Mercy
High School Curriculum Guide: American Government
-Baltimore- Honors and College Prep
| Mercy
High School Curriculum Guide: American Government -Baltimore- Honors and College Prep |
| World Cultures AP US History 1, 2, and 3 Government Back to Main Page Model Diplomats |
Grade Level: 10th
grade
Number of
Teachers: 1 teacher
Frequency and
Duration: 50 minutes, as scheduled
Class Size: 25 students
Skills
Mastered
Communication
o
Exchanging
thoughts, messages and information
effectively through interaction
§
Give
and
receive meaningful feedback
§
Use
a
variety of speaking techniques to communicate with a variety of
audiences
§
Use
appropriate forms of writing for different purposes and audiences
§
Use
a
variety of media to communicate with a range of audiences
§
Interpret
and use effectively modes of non-verbal communication
§
Negotiate
ideas and knowledge with peers and teachers
o
Reading,
writing and using language to gather and
communicate information
§
Read
critically and for comprehension
§
Read
a
variety of sources for information and for pleasure
§
Make
inferences and draw conclusions
§
Use
and
interpret a range of discipline-specific terms and symbols
§
Write
for
different purposes
§
Paraphrase
accurately and concisely
§
Preview
and skim texts to build understanding
§
Take
effective notes in class
§
Make
effective summary notes for studying
§
Use
a
variety of organizers for academic writing tasks
§
Find
information for disciplinary and interdisciplinary inquiries, using a
variety
of media
§
Organize
and depict information logically
§
Structure
information in summaries, essays and reports
·
Collaboration
o
Working
effectively with others
§
Delegate
and share responsibility for decision-making
§
Help
others to succeed
§
Take
responsibility for one’s own actions
§
Manage
and resolve conflict, and work collaboratively in teams
§
Build
consensus
§
Make
fair
and equitable decisions
§
Listen
actively to other perspectives and ideas
§
Negotiate
effectively
§
Encourage
others to contribute
§
Exercise
leadership and take on a variety of roles within groups
§
Give
and
receive meaningful feedback • Advocate for one’s own rights and needs
·
Organization
o
Managing
time and tasks effectively
§
Plan
short- and long-term assignments; meet deadlines
§
Create
plans to prepare for summative assessments (examinations and
performances)
§
Keep
and
use a weekly planner for assignments
§
Set
goals
that are challenging and realistic
§
Plan
strategies and take action to achieve personal and academic goals
§
Bring
necessary equipment and supplies to class
§
Keep
an
organized and logical system of information files/notebooks
§
Use
appropriate strategies for organizing complex information
§
Understand
and use sensory learning preferences (learning styles)
§
Select
and use technology effectively and productively
·
Affective
o
Managing
state of mind
§
Practice
focus and concentration
§
Demonstrate
persistence and perseverance
§
Practice
delaying gratification
§
Practice
strategies to prevent and eliminate bullying
§
Practice
positive thinking
§
Practice
“bouncing back” after adversity, mistakes and failures
§
Practice
“failing well”
§
Practice
dealing with disappointment and unmet expectations
§
Practice
dealing with change
·
Reflection
o
Reconsidering
the process of learning; choosing
and using ATL skills
§
Develop
new skills, techniques and strategies for effective learning
§
Identify
strengths and weaknesses of personal learning strategies
(self-assessment)
§
Demonstrate
flexibility in the selection and use of learning strategies
§
Try
new
ATL skills and evaluate their effectiveness
§
Consider
content, ATL skills development, personal learning strategies
§
Focus
on
the process of creating by imitating the work of others
§
Consider
ethical, cultural and environmental implications
·
Information
literacy
o
Finding,
interpreting, judging and creating
information
§
Collect,
record and verify data
§
Access
information to be informed and inform others
§
Make
connections between various sources of information
§
Understand
the benefits and limitations of personal sensory learning preferences
when
accessing, processing and recalling information
§
Use
memory techniques to develop long-term memory
§
Present
information in a variety of formats and platforms
§
Collect
and analyze data to identify solutions and make informed decisions
§
Process
data and report results
§
Evaluate
and select information sources and digital tools based on their
appropriateness
to specific tasks
§
Understand
and use technology systems
§
Use
critical-literacy skills to analyze and interpret media communications
§
Understand
and implement intellectual property rights
§
Create
references and citations, use footnotes/endnotes and construct a
bibliography
according to recognized conventions
§
Identify
primary and secondary sources
·
Media
literacy
o
Interacting
with media to use and create ideas and
information
§
Locate,
organize, analyze, evaluate, synthesize and ethically use information
from a
variety of sources and media (including digital social media and online
networks)
§
Demonstrate
awareness of media interpretations of events and ideas (including
digital
social media)
