Senior Government and Politics is a requirement for all Seniors to prepare them to become responsible, well informed and active citizens in our democratic government structure. Students will study the responsibilities of citizenship which lead to good government on the national, state and local levels.

The evolution of our Constitutional government is studied in depth, as well as the function, responsibilities and the benefits of government on all three levels.

A focus on current political problems and possible solutions is paramount in the course. Students participate in an Election Assembly in the fall and a Mock Congressional Hearing in the spring.

TOPICS

• Principles of Government
• The Six Basic Principles
• Amendment Process – Formal and Informal
• Citizenship

FOCUS QUESTIONS

• What is the purpose and major concepts of the American democratic government?
• What are the basic principles of American democracy?
• How has the USA constitution provided for the necessary changes in our society?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• show an understanding of the basic principles of the American democracy.
• demonstrate the relationship of checks and balances among the three branches of government and the amendment process, both formal and informal.

DEVELOPING AN INTERPRETATION The student will . . .

• analyze the concepts of a democracy and the principles of the USA Constitution.
• examine the challenges of a democracy.

MAKING CONNECTIONS The student will . . .

• illustrate the factors for governments turning toward democracy in recent world history.
• compare and contrast the causes of stable and unstable governments in the USA and the world.
• describe patterns that show the connection between economic success and democracies.

TAKING A CRITICAL STANCE The student will . . .

• evaluate the constitution in terms of democracy and its impact on policy making.
• evaluate the social, economic and political interpretation of the Constitution.

SKILLS

READING COMPREHENSION

Reading comprehension is addressed in this unit through the attention paid to the Content Knowledge Objectives. These objectives are in the Reading Comprehension categories of Initial Understanding, Developing an Interpretation, Making Connections and Taking a Critical Stance. Note the thinking skill verb in each objective that directs how content information is to be processed.

WRITING Students will . . .

• write short, first draft, expository answers to questions based on the content knowledge objectives of this unit.
• use graphic organizers to learn to present two sides of an issue and then defend their position through persuasive writing or oral presentation.

RESEARCH SKILLS Students will . . .

• familiarize themselves with the various sites that they will use in class.

STUDY SKILLS AND WORK HABITS Students will . . .

• learn and practice the skill of surveying and skimming a chapter before they read it for understanding.
• complete homework assignments from the textbook in their own words and in complete sentences.
• learn to view substantial politic writings.

ORAL PRESENTATION Students will . . . .

• prepare an oral presentation on the Constitution.
• constantly present and discuss current events based on the topics covered in the unit.

TOPICS

• The Division of Power
• The National Government and the 50 States
• Interstate Relations

FOCUS QUESTIONS

• How does the Constitution describe the relationship between the National government and the States?
• How does the Constitution impact thecooperation and competition among the 50 states ?
• In what ways have the reasons for a federal system changed over time?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• describe thepurpose of the Supremacy Clause of the Constitution and its impact upon the 50 member states.
• list the obligations of the national government to the states
• state the Constitutional provisions that promote cooperation among the states

DEVELOPING AN INTERPRETATION The student will . . .

• compare and contrast the various powers assigned to the Federal and State governments.
• explain the changes in federalism since the adoption of the constitution.

MAKING CONNECTIONS The student will . . .

• defend the importance of federalism.
• evaluate the factors that have contributed to the longevity of our federal system.
• compare and contrast the politics of federalism within the area fiscal and regulatory agencies.

TAKING A CRITICAL STANCE The student will . . .

• evaluate the advantages and disadvantages of federalism.
• assess the various styles of government that exist in the present world community.

SKILLS

READING COMPREHENSION

Reading comprehension is addressed in this unit through the attention paid to the Content Knowledge Objectives. These objectives are in the Reading Comprehension categories of Initial Understanding, Developing an Interpretation, Making Connections and Taking a Critical Stance. Note the thinking skill verb in each objective that directs how content information is to be processed.

WRITING Students will . . .

• write a first draft persuasive writing where the student will defend a position.

RESEARCH SKILLS

The students will begin to research the relationship between the federal government and their lives. There are multitude of online resources that the students should begin to familiarize themselves with. They will also understand the quality of resources that will provide the best information.

STUDY SKILLS AND WORK HABITS

The students will know now how to best use their textbook and take notes. They will understand the types of evaluations that the course will provide. They will review new material and terms concerning the political process.

