U.S. GovernmentSummer School 2016

*Note: Please use the Firefox browser to play online video materials (Constitution USA/Annenberg Learner).

Week 1 Monday, June 13th Tuesday, June 14th Wednesday, June 15th Thursday, June 16th Friday, June 17thTheme

Main Standards

Types of Government

USG.1.4 Compare and contrast types of government including direct democracy, monarchy, oligarchy, and totalitarianism. USG.1.5 Compare and contrast characteristics of limited and unlimited governments and provide historical and contemporary examples of each type of government.USG.1.7 Define and provide examples of constitutionalism, rule of law, limited government, and popular sovereignty inthe United States Constitution and explain the relationship of these constitutional principles to the protection

Origins of American Government

USG.2.1 Summarize the colonial, revolutionary, and Founding-Era experiences and events that led to the writing,ratification, and implementation of the United States Constitution (1787) and Bill of Rights (1791). USG.2.2 Understand the concept of compromise and evaluate its application during the Constitutional Convention.USG.2.3 Analyze and interpret central ideas on government, individual rights, and the common good in foundingdocuments of the

Principles of American Government

USG.2.7 Using primary documents compare and contrast the ideas of the Federalists and the Anti-Federalistsregarding the respective roles of state and national government on ratification of the United StatesConstitution (1787–1788).USG.3.2 Explain the constitutional principles of federalism, separation of powers, the system of checks and balances,republican government or representative democracy, and popular sovereignty; provide examples of theseUSG.3.6 Compare and contrast the enumerated, implied and denied powers in the United States Constitution and the

Three Branches of Government I

USG.3.3 Identify and describe provisions of the United States Constitution and the Indiana Constitution that define anddistribute powers and authority of the federal or state government.USG.3.4 Explain the relationship between limited government and a market economy. (Economics)USG.3.5 Explain the section of Article IV, Section 4, of the United States Constitution which says, “The United States shall guarantee to every State in the Union a Republican form of government.”USG.3.6 Compare and

Three Branches of Government II

USG.3.3 Identify and describe provisions of the United States Constitution and the Indiana Constitution that define anddistribute powers and authority of the federal or state government.USG.3.4 Explain the relationship between limited government and a market economy. (Economics)USG.3.5 Explain the section of Article IV, Section 4, of the United States Constitution which says, “The United States shall guarantee to every State in the Union a Republican

of the rights of individuals.

United States.USG.2.4 Explain the history and provide examples of foundational ideas of American government embedded in theFounding-Era documents such as: natural rights philosophy, social contract, popular sovereignty,constitutionalism, representative democracy, political factions, federalism, and individual rights.

Indiana Constitution contrast the enumerated, implied and denied powers in the United States Constitution and theIndiana Constitution.USG.3.7 Explain the relationships among branches of the United States government and Indiana government, which involve separation and sharing of powers as a means to limited government.

form of government.”USG.3.6 Compare and contrast the enumerated, implied and denied powers in the United States Constitution and theIndiana Constitution.USG.3.7 Explain the relationships among branches of the United States government and Indiana government, which involve separation and sharing of powers as a means to limited government.

Essential Question/Objective

How should a government meet the needs of its people?/SWABAT: examine the activities and responsibilities of an effective government(Unit 6 Essential Question)

How did the design of American government reflect the times in which it was created?/SWABAT: identify the historical events and their cause and effect relationship in shaping the U.S. Constitution(Unit 1 Essential Question)

Is the federal system the best way to govern the United States/SWABAT: Describe a federalist system of government. Critique its strengths and weaknesses(Unit 1 Essential Question)

What should be the goals of good government?/SWABAT: Pull together ideas and evidence gathered from previous essential questions and class activities to complete this essay.Unit 1 Essay – pp. 31-33

What should be the goals of good government?/ SWABAT: Pull together ideas and evidence gathered from previous essential questions and class activities to complete this essay.Unit 1 Essay – pp. 31-33

