, INCLUDING THE PRESIDENT. CONGRES BEGINS EACH NEW TERM ON AJNUARY 3 OF EVERY ODD-NUMBERED YEAR. EACH NEW TERM FOLLOS THE GENERFAL ELECTION IN NOVEMBER. THE SPEAKER OF THE HOUSE IS THE PRESIDING MEMBER OF THE HOUSE, AND THE PRESIDENT OF THE SENTATE (THE VICE-PRESIDENT) IS THE PRESIDING MEMBER OF THE SENATE. A BILL BECOMES LAW BY BEING PASSED IN THE HOUSE, PASSED IN THE SENATE AND SIGNED BY THE PRESIDENT.

Text Resources MAGRUDERS AMERICAN GOVERNMENT

Labs/Activities/Centers NONE

CHECK SPELLING, AND GRAMMAR ON WRITTEN PAPERS.

Skills/Processes ALWAYS DO

Required Text Resources WORKSHEETS ON CHAPTERS 10, 11,12

Technology & Electronic Resources VIDEO ON CONGRESS, HOW A LAW IS MADE, ETC.

Suggested Text Resources

Other (i.e., Speakers, Field Trips) MAYBE GET A REPRESENTATIVE TO TALK TO MY GOVERNMENT CLASSES.

Connections to Literature NONE

Method(s) of Assessment

Observation Constructed Response Observation A Observation evaluated by peers B Students engaged in learning activities C. Direct questioning D Observation of performance or process Constructed Response I. TEK check Selected Response 1 Fill-in-the-blank test 2 Matching test 3 Multiple choice test Teacher directed test

NOTES:

Unit 4: TAKS Objective: Unit Overview

THE PRESIDENCY

Suggested Time Frame: TEKS:

2-3 WEEKS 2A, 2B,9B,E,G,11A,17C,21A,B,C,D,E,22A,B,C,D Unit Overview

UNIT 4 INRODUCES STUDENTS TO THE POWERS AND RESPONSIBILITIES OF THE PRESIDENT.

UNIT 4 INRODUCES STUDENTS TO THE POWERS AND RESPONSIBILITIES OF THE PRESIDENT.

IDENTIFY THE PRESIDENT MANY ROLES EXOPLAIN HOW THE CONSTITUTION PROVIDES FOR PRESIDENTIAL SUCCESSION EXPLAIN THE FOUNDING FATHERS ORIGINAL PROVISIONS FOR CHOOSING THE PRESIDENT DESCRIBE THE ROLE OF CONVENTINS IN THE PRESIDENTIAL NOMINATING PROCESS. UNDERSTAND THE FUNCTION OF THE ELECTORAL COLLEGE TODAY. SUMMARIZE THE CONTENT OF ARTICLE II OF THE CONSTITUTION AND EXPLAIN WHY IT IS CONTROVERSIAL. ANALYZE THE CONSTITUTIONAL POWERS OF THE PRESIDENT. EXPLAIN HOW TREATIES ARE MADE AND APPROVED. DESCRIBE THE PRESIDENTS TWO MAJOR LEGISLAIVE POWERS, AND EXPLAIN HOW THESE POWERS ARE AN IMPORTANT APART OF THE SYSTEM OF CHECKS AND BALANCE.

Enduring Understandings

Essential Questions:

WHAT IS THE PRESIDENTS ROLE IN TIME OF WAR AND PEACE? IS THE PRESIDENT RESPONSIBLE FOR MAINTAING DOMESTIC PEACE? HOW DO THE CONGRESS AND THE PRESIDENT INTERACT ON ISSES? WHAT IS THE FUNCTION OF THE ELECTORAL COLLEGE? HOW MANY VOTES ARE NEEDED TO BE ELECTED PRESIDENT? HOW IS THE PRESIDENT RESPONSIBLE TO THE PEOPLE?

