CE.C&G.2.2.1-2.2


 * ===**Essential Standard(s)- Clarifying Objectives**===


 * Analyze government systems within the United States in terms of their structure, function and relationships.**


 * CE.C&G.2.1** Analyze the structures of national, state and local governments in terms of ways they are organized to maintain order, security, welfare of the public and the protection of citizens (e.g., federalism, the three branches, court system, jurisdictions, judicial process, agencies, etc.).


 * CE.C&G.2.2** Summarize the functions of North Carolina state and local governments within the federal system of government (e.g., local charters, maintain a militia, pass ordinances and laws, collect taxes, supervise elections, maintain highways, types of local governments, etc.).


 * CE.C&G.2.3 ** Evaluate the U.S. Constitution as a “living Constitution” in terms of how the words in the Constitution and Bill of Rights have been interpreted and applied throughout their existence (e.g., precedents, rule of law, Stare decisis, judicial review, supremacy, equal protections, “establishment clause”, symbolic speech, due process, right to privacy, etc.).


 * CE.C&G.2.4 ** Compare the Constitutions and the structures of the United States and North Carolina governments (e.g., the various NC Constitutions, Bill of Rights, Declaration of Rights, Preambles, the organization of, the powers of, responsibilities, etc.).


 * CE.C&G.2.5 ** Compare United States system of government within the framework of the federal and state structures as well as in how they relate with governmental systems of other nations (e.g. Republicanism, federalism).

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * CE.C&G.2.6 ** Evaluate the authority federal, state and local governments have over individuals’ rights and privileges (e.g., Bill of Rights, Delegated Powers, Reserved Powers, Concurrent Powers, Pardons, Writ of habeas corpus, Judicial Process, states’ rights, Patriot Act, etc.). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== ||
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**=== || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== ||

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**
===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**=== implied powers concurrent powers reserved powers three branches court system jurisdictions judicial process agencies || local charters militia ordinances and laws due process mayor commissioner town council zoning Rule of Law || Precedents rule of law Stare decisis judicial review supremacy equal protections establishment clause symbolic speech due process right to privacy living Constitution || Declaration of Rights Preambles (State/Federal) civic responsibilities private property individual rights (Bill of Rights) || free elections representative governmen equal justice under the law due process federalism Republicanism || Constitutional democracy Bill of Rights Delegated Powers Reserved Powers Concurrent- Powers Pardons Writ of habeas- corpus Judicial Process states’ rights Patriot Act || public interest general welfare interest groups taxes immigration naturalization civil rights economic development annexation redistricting zoning national security health care ||
 * Analyze the structures of national, state, and local governments in terms of ways they are organized to maintain order, security, and welfare of the public and the protection of citizens. (2.1)
 * Summarize the functions of North Carolina state and local governments within the federal system of government. (2.2)
 * I can evaluate the U.S. Constitution as a “living Constitution” in terms of how the words in the Constitution and Bill of Rights have been interpreted and applied throughout their existence. (2.3)
 * I can compare and contrast the Constitutions and structures of the United States and North Carolina governments. (2.4)
 * I can compare the United States system of government within the framework of the federal and state structures as well as in how they relate with governmental systems of other nations. (2.5)
 * I can evaluate the authority federal, state, and local governments have over individuals’ rights and privileges. (2.6)
 * __**CE.C&G.2.1**__ || __**CE.C.G 2.2**__ || **__<span style="font-family: 'Times','serif'; font-size: 15px;">CE.C&G.2.3 __** || **__<span style="font-family: 'Times','serif'; font-size: 15px;">CE.C&G.2.4 __** || **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">CE.C&G.2.5 __** || **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">CE.C&G.2.6 __** || **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">CE.C&G.2.7 __** ||
 * <span style="font-family: 'Times','serif'; font-size: 15px;">federalism

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**===
 * Constitution scavengers hunt using the document as a primary source.
 * Three Branches PPT:
 * Each group is responsible for a branch and will present to class.
 * Create a chart answering the following foreach Supreme Court case:
 * Issue before the court
 * Facts of the case
 * Decision of the court
 * Effects of decision
 * Bill to a Law Booklet
 * Federal/State Court Systems Flip Chart

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation:**===

__Alphabet Summary__
__Concept Circles__ __Concept Fan__ A problem-solving technique which encourages people to examine and solve causes of problems. Activity: Supreme court cases
 * =====Each student is assigned a different letter of the alphabet and asked to generate a word starting with that letter using the three branches of government.=====
 * =====Have the students pick one Supreme Court and research the issues,facts,decisions, and effects of the case.=====
 * =====Think Pair Share: Students share their court cases with the class.=====
 * =====For advanced students have them to complete five court case briefs that deal with five different topics.=====
 * Challenge students to either name the concept or complete the missing section(s) of the circle.
 * Concept = three branches of government

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**

 * Using a graphic organizer, compare andcontrast the role of the Senate and theHouse of Representatives.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**

 * Use magazine and newspaper articles to identify specific duties and roles of the president.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== plato.stanford.edu/entries/federalism
 * The Almost Painless Guide to the U. S.Constitution, United Streaming video
 * The Constitution
 * Schoolhouse Rock (will update specific files)
 * North Carolina Constitution
 * Federalism
 * PBS’ The Supreme Court
 * Powers of the President []
 * [] smart song, three branches of government
 * [] executive branch, president song

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===