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New Hanover County Schools
Civics and Economics
Pacing Support
Document
© 2007© 2007© 2007© 2007 2222
Table of Contents
Introduction 3
The Course at a Glance 6
Summary of First Nine Weeks Objectives 7
Summary of Second Nine Weeks Objectives 8
First Nine Weeks
Unit 1 – Introduction to Civics 9
Unit 2 – Colonial and Revolutionary America 11
Unit 3 – The Constitution 13
Unit 4 – The Legislative Branch 17
Unit 5 – The Executive Branch 19
Unit 6 – The Judicial Branch 21
Unit 7 – State and Local Government 23
Second Nine Weeks
Unit 8 – Elections and Political Parties 26
Unit 9 – Legal Systems 28
Unit 10 – Introduction to Economics 30
Unit 11 – Microeconomics in Context 32
Unit 12 – The Economy of the United States 34
Unit 13 – Civic Participation 37
The Civics EOC 39
Acknowledgements 48
© 2007© 2007© 2007© 2007 3333
Introduction
What is the purpose of this document?
Since the reintroduction of Civics and Economics testing in 2005 after a two-year hiatus,
it has been noted that the end-of-course test appears to be much more difficult than
previous editions. New Hanover County enjoyed sixty and seventy percent proficiencies
before falling into the fifties in 2005 and 2006. Because proficiency on the test is
required for graduation (beginning with freshmen entering high school in 2006), the
stakes are even higher than before.
The creators of this document, therefore, pursued several goals in creating it.
• First, we believe that a common, county-wide pacing guide will create a
framework for a consistent and common approach to teaching Civics and
Economics that still permits individuality.
• Second, this shared framework will allow teachers to benchmark their progress so
that the course can be covered thoroughly.
• Third, a shared framework can be used to monitor county-wide trends in
performance that transcend individual patterns in the classroom; this data can help
in creating targeted workshops to meet the needs of the entire county.
• Fourth, a common approach to teaching the course will allow the county to
administer a county-wide midterm that can be used as a diagnostic tool to develop
remediation for students who are not on target for proficiency.
This document does not replace individual lesson plans or eliminate the individual
teacher’s prerogative in delivering the material on a daily or weekly basis. Instead, it
creates a common progression for teaching the course while leaving the delivery of the
material up to the individual teacher.
How is this document organized?
The document is divided into individual units which cover multiple objectives centered
around a topic. For example, the unit entitled “Introduction to Civics” covers ten
objectives drawn from goals one, two, three, and ten. The objectives are listed in the
order in which they appear (3.01, 6.05, 10.07), not the order in which they should be
taught. It is up to the teacher to craft a storyline that weaves them all together into a
comprehensive whole. It should also not be assumed that a unit must be taught as a
complete whole; teachers might divide a unit into smaller chunks and test smaller
portions of material.
Each unit features some essential questions. These questions can help organize the major
ideas of the unit and provide stimulus for discussion and debate. Teachers do not need to
use all the provided essential questions – instead, they should select a couple of questions
that can help frame the content of the unit.
© 2007© 2007© 2007© 2007 4444
Each unit features Teaching Notes. Most of these notes explain some of the major
themes of the unit as well as discuss the rationale for including particular content in a
unit. These teaching notes should help focus on the big ideas of the unit.
Each unit suggests a number of days to spend on the material. The days are suggested as
a range because we recognize that some classes will move faster and some will move
slower. This provides flexibility for the teacher to make decisions about when to move
on with the material – if students understand and have mastered the material, the teacher
can go on. If the students need more time, then the date ranges provide flexibility for
spending additional time.
If a teacher only used the lower estimate of time for the first nine weeks, they would use
thirty-one days. If a teacher needed the full upper estimate for the first nine weeks, they
would use forty-five days. In order to be prepared for the midterm, teachers need must
complete the first nine weeks within the forty-five day allotment (and generally, given the
time stolen by pep rallies, testing, and other intrusions, it will probably be somewhere
around forty-two days).
If a teacher finishes the first nine weeks material early, there are several options:
• Students could study some of the topics in greater depth and complexity by
looking at issues that would typically be left out of the course.
• Students could proceed to do the coursework in the second nine weeks.
• Students could complete projects or engage in simulations which need large
chunks of time.
Objective cross-references suggest where specific objectives relate to a common theme
or a topic. For example, the objective that deals with the writing of the Constitution
(1.05) also relates to objective 5.01, which deals with compromise.
What was the thinking behind this organizational structure?
First, the division of the document into units allows the teacher to pull the document apart
and use it. Each unit is self-contained and reflects how most teachers actually teach
Civics and Economics. Rather than going goal-by-goal, the units reflect the traditional
topics of the course.
One of the key ideas behind the document is the concept of a spiral curriculum. Civics
cannot be taught in isolated chunks of material. Understanding the complexity of the
political process requires a good knowledge of everything that is taught in a civics
course; even though economics is not taught until the second nine weeks, it is impossible
to avoid discussions of economics in the legislative process, in the Constitution, and in
state and local government. But students cannot be expected to master every concept all
at once. The spiraling curriculum instead introduces students to a concept and then
brings that concept up again later in a more complex way. For example, unit one
introduces students to the term “federalism.” Students will learn a definition of
federalism in this unit, but then explore that concept again in a study of the Constitution
© 2007© 2007© 2007© 2007 5555
as well as state and local government. Like an onion, the layers of understanding are
built over time.
