U.S.

Government Curriculum Guide

Social Studies ‐ Hoover City Schools

Spring 2015

Compiled by Kellye Self, Cheryl Morrow

Indicators of
Proficiency
Standards COS# CCSS# Basic Proficient Advanced
Reading Standards

Key Ideas and Details

Cite specific textual evidence to support 1, 2, 3, RH1 Students identify Students will Students will
analysis of primary and secondary 5, 14 details drawn from effectively explain both
sources, connecting insights gained from primary and organize evidence specific details of
specific details to an understanding of the secondary sources. drawn from textual reading
text as a whole. textual reading of and the connection
primary and of the details to the
secondary sources. whole from
primary and
secondary sources.
Determine the central ideas or 1, 2, 3, RH2 Students will Students will Students will
information of a primary or secondary 14 paraphrase what identify the central evaluate the key
source; provide an accurate summary that they have read idea of a primary details and ideas in
makes clear the relationships among the from primary and or secondary a primary or
key details and ideas. secondary sources. source and secondary source
summarize the and explain the
meaning in clear relationships
relation to the among them.
central idea.
Evaluate various explanations for actions 2, 3, 14 RH3 Students will Students will Students will
or events and determine which understand what is determine the best evaluate and
explanation best accords with textual unclear in a text. explanation of interpret textual
evidence, acknowledging where the text events or actions evidence to
leaves matters uncertain. from their reading determine the best
of a text. explanation for
actions or events
described.
Possible Resources/Documents to be Magna Carta, the Petition of Right, the English Bill of Rights, Mayflower Compact,
Used: Virginia Declaration of Rights, Locke’s Two Treatises, Leviathan, the Social
Contract, the Declaration of Independence, the Constitution and Bill of Rights, the
Virginia Plan, the New Jersey Plan, the Articles of Confederation, various
Federalist Papers, Supreme Court decisions for appropriate topics (historical and
contemporary)
Craft and Structure

Determine the meaning of words and 1, 2, 3, RH4 Students will Students will Students will
phrases as they are used in a text, 6, 7, 8 identify that words demonstrate how analyze how
including analyzing how an author uses can have different context affects the terminology
and refines the meaning of a key term over meanings in meaning of evolves over the
the course of a text (e.g. how Madison different contexts terminology using course of a
defines faction in Federalist No. 10) within the same primary or primary or
document. secondary sources. secondary source
and evaluate how
the meaning
changes in context.
Analyze in detail how a complex primary 1, 2, 3, RH5 Students will Students will Students will
source is structured, including how key 9 identify key recognize analyze the
sentences, paragraphs, and larger portions structural structural structural
of the text contribute to the whole. elements in a elements and elements of a
complex primary explain how they source and explain
source. contribute to the how the structure
text as a whole. affects the
meaning of the
 whole.
Evaluate authors’ differing points of view 1, 2, 3, RH6 Students will read Students will read Students will read
on the same historical event or issue by 6, 7, 8, text about an text on an a variety of
assessing the authors’ claims, reasoning 9 historical event or historical event or sources on the
and evidence. issue from two issue from at least same historical
different authors two different event or issue and
and identify authors and assess the authors’
similarities and evaluate the claims, reasoning
differences. authors’ claims and evidence in
and evidence. order to support a
position.
Possible Resources/Documents to be Magna Carta, the Petition of Right, the English Bill of Rights, Mayflower Compact,
Used: Virginia Declaration of Rights, Locke’s Two Treatises, Leviathan, the Social
Contract, the Declaration of Independence, the Constitution and Bill of Rights, the
Virginia Plan, the New Jersey Plan, the Articles of Confederation, various
Federalist Papers, Voting Rights Act of 1965, Supreme Court cases corresponding
to each content area, pieces of Alabama and Congressional legislation, Executive
orders and signing statements.
Integration of Knowledge and Ideas