Suggested Daily Activities

Opening: Set out summer course parameters & expectations1. Administer pretest2. Read/review related chapter sections to define key terms and concepts 3. Cover key text features in U.S. Government text book 4. Select Online Constitution USA: Episode 1 – A More Perfect Union (Federalism)5. Text-based: Chapter 1, Principles of Government pp. 4-25To understand origins and purpose of the “State” see p. 6 and p. 8 insetsComplete Key Terms and Comprehension, p. 11, #1-#3Chapter 3, The Constitution, pp. 68-89Have students summarize the purpose of each inset diagram in the chapter, p. 13, p. 15, p. 16, p. 17. Afterward, ask students to reflect on which forms and features of government allows for its citizens to express their needs while maintaining a good balance of power?

1. Review previous days concepts with a hook or bell ringer2. Read/review related chapter sections to define key terms and concepts 3. Cover key text features in U.S. Government text book 4. Online Constitution USA: Episode 1 – A More Perfect Union (Federalism)5. Text-based: Chapter 2, pp. 30-62Foundation of American Rights, p. 32 -- study the chart and ask students to choose the most significant measures in the various documents that would ‘check’ the power of a monarchThe Road to Independence, pp. 38-39 -- examine the timeline with class and ask students to interpret which event was the greatest cause for the writing of the Declaration of Independence (opinions will vary but

1. Review previous days concepts with a hook or bell ringer2. Read/review related chapter sections to define key terms and concepts 3. Cover key text features in U.S. Government text book 4. Online Constitution USA: Episode 1 – A More Perfect Union (Federalism)5. Text-based: Chapter 3, The Constitution, pp. 68-89Create an outline of the government using the six main principles (diagram) for review, diagram outline p. 68 with cartoon illustration on pp. 70-71Review diagram in “Who Has the Power” on p. 74 – and explain how Federalist No. 51 (see p. 75, primary source) illustrates the double security of federalism What is judicial review? pp. 76-77, complete “Thinking Critically” #1-#2Chapter 4, Federalism, pp. 94-1156. Revisit essential question (See ‘Essential Questions Journal’)

1. Review previous days concepts with a hook or bell ringer2. Read/review related chapter sections to define key terms and concepts 3. Cover key text features in U.S. Government text book 4. Online Constitution USA: Episode 1 – A More Perfect Union (Federalism)5. Text-based: Chapter 10: Congress, pp. 268-291Chapter 11: Powers of Congress: pp. 296-325Chapter 12: Congress in Action: pp. 330-357Chapter 13 The Presidency: pp. 242-261Chapter 14: The Presidency in Action: pp.400-421Chapter 18: The Federal Court System: pp. 520-5416. Revisit essential question for final essay (See ‘Essential Questions Journal’)

1. Review previous days concepts with a hook or bell ringer2. Read/review related chapter sections to define key terms and concepts 3. Cover key text features in U.S. Government text book 4. Online Constitution USA: Episode 1 – A More Perfect Union (Federalism)5. Text-based: Chapter 10: Congress, pp. 268-291Chapter 11: Powers of Congress: pp. 296-325Chapter 12: Congress in Action: pp. 330-357Chapter 13 The Presidency: pp. 242-261Chapter 14: The Presidency in Action: pp.400-421Chapter 18: The Federal Court System: pp. 520-5416. Revisit essential question for essay (See ‘Essential Questions Journal’)

Complete Key Terms and Comprehension, p.24, #2-#4Complete Document-Based Assessment, p. 27, #1-#36. Revisit essential question (See ‘Essential Questions Journal’)

encourage students to use evidence for reasons)Slavery in the United States, 1790 – Analyzing Map Question, p. 56Critical Thinking, p. 58, #5Key Terms and Comprehension, p. 62, #3Critical Thinking, p. 62, #4-#5Chapter 3, pp. 68-87How the Government Works, p. 79 – Amending the Constitution—complete the “Interpreting Diagrams” question

6. Revisit essential question (See ‘Essential Questions Journal’)

Online/*Offline Resources for Day

Constitution USA Serieshttp://www.pbs.org/tpt/constitution-usa-peter-sagal/home/Annenberg Learner (Social StudiesDemocracy in America): The Constitutionhttps://www.learner.org/resources/series173.html

