2. Core Content
SS-HS-1.1.1
Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy,
democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and
accomplishing common goals.
DOK 3
Know Reason Skills
Forms of government • Compare and contrast the purposes • Demonstrate an understanding of
Democracy and sources of power of various the nature of government (illustrate,
Representative forms of government in the world write, model, present, debate):
Parliamentary • Evaluate/analyze how effective o Compare the purposes and
Popular sovereignty various forms of government in the sources of power
world have been in establishing o Analyze the effectiveness in
Dictatorship order, providing security, and establishing order, providing
Monarchy accomplishing common goals security, and accomplishing
Republic • Analyze a variety of information from common goals
print and non-print sources
Governments • Synthesize a variety of information
People form them to establish order, from print and non-print sources
provide security, and
accomplish common goals
Vary in terms of their sources of
3. power, purposes, &
effectiveness
Learning Targets
I can describe the characteristics of democracy, dictatorship, monarchy and republic by creating a Frayer Model (word, picture, definition,
and sentence) of each term and completing the Government Purposes & Powers matrix.
I can compare and contrast the purposes and sources of power of democracy, dictatorship, monarchy and republic by…
I can analyze the effectiveness of a government in establishing order, providing security, and accomplishing common goals by…
4. Day 1:
o Why do people form governments?
o Discuss bellwork.
o Discuss the set-up of the textbook.
o Assign Frayer Models (word, definition in own words, sentence showing understanding, picture/symbol) of Democracy, Dictatorship,
Monarchy, and Republic
Day 2:
o From where do governments get their power?
o Discuss bellwork.
o Assign Government Purposes & Power matrix. Explain how the matrix follows the text.
o Last 10 minutes have students pair up and check each other’s answers. If they don’t have same information, they should add to their
charts.
Day 3:
o How might a system of government differ from a form of government?
o Discuss bellwork.
o Ask students to finish the matrix. As time allows, go over answers as a group.
Day 4:
o What economic system does the United States have?
o Discuss bellwork.
o Begin Nucountry Constitutional Convention
o Move students into 7 groups. Explain that groups represent various factors in Nucountry.
5. o Have students read Nucountry background information. Ask what challenges Nucountry faces going into the Constitutional
Convention?
o Have students read about THEIR group. Ask them to list the characteristics of the group and the group’s main concerns.
They should also create a picture or symbol representing their group and tape it to the wall.
o If there’s time, Ask groups to choose one person to introduce their group to the Convention. (Hi, my name is…. My group is
the … and (our characteristics). Our main concerns are…)
Day 5:
o What form of government, system of government and economic system does the US have? What challenges does the US face as a
result of these choices?
o Discuss bellwork.
o Have students use their matrices to fill in their preferences and compromises for all three.
o One student from each group acts as an ambassador, trying to convince other groups to vote their way.
o Each group chooses a spokesman to explain the group’s preference.
o Conduct voting.
o Discuss.
Day 6:
o How might a government provide security?
o Discuss bellwork.
o Hand out Priority Equations and explain directions.
6. Core Content
SS-HS-1.1.2
Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of their
constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights,
U.S. Constitution).
DOK 2
Know Reason Skills
Governments • Analyze how conflicts within and • Demonstrate an understanding of
People form them to establish order, among different governments impact the nature of government (illustrate,
provide security, and historical or current events write, model, present, debate):
accomplish common goals • Analyze a variety of information from o Examine conflicts within and
Vary in terms of their sources of print and non-print sources among different governments
power, purposes, & • Synthesize a variety of information (1.1.2)
effectiveness from print and non-print sources o Analyze their impacts on
Liberties historical and current events
Constituents (1.1.2)
“Governments” I can statements covered above.
I can define liberties and constituents by…
I can analyze how conflicts within and among governments impact historical or current events by…
7.
8. Core Content
SS-HS- 1.2.2
Students will interpret the principles of limited government (e.g., rule of law, federalism, checks and balances, majority rule, protection
of minority rights, separation of powers) and evaluate how these principles protect individual rights and promote the "common good.”
