Chalkboard

Superintendent Letter
Mission Statement
Introduction
Ordering Info
Copyright

© 2007 by Poyen School and Scantron Corporation.
All Rights Reserved.

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Poyen School
Poyen School Curriculum K - 12 2007-2008
Social Studies - Civics

Goal 1
Define civics
The learner will be able to define civics and discuss the relevance of studying civics.
Strand Bloom's Scope Hours Source Activities
Citizenship: SSPS 1.1; SSPS 2.4   Master 1.0 Arkansas Social Studies Curriculum Frameworks PAG 1.1, PAG 1.5, Civics Goals 1.1 Classroom
  Instructional Resources
 
· Civics, Chapter 1: pages 2 - 24 [Textbook].  Read and discuss sections 1.1, 1.2, 1.3
· Civics, Chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
Define citizen
The learner will be able to define what a citizen is and the process of becoming a citizen 1) Trace the historic and current role of immigration.
Strand Bloom's Scope Hours Source Activities
Citizenship: SSPS 1.1; SSPS 2.4   Master 1.0 Arkansas Social Studies Curriculum Frameworks PAG 1.4, PAG 1.6, TCC 1.2, PPE 1.5; Civics Goals 1.2 Classroom
  Instructional Resources
 
· Civics, Section 1.1, page 4- 8 [Textbook].  
· Civics, Section 1.2; pages 10 - 15 [Textbook].  
· Civics, section 1.3; apges 17 - 23 [Textbook].  
· Civics, Multimedia activities; pages 50 - 51 [Textbook].  
· Civics, Assessment page 24 [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
Duties of citizenship
The learner will be able to interpret and discuss the responsibilities and duties of citizenship.
Strand Bloom's Scope Hours Source Activities
Citizenship: SSPS 1.1; SSPS 2.4   Master 1.0 Arkansas Social Studies Curriculum Frameworks PAG 1.4, PAG 1.5; Civics Goals 1.3 Classroom
  Instructional Resources
 
· Civics, Section 5.2; pages 131 - 135 [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
· Civics, Outline & discuss [Textbook].  School and Poyen civic responsibilities
  
Privileges of citizenship
The learner will be able to identify and categorize the rights and privileges of citizenship.
Strand Bloom's Scope Hours Source Activities
Citizenship: SSPS 1.1; SSPS 2.4   Master 1.0 Arkansas Social Studies Curriculum Frameworks PAG 1.4, PAG 1.5; Civics Goals 1.4 Classroom
  Instructional Resources
 
· Civics, Section 1.1 pages 4 - 8 [Textbook].  
· Civics, section 1.2; pages 10 - 15 [Textbook].  
· Civics, section 1.3; pages 17 - 23 [Textbook].  
· Civics, section 5.1; pages 126 - 130 [Textbook].  
· Civics, section 5.2; pages 131 - 135 [Textbook].  
· Civics, section 5.3; pages 137 - 139 [Textbook].  
· Civics, assessment page 140 [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
Citizenship concepts
The learner will be able to apply citizenship concepts to everyday life: 1) Equality of all citizens under the law 2) Worth and dignity of individuals in a democratic society 3) Majority rule/minority rights 4) Individual freedoms 5) Necessity of compromise 6) Individual rights vs. public interests.
Strand Bloom's Scope Hours Source Activities
Citizenship: SSPS 1.1; SSPS 2.4   Master 1.0 Arkansas Social Studies Curriculum Frameworks PPE 1.7, PAG 1.4, PAG 1.2, PPE 1.3, PPE 1.1, PAG 1.1, PAG 1.5, ; Civics Goals 1.5 Classroom
  Instructional Resources
 
· Civics, chapter 5.1; 126 - 130 [Textbook].  
· Civics, chapter 5.2; pages 131 - 135 [Textbook].  
· Civics, chapter 5.3; pages 137 - 139 [Textbook].  
· Civics, Assessment page 140 [Textbook].  
· Civics, section 3.1; page 56 - 61 [Textbook].  
· Civics, section 3.2; pages 62 - 67 [Textbook].  
· Civics, section 3.3; pages 87 - 90 [Textbook].  
· Civics, section 3.4; pages 92 - 93 [Textbook].  
· Civics, chapter 3 assessment pages 96 [Textbook].  
· Civics, Constitution; pages 68 - 86 [Textbook].  
· Civics, Constitution handouts [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
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Goal 2
Reason for government
The learner will be able to discuss the purposes and reasons for government.
Strand Bloom's Scope Hours Source Activities
Government SSPS 1.2; SSPS 2.7   Master 1.0 Arkansas Social Studies Curriculum Frameworks PAG 1.1, TCC 1.2; Civics Goals 2.1 Classroom
  Instructional Resources
 
