Civic Literacy 3 Learning Plan LEARNING PLAN 1 Political Documents

Overview

Prerequisites

1. 9.0 Reading level OR 2. Consent of the instructor OR 3. Having passed one of the GED reading tests

Competency 1. Demonstrate the basic principles expressed in important political documents in U. S. history. Linked Core Abilities A. Demonstrate critical thinking B. Communicate effectively Performance Standards Criteria---Performance will be satisfactory when: a. learner demonstrates the basic principles/ideas expressed in important political documents in U. S. history: Declaration of Independence, Bill of Rights, and the U. S. Constitution. b. learner identifies weaknesses that caused the Articles of Confederation to fail as a first attempt at a national government. c. learner demonstrates a minimum 70% level of proficiency on practice/workbook exercises and quizzes, tests, exams with a minimum of 10 items. Conditions---Competence will be demonstrated: a. in the demonstration of basic principles expressed in important political documents in U. S. history. b. in the lab/classroom. c. in small groups. d. individually. Learning Objectives This learning plan addresses the following learning objectives to help you master the competency: a. Identify reasons for colonial revolution. b. Identify basic principles of government in the Declaration of Independence. c. Identify weaknesses of the Articles of Confederation. d. Explain compromises made to ratify the U. S. Constitution (Great Compromise & Three-fifths Compromise). e. Explain why the Bill of Rights was created. f. Identify rights and freedoms guaranteed in the Bill of Rights.

Learning Activities

_____1. ***Read "Modern Government," p. 138 in Steck-Vaughn GED Social Studies, and discuss with your teacher. _____2. ***Read Chapter 6, pp. 19-21, "What Philosophy Is in the Declaration of Independence?" in Our Constitutional Heritage. List 5 basic principles stated in the Declaration of Independence. _____3. ***Read about the American Revolution, and make a timeline of major events leading up to and during the American Revolution. Some suggested sources are the following: p. 2 in Our Federal Constitution Our Wisconsin Constitution (OFCOWC), United States Government, Section 5, pp. 14-17, Our Constitutional Heritage, pp. 15-17, and/or 12-13 in Government Today. _____4. Read about the Articles of Confederation, pp. 22-23 in U. S. Government. Answer review questions on p. 23. _____5. ***Read about compromises made at the Constitutional Convention, Section 2, pp 24-25 and Section 3, 27-28 in U. S. Government, answer Section 3 Review Questions on p. 28 , and discuss one of the compromises with your teacher. _____6. ***Read "Strengths of the Constitution," p. 8 in OFCOWC, answer questions 1-5 on p. 8 and discuss with you teacher why the U. S. Constitution has lasted. _____7. ***Read about the Bill of Rights in United States Government, Section 3, pp. 46-48 and 50-53, and complete handout on "Amendments 1-10." Use the Bill of Rights, pp. 310-312 in U. S. Government. _____8. _____9.

Civic Literacy 3 Learning Plan LEARNING PLAN 2 U. S. Constititional Government

Overview

Prerequisites

1. 9.0 Reading level OR 2. Consent of the instructor OR 3. Having passed one of the GED reading tests

Competency 2. Explain the basic features of U. S. constitutional government. Linked Core Abilities A. Demonstrate critical thinking B. Communicate effectively Performance Standards Criteria---Performance will be satisfactory when: a. learner explains the basic features of U. S. constitutional government. b. learner differentiates the 3 branches of government, their composition, and their duties. c. learner explains the democratic principles of the Constitution.. d. learner explains how the U. S. Constitution can be amended. e. learner demonstrates a minimum 70% level of proficiency on practice/workbook exercises, and quizzes, tests, exams with a minimum of 10 items. Conditions---Competence will be demonstrated: a. in the explanation of basic features of U. S. constitutional government. b. in the lab/classroom. c. in small groups. d. individually. Learning Objectives This learning plan addresses the following learning objectives to help you master the competency: a. Identify the three branches of the Federal Government. b. Identify features of the Legislative Branch of the Federal Government. c. Identify features of the Executive Branch of the Federal Government. d. Identify features of the Judicial Branch of the Federal Government. e. Explain the concepts of popular sovereignty, limited government, separation of powers, and checks and balances. f. Describe the role of the Electoral College.

