Unit Theme: What Does It Mean To Be Human?

Grade: 10th Grade and 12th Grade Government

Timeline: 4 Weeks
Team Members
Samantha
Michael
Kelly Carlson
Emile Kram
Weller
Fromm
Subjects
Biology
English
Government
History
Rationale:
This unit is designed to help the students answer the essential question what does it
mean to be human? A question such as this one can be answered both objectively and
subjectively, as it is comprised of both the literal (biological) and abstract (identity,
nationalism, etc) aspects of humanity, allowing the answer to differ for everyone to some
degree. By incorporating different elements of Biology, English, Government, and
History, students can reflect on what humanity actually encompasses, and find a better
understanding of themselves and others in the process.
It is imperative that students study what it is to be human on a biological/scientific level,
as it will deal with the hard facts that come along with the question. Using a mixture of
informational texts (both print and web-based), students will learn that on a cellular
level, all human beings are composed of the same basic substances, elucidating that the
ideas of race, nationality, and religion are all man-made constructs, and do not actually
exist in a physical form. The inclusion of biology in this unit helps to answer the what
am I? part of the initial enduring question.
When it comes to the question of what it is to be human, English plays a key role in
answering the who am I? that relates to it. Using literature based around identity and
perspective, the students will examine how they view themselves as individual beings, as
well as how they view others, and vice versa. Gaining a wider scope of understanding in
these essential pieces of human nature will help the students form what they feel is the
answer to this part of the question.
Government explicitly deals with the classification of certain peoples within its
geographical boundaries as: citizens, non-citizens, illegal aliens, enemies of the state, etc.
How do we as a society define who we are and in turn who we help based on the manmade construct of nationality, political allegiance, political asylum, and religious refuge?
How do our founding documents (the United States Constitution and the Declaration
of Independence) display our legalistic principles and idealistic philosophies,
respectively, and how is that manifested into our modern day interpretation of federal
policy both foreign and domestic regarding citizenry and peoples of the world? Simply
put: how do we define ourselves as a people in the United States, in relation to ourselves
and to the world? Examining the legal documents outlining what citizenship means by
law in comparison to how it is interpreted by citizens themselves will help students to
differentiate between legal rhetoric and political rhetoric.
Historically, the definition of human has occasionally been changed and molded to fit
the needs and prejudices of those with either power or privilege at the moment of their
rule. The dehumanization that occurs in this process allows nations and their citizens to
excuse war and absolve themselves of responsibilities to those they deem to be lower
life. This absolution can lead countries to commit atrocities such as mass genocide, or to
turn their backs on their fellow people when they are most in need of aid. With the

current Syrian crisis, and its peoples exodus, it is very important that students
understand that regardless of distance away or difference of beliefs, people are all
inherently the same. The students will be focusing of informational historical texts as well
as current media articles to gain an understanding of how differing groups of humans
rationalize treating other groups of humans in a manner unbecoming of the dignity and
respect that they deserve.
Focus Standards:
English:

Student Learning Outcomes

Determine a theme or Analyze how
central idea of a text
complex characters
and analyze in detail
(e.g., those with
its development over
multiple or
the course of the text, conflicting
including how it
motivations)
emerges and is shaped develop over the
and refined by
course of a text,
specific details;
interact with other
provide an objective
characters, and
summary of the text.
advance the plot or
(9-10.RL.2)
develop the theme.
(9-10.RL.3)
Determine an authors Write arguments to
point of view or
support claims in
purpose in a text and
an analysis of
analyze how an
substantive topics
author uses rhetoric to or texts, using valid
advance that point of
reasoning and
view or purpose. (9relevant and
10.RI.6)
sufficient evidence.
(9-10.W.1)
Use technology,
including the Internet,
to produce, publish,
and update individual
or shared writing
products, taking
advantage of
technology's capacity
to link to other
information and to
display information
flexibly and
dynamically. (910.W.6)

Draw evidence
from literary or
informational texts
to support analysis,
reflection, and
research. (910.W.9)

