LSN GOVERNMENT QLM Q2 - pgcps.org · Quarter 2 Learning Module Aligned with Maryland State Standards Social Studies LSN Government Prince George's County Public Schools Board of Education

Multiple Pathways to Success Quarter 2 Learning Module

Aligned with Maryland State Standards

Social Studies LSN Government

Prince George's County Public Schools Board of Education of Prince George's County, Maryland

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PGCPS eii_deee

Local, State, and National Government 2nd Quarter Learning Module

Maryland State Standards Covered in 2nd Quarter

Goal 1: Political Systems The student will demonstrate an understanding of the historical development and current status of principles, institutions, and processes of political systems.

1.1.2 The student will evaluate how the principles of government assist or impede the functioning of government. Assessment limits:

• Concepts: federalism, separation of powers, checks and balances, judicial review, representative democracy, limited government, rule of law, individual rights and responsibilities, consent of the governed, majority rule, popular sovereignty, equal protection, and eminent domain.

• Federal and Maryland state government: Legislative, Executive and Judicial — powers, structure and organization.

• Local government will be assessed in terms of powers and responsibilities. • Selection of National and Maryland state leaders: Electoral College and election/appointment

processes.

INDICATOR 1.1.3 The student will evaluate roles and policies the government has assumed regarding public issues. Assessment limit: Public issues:

• Environment (pollution, land use) • Entitlements (Social Security, welfare) • Health care and public health (costs, substance abuse, diseases) • Censorship (media, technology) • Crime (prevention, punishments) • Equity (race, ethnicity, region, religion, gender, language, Socioeconomic status, age, and

individuals with disabilities)

1.1.4 The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions. Assessment limits:

• Political parties, interest groups, lobbyists, candidates, citizens, and the impact of the media on elections, elected officials and public opinion.

• Referendum and initiative processes.

1.2.2 The student will analyze legislation designed to protect the rights of individuals and groups and to promote equity in American society. Assessment limits:

• Legislation that addresses the rights of individuals and groups: minority and womenâ€TM5 rights, civil rights (affirmative action), and Native American rights.

• Legislation that addresses immigration policies. • Information about the legislation will be provided in the item.

Goal 3: Geography The student will demonstrate an understanding of geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities throughout history.

EXPECTATION 3.1 The student will demonstrate an understanding of the relationship of cultural and physical geographic factors in the development of government policy.

INDICATOR 3.1.1 The student will evaluate demographic factors related to political participation, public policy and government policies. Assessment limits:

• Political causes and effects of reapportionment, redistricting and voting patterns. • Influence of demographic factors on government funding decisions.

INDICATOR 3.1.2 The student will evaluate the role of government in addressing land use and other environmental issues. Assessment limits:

• National, state, and/or local issues. • Issues will include urban sprawl and government policy regarding growth and land use/zoning.

Goal 4: Economics The student will demonstrate an understanding of the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers.

EXPECTATION 4.1 The student will demonstrate an understanding of economic principles, institutions, and processes required to formulate government policy.

INDICATOR 4.1.4 The student will evaluate the effectiveness of current monetary and fiscal policy on promoting full employment, price stability, and economic performance. Assessment limits:

• Business cycle, monetary policy (Federal Reserve actions) and fiscal policy (Legislative and Executive actions) and their effect on economic performance, full employment, and price stability.

• Tools of monetary policy (Federal Reserve System — FED) include the reserve requirement, interest rates, and open-market operations (buying and selling of government securities).

• Tools of fiscal policy include increasing/decreasing taxes and tariffs and/or spending. • Measures of economic performance include Gross Domestic Product (GDP), Consumer Price

Index (CPI), and unemployment rate.

Quarter Learning Module Tasks 1. Unit 3: The U.S. Political Process

a. Revisit important content/concepts from this unit using the following resources:

i. United States Government Textbook, Chapters 16-19 ii. Video: The Relationship between political parties and interest

groups (Available online at http://study.com)

iii. Video: Primary elections versus general elections (Available online at http://study.com)

b. Complete the Unit 3 Review Sheet.