Constitution USA Serieshttp://www.pbs.org/tpt/constitution-usa-peter-sagal/home/Annenberg Learner (Social StudiesDemocracy in America): The Constitutionhttps://www.learner.org/resources/series173.html

Constitution USA Serieshttp://www.pbs.org/tpt/constitution-usa-peter-sagal/home/Annenberg Learner (Social StudiesDemocracy in America): Federalismhttps://www.learner.org/resources/series173.htmlConstitutional Rights Foundation – Federalism. 10th Amendment, State/local power (search under Teacher Materials)http://www.crfc.org/teaching-materialsMcCulloch v. Maryland is a pivotal landmark case in 1819 that would clarify the relationship between national and state governments through the “necessary and proper” clausehttp://billofrightsinstitute.org/mcculloch-v-maryland/Street Law – Landmark Cases – See cases listed in standardshttp://www.streetlaw.org/en/landmark.aspxiCivics.org – Lessons on Federalism (free registration, login)https://www.icivics.org/

Constitution USA Serieshttp://www.pbs.org/tpt/constitution-usa-peter-sagal/home/Annenberg Learner (Social StudiesDemocracy in America): Legislatures, Modern Presidency and the Courts (6,7 and 9)https://www.learner.org/resources/series173.html

Constitution USA Serieshttp://www.pbs.org/tpt/constitution-usa-peter-sagal/home/Annenberg Learner (Social StudiesDemocracy in America): Legislatures, Modern Presidency and the Courts (6,7 and 9)https://www.learner.org/resources/series173.html

search-results?keywords=FederalismYour History Site -- US Government DBQ’s and government-related contenthttp://www.yourhistorysite.com/index.html Federalism Unit Lessons – Social Studies Coalition of Delaware (Brian McGuire & Rebecca N. Reed)http://www.sscde.org/lessons/files/C_68_LES_WhatisFederalism.pdf

Week 2 Monday, June 20th Tuesday, June 21st Wednesday, June 22nd Thursday, June 23rd Friday, June 24thTheme

Main Standards

Rights of Citizens I

USG.5.4 Identify and describe the civil and constitutional rights found in the United States Constitution and Bill of Rights and expanded by decisions of the United States Supreme Court; analyze and evaluate landmarkcases of the United States Supreme Court concerning civil rights and liberties of individuals.USG.5.5 Identify when it

Rights of Citizens II

USG.5.4 Identify and describe the civil and constitutional rights found in the United States Constitution and Bill of Rights and expanded by decisions of the United States Supreme Court; analyze and evaluate landmarkcases of the United States Supreme Court concerning civil rights and liberties of individuals.

Political Parties

E.6.1 Explain the basic functions of money.E.6.2 Identify the composition of the money supply of the United States.E.6.3 Explain the roles of financial institutions.E.6.4 Demonstrate how banks create money through the principle of fractional reserve banking.E.6.5 Describe the structure and functions of the Federal Reserve System.E.6.6 Explain how interest

Elections and Voting

E.4.1 Explain the roles of government in a market economy.E.4.2 Explain how markets under-produce public goods and explain why the government has an interest in producing these public goods.E.4.5 Define progressive, proportional, and regressive taxation and determine whether different types of taxes (including income, sales,

Special Interests and Lobbying

E.4.4 Describe major revenue and expenditure categories and their respective proportions of state and federal budgets.E.4.5 Define progressive, proportional, and regressive taxation and determine whether different types of taxes

is constitutional for our government to limit the rights of individuals and explain the reasonswhy the government would want to do this. USG.2.8 Explain the history and provide historical and contemporary examples of fundamental principles and values of American political and civic life, including liberty, security, the common good, justice, equality, law and order, rights of individuals, diversity, popular sovereignty, and representative democracy. USG.1.5 Compare and contrast characteristics of limited and unlimited governments and provide historical andcontemporary examples of each type of government