Analyze how the

author unfolds an
analysis or series of
ideas or events,
including the order in
which the points are
made, how they are
introduced and
developed, and the
connections that are
drawn between them.
(9-10.RI.3)
Write narratives to
develop real or
imagined experiences
or events using
effective technique,
well-chosen details,
and well-structured
event sequences. (910.W.3)
Initiate and participate
effectively in a range
of collaborative
discussions (one-onone, in groups, and
teacher-led) with
diverse partners on
grades 910 topics,
texts, and issues,
building on others'
ideas and expressing
their own clearly and
persuasively. (910.SL.1)

Government:
SSHS Strand 3:
Civics/Government
Concept 5:
Government
Systems of the
World:

Reading Standards
for Literacy in
History/Social
Studies 6-12

Evaluate a speakers
point of view,
reasoning, and use of
evidence and rhetoric,
identifying any
fallacious reasoning
or exaggerated or
distorted evidence. (910.SL.3)
Acquire and use
accurately general
academic and
domain-specific
words and phrases,
sufficient for reading,
writing, speaking, and
listening at the
college and career
readiness level;
demonstrate
independence in
gathering vocabulary
knowledge when
considering a word or
phrase important to
comprehension or
expression. (9-10.L.6)
PO1 Compare the
United States system
of politics and
government to other
systems of the world
(e.g. monarchies,
dictatorships,
theocracy, oligarchy,
parliamentary,
unitary, proportional
elections).
Cite specific textual
evidence to support
analysis of primary
and secondary
sources, connecting
insights gained from
specific details to an
understanding of the

Demonstrate
command of the
conventions of
Standard English
grammar and usage
when writing or
speaking.(9-10.L.1)

Demonstrate
understanding of
figurative language,
word relationships, and
nuances in word
meanings. (9-10.L.5)

PO2 Describe the

factors (e.g. trade,
political tensions,
sanctions,
terrorism) that
influence United
States foreign
policy.

PO3 Describe world

governmental and
nongovernmental
organizations (e.g. the
United Nations and its
agencies, NATO, the
European Union, the
International Red
Cross).

Determine the
central ideas or
information of a
primary or
secondary source;
provide an accurate
summary that
makes clear the

Evaluate various
explanations for
actions or events and
determine which
explanation best
accords with textual
evidence,
acknowledging where

text as a whole. (1112.RH.1)

Writing Literacy in
History/Social
Studies 6-12

Biology:
Concept 1: The Cell

relationships
among the key
details and ideas.
(11-12.RH.2)
Determine the
Analyze in detail
meaning of words and how a complex
phrases as they are
primary source is
used in a text,
structured,
including analyzing
including how key
how an author uses
sentences,
and refines the
paragraphs, and
meaning of a key term larger portions of
over the course of a
the text contribute
text. (11-12.RH.4)
to the whole. (1112.RH.5)
Use technology,
Conduct short as
including the internet, well as more
to produce, publish,
sustained research
and update individual projects to answer a
or shared writing
question (including
products in response
a self-generated
to ongoing feedback,
question) or solve a
including new
problem; narrow or
arguments or
broaden the inquiry
information. (11when appropriate;
12.WHST.6)
synthesize multiple
sources on the
subject,
demonstrating
understanding of
the subject under
investigation. (1112. WHST.7)

Draw evidence from

informational texts to
support analysis,
reflection, and
research. (1112.WHST.9)
PO 1. Describe the
role of energy in
cellular growth,
development, and

the text leaves matters

uncertain. (1112.RH.3)
Evaluate authors
differing points of view
on the same historical
event or issue by
assessing the authors
claims, reasoning, and
evidence. (11-12.RH.6)

Gather relevant
information from
multiple authoritative
print and digital
sources using advanced
searches effectively;
assess the strengths and
limitations of each
source in terms of the
specific task, purpose,
and audience; integrate
information into the
text selectively to
maintain the flow of
ideas, avoiding
plagiarism and
overreliance on any
one source and
following a standard
format for citation. (1112.WHST.8)

PO 2. Compare the PO 3. Explain the

form and function
importance of water in
of prokaryotic and
cells.
eukaryotic cells and

History:
Concept 8: World
at War

repair.

their cellular
components.

PO 4. Analyze
mechanisms of
transport of materials
(e.g., water, ions,
macromolecules).

PO 5. Describe the
purposes and
processes of
cellular
reproduction.