· Civics, Section 1.1; pages 4 - 8 [Textbook].  
· Civics, Section 5.5; pages 131 - 135 [Textbook].  
· Civics, chapter reviw and test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
Different governments
The learner will be able to compare the different types of governments, their ideologies, and their origins (e.g., bureaucracy, finances, civil service, public policy, community services, etc.).
Strand Bloom's Scope Hours Source Activities
Government SSPS 1.2; SSPS 2.7   Master 1.0 Arkansas Social Studies Curriculum Frameworks TCC 1.2; PAG 2.1; Civics Goals 2.2 Classroom
  Instructional Resources
 
· Civics, Section 22.1; pages 510 - 516 [Textbook].  
· Civics, section 22.2; pages 517 - 522 [Textbook].  
· Civics, section 22.3; pages 524 - 527 [Textbook].  
· Civics, section 22.4; pages 528 - 531 [Textbook].  
· Civics, chapter 22 assessment page 532 [Textbook].  
· Civics, section 1.1; pages 4 - 8 [Textbook].  
· Civics, Nazi Germany Atrocities handouts [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
Local, state & national governments
The learner will be able to understand funtions, similarities and differences of local, state, and national governments (e.g. bureaucracy, finances, civil service, public policy, community services, etc.).
Strand Bloom's Scope Hours Source Activities
Government SSPS 1.2; SSPS 2.7   Master 1.0 Arkansas Social Studies Curriculum Frameworks PAG 1.4, PAG 1.6; Civics Goals 2.3 Classroom
  Instructional Resources
 
· Civics, Section 1.1; apges 6, 7, 8 [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
Categorize government
The learner will be able to categorize the characteristics of limited and unlimited government.
Strand Bloom's Scope Hours Source Activities
Government SSPS 1.2; SSPS 2.7   Master 1.0 Arkansas Social Studies Curriculum Frameworks PPE 1.1, PAG 2.1; Civics Goals 2.4 Classroom
  Instructional Resources
 
· Civics, Section 22.2; pages 517 - 522 [Textbook].  
· Civics, Define democracy [Textbook].  
· Civics, Define totalitarism [Textbook].  
· Civics, Section 1.1; pages 4 - 8 [Textbook].  
· Civics, Karl Marx Special Report [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
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Goal 3
Purpose of constitution
The learner will be able to state the purpose of a constitution.
Strand Bloom's Scope Hours Source Activities
Constitution SSPS 1.3, 1.4, 2.7   Master 1.0 Arkansas Social Studies Curriculum Frameworks PPE 2.7, PAG 1.3; Civics Goals 3.1 Classroom
  Instructional Resources
 
· Civics, Section 1.1; pages 4 - 8 [Textbook].  
· Civics, section 1.2; pages 10 - 15 [Textbook].  
· Civics, Constitution handouts [Textbook].  
· Civics, Assessment chapter 1; page 24 [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
government in early colonies
The learner will be able to compare and contrast governments in the early colonies (proprietary, charter, royal).
Strand Bloom's Scope Hours Source Activities
Constitution SSPS 1.3, 1.4, 2.7   Master 1.0 Arkansas Social Studies Curriculum Frameworks TCC 2.1; PPE 1.3; PAG 2.1; Civics Goals 3.2 Classroom
  Instructional Resources
 
· American Republic Since 1877, Section 3.1; pages 70 - 73 [Textbook].  
· American Republic Since 1877, Section 3.3; pages 82 - 85 [Textbook].  
· American Republic Since 1877, Handouts [Textbook].  
· Civics, Section reviews & quizzes [Textbook].  
  