USG.5.5 Identify when it is constitutional for our government to limit the rights of individuals and explain the reasonswhy the government would want to do this. USG.2.8 Explain the history and provide historical and contemporary examples of fundamental principles and values of American political and civic life, including liberty, security, the common good, justice, equality, law and order, rights of individuals, diversity, popular sovereignty, and representative democracy. USG.1.5 Compare and contrast characteristics of limited and unlimited governments and provide historical andcontemporary examples of each type of government

rates act as an incentive for savers and borrowers.E.6.7 Compare and contrast different types of financial investments.

and Social Security) are progressive, proportional, or regressive.E.4.6 Explain how costs of government policies may exceed benefits because social or political goals (rather than economic efficiency) are being pursued.E.4.7 Define the national debt, explain the effects of the debt on the economy, and explain how to achieve a balanced budget.

(including income, sales, and Social Security) are progressive, proportional, or regressive.E.4.6 Explain how costs of government policies may exceed benefits because social or political goals (rather than economic efficiency) are being pursued.E.4.7 Define the national debt, explain the effects of the debt on the economy, and explain how to achieve a balanced budget.

Essential Question/Objective

How is our government designed to balance individual rights with the

What has our government protected privacy, security and

Does the American two-party political system help or harm democracy?/

Do we have a fair and effective electoral process?/SWABAT:

To what degree do special interest groups advance or

common good of all?/SWABAT: Examine how the Constitution, lawmakers and the courts protect the minorities’ rights while considering the demands of the majority.(Unit 5 Essential Question)

personal freedom throughout the past?/SWABAT: Understand the key events in American history that have clarified and expanded rights to more Americans.(Unit 5 Essential Question)

SWABAT: Understand the formation and philosophy of our nation’s two dominant political parties and role independent parties have played.(Unit 2 Essential Question)

Describe the process for electing our national political leaders. Examine the electoral college and voting rights when critiquing our voting system.(Unit 2 Essential Question)

harm the political process in our country?/SWABAT: Identify what role special interests play in creating laws and influencing ideas in our government. Judge if this influence is good or bad.(Unit 2 Essential Question)

Suggested Activities 1. Review previous days

concepts with a hook or bell ringer2. Read/review related chapter sections to define key terms and concepts 3. Cover key text features in U.S. Government text book 4. Online Constitution USA: Episode 2 – It’s a Free Country (Rights)/Episode 3 -Created Equal (Equality)5. Text-based: Chapter 19, pp.546-575Complete Key Terms and Comprehension, p. 550 #2-#4 (use inset “Incorporation of Rights” p. 549)Complete Key Terms and

1. Review previous days concepts with a hook or bell ringer2. Read/review related chapter sections to define key terms and concepts 3. Cover key text features in U.S. Government text book 4. Online Constitution USA: Online Constitution USA: Episode 2 – It’s a Free Country (Rights)/Episode 3 -Created Equal (Equality)

5. Text-based: Chapter 19, pp.546-575Complete Key Terms

1. Review previous days concepts with a hook or bell ringer2. Read/review related chapter sections to define key terms and concepts 3. Cover key text features in U.S. Government text book 4. Online Constitution USA: Episode 4 – We the People (Political System)5. Text-based: Chapter 5: Political Parties: pp.123-147Chapter 6: Voters and Voter Behavior: pp. 152-179Chapter 7: Electoral Process: pp. 184-209Chapter 9: Interest Groups: pp. 242-2616. Revisit essential question (See ‘Essential Questions

1. Review previous days concepts with a hook or bell ringer2. Read/review related chapter sections to define key terms and concepts 3. Cover key text features in U.S. Government text book 4. Online Constitution USA: Episode 4 – We the People (Political System)5. Text-based:Chapter 5: Political Parties: pp.123-147Chapter 6: Voters and Voter Behavior: pp. 152-179Chapter 7: Electoral Process: pp. 184-209Chapter 9: Interest