DOK 3
Know Reason Skills
Limited government • Interpret the principles of limited
Rule of law government
• Evaluate the how effective the
Federalism
principles of limited government are
Checks & Balances
in protecting individual rights and
Majority rule
promoting the common good
Protections of minority rights • Analyze a variety of information from
Separation of power print and non-print sources
Common good • Synthesize a variety of information
Homeland security from print and non-print sources
• Examine issues related to the intent
Environmental regulations
of the Constitution
Search & seizure
Government of US
Established by the Constitution
9. Embodies the purposes, values and
principles of American
representative democracy
I can describe the six principles of limited government: rule of law, federalism, checks & balances, majority rule, protection of minority rights,
separation of power.
I can describe the “common good”.
I can interpret the intent of the Constitution using the principles of limited government by…
I can evaluate the effectiveness of the principles of limited government at protecting individual rights and promoting the “common good”.
10. Day 1:
o What ideas might have given birth to the world’s first modern democratic nation?
o Discuss bellwork.
o Vocabulary Concept Map: Common Good
o Group students into 3s or 4s
o Give each group a concept map
o Have them fill in the oval with Common Good. Explain that this is the term we’re exploring.
o Put “Ideals of Government” in the triangle. Explain that this is the category.
o Ask students to brainstorm attributes of “Common Good” and to write them on the lines below the oval.
o Share.
o If these are the attributes, then what are some examples of “common good”?
o Share.
o What are other “Ideals” of government that are similar in nature to common good, but still different from it.
Day 2:
o From where did ideas about our government come?
o Discuss bellwork.
o Roots of democracy.
o Hand out “tree”.
o Ask students to tape the illustration of a tree to the top of a page in their notebook. For each root on the tree, identify at
least two ideas that shaped colonial views on government. Describe each idea and explain why it is important.
o Read Section 3.2 (page 42) in order to complete this assignment.
11. Day 3:
• Bell (political cartoon analysis)
• In “general” classes, took notes to fill in blanks of the tree.
• See attached PowerPoint
Day 4:
• Bellwork (political cartoon analysis)
• Living Statues
o Use Meet Me At… to break into side-by-side pairs.
o Explain “Living Statues” activity to students.
o Give each pair Student Handout 3A, Preparing for the Interview
Read through directions with students and ensure that they understand what is being asked of them.
o Give each pair one of the biographies from Student Handout 3B.
o Allow them this class period to prepare for their roles the next day.
o Walk around and make sure that each pair is on track and has the proper information for the next day.
Day 5:
12. • Bellwork (political cartoon analysis)
• Living Statues
o Some groups may need about 5 minutes to finish up…
o (I took each class outside or to a larger area like the auditorium or library.)
o Pass out Student handout 3D to each pair.
o For the first 4 rounds, person A will be the statue and person B will be the reporter. During following rounds, positions will
be reversed.
o Explain that reporters will have 3 minutes to interview each statue and answer the questions about each historical figure.
The teacher will tell them when time is up.
o (Had a couple of classes that didn’t manage to get to every station. Took 15 minutes of the next class to finish up.
o Follow with discussion questions:
Where did ideas about our government come from?
Which of the ideas do you think was the most unique or interesting? Why?
Which of the ideas do you think had the most influence on the development of democratic government in the
United States?
Day 6:
• Bellwork (political cartoon analysis)
13. • Federalists & Anti-Federalists
o Introduce the two factions who were arguing about whether to ratify the Constitution.
o Ask students to create a t-chart in their notebooks.
o They should identify at least three arguments for each side.
o Then answer the question: How was the debate over the ratification of the Constitution resolved?
Day 7 & 8:
• Bellwork (political cartoon analysis)
• Principles of Government Matrix
o Introduce the Six Principles of Limited Government: Rule of Law, Federalism, Checks & Balances, Majority Rule,
Protection of Minority Rights, and Separation of Power.
o Explain that each of these principles is represented in the Constitution.
o Pass out Principles of Government matrix.