Learning Activities

_____1. ***Preview briefly with your teacher the format and structure of the U.S. Constitution. _____2. ***Read Chapter 4, "The Legislative Branch," pp. 63-77 in United States Government, and complete Chapter 4 Review Comprehension Identifying Facts and Comprehension Understanding Main Ideas. _____3. ***Read Chapter 5, "The Executive Branch," pp. 79-97 in United States Government, and complete Chapter 5 Review. _____4. Read pp. 99-102 on "The Executive Departments," in United States Government, and answer Section 1 Review Questions. _____5. Review pp. 83-84 in United States Government on the Electoral College, and answer the following question: Should we keep the Electoral College? Why or why not? Additional information is available in Learning Plan 2 file. _____6. ***Read Chapter 8, "The Judicial Branch," pp. 135-147 in United States Government, and answer Review Questions p. 148. _____7. *** Read pp. 29-31, in United States Government, Section 4, "Guiding Principles of Our Constitution." Answer Section 4 Review Questions on p. 31 and complete the Checks and Balances Chart. _____8. _____9.

Civic Literacy 3 Learning Plan LEARNING PLAN 3 Historical Changes

Overview

Prerequisites

1. 9.0 Reading level OR 2. Consent of the instructor OR 3. Having passed one of the GED reading tests

Competency 3. Explain historical changes in the roles of various branches of the U. S. national government and the relationships among the national, state, and local governments. Linked Core Abilities A. Demonstrate critical thinking B. Communicate effectively Performance Standards Criteria---Performance will be satisfactory when: a. learner explains historical changes in the roles of various branches of the U. S. national government and the relationships among the national, state, and local government. b. learner analyzes the Elastic Clause. c. learner explains the concept of "Judicial Review." d. learner explains how a bill becomes a law. e. learner demonstrates a minimum 70% level of proficiency on practice/workbook exercises and quizzes, tests, exams with a minimum of 10 items. Conditions---Competence will be demonstrated: a. in the explanation of historical changes in the roles of various branches of the U. S. national government and the relationships among the national, state, and local government. b. in the lab/classroom. c. in small groups. d. individually. Learning Objectives This learning plan addresses the following learning objectives to help you master the competency: a. Explain the amendment process. b. Explain the steps in how a bill becomes law. c. State the significance of the Marbury v. Madison Case. d. Explain the significance of the Elastic Clause (Article I, Section 8.18). e. Explain the significance of the 10th Admendment (Reserved Powers).

Learning Activities

_____1. ***Read "How Was Judicial Review Started," in Our Constitutional Heritage, pp. 49-50. Answer the questions on p. 50. _____2. ***Read notes Marbury v Madison and discuss Marbury v Madison with the instructor. _____3. ***Review p. 73-74 on the Elastic Clause in United States Government, and write a paragraph on whether or not you believe the clause gives Congress too much power. _____4. ***Read p. 22 in OFCOWC, and complete Worksheet on shared powers. List how the federal and state governments divide powers, and explain how citizens are protected from too much government interference. _____5. Read p. 35 in OFCOWC, on "Amending the Constitution," and answer questions 1-6 on p. 35. _____6. ***Read Amendments since the Bill of Rights (Amendments 11-27). A good source is The Constitution Made Easier, and complete the worksheet on "Amendments since the Bill of Rights." _____7. ***Review p. 69, "How a Bill Becomes a Law," in United States Government, and discuss the process with your teacher. _____8. _____9.

Civic Literacy 3 Learning Plan LEARNING PLAN 4 Wisconsin State Government

Overview

Prerequisites

1. 9.0 Reading level OR 2. Consent of the instructor OR 3. Having passed one of the GED reading tests

Competency 4. Explain the structure and function of the three branches of Wisconsin state government. Linked Core Abilities A. Demonstrate critical thinking B. Communicate effectively Performance Standards Criteria---Performance will be satisfactory when: a. learner explains the structure and function of the three branches of Wisconsin state government. b. learner compares/contrasts Wisconsin State government with the Federal Government: branches of government, composition, role, and the amending process. c. learner demonstrates a minimum 70% level of proficiency on practice/workbook exercises and quizzes, tests, exams with a minimum of 10 items. Conditions---Competence will be demonstrated: a. in the explanation of the structure and function of the three branches of Wisconsin state government. b. in the lab/classroom. c. in small groups. d. individually. Learning Objectives This learning plan addresses the following learning objectives to help you master the competency: a. Identify terms of the governor, senate, assembly, and state Supreme Court. b. List powers/duties of the governor and the executive branch. c. Describe the two branches of the Wisconsin State Legislature. d. State the functions of the Wisconsin Supreme Court, Court of Appeals, Circuit Courts, and Municipal Courts. e. Describe how state government is financed and how state revenue is distributed. f. Explain how the State Constitution is amended.