PO 6. Examine
genocide as a
manifestation of
extreme
nationalism in the
20th century (e.g.,
Armenia,
Holocaust,
Cambodia, Bosnia,
Rwanda, Kosovo
and Sudan).

PO 7. Analyze
the political,
economic and
cultural impact of
the Cold War:
a.
superpowers
Soviet Union,
United States,
China
b.
division
of Europe
c.
developing world
d.
Korean
and Vietnam
Wars

Cite specific textual

evidence to support
analysis of primary and
secondary sources,
attending to such
features as the date and
origin of the
information. (9
10.RH.1)

Determine the meaning

of words and phrases
as they are used in a
text, including
vocabulary describing
political, social, or
economic aspects of
history/social studies.
(910.RH.4)

Enduring
Understanding:
Important Concepts

Race is PseudoTheme-Related
Science. Biologically, Essential Questions
human beings are all
virtually identical in
cell structure and
composition.
Identity and
perspective are the
two most influential
pieces of personality,
which is a leading
contributor to
identification as a
human being.
Ones citizenship has
a major effect on how
they may view
themselves as human
beings, especially in
comparison to other
people of differing
nations.
Historically, when
one nations people
sees themselves as
superior to another,
they often
dehumanize them in
order to rationalize
atrocities committed.

What am I?
Biologically, what is
the make up of a
human being?
Who am I? What are
the contributing
factors to identity
and perspective that
make up someones
personality, and
essentially their
humanity?
How does where I
live shape who I am?
What are the
cultural,
governmental, and
geographical
influences that
contribute to making
someone human?
How do we as
people strip others of
humanity? What
actions and
reasoning take place
to make this happen?
At what point does a
human stop being a
human in the eyes of
another, and why?
How does how I
treat others influence
who I am as a human
being?

Technology
Integration

English: Students will be keeping a Digital Writing Journal (DWJ)

for everyday writing prompts at the beginning of class. Students will
also use the internet for various individual and group research
assignments throughout the semester (writing workshop, 16
Personalities quiz, Ted ED talk, etc.).
Government: Students will access, read, and analyze our nations
founding documents online. Students will then be placed into two
groups: one prosecuting the United States for its foreign policy over
the centuries and the other group defending the foreign policy
decisions of the United States. Students will use the internet,

Interdisciplinary
Essay

Unit Performance
Task

numerous online resources (databases, government sites, primary

source collections, etc.), and news-media to research their upcoming
court case and their respective position, prosecution or defense.
Unit Performance Task: The 10th grade World History classroom will
complete an interactive inquiry based project concerning a dossier
given to them about a historical incident of genocide. The students
acting like teams of investigators for the United Nations, will then
conduct research online (scholarly databases, primary and secondary
documents, print/news media, etc) and present an argumentative and
persuasive case before the United Nations panel (the 12th grade
Government class) as to why the United Nations needs to intervene in
this particular matter. The culminating presentations will be done in a
multimedia format.
As determining what it means to be human is a critical thought process
that all people require in order to set rules and boundaries on their
view and treatment of themselves and others, the interdisciplinary
essay for this unit requires students to draw from the lessons and texts
in the content areas of Biology (what am I?), English (who am I?),
Government (how does where I live shape who I am?), and History
(how do we as people strip others of humanity?) in order to answer the
overarching question. The individual conceptualization of humanity
also allows the students to think critically about how their treatment of
others influences who they are as human beings, hopefully
encouraging an overall respect for their fellow humans in the process.
The essay will be a 1st-person narrative with a 3-4 page length
requirement, which answers all of the questions posed here, and
contains a minimum of 4 properly cited pieces of textual evidence
(1/per content area) from the lesson itself. As the essay will be given
in the English content area, proper MLA format will be required.
The 10th grade World History classroom will complete an interactive
inquiry based project concerning a dossier given to them about a
historical incident of genocide. For example: Stalin in Russia circa the
1930s, Mao Tse Tung in China circa the 1950s-1960s, Pol Pot in
Cambodia circa the 1970s, Sadaam Hussein in Iraq circa the 1980s,
and Slobodan Milosevic in the former country of Yugoslavia circa the
1980s-1990s.The students acting like teams of investigators for the
United Nations, will then conduct research online (scholarly
databases, primary and secondary documents, print/news media, etc)
and present an argumentative and persuasive case before the United
Nations panel (the 12th grade Government class) as to why the United
Nations needs to intervene in this particular matter. The culminating
presentations will be done in a multimedia format. The students will
use arguments from all three disciplines (English, Biology, and World
History) as to how we are all connected as humans socially,
biologically, and culturally. Again, the groups will present their cases
to a mock United Nations panel consisting of the 12th grade