1. Review previous days concepts with a hook or bell ringer2. Read/review related chapter sections to define key terms and concepts 3. Cover key text features in U.S. Government text book 4. Online Constitution USA: Episode 4 – We the People (Political System)5. Text-based: Chapter 5: Political Parties: pp.123-147Chapter 6: Voters and Voter Behavior: pp. 152-179Chapter 7: Electoral Process: pp. 184-209

Comprehension, p. 558 #2-#4 Critical Thinking, p.567 #5-#6Define and select examples of different kinds of speech, pp. 559-567Compare and contrast types of protest: Public property vs. private property, p.571Chapter 20, pp. 577-606Use “Due Process” inset to define two types of due process, p.579Critical Thinking, p. 582 #5-#6Key Terms and Comprehension, p. 590 #2-#3Balancing Security and Liberty, p. 591, Complete “Connect to Your World”, #1-#2Chapter 24, Section 4, pp. 727-731 6. Revisit essential question (See ‘Essential Questions Journal’)

and Comprehension, p. 550 #2-#4 (use inset “Incorporation of Rights” p. 549)Complete Key Terms and Comprehension, p. 558 #2-#4 Critical Thinking, p.567 #5-#6Define and select examples of different kinds of speech, pp. 559-567Compare and contrast types of protest: Public property vs. private property, p.571Chapter 20, pp. 577-606Use “Due Process” inset to define two types of due process, p.579Critical Thinking, p. 582 #5-#6Key Terms and Comprehension, p. 590 #2-#3Balancing Security and Liberty, p. 591, Complete “Connect to Your World”, #1-#2Chapter 24, Section 4, pp. 727-731

6. Revisit essential

Journal’) Groups: pp. 242-261 6. Revisit essential question (See ‘Essential Questions Journal’)Or7. Weekly Essay: Unit 2 – In what ways should people participate in public affiars? (see pp. 35-75 in Essential Questions Journal)

Chapter 9: Interest Groups: pp. 242-261 6. Revisit essential question for final essay (See ‘Essential Questions Journal’)7. Weekly Essay: Unit 2 – In what ways should people participate in public affiars? (see pp. 35-75 in Essential Questions Journal)

question (See ‘Essential Questions Journal’)

Online/ OfflineResources

Constitution USA Serieshttp://www.pbs.org/tpt/constitution-usa-peter-sagal/home/Annenberg Learner (Social StudiesDemocracy in America): Civil Liberties and Civil Rights (4-5)https://www.learner.org/resources/series173.html

Constitution USA Serieshttp://www.pbs.org/tpt/constitution-usa-peter-sagal/home/Annenberg Learner (Social StudiesDemocracy in America): Civil Liberties and Civil Rights (4-5)https://www.learner.org/resources/series173.html

Constitution USA Serieshttp://www.pbs.org/tpt/constitution-usa-peter-sagal/home/Annenberg Learner (Social StudiesDemocracy in America): Political Parties (12)https://www.learner.org/resources/series173.htmlOfficial Political Party Websiteshttp://www.gop.com/http://www.democrats.org/Politico – Politics and Election Campaign news sitehttp://www.politico.com/Politics 1 – Political Election Trackerhttp://politics1.com/Backgrounder on the American Political Party System – Library of Congresshttp://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/elections/partysys.htmlThe Living Room Candidate –

Constitution USA Serieshttp://www.pbs.org/tpt/constitution-usa-peter-sagal/home/Annenberg Learner (Social StudiesDemocracy in America): Elections (13)https://www.learner.org/resources/series173.html

Constitution USA Serieshttp://www.pbs.org/tpt/constitution-usa-peter-sagal/home/Annenberg Learner (Social StudiesDemocracy in America): Interest Groups (14)https://www.learner.org/resources/series173.html

Presidential Campaign Commercials Archive – Absolutely Awesome!http://www.livingroomcandidate.org/Ben’s Guide to Government for Kids – Basic but usefulhttp://bensguide.gpo.gov/9-12/election/The Redistricting Game – An interactive web site that introduces the art of “gerrymandering” and offers a critical discussion of how it is abused – another must-visit web site.http://www.redistrictinggame.org/Electoral College – Interactive LessonElection of 1800 – Colonial Williamsburg Lesson (well designed!)http://www.history.org/history/teaching/enewsletter/volume7/oct08/teachstrategy.cfmElectoral College Interactive Lesson – UT Extensionhttp://www.uteasternregion.org/4h/MAKE%20&%20TAKE/