Ask students to use their text to define each of the principles. Give them the definition for Protection of Minority
Rights: “Protect minority rights by allow the minority to express its view on issues.”
o Explain that students will be using the Constitution to find two examples of each principle. Students will tell the
Article/Section/Clause in which they found the example. They also need a direct quote from the Constitution.
o Shared Article 6 Clause 3 as an example of Rule of Law.
o I allowed them to have a partner. Took two days (some took three).
o General Classes may need Principles of Limited Government PPT. For Honors, I shared the slides on federalism.
Day 9:
15. Core Content
SS-HS- 1.2.1
Students will analyze how powers of government are distributed and shared among levels and branches and evaluate how this distribution
of powers protects the "common good" (e.g., Congress legislates on behalf of the people; the President represents the people as a
nation; the Supreme Court acts on behalf of the people as a whole when it interprets the Constitution).
DOK 3
Know Reason Skills
Preamble • Analyze how the powers of
Bill of Rights government are distributed and
shared among levels and branches
Constitution
to reflect the common good
Establishes a government of limited
• Evaluate how this distribution of
powers, shared among
powers protects the common good
different branches • Analyze a variety of information from
Allowed US government to change print and non-print sources
over time to meet changing • Synthesize a variety of information
needs of society from print and non-print sources
Branches of Government
Powers of government
Limited government
Common good
Judicial review
Federalism
16. I can identify the parts of the U.S. Constitution.
I can describe the powers of each branch and level of government.
I can analyze how the powers of government are distributed and shared among levels and branches to reflect the common good by…
I can evaluate how the distribution of powers protects the common good by…
17. Day 1:
• Bellwork: Political Cartoon analysis
• Assign Frayer models of Due process, independent judiciary, strict construction, loose construction, judicial review.
• Term • Definition in your own
words
• Picture/symbol • Sentence that shows
understanding
• Before passing out Notebook Handout 4, explain that students will take on the role of law students progressing through three years of law
school. To be accepted into law school, they must first pass the Law School Admissions Test. Part of the LSAT requires them to
demonstrate logical and analytical reasoning. This first task will test whether they can logically piece together an incomplete outline of the
Constitution in a timed exam.
o Pass out Notebook Handout 4. Ask students to use a pencil, so they can correct mistakes later. Give them a few minutes (5) to
complete.
o Project Information Master 4A, and have students check and correct their work. Have them put the handout in their notebooks
• Explain that students will now learn how the Constitution, despite being over two centuries old, still guides our government and courts in day-
to-day decision making. They will examine the document in depth to learn how the framers distributed power in order to protect us from
abuses of power as well as how they assigned power to different branches of government and to the states.
Day 2:
• Bellwork: Political Cartoon Analysis
• Ask students to read Section 4.1 (introduction). Ask the following questions:
o Why did Dwight Lopez file a lawsuit against his school district?
18. o Is the issue Lopez presented a constitutional issue? In other words, is it a case in which the Constitution will be consulted in
order to make a decision?
o If you were the lawyer assigned to represent Lopez in this case, on what grounds might you argue that his constitutional rights
were violated?
• Pass out the Elements of the Constitution sheet.
o Reiterate the importance of being familiar with the constitution, not only with what it says, but also with its make up. Have
students read section 4.2 and complete the sheet.
o I gave about 5 minutes and then went over my answer for Preamble, to ensure that students understood how to fill in the example
portion.