ORAL PRESENTATION

Debate on a topic or controversial issue.

TOPICS

• The Constitution and the Right to Vote
• Voter Qualifications
• Suffrage and Civil Rights
• Nonvoting
• Political Ideologies and Values

FOCUS QUESTIONS

• What are the different political ideologies on issues such as gun control, affirmative action and privacy rights in the United States?
• What leads citizens to differ from one another in their political beliefs and behaviors?
• What is the role of minorities in today’s political scene?
• What are the responsibilities of the Federal and State governments in the electoral process?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• describe the variety of beliefs citizens have about their government, its leaders and the US political system.
• describe how these beliefs are formed, evolved, processed and transmitted.
• classify the different ideologies.
• illustrate the expansion of the electorate in the United States due to amendment process and Civil Rights legislation.

DEVELOPING AN INTERPRETATION The student will . . .

• explain the motivations for voter turnout and nonvoting citizens in American elections.
• categorize the factors that affect the way people vote.
• examine the diversity of voter qualifications among the States past and present.
• integrate the political behaviors that formulate the US political culture.
• construct a poll and evaluate it results with + and -.

MAKING CONNECTIONS The student will . . .

• explain how families, schools and media act to perpetuate or change political beliefs.
• demonstrate how political culture affect and informs political participation.

TAKING A CRITICAL STANCE The student will . . .

• judge how individuals who engage in various political participation affect the political system.
• evaluate how the differences among our citizens lead to our strengths in the political process.
• evaluate how the importance of political involvement in any manner leads to a greater democracy.

SKILLS

READING COMPREHENSION

Reading comprehension is addressed in this unit through the attention paid to the Content Knowledge Objectives. These objectives are in the Reading Comprehension categories of Initial Understanding, Developing an Interpretation, Making Connections and Taking a Critical Stance. Note the thinking skill verb in each objective that directs how content information is to be processed.

WRITING

Students will continue writing persuasive essays and further their understanding of political positions and how they relate to their own political stance. They will use graphic organizers to help study the two sides of an issue and then defend their position through persuasive writing.

RESEARCH SKILLS

By this point the students will be very well versed in the various internet sites. They will also be very aware of the positions of these sites as far as slants on the issues. They will know how to quickly see and appreciate the positions taken by various well regarded political writers and political parties

STUDY SKILLS AND WORK HABITS

Students will create a time management plan for the research they are doing in this unit. They will edit and focus on creating well documented and written short essays on the various topics of the unit.

ORAL PRESENTATION

Students will be able to present a two minute oral presentation in a convincing manner.

TOPICS

• Defining the Role of the Political Party
• The Two-Party System
• The Organization of Political Parties
• Minor Parties
• The Formation of Public Opinion
• Measurement of Public Opinion
• The Mass Media and Politics

FOCUS QUESTIONS

• What are the evolution, nature and functions of parties in American politics?
• What is the nature and role of minor parties and interest groups in American politics?
• What are the issues of party reform and of campaign strategies and financing in the electronic age of today?
• What impact does the media have on public opinion, voter participation, campaign strategies and electoral outcomes?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• describe the differences between the platforms of the Democratic and Republican parties.
• display the historical development of the political party system in the United States.
• analyze the problems of campaign reform.
• identify the various political parties in the United States.

DEVELOPING AN INTERPRETATION The student will . . .

• discuss the difference and similarities of the many political parties in the United States.
• support the important role that third parties have in the political process.
• design political slogans and media displays.
• defend the need for political campaign reforms.

MAKING CONNECTIONS The student will . . .

• support the need for third political parties and interest groups in the American political process.
• analyze the role of the media today and connect it to the success of the political process.
• draw conclusions about the strength of interest groups.

TAKING A CRITICAL STANCE The student will . . .

• judge how individuals who engage in various political participation affect the political system.
• evaluate how the differences among our citizens lead to our strengths in the political process.
• evaluate how the importance of political involvement in any manner leads to a greater democracy.

SKILLS

READING COMPREHENSION

Reading comprehension is addressed in this unit through the attention paid to the Content Knowledge Objectives. These objectives are in the Reading Comprehension categories of Initial Understanding, Developing an Interpretation, Making Connections and Taking a Critical Stance. Note the thinking skill verb in each objective that directs how content information is to be processed.