§
Understand
the impact of media representations and modes of presentation
§
Seek
a
range of perspectives from multiple and varied sources
§
Communicate
information and ideas effectively to multiple audiences using a variety
of
media and formats
§
Compare,
contrast and draw connections among (multi)media resources
·
Critical-thinking
o
Analyzing
and evaluating issues and ideas
§
Practice
observing carefully in order to recognize problems
§
Gather
and organize relevant information to formulate an argument
§
Recognize
unstated assumptions and bias
§
Interpret
data
§
Evaluate
evidence and arguments
§
Recognize
and evaluate propositions
§
Draw
reasonable conclusions and generalizations
§
Test
generalizations and conclusions
§
Revise
understanding based on new information and evidence
§
Evaluate
and manage risk
§
Formulate
factual, topical, conceptual and debatable questions
§
Consider
ideas from multiple perspectives
§
Develop
contrary or opposing arguments
§
Analyze
complex concepts and projects into their constituent parts and
synthesize them
to create new understanding
§
Propose
and evaluate a variety of solutions
§
Identify
obstacles and challenges
§
Use
models and simulations to explore complex systems and issues
§
Identify
trends and forecast possibilities
·
Creative-thinking
skills
o
Generating
novel ideas and considering new
perspectives
§
Use
brainstorming and visual diagrams to generate new ideas and inquiries
§
Consider
multiple alternatives, including those that might be unlikely or
impossible
§
Create
novel solutions to authentic problems
§
Make
unexpected or unusual connections between objects and/or ideas
§
Make
guesses, ask “what if” questions and generate testable hypotheses
§
Apply
existing knowledge to generate new ideas, products or processes
§
Create
original works and ideas; use existing works and ideas in new ways
§
Practice
flexible thinking—develop multiple opposing, contradictory and
complementary
arguments
§
Practice
visible thinking strategies and techniques • Generate metaphors and
analogies
·
Transfer
o
Using
skills and knowledge in multiple contexts
§
Use
effective learning strategies in subject groups and disciplines
§
Apply
skills and knowledge in unfamiliar situations
§
Inquire
in different contexts to gain a different perspective
§
Compare
conceptual understanding across multiple subject groups and disciplines
§
Make
connections between subject groups and disciplines
§
Combine
knowledge, understanding and skills to create products or solutions
§
Transfer
current knowledge to learning of new technologies
§
Change
the context of an inquiry to gain different perspectives
Habits of
Mind Fostered
·
Inquirers
·
Knowledgeable
·
Thinkers
·
Communicators
·
Principled
·
Open-Minded
·
Caring
·
Risk-Takers
·
Balanced
·
Reflective
Resources
Used
·
Fraga, Luis R. United States Government. Houghton,
Mifflin, Harcourt, 2015 iBook version.
·
Videos from
Youtube, Discovery
Channel, and History Channel as determined by the teacher
Essential
Content Covered
|
Topic/Theme |
Learning
Objectives |
Standards
Alignment |
|
Roles of
Government and the Role of Media and Interest Groups in Democracy |
SWBAT: define
what a government is and describe its functions. SWBAT:
differentiate among the different types of government structures. SWBAT: explain
the strengths and weaknesses of a democracy. SWBAT: describe
and assess the roles of media and interest groups in a democracy and in
today’s U.S. society. SWBAT:
summarize current news articles as they relate to the United States
using a broad selection of news sources. SWBAT: apply
the rights and responsibilities of a U.S. citizen to an analysis of
current events. |
NCSS 4, 5, 6,
9, 10 |
|
Foundations of
American Government |
SWBAT: explain
the general causes of the American Revolution and the significances of
the American Revolution as seen through the statements of principle in
the Declaration of Independence. SWBAT: identify
and explain the basic principles on which the U.S. Federal Government
system is based. SWBAT: examine
and analyze the weaknesses of the U.S. Government under the Articles of
Confederation and the need for a new form of federal government. SWBAT: describe
the rights and freedoms guaranteed to each American citizen under the
Constitution, the Bill of Rights and the 13th, 14th,
15th, 19th and 26th. Amendments. SWBAT:
summarize how each branch of the federal government serves as a check
and balance for the others. |
NCSS 2, 6, 10 |
|
Legislative
Branch |
SWBAT: explain
how members of each house of Congress are chosen, and what their
responsibilities and powers are. SWBAT:
demonstrate understanding of the bill making power of Congress by
generating a diagram of the bill making process. |
NCSS 5, 6, 10 |
|
Executive Branch |
SWBAT: cite the
qualifications needed to be elected president and explain the election
process. SWBAT: identify
and provide current examples of the roles and responsibilities of the
president in domestic and foreign policy. |
NCSS 5, 6, 9, 10 |
|
Judicial Branch |
SWBAT: diagram
the Federal judicial system. SWBAT: explain
the role of the Supreme Court and its structure. SWBAT: describe
the process of a criminal case. |
NCSS 5, 6, 10 |