Historical documents
The learner will be able to explain the importance of historical documents and events that led to the development of the Constitution (e.g. Magna Carta, Mayflower Compact, Declaration of Independence, Articles of Confederation, Constitutional Convention, Federalist Papers, etc.).
Strand Bloom's Scope Hours Source Activities
Constitution SSPS 1.3, 1.4, 2.7   Master 1.0 Arkansas Social Studies Curriculum Frameworks TCC 1.2; PAG 1.2; PAG 1.3; Civics Goals 3.3 Classroom
  Instructional Resources
 
· American Republic to 1877, Pages 611, 612, 613, 614, 615 [Textbook].  
· Civics, pages 36 - 47 [Textbook].  
· Civics, Constitutional convention; pages 56 - 60 [Textbook].  
· Civics, Provide copies of documents listed [Textbook].  Read and disect the documents to make explaining and understanding easier.
  Assessment Resources
 
· Test, historical documents [Assessment Objective].  
  
Contritbutions to constitution
The learner will be able to analyze the contributions to the Constitution of Ancient Greece and Rome, philosophers of political thought, (e.g. John Locke, Montesquieu, Rousseau, etc.) and the Founding Fathers.
Strand Bloom's Scope Hours Source Activities
Constitution SSPS 1.3, 1.4, 2.7   Master 1.0 Arkansas Social Studies Curriculum Frameworks PAG 1.2; PAG 2.1; Civics Goals 3.4 Classroom
  Instructional Resources
 
· Civics, Section 2.1; pages 28 - 30 [Textbook].  
· Civics, section 2.2; pages 32 - 34 [Textbook].  
· Civics, section 2.3; pages 36 - 39 [Textbook].  
· Civics, section 2.4; pages 41 - 43 [Textbook].  
· Civics, chapter 2 assessment page 48 [Textbook].  
· Civics, Declaration of Independence pages 44 - 47 [Textbook].  
· Civics, chapter 3; pages 54 - 96 [Textbook].  
· Civics, John Locke; pages 39 [Textbook].  
· American Government, Montesquieu, Rousseau [Textbook].  Special Report on each
· American Government, Democracy in Action; page 63 [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
Structure/content constitution
The learner will be able to examine the organizational structure and content of the United States Constitution.
Strand Bloom's Scope Hours Source Activities
Constitution SSPS 1.3, 1.4, 2.7   Master 1.0 Arkansas Social Studies Curriculum Frameworks PAG 1.3;Civics Goals 3.5 Classroom
  Instructional Resources
 
· Civics, Chapter 3: pages 54 - 97 [Textbook].  
· Civics, chapter 4; pages 98 - 121 [Textbook].  
· Civics, Supplementary handouts [Textbook].  
· Civics, The Living Constitution [Textbook].  
· Civics, Constitution Puzzles [Textbook].  
· Civics, Videos [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
Principles in constitution
The learner will be able to identify and interpret the principles incorporated in the Constitution (i.e. federalism, checks and balances, limited government, popular sovereignty, flexibility, separtation of powers).
Strand Bloom's Scope Hours Source Activities
Constitution SSPS 1.3, 1.4, 2.7   Master 1.0 Arkansas Social Studies Curriculum Frameworks PAG 1.1; PAG 1.3; Civics Goals 3.6 Classroom
  Instructional Resources
 
· Civics, Section 3.2 page 65 [Textbook].  
· Civics, section 3.3; pages 87 - 90 [Textbook].  
· Civics, section 13.1; pages 308 - 309 [Textbook].  
· Activity, chapter review & test [Teaching Strategies].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
Ratification of Constitution
The learner will be able to describe the ratification of the Constitution.
Strand Bloom's Scope Hours Source Activities
Constitution SSPS 1.3, 1.4, 2.7   Master 1.0 Arkansas Social Studies Curriculum Frameworks TCC 1.3; TCC 2.1; Civics Goals 3.7 Classroom
  Instructional Resources
 
· Civics, section 3.1; page 60 [Textbook].  
· Civics, Article VII; page 77 [Textbook].  
· Civics, Citizenship skills page 91 [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
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Goal 4
Branches of Government
The learner will be able to describe the organization, authority, and function of each branch of the federal government 1)Legislative Branch - Describe the organization, authority and function 2) Executive Branch - a) Describe the organization, authority and function b) Order of presidential succession 3) Judicial Branch - a) Describe the organization, authority and function b) Including analysis of landmark Supreme Court cases and decisions (e.g. Marbury v.Madison 1803; Dred Scott v. Sanford 1857; Plessy v. Ferguson 1896; Brown v. Board of Education 1954; Gideon v. Wainwright 1963; Miranda v. Arizona 1966; Mapp v. Ohio, Roe v. Wade 1973; Tinker v. Des Moines 1969; Nixon v. United States 1974; etc.).
Strand Bloom's Scope Hours Source Activities
3 Branches SSPS 1.3, 1.4, 2.5   Master 1.0 Arkansas Social Studies Curriculum Frameworks PAG 1.1; PAG 1.2; PAG 1.5; PAG 1.6; PPE 1.1; TCC 1.3; TCC 2.1; PAG 1.6; Civics Goals 4.1 Classroom
  Instructional Resources
 