Integrate and evaluate multiple sources of 4, 5, RH7 Students will Students will Students will select
information presented in diverse formats 10, 11, compare consolidate information from a
and media (e.g., visually, quantitatively, as 12, 13, information from a information from a variety of sources
well as in words) in order to address a 15 variety of sources variety of sources and make
question or solve a problem. in order to address in different judgments about
a question or solve formats and the sources in
a problem. evaluate to order to address a
address a question question or solve a
or solve a problem. problem.
Evaluate an author’s premises, claims and 4, 5, RH8 Students will Students will Students will
evidence by corroborating or challenging 10, 11, compare an analyze an evaluate an
them with other information. 12, 13, author’s premises, author’s premises, author’s premises,
15 claims and claims and claims or evidence
 evidence to evidence by after selecting and
information on the verifying the appraising
same topic from validity of the information to
other reputable information corroborate or
sources. against other challenge those
reputable sources. ideas.
Integrate information from diverse 4, 5, RH9 Students will Students will Students will
sources, both primary and secondary, into 10, 11, locate and examine and choose
a coherent understanding of an idea or 12, 13, summarize explain information from a
event, noting discrepancies among 15 information from information from a variety of sources,
sources. diverse sources, variety of sources select the best
identifying to explain an idea information and
discrepancies or event. explain an idea or
among the sources. event after
evaluating the
sources.
Possible Resources/Documents to be Evaluate current events information using reliable news outlets such as The
Used: Birmingham News (al.com), Washington Post, New York Times, etc. Read
academic articles, speeches, government orders and documents (such as
executive orders, Supreme Court decisions, acts and other public documents and
records). Political cartoons (current and historic), graphs, charts and
infographics. Reliable political websites such as www.opensecrets.org,
www.realclearpolitics.com, www.congress.gov, www.oyez.org,
www.whitehouse.gov, etc.
Range of Reading and Level of Text
Complexity
By the end of Grade 12, read and 1‐15 RH10 Students will read Students will read Students will
comprehend history/social studies texts in and comprehend and comprehend select, read and
the Grades 11‐CCR text complexity band history/social history/social comprehend
independently and proficiently. studies texts on studies texts of history/social
grade level varying studies texts above
independently and complexities on grade level
proficiently. and above grade independently and
 level proficiently.
independently and
proficiently.
Possible Resources/Documents to be Course textbook and timely supplemental readings chosen by teachers with a
Used: goal of helping students understand concepts by making connections to current
governmental actions and current events.
Writing Standards