Government class. The Government students will then in turn take the
presentations and analyze how a real United Nations sub-committee
and panel would then commence to deliberate and conduct an
intervention hearing.
Common Instructional Strategies
All Learners
Use of Graphic organizers for note taking
Choral vocabulary responses
Use of Kagan cooperative learning strategies
Collaborative Group work
Philosophical Chairs
Think-Pair-Share
Differentiation in reading materials
English Language Learners
Read Alouds
Connection to prior knowledge
Repetition of necessary content
Graphic Organizers
Choral vocabulary responses
Tri-modal lesson plans incorporating audio, visual, and kinesthetic learning
modalities
Front load content with pictures
(Resource / Speech Language)
Modeling activities, with examples
Providing wait time
Repetition of necessary content
Daily Writing Journal prompts
Grouping for Literature
Extended time to complete assignments if stated in IEP
GATE
Differentiation in reading material
Assigning prominent prosecutor and defense attorney roles in foreign policy court
case
Individual Unit Theme: . How do we as a society define who we are? And in turn who
we help based on the man-made construct of nationality, political allegiance, political
asylum, and religious refuge?
.
Subject: Civics/United States Government Grade Level: 12
Focus Standards

SSHS: Strand 3 Civics/Government, Concept 5 Government Systems of the

World:
PO1 Compare the United States system of politics and government to other
systems of the world (e.g. monarchies, dictatorships, theocracy, oligarchy,
parliamentary, unitary, proportional elections)
PO2 Describe the factors (e.g. trade, political tensions, sanctions, terrorism) that
influence United States foreign policy.
PO3 Describe world governmental and nongovernmental organizations (e.g. the
United Nations and its agencies, NATO, the European Union, the International
Red Cross).
Cite specific textual evidence to support analysis of primary and secondary
sources, connecting insights gained from specific details to an understanding of
the text as a whole. (11-12.RH.1)
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key
details and ideas. (11-12.RH.2)
Evaluate various explanations for actions or events and determine which
explanation best accords with textual evidence, acknowledging where the text
leaves matters uncertain. (11-12.RH.3)
Determine the meaning of words and phrases as they are used in a text, including
analyzing how an author uses and refines the meaning of a key term over the
course of a text. (11-12.RH.4)
Analyze in detail how a complex primary source is structured, including how key
sentences, paragraphs, and larger portions of the text contribute to the whole. (1112.RH.5)
Evaluate authors differing points of view on the same historical event or issue by
assessing the authors claims, reasoning, and evidence. (11-12.RH.6)
Use technology, including the internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
arguments or information. (11-12.WHST.6)
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation. (11-12. WHST.7)
Gather relevant information from multiple authoritative print and digital sources
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the specific task, purpose, and audience; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation. (1112.WHST.8)
Draw evidence from informational texts to support analysis, reflection, and
research. (11-12.WHST.9

Essential Understandings

Knowledge/Skills

Important Concepts:

SWABAT:

Who are we as a country, a society, and a

nation amongst the world?

Gain knowledge of new ideas by reading the

Declaration of Independence and the United
States Constitution as pieces of political
propaganda.

Analyzing and comparing/contrasting

different ideas presented in the Declaration of
Independence and the United States
Constitution. Differentiating between legal
principles versus political and theoretical
principles.
Does the United States live up to the ideals
expressed in to the Declaration of
Independence as well as the laws laid out in
the United States Constitution?
Guiding Questions: Does the United States
live up to the ideals expressed in the
Declaration of Independence as well as the
laws laid out in the United States
Constitution? Have foreign policy decisions
made by the United States in the past and
present been right and just? How do we as a
society judge our country? Where is our
countrys moral compass concerning political
rhetoric (Declaration of Independence) versus
interpretation of the law (United States
Constitution)?

