We will explore our American system of rights and responsibilities and the workings of the federal, state, and local governments.  The students will analyze how public policy - domestic and foreign - is developed at the local, state, and national levels and compare how policy-making occurs in other forms of government.    In addition we will look at how individuals can become involved in our system of government, which is the main reason that has enabled America to become the greatest country on the earth.  Activities such as class debates, focus group presentations and a mock trial will provide a chance for the students to learn by doing and make the course come alive.

During the lessons, the proper vocabulary and thematic questions will be reviewed and the facts covering the lesson will be discussed.  Activities that will help the student better understand the subject matter will be accomplished in class.  Videos and power point presentations will be used to bring the lesson to life.  Movies will be shown which will portray government, civic activities or historical concepts.  These movies will be rated PG-13 or less.

Required School Supplies: 3 Ring Binder and loose leaf paper.
                                             Pencils for daily work and pens for tests.

If your son / daughter begins to have problems with the schoolwork or has a discipline problem, I will contact you to discuss this.  If the problem continues, I will request that we meet face to face, along with the student to resolve the problem.  If you have any questions or concerns during the school year, please contact me by Email: Lingram@wpsdk12.org or phone the school and leave a message: 686-2067. I am available any time before or after school to discuss your student’s grades or activities.  Together we can provide the best learning experience possible.

Day 2: Activities: Debates - Focus Groups - Mock Trial
Demonstration of how to do Homework - Honor Code

Day 3: Unit 1 – Lesson 1  (# 1.d, 2.a, 2.c)
Topics: Purposes and levels of Government, Kinds of Democracy, Citizens and Immigrants. Develop class work groups
Terms: Citizen, Government, Democracy, Representative democracy, Federalism
Questions:
1. What are the basic purposes of government?
2. What are the differences between a dictatorship and democracy?
3. How can American citizens influence their government?

Day 4:  Unit 1 - Lesson 2 (# 1.a, 1.b)
Topics: Ways people become citizens, Rights of aliens, Naturalization, Prepare for debate
Terms: Alien, Immigrant, Deport, Naturalization
Questions:
1. What steps are involved in the process of naturalization?

Day 5: Unit 1: Lesson 3  (# 1.d, 1.e)
Topics: American Tradition - Declaration of Independence, Nation’s first governments, Prepare for Debate
Terms: Repeal, Delegate, Ratify, Amend
Questions:
1. What are the basic ideas found in the Declaration of Independence?

Day 6 : Exam: Unit - 1     (# 1.a, 1.c, 3.b)

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Day 7: Unit - 2: Lesson 1 (# 1.c, 2.b)
Topics: Federal system, Electoral College, Checks and Balances
Terms: Federal system, Electoral College, Checks and Balances, Veto, Override
Questions:
1. What key decisions and proposals were made at the Constitutional convention?
2. How did the positions of the Federal and Anti-Federalists differ in regard to ratification of the Constitution
3. What are the 6 goals of the government listed in the Preamble to the Constitution?

Day 8 : Unit - 2: Lesson 2 (# 1.c, 2.a)
Topics:  Popular Sovereignty, Limited government, Separation of Powers, Amending the constitution, Prepare for next debate
Terms: Popular sovereignty, Enumerated powers, Reserve powers, Concurrent powers, Supremacy clause, Amendment, Implied powers
Questions:
1. Why does the constitution provide for limited government?
2. Why and how did the framers of the Constitution provide for the separation of powers?
3. What is the process for amending the Constitution?

Day 9: Unit - 2 – Lesson  3    (# 1.a, 2.f)
Topics: The 1st Amendment, Civil Rights, Civil War Amendments, Voting rights and elections, Prepare for next Debate
Terms: Search warrant, Indict, Double jeopardy, Due process, Bail
Questions:
1. What rights does the First Amendment protect?
2. What roles do the 5th - 8 amendments play in protecting the accused?
3. What are the provisions of the three Civil War amendments?
4. What 5 other amendments concern voting rights and elections?

Day 10 : Exam Unit - 2      ( # 1.a, 1.c, 3.b)

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Day 11 : Unit – 3  - Lesson 1(# 1.a, 1.b, 2.b, 3.a)
Topics: Categories of rights, Limits on rights, Duties and responsibilities of a citizen, Your place in the local community.
Terms: Civil rights, Discrimination, Affirmative action, Duties, Responsibilities, Community, Public
Questions:
1. What are the 3 major categories of right?
2. What are the duties of American citizens?
3. What are the responsibilities of American Citizens?
4. What are some of the services that many communities to which you belong provide?

Day 12 : Unit 3 – Lesson 2 (# 1.b, 1.e, 3.c)
Topics: The Vote, Nominating candidates, Election campaign, Prepare for next Debate
Terms: Electorate, Apathy, Caucus, Primary elections, Propaganda, Canvassing, PAC
Questions:
1. What responsibilities do citizens have in preparing to vote?
2. What are the three procedures for nominating candidates for public office?
3. What are three important campaign tools used in running for office?