Teachers might initially be concerned that the introduction of so much vocabulary in a
unit is impossible for students. But because of the spiraling curriculum, we can expect
students to learn just a little about those vocabulary words at a time and then build their
understanding of the terminology in later units.
One of the critical concepts which deserves a great deal of time is the Constitution. It is
the law of the land and sets the basic structure by which the entire political system of the
United States functions. An in-depth study of the Constitution early on can introduce
students to important ideas that will come back later in the study of individual
government structures as well as the economic system of the United States. Of all the
units in the first nine weeks, it serves as a foundation to all the others and that is why it
was given as much as eight days for study.
What about the county midterm?
Teachers who follow the pacing guide will adequately prepare their students for the
county-wide midterm. This midterm, written by New Hanover County Civics and
Economics teachers, mirrors the end-of-course test in structure, layout, and cognitive
demand. It will have eighty questions and will simulate the end-of-course testing
experience. It has two purposes: (a) to provide county-level data on performance so that
district-wide solutions can be implemented based on patterns observed and (b) to provide
student-level performance data that can be used to remediate gaps in knowledge.
Generally, the midterm is a good predictor of performance on the end-of-course test.
This information can be used to gauge what steps need to be taken to ensure that students
are well prepared for a test on which proficiency is required for graduation.
The midterm covers forty-seven percent of the North Carolina Standard Course of Study
objectives in Civics and Economics and sixty percent of the tested material on the end-of-
course test. It deals with the following specific objectives:
Goal Specific Objectives
1 all objectives
2 all except 2.08
3 all objectives
5 portions of all objectives (not the civil/criminal trial system)
6 all except 6.08
10 all objectives
Teachers will be given copies of the midterm just prior to exams; it must be treated like
an end-of-course test in order for results to be reliable and valid. It will be scored using
scantron systems and the results reported. More specific instructions will be given at the
time of the midterm.
© 2007© 2007© 2007© 2007 6666
The Course at a Glance
Unit Lower Estimate Upper Estimate 1 Introduction to Civics
4 6
2 Colonial and Revolutionary America
6 8
3 The Constitution
6 8
4 The Legislative Branch
3 5
5 The Executive Branch
3 5
6 The Judicial Branch
5 7
7 State and Local Government
4 6
TOTALS 31 45
MIDTERM EXAMINATION
8 Elections and Political Parties
6 8
9 Legal Systems
4 6
10 Introduction to Economics
6 8
11 Microeconomics in Context
7 9
12 The Economy of the United States
8 10
13 Civic Participation
1 2
TOTALS 32 42
REVIEW AND EOC*
27 3
*the amount of time left for review depends on when the course content to be covered is complete;
the upper estimate has forty-two days (rather than forty-five) because the likelihood is that
interruptions will steal some instructional time.
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A Summary of Objectives Covered in the First Nine Weeks
Objective Content
GOAL 1
1.01 Colonial America
1.02 Self-government in colonial America
1.03 Causes of the American Revolution
1.04 Emergence of an American Identity
1.05 Articles of Confederation
1.06 Federalist/Antifederalist Papers
1.07 The Bill of Rights
1.08 Types of Governments
GOAL 2
2.01 Principles of the US Constitution
2.02 Three Branches of Government
2.03 Constitution: Grants and Limits Authority
2.04 Amendment Process
2.05 Court Cases/National Supremacy
2.06 Court Cases/Individual Rights
2.07 Constitutional Debates
2.09 Services of selected government agencies
GOAL 3
3.01 State and local government principles
3.02 Structures of state and local governments
3.03 State Agencies
3.04 Amending and reforming state government
3.05 North Carolina Court Cases
3.06 14th Amendment and the States
3.07 Controversy in State Governments
3.08 Taxation and Revenue
3.09 State and local government services
GOAL 5
5.01 Debate, consensus, and compromise
5.02 Jurisdiction of state and federal courts
5.03 Adversarial nature of the judicial process
5.04 Debate and compromise in the legislative process
5.05 Conflict at the state and county level
5.06 Public involvement at the local level
GOAL 6
6.01 Sources of the American legal tradition
6.02 Types of law
6.03 Law Enforcement
6.04 Informed Citizenry
6.05 Government responsibility for informed citizenry
6.06 Role of special interests in legislation
6.07 Law enforcement agencies
GOAL 10
10.01 Personal versus civic responsibility
10.02 Diversity in American life
10.03 Life-long learning
10.04 Characteristics of Effective Citizenship
10.05 Recurring public issues
10.06 Consequences and benefits of freedom
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A Summary of Objectives Covered in the Second Nine Weeks
Objective Content
GOAL 2
2.08 Revenue for the national government
GOAL 4
4.01 Political parties
4.02 Elections
4.03 Public opinion
4.04 Political action
4.05 Compliance with the law
4.06 Civic participation