WRITING

Students will create pamphlets and other advertising materials.

RESEARCH SKILLS

Students will use selected websites to understand the election process and the role of political parties, interest groups and the media.

STUDY SKILLS AND WORK HABITS

Students will use gallup polls and other research polls to understand the political spectrum. Students wil continue to work on time management skills. Students will work on writing point of views with supporting evidence and presentation skills.

ORAL PRESENTATION

Students will continue to present materials in a presentation format on topics assigned. They will be able to be more convincing in their stance and communicate their ideas and positions with more assurances.

TOPICS

• Congress
  • The House of Representatives
  • The Senate
  • Congress In Action
    • Expressed Powers
    • Implied Powers
    • Non-Legislative Powers
  • Organization of Congress
    • Committees
    • Bill Becomes a Law
  • Financing the Government
• The Presidency – In - Action
  • Job Description
  • Succession
  • Nominating Process
  • The Election Process and Electoral College
  • Presidential Powers
  • Executive Office of the President and the Cabinet
  • The Federal Bureaucracy
• The Judicial Branch
  • Members of the Supreme Court
  • Supreme Court –in-Action
  • The Inferior Courts

FOCUS QUESTIONS

• What is the impact of the national institutions(such as the Electoral College, the Supreme Court, or the National Endowment for the Arts) onthe rights individuals and groups in the United States.
• How has the expansion of the US representative democracy changed American society?
• What ties exist between the various branches of national government, political parties, interest groups, the mediaand state and local governments?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify and describe the role and structure of Congress, the Presidency and the Supreme Court.
• examine the election process of the President, legislators and nominations of Supreme Court justices.
• define the leadership positions in the House and the Senate.
• define judicial review.
• outline the structure of the federal courts and their jurisdictions.
• describe the professional qualifications and profiles of the members of the national Government.

DEVELOPING AN INTERPRETATION The student will . . .

• examine the significance of judicial review within our present system of checks and balances.
• review, analyze and discuss specific Supreme Court cases that pertain to the rights of individuals in a free society.
• compare and contrast the various roles that Congress members assume in the fulfillment of their roles.
• identify and illustrate the concepts of expressed and implied powers of Congress.
• identify and outline the evolution of a bill through both houses of Congress.
• analyze the interrelated roles of the American presidency.
• examine the purpose of the electoral college and its impact upon subsequent Presidential elections.

MAKING CONNECTIONS The student will . . .

• identify, describeand evaluatethe relationship between the popular vote and the Electoral College in the US presidential elections.
• discuss the concept of civilian supremacy over the military in relation to the role of the Commander in Chief.
• prioritize national issues confronting the United States today.
• describe the roles of members of Congress.
• compare Congress as a law making institution to the other branches of the National Government.

TAKING A CRITICAL STANCE The student will . . .

• judge the scope of the powers of the Presidency.
• defend or dispute the role of unlimited debate and the filibuster in the Senate proceedings.
• criticize the power of the Supreme Court as they exercise judicial review.

SKILLS

READING COMPREHENSION

Reading comprehension is addressed in this unit through the attention paid to the Content Knowledge Objectives. These objectives are in the Reading Comprehension categories of Initial Understanding, Developing an Interpretation, Making Connections and Taking a Critical Stance. Note the thinking skill verb in each objective that directs how content information is to be processed.

WRITING Students will . . .

• write a first draft, expository answers to questions basedon the content knowledge objective of this unit.
• use graphic organizers to see the various roles of the National government institutions and then defend or refute their powers through a persuasive writing.

RESEARCH SKILLS

Students will continue to use government sources and newspaper sites to process their research in an effective manner. The RHS data bases are crucial to successful research in this unit.

STUDY SKILLS AND WORK HABITS

Students will continue to work on their time management skills. They will need to survey and skim chapters before they will read it for understanding. The students will need to show strong note taking and organization to be able to relate all branches of the National government to each other.

ORAL PRESENTATION

Students will continue to work on presenting positions and learn the rules of debate (Poole’s) to be able to effectively debate their position in a Congressional environment.

