The "Federal" in Federalism

Website Description: In this federalism lesson plan, students learn where the federal government gets its power and that government power in the United States is split between states and the federal government. They learn about express and implied powers, distinguish between federal powers and those reserved to the states (as well as shared powers), and contrast the federalist system of government with other choices the Founders might have made. We suggest teaching our lesson "State Power: Got a Reservation? back-to-back with this lesson. Student Learning objectives Students will be able to... *Define federalism and explain the division of power between states and the federal government. *Identify expressed, implied, reserved, and concurrent powers. *Explain the significance of the Supremacy Clause and the Necessary and Proper Clause. *Describe the ongoing tension between federal and state power. *Compare and contrast federal, confederal, and unitary forms of government. *Identify the strengths and weaknesses of federalism.

Material Type: Activity/Lab, Homework/Assignment, Learning Task, Lesson Plan, Reading

Author: iCivics

State Power: Got a Reservation?

Website Description: Students discover that states have their own governments and powers separate from the federal government. They learn what those powers are, how they’re different from the federal government’s powers, and that state governments also give power to smaller, local governments. Students critique a set of fictional state laws, create a story involving state powers, and look at some differences between state and local power. We recommend teaching our lesson The "Federal" in Federalism right before this lesson. (Please note: This lesson replaces our old "On the Level" lesson plan. The Venn diagram activity from On the Level can be found in The "Federal" in Federalism.) Student Learning Objectives: Students will be able to… *Explain the source and nature of state and local governmental power. *Distinguish reserved powers from federal powers. *Identify types of powers that are held at the state or local level. *Examine the differences between statewide laws and local ordinances/laws. *Explain the duties of various local officials.

Material Type: Activity/Lab, Formative Assessment, Homework/Assignment, Interactive, Learning Task, Lesson Plan, Reading

Author: iCivics

Do I Have a Right? Constitutional Rights Activity & Extension Pack

Website Description: Make your students’ gameplay more meaningful by using our constitutional rights activity and assessment set designed specifically for Do I Have a Right?. This easy-to-use Extension Pack helps you give context and purpose to the game, as well as reinforce and assess the game concepts. That means deeper learning for students and best practices around game-centered learning for you! Extension Packs require PowerPoint and are designed for use with projectors or interactive whiteboards. This Extension Pack now includes English language learner (ELL) supports. We've included tips and practice that help make differentiated instruction a breeze. Best of all, new instructional scaffolds now mean this lesson is adaptable for a wide range of learners! Student Learning Objectives: Students will be able to... *Describe the arguments for and against listing people’s rights in the Constitution (Bill of Rights). *Identify key rights granted by the Bill of Rights and the 13th, 14th, 15th, 19th, and 26th Amendments *Recall the specific amendment that guarantees a particular right *Recognize complaints not involving constitutional rights

Material Type: Activity/Lab, Diagram/Illustration, Formative Assessment, Game, Homework/Assignment, Interactive, Learning Task, Lesson Plan, Reading, Student Guide

Author: iCivics

You've Got Rights! Lesson Plan

Website Description: (This lesson was formerly "Bill of Rights: You Mean I've Got Rights?") Students learn about the rights guaranteed by the Bill of Rights and other important constitutional amendments. First they consider what rights they believe are important, then they read and analyze the real text of each amendment. This lesson also helps students analyze the impact that the Bill of Rights has on their daily lives. Completing this lesson prepares students to play the game Do I Have a Right? Got a 1:1 classroom? Download fillable PDF versions of this lesson's materials. Student Learning Objectives: Students will be able to… *Describe the circumstances and debate that led to the Bill of Rights. *Compare and contrast the positions of the Federalists and Anti-Federalists as to the Bill of Rights. *Identify the rights granted by the Bill of Rights and key later amendments. *Categorize rights in the Bill of Rights as individual freedoms, protection from government power, or rights of the accused. *Predict what might happen if key rights were missing from the Constitution.

Material Type: Activity/Lab, Formative Assessment, Homework/Assignment, Interactive, Learning Task, Lesson Plan, Primary Source, Reading

Author: iCivics

Citizenship in Action

Students will learn about citizenship, look at a variety of examples, and work together to think about action they could take in their community

Material Type: Activity/Lab

Author: Kim Segrin

Electing your Representatives

Voting for the right person to represent us in government to make policies we feel are the right ones is an important decision! In this lesson, students will consider important qualities when choosing a representative. Using a variety of sources, students will evaluate strengths of supporting evidence to answer the question, "What qualities are important in an elected representative?"

