Civics in Action Curriculum Map, Unit 1 - Boston Debate League

Civics in Action Curriculum Map, Unit 6:The American Legal SystemApril 28-May 16 (full-year course)Essential Question: Does the American Legal System effectively balance the responsibility of protecting both society and the rights of theaccused?Outcomes: 1. Develop an understanding of the American Legal System.2. Students will identify, take a position on, and respond to issues important to the American legal system.Key Concepts: Eachconcept is followed inparentheses with thechapter and section in thetextbook Civics:Government and Economicsin Action in which itappears.Assessments/Products:• Civil Law (19.1-3)• Criminal Law (19.3)• The types and causes of crime (19.3, 20.1-2)• Juvenile Justice System (20.3)Students will:• conduct a formal debate (see debate protocol in this course guide) on an issue related to adolescents and the law• make daily Civics in Action Notebook entries• demonstrate an understanding of the key concepts; reference particular details to support their ideas about them.Other Materials/Resources/Activities*:Discussions/Debates/Simulations: Trying Juveniles as Adults; Simulations & Debates, Issues in the Law, (DNADatabases), Unit 7: Mock Trial* Teachers should select the combination of activities that will work best for them in helping students meet the outcomes and complete the assessments.

Civics in Action Curriculum Map, Unit 7:The U.S. and the WorldMay 19-June 20 (full-year course)Essential Question: Has US foreign policy met its goal of promoting world peace?Outcomes:1. Develop an understanding of the relationship of the United States to other nations and world affairs.2. Students will identify, take a position on, and respond to issues of importance to them regarding U.S. internationalaffairs.Key Concepts: Eachconcept is followed inparentheses with thechapter and section in thetextbook Civics:Government and Economicsin Action in which itappears.• Foreign Policy (24.1)• World Peace (24.1)• World Trade (24.1)• Human Rights (24.1)• World Democracy(24.1)• Diplomacy (24.1)• Foreign Aid (24.1)• Sanctions (24.1)• Intelligence(24.1)• National Security (24.2)Assessments/Products:Other Materials/Resources/Activities*:Students will:• write a persuasive essay regarding a current events issue of importance to U.S. international affairs• make daily Civics in Action Notebook entries• understand the key concepts; reference particular details to support their ideas about them.• successfully complete the BPS citywide Civics in Action end-of-course assessmentDiscussions/Debates/Simulations: Planning Board Simulation, Social Services for Illegal Immigrants, PromotingDemocracy and Human Rights Overseas, National Security Council Simulation, Nation-Building Efforts Debate;Simulations & Debates, Issues in the Law, (International Justice)* Teachers should select the combination of activities that will work best for them in helping students meet the outcomes and complete the assessments.

Civics in Action Curriculum Map:Civic Action ProjectEssential Question: What is my responsibility as a member of my community?Implement throughout the courseOutcomes:1. Students will identify and conduct research on a school or community need or problem.2. Students will plan a civic action project to respond to the need or problem in some constructive manner.3. Students will bring their civic action project to conclusion for public presentation.4. Students will recognize and demonstrate how they fulfilled their roles and responsibilities as members of acommunity.Key Concepts: • • • • •Assessments/Products:Students will:• Complete one large or two smaller civic action projects which respond to a community need or problem.• Reflect on their experience through a portfolio and/or public presentation.Other Materials/Resources/Activities*:1. Simulations and Debates (Teacher Resource, Civics: Government and Economics in Action, Prentice Hall)*2. Active Citizen Projects (Teacher Resource, Civics: Government and Economics in Action, Prentice Hall)*3. Debate, Letter-Writing and other protocols and rubrics in the BPS Civics In Action Course Guide4. World-Wide Web: “google” any local, national, or international issue for extensive background materials5. The Kid’s Guide to Social Action, Barbara A. Lewis (see more information below)*6. We the People…Project Citizen (Center for Civic Education)7. Violence in the Schools (Center for Civic Education)8. City Youth: Education and Community Action (Constitutional Rights Foundation)* All of these resources include links to many other resources related to particular Civic Action Projects.