TOPICS

• The State legislature
• The Governor and State Administration
• Counties, Towns, Townships and Special District
• Services
• Financing State Governments
• Courts and Judges

FOCUS QUESTIONS

• What is the structure, organization and powers of the State governments?
• What is the structure of local governments as creations of the State and how do citizens enact change at the local level?
• What are the major sources of State and local revenues to provide for the various services?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• describe the workings of the State of Connecticut.
• examine the funding for the State of Connecticut and its municipalities.
• identify the requirements for holding elected state and local offices in Connecticut.
• examine the numerous regulatory agencies in the state of Connecticut.

DEVELOPING AN INTERPRETATION The student will . . .

• discuss the difference and similarities of Connecticut government to the National government.
• describe the role and impact the Connecticut regulatory agencies have upon their daily lives.
• illustrate a chart of how a bill becomes a law in the State of Connecticut.

MAKING CONNECTIONS The student will . . .

• discuss the difference and similarities of Connecticut government to the National government.
• describe the role and impact the Connecticut regulatory agencies have upon their daily lives.
• illustrate a chart of how a bill becomes a law in the state of Connecticut.

TAKING A CRITICAL STANCE The student will . . .

• defend the strengths of the state and local governments in Connecticut (using Ridgefield as the example of the local government) which lead to its success.
• compare the state of Connecticut with other states in its ability to meet the needs of its citizens.

SKILLS

READING COMPREHENSION

Reading comprehension is addressed in this unit through the attention paid to the Content Knowledge Objectives. These objectives are in the Reading Comprehension categories of Initial Understanding, Developing an Interpretation, Making Connections and Taking a Critical Stance. Note the thinking skill verb in each objective that directs how content information is to be processed.

WRITING

Students will edit and publish articles for the Ridgefield Press on their views concerning their local area. They will edit and publish their positions.

RESEARCH SKILLS

Students will use interviewing skills to look at local issues in depth.

STUDY SKILLS AND WORK HABITS

Students visit various committees in town and will need to listen carefully for details discussed in the meeting. Time management and note taking are crucial in this unit.

ORAL PRESENTATION

Students will continue to further their presentation techniques. They will understand the need for developing a sense of community and involvement.

TOPICS

• Unalienable Rights
• Amendment 1: Freedom of Religion, Speech, Press, Expression, Assembly and Petition, Due Process of law
• Rights of the Accused
• Equality Before the Law
• Federal Civil Rights Laws

FOCUS QUESTIONS

• What is the relationship between liberty and government?
• What is the relationship between individual liberties and national security?
• What is the legal, social and political evolution following the Supreme Court’s decision on racial segregation?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• describe the concept of due process.
• describe the rights to freedom and security of people.
• show the limits of religious freedom, and freedoms of assembly, speech and petition in the United States.
• describe the rights of the accused.
• identify the limits on punishments for crime.

DEVELOPING AN INTERPRETATION The student will . . .

• explain the types of rights and responsibilities that citizens have.
• integrate the common good and individual self interest.
• explain the role of Congress and the Supreme Court in developing a greater democracy.
• describe how we can exercise our rights and responsibilities as effective citizens.
• prioritize the rights necessary for a successful society.

MAKING CONNECTIONS The student will . . .

• explain how getting more freedom in your own life means that you have more responsibility.
• discuss the expansion of civil rights laws and its effect on society.
• analyze how civil rights laws expanded civil liberties.
• analyze the role of the 14^thAmendment both historically and currently in relation to civil liberties and protecting the US security.

TAKING A CRITICAL STANCE The student will . . .

• evaluate the decisions of Congress and the Supreme Court in civil liberties cases.
• criticize and support the decisions made by legislators and the Supreme Court judges in cases of freedom of speech, religion, assembly and the press.

SKILLS

READING COMPREHENSION

Reading comprehension is addressed in this unit through the attention paid to the Content Knowledge Objectives. These objectives are in the Reading Comprehension categories of Initial Understanding, Developing an Interpretation, Making Connections and Taking a Critical Stance. Note the thinking skill verb in each objective that directs how content information is to be processed.

WRITING

Students will be able to write a two sides of an issue and then defend their position through persuasive writing.

RESEARCH SKILLS

Students will learn to read and research legal material to understand the functions and decisions of the courts. They will understand the process of connecting the Constitution with their rights.

STUDY SKILLS AND WORK HABITS

Students will continue to work on time management skills and further their work on summarizing and evaluating legal material.

ORAL PRESENTATION

Students will do group presentations on the various topics covered in the class. They will learn to delegate to each of their members the necessary parts of their presentations.