4.07 Costs and benefits of public service
4.08 Civic involvement
4.09 Conflict Resolution
GOAL 5
5.02 Jurisdiction of state and federal courts
5.03 Judicial processes
GOAL 6
6.01 Development of legal traditions
6.02 Types of law
6.07 Law Enforcement
6.08 Punishment and rehabilitation
GOAL 7
7.01 Factors of production
7.02 Scarcity and choices
7.03 Opportunity cost
7.04 Labor and production
7.05 Investment
7.06 Economic systems
GOAL 8
8.01 Questions of production in different economic systems
8.02 Free enterprise system
8.03 Circular flow of economic activities
8.04 Supply and demand
8.05 Prices
8.06 Markets
8.07 Economic institutions
8.08 Investment and banking
8.09 The role of money
GOAL 9
9.01 The business cycle
9.02 Government regulation
9.03 Movement and population shifts
9.04 Economics and current events
9.05 International trade
9.06 Global interdependence
9.07 Fiscal and monetary policy
9.08 Individuals in the global system
© 2007© 2007© 2007© 2007 9999
New Hanover County Schools
Civics and Economics Pacing Support Document
First Nine Weeks
Unit Objectives, Major Concepts, and Terms Days
1.08 – Describing Government Major Concepts
− types of governments
Important Terms
anarchy, autocracy, theocracy, oligarchy, limited monarchy,
absolute monarchy, totalitarianism, dictatorship, aristocracy,
democracy, federalism, republicanism
2.02 – American System of Government Major Concepts
− brief overview of American organization of government
(structural overview)
Important Terms
executive, legislative, judicial, House of Representatives, Senate,
Judge, President, Supreme Court
3.02 – State and Local Government Major Concepts
− brief overview of state and local organization of government
(structural overview)
Important Terms
General Assembly, Governor, mayor
3.09 – State and Local Government Major Concepts
− services provided by cities and counties
Important Terms
Use examples as needed
1 Introduction to Civics
Essential Questions:
• What is civics?
• Why study civics?
• What is government?
• What are rights?
• What are citizens’ duties?
• Who are Americans?
• How do different groups
interact in the political
process?
• How do citizens resolve
personal beliefs that conflict
with laws?
• How does a person
demonstrate civic
engagement?
• Is being a life-long learner
important? Why?
Teaching Notes: In introducing civics to students, the
core theme for this unit is the
concept of government. Students
will begin to explore the purposes of
creating governments, the
relationships between different
groups in societies, how
governments distribute the benefits
and burdens of living in that society,
and how members of the society
maintain a government that meets
their needs.
The mention of national, state, and
10.01 – Civic Responsibility Major Concepts
− the role of the individual in the political system
− civic and personal responsibilities
Important Terms
civic responsibility, compromise, collaboration, cooperation
Voting, Paying taxes, Fiscal responsibility, Community activism,
Volunteerism, Obeying the laws, Speaking to issues
4 - 6
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10.02 – Diversity in America Major Concepts
− impact of diverse cultures and ethnicities on the political process
− how politics mediates differences
− e pluribus unum
− “isms” in America
Important Terms
Racism, Sexism, Ageism, Bias, Gender, Disabilities, Religion,
Lifestyles, Nationality, Physical appearance, Multicultural,
“Melting Pot” theory, “Tossed Salad” theory
10.03 – Life-Long Participation in Civics Major Concepts
− life-long learning
− informed citizenry
Important Terms
Self-motivation, Being informed, Earning capacity, Literacy, Public
service
10.04 – Evidence of Civic Engagement Major Concepts
− citizenship
− voluntary compliance
− duty and responsibility
− respect
− common civic culture
Important Terms
Property rights, Individual rights, Voting rights, Taxpayer
Involvement, Charity, Community spirit, Responsible Behavior,
Tolerance, Volunteerism, Patriotism, Community service
10.05 – Public Problems and Issues Major Concepts
− public problem or issue
− unenumerated rights
Important Terms (discuss a few as examples)
Under-employment, Education needs, Baby Boomers, Law and
order, Graying population, Taxation, Graft and corruption, Citizen
apathy, Security, Economic cycles, Disease, Poverty, New
Immigration, Unemployment, Substance Abuse, Prison Reform,
Racism/Discrimination, Waste Disposal, Homelessness, Crime,
Acid Rain/Greenhouse Effect, Natural Disasters, Pollution
local government systems only
needs to be a brief introduction to
the ways in which Americans have
structured their governments and
how those structures have been
attempts to address the fundamental
issues of governing a large, diverse
society such as the United States.
Discussions of civic engagement
and civic responsibility should also
be emphasized where appropriate in
the context of the course. The idea
of being an informed citizen, for
example, can be highlighted later in
discussions of Congress so that
students can see how informed
groups of citizens both shape and
sway policy to meet their interests.
The concept of informed citizens
can also be highlighted in later units
on voting. These concepts,
therefore, are introduced here but
should be reinforced throughout the
semester in the appropriate context.
