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Rigorous Curriculum Design—Unit Planning Organizer Blank

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DEKALB COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) Social Studies

Grade and Course

9th Grade

Unit of Study Unit 1-Foundations of Government

Pacing

Timeframe:

Block-2 weeks

Traditional-4 weeks

“Unwrapped” Priority Georgia Standards of Excellence

Skills and Concepts

SSCG1: COMPARE AND CONTRAST various systems of government. a. DETERMINE how governments differ in geographic distribution of power, particularly unitary, confederal, and federal types of government. b. DETERMINE how some forms of government differ in their level of citizen participation particularly authoritarian (autocracy and oligarchy) and democratic. SSCG3 DEMONSTRATE knowledge of the framing and structure of the United States Constitution. a. ANALYZE debates during the drafting of the Constitution, including the Three-Fifths Compromise, the Great Compromise, and the Commerce Clause. c. EXPLAIN the fundamental principles of the United States Constitution, including limited government, the rule of law, federalism, separation of powers, checks and balances, and popular sovereignty



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“Unwrapped” Priority Standards

“Unwrapped” Skills

(Students Need to Know)

“Unwrapped” Concepts (Students Need

to Be Able to Do)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

SSCG1: COMPARE AND CONTRAST

• Various systems of government

2 Understand 3 Strategic Thinking

SSCG1a: DETERMINE

• Unitary,

• Confederal,

• Federal

2 Understand 1 Recall

SSCG1b: DETERMINE

• Autocracy, Oligarchy, Democratic

2 Understand 2 Skills and Concepts

SSCG3: DEMONSTRATE

• Framing

• Structure of Constitution 2 Understand 3 Strategic Thinking

SSCG3a: EXPLAIN

• Three-Fifths Compromise

• The Great Compromise

• The Commerce Clause

4 Analyze 3 Strategic Thinking

SSCG3c: EXPLAIN

• Limited Government

• Rule of Law, Federalism, Separation of Powers,

• Checks and Balances,

• Popular Sovereignty

2 Understand 2 Skills and Concepts

Supporting Standards



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SSCG1c Determine how the role of the executive differs in presidential and parliamentary systems of governments. d. Differentiate between a direct democracy, representative democracy, and/or a republic. SSCG2 Demonstrate knowledge of the political philosophies that shaped the development of United States constitutional government. a. Analyze key ideas of limited government and the rule of law as seen in the Magna Carta, the Petition of Right, and the English Bill of Rights. b. Analyze the impact of the writings of Hobbes (Leviathan), Locke (Second Treatise on Government), Rousseau (The Social Contract), and Montesquieu (The Spirit of the Laws) on our concept of government. c. Analyze the ways in which the philosophies listed in element 2b influenced the Declaration of Independence. SSCG3b Analyze how the Constitution addresses the weaknesses of the Articles of Confederation. d. Explain the key ideas in the debate over ratification made by the Federalists and the Anti-Federalists. SSCG5 Demonstrate knowledge of the federal system of government described in the United States Constitution. a. Explain and analyze the relationship of state governments to the national government. b. Define and provide examples of enumerated, implied, concurrent, reserved, and denied powers. c. Analyze the ongoing debate that focuses on the balance of power between state and national governments as it relates to current issues. d. Analyze the Supremacy Clause found in Article VI and the role of the U.S. Constitution as the “supreme law of the land.” e. Describe the roles of Congress and the states in the formal process of amending the Constitution. Information processing skills

1. Compare similarities and differences 3. Identify issues and/or problems and alternatives solutions 9. Construct charts and tables 11. Draw conclusions and make generalizations 15. Determine adequacy and/or relevancy of information



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Essential Questions Corresponding Big Ideas

1. How do various forms of governments operate differently?

2. How have political philosophies helped shape the development of the US constitutional government?

3. How can the framing and structure of the U S Constitution explain the balance of power?

1. Government will function differently based

on distribution of power.

2. Limited government and the rule of law helped shape the constitutional government of the U S.

3. The fundamental principles of the U S Constitution were formed from the debates and compromises made at the Constitutional convention.