Material Type: Activity/Lab

Author: WisconsinEye

Documents from the Continental Congress and the Constitutional Convention, 1774-1789

Documents from the Continental Congress 1774-1789

Material Type: Primary Source

E. B. Washburne Papers

Collection of papers government and diplomatic documents from 1853-1869.

Material Type: Primary Source

Early Copyright Records Collection, 1790 to 1870

Historical copyright records

Material Type: Primary Source

Module 6: Separation of Powers and Federalism

When crafting the Constitution, one of the central concerns of the Founding generation was how best to control government power. With the new Constitution, the Framers looked to strike an important balance—creating a new national government that was more powerful than the one that came before it while still protecting the American people’s most cherished liberties. They settled on a national government with defined but limited powers. Instead of placing authority in the hands of a single person (like a king), a small group of people (like an aristocracy), or even the whole people (like a direct democracy), the Framers divided power in two ways. At the national level, the Framers divided power between the three branches of government—the legislative branch, the executive branch and the judicial branch. This process of dividing power between different branches of government is called the separation of powers. From there, the Framers further divided power between the national government and the states under a system known as federalism. In this module, students will explore the key functions of the different parts of government and the role that the Constitution plays in controlling government power.

Material Type: Activity/Lab, Module

Author: National Constitution Center

K-5 Social Studies/Civics Suggested Scope & Sequence: Based on the Wisconsin Standards for Social Studies (2018)

The Wisconsin Social Studies/Civics K-5 Suggested Scope & Sequence is divided by grade. Each grade has a theme, with K-2 having a common theme of “place” and 3-5 having a common theme of “Wisconsin and U.S. Studies”. Each grade has 4-10 topics, which could align to local units. This formatting was adapted from the 2018 History and Social Science Framework by the Massachusetts Department of Elementary and Secondary Education. Each topic is further divided into planning ideas tied to specific grade-level indicators from the Wisconsin Standards for Social Studies (2018). These planning ideas include: • Potential Essential Questions, tied to the standards • Focusing Questions for the topic • Driving (DQ) and Guiding (GQ) Questions from the Educating for American Democracy Roadmap • Specific Social Studies Indicators met with this topic • Important Terms and Points to Consider • Supporting Resources to Consider, including lesson plans from trusted resources, and suggested additional texts such as primary sources and trade books. The essential, focusing, driving, and guiding questions are meant to help guide instruction and determine quality resources and lessons for use in the classroom.

Material Type: Curriculum Map

Authors: Kristen McDaniel, Wisconsin Department of Public Instruction

6-8 Social Studies/Civics Suggested Scope & Sequence: Based on the Wisconsin Standards for Social Studies (2018)

The Wisconsin Social Studies/Civics 6-8 Suggested Scope & Sequence is divided by grade. The writing team decided this because they wanted to be able to build upon previous learning, and if the three courses were listed at any grade, educators would not be able to count on what was happening the year before. Therefore, we offer the following order of courses: • 6th Grade: Geography & Cultures of the World: Yesterday and Today • 7th Grade: Civics & Our Contemporary World • 8th Grade: Wisconsin & U.S. Studies (Thematic, 1924 – Present Day) Civics and Social Studies are integrative by nature. Focusing on themes over dates, names, and battles can help students visualize the connections between strands of social studies better and learn to see the bigger picture while still meeting our state standards and expectations. Instead of viewing events in isolation, a thematic approach allows students to better see connections and patterns across time. In addition, it assists teachers in helping students make connections to their own lives, identities, and current issues. Each course is thematic, based in inquiry, has a civics lens, and is aligned to the Wisconsin Standards for Social Studies and the National Council for the Social Studies Themes of Social Studies. The courses all have the same units, focused on the strands of social studies (Inquiry, Behavioral Sciences, Economics, Geography, History, Political Science) in a thematic manner through the subject area. Every year starts with an inquiry unit to build inquiry skills and dispositions. Each unit is further divided into planning ideas tied to middle school indicators from the Wisconsin Standards for Social Studies (2018). These planning ideas include: • Potential Essential Questions, aligned to the standards • NCSS theme of this unit 6-8 Social Studies/Civics: Suggested Scope and Sequence 8 • Focusing Questions for the Topic • Recommended Inquiry Topics • Specific Social Studies Indicators met with this unit • Important Terms and Points to Consider • Supporting Resource Providers to Consider The essential and focusing questions are meant to help guide instruction and determine quality resources and lessons for use in the classroom. The recommended inquiry topics are provided to assist specific content choices for the unit. We recognize this work is not as complete as the K-5 recommended scope & sequence. Where the K-5 team started with a framework similar to this document, the 6-8 started from scratch. We anticipate a more robust 6-8 document similar to the current released K-5 to be released by summer 2024.