Facts

Language of Instruction
CHIEF OF STATE. CHIEF EXECUTIVE CHIEF ADMINISTRATOR CHIEF DIPLOMAT COMMANDER IN CHIEF CHIEF LEGISLATOR CHIEF OF PARTY CHIEF CITIZEN PRESIDENTIAL SUCCESSION BALANCE THE TICKET PRESIDENTIAL ELECTORS ELECTORAL VOTES ELECTROAL COLLEGE PRESIDENTIAL PRIMARY WINNER TAKE ALL PROPORTIONAL REPRESENTATION NATIONAL CONVENTION PLATFORM KEYNOTE ADDRESS DISTRICT PLAN PROPORTIONAL PLAN DIRECT POPULAR ELECTION ELECTORATE NATION BONUE PLAN EXECUTIVE ARTI LD MASS MEDIA IMPRERIAL PRESIDENC Y OATH OF OFFICE EXECUTIVE ORDER ORDINANCE POWER TREATY EXE UTIV E AGREEMENT RECOGNITION PERSONA NON GRATA LINE ITEM VETO REPRIEVE PARDON CLEMENCY COMMUTATION AMNESTY

Products students will develop NONE

THE PRESIDENT HAS 8 MAJOR ROLES, WHICH ARE EXERCISED SIMULTANEOUSLY. PRESIDENTS ARE LIMITED TO TWO FOUR YEAR TERMS. THE CONSTITUTION PROVIDES FOR THE TRANSFER OF POWER SHOULD GTHE PRESIDENT BECOME DISABLED. THE FOUNDING FATHERS CREATED THE ELECTORAL COLLEGE FOR CHOOSING THE PRESIDENT AND VICE PRESIDENT. MOST STATES HOLD PRESIDENTIAL PRIMARIES TO DETERMINE CONVENTION DELEGATES. THE CANDIDATE WHO IS CONSIDERED THE MOST ELECTABLE USUSALLY WINS THE NOMINATION. CRITICS OF THE ELECTORAL COLLEGE HAVE PROPOSED A VARIETY OF REFORMS. ARTICLE II OF THE CONSTITUTION CREATED THE PRESIDENCY AND GIVES THE PRESIDENT CERTAIN EXPRESSED POWERS. ARTICLE II GIVES GTHE PREDSIDENT THE POWER AND RESPONSIBILITY OF EXECUTE THE LAWS. AS COMMANDER IN CHIEF OF THE ARMED FORCES, THE PRESIDENT POSSESSES ALMOST UNLIMTED MILITARY POWER. THE CONSTITUTION GIVES THE PRESIDENT IMPORTANT LEGISLATIVE AND JUDICIAL POWERS AS PART OF THE SYSTEM OF CHECKS AND BALANCES IN THE FEDERAL GOVERNMENT.

Text Resources MAGRUDERS AMERICAN GOVERNMENT

Labs/Activities/Centers

ALWAYS READ EACH CHAPTER. DO THE ASSIGNMENTS AT THE END OF EACH SECTION. DO EACH CHAPTER REVIEW

Skills/Processes ALWAYS DO

Technology & Electronic Resources Required Text Resources USE NEWSPAPER ARTICLES, INTERNET AND POWERPOINT TO IMPRESS UPON STUDENTS THE POWER OF THE PRESIDENT.

Suggested Text Resources WORKSHEETS ON CHAPTERS 13, 14.

Other (i.e., Speakers, Field Trips) NONE

Connections to Literature NONE

Method(s) of Assessment

Observation Constructed Response Observation A Observation evaluated by peers B Students engaged in learning activities C. Direct questioning D Observation of performance or process Constructed Response I. TEK check

NOTES:

Relationships and/or Connections that should emerge

STUDENTS SHOULD UNDERSTAND THE VARIED ROLES THAT THE PRESIDENT HAS TO PLAY WIHEN HE IS IN OFFICE.

Selected Response 1 Fill-in-the-blank test 2 Matching test 3 Multiple choice test Teacher directed test

Unit 5: TAKS Objective:

THE BUREAUCRACY

Suggested Time Frame: TEKS:

1 WEEK,

Unit 5: TAKS Objective:

THE BUREAUCRACY

Suggested Time Frame: TEKS:

1 WEEK, 2B,9B,D,G,11A,17C, 21A,B,D,E,22,A,B,C,D,

2B,9B,D,G,11A,17C, 21A,B,D,E,22,A,B,C,D, Unit Overview CHAPTERF 15 EXPLORES THE FEDEFRAL BUREAUCRACY, THE FUNCTION OF THE EXECUTIVE DEPARTMENTS AND INDEPENDENT AGENCIES, AND THE CIVIL SERVICE.
DEFINE A BUREAUCRACY IDENTIFY THE MAJOR ELEMENT OF THE FEDERAL BUREAUCRACY DESCRIBE THE DIFFERENCE BETWEEN A STAFF AGENCY AND A LINE AGENCY. DESCRIBE THE EXECUTIVE OFFICE OF THE PRESIDENT. DESCRIBE THE ORIGIN AND DEVELOPMENT OF THE EXECUTIVE DEPARTMENT. EXPLAIN WHY THE GOVERNMENTCREATES INDEPENDENT AGENCIES DESCRIBE THE DEVELOPMEN T OF THE CIVIL SERVICE...