10.06 – Costs and Benefits of Choices Major Concepts
− choices
− opportunity
− benefits of freedom
− costs of freedom
Important Terms
Economic, legal, and political choices, freedom, liberty, justice,
self-determination, socio-economic status, political activism
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1.01 – Geographic Diversity in Colonial America Major Concepts
− Colonial American regions
− Diversity
− Social structures
− Self-government
− Religious freedom/toleration
Important Terms
New England, Middle Colonies, Southern Colonies, Jamestown,
plantation system, mercantilism, indentured servants, slavery,
Middle Passage, Triangular Trade route, Pilgrims, Puritans,
Quakers, Catholics, American Indian, religious dissenters, Bacon’s
Rebellion, town meetings, joint-stock/proprietary/royal/self-
governing colonies, Salem Witch trials, separatists, Navigation
Acts, cash crop
Objective Cross-Reference: 10.02
1.02 – Self-Government in Colonial America Major Concepts
− Self-government
− Enlightenment
− Rebellion
− Majority rule
− Separation of church and state
Important Terms
Magna Carta/Great Charter, Parliament, common law, Mayflower
Compact, House of Burgesses, town meetings, social contract,
natural rights, common good, civic virtue, classical republicanism,
First and Second Continental Congress, Fundamental Orders of
Connecticut, English Bill of Rights, limited government, republic,
monarch, legislature, precedent, charter, colony
Objective Cross-Reference: 1.08
2 Colonial and
Revolutionary America
Essential Questions:
• Did geography determine
the social and political
character of the colonies?
• How did the character of
colonies settled for religious
reasons differ from those
settled for economic
reasons?
• Did the colonists develop
self-government on their
own or was it mostly
borrowed from English
tradition?
• Could the American
Revolution have been
avoided?
• Are the British or the
colonists to blame for the
American Revolution?
• Was their an American
identity before the
Revolution?
• What is an “American
identity”?
• Do the Articles of
Confederation originate in
an American identity?
• Were the Articles of
Confederation to blame for
the lack of cooperation
between the states?
Teaching Notes:
One of the core ideas of this unit is
self-government. How does a group
of people decide that they will
govern themselves? How do you
create a government out of nothing
(from a state of nature)? How do
you bring a diverse group of people
together (as John Adams said – “to
make 13 clocks strike together”) to
1.03 – Causes of the American Revolution Major Concepts
− Mercantilism
− Self-government
− Civil liberties
− No taxation without representation
Important Terms
Favorable balance of trade, French and Indian War, writs of
assistance, Proclamation of 1763, Quartering Act, Stamp Act,
Stamp Act Congress, Declaratory Act, Albany Plan of Union, Sons
of Liberty, Boston Massacre, Committees of Correspondence, John
Peter Zenger, “shot heard round the world,” Boston Tea Party,
Intolerable Acts/Coercive Acts, Declaration of Independence
Objective Cross-Reference: 10.06
6-8
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1.04 – The Emergence of an American Identity Major Concepts
− Education/enlightened citizenry
− Separation of church and state
− Slavery
− Religious pluralism
− Egalitarianism
− Consent of the governed
Important Terms
Public schools, slave trade, First Great Awakening, suffrage,
nationalism, land ownership, sovereignty
Objective Cross-Reference: 10.03
1.05 – The Articles of Confederation Major Concepts
− Confederation
− Compact
− Internal rebellion
− Territory
− Central government
Important Terms
Land Ordinance of 1785, Northwest Ordinance of 1787, Treaty of
Paris, 1783, Shays’ Rebellion, Bill of Rights, the Virginia Plan, The
New Jersey Plan, the Great Compromise, Connecticut Plan, the
three/fifths compromise, the commerce and slave trade
compromise, electoral college
Objective Cross-Reference: 5.01
form one government? Intimately
bound with this theme of self-
government is the problematic
question of American identity.
Fierce scholarly debate rages over
the existence of an American
identity before the Revolution, with
many scholars now suggesting that
the Revolution itself (and in
particular, the Continental army)
created the idea of an “America.”
This unit ends with the Articles of
Confederation while the next unit
begins with the same topic. For the
purposes of this unit, it is enough to
emphasize the problems of the
1780s resulting from the inability of
the Articles to compel state
obedience to the laws of Congress
and reserve the discussion of the
origins of the Constitutional
Convention for the next unit. The
terms and concepts will be listed in
both units to emphasize continuity
in the story line.
