Lesson Plans

*for additional curriculum information, please visit the district's resource High School Resource Guides  or Georgia Standards of Excellence

American Government

AP Human Geography

Monday

• SSCG10(a): Cite the formal qualifications listed in the Constitution for President of the United States.

• SSCG10 (b): Describe informal qualifications common to past presidents.

• SSCG10 (e): Distinguish between the roles of the President, including Commander in Chief of the Armed Forces, chief executive, chief agenda setter, chief of state, chief diplomat, and party leader.

Learning Targets: 

• I will cite the formal qualifications listed in the US Constitution for the President of the United States. 

• I will describe the informal qualifications common to past presidents 

• I will distinguish between the roles of the President of the United States.

Success Criteria:

• I can cite the citizenship requirement in Article II of the US Constitution to be President.

• I can cite the age requirement in Article II of the US Constitution to be President.

• I can cite the residency requirement in Article II of the US Constitution for the President.

• I can compare and contrast the characteristics that past presidents had in common with each other.  

• I can explain that the role of commander in chief includes being the leader of the nation’s armed forces.

• I can explain that the role of chief executive includes supervising the executive branch of government, preparing the executive budget, and appointing and removing executive officials. 

• I can explain that the role of chief agenda setter includes scheduling the agenda for the State of the Union address, determining policy initiatives of the government, and deciding on priorities for legislation. 

• I can explain that the role of  chief of state includes the President acting as the symbol of all of the American people. 

• I can explain that the role of chief diplomat includes the responsibility to develop American foreign policy and serve as the nation’s chief spokesperson to the rest of the world. 

• I can explain that the role of party leader includes the acknowledgement as the leader of their political party.

Lesson:

Pirate Prep, Qualifications and Roles of POTUS Google Slides

Achieve: How to count votes

Standard(s):

• PSO-3 Cultural practices vary across geographical locations because of physical geography and available resources. 

Learning Target(s):

PSO-3.A Define the characteristics, attitudes, and traits that influence geographers when they study culture.

Success Criteria:

• PSO-3.A.1 I can define culture as the shared practices, technologies, attitudes, and behaviors transmitted by a society. 

• PSO-3.A.2 I will know that cultural traits include such things as food preferences, architecture, and land use. 

• PSO-3.A.3 I will know that cultural relativism and ethnocentrism are different attitudes toward cultural difference.

Lesson/Activities: 

Pirate Prep: FRQ Practice Test Question #2; FRQ PPT & Notes; Culture Project on Unit 3.

Resources: 

Ed Puzzle; Google Classroom; College Board 

Tuesday

Standard(s):

• SSCG10(a): Cite the formal qualifications listed in the Constitution for President of the United States.

• SSCG10 (b): Describe informal qualifications common to past presidents.

• SSCG10 (e): Distinguish between the roles of the President, including Commander in Chief of the Armed Forces, chief executive, chief agenda setter, chief of state, chief diplomat, and party leader.

Learning Target(s): 

• I will cite the formal qualifications listed in the US Constitution for the President of the United States. 

• I will describe the informal qualifications common to past presidents. 

• I will distinguish between the roles of the President of the United States.

Success Criteria:

• I can cite the citizenship requirement in Article II of the US Constitution to be President.

• I can cite the age requirement in Article II of the US Constitution to be President.

• I can cite the residency requirement in Article II of the US Constitution for the President.

• I can compare and contrast the characteristics that past presidents had in common with each other.  

• I can explain that the role of commander in chief includes being the leader of the nation’s armed forces. 

• I can explain that the role of chief executive includes. supervising the executive branch of government, preparing the executive budget, and appointing. and removing executive officials 

• I can explain that the role of chief agenda setter includes scheduling the agenda for the State of the Union address, determining policy initiatives of the government, and deciding on priorities for legislation. 

• I can explain that the role of  chief of state includes the President acting as the symbol of all of the American people. 

• I can explain that the role of chief diplomat includes the responsibility to develop American foreign policy and serve as the nation’s chief spokesperson to the rest of the world. 

• I can explain that the role of party leader includes the acknowledgement as the leader of their political party

Lesson:

Pirate Prep, Roles of  POTUS (Nat Geo Film with questions)

Standard(s):

• PSO-3 Cultural practices vary across geographical locations because of physical geography and available resources.

Learning Target(s):

• PSO-3.B Describe the characteristics of cultural landscapes.

• PSO-3.C Explain how landscape features and land and resource use reflect cultural beliefs and identities.

Success Criteria:

• PSO-3.B.1 I will know that cultural landscapes are combinations of physical features, agricultural and industrial practices, religious and linguistic characteristics, evidence of sequent occupancy, and other expressions of culture including traditional and postmodern architecture and land-use patterns.

• PSO-3.C.1 I will know that attitudes toward ethnicity and gender, including the role of women in the workforce; ethnic neighborhoods; and indigenous communities and lands help shape the use of space in a given society

Lesson/Activities: 

Pirate Prep: FRQ Practice Test Question; Review vocabulary in Unit 3; Unit 3 Culture Project.