· Civics, Chapter 9: sections 1 - 4; pages 210 - 227 [Textbook].  
· Civics, chapter 10: sections 1 - 4; pages 234 - 251 [Textbook].  
· Civics, chapter 11; sections 1 - 4; pages 256 - 274 [Textbook].  
· Civics, chapter 12; section 1 - 4; pages 280 - 294 [Textbook].  
· Civics, Handouts on specific court decisions [Textbook].  
· Civics, make poster on specific court decisions [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
Separation of powers
The learner will be able to explain and analyze the separation of powers and the system of checks and balances.
Strand Bloom's Scope Hours Source Activities
3 Branches SSPS 1.3, 1.4, 2.5   Master 1.0 Arkansas Social Studies Curriculum Frameworks PAG 1.1; Civics Goals 4.2 Classroom
  Instructional Resources
 
· Civics, Section 3.2; page 65 [Textbook].  
· Civics, section 3.3; page 90 [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
Parallel relationships
The learner will be able to compare the parallel relationships of state and local governments to the federal government.
Strand Bloom's Scope Hours Source Activities
3 Branches SSPS 1.3, 1.4, 2.5   Master 1.0 Arkansas Social Studies Curriculum Frameworks PAG 1.1; PAG 1.5; Civics Goals 4.3 Classroom
  Instructional Resources
 
· Civics, Section 13.1; pages 306 - 312 [Textbook].  
· Civics, section 13.2; page 314 - 317 [Textbook].  
· Civics, section 13.3; pages 319 - 321 [Textbook].  
· Civics, section 13.4; pages 323 - 325 [Textbook].  
· Civics, chapter 13 assessment page 326 [Textbook].  
· Civics, section 14.1; pages 330 - 334 [Textbook].  
· Civics, section 14.2; pages 336 - 340 [Textbook].  
· Civics, section 14.3; pages 342 - 347 [Textbook].  
· Civics, chapter 14 assessment page 348 [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
Criminal & civil law
The learner will be able to explain and differentiate between criminal and civil laws.
Strand Bloom's Scope Hours Source Activities
3 Branches SSPS 1.3, 1.4, 2.5   Master 1.0 Arkansas Social Studies Curriculum Frameworks PAG 1.4, PAG 1.5, TCC 2.4, Civics Goals 4.4 Classroom
  Instructional Resources
 
· Civics, Section 16. 3; pages 390 - 392 [Textbook].  
· Civics, citizenship skills page 393 [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
Article IV
The learner will be able to article IV of the United States Constitution.
Strand Bloom's Scope Hours Source Activities
3 Branches SSPS 1.3, 1.4, 2.5   Master 1.0 Arkansas Social Studies Curriculum Frameworks PAG 1.1; Civics Goals 4.5 Classroom
  Instructional Resources
 
· Civics, Article 4; page 76 [Textbook].  
· Civics, section 3.2; pages 65 - 67 [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
Arkansas law
The learner will be able to arkansas laws pertaining to students.
Strand Bloom's Scope Hours Source Activities
3 Branches SSPS 1.3, 1.4, 2.5   Master 1.0 Arkansas Social Studies Curriculum Frameworks TCC 2.1; Civics Goals 4.6 Classroom
  Instructional Resources
 
· Civics, Section 16.1; pages 378 - 381 [Textbook].  
· Civics, section 16.2; pages 382 - 389 [Textbook].  
· Civics, section 16.3; pages 390 - 391 [Textbook].  
· Civics, chapter 16 assessment; page 394 [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
· Civics, students & the law [Textbook].  generate a list of the student's perception of the law as it pertains to and effects them. Discuss.
  