6.01 – Sources of American Legal Traditions Major Concepts
− philosophy of law
− landmark English documents
− the development of the rule of law in the United States
Important Terms
legal code, moral code, Codes of Hammurabi, Ten
Commandments, Justinian Codes, Draconian Laws, House of
Burgesses, Magna Carta, English Bill of Rights, social contract,
British common law, Mayflower Compact, Iroquois Confederation
Constitution, Declaration of Independence, U.S. Constitution
© 2007© 2007© 2007© 2007 13131313
1.05 – The Articles of Confederation Major Concepts
− Confederation
− Compact
− Internal rebellion
− Territory
− Central government
Important Terms
Land Ordinance of 1785, Northwest Ordinance of 1787, Treaty of
Paris, 1783, Shays’ Rebellion, Bill of Rights, the Virginia Plan, The
New Jersey Plan, the Great Compromise, Connecticut Plan, the
three/fifths compromise, the commerce and slave trade
compromise, electoral college
Objective Cross-Reference: 5.01
1.06 – The Federalist and Anti-Federalist Papers Major Concepts
− Individual versus community rights
− States’ rights versus strong central government
− Compact versus federation
− Consent of the people versus consent of the states
− Perpetual union
Important Terms
Federalists, Anti-Federalists, loose interpretation, strict
interpretation, federalism, separation of powers, checks and
balances, republicanism, the judiciary, the executive, factions, bill
of rights
Objective Cross-References: 10.03 and 10.04
3 The Constitution
Essential Questions:
• Was American diversity
responsible for the conflict
in the Constitutional
Convention?
• To what extent was the
Constitution a rejection of
the lessons of the American
Revolution?
• What part did public
opinion play in the
ratification of the
Constitution?
• Was the Bill of Rights
necessary if all of those
rights were already in state
constitutions?
• What are the sources for the
major ideas contained in the
Constitution?
• What is the role of the
“people” in the
Constitution?
• What is effective and
ineffective about a three
branch system of
government?
• Who governs the
government in the
Constitution?
• What is the effect of having
a written constitution as
opposed to an unwritten
one?
• Should changes to the
Constitution be in line with
the original ideas of the
founders or be suited to the
needs of modern
Americans?
• How does the Constitution
address problems
Americans face today?
1.07 – The Bill of Rights Major Concepts
− Compromise
− Rights
− Personal liberties
Important Terms
Free exercise clause, establishment clause, freedoms of
expression/assembly/petition/religion, right to bear arms, search
and seizure, quartering, eminent domain, due process, double
jeopardy, self-incrimination, rights of the accused, speedy and
public trial, trial by jury, fines and punishments, powers of states,
powers of the people
Objective Cross-Reference: 10.04
6-8
© 2007© 2007© 2007© 2007 14141414
2.01 -- Principles of the United States Constitution Major Concepts
− popular sovereignty
− federalism
− separation of powers
− checks and balances
− limited government
− flexibility
− written constitution
− national supremacy
Important Terms
Preamble, elastic clause, implied powers, full faith and credit
clause, legislative/executive/judicial branch, enumerated powers,
expressed powers, delegated powers, reserved powers, concurrent
powers, supremacy clause
Objective Cross-Reference: 1.08
2.02 – The Three Branches of Government Major Concepts
− legislative branch
− executive branch
− judicial branch
Important Terms
Speaker of the House, President Pro Tempore, President of the
Senate, House of Representatives, Senate, Bill/Law, the Committee
System, cloture, filibuster, apportionment, non-legislative powers,
immunity, censure, expulsion, seniority system, majority and
minority leaders, party whips, impeachment, presidential
succession, State of the Union address, veto power, executive
agreement, Commander-in-Chief, chief diplomat, party leader,
chief executive, head-of-state, legislative leader, economic leader,
executive order, treaty, U.S. Supreme Court, Chief Justice,
Associate Justice, original jurisdiction, appellate jurisdiction,
concurrent jurisdiction, exclusive jurisdiction
• In what ways have the
rights of citizens been
enlarged since the Bill of
Rights was written?
• How does the Constitution
mediate conflict in
American society?
Teaching Notes:
A central theme of this unit hinges
on the fact that the Constitution is a
written document whose words
continue to inspire discussion and
debate even today. Even though the
framers of the document had certain
ideas in mind when they wrote the
Constitution, the execution of those
ideas was left largely to the men
who were the leaders of the first
government – Washington, Adams,
Jefferson, and Hamilton to name a
few. This is a great illustration of
how an idea exists in one form
while the execution of the idea in
the real world may lead to
disagreements and conflict.
Consider that the framers discounted
the notion of political parties as
baneful influences on a republican
system of government and, yet,
political parties arose to mediate and
channel the conflict that grew
steadily stronger throughout the
1790s. So even though a written
document existed to frame the
American government, its silences
as well as its words have shaped the
American experiment since that
time. And, of course, even the very
words which would seem to be
plainly understood by all have
inspired debate and differences of
opinion when interpreted by
different groups.
The importance of this unit cannot
be understated. Students must have
a firm grasp of the principles and
structure of the Constitution so that
they can understand the evolution of
American government. In fact, it
may be instructive for them to
2.03 – Constitution: Grants and Limits Authority Major Concepts
− limited power
− enumerated power
− national supremacy
Important Terms
Impeachment, pardons, commutations, reprieve, writ of habeas
corpus, bill of attainder, title of nobility, ex post facto laws, rule of
law, judicial review, veto power, supremacy clause
© 2007© 2007© 2007© 2007 15151515
2.04 – Amending the Constitution Major Concepts
− amendments
− evolving government versus fixed principles
− unwritten constitution
Important Terms
Constitutional Convention, congressional action, executive order,
judicial decisions and review, customs/traditions, Amendments 1-
27, equal protection, due process, citizenship, suffrage, presidential
succession and term limits
Objective Cross-Reference: 5.06
2.05 – Court Cases and National Supremacy Major Concepts
− judicial review
− elastic clause
− national supremacy
Important Terms
Marbury v. Madison, McCulloch v. Maryland, Gibbons v. Ogden,
Plessy v. Ferguson, Brown v. Board of Education, Swann v.