Day 3-6
• Bellwork: Political Cartoon Analysis
• Constitutional Law 1 Matrix (Student Handout 4B)
o Congratulate students on being accepted into law school. To survive the next three years, they will need extensive knowledge of
the Constitution and its principles. Each part of this activity will further familiarize them with the provisions of the Constitution, as
well as how it embodies some basic governing principles and acts as the foundation for our government.
o Pair students in side-by-side pairs from their Meet Me At… sheet.
o Tell students that Challenge 1 will acquaint them with the rules and operation of the U.S. government as enumerated in the
Constitution.
o Pass out Student Handout 4B. Explain the layout of the sheet and what will be expected from students. Tell students that theyw
ill find the answer to each question directly in the Constitution (page 378) and can use their outlines to guide them to the right
article and section.
19. o As pairs record answers on the matrix, have them retrieve new cards from a “cad bank” of remaining cards. Check answers as
they go.
• Debriefing
o Project Information Master 4B and review with students.
o Ask:
What do you notice about how the Constitution deals with power?
Based on your examination of the Constitution so far, what are some ways that the framers distributed power in the
Constitution?
Why do you think they distributed power as they did?
Day 7-8
• Bellwork: Political Cartoon Analysis
• Guiding Principles of the Constitution
o Need to explain that the 6 principles of limited government overlap with, but are not exactly the same as, the Guiding Principles of the
Constitution.
o Review the 6 principles of limited government: rule of law, separation of power, checks & balances, majority rule, minority rights,
federalism.
o Explain that two new ideas have been added: independent judiciary and popular sovereignty.
Ask students to complete Frayers of these words from the reading (starting on 70). Instead of writing a sentence, they should
include an example from the Constitution.
• Constitutional Law 2 Matrix
o Congratulate students on successfully completing 1L. Explain that as 2L students, they will now be expected to understand the
larger principles embodied by the Constitution. For the next challenge, they will be asked to look up certain provision and decide
which of the six guiding principles is being exemplified.
20. o Divide students into pairs using Meet Me At…
o Give each pair a copy of Information Master 4C Guiding Principles of the Constitution.
o Give each pair one or two cards. Explain that they must find the article, section, and clause listed on the card and read that provision
of the Constitution. They will record as many principles as they believe are exemplified within that provision and a short explanation
of why those principles apply. As pairs record their answers, have them retrieve new cards from the card bank and check their
answers with you.
• Project Completed Constitutional Law 2 Matrix.
o Ask:
How do these principles embody the concerns that the framers had about a government with too much power?
Day 9
• Ask students to read section 4.5 and complete the Three Landmark Court Cases chart.
• Understanding Constitutional Law
o (If time demands, you may only want to do 1 or 2 of these, instead of all 3)
o Give each pair a copy of Student Handout 4E: Background on Three Constitutional Cases.
o Project Transparency 4A: Constitutional Case 1 and play CD track 1, which in addition to the handout, gives background on this first
case study. Have students complete the tasks on Transparency 4A. When they have finished, ask them to share what sections of
the Constitution might provide an answer to the question posed on the transparency, their prediction of what the Supreme Court will
decide and what in the Constitution led them to those predictions.
o Reveal the outcome of the first case. Play CD track 2, outcome of case 1 which gives an overview of what happened in the case and
how the Constitution was used to decide the case. Discuss students’ reaction to the decision and whether they agree with it.
o Repeat steps for case 2 and 3
• Debrief. Ask:
o How and why did the framers distribute power in the Constitution?
o How do modern circumstances present challenges to carrying out the original intentions of the Constitution?
21. o Do you think the Constitution still works today? Why or why not?
Day 10:
• Bellwork
• Examining the Essential Question Quiz
22. Rights & Responsibilities
Core Content
SS-HS- 1.3.1
Students will explain and give examples how the rights of one individual (e.g., smoking in public places, free speech) may, at times, be
in conflict (e.g., slander, libel) with the rights of another.