Lesson%20Plan%20for%20Electoral%20College.pdfFun Game Matching Political Parties from the Pasthttp://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/elections/partysys3.html

Week 3 June 27th, Monday June 28th, Tuesday June 29th, Wednesday June 30th, Thursday July 1st, Friday

Theme

Main Standards

Mass Media and Public Opinion

E.7.1 Define and explain fiscal and monetary policy.E.7.2 Explain the tools of fiscal and monetary policyE.7.5 Analyze how the Federal Reserve uses monetary policy to promote price stability, full employment, and economic growthE.7.4 Explain how the use of fiscal policy affects budget deficits or surpluses and the national debt.E.7.5 Analyze how the Federal Reserve uses monetary policy to

Foreign Policy and National Defense I

E.8.1 Explain that most trade occurs because producers have a comparative advantage (rather than an absolute advantage) in the production of a good or service.E.8.2 Explain the benefits of trade among households and countries.E.8.3 Explain the difference between balance of trade and balance of payments.

Foreign Policy and National Defense II

E.8.1 Explain that most trade occurs because producers have a comparative advantage (rather than an absolute advantage) in the production of a good or service.E.8.2 Explain the benefits of trade among households and countries.E.8.3 Explain the difference between balance of trade and balance of payments.

States and Local Government I

E.8.4 Define and explain the impact of trade barriers, such as quotas and tariffs, and analyze why countries erect them.E.8.5 Evaluate the arguments for and against free trade.E.8.6 Explain how changes in exchange rates affects the value of imports and exports.

States and Local Government II

FLE 3.1 Demonstrate ability to use money management skills and strategies.FLE.3.4 Apply consumer skills topurchase decisionsFLE.4.1 Analyze the costs and benefits of using various types of credit.FLE 4.3 Analyze methods and benefits of avoiding or correcting credit and debt problems.

promote price stability, full employment, and economic growth

Essential Question/Objective

What is the place of media and public opinion in a democracy? /SWABAT: Identify how media and the expression of public opinion has had and continues to have great influence on the government(Unit 2 Essential Question)

How should the U.S. interact with other countries?/SWABAT: Analyze how American governments have interacted with other countries in the past. Understand each branches responsibility in dealing and protecting American the nation’s interests in foreign affairs (Unit 4 Essential Question)

How should the U.S. interact with other countries?/SWABAT: Analyze how American governments have interacted with other countries in the past. Understand each branches responsibility in dealing and protecting American the nation’s interests in foreign affairs (Unit 4 Essential Question)

How much power should state government have?/SWABAT: Identify powers delegated to states under the Constitution. Decide and defend how much overall power states should have over their citizens.(Unit 7 Essential Question)

What are the issues in which local governments should have the most say?/SWABAT: Identify the most critical issues for local governments. Find examples in your community of local government influence.(Unit 7 Essential Question)

Suggested Daily Activities

1. Review previous days concepts with a hook or bell ringer2. Read/review related chapter sections to define key terms and concepts 3. Cover key text features in U.S. Government text book 4. Annenberg Learner: #10-#11 ‘The Media/Public Opinion’ video and learning units5. Examine political campaign ads at the “Living Room Candidate” site – archived ads6. Revisit essential question (See ‘Essential

1. Review previous days concepts with a hook or bell ringer2. Read/review related chapter sections to define key terms and concepts 3. Cover key text features in U.S. Government text book 4. Annenberg Learner: #15 ‘Global Politics’ video and learning unit5. Text: Chapter6. Revisit essential question (See ‘Essential Questions Journal’)