Charlotte Mecklenburg Board of Education, Korematsu v. US,
Heart of Atlanta Motel v. US
Objective Cross-References: 10.01 and 10.05
compare the structures of American
government as they exist today to
the plans laid out in the
Constitution. Where does the
Constitution mention the Federal
Reserve System, the Office of
Management and Budget, or
representation in Congress for US
territories? Students need a solid
foundation in understanding the
structure of the government so that
they can understand how far it has
evolved to answer questions that the
founders never considered.
This unit is a good place to
introduce terms and ideas that will
be seen again in the coming units on
each individual branch of
government. While it is not
important for students to fully know
each of the terms presented here, a
brief introduction to the terms will
pay dividends when they are studied
later at a much more complex level.
So while the unit focuses on the
structure of the Constitution itself
rather than on the functioning of
American government as it exists
today, some key terms can be
introduced in this unit.
2.06 – Court Cases and Individual Rights Major Concepts
− individual rights
− citizenship
− dual citizenship
Important Terms
Furman v. Georgia, Gregg v. Georgia, Gideon v. Wainwright,
Regents of the University of California v. Bakke, New Jersey v.
T.L.O., Bethel School District v. Frasier, Tinker v. Des Moines,
Hazelwood v. Kuhlmeier, Texas v. Johnson, Engel v. Vitale,
Miranda v. Arizona, Mapp v. Ohio
Objective Cross-References: 10.01, 10.02, and 10.05
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2.07 – Constitutional Debates and Modern Issues Major Concepts
− strict versus loose construction
− states’ rights
− electoral college
− civil and personal liberties
− original intent
Important Terms
Term limits, redistricting, interest groups, majority rule/minority
rights, homeland security, Patriot Act, right to bear arms, separation
of church and state
Objective Cross-References: 10.02, 10.03, 10.04, and 10.05
3.06 – The Fourteenth Amendment Major Concepts
− equal protection under the law
− individual rights
− due process
Important Terms
Citizenship, civil rights, voting rights, women’s rights, gay rights
5.01 – Debate, Consensus, Compromise, Negotiation Major Concepts
− debate
− consensus
− compromise
− negotiation
Important Terms
Consensus building, conflict resolution
10.06 – Costs and Benefits of Choices Major Concepts
− choices
− opportunity
− benefits of freedom
− costs of freedom
Important Terms
Economic, legal, and political choices, freedom, liberty, justice,
self-determination, socio-economic status, political activism
© 2007© 2007© 2007© 2007 17171717
2.02 – The Three Branches of Government Major Concepts
− legislative branch
Important Terms
Speaker of the House, President Pro Tempore, President of the
Senate, House of Representatives, Senate, Bill/Law, the Committee
System, cloture, filibuster, apportionment, non-legislative powers,
immunity, censure, expulsion, seniority system, majority and
minority leaders, party whips, impeachment
5.04 – Role of Debate and Compromise in the
Legislative Process Major Concepts
− committee system
− veto process
− bill/law
Important Terms
Proposition, bill, standing committee, seniority system, House
Rules Committee, joint committee, conference committee, public
hearing, act, law, veto, line item veto, pocket veto, filibuster,
cloture, rider
Objective Cross-Reference: 5.01
4 The Legislative
Branch
Essential Questions:
• How has the legislative
branch evolved compared to
its original incarnation in
the Constitution?
• Is the legislative branch the
most powerful branch in the
federal government?
• How does the legislative
branch embody the will of
the people?
• Are American laws made
fairly?
• How does the legislative
process consider the power
and influence of special
interests?
• What is the role of the
citizen in being informed
about the laws and
proceedings of the
legislative branch?
• How transparent is the
legislative process?
Teaching Notes:
While the Constitutional unit
focused on the legislative structure
set in place in 1787, this unit
focuses on the legislative branch in
action. Students should be exposed
to the inner-workings of the
legislative branch to study the
effectiveness of the law-making
system in the United States. How
do representatives and senators
negotiate the wants of their
constituents (with diverse needs)
and accommodate the clout of
special interest groups. Does the
legislative process avoid the factions
that Madison warned of in
Federalist 10? How does
6.04 – Ways of Informing Citizens About Laws Major Concepts
− informed citizenry
− ignorance of the law is no excuse
Important Terms
Town meetings, public hearings, public forms, media, public
comment
Objective Cross-Reference: 10.01, 10.03, and 10.04
3-5
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6.05 – Government Responsibility in Information Major Concepts
− informing citizens
− government publications
Important Terms
Political debates, special task forces, franking privilege, press
releases, .gov websites, Federal Register
compromise and negotiation shape
the formation of legislation?
Students should focus on how they
can become informed about these
processes and therefore critically
evaluate information presented in
the media about Congress.