Text Types and Purposes

Write arguments to support claims in an WH1 Students will write Students will write
Students will write
analysis of substantive topics or texts arguments to effective arguments to
using valid reasoning and relevant and support claims arguments to effectively support
sufficient evidence. using evidence support claims their analysis of
drawn from after assessing substantive topics
substantive topics relevant and or texts using
and texts. sufficient evidence
evidence and
and forming an reasoning the
opinion. student has
selected and can
support.
Introduce precise, knowledgeable WH1a Students will Students will Students will
claim(s), establish the significance of the organize and analyze claims and analyze claims and
claim(s), distinguish the claim(s) from evaluate counterclaims on counterclaims on
alternate or opposing claims, and create information from a an event or issue an event or issue
an organization that logically sequences variety of sources and organize the and explain and
the claim(s), counterclaims, reasons and into an outline or information into a defend the
evidence. chart. written format information in
that is easily written form in a
understood by the format that is
audience. easily understood
by the audience.
Develop claim(s) and counterclaims fairly WH1b Students will Students will Students will write
and thoroughly, supplying the most recognize and give examine claims to a specific
relevant data and evidence for each while examples of the and counterclaims, audience in the
pointing out the strengths and limitations relevant data and selecting the most appropriate
of both claim(s) and counterclaims in a evidence for claims appropriate discipline, while
discipline‐appropriate form that and counterclaims supporting data producing claims
anticipates the audience’s knowledge in a discipline for each in a and counterclaims,
level, concerns, values, and possible appropriate form. discipline providing
biases. appropriate appropriate and
written format. relevant data and
evidence of
support.
Use words, phrases, and clauses as well as WH1c Students will Students will Students will
varied syntax to link the major sections of identify and label choose the most design a work
the text, create cohesion, and clarify the the key words, significant words, product that
relationships between claim(s) and phrases, clauses, phrases, clauses, evaluates
reasons, between reasons and evidence, sections, claims, sections, claims, evidence,
and between claim(s) and counterclaims. evidence, etc. in a evidence, etc. and integrates
passage. relate them to one viewpoints and
another in a justifies the claims,
written or reasoning and
graphical manner. counterclaims.
Establish and maintain a formal style and WH1d Students will re‐ Students will Students will
objective tone while attending to the write in an produce an compare/contrast
norms and conventions of the discipline in appropriate style objective piece of at least two
which they are writing. for the discipline writing in a style writings from the
using an objective appropriate to the appropriate
tone. norms and discipline and
conventions of the write a synthesis
discipline in which of the two using
they are writing. the norms and
conventions of the
appropriate
discipline.
Provide a concluding statement or section WH1e Students will write Students will Students will
that follows from or supports the a conclusion that analyze an evaluate different
argument presented. supports an argument positions on a
argument presented in a text concept or issue
presented. and write a and argue for the
supporting conclusion they
conclusion. have derived.
Write informative/explanatory texts, WH2 Students will write Students will write Students will
including the narration of historical a summary of a an informative collect textual
events, scientific procedures/experiments, text. summary of information and
or technical processes. information write informative
intended to explain texts that
or inform the synthesizes and
audience. integrates
different
viewpoints and
outcomes.
Introduce a topic and organize complex WH2a Students will select Students will select Students will
ideas, concepts, and information so that a topic and a topic and utilize generate a work
each new element builds on that which organize organizational and product that
precedes it to create a unified whole; information in a graphical elements analyzes complex
include formatting (e.g., headings), manner that that distinguish ideas, concepts
graphics (e.g., figures, tables), and informs the the parts into a and information,
multimedia when useful to aiding audience. unified whole. organizes it
comprehension. structurally and
includes
multimedia,
graphics, etc. to
create better
understanding for
their audience.
Develop the topic thoroughly by selecting WH2b Students will Students will Students will
the most significant and relevant facts, identify and re‐ research and select assemble the most
extended definitions, concrete details, write the most the most relevant
significant data
quotations, or other information and relevant facts, facts, definitions,
and information
examples appropriate to the audience’s definitions, details, details, etc. in an
for a topic, with
knowledge of the topic. etc. in a given outline directed to
appropriate
topic. a specific audience.
examples and
formulate a
written summary.
Use varied transitions and sentence WH2c Students will Students will Students will
structures to link the major sections of the identify the demonstrate the compose a written
text, create cohesion, and clarify the relationships use of varied passage that
relationships among complex ideas and among complex transitions and demonstrates
concepts. ideas and structure sentence cohesion, an
using more than structures in a understanding of
one type of written passage the relationships
transition between while linking ideas among complex
ideas. and concepts. ideas and concepts
and uses a variety
of transitional
devices.
Use precise language, domain‐specific WH2d Students will Students will use Students will
vocabulary and techniques such as locate domain‐ domain‐specific compose a passage
metaphor, simile and analogy to manage specific vocabulary vocabulary and that illustrates the
the complexity of the topic; convey a in context and techniques to complex use of
knowledgeable stance in a style that recall in writing author a passage domain‐specific
responds to the discipline and context as how the author that uses similar vocabulary and
well as to the expertise of likely readers. used it in the techniques. techniques in
passage. context.
Provide a concluding statement or section WH2e Students will Students will Students will
that follows from and supports the reproduce a produce a written produce and justify
information or explanation provided (e.g., written conclusion conclusion that is a written
articulating implications or the that is supported supported by conclusion that is
significance of the topic). by evidence. evidence. supported by
evidence.
Possible Resources/Documents to be Textbooks, academic articles, newspaper/internet articles, primary source
Used: documents, Supreme Court rulings, graphs, charts, political cartoons,
infographics. The focus here is on reading a variety of types of text and
demonstrating an understanding of its meaning in writing.
Possible Assignments: Paragraphs, essays, free response questions, short answers, note‐taking using a
variety of styles of note‐taking, identification of essential questions from a
reading to participate in a graded discussion (whether oral or in writing on a blog
or forum), etc.
Production and Distribution of Writing