Day 13: Unit 3 – Lesson 3 (# 1.b, 1.e, 3.c)
Topics: The Ballot, Elections, Public Opinion, Prepare for Next Debate
Terms: Polling place, Popular vote, Electoral vote, Initiative, Proposition, Referendum, Recall, Interest group
Questions:
1. What are the 3 methods for casting votes at the polls?

Day 14   Exam Unit - 3   (# 1.a, 1.b, 3.b)

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Day 15 : Unit 4 – Lesson 1 (# 2.b, 2.f)
Topics: House of Representatives, The Senate, Congressional leaders and committees
Terms: Bicameral, Constituent, Censure, Session, Speaker of the house, President pro tempore, Standing committee, Joint committee, Conference committee
Questions:
1. What are the qualifications and terms of office for members of the House of Representatives?
2. What are the qualifications and terms of office for members of the Senate?

Day 16 : Unit 4 – Lesson 2 (# 2.b, 2.f)
Topics: Congressional Powers, Limits to Congressional powers
Terms: Impeach, Appropriations, Filibuster, voice vote, standing vote, Roll-call vote, pocket veto
Questions:
1. What are Congress’s expressed and implied powers?
2. What are 4 special powers of congress?
3. What are a President’s options for signing or vetoing a bill?

Day 17:  Unit 4 – Lesson 3(# 2.b, 2.f, 3.e)
Topics: The President  & Vice-President, Presidential Succession, Prepare for Debate
Terms: Cabinet, Executive order, Ambassador, Treaty, Executive agreement
Questions:
1. What are the qualifications and terms of office for the President?
2. What are the qualifications and terms of office for the Vice-president?
3. What are the President’s responsibilities as Chief Executive?

Day 18 : Exam – Unit - 4     (# 1.a, 1.b, 3.b)

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Day 19: Unit 5 -  Lesson 1(#3.b, 3.d, 3.f)
Topics: Presidential Cabinet, Creation of the Cabinet
Terms: Foreign policy, Embassy, Consulate, Consul, Passport, Visa
Questions:
1. What are the responsibilities of the Department of State?
2. What is the basic organization of the Department of Defense?
3. What are the responsibilities of the seven executive departments created since 1950?

Day 20: Unit 5 - Lesson 2 (# 2.f, 2.g)
Topics: Federal court system & jurisdiction, Lower federal courts: District & Appeals
Terms: Criminal case, Civil case, Suit, Jurisdiction, District court, Magistrate, Subpoena, Court of Appeals, Circuit
Questions:
1. What is the difference between criminal and civil cases?
2. What are the 5 areas in which the Federal courts have jurisdiction?
3. What are the responsibilities of judges in district court?
4. What are the functions of United States courts of appeal?

Day 21:  Exam - Unit 5
- Overview of  Gov. Focus Group (# 3.a, 3.b)

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Day 22 : Unit 6 - Lesson 1 (# 2.f)
Topics: The Federal System, State constitutions, State Governor
Terms: Extradition, Commute, Parole
Questions:
1. What are 3 examples of federal-state cooperation?
2. What are some of the powers and duties of the governor?

Day 23 : Unit 6 – Lesson 2 (# 2.e, 2.f)
Topics: County government, Local government
Terms: Charter, Ordinance, User fees
Questions:
1. What is the basic organization of county government?
2. How did town government begin in the United States?

Day 24 : Unit 6 – Lesson 3 (#2.e, 2.f)
Topics: City government, Mayor & City Commission, Community issues
Terms: Home rule, Mayor, Ward, Metropolitan area, Public policy, Infrastructure, Priorities, Zoning board.
Questions:
1. What are some of the challenges facing local government?
2. What are some of the factors involved in making public policy?
3. What are five ways of financing public policy?

Day 25: Exam – Unit 6
- Focus Group Presentations(# 3.a, 3.b)

Day 26: Focus Group Presentations(# 3.a, 3.b)

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Day 27: Unit 7 – Lesson 1  (# 2.f, 2.g)
Topics: Source of our Laws, Legal rights and responsibilities
Terms: Jurisprudence, Stare decisis, Writ of Habeas Corpus, Ex Post Facto Law, Grand jury, Bench trial
Contempt of court,
Questions:
1. What roles do the executive, legislative, and judicial branches have in the American legal system.
2. What are five specific rights of persons accused of a crime, and how do these rights work?
3. What are the basic legal responsibilities of all citizens?

Day 28: Unit 7 – Lesson 2 (# 2.f, 2.g)
Topics: Types of Laws
Terms: Civil law, Lawsuit, Plaintiff, Defendant, Contract
Questions:
1. What are the differences between criminal law and civil law?
2. What are three other types of law, and how would you describe them?

Day 29: Unit 7 – Lesson 3 (# 2.f, 2.g)
Topics: Civil Cases, Criminal cases
Terms: Suit of equity, Injunction, Complaint, Penal code, Larceny, Vandalism, Fraud, Mandatory sentence
Questions:
1. What are the 4 types of lawsuits?
2. What are two general types of crime, and what are several specific, kinds of crime in each category?
3. What are four functions of penalties for crimes?