Interpret different views and perspectives of

legal versus political theory.
Analyze numerous scholarly sources and
determine credibility, complexity, and
connection to previously learned as well as
researched material.
Synthesize several pieces of research
gathered into a cohesive and logical argument
either for or against Americas foreign policy
decisions past and present.
Justify their arguments and opinions by
constructing a multimedia presentation which
will be displayed during a mock courtroom
trial.
Show their understanding of how committees
in the United Nations function by analyzing,
synthesizing, and evaluating the 10th grade
genocide presentations in a mock United
Nations
intervention hearing.
Assessment
Formative:
Summative:

Texts

Analyze, evaluate, and compare/contrast the

dramatic, argumentative, and persuasive prose
of the Declaration of Independence and the
United States Constitution.

Close up Foundation. ""National

Interest and the Tools of Foreign
Policy"." Home Page.
www.closeup.org, 2013. Web. 23
Nov. 2015.
Constitutional Convention.
Constitution of the United States of
America. Constitutional

Declaration of
Independence
annotations.
United States
Constitution
annotations.

The World versus the

United States of
America courtroom
trial (research,
preparation, and
performance).

Convention, 1787. Web. 23 Nov.

2015.
ICivics.org. ""Foreign Policy: War.
Peace, and Everything Inbetween"." ICivics | Free Lesson
Plans and Games for Learning
Civics. www.icivics.org, 2011. Web.
23 Nov. 2015.
Jefferson, Thomas. Declaration of
Independence.
www.constitution.org, 1776. Web. 23
Nov. 2015.
Lear, Norman, and Rob Reiner.
"Reading of the Declaration of
Independence." YouTube.
www.declareyourself.org, 27 Aug.
2009. Web. 23 Nov. 2015.
Locke, Joseph, and Ben Wright.
"19. American Empire." The
American Yawp. Joseph Locke &
Ben Wright, 2015. Web. 23 Nov.
2015.
National Humanities Center.
"Declaration of Independence
[grievances annotated]." America in
Class: Resources for History &
Literature Teachers. America in
Class for the National Humanities
Center, 2013. Web. 23 Nov. 2015.
PBS. "Global Connections . U.S.
Foreign Policy | PBS." PBS: Public
Broadcasting Service. WGBH
Educational Foundation, 2002. Web.
23 Nov. 2015.
The Dirksen Congressional Center.
"Congress for Kids." Congress for
Kids - Interactive, Fun-filled
Experiences About the Federal
Government. The Dirksen
Congressional Center, 2008. Web.
23 Nov. 2015.
US History.org. "Comparing
Governments [ushistory.org]." US
History. www.ushistory.org, 2014.
Web. 23 Nov. 2015.

Philosophical Chairs
activity and q&a
worksheet.
In class discussions
over Declaration of
Independence and
United States
Constitution.
Foreign policy
lecture notes, class
discussions, and
activity worksheets.
Reflection writing on
dramatic reading of
Declaration of
Independence.

United Nations
intervention
deliberations
reflection paper and
presentations.

Learning Plan: Scope and Sequence

The Declaration of Independence video is
the opening for the unit. The purpose of
this video to expose the students to the
vitality and life of the Declaration of
Independence. By listening and feeling the
words of this founding document the
students will get a better grasp of the
emotionally charged content and
subsequent mood that the document is
trying to achieve and promote.
In class activity incorporating visual and
auditory modalities, think, pair, share, and
whole class discussion (e.g.: Think to
yourself: how does this reading make you
feel? What emotions do you feel? What is
the mood of the video? Does this reading
change your interpretation of the
Declaration of Independence? Formulate
your answers in a free write, share with a
partner, and then whole class discussion.)

Differentiation
ELL:
Scaffolding and modeling will be provided
for all activities. Lower lexile websites and
resources will be provided for easier to
understand verbiage concerning content area.
Congress for Kids website utilizes pictures to
illustrate key governmental concepts as well
as US History. Org. Whole class choral
responses will be utilized when presenting
new content related tier three vocabulary
words. Picture manipulatives will accompany
new foreign policy vocabulary words.
Foreign policy lesson will be front loaded
with pictures to help visually explain abstract
political concepts and/or theories.
SPED:

Scaffolding and modeling will be provided

for all activities. Specifically for the
Students will read the Declaration of
Declaration of Independence and the
Independence at home and annotate what
Constitution, the website Congress for Kids
they like, dislike, and what they want to
will be provided as a resource for SPED
discuss in class. The class will break up
students to use. The website presents content
into groups and discuss the document for
information at a lower lexile level with more
two class periods and end with a while
concrete verbiage and is easier to process for
class discussion synthesizing the groups
students with cognitive impairments. Also
conclusions and the class analysis of the
the website US History.org has been provided
document.
as a resource tool for SPED students to use
because it provides easier to digest chunks of
Students will read the Constitution at home relevant content information at a lower lexile
and annotate what they like, dislike, and
level. The above mentioned sites will also be
what they want to discuss in class. The
used to research information for their
class will break up into groups and discuss upcoming court case as well.
the document for two class periods and end
with a while class discussion synthesizing
GATE: Scaffolding and modeling will be
the groups conclusions and the class
provided for all activities and increased
analysis of the document.
explanation will be given if students are
curious to explore at a deeper level the
Students will participate in an activity of
content material. Higher lexile documents
Philosophical Chairs debating and
and websites for research purposes have been
ultimately picking which document they
given to ensure that students are challenged as
personally agree with more: the
well as stimulate to engage with the material

Declaration of Independence or
as well as their peers for the group projects in
Constitution. After that activity has
this unit.
concluded, the students will be separated
into two groups: one favoring the
Constitution and that other the Declaration
of Independence. These two groups will
then be the same groups for our mock trial
of the United States that will commence the
following week.
Two foreign policy lessons, lectures, and
activities will follow allowing for
scaffolding, modeling, introduction of
content vocabulary, read alouds,
collaborative Kagan strategies to be
utilized, as well as time for in class
discussions to cement the fundamental
concepts related to foreign policy
concerning the United States and tis place
in world politics, past and present.
The United States and its foreign policy
throughout the centuries will then be put
on trial. Does the United States live up to
the ideals expressed in to the Declaration of
Independence as well as the laws laid out in
the United States Constitution?
Students will utilize online resources
provided by the instructor, as well as other
online resources that they find, to
formulate a coherent and logical argument
either in defense or in favor of the United
States and its Foreign policy.
Students will participate in a mock trial
and present their argument either for or
against the foreign policy of the United
States.
Students will be the jury panel of the
United Nations and judge the presentations
of the 10th grade World History class (the
Genocide dossier presentations).
Students will take the information
presented by the 10th graders and simulate

a real world intervention hearing and gain

a better understanding of international
world politics and the humanitarian effort
required to intervene in current crisis
situations.

Works Cited
Close up Foundation. ""National Interest and the Tools of Foreign Policy"." Home Page.
www.closeup.org, 2013. Web. 23 Nov. 2015.
Constitutional Convention. Constitution of the United States of America. Constitutional
Convention, 1787. Web. 23 Nov. 2015.
ICivics.org. ""Foreign Policy: War. Peace, and Everything In-between"." ICivics | Free Lesson
Plans and Games for Learning Civics. www.icivics.org, 2011. Web. 23 Nov. 2015.
Jefferson, Thomas. Declaration of Independence. www.constitution.org, 1776. Web.
23 Nov. 2015.
Lear, Norman, and Rob Reiner. "Reading of the Declaration of Independence." YouTube.
www.declareyourself.org, 27 Aug. 2009. Web. 23 Nov. 2015.

Locke, Joseph, and Ben Wright. "19. American Empire." The American Yawp. Joseph Locke &
Ben Wright, 2015. Web. 23 Nov. 2015.
National Humanities Center. "Declaration of Independence [grievances annotated]." America in
Class: Resources for History & Literature Teachers. America in Class for the National
Humanities Center, 2013. Web. 23 Nov. 2015.
PBS. "Global Connections . U.S. Foreign Policy | PBS." PBS: Public Broadcasting Service.
WGBH Educational Foundation, 2002. Web. 23 Nov. 2015.
The Dirksen Congressional Center. "Congress for Kids." Congress for Kids - Interactive, Funfilled Experiences About the Federal Government. The Dirksen Congressional
Center, 2008. Web. 23 Nov. 2015.
US History.org. "Comparing Governments [ushistory.org]." US History.
www.ushistory.org, 2014. Web. 23 Nov. 2015.