Produce clear and coherent writing in WH4 Students will Students will Students will
which the development, organization, and locate examples illustrate good develop a clear and
style are appropriate to task, purpose and that illustrate clear writing techniques coherent writing
audience. and coherent while producing a piece that is
writing. clear and coherent appropriate to the
passage. task, purpose and
audience.
Develop and strengthen writing as needed WH5 Students will select Students will Students will
by planning, revising, editing, rewriting, or a passage and revise a sample compose a writing
trying a new approach, focusing on rewrite it to writing based on selection that
addressing what is most significant for a address a different teacher or peer shows
specific purpose or audience. audience. feedback. improvement
based on peer
feedback and
review.
Use technology, including the Internet, to WH6 Students will select Students will Students will use
produce, publish, and update individual or writing passages collaborate technology to
shared writing products in response to using technology through the use of produce
ongoing feedback, including new and will annotate technology to synchronous and
arguments or information. and publish the produce a writing asynchronous
revisions. sample that dialogue with
incorporates peer peers and publish
feedback. a finished product
 based on the
feedback.
Possible Resources/Documents to be Textbooks, academic articles, newspaper/internet articles, primary source
Used: documents, Supreme Court rulings, graphs, charts, political cartoons,
infographics. The focus here is on writing about their reading and publishing
writing for teacher, peer or even world review.
Possible Assignments: Blogs, forums, research papers, social media entries, summaries, creation of
infographics, charts, graphs and cartoons, etc.
Research to Build and Present Knowledge

Conduct short as well as more sustained WH7 Students will Students will Students will
research projects to answer a question conduct research conduct research conduct short and
(including a self‐generated question) or on a teacher‐ on a question or sustained research
solve a problem; narrow or broaden the generated issue in order to assignments
inquiry when appropriate; synthesize question to solve a solve a problem. designed to
multiple sources on the subject, problem or Students will progressively
demonstrating understanding of the question. Students determine answer questions
subject under investigation. will choose whether their or solve problems
appropriate search is too that are generated
selections from a narrow or needs to by the student in
variety of be broader and response to a
resources to will respond general subject or
demonstrate an appropriately. stimuli from the
understanding of Student work will teacher. Students
their topic or demonstrate will appropriately
problem. understanding of broaden or narrow
the topic under their search, will
investigation and effectively
will integrate combine research
information from from multiple
more than one sources and their
source. work product will
demonstrate
 understanding of
the problem or
question they have
researched and
solved.
Gather relevant information from multiple WH8 Students will find Students will find Students will use
authoritative print and digital sources, at least one more than one advanced digital
using advanced searches effectively; reliable print reliable resource searches using
assess the strengths and limitations of resource and one from both print sources like Google
each source in terms of the specific task, reliable digital and digital Scholar and
purpose and audience; integrate resource on a resources and boolean searching,
information into the text selectively to topic; select determine which as well as
maintain the flow of ideas, avoiding passages to information and advanced print
plagiarism and overreliance on any one paraphrase and facts are reliable media searches for
source and following a standard format for use effectively to and support their relevant and
citation. prove their thesis to use in an reliable
argument and argument. information;
provide correct Students will select students will
citations and credit information to use analyze
for ideas other from these information
than their own in a resources without gathered and
standard citation plagiarizing and distinguish
format. will provide all between valuable
appropriate and non‐valuable
citations in a information for
standard citation their thesis and
format. topic; students will
use a variety of
resources
correctly, citing all
sources used in
accordance with a
standard citation
 format and use all
sources, images,
etc. appropriately.
Draw evidence from informational texts to WH9 Students will use Students will Students will
support analysis, reflection, and research. informational texts choose and use choose and use
provided by the informational texts informational texts
instructor to to find and select to find and select
answer questions data to support data to support
and analyze their research. their research.
connections Students will Students will select
between different analyze selections the most
pieces of for usefulness and significant pieces
information. validity. of data in order to
support analysis,
reflection and
research on a
given topic.
Possible Resources/Documents to be Textbooks, academic articles, newspaper/internet articles, primary source
Used: documents, Supreme Court rulings, graphs, charts, political cartoons,
infographics. The focus here is on writing about their research and publishing
writing for teacher, peer or even world review.
Possible Assignments: Formal research papers or essays (in class and out of class), blogs, forums,
research papers, social media entries, summaries, creation of infographics,
charts, graphs and cartoons, etc.
Range of Writing

Write routinely over extended time frames WH10 Students will write Students will write Students will write
(time for reflection and revision) and responses to short answer, short responses to
shorter time frames (a single sitting or a simple prompts in essay and free teacher‐generated
day or two) for range of discipline‐specific a single setting. response stimuli, as well as
tasks, purposes and audiences. Students will write statements/answe longer essays,
longer responses rs to prompts and journals or other
with opportunities stimuli from writings in which
 to edit and revise instructors in students reflect on
their writing. class, and outside their own writings,
of class. Students the responses of
will have teachers or peers
opportunities for and have the
revision and opportunity for
editing of writing discussion and
based on reflection editing of their
and/or feedback writing. These
from instructors or responses may
peers. These also include
responses may writing in forums,
also include blogs and other
writing in forums, digital/social
blogs and other media. Writing
digital/social may also be open
media for to publication.
academic
purposes.