2. Unit 4: The Legislative Branch a. Revisit important content/concepts from this unit using the following

resources: i. United States Government Textbook, Chapters 5, 6, and 7 ii. Video: Congress.gov: Overview of the Legislative Process

(Available online at www.youtube.com) iii. Web Resource: http://centeroncongress.org/learn-about-congress

b. Complete the Unit 4 Review Sheet.

3. Use what you learned to take Civic Action! For this project, you will take what you learned about government action to research a public issue and write to your legislator advocating for change.

a. First, read the Civic Action project instructions. b. Review the project rubric and guidance document for writing a letter to

your legislator. c. Next, brainstorm and gather information about public issues that concern

you. d. Draft a letter your legislator in which you advocate for your position. Be

sure to proofread and revise before turning in a formal letter to a legislator.

LSN Government 2' Quarter Learning Module Unit 3 Review: The United States Political Process

Part I: Vocabulary—Use the glossary in your textbook and/or your class notes to define the following terms:

1. Veto-

2. Mass Media-

3. Political Action Committee (PAC)-

4. judicial review-

5. Checks and balances-

6. Interest Group-

7. Political Party-

8. Lobbying-

9. Representative Democracy-

10. Referendum—

Part II: Political Parties and Interest Groups—Read each statement below. If that statement describes the action of a Political Party write P on the line. If the statement describes the action of an Interest Group write IG. 1. A national convention was held to nominate a candidate.

2. Candidate A ran an advertisement on tv to present negative ideas about Candidate B.

3. The Sierra Club sent a lobbyist to Washington DC to influence legislation.

4. The group supports a wide variety of issues in their platform to gain members with different interests.

5. This group is only concerned with gun control and does not seek members with different interests.

Part III: Population and Representation—Fill in the blanks to correctly complete the statements below. (Chapter 5-1 in text)

Reapportionment Census Redistricting Every ten years, the federal government takes a ,or population count. The purpose of this population count is to ensure fair representation for the states in the House of Representatives. Once the count is taken, occurs to redistribute seats in the House. States whose population grew rapidly may gain seats while states whose population grew slowly may lose seats. After seats are redistributed, must occur at the state level to accommodate any changes in the number of a state's representatives.

Critical Thinking Question: If after the next Census and reapportionment Maryland's population shows some growth but it loses seats in the Houses of Representatives, what would that mean? In other words, how is it that a state can have population growth but still lose seats in apportionment?

Part IV: Short Answer—Respond to the given questions in complete sentences. 1. Why is it unlikely that Congressmen would support campaign finance reform? Explain. (page 495 in text)

2. Identify and describe several of the functions of political parties. (Chapter 16-2 in text)

LSN Government 2nd Quarter Learning Module Unit 4 Review: The Legislative Branch

Part I: Vocabulary—define the following vocabulary terms: 1. Smart Growth- 2. Referendum- 3. Petition- 4. Bicameral- 5. Censor—

Part II: Structure, Organization, and Powers 1. What is the purpose (job) of the legislative branch? 2 Com lete the followino chart to compare the national and Maryland state le islatures: . _ .

United States Congress Maryland General Assembly Who do they make laws for?

Are they bicameral? *Name the houses

Powers $ Powers—

Choosing President—

Military Powers—

Types of Laws (Examples)

Part Ill: Representation 1. What is the census and how often does it occur?

2. How is the census conducted?

3. Which house of Congress is impacted by the census?

4. What is reapportionment?

Part V: Economics Cause Effects

Inflation

Recession

1. What does Gross Domestic Product (GDP) measure and why is it significant?

2. Describe how the U.S. Congress uses Fiscal Policy to influence the economy?

Part V: Civil Rights Legislation Background Information—Civil Rights legislation, in general, is created for the purposes of ensuring fair access for ALL Americans to public accommodations. Most likely, you associate civil rights laws with the end of segregation and equality for African Americans fought for during the mid-20th century, but civil rights apply to many other groups. Examine the chart on page 409 of your textbook carefully and match the following pieces of civil rights legislation with the scenario that law prevents.

