Social Studies Curriculum

Grade 8 - United States History
Curriculum Guide

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Civics

Time Frame for Unit:

7 weeks

Content Standards:

National Standards for History:

Era 3 - Revolution and the New Nation (1754-1820s)

Standard 3

1. The student understands the issues involved in the creation and ratification of the United States Constitution and the new government it established.
2. The student understands the guarantees of the Bill of Rights and continuing significance.
3. The student understands the development of the Supreme Court's power and its significance from 1789 to 1820.
4. The student understands the development of the first American party system.

National Standards for Civics & Government:
(Grades 5-8):

Standard 1

1. Explain the meaning of the terms civic life, politics, and government. Evaluate, take, and defend positions on why government is necessary and the purposes government should serve.
2. Describe the essential characteristics of limited and unlimited governments. Explain the importance of the rule of law for the protection of individual rights and the common good.
3. Explain the various purposes constitutions serve. Explain those conditions that are essential for the flourishing of constitutional government.

Standard 2

1. Explain the essential ideas of American constitutional government.
2. Identify and explain the importance of historical experiences and geographic, social, and economic factors that have helped shape American society. Evaluate, take, and defend positions on the value and challenges of diversity in American life.
3. Explain the importance of shared political values and principles to American society.
4. Explain the meaning and importance of the fundamental values and principles of American constitutional democracy.

Standard 3

1. Explain how the powers of the national government are distributed, shared, and limited. Explain how and why powers are distributed and shared between national and state governments in the federal system.
2. Explain the major responsibilities of the national government for domestic and foreign policy. Explain the necessity of taxes and the purposes for which taxes are used.
3. Explain why states have constitutions, their purposes, and the relationship of state constitutions to the federal constitution. Describe the organization and major responsibilities of state and local governments.
4. Identify his/her representatives in the legislative branches as well as the heads of the executive branches of his/her local, state, and national government.
5. Explain the importance of law in the American constitutional system.
6. Explain how political parties, campaigns, elections, interest groups, unions, and professional organizations provide opportunities for citizen to participate in the political process. Explain what is meant by the public agenda and how it is set. Explain how public policy is formed and carried out at local, state, and national levels, and what roles individuals can play in the process.

Standard 4

1. Explain how the world is organized politically. Explain how nation-states interact with one another. Explain how U.S. foreign policy is made and the means by which it is carried out. Explain the role of major international organizations in the world today.
2. Describe the influence of American political ideas on other nations. Explain the effects of significant political, demographic, and environmental trends in the world.

Standard 5

1. Explain the meaning of American citizenship. Explain how one becomes an American citizen.
2. Evaluate, take, and defend positions on issues involving personal rights, political rights, and economic rights.
3. Evaluate, take, and defend positions on the importance of personal and civic responsibilities to the individual and to society.
4. Analyze the importance of certain dispositions or traits of character to themselves and American constitutional democracy.
5. Explain the relationship between participating in civic and political life and the attainment of individual and public goals. Explain the importance of knowledge to competent and responsible participation in American democracy.
6. Understand the economies of the United States and the state and their relationships to the global economy.
7. Understand the impact of economic choices and participate effectively in the local, state, national, and global economies.

Alaska Content Standards: Government and Citizenship:

1. Know and understand how societies define authority, rights, and responsibilities through a governmental process.
2. Understand the constitutional foundations of the American political system and the democratic ideals of this nation.
3. Understand the constitutional foundations of the American political system and the democratic ideals of this nation.
4. Understand the constitutional foundations of the American political system and the democratic ideals of this nation.
5. Have the knowledge and skills necessary to participate effectively as an informed and responsible citizen.

Brief summary of unit:

In the Civics unit students examine the institutions and practices of government, the foundational documents of the American government, and how American government works. Students will understand how the rights and responsibilities of citizenship apply to their own lives.

Enduring Understandings:

The students will understand that:

1. The structures of the American government create a unique system, which protect the rights of the individual.
2. The United States is a democratic republic, a government in which representatives are chosen by the people to serve the interests of those represented and to promote the common welfare.
3. In a democratic republic, the individual’s participation in civic and political life contributes
   to the attainment of individual and public goals.

Essential Questions:

1. To what extent do the foundations of American constitutional government create a model for current democratic nations?
2. How does the American structure of government ensure a balanced system?
3. To what extent do citizens have a responsibility to work for the common good in a democratic republic?

Knowledge:

Define and apply the following terms:
U.S. Constitution, legislative, executive, judicial, federalism, Supreme Court, Bill of Rights, concurrent powers, reserved powers, delegated powers, electors, impeachment, protempore, indictment, quorum, revenue, naturalization, appropriation, suffrage, ratification, limited government, due process, sovereignty, political parties, citizen.

Explain the significance of the following concepts:

• electoral college
• judicial review
• Marbury vs Madison
• balance of power/ checks and balance
• separation of powers
• types of government
• levels of government (federal, state, local)

Skills:

The student will be able to …

• Analyze the fundamental ideas behind the distribution of powers and the system of checks and balances established by the Constitution.
• Analyze the significance of the Bill of Rights and the additional amendments.
• Appraise how the Marbury vs Madison case established judicial review.
• Compare and contrast types of government.
• Differentiate between the levels of government (federal, state, local).
• Chart the structure and function of the executive, legislative, and judicial branches of government.

Assessment Evidence *

Performance Tasks:

• Organize and draft a constitution of a newly formed country. (McDougal, pg. 263)
• Conduct a mock trial to examine a law or government activity then decide whether it violates the Constitution. (McDougal, pg. 244)
• Research and present landmark Supreme Court cases.
• Conduct a simulated Congressional Hearing. (Center for Civic Education Curriculum)
• Create Public Policy through Project Citizen. (Center for Civic Education Curriculum)

Other Evidence:

• Test on facts related to Civics.
• Vocabulary quiz: use key terms in context.
• Written responses to the Essential Questions.
• Students self-assess their own involvement in class discussions and academic performances, and explain their patterns of participation.

Learning Plan*

Learning Activities:

1. Begin with entry questions to hook students into what fundamental rights and responsibilities apply to students at school.
2. Introduce the Essential Questions and discuss the culminating unit tasks.
3. Introduce key vocabulary during the various activities and performance tasks.
4. Students read and discuss relevant sections from the sources to support the learning activities and tasks. (McDougal Ch. 8 and 9, Constitution and Citizenship Handbook pgs. 226-271. We the People text)
5. Choose one of the performance tasks to assess student understanding. Conclude the unit with student self-assessment of their culminating activity.

* These are suggested activities. Other assessments, performance tasks, and learning activities may be implemented.

 

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