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Unit Assessments

Pre-Assessment Post-Assessment

Student Version: 9_AmericanGovernment_Unit1_Preassessment_Student Teacher Version: 9_AmericanGovernment_Unit1_Preassessment_Teacher

Student Version: DeKalb Benchmark Assessment Teacher Version:



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Performance Assessment

Engaging Scenario

You are part of a United Nations Task Force who has been given the opportunity of working with a new country. Your assignment is to create a governmental framework and a constitution to run the country. Your group will research the best form of government that the new country should use. You are to compare and contrast different forms of governments currently in existence around the world (unitary, confederal, and federal types of government). The UN Task Force will present their proposal to the UN and the representatives of the new government.

Performance Task Synopses

Task 1: SSCG1ab, IPS1,IPS9 Research and create a chart that compares and contrasts different kinds of national governments around the world today. Task 2: SSCG3c,IPS3, IPS9 Choose your favorite government from your research in Task 1. Create a visual diagram of this government and compare to U.S. governmental structure. Task 3: SSCG1, SSCG2, SSCG3, IPS15 Develop and create the structure and a constitution for the new government. Task 4: SSCG1, SSCG2, SSCG3,, IPS3, IPS15 Present proposal to the UN and representatives of the new government using a multimedia presentation.



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Performance Task 1 In Detail

o Task 1 Student Directions: o Research the different forms of governments that exist around the world.

o Unitary o Confederal o Parliamentary o Democratic o Monarchy

o Create a chart that compares and contrasts different kinds of national governments around the

world Include unitary, confederal, and federal types of governments (as stated above). Use the T chart graphic organizer or Venn diagram.

o Task 1 Teacher Notes: o Review the various forms of government students need to include in their comparison chart.

o Unitary o Confederal o Parliamentary o Democratic o Monarchy

o Provide proper research resources/sites to use. o Assist students with how to use the T chart graphic organizer or Venn diagram.

o http://www.readwritethink.org/files/resources/printouts/T-Chart.pdf

Performance Task 1 Scoring Guide

4 Advanced Proficiency:

Demonstrates advanced proficiency

3 Proficient: Demonstrates

proficiency with the listed examples:

2 Basic 1 Below Basic

Proficiency: Demonstrates advanced proficiency All “3” Proficient criteria plus: o Chart has 3 or more

different kinds of national governments.

o Uses visual images on chart.

o No grammatical errors.

Demonstrates proficiency

o Provides a comparison chart that accurately compares and contrasts 2 different kinds of national government.

o Chart is clear and easy to understand.

o Few grammatical errors.

Demonstrates partial proficiency o Comparison chart

includes some inaccuracies

Does not meet proficiency o Chart does is

completely inaccurate or only summarizes one type of national government



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Task 2 Student Directions: o Choose your most dynamic government from your research in Task 1. o Explain why you chose this governmental framework. o Create a visual diagram (on chart paper) of this government and compare to U.S.

governmental structure.

Task 2 Teacher Notes: o Assist students with selecting a variety of appropriate governments. Be prepared to give

students concrete examples of government aspects to include in visual diagram. o Provide chart paper and additional art supplies.


4 Advanced 3 Proficient 2 Basic 1 Below Basic

All “3” Proficient criteria plus: o Has created a

diagram explaining more than 3 aspects of the structure of their new government

o Has created a diagram that compares more than 2 aspects between the new government and the U.S. government

o Includes images that support government comparison.

o Has created a diagram explaining 3 aspects of the structure of their new state and government.

o Has created a diagram that compares 2 aspects of their new country and government with the United States and its government.

o Diagram includes an explanation for 2 aspects of the new government

o Diagram compares one aspect of their new government to the United States government.

o Diagram includes an explanation for 2 aspects of the new government but the explanation is inaccurate.



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Task 3 Student Directions: Create a structure for the new government -(How will your government be set up? Who will run the country? Create a constitution for the new country – What are the duties and responsibilities of the various leaders? List and identify the different functions of each division of government Revise and edit within your group

Task 3 Teacher Notes:

Review components of governmental structure (leaders, parliaments, Kings, presidents, etc). Review federalism and various components of a constitution (preamble, defining branches, components of government).