1. Review previous days concepts with a hook or bell ringer2. Read/review related chapter sections to define key terms and concepts 3. Cover key text features in U.S. Government text book 4. See EconEdLink online resource, The Trading Game5. See EconEdLink online resource, Is Globalization a Dirty Word? (great lesson!)5. See Student Express, Text pp. 359-362, 372 Essential Question, “Should Free Trade be Encouraged?”6. Form class debate around essential question (Student

1. Review previous days concepts with a hook or bell ringer2. Read/review related chapter sections to define key terms and concepts 3. Cover key text features in U.S. Government text book.4. See EconEdLink online resource5. See PF1 to review personal finance content that align with finance literacy standards6. See EconEdLink Personal Finance page to find activities that align

1. 1. Review previous days concepts with a hook or bell ringer2. Read/review related chapter sections to define key terms and concepts 3. Cover key text features in U.S. Government text book 4. See EconEdLink online resource5. See PF1 to review personal finance content that align with finance literacy standards6. See EconEdLink Personal Finance page

Questions Journal’) Express DVD) with finance literacy standards7. Revisit essential question (Student Express DVD)

to find activities that align with finance literacy standards7. Revisit essential question (Student Express DVD)

Online/Offline Resources

Constitution USA Serieshttp://www.pbs.org/tpt/constitution-usa-peter-sagal/home/Annenberg Learner (Social StudiesDemocracy in America): The Mediahttps://www.learner.org/courses/democracyinamerica/dia_10/Annenberg Learner (Social StudiesDemocracy in America): The Mediahttps://www.learner.org/courses/democracyinamerica/dia_11/The Living Room Candidate – Great resource for examining political campaigns!http://www.livingroomcandidate.org/Gallup Home Page –

Constitution USA Serieshttp://www.pbs.org/tpt/constitution-usa-peter-sagal/home/Annenberg Learner (Social StudiesDemocracy in America): Global Politicshttps://www.learner.org/courses/democracyinamerica/dia_15/Department of Statehttp://www.state.gov/Agency for International Developmenthttp://www.usaid.gov/United Nations Websitehttp://www.un.org/American Diplomacy – Free E-zine with insightful articles on foreign affairshttp://www.unc.edu/depts/diplomat/iCivics – Foreign Affairs – basic level lesson but

Constitution USA Serieshttp://www.pbs.org/tpt/constitution-usa-peter-sagal/home/Annenberg Learner (Social StudiesDemocracy in America): Global Politicshttps://www.learner.org/courses/democracyinamerica/dia_15/Department of Statehttp://www.state.gov/Agency for International Developmenthttp://www.usaid.gov/United Nations Websitehttp://www.un.org/American Diplomacy – Free E-zine with insightful articles on foreign affairshttp://www.unc.edu/depts/diplomat/iCivics – Foreign Affairs – basic level lesson but covers the concept very clearly using comparative exampleshttps://www.icivics.org/teachers/

Constitution USA Serieshttp://www.pbs.org/tpt/constitution-usa-peter-sagal/home/Annenberg Learner (Social StudiesThe Constitution: That Delicate Balance): Federalism-#13 https://www.learner.org/resources/series72.html

Constitution USA Serieshttp://www.pbs.org/tpt/constitution-usa-peter-sagal/home/Annenberg Learner (Social StudiesThe Constitution: That Delicate Balance): Federalism-#13 https://www.learner.org/resources/series72.html

Gallup is a well-known opinion pollsterhttp://www.gallup.com/home.aspxMass Media and Elections – University of Texas Learning Unithttps://www.edb.utexas.edu/resources/team/lesson_3.html

covers the concept very clearly using comparative exampleshttps://www.icivics.org/teachers/ iCivics – Conflict and Cooperationhttps://www.icivics.org/teachers/ iCivics – Foreign Policy and Everything in Between https://www.icivics.org/teachers/ iCivics – International Influencehttps://www.icivics.org/teachers/

iCivics – Conflict and Cooperationhttps://www.icivics.org/teachers/ iCivics – Foreign Policy and Everything in Between https://www.icivics.org/teachers/ iCivics – International Influencehttps://www.icivics.org/teachers/