6.06 – Role of Special Interests in Legislation Major Concepts
− organizing for influence
− interest groups
− lobbying
− think tanks
Important Terms
Economic interests (business, labor, agriculture, professions),
public interests, single-issue interests, ideological interests,
Chambers of Commerce, PACs
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2.02 – The Three Branches of Government Major Concepts
− executive branch
Important Terms
impeachment, presidential succession, State of the Union address,
veto power, executive agreement, Commander-in-Chief, chief
diplomat, party leader, chief executive, head-of-state, legislative
leader, economic leader, executive order, treaty
2.03 – Constitution: Grants and Limits Authority Major Concepts
− limited power
− enumerated power
− national supremacy
Important Terms
Impeachment, pardons, commutations, reprieve, writ of habeas
corpus
5 The Executive Branch
Essential Questions:
• How have the roles of the
President evolved since
George Washington’s
administration?
• How does the public view
the role of the President in
the political process?
• Does the executive branch
have the greatest direct
impact on the lives of
ordinary Americans? Why
or why not?
• What is the function of the
executive bureaucracy?
Teaching Notes:
As in the unit on the Congress, the
unit on the Presidency is to be
focused on the state of the modern
Presidency, explaining how the roles
of the President have evolved over
time as well as how the bureaucracy
of the executive branch (not
foreseen in the Constitution) came
into being. Students should explore
how the implementation and
enforcement of the laws brings the
executive branch into contact with
ordinary citizens on a daily basis.
Students should also explore how
the President’s powers balance those
of the Congress – making the
President a central figure in the
legislative process rather than as the
mere servant of legislative will.
2.09 – Services of Selected Government Agencies Major Concepts
− national security
− transportation
− conservation of natural resources
− immigration and naturalization
− crime control and drug interdiction
− health and human services
− information gathering and policy formation
− cabinet
− executive agencies
− bureaucracy
Important Terms
FBI, CIA, Department of Homeland Security, IRS, DOT, NTSB,
U.S. Citizenship and Immigration Services, DEA, ATF, FEMA,
Medicare/Medicaid, CDC, census
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6.03 – Agencies Involved in the Enactment,
Implementation, and Enforcement of the Laws Major Concepts
− implementation of law
− regulatory commissions
− independent agencies
− law enforcement
Important Terms
Consumer protection, transportation regulation, Department of
Justice, FBI, SBI, Secret Service, National Guard Reserves
6.07 – Law Enforcement Agencies Major Concepts
− law enforcement
− jurisdiction
Important Terms
Federal law enforcement
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2.02 – The Three Branches of Government Major Concepts
− judicial branch
Important Terms
U.S. Supreme Court, Chief Justice, Associate Justice, original
jurisdiction, appellate jurisdiction, concurrent jurisdiction,
exclusive jurisdiction
2.03 – Constitution: Grants and Limits Authority Major Concepts
− limited power
− enumerated power
− national supremacy
Important Terms
rule of law, judicial review, supremacy clause
2.05 – Court Cases and National Supremacy Major Concepts
− judicial review
− elastic clause
− national supremacy
Important Terms
Marbury v. Madison, McCulloch v. Maryland, Gibbons v. Ogden,
Plessy v. Ferguson, Brown v. Board of Education, Swann v.
Charlotte Mecklenburg Board of Education, Korematsu v. US,
Heart of Atlanta Motel v. US
Objective Cross-References: 10.01 and 10.05
6 The Judicial Branch
Essential Questions:
• To what extent is the court
system defined in the
Constitution and to what
extent are the federal courts
controlled by Congress?
• How do the courts “define”
the Constitution through the
judicial process?
• How has the Supreme Court
evolved since its
beginnings?
• Do Supreme Court
decisions in effect make
laws and is this contrary to
the intent of the
Constitution?
• How have the rights of
citizens evolved through the
judicial process?
Teaching Notes:
This unit centers on the court system
in action. In particular, students will
be studying the structure and
jurisdictions of the parts of the court
system as well as analyzing major
court cases that have shaped the
interpretation and application of the
principles of the Constitution. In the
process of analyzing these cases,
students should explore the extent to
which court decisions have made
legislation by the process of judicial
review or through the interpretation
of the intent of the Constitution’s
framers. Students should consider
how the courts’ authority has been
circumscribed by Congress but also
how the courts have been the source
of another check on Congressional
and Presidential power. Finally,
2.06 – Court Cases and Individual Rights Major Concepts
− individual rights
− citizenship
− dual citizenship
Important Terms
Furman v. Georgia, Gregg v. Georgia, Gideon v. Wainwright,
Regents of the University of California v. Bakke, New Jersey v.