Unit 1‐ Introduction and the Origins of Government

Essential Questions:

· What purpose does government serve in our lives?

· Why did America choose a republican system?

Conceptual Connections:

· Democracy

· Republic

Outcome‐Based Objectives:

Unit 1 Objectives COS Alignment

Define government and describe the basic powers, origins and 1

functions of government.

Compare and contrast unitary, federal and confederal systems of 1

government.

Define the main characteristics of democracy, including the 1

differences between representative democracy and direct
democracy.

Compare and contrast constitutional, authoritarian, and totalitarian 1

governments.

Unit 2‐ The United States Constitution

Essential Questions:
· What are the major principles of the constitution that represent social consensus in the United States?

· How does the amendment process and subsequent amendments affirm popular sovereignty and a democratic republic?

Conceptual Connections:

· Liberty

· Justice

· Equality

Outcome‐Based Objectives:

Unit 2 Objectives COS Alignment

Explain how the colonial experience during the dispute with Great Britain 2
and the writings of contemporary political philosophers helped shape
American ideals of constitutional democracy.

Compare and contrast the Articles of Confederation and the US 2

Constitution.
 Determine why the Framers of the US Constitution chose a federal system 2
with three distinct branches, and how they used the Federalist Papers to
justify this system.

Compare and contrast the powers given to the legislative, executive and 2
judicial branches and how those powers are used to check the powers of
the other branches.

Analyze key differences between Federalists and Anti‐federalists. 2

Outline the formal and informal process of amending the Constitution of 2

the United States.

Unit 3‐ Federalism

Essential Questions:

· How does the overall power of the national government compare to that of the states?

· How do the constitutional obligations of the states to one another uphold the principle of equality amongst the states?

· What impact does federal funding have on the relationship between state and national governments today?

Conceptual Connections:
· Federalism

Outcome‐Based Objectives:

Unit 3 Objectives COS

Alignment

Define federalism and explain why the Framers chose this system of government. 2

Identify powers delegated and denied to the federal government, as well as 3

powers delegated and denied to the states.

Evaluate the impact of federal funding on the relationship between states and the 3
national government, including taxation, revenue distribution, federal grants,
distribution of entitlements and the enforcement of contracts.

Explain the obligations of the states to one another. 3

Unit 4‐ Political Ideology, Political Parties and Elections

Essential Questions:

· What is the meaning of political ideology and its effects on voting behavior?

· What role do political parties, special interest groups, political action committees and the media play in the political
process in the U.S.?


Conceptual Connections:

· Political ideology

· Popular sovereignty

Outcome‐Based Objectives:

Unit 4 Objectives COS Alignment

Compare and contrast liberal and conservative political ideology and N/A
explain how American’s acquire these beliefs.

Trace the expansion of suffrage and its effect on the political system of the 5
United States.

Evaluate Democratic and Republican party beliefs on current political 8

issues.

Identify roles political parties play in the functioning of the political system 8
of the United States.

Describe the role of third‐party candidates in political elections in the 8

United States, including the core beliefs of major third parties functioning
today.
 Describe the development and functions of special interest groups, 6
including those on the state level.

Identify the impact of monetary contributions by political action 4, 6

committees and individuals on the election process, including the Supreme
Court rulings and state law regarding campaign finance.

Trace the development and impact of the media on the political process and 7
public opinion in the United States.

Unit 5‐ The Legislative Branch

Essential Questions:

· What is the demographic composition of Congress and why does it not reflect the national population?

· Analyze the limits of powers given to the House of Representatives and the Senate in the US Constitution. How have
these powers evolved over time?

· How do Congress members balance their constituent needs with national interests?

· How does the Alabama legislature make laws for the benefit of the citizens of Alabama?