Enduring Understandings

Essential Questions:
EXPLAIN HOW THE THREE DEFINING CHARACTERISTICS OF A BUREAUCRACY CAN LEAD TO AN EFFECTIVE GOVERFNMENT. HOW MIGHT A STRONG, INDEPENDENT BUREAUCRACY WEAKENT HE POW\ER OF ELECTED REPRESENTATIVES. WHAT ARE THE TWO MOST IMPORTANT JOBS OF GTHE HEAD OF AN EXECUTIVE DEPARTMENT? WHAT CAN THE PRESIDENT DO TO DETERMINE WHO SERVES IN THE CABINET? HOW DOES A PREDSIDENT SHAPE THE IMPORTANCE OF THE CABINET? CITE EVIDENCE TO SHOW THAT THE EXECUTIVE OFFIC E OF THE PRESIDENT IS AN ESENTIAL PART OF THE EXECUTIVE BRANCH. IF YOU COULD CHOOSE ONE AGENCY TO WORK FOR, WHICH WOULD YOU CHOOSE? COMPARE APPOINTMENT TO THE CIVIL SERVICE WITH OTHER METHODS OF FILLING PUBLIC OFFICE. EXPLAIN HOW THE SPOILS SYSTEM LED TO CORRUPT GOVEFRNMENT.

Facts

Unit Overview CHAPTERF 15 EXPLORES THE FEDEFRAL BUREAUCRACY, THE FUNCTION OF THE EXECUTIVE DEPARTMENTS AND INDEPENDENT AGENCIES, AND THE CIVIL SERVICE. Text Resources MAGRUDERS AMERICAN GOVERFNMENT Labs/Activities/Centers
DO SECTION QUESTIONS AT THE END OF EACH SECTION AND THE CHAPTER REVIEW.

Language of Instruction
BUREAUCRACY BUREAUCRAT ADMINISTRATION STAFF AGENCY LINE AGENCY EXECUTIVE OFFICE OF THE PREDSIDENT FEDRAL BUDGET FISCAL YEAR DEOMESTIC AFFAIRFS EXECUTIVE DEPARTMENTS SECRETARY ATTORNEY GENERAL INDEPENDENT AGENCIES INDEPENDENT EXECUTIVE AGENCIES INDEPENDENT REGULATORY COMMISSIONS QUASI-LEGISLATIVE QUASI-JUDICIAL GOVERNMENT CORPORATION CIVIL SERVICE SPOILS SYSTEM PATRONAGE REGISTERED MAIL BIPARTISAN

Products students will develop

THE FEDERAL BUREAUCRACY IS A LARGE HIGHLY ORGANIZED GROUP THAT CARRIES OUT THE WORK OF THE FEDERAL GOVERNMENT. THE NAMES GIVEN TO AGENCIES, INCLUDING COMMISSION, ADMINISTRATION, AND CORPORATION, MAY 8ND8CATE AN AGENCYS NAME AGENCIES INCLUDE LINE AGENCIES, WHICH OPERATE PROGRAMS AND STAFF AGENCIES WHICH SUPPORT THE LINE AGENCIES. THE EX. OFF. OF THE PRESIDENT INCLUDES SEVERAL IMPRTANT AGENCIES STAFFED BY THE PRESIDENS CLOSET ADVISORS. THE WHITE HOUSE IS THE NERVE CENTER OF THE EXECUTIVE OFFICE OF THE PRESIDENT. EACH OF THE 14 EXECUTIVE DEPARTMENTS MANAGCITE EVIDENCE ES FEDERAL POLICY IN A BROAD FIELD OF ACTIVITY, SUCH AS EDUCATION, LABOR, OR DEFENSE. THE HEADS OF THE DEPARTMENTS MEET WITH THE PRESIDENT AND OTHER ADVISORS IN AGROUP CALLED THE CABINET. INDEPENDENT AGENCIES ARE NOT PART OF THE EXUTIVE DEPARTMNETS. THE THREE TYPES OF INDEPENDENT AGENCIES, INDEPENDENT REGULATORY COMMISSIONS, AND GOVEFRNT CORPORATIONS. THE PEOPLE TWHIOWORK IN THE FEDERAL BUREAUCRACY MAKE UP THE CIVIL SERVICE. EARLY ON, THE SPOILS SYSTEM INFECTED THE CIVIL SERVICE. CORRUPTION WAS A SERIOUS PROBLEM UNTIL REFORMERS BEGAN TO RESHAPE THE CIVIL SERVICE IN THE 1880S. TODAY, CIVIL SERVICE IS PROMOTED ON THE BASIS OF MERIT.