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Goal 5
Bill of Rights
The learner will be able to analyze the fundamental rights of individuals as incorporated in the Bill of Rights.
Strand Bloom's Scope Hours Source Activities
Amendments & Rights SSPS 1.3, 2.7   Master 1.0 Arkansas Social Studies Curriculum Frameworks TCC 1.2, PAG 1.3; Civics Goals 5.1 Classroom
  Instructional Resources
 
· Civics, Section 4.1; pages 98 - 105 [Textbook].  
· Civics, sections 4.2; pages 107 - 110 [Textbook].  
· Civics, section 4.3; pages 112 - 116 [Textbook].  
· Civics, chapter 4 assessment page 118 [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
Ratification of amendments
The learner will be able to examine the issues and events contributing to the ratification of each amendment.
Strand Bloom's Scope Hours Source Activities
Amendments & Rights SSPS 1.3, 2.7   Master 1.0 Arkansas Social Studies Curriculum Frameworks PAG 1.2, PAG 1.6, TCC 2.2; Civics Goals 5.2 Classroom
  Instructional Resources
 
· Civics, Section 4.1; pages 98 - 105 [Textbook].  
· Civics, section 4.2; pages 107 - 110 [Textbook].  
· Civics, section 4.3; pages 112 - 116 [Textbook].  
· Civics, chapter 4 assessment page 118 [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
Civil rights
The learner will be able to explore and evaluate the progression of civil rights through people, place, and events of the 20th and 21st centuries (e.g. Brown v. Topeka 1954; Thurgood Marshall, Dr. Martin Luther King Jr. franchisement of women, Roe v. Wade 1973, Miranda v. ARizona 1966, affirmative action, etc.).
Strand Bloom's Scope Hours Source Activities
Amendments & Rights SSPS 1.3, 2.7   Master 1.0 Arkansas Social Studies Curriculum Frameworks TCC 2.1; PPE 1.7; PAG 1.5; Civics Goals 5.3 Classroom
  Instructional Resources
 
· Civics, Chapter 5; section 1; page 126 - 130 [Textbook].  
· Civics, Brown vs Topeka; page 111 [Textbook].  
· Civics, Thurgood Marshall page 295 [Textbook].  
· Civics, Chapter 12; section 3; page 291 - 295 [Textbook].  
· Civics, chapter 12; section 4; page 297 - 299 [Textbook].  
· Civics, chapter 12 assessment [Textbook].  
· Civics, Integration in Arkansas [Textbook].  
· Civics, Special prepared package [Textbook].  
· Civics, videos: Ruby Bridges; Separate but Equal [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
· Civics, videos and special reports [Textbook].  
  
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Goal 6
Political parties
The learner will be able to analyze the development, growth and power of political parties 1) Interest groups 2) Third parties 3) Factions 4) Lobbyists 5) Role of citizens.
Strand Bloom's Scope Hours Source Activities
Parties /Elections SSPS 1.1, 2,2, 2,5   Master 1.0 Arkansas Social Studies Curriculum Frameworks TCC 1.1; TCC 1.6; Civics Goals 6.1 Classroom
  Instructional Resources
 
· Civics, Section 6.1; pages 144 - 148 [Textbook].  
· Civics, section 6.2; pages 149 - 151 [Textbook].  
· Civics, section 6.3; pages 153 - 157 [Textbook].  
· Civics, section 6.4; pages 159 - 163 [Textbook].  
· Civics, chapter 6 assessment page 164 [Textbook].  
· Civics, section 8.1; pages 188 - 191 [Textbook].  
· Civics, section 8.2; section 193 - 198 [Textbook].  
· Civics, section 8.3; pages 200 - 203 [Textbook].  
· Civics, chapter 8 assessment page 204 [Textbook].  
· Civics, chapter review & test [Textbook].  Write complete sentences to define and answer questions at end of chapter. Section Reviews, section quizes, Chapter Assessment (review), Key Terms, Main Ideas, Critical Thinking, Chapter Test
  
Media coverage
The learner will be able to distinguish the positive and negative influences of media coverage on the political process 1) News reporting 2) Political cartoons 3) Editorials 4) Campaign advertising 5) Public Opinion polls 6) Use of propoganda techniques.
Strand Bloom's Scope Hours Source Activities
Parties /Elections SSPS 1.1, 2,2, 2,5   Master 1.0 Arkansas Social Studies Curriculum Frameworks TCC 1.1; PPE 1.2; Civics Goals 6.2 Classroom
  Instructional Resources
 
· Civics, Section 8.1; pages 188 -191 [Textbook].  
· Civics, section 8.2; pages 193 - 199 [Textbook].  
· Civics, section 7.2; pages 172 - 177 [Textbook].  
· Civics, citizenship skills