S1+Glidden,+Elizabeth

=Stage 1 - Identify Desired Results= B1 Knowledge, Concepts, Themes, and Patterns of Civic/Government Grade 9-Diploma Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States system, as well as examples of other forms of government and political systems in the world. d. Describe the purpose, structures, and processes of the //American political system// ||
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results: Social Studies: B :Civics and Governments

//What understandings are desired?//
•The three branches of the U.S. Government have specific purposes and focuses. •The U.S. Constitution sets up ways for the branches to be regulated. ||
 * **//Students will understand that://** **(U)** ||
 * •the Founding Fathers had fears regarding government which lead to the creation of the United States Government.

//What essential questions will be considered?//
•How does our government work? •How is our government regulated? ||
 * **Essential Questions:** **(Q)** ||
 * •Why did the Founding Fathers set up the government we have?

//What key knowledge and skills will students acquire as a result of this unit?//
amendments, impeachment, Bill of Rights •Critical Details: At least 9 checks and balances, interaction between branches, key differences in political parties, Third Party influences •Important Events and People: Marbury v. Madison, Roe v. Wade, George Washington, Franklin D. Roosevelt, Henry Clay, John Marshall || •d. Describe the purpose, structures, and processes of the American Political System •Make meaning of how our government is set up. •Solve the problems of the Articles of Confederation using the Constitution •Analyze the ways to modify the American Constitution/ Government •Consider reasons for impeachment •Be aware of the specific purposes and focuses of the branches of government ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Vocabulary: judiciary, executive, legislative,


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**