Skills/Processes ALWAYS DO

Required Text Resources

Technology & Electronic Resources USE INTERNET, VIDEOS FRON LIBRARY

Suggested Text Resources WORKSHEETS ON CHAPTER 15.

NONE

Other (i.e., Speakers, Field Trips)

Connections to Literature

Method(s) of Assessment

Observation Constructed Response Observation A Observation evaluated by peers B Students engaged in learning activities C. Direct questioning D Observation of performance or process Constructed Response I. TEK check Selected Response 1 Fill-in-the-blank test 2 Matching test 3 Multiple choice test Teacher directed test

NOTES:

Relationships and/or Connections that should emerge

Unit 6: TAKS Objective: Unit Overview

THE JUDICIAL BRANCH

Suggested Time Frame: TEKS:

1-2 WEEKS 2B,9C,E,F, 10C,D,11A,21A,D,E,22A,B Unit Overview

Unit 6: TAKS Objective:

THE JUDICIAL BRANCH

Suggested Time Frame: TEKS:

1-2 WEEKS 2B,9C,E,F, 10C,D,11A,21A,D,E,22A,B

THIS UNIT INTRODUCES STUDENTS TO THE CONSTITUTIONAL PROTECTIONS OF INDIVIDUAL RIGHTS AND LIBERTIES.

THIS UNIT INTRODUCES STUDENTS TO THE CONSTITUTIONAL PROTECTIONS OF INDIVIDUAL RIGHTS AND LIBERTIES.

ANALYZE THE STRUCTURE AND FUNCTIONS OF THE FEDERAL COURT SYSTEM. ANALYZE THE TYPES OF FEDERAL COURT JURISDICTIONS. OUTLINE THE PROCESS FOR APPOINTING FEDERAL JUDGES. DESCRIBE THE STRUCTURE AND JURISDICTION OF THE FEDERAL DISTRICT COURTS. DESCRIBE THE STRUCTURE AND JURISDICTION OF THE FEDERAL COURTS OF APPEALS. DESCRIBE THE CONCEPT OF JUDICIAL REVIEW DESCRIBE THE SCOPE OF THE SUPREMEM COURTS JURISDICTION.. EXPLAIN HOW A CITIZEN CAN SUE THE GOVERNMENT IN THE COURT OF FEDERAL CLAIMS EXAMINE THE ROLES OF THE TERRITORIAL COURTS AND OF THE DISTRICT OF COLUMBIA. EXPLAIN THE FUNCTIN OF MILITARY TRIBUNALS. .

Enduring Understandings

Essential Questions:
CONTRAST ORIGINAL JURISDICTINA DN APPELLATE JURISTICTIN. WHAT KIND OF JURISDICTION DOES THE SUPREME COURT HAVE? MOST OF THE COURTS IN THE FEDERAL JUDICIARY ARE APPELLIATE COURTS. WHAT DOES THIS FACT SUGGEST ABOUT HE AMERICAN JUDICIAL PROCESS. WHAT LOMD PF [RPB;E,S ,OGJT JAVE [RP[ED CPMGRESS TP CREATGE AN ENTIRELY NEW TYPE OF APPELLATE COURT IN 1982. WHY DO YOU THINK THE SUPREME COURT JUSTICES WRITE CONCURRING AND/OR DISSENTING OPINIONS IN A CASE? HOW DOES THE COURTS POWER OF JUCICIAL REVIEW AFFECT THE BALANCE OF POWER IN THE FEDERAL GOVERNMENT? WHY DO YOU THINK CONGRESS HAS SEEN A NEED TO CREATE SPECIAL COURTS INSTEAD OF SENDING ALL FEDERAL CASES TO THE REGULAR COURTS? WHY DID CONGRESS ESGTABLISH A CIVILIAN TRIBUNAL TO HEAR APPEALS OF SERIOUS COURT-MARTIAL CONVICTIONS?