1. 2. Equal Pay Act (1963) 3. Civil Rights Act (1964) 4. Voting Rights Act (1965) 5. Higher Education Act, Title IX (1972) 6. Americans with Disabilities Act (1990)

A. High school refuses to allow female students to play football.

B. State X prevents Arab-Americans from voting in primary elections.

C. Restaurant fails to install wheelchair ramps noting high cost of construction

D. Report released showing men make twice as much as women for doing same job.

E. A man is refused a job because he is Jewish.

Summarize the civil rights guaranteed by each of the laws listed above:

Part VI: Supreme Court Cases—Describe the Constitutional Issue (A) and Supreme Court decision (B) in each of the following cases:

Marbury v. Madison (p 307) A.)

B.)

Plessy v. Ferguson (p 408) A.)

B.)

McCulloch v. Maryland (p 761) A.)

B.)

Brown v. Board of Education (p409) A.)

B.)

2nd Quarter Learning M

odule Civic Action Project

Task: Having just completed a review of the United States Political Process, how Congress works and how laws are made, it is time for you to put your knowledge to work! In this activity, your task will be to research a public issue affecting your community and write to either local, state or national legislators with either of the following purposes in mind:

1.) You may write in pursuit of additional information. Inquire as to where your legislator stands on the issue and whether or not he/she has proposed or supported any legislation on this topic.

2.) You may write to share your opinion and/or propose solutions. Once you have gathered the necessary information, propose a course of action you feel your legislator should take and explain why you feel that is best.

Procedures—Com

plete the given guide sheet to outline the following information:

1. Identify a public issue you feel is important and use the internet, your textbook, and class newspapers to research the issue.

**Check out the following website to see if any legislation on your topic has been addressed lately: For MD General Assembly 4 http://m

galeg.maryland.gov/

2. Decide on a target representative for your letter—locate contact information for either your local County Council,

representatives in the state legislature, or the United States Congress. 3. Examine the handout "Guide to W

riting to Congressional Leaders" and the attached grading rubric. Use that guide to draft your own letter for the purpose of either request information or propose a solution.

4. When your draft is complete, ask a teacher or trusted peer to help you revise before going on to write a final copy to be

mailed.

5. Bring in a properly addressed envelope with a stamp and your letter will be mailed after grading.

Grading Rubric

Criteria 1

2 3

4 Score

Layout/ Design

Letter is unattractive or inappropriate. Text is difficult to read. It does not have proper grammar or punctuation for a formal letter.

Letter appears busy or boring. i Text may be difficult to read. May have some grammar and . or punctuation that indicates it is a formal letter.

The letter is eye-catching and attractive. Text is easy to read, Grammar style, and punctuation i i

' s ndicative of a formal letter.

The letter is creatively designed with easily read text. Grammar, style, and purpose all excellent for a formal letter.

Information,

style, audience, tone Information is poorly written,

inaccurate, or incomplete. Some information is provided, but is limited or inaccurate.

Information is well written and interesting to read.

Information is accurate and complete, is creatively written, and is cleverly presented.

Accurate Parts of the Form

al Letter Improper form is used.

Most formal letter elements out of place or missing.

Some formal letter elements may be missing.

Letter is complete with all required elements.

Gramm

ar, Punctuation, and choice of words for the friendly letter

Grammar, punctuation, and choice of words poor for a formal letter.

Information mislabeled or missing. Inaccurate punctuation or grammar.

Style, purpose, audience, grammar, and punctuation all fair and indicative of a formal letter.

Excellent job on presentation, style, grammar, and punctuation.

Following Classroom

Guidelines and Directions Students are often out of their

area without permission and are disruptive to the class.

Students occasionally leave area without permission.

Students stay in their area and talk quietly to their own partner only.

Students are always on task, stay in their own area, and work quietly. Students followed project directions and classroom directions.

LSN 2nd Q

uarter Learning Module: Civic Action Project Brainstorm

ing Sheet

Activity Guide Sheet Directions: Use this sheet to record your ideas and information you will need to complete a letter to the legislator of your choice.

Issue Idea #1 Issue Idea #2

Describe—W

hat is the issue and how is it affecting your community?