Assist with editing



All “3” Proficient criteria plus: o Create a constitution

with more than 3 components

o Create the structure of the governments including more than 2 components

o Explain how the divisions of government will interact with each other.

o Discuss how the new constitution is similar to either federal or a confederal government and why.

o Create a constitution with 3 key components.

o Create the structure of the new country detailing the various levels of leadership in the new government

o Explain how the divisions of government will interact with each other.

o The new constitution includes fewer than 3 components.

o The leadership and divisions of government are mentioned but no elaboration is evident.

o The new constitution does not have 3 key components.



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o Task 4 Student Directions: o Develop a multimedia presentation to present your new government to the United Nations

(video, Prezi, or PowerPoint Presentation) o Use a mixture of visual and appropriate text. o Presentations should be 3 to 5 minutes in length. o Serve as a voting member of the United Nations for class mate proposals.

o Task 4 Teacher Notes: o Provide students with appropriate multimedia presentation options (Prezi, PowerPoint, Video,

etc). o Provide a peer evaluation tool to students. (Ex: Pros, Cons, Likes, Dislikes, etc) o Facilitate the evaluation and voting process.



All “3” Proficient criteria plus: o Has addressed 3

aspects of their government.

o Student understanding of types of government is evident.

o Understanding of structure of the US Constitution is evident

o Student can explain the fundamental principles of the US Constitution.

o

o Has addressed 3 aspects of their government.

o Student understanding of types of government is evident.

o Understanding of structure of the US Constitution is evident

o Student can explain the fundamental principles of the US Constitution.

o Has addressed 3 aspects of their government.

o Student understanding of types of government is somewhat evident.

o Understanding of structure of the US Constitution is somewhat evident

o Student can explain the fundamental principles of the US Constitution in a limited fashion.

o May have addressed 3 aspects of their government.

o Student understanding of types of government is sporadic.

o Student does not understand the structure of the US Constitution is evident

o Student cannot explain the fundamental principles of the US Constitution.

o



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Instructional Strategies Instructional Strategies

Research-Based Effective Teaching Strategies

21st Century Learning Skills

Learning Objectives (posted and referenced)

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort, Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Purposeful small group instruction

Increased think time

Setting Objectives, Providing Feedback

Check for Understanding

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Interdisciplinary Non-Fiction Writing

Teamwork and Collaboration

Initiative and Leadership

Curiosity and Imagination

Innovation and Creativity

Critical thinking and Problem Solving

Flexibility and Adaptability

Effective Oral and Written Communication

Accessing and Analyzing Information

Other



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Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3) Additional Supports in

Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Re-voicing

Explaining

Prompting for participation

Challenging or countering

Asking “Why?” “How?”

Reread

Practice new academic vocab.

Assistive technology

Pre-teach & re-teach in a different way

Repetition

Use of manipulatives

Collaborative work

Direct/explicit instruction

“Chunking”

Accommodating different learning styles

Create differentiated text sets

Providing additional guided practice

Conferencing

Additional time

Small group collaboration

Modify quantity of work

Take student’s dictation

Scaffold information

Differentiated content process or product

Consistent reward system

Refer to students’ IEP or 504 plan

Assistive technology

Visuals/Realia

Front-loading

Echoing/Choral response

Color-coding

Multiple exposures in different media

Pair-share

Modeling

Language scaffolds: eg, sentence frames

Deconstruct complex

sentences and texts

L1 support

increased opportunities for student-student talk

Strategic vocabulary instruction

Additional think time



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Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation

Flexible-Learning Groups by Readiness, Interest, Learning Profiles

Gifted Education Cluster Classes

Choice of Books Gifted Education Collaboration Classes

Homework Options Tiered Activities and Products

Use of Reading Buddies Use of Literature Clubs

Various Journal Prompts Multiple Testing Options

Student/Teacher Goal Setting Multiple Texts

Varied Pacing with Anchor Options Alternative Assessments

Work Alone or Together Subject Advancement within class

Flexible Seating Curriculum Compacting

Varied Scaffolding Tiered Centers

Varied Computer Programs Spelling by Readiness

Design-A-DAY Varying Organizers

Varied Supplemental Materials Community Mentorships

Computer Mentors Stations

Think-Pair-Share by Readiness, Interest, Learning Profiles

Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways

Explorations by Interest Student choice in selecting learning activities.

Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous

Advanced Content English/language arts, mathematics, science and/or social studies courses

Above grade level accelerated English/language arts, mathematics, science and/or social studies courses

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Whole Grade Acceleration



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Instructional Resources and Materials Suggested Resources Suggested Technology Resources

o The DBQ Project (Mini Qs in Civics) o The Ideals of the Declaration: Which is

the Most Important? o How Did the Constitution Guard Against

Tyranny? o What Types of Citizen Does a Democracy

Need?

Lesson Plans, Games, and Webquests https://quest.icivics.org/search/teachers?authority=276484&strand=276512&grade=276513 Crash Course Videos: American Government Videos: 1-5, 45-47, 49 https://www.youtube.com/watch?v=lrk4oY7UxpQ&list=PL8dPuuaLjXtOfse2ncvffeelTrqvhrz8H

Review of Key Terms https://quizlet.com/subject/foundations-of-american-government/

Unit Vocabulary Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 o Unit-Specific /

Domain / Tier 3

o Compare/Contrast o Analyze o Explain

o Unitary o Confederal o Federal o Autocracy o Oligarchy o Democratic o 3/5ths

Compromise o Great

Compromise o Commerce

Clause o Limited

Government o Rule of Law o Federalism o Separation of

Powers o Checks and

Balances o Popular

Sovereignty

o ELAGSE9–10W1 o ELAGSE9-10W7

https://quest.icivics.org/search/teachers?authority=276484&strand=276512&grade=276513

https://quest.icivics.org/search/teachers?authority=276484&strand=276512&grade=276513

https://www.youtube.com/watch?v=lrk4oY7UxpQ&list=PL8dPuuaLjXtOfse2ncvffeelTrqvhrz8H

https://www.youtube.com/watch?v=lrk4oY7UxpQ&list=PL8dPuuaLjXtOfse2ncvffeelTrqvhrz8H

https://quizlet.com/subject/foundations-of-american-government/

https://quizlet.com/subject/foundations-of-american-government/



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Weekly Planner

Course: American Government Unit: 1

Pacing

Priority (in bold) and Supporting Standards

Engaging Learning

Experiences

Core Instruction (in bold) and additional

resources

Formative Assessments

Week 1

SSCG1a,b SSCG1c,d

Intro Engaging Scenario and Task 1: Research and create a chart that compares and contrasts different kinds of national governments around the world today.

o Review the various forms of government students need to include in their comparison chart.

o Classroom Textbook

o Icivics o Provide proper

research resources/sites to use.

Pre-Assessment Discussion of the Essential Questions (throughout unit) Task 1 scoring guide Suggested informal progress monitoring checks: Kahoot Ticket out the Door

Week 2

SSCG3c SSCG1c,d SSCG2a,b,c SSCG3b,d

Task 2: Choose your favorite government from your research in Task 1. Create a visual diagram of this government and compare to U.S. governmental structure.

o Assist students with selecting a variety of appropriate governments.

o Provide chart paper and additional art supplies.

Discussion of the Essential Questions (throughout unit) Task 2 scoring guide Suggested informal progress monitoring checks: Kahoot Ticket out the Door

Week 3

SSCG1a,b SSCG3a,c SSCG1c,d SSCG2a,b,c SSCG3b,d SSCG5a,b,c,d,e

Task 3: Develop and create the structure and a constitution for the new government.

o Review components of governmental structure

o Review components of a constitution

o Assist with editing

Discussion of the Essential Questions (throughout unit) Task 3 scoring guide Suggested informal progress monitoring checks: Kahoot



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Pacing

Priority (in bold) and Supporting Standards

Engaging Learning

Experiences

Core Instruction (in bold) and additional

resources

Formative Assessments

Ticket out the Door

Week 4

SSCG1a,b SSCG3a,c SSCG1c,d SSCG2a,b,c SSCG3b,d SSCG5a,b,c,d,e

Task 4: Present proposal to the UN and representatives of the new government using a multimedia presentation.

o Provide students with appropriate multimedia presentation options (Prezi, PowerPoint, Video, Etc).

o Provide students instructions on how to evaluate classmates proposals. (Ex: Pros, Cons, Likes, Dislikes, etc)

o Facilitate the evaluation and voting process.

Discussion of the Essential Questions (throughout unit) Task 4 scoring guide Suggested informal progress monitoring checks: Kahoot Ticket out the Door Post Assessment

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