DOK 2
Know Reason Skills
Rights • Examine ways that democratic • Demonstrate an understanding of
Free speech governments do or do not preserve the nature of government (illustrate,
and protect the rights and liberties of write, model, present, debate):
Privacy
their constituents o Examine ways that
Individual rights may be in conflict with
• Examine ways that democratic democratic government do or
others’ individual rights
governments do or do not preserve do not preserve and protect
Slander and protect the rights and liberties of the rights and liberties of their
Libel their constituents constituents
Citizens have certain rights as members of • Analyze a variety of information from • Investigate the rights of individuals to
a democratic society. print and non-print sources explain how those rights can
• Synthesize a variety of information sometimes be in conflict with the
from print and non-print sources responsibility of the government to
protect the rights of others
I can define my rights as a citizen of the United States.
23. I can explain and give examples of how the rights of one individual may, at times, be in conflict with the rights of another.
I can demonstrate an understanding of the nature of government by examining ways that democratic governments do or do not preserve and
protect the rights and liberties of their constituents in a…
I can investigate the rights of individuals to explain how those rights can sometimes be in conflict the responsibility of government to protect the
rights of others
24.
25. Core Content
SS-HS-1.3.2
Students will explain how the rights of an individual (e.g., Freedom of information Act, privacy) may, at times, be in conflict with the
responsibility of the government to protect the "common good" (e.g., homeland security issues, environmental regulations,
censorship, search and seizure).
DOK 2
Know Reason Skills
Rights • Explain how the rights of an • Investigate the rights of individuals to
Free speech individual may, at times, be in explain how those rights can
conflict with the responsibility of sometimes be in conflict with the
Privacy
government to protect the common responsibility of the government to
Individual rights may be in conflict with the
good protect the common good
responsibility of government to
• Analyze a variety of information from
protect the common good print and non-print sources
Slander • Synthesize a variety of information
Libel from print and non-print sources
Citizens have certain rights and
responsibilities as members of a
democratic society.
26. I can explain how the rights of an individual may, at times, be in conflict with the responsibility of the government to protect the common
good.
I can investigate the rights of individuals to explain how those rights can sometimes be in conflict with the responsibility of the government to
protect the common good
27. Core Content
SS-HS- 1.3.3
Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g.,
seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state
and federal laws, serving in the armed forces).
DOK 3
Know Reason Skills
Civic Engagement • Evaluate the impact citizens have on • Demonstrate an understanding of
Civic Responsibilities the functioning of a democratic the nature of government (illustrate,
government by assuming write, model, present, debate):
Voting
responsibilities and duties o Evaluate the relationship
Leadership positions
• Evaluate the relationship between between and among the U.S.
Civic Duties
and among the US government’s government’s response to
Jury duty response to contemporary issues contemporary issues and
Taxes and societal problems and the societal problems and the
Follow the law needs, wants and demand of its wants, needs and demand of
Armed forces citizens its citizens
• Analyze a variety of information from
Level of civic engagement in a democracy
print and non-print sources
can impact the government’s
• Synthesize a variety of information
effectiveness
from print and non-print sources
28. I can identify and explain the differences between civic duties and civic responsibilities.
I can evaluate the impact citizens have on the functions of a democratic government by assuming responsibilities and duties
I can demonstrate an understanding of the nature of government by evaluating the relationship between and among the U.S. government’s
response to contemporary issues and societal problems and the wants, needs and demands of its citizens.
29. Core Content
SS-HS-3.1.1
Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in
the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices.
DOK 2
Know Reason Skills
Scarcity • Explain how scarcity of resources
Resources necessitates choices at both the
Budget personal and societal levels
Revenue • Explain the impact of those choices
Cost • Explain how governments with limited
Expenditure budgets consider revenues, costs, and
Resources opportunity when planning expenditures
Economic institution • Describe how economic institutions help
Economic to deal with scarcity
Corporation
Labor Union
Bank
Stock Market
Cooperatives
30. I can give examples of how scarcity necessitates choices at both the personal and societal levels.
I can explain how scarcity necessitates choices at both the personal and societal levels.