Search—Use online news sources to

gather information about this issue. www.gazette.net www.washingtonpost.com

Identify—W

hich level of government would be most likely to address this issue? Local, State, or National? Find—

Based on the previous response, locate and record the contact information for your local, state, or national legislator you wish to address. http://mdelect.net/ Search—

Is there any pending legislation on this topic? http://mcialeb.maryland.bov/ http://thomas.loc.gov/home/thomas.php Other—

Is there any additional information you will need to compose your letter?

• 11111111WIN•••••11111111MW•••••••••••1111•1111•11W11••11111 • • • Youth Leadership Initiative • • •

: VIMI • •

• GUIDE TO WRITING A MEMBER OF CONGRESS • • • • I. When should a citizen write to a member of Congress? • • • • A. To express an opinion: • • • about a current issue on which you feel strongly • • • about the Congressman's voting record on that issue • • • • . about upcoming legislation • • B. Ask a question: • • • • Why does your party support a specific stand on an issue? • • • • What is his or her opinion on a specific issue? • • • What are the challenges facing a representative in Congress? • • • C. Propose legislation: • • • • Explain a problem you see in your community Depending on the representative you • • chose to write, this could be a national, state, or local issue. • • • Suggest a solution to a problem. • • • • 11. Preparing to Write the Letter N • • • A. Selecting a Member of Congress: • • • Which Congressional committees would address your issue? Who chairs this • • committee? Do your own representatives in Congress sit on these committees? • •• • Is your representative's political ideology more liberal or more conservative than your • own? What Members of Congress share your political views? • • • • What recent legislation has your Member of Congress sponsored? This can indicate an • • • area of interest or expertise for your representative. • • • Which Members of Congress have sponsored bills similar to the ideas you are • • proposing? • • • • B. Research your issue: • • • Find out if any organizations share the same feelings about your topic. How do these • • organizations gather information and support for their position? • • • Read recent newspaper and magazine articles about your issue. What statistical or • • factual evidence can you gather that supports your opinion? • • • • III. Write the Letter • • • • • A. Traditional Mail: More formal and serious but often gets a slower response. • • • B. Electronic Mail: Quicker response time but often a less detailed response. • • • Congressional staffers commented that email is less effective than traditional or "snail" mail. • • Written correspondence is often taken more seriously. • • • • • • • • • • • IN •••••••••••••••••••••••••••••••••••••••••

YOUR NAME (Do not write in italics) 1776 Independence Way Charlottesville, Virginia 22902

January 9, 20--

The Honorable FULL NAME 329 Cannon House Office Building Washington, DC 20515

Use Project Vote Smart to find your official's

Begin by iden*ing who you are and why you are writing.

Dear Congressman LAST NAME:

My name is T.J., and I am a twelfth grader from Monticello High School. I am very concerned about how our nation celebrates the Fourth of July holiday and hope you can answer a couple of questions.

In the 225 years since the Declaration of Independence was written, our understanding of this document and its importance to the history of this nation has increasingly declined. According to a recent poll of graduating high school seniors, almost half of them did not realize that the July 4 holiday commemorates the signing of this great document. Years ago people would celebrate the Fourth by gathering together to read the Declaration of Independence and discuss the importance of the tiny American colonies breaking free from the tyranny of the British Empire. Today the holiday is marked by mega sales at the local shopping mall and contests to consume the most hot dogs in fifteen minutes. These are great for the economy, b ey certainly do not encourage respect for freedom, liberty or the sacrifices of past generations.

I believe it is up to legislators to provide guidance to our country by passing a law requiring all stores to close at 2 pm on July 4. This would allow all Americans to properly celebrate the holiday rather than working or shopping. Congress could also encourage a more thoughtful approach to the day by providing forums for discussion of our history and readings of the Declaration of Independence nationwide.

Explain why you think your issue is so important.

Offer a spec?fic solution.

I am interested in your reaction to this proposal. Is this an issue you would be willing to discuss with other Members of Congress? Do you have any suggestions for making my proposal appealing to you and other legislators?

I appreciate your consideration of these questions and look forward to your response.

Sincerely,

T.J. Brown

Ask that the official write back with his or her opinion and thank him or her for reading your letter.