Conceptual Connections:

· Representative government

Outcome‐Based Objectives:

 Unit 5 Objectives COS Alignment

Identify common characteristics of members of Congress. 9

Define the key differences in organization and power between the House of 9
Representatives and the Senate.

Analyze the effectiveness of the process by which a bill becomes a law. Define 9
the positive and negative implications of this lengthy process.

Analyze the process by which a bill becomes a law in Alabama. Define the 4
role of the 1901 Constitution of Alabama and the impact of special interest
groups on the process.

Explain the congressional committee structure for the House of 9

Representatives and Senate.

Evaluate the impact of reapportionment and gerrymandering on 9

Congressional composition. Define the role of state legislatures in this
process.

Unit 6‐ The Executive Branch and the Bureaucracy

Essential Questions:
· What are the formal and informal powers of the president?

· What impact does the foreign policymaking power of the president have on our role in the world community and our
national security?

· What role does the bureaucracy play in the functioning of the federal government?

Conceptual Connections:

· Separation of powers

· Divided government

Outcome‐Based Objectives:

Unit 6 Objectives COS Alignment

Explain the constitutional provisions dealing with the executive branch, as 10

well as the informal powers of the presidency.

Discuss the impact of the President’s foreign policymaking and war powers 13
on the national security of the United States and our relationships within the
world community.

Evaluate the role of the White House Staff, the Cabinet, and the Bureaucracy 10
in influencing presidential decision‐making.

Trace the process of getting elected to the American presidency, including 8, 10

 primary elections, party conventions and general elections.

Explain how the presidential election process has evolved. 10

Identify factors that influence voters’ choices of presidential candidates. 8, 10

Unit 7‐ The Judicial Branch

Essential Questions:

· If federal judges are shielded from direct political influence, why do presidents try to appoint judges who share their
political views?

· How is the national court system organized?

· How do the philosophies of judicial activism and restraint affect court decisions?

· How do the national courts make government policy?

Conceptual Connections:

· Justice

Outcome‐Based Objectives:

Unit 7 Objectives COS

Alignment

Explain the constitutional provisions dealing with the judicial branch, as well as the 11
qualifications and duties of Supreme Court justices.

Define the dual court system of the United States. 11

Evaluate judicial review’s impact on the balance of power between the three branches 11
and the impact on state sovereignty.

Trace the process by which a case goes to the Supreme Court of the United States. 11

Identify the impact of landmark Supreme Court cases on constitutional interpretation, 11

including those cases originating in Alabama.

Analyze political issues involved in the appointment process, including the ideology of 11
Supreme Court justices and appointees.

Contrast the strict and loose constructionist views of the Constitution, as well as 11
judicial activism and judicial restraint.


Unit 8‐ Civil Liberties and Civil Rights

Essential Questions:

· Why is the Constitution of the US considered to be a living document?

· How do the amendments to the constitution highlight the development of democracy in the United States?

· To what extent are our civil liberties protected in the Bill of Rights?

· To what extent has the doctrine of incorporation nationalized the Bill of Rights?

Conceptual Connections:

· Civil liberties

Outcome‐Based Objectives:

Unit 8 Objectives COS

Alignment

Evaluate the extent to which our civil are protected in the Bill of Rights. N/A
 Compare substantive and procedural due process of law. 12

Examine how federal courts have chosen to interpret the fundamental freedoms 11
guaranteed in the Constitution.

Trace the nationalization of the Bill of Rights from Gitlow versus New York to the 11
present.

Alabama Course of Study Correlation: Social Studies

United States Government Approved, 2010 for Use

Beginning in 2014

COS Objectives HCS Unit‐Objective

Identify origins and functions of government. 1.1, 1.2, 1.3, 1.4, 2.1

1. (a) Comparing essential characteristics of limited and

unlimited governments throughout the world, including
constitutional, authoritarian, and totalitarian governments

Analyze purposes, organization, functions, and principles of the 2.1, 2.2, 2.3, 2.4, 2.5, 2.6
Constitution of the United States and the Bill of Rights.