Material Type: Curriculum Map

Authors: Kristen McDaniel, Wisconsin Department of Public Instruction

High School Suggested Course Outline in Civics or Government: Based on the Wisconsin Standards for Social Studies (2018)

The outline includes recommendations for both a one semester (18 week) course and a full-year (36 week) course. The full-year course suggests analyzing topics in greater depth and engaging in additional projects and simulations. Selection of appropriate textbooks is the responsibility of individual districts and schools. It is recommended that teachers begin with Unit 1, but after that, the units can be done in any order. Each of the five units are organized around “driving questions.” These questions relate to the key concepts and core materials (largely primary sources) that help students engage with relevant material to answer the driving questions. Further, each unit contains connections to modern topics so that students can relate their historical understandings to the world in which they live, and there are recommended assessment activities that utilize higher order thinking and inquiry skills. A significant number of recommended resources can be found on WISELearn, the DPI Open-Educational Resources (OER) platform, with materials specifically aligned to this scope and sequence. Each unit is also supported by associated standards building out detailed content recommendations related to the theme. Finally, teachers should utilize the Wisconsin Recommended Civics Education Pedagogy and Practices in designing their course, to ensure that the course utilizes these research-based and standards-aligned approaches for teaching civics in an engaging and culturally responsive way.

Material Type: Curriculum Map

Authors: Kristen McDaniel, Wisconsin Department of Public Instruction

Echoes & Reflections

A collection of lessons and resources for educators to teach about the Holocaust effectively and interactively.

Material Type: Assessment, Learning Task, Lesson Plan, Module, Other, Teaching/Learning Strategy

Author: Echos and Reflections

Holocaust Survivor Art and First-hand Perspectives

This inquiry focuses on examining a painting from a Holocaust survivor, a quote from a survivor, and an excerpt from an interview from a liberator to explore how art can express the pain of the Holocaust and how using a combination of first-hand sources can provide a better understanding of specific events of the Holocaust. The questions, tasks, and sources in this inquiry asks student to examine one piece of art using visual thinking strategies then use their observations on the painting in combination with a survivor quote and a liberator interview to construct a claim that using a combination of sources provides a better/more comprehensive understanding of the final days of the Holocaust and liberation.

Material Type: Activity/Lab, Assessment, Learning Task, Lesson, Module, Student Guide

Author: C3

The Holocaust and Bystanders

This 2016 Inquiry Challenge winner leads students through an investigation of the actions made by ordinary people during the Holocaust: to participate, to help, or to stand by. By investigating the compelling question “Are bystanders guilty too?” students evaluate the different routes of action/inaction, as well as the associated risks. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students recognize different perspectives in order to better understand the ways in which everyday people had choices to either help or be complicit in persecution. Students create an evidence-based argument about whether bystanders should be seen as guilty after considering the actions of persecutors and rescuers, and assessing viewpoints concerning bystander responsibility in a totalitarian regime.

Material Type: Activity/Lab, Lesson

Author: c3

Civil Rights Movement

This inquiry leads students through an investigation of the Civil Rights movement and the methods used to challenge social injustices in the United States. Students will analyze the disagreements between Civil Rights leaders on how best to accomplish shared goals. Students will work with primary sources and secondary sources to evaluate the methods by which leaders have attempted to support the movement.

Material Type: Activity/Lab, Learning Task, Lesson

Author: c3

Educator Resources – The Ways – PBS Wisconsin Education

First Nations communities are part of the fabric of our state, our country and our world. The contemporary video stories, maps and questions to consider in The Ways can be woven into many experiences you create with students in your learning space. Educator guides for each story offer supplemental essays and Wisconsin state standards alignment.

Material Type: Curriculum Map, Lesson, Lesson Plan

Author: PBS Education

Background on the Chicano Movement

Learn about the Chicano Movement of the 1960s and 1970s with this historical overview.

Material Type: Assessment, Lesson Plan, Module

Author: Facing History and Ourselves

The Right ID for Me: WEC "Elections Overview" & "Election Security"

This series of classroom activities were written to support educators who use the 2022 video series "Elections 101" from the Wisconsin Elections Commission (WEC). "The Right ID for Me" helps students answer the question "What forms of ID are acceptable for voting in Wisconsin, and how can they be obtained?". Teachers will use two of the videos from the WEC ("Elections Overview" and "Election Security") to research the requirements for the forms that can be used as acceptable ID to vote in Wisconsin.

Material Type: Formative Assessment, Learning Task, Lesson Plan, Reading, Reference Material

Author: Mikki Maddox