Facts
THE FOUNDING FATHERFS CREATED A NATIONAL JUDICIARY CONSISTING OF A SUPREME COURT AND INFERIOR COURTS TO BE CREATED BY CONGRESS. THE FEDERAL COURTS HAVE EXCLUSIVE OR CONCURRENT AND ORGINAL OR APPELLATE JURISDICTION OVER THE CASES THEY HEAR. FEDERAL JUDGES ARFE APPOINTED BY THE PRESIDENT, SUBJECT TO CONFIRMATION B.S. DISTRICTY THE SENATE. SUPREME COURT JUDGES AND IFERIOR COURT JUDGES SERVE FOR LIFE, REMOVABLE ONLY BY IMPEACHMENT, WHILE SPECIAL COURT JUDGES SERVE 15-YEAR TERMS. CONGRESS SETS THE SALARIES OF FEDERL JEDGUES. THE 94 U.S. DISTRICT COURTS AHANDLE ABOUT 80 %OF THE FEDERAL CASELOAD. THE HAVE ORGINALL JURISDICTIN OVER MOST FEDERAL CRIMINAL AND CIVIL CASES. THE 12 FEDERAL APPEALS COURTS HAVE APPELLATE JURISDICTION ONLY. ALL FEDERAL AND MOST STATE CURTS HAVE THE POWER OF JUDICIAL REVIEW.

Text Resources MAGRUDERS AMERICAN GOVERNMENT

Labs/Activities/Centers NONE Technology & Electronic Resources INTERNET AND VIDEOS FROM THE LIBRARY

DO SECTION ASSESSMENTS AND CHAPTER REVIEW

Skills/Processes ALWAYS DO

Required Text Resources Other (i.e., Speakers, Field Trips)

NONE

Suggested Text Resources WORKSHEETS ON CHPATER 18

THE US. SUPREME COURT HAS BOTH ORIGINAL AND APPELLATE JURISDICtiON., BUT USUSALLY HEARS SASES ON APPEALL. THE SUPREME COURT IS IN SESSION FROM OCTOBER THROUGH JUNE.

Connections to Literature

Language of Instruction
INFERIOR COURTS JURISDICTIN EXC LUSIVE JURISDICTION CONCURRENT JURISDICTIN PLAINTIFF DEFENDANT ORIGINAL JURISDICTIN APPELLATE JURISDICITON CRIMANL CASE CIVIL CASE DOCKET WRIT OF CERTIORARI CERTIFICATE MAJORITY OPINION PR PRECEDENT CONCURRING OPION DISSENTING OPINION REDRESS COURT-MARTIAL CIVILIAN TRIBUNAL

Products students will develop

THE U.S. GOVERNMENT MAY NOT BE SUED WITHOUT ITS CONSENT, THOSE WHO SEK DAMAGES MUST TAKE THEIR CASES TO THE U.S.COURT OF FEDERAL CLAIMS. CPMGRESS JAS CREATED FEDERA; CPIRTS FPR I/S/ TERROTPROES AS WE;; AS FPR THE DOSTROCT PF CP;I,BOA. THE I/S/ COURT OF APPEALS FOR THE ARMED FORCES IS A CIVILIAN TRIBUNAL THAT HEARS APPEALS OF COURT-MARTIAL CASES. THE U.S. TAX COURT HEARS CIVIL CASES CONCERNING TAX LAW.

Method(s) of Assessment

Observation Constructed Response Observation A Observation evaluated by peers B Students engaged in learning activities C. Direct questioning D Observation of performance or process Constructed Response I. TEK check Selected Response 1 Fill-in-the-blank test 2 Matching test 3 Multiple choice test Teacher directed test

NOTES:

Unit 7: TAKS Objective: Unit Overview

GOVERNING THE STATE OF TEXAS

Suggested Time Frame: TEKS:

2-3 WEEKS 8A,D,9H9C,H,10 D,11A,17C,21A,D,E,22A,B,D

Unit 7: TAKS Objective: Unit Overview

GOVERNING THE STATE OF TEXAS

Suggested Time Frame: TEKS:

2-3 WEEKS 8A,D,9H9C,H,10 D,11A,17C,21A,D,E,22A,B,D

THIS UNIT INTRODUCES STUDENTS TO GOVERNMENT AT THE STATE AND LOCAL LEVELS.
Enduring Understandings EXAMINE THE HISTORY, CONGTEN TS AND IMPORTANCE OF THE FIRST STATE CONSTITUTIONS. DESCRIBE THE HISTORY OF THE EXAS CONSTITUTION EXAMINE THE TEXAS CONSTITUTION THE LAODAY EXPLAIN THE PROCESS FOR CONSTITUTIONAL CHANGE COMPARE THE STRUCTURE AND FUNCTIONS OF THE TEXAS STATE GOVERNMENT WITH THOSE OF THE FEDERAL SYSTEM. DESCRIBE THE ELECTION PROCESS TERMS, AND OCMPENSATION OF TEXAS STAGTE LEGISLATORS. SUMMARIZE THE LEGISLATIVE PROCESS AT THE STATE LEVEL. DESCRIBE THE GOVERNSHIP OF TEXAS. EXAMINE TH EDUTIES AND OWERS OF THE LIEUTENANT GOVERNOR OF TEXAS. IDENTIFY AND DEFINE THE KINDS OF LAW APPLIED IN TEXAS STAGTE COURTS. COMPARE AND CONTRAST CIVIL LAW AND CRIMINAL LAW DESCRIBE THE JURY SYSTEM IN TEXAS EXPLAIN HOW THE TEXAS STGATE COURTS ARE ORGANIZED AND DESCRIBE THE WORK OF EACH KIND OF TEXAS STATE COURT. IDENTIFY THE MAJOR ELEMENTS OF THE NATIONS COUTIES ANALYZE THE STRUCTURE AND FUNCTINS OF COUTY GOVERNMENTS IN TEXAS EXAMINE REASON FOR AMERICAS SHIFT FROMA RURAL TO URBAN ECONOMY COMPAERE AND CONTRAST THE MAJOR FORM OF CITY GOVERNMENT ANALYZE THE STRUCTURE AND FUNCTIONS OF STATE GOVERNMENT DESCRIBER THE MAJOR FEDERAL AND STATE LIMITS ON RAISING REVENUE LIST THE FOUR PRINCIPLES OF SOUND TAXASTIN EXPLAIN THE STATE BUDGET PROCESS Essential Questions WHY MIGHT MANY STATE CONSTITUTINS HAVE BEEN ALLOWED TO BECOME SO LENGTHY, REPETITIVE, AND FULL OF OUTDATED ROVISIONS IN WHAT AREAS ARE THE TEXAS STATE LEGISLATURE AND THE CONGRESS ALIKE? IN WHAT AREA S ARE THEY DIFFERENT? EXPLAIN WHY THE GOVENOR OF TEXAS HAS LIMITED AUTHORITY. WHAT EFFECT WOULD DIRECT ELECTION HAVE ON THE PRESIDENTS CABINET? WHY IS A GRAND JURY ALLOWED TO DO ITS WORK IN SECRET? DESCRIBE A SITUATIN IN WHICH SOMEONE MIGHT SEEK AND IINJUCTIN? HOW DO YOU THINK JUDGES SHOULD BE SELECGTED? WHAT QUALITIES MAKE A GOOD JUDGE? WHY DO YOU THINK THAT THE TEXAS CONSTITUTION ESTABLISHED THE SAME BASIC ORGANIZATION AND STRUCTURE FOR ALL COUNTIES IN TEXAS? WHAT ARE THE ADVANTGAGEDS AND DISADVANTAGES OF THE THREE DIFFERENT TYPES OF CITY GOVERNMENT? HOW DID THE G.I.BILL HELP BRING ABOUT CHANGE IN AMERICAN CULTURE? WHY YOU THINK MANY STATES LOBBIED THE FEDERAL GOVERNMENT TO GIVE THEM BLOCK GRANTS THAT THEY COLD USE TO CREAT AND MANAGE THEIR OWN WELFARE PROGRAMS? WHAT CHALENGES DO STATE AND LOCAL GOVERNMENTS FACE IN PROVIDING FOR PUBLIC WELFARE AND SAFETY? WHAT MIGHT BE THE ADVANTAGES AND DISADVANTAGES IN RAISING REVENUE THROUGH A STATERUN LOTTERY? Facts THE FIRST STATE CONSTITUTION WAS BASED ON POPULAR SOVEREIGNTY AND LIMITED GOVERNMENT, AND THEY PROVIDED FOR A SEPARATION POWSERS, CHECKS AND BALANCES, AND ROTCTION OF INDIVIDUAL RIGHTS. THE LEGISLATURE IS THE LAWMAKING BRANCH OF STATE GOVERNMENT. IT HAS THE POEWR TO PASS ANY LAW THAT DOES NOT CONFLICT IWHT THE STATE CONSTITUTION OR WITH FEDERAL LAW. STATE LEGILATORS ARE CJPSEM BU [P[I;AR VPTE/ THE GOVERNOR IS THE CHIEF EXECUTIVE OFFICER OF THE STATE. THE LIEUTENANT GOVENOR HOLDS CONSIDERABLE POWER IN THE STATE. THE LAW IS THE CODE OF CONDUCT BY WHICH SOCIETY IS GOVERNED. THE LAW IS EIGHTER CRIMANL OR CIVIL. THERFE ARE TWO KINDS OF JURIES, THE GRAND JURY AND THE PETIT JURY. THE TEXAS STATEJUDICIAL SYSTEM CONSISTS OF FIVE TIERS OF COURTS. COUNTIES OR THEIR EQUIVALENTS EXIST IN ALL BUT TWO STATES. COUNTY GOVERNMENT AFFECTS THE LIVES OF ALL TEXANS. MOST AMERICANS LIVE IN URBAN AREAS. CITY GOVEFRNMENTS TAKE ONE OF THREE FORMS, MAYOR-COUNCIL, COMMISSION, OR COUNCIL-MANAGER UNDER THE FEDERAL SYSTEM, STATES AND THEIR LOCAL GOVERNMENTS HAVE MANY POWSERS AND PROVIDE MANY IMPORTANT SERVICES. TEXAS STATE AND LOCAL GOVERNMENTS PROVIDE EDUCATION, HELP INSURE PUBLIC WELFARE AND SAFETY, AND BUILD AND MAINTAIN HIGHWAYS. THE FEDERAL CONSTITUTION, THE 14TH AMENDMENT, AND THE TEXS STATE CONSTITUTION RESTRICT STATE AND LOCAL TAXING POWERS. THE STATE BUDGET IS THE MEANS BY WHICH TEXAS PLANS THE CONTROL AND USE OF PUBLIC MONEY.