31. Core Content
SS-HS-3.2.1
Students will compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad
social goals such as freedom, efficiency, equity, security and growth in the modern world. DOK 2
Know Reason Skills
Economic systems • Compare and contrast economic
- Traditional systems and evaluate their
- Command effectiveness in achieving broad social
- Market goals
- Mixed •
Social Goals
- Equity
- Efficiency
- Security
- Freedom
- Growth
I can compare and contrast economic systems based on their abilities to achieve broad social goals.
32. Core Content
SS-HS-3.2.3
Students will explain how, in a free enterprise system, individuals attempt to maximize their profits based on their role in the economy
(e.g., producers try to maximize resources, entrepreneurs try to maximize profits, workers try to maximize income, savers and investors
try to maximize return). DOK 2
Know Reason Skills
Free enterprise system
• Students will analyze free enterprise
Profits
Producers systems and explain strategies for
Entrepreneurs maximizing profits based on different
Workers
Savers roles in the economy
Investors
Income
Returns
Producers try to maximize resources
Entrepreneurs try to maximize profits
Workers try to maximize income
Savers & investors try to maximize returns
I can explain how, in a free enterprise system, producers try to maximize resources.
I can explain how, in a free enterprise system, entrepreneurs try to maximize profits.
I can explain how, in a free enterprise system, workers try to maximize income.
I can explain how, in a free enterprise system, savers try to maximize return.
33. Core Content
SS-HS-3.3.1
Students will explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply—
technology, cost of inputs, number of sellers: demand—income, utility, price of similar products, consumers' preferences).
DOK 2
Know Reason Skills
Markets • Explain factors that influence the supply
Buyers and demand of products
Sellers • Describe how financial and non-financial
Goods incentive influence individuals differently
Services • Explain or model cause-effect relationships
Supply between the level of competition in a
Demand market and the number of buyers and
Consumers sellers
Inputs • Research laws and government mandates
Income and analyze their purposes and effects in
Utility the U.S. and in the global marketplace
Price Institution
Opportunity Cost
I can explain how numerous factors influence the supply and demand of products.
I can give examples of how numerous factors influence the supply and demand of products.
34. Core Content
SS-HS-3.4.1
Students will analyze the changing relationships among business, labor and government (e.g., unions, anti-trust laws, tariff policy, price controls,
subsidies, tax incentives) and how each has affected production, distribution and consumption in the United States or the world.
DOK 3
Know Reason Skills
Production • Analyze changing relationships between
Consumption and among business, labor and government
Distribution • Examine the effects of those changing
Business relationships on production, distribution,
Labor and consumption in the U.S.
Government
I can analyze the changing relationships among business, labor and government.
I can analyze how these relationships affect production, distribution and consumption.
35. Core Content
SS-HS-3.4.2
Students will describe and give examples of how factors such as technological change, investments in capital goods and human capital/resources
have increased productivity in the world.
DOK 2
Know Reason Skills
New knowledge • Describe how different factors have
Technological change increased productivity in the world
Investments
Capital goods
Human capital
Human resources
Productivity
I can describe how factors such as technological change, investments in capital goods and investments in human capital/resources have
increased productivity in the world.
I can give examples of how factors such as technological change, investments in capital goods and investments in human capital/resources
have increased productivity in the world.
36. Core Content
SS-HS-3.4.3
Students will explain and give examples of how interdependence of personal, national and international economic activities often results in
international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern
world (1500 A.D. to present) and the United States (Reconstruction to present).
DOK 2
Know Reason Skills
Global economy • Research laws and government mandates
Interdependence and analyze their purposes and effects in
Natural resource dependence the US and in the global marketplace
Economic sanctions • Analyze how economies of nations around
Environmental issues the world affect and are affected by
Humanitarian issues American economic policies
Economic policy
I can explain how interdependence of personal, national, and international economic activities often results in international issues and
concerns.
I can give examples of how interdependence of personal, national and international economic activities often results in international issues
and concerns.