Resources: 

EdPuzzle; College Board Classroom; Google Classroom. 

Wednesday

Standard(s):

• SSCG4 (a): Describe the structure, powers, and limitations of the legislative, executive, and judicial branches, as described in the Constitution.

Learning Target(s):

• I will describe the structure, powers, and limitations of the legislative, executive, and judicial branches, as described in the US Constitution.

Success Criteria:

• I can describe the structure of the legislative, executive, and judicial branches as described in the US Constitution. 

• I can describe the powers of the legislative, executive, and judicial branches as described in the US Constitution. 

• I can describe the limitations of the legislative, executive, and judicial branches as described in the US constitution. 

Lesson: 

Pirate Prep, Limits on POTUS Google Slides; Impeaching POTUS activity

Standard(s):

• PSO-3 Cultural practices vary across geographical locations because of physical geography and available resources. 

Learning Target: 

• PSO-3.D Explain patterns and landscapes of language, religion, ethnicity, and gender. 

Success Criteria: 

• PSO-3.D.1 I will know that regional patterns of language, religion, and ethnicity contribute to a sense of place, enhance placemaking, and shape the global cultural landscape. 

• PSO-3.D.2 I will know that language, ethnicity, and religion are factors in creating centripetal and centrifugal forces

Lesson/Activities: 

Pirate Prep: FRQ Practice Test Question (Unit 2); Review vocabulary in Unit 3; Unit 3 Culture Project.

Resources: 

EdPuzzle; College Board; Google Classroom.

Thursday

Standard(s):

• SSCG15 (b): Describe the nomination and election process.

Learning Target(s): 

• I will describe the nomination and election process 

Success Criteria:

• I can explain the nomination process. 

• I can explain the election process. 

• I can explain the sequence of the presidential election process such as nomination, primaries, national convention, and general election. 

• I can identify the three main goals each political party has for the National Convention.

• I can explain how a political party’s platform is created through individual planks. 

• I can define precincts.

• I can define the ballot. 

• I can explain how the delegates of the Electoral College votes are cast, sent to the president of the Senate in Washington, DC, and counted. 

Lesson: 

Pirate Prep; ELECTION Lesson (Electoral Map Predictions)

Standard(s):

• IMP-3 The interaction of people contributes to the spread of cultural practices.

Learning Target: 

• IMP-3.A Define the types of diffusion.

Success Criteria:

• IMP-3.A.1 I will know that relocation and expansion—including contagious, hierarchical, and stimulus expansion—are types of diffusion. 

Lesson/Activities: 

Pirate Prep: FRQ Practice Test Question (Unit 2); Review vocabulary in Unit 3; Unit 3 Culture Project.

Resources: 

EdPuzzle; College Board; Google Classroom.

Friday

Standard(s):

• SSCG11(b): Explain the functions of the President’s Cabinet.

• SSCG10 (c): Identify terms of office and describe the line of succession (e.g., 20th, 22nd, and 25th amendments).

Learning Target:

• I will explain the functions of the President’s Cabinet.

• I will identify the term of office and describe the line of succession.

Success Criteria:

• I can describe the process for selecting and approving the President’s cabinet members

• I can identify the roles of the heads of various federal departments 

• I can identify the inauguration date of the President of the United States as displayed in the 20th Amendment of the US Constitution

• I can identify the constitutional requirements of the terms of office for President of the United States as displayed in the 22nd Amendment of the US Constitution

• I can list and explain the order of the line of succession to become President of the United States as presented in the 25th Amendment of the US Constitution 

Lesson: 

Cabinet and Succession Notes; Cabinet Research Activity

Standard(s):

• SPS-3 Cultural ideas, practices, and innovations change or disappear over time. 

• SPS-3 Cultural ideas, practices, and innovations change or disappear over time

Learning Target(s):

• SPS-3.A Explain how historical processes impact current cultural patterns.

• SPS-3.A Explain how historical processes impact current cultural patterns.

Success Criteria:

• SPS-3.A.1 I will know that interactions between and among cultural traits and larger global forces can lead to new forms of cultural expression; for example, creolization and lingua franca.

• SPS-3.A.2 I will know that colonialism, imperialism, and trade helped to shape patterns and practices of culture. 

• SPS-3.A.3 I will know that cultural ideas and practices are socially constructed and change through both small-scale and large-scale processes such as urbanization and globalization. These processes come to bear on culture through media, technological change, politics, economics, and social relationships. 

• SPS-3.A.4 I will know that communication technologies, such as the internet and the time-space convergence, are reshaping and accelerating interactions among people; changing cultural practices, as in the increasing use of English and the loss of indigenous languages; and creating cultural convergence and divergence.

Lesson/Activities: 

EdPuzzle Unit 3.3; Unit 3 Culture Project.

Resources:

Ed Puzzle