Day 30: Unit 7 – Lesson 4 (# 2.f, 2.g)
Topics: Criminal proceedings, Juvenile court
Terms:  Summons, Arraignment, Prosecution, Testimony, Cross-examination, Acquittal, Hung jury, Juvenile delinquent, offender
Questions:
1. What is the procedure when arresting a suspect of a crime?
2. What are the basic procedures of a trial?
3. What are two factors that contribute to juvenile delinquency?
4. What is the primary role of juvenile courts?

Day 31: Exam – Unit 7
Overview of Court Case  (# 2.f, 2.g)

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Day 32: Unit 8 – Lesson 1 (#Econ 1.a, 1.b, 1.c)
Topics: The American Economy, Economic decisions, Work on Mock Trial
Terms: Resources, Consumer, Supply, Demand, Capital, Entrepreneur, Profit, Marketing
Questions:
1. What two important factors are involved in deciding what and how much to produce?
2. What four elements are involved in deciding how goods and services will be produced?

Day 33: Unit 8 – Lesson 2 (#Econ 2.a, 2.b, 3.b )
Topics: Measuring the economy, Government and business, Work on Mock Trial
Terms: Business cycle, Recession, Depression, Fiscal policy, Gross Domestic Product, Monopoly, Merger
Questions:
1. What are the four phases of the business cycle?
2. How does inflation affect people’s standard of living?
3. What are several types of government assistance to business today?

Day 34: Unit 8 – Lesson 3 (#Econ 2.c)
Topics: Principal of taxation, Work on Mock Trial
Terms: Revenue, Progressive tax, Regressive tax, Income tax, Tax return, Deduction, Property tax, Sales tax, Tariff
Questions:
1. What is the importance of taxation?
2. What are three limits on taxation found in the United States Constitution?
3. Why are income taxes considered progressive taxes?
4. How are property taxes determined?

Day 35 : Exam – Unit 8
Work on Mock Trial (# 2.f, 2.g)

Day 36: Mock Trial (# 2.f, 2.g )

Day 37: Review for final exam

Day 38: Final Exam

Students can:
a. Engage ethically in civic activities including discussing current issues, advocating for their rights and the rights of others, practicing their responsibilities, influencing governmental actions, and other community service learning opportunities.
b. Evaluate how individuals and groups can effectively use the structure and functions of various levels of government to shape policy.
c. Describe the roles and influence of individuals, groups, and the press as checks on governmental practices.
d. Identify which level of government is appropriate for various policies and demonstrate an ability to
appropriately engage with that level of government.
e. Critique various media sources for accuracy and perspective.

21st Century Skills and Readiness Competencies: Students will be able answer the following:
1. What is the meaning of civic participation in a democratic republic?
2. How do citizens act as a ?check on government?
3. What strategies can citizens use most effectively to influence public policy?
4. How do people resolve differences while remaining respectful of multiple perspectives?
5. Why should you participate in government?

Standard 2: Purposes of and limitations on the foundations, structures and functions of government.

Students can:
a. Describe the origins, purposes and limitations of government and include the contribution of key
philosophers and documents.
b. Identify the structure, function, and roles of members of government and their relationship to democratic values.
c. Analyze and explain the importance of the principles of democracy and the inherent competition among values. Values to include but not be limited to freedom and security, individual rights and common good, and rights and responsibilities
d. Analyze the role of the founding documents and the evolution of their interpretation through governmental action and court cases. Documents to include but not limited to the United States Constitution and the Bill of Rights.
e. Use media literacy skills to locate multiple valid sources of information regarding the foundations, structures, and functions of government.
f. Analyze how court decisions, legislative debates, and various and diverse groups have helped to preserve, develop, and interpret the rights and ideals of the American system of government.
g. Evaluate the effectiveness of our justice system in protecting life, liberty, and property.

21st Century Skills and Readiness Competencies: Students will be able answer the following:
1. What are the most important democratic ideals and practices?
2. What would society look like if several landmark court cases had been decided differently?
3. How does government best protect individual rights and the rights of minorities, yet have the majority rule?
4. What would United States government look like with no checks and balances or another mix of those limitations?

Standard 3: Analyze how public policy - domestic and foreign - is developed at the local, state, and national levels and compare how policy-making occurs in other forms of government.

Students can:
a. Discuss multiple perspectives on local issues and options for participating in civic life.
b. Analyze and discuss multiple perspectives on state issues and option for participating in civic affairs
by shaping policies.
c. Explain how to monitor and influence public policy.
d. Analyze goals and tools used by the United States in developing foreign policy.
e. Illustrate how various governments and leaders interact and evaluate how interactions among nations affect domestic and world events.
f. Compare and contrast how different systems of government function.

21st Century Skills and Readiness Competencies: Students will be able answer the following:
1. Why do countries view global issues from different perspectives?
2. How does domestic policy affect foreign policy?
3. How does a government make foreign policy and can individuals influence policy?
4. What are possible motivations underlying foreign policy decisions?