THIS UNIT INTRODUCES STUDENTS TO GOVERNMENT AT THE STATE AND LOCAL LEVELS

Text Resources MAGRUDERS AMERICAN GOVERNMENT

Labs/Activities/Centers NONE

DO ALL SECTION ASSESSMENT QUESTIONS AND CHAPTER REVIEWS ASSESSMENT PLUS CHAPTER TEST

Skills/Processes ALWAYS DO

Required Text Resources

Technology & Electronic Resources USE INTERNET, VIDEOS AND POWERPOINT PRESENTATIONS

Suggested Text Resources WORKSHEETS Other (i.e., Speakers, Field Trips)

Connections to Literature

Language of Instruction
POPULAR SOVEREIGNTY LIMITED GOVERFNMENT INITIATIVE FUNDAMENTAL LAW STATUTORY LAW POLICE POWER CONSTITUENT POER REFERENDUM ITEM VETO CLEMENCY PARDON COMMUTATION REPRIEVE PAROLE COMMON LAW PRECEDENT CRIMINAL LAW FELONY MISDEMEANOR CIVIL LAW \JURY INFORMATION JUSTICE OF THE PEACE WARRANT PRELIMINARY HEARING A[[ELLATE JURISDITION

COUNTY TOWNSHIP SPECIAL DISTRICT CHARTER MAYOR-COUNCIL GOV. STRON-MAYOR GOV. WEAK-MAYOR GOV. COMMISSION GOV. COUNCIL-MANAGER GOV. ZONING METROPOLITAN AREA MEDICAID WELFARE ENTITLEMENT SALES TAX REGRESSIVE TAX INCOME TAX PROGRESSIVE TAX PROPERTY TAX ASSESSMENT INHERITANCE TAX SATATE BUDGET

Products students will develop

Relationships and/or Connections that should emerge

Method(s) of Assessment

Observation Constructed Response Observation A Observation evaluated by peers B Students engaged in learning activities C. Direct questioning D Observation of performance or process Constructed Response I. TEK check Selected Response 1 Fill-in-the-blank test 2 Matching test 3 Multiple choice test Teacher directed test

NOTES:

Ft. Stockton ISD

3 Grade 1 Six Weeks Science Timeline

rd

st

8/21/2006

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