2. (a) Comparing government structure under the Articles of

Confederation with government structure under the Constitution of
the United States

3. (b) Comparing arguments for establishing a government

with three separate branches, including views presented in the
Federalist Papers regarding the branches of government

4. (c) Explaining the necessity for and inclusion of a system of

checks and balances

5. (d) Explaining the necessity for including a Bill of Rights in

the Constitution of the United States

6. (e) Outlining the process of amending the Constitution of

the United States

Explain how the federal system of the United States divides powers 3.1, 3.2, 3.3, 3.4, 3.5
between national and state governments, including areas of taxation,
revenue distribution, federal grants, distribution of entitlements,
regulation of interstate commerce, and enforcement of contracts.

Describe specific functions, organization, and purposes of state and 3.6, 4.6, 4.7, 5.4, 5.5
local governments.

7. (a) Analyzing the 1901 Constitution of Alabama to

determine its impact on local funding and campaign reform

8. (b) Describing the influence of special interest groups on

state government

Trace the expansion of suffrage and its effect on the political system 4.2, 4.10
of the United States.
9. (a) Describing implications of participation of large
numbers of minorities and women in parties and campaigns

10. (b) Describing the impact of the Selma‐to‐Montgomery

march on the passage of the Voting Rights Act of 1965

Describe the development and functions of special interest groups. 4.6, 4.7, 4.11

11. (a) Identifying the impact of campaign contributions by

political action committees on the election processes at the state and
national levels

12. (b) Analyzing rulings by the Supreme Court of the United

States regarding campaign financing to determine their effect on the
election process

Trace the development and impact of the media on the political 4.8, 4.9, 4.11
process and public opinion in the United States.

13. (a) Explaining the effect of media consolidation on public

opinion and access to various viewpoints

14. (b) Describing regional differences in public opinion in the

United States

15. (c) Analyzing the impact of television on the election

process and campaign spending

16. (d) Explaining the effect of attack advertisements on voter

selection of candidates

Identify roles political parties play in the functioning of the political 4.1, 4.3, 4.4, 4.5, 4.9, 4.10
system of the United States.

17. (a) Describing the role of third‐party candidates in political

elections in the United States

18. (b) Explaining major characteristics of contemporary

political parties in the United States, including the role of
conventions, party leadership, formal and informal memberships, and
regional strongholds

19. (c) Describing the changing influence of political parties on

individuals and elected officials

Identify constitutional provisions of the legislative branch of the 5.1, 5.2, 5.3, 5.6, 5.7
government of the United States.

20. (a) Comparing rules of operation and hierarchies of the

House and Senate

21. (b) Tracing the legislative process, including types of votes

and committee action, from a bill’s presentation to presidential action

22. (c) Identifying committee structure and types of

committees

23. (d) Discussing problems concerning redistricting as

populations shift

Identify constitutional provisions of the executive branch of the 4.1, 4.10, 4.11, 6.1, 6.2, 6.4, 6.5
government of the United States.

24. (a) Identifying constitutional provisions regarding the office

of President of the United States
25. (b) Identifying informal powers of the President of the
United States

26. (c) Identifying the influence of White House staff on the

President of the United States

27. (d) Identifying powers held by the President’s Cabinet

28. (e) Comparing characteristics of the President of the United

States with characteristics of the electorate

29. (f) Identifying factors that influence voters’ choices of

presidential candidates

Identify constitutional provisions of the judicial branch of the 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 8.4
government of the United States.

30. (a) Describing the structure of the court system of the

United States

31. (b) Tracing the process by which a case goes to the Supreme
Court of the United States

32. (c) Identifying the impact of landmark Supreme Court cases

on constitutional interpretation

33. (d) Identifying landmark decisions arising from Supreme

Court cases originating in Alabama

34. (e) Explaining politics involved in the appointment process

35. (f) Describing the shifting political balance of the court system

36. (g) Identifying influences on court decisions

 37. (h) Contrasting the strict and loose constructionist views of
the Constitution

38. (i) Tracing the nationalization of the Bill of Rights from Gitlow
versus New York to the present

Contrast rights and responsibilities of citizens in a representative 8.1, 8.2, 8.3, 8.4
democracy.

Explain the foreign policy of the United States and national security 6.3
interests as they pertain to the role of the United States in the world
community.

39. (a) Discussing the changing role of the foreign policy of the
United States

40. (b) Identifying positive and/or negative consequences of

foreign policy decisions

41. (c) Identifying traditional foreign policy allies of the United

States and potential areas of current and future intervention