37. Core Content
SS-HS-4.1.1
Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to
explain and analyze the reasons for the distribution of physical and human features on Earth's surface. DOK 3
Know Reason Skills
Five Themes • Analyze the distribution of physical and
Location, Place, Regions, Movement, human features on Earth’s surface
Human/Environmental interaction • Interpret patterns and develop rationales
Patterns for the location and distribution of Earth’s
Settle human features
Location
Physical characteristics
climate, mountains, rivers
Human Characteristics
interstate highways, urban centers,
workforce
Human populations
Interdependence
Cooperation
Conflict
Maps
Globes
Photographs
Models
Satellite images
Charts
Graphs
Databases
Distribution
Relative location
38. Absolute location
Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to
explain and analyze the reasons for the distribution of physical and human features on Earth's surface.
I can use a variety of geographic tools to explain the reasons for the distribution of physical and human features on Earth’s surface.
I can use a variety of geographic tools to analyze the reasons for the distribution of physical and human features on Earth’s surface.
39. Core Content
SS-HS-4.2.2
Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers,
workforce) of regions create advantages and disadvantages for human activities in a specific place. DOK 2
Know Reason Skills
Regions • Analyze the distribution of physical and
Integrated system human features on Earth’s surface
Landform types • Interpret patterns and develop rationales
Political units for the location and distribution of Earth’s
Economic patterns human features
Cultural groups • Analyze pros and cons of physical and
human characteristics of regions in terms of
human activity
I can explain how physical characteristics of regions create advantages and disadvantages for human activities in a specific place.
I can explain how human characteristics of regions create advantages and disadvantages for human activities in as specific place.
40. Core Content
SS-HS-4.3.1
Students will describe the movement and settlement patterns of people in various places and analyze the causes of that movement and
settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity) and the
impacts in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 3
Know Reason Skills
Movement • Analyze pros and cons of physical and
Settlement patterns human characteristics of regions in terms of
Push factors human activity
famine • Explain how cultural differences and
military conflict perspectives sometimes result in conflicts
Pull factors in the modern world and US
climate • Analyze the causes of movement and
job opportunity settlement and their impacts in different
Centralization places and at different times in history
Dispersion • Explain how technology has facilitated the
Populations movement of goods, services, and
Economic interdependence populations, increased economic
Centers of economic activity interdependence, and influenced
cities development of centers of economic
interstate highways activity
airports
rivers
railroads
computers
telecommunications
41. I can describe the movement and settlement patterns of people in various places.
I can analyze the causes of that movement and settlement.
I can analyze the impact of that movement and settlement.
42. Core Content
SS-HS-4.3.2
Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and
populations, increased economic interdependence at all levels and influenced development of centers of economic activity. DOK 2
Know Reason Skills
Technology • Explain how technology has facilitated the
computers movement of goods, services and
telecommunications populations, increased economic
Interdependent interdependence at all levels and
Global community influenced development of centers of
Interrelationships economic activity
• Describe human strategies used to
overcome limits of the physical
environment
• Interpret and analyze possible global
effects of human modifications to the
physical environment, perspectives on the
use of natural resources, and natural
disasters
I can explain how technology has facilitated the movement of goods, services and populations.
I can explain how technology has increased economic interdependence at all levels.
I can explain how technology has influenced development of centers of economic activity.
43. Core Content
SS-HS-4.4.2
Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of
natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects
(e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States
(Reconstruction to present). DOK 2
Know Reason Skills
Human actions • Describe human strategies used to
Human strategies overcome limits of the physical
Human activities environment
Human modification • Interpret and analyze possible global
deforestation effects of human modifications to the
mining physical environment, perspectives on the
Natural resources use of natural resources, and natural
oil disasters
water
land
Natural disasters
earthquakes
tsunamis
floods
Global effects
global warming
destruction of the rainforest
acid rain
Physical environment
Interrelationships
I can explain how human modifications to the physical environment may have possible global effects.
44. I can explain how perspectives on the use of natural resources may have possible global effects.
I can explain how natural disasters may have possible global effects.