T.L.O., Bethel School District v. Frasier, Tinker v. Des Moines,
Hazelwood v. Kuhlmeier, Texas v. Johnson, Engel v. Vitale,
Miranda v. Arizona, Mapp v. Ohio
Objective Cross-References: 10.01, 10.02, and 10.05
5-7
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2.07 – Constitutional Debates and Modern Issues Major Concepts
− strict versus loose construction
− states’ rights
− electoral college
− civil and personal liberties
− original intent
− judicial activism
Important Terms
Term limits, redistricting, interest groups, majority rule/minority
rights, homeland security, Patriot Act, right to bear arms, separation
of church and state
Objective Cross-References: 10.02, 10.03, 10.04, and 10.05
5.02 – Jurisdiction of State and Federal Courts Major Concepts
− jurisdiction
− courts
Important Terms
Appellate, exclusive, concurrent, original, Federal Courts (District,
Courts of Appeal, Supreme Court, Special Courts), State Courts
(Lower Courts, General Trial Courts, Intermediate Appellate
Courts, State Supreme Court)
5.03 – Adversarial Nature of the Judicial Process Major Concepts
− selection of federal judges
− selection of state judges
− judicial process
Important Terms
Confirmation hearings, judicial review, write of certiorari, brief,
oral argument, majority opinion, dissenting opinion, concurrent
opinion
students should analyze how the
judicial process affects change much
more slowly than the legislative and
executive processes.
6.02 – Types of Law Major Concepts
− legal systems
− precedent
Important Terms
Common law, criminal law, civil law, constitutional law,
administrative law, statutory law, international law
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3.01 – Principles of State and Local Government Major Concepts
− state constitution
− local charters (city and county)
Important Terms
Preamble to the NC Constitution, separation of powers, checks and
balances, flexibility/amendment process, popular sovereignty,
limited government, incorporation, Declaration of Rights
3.02 – State and Local Government Structures Major Concepts
− structures of state government
− General Assembly
− Governor
Important Terms
Council of State, Governor, Lt. Governor, General Assembly, local
government (city, county, special districts, townships, metropolis),
mayor, mayor-council plan, city or town council, council manager
plan, county commissioners, sheriff, chief of police, statutes,
ordinances, Board of Education, alderman, North Carolina General
Statutes
3.03 – State Agencies Major Concepts
− State agency
− Public official
Important Terms
Health Department, Parks and Recreation department,
Transportation Department, Register of Deeds, Governor, Lt.
Governor, Sheriffs, Judges, Clerk of Superior Court, City/County
Attorney, Supreme Court Judge, Court of Appeals Judge, Superior
Court Judge, District Court Judge
7 State and Local
Government
Essential Questions:
• What is the relationship
between state, local, and
federal governments?
• How do state and local
governments mirror the
federal government in
structure?
• In what areas do state and
local governments have
authority?
• What is the role of the
citizen at the local and state
political levels?
• Do citizens feel greater
attachment to their state and
local governments than the
federal government? Why
or why not?
• In what ways do state and
local governments have a
greater impact than the
federal government on the
daily lives of citizens?
• How have laws and court
cases at the federal level
changed the definition of
citizenship at the state and
local level?
• What services do states and
local governments provide
their citizens? How are
these services paid for?
Teaching Notes:
This unit deals with many of the
same themes raised in the study of
the federal government: power,
authority, control, debate,
compromise, and civic engagement.
So it is natural to have students
compare the levels of involvement
3.04 – Amending State and Local Government Major Concepts
− Amendment
− reform
Important Terms
Referendum, local act, initiative, recall
4-6
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3.05 – North Carolina Court Cases Major Concepts
− Supreme Court
Important Terms
State v. Mann, the Leandro case
3.06 – The Fourteenth Amendment and the States Major Concepts
− Due process
− Equal protection clause
− Individual rights
Important Terms
Citizenship, civil rights, voting rights, women’s rights, gay rights
3.07 – Controversies in State Government Major Concepts
− Education
− Taxes/resources/services
− Terrorism/security
− Political integrity
Important Terms
Annexation, lottery, disaster relief, balanced budget, charter
schools, redistricting, political corruption, school busing,
gerrymandering
ordinary citizens can have in
government at the local and state
level versus the federal level.
Students should analyze the impact
of local government on their lives
ranging from the types of services
that counties and cities provide to
the codes that these local
governments enforce. The reach of
government on the daily life of a
citizen is very strong at the local
level, though many students will not
recognize it at first. Students should
also explore how states and local
governments relate to the federal
government through the powers that
they share as well as in the ways
that federal law has been maintained
as the supreme law of the land.
The unit does introduce local
taxation, which has not previously
been discussed. Students should
have no difficulty comprehending
taxation at the local level since it
impacts their lives on a daily basis.
Many of the ideas about taxation
raised here, however, will appear
again the study of macroeconomics
to be covered in the second half of
the course.
3.08 – Taxation and Revenue at the State and Local
Level Major Concepts
− Taxation
− Revenue
− Finance
− Types of taxes
− State budget
− Non-tax sources of revenue
− State and local spending
− Unfunded mandates
Important Terms
State income tax, corporate income tax, sales tax, excise tax,
inheritance tax, licenses, Federal Grants in Aid, property tax, estate
tax, fines, intergovernmental revenue, user fees, disposal fees,
permits, assessments, finances, budgets, impact fees, state and
municipal bonds, ad valorem taxes, escheats
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3.09 – State and Local Services Major Concepts
− State agencies
− Local agencies
Important Terms
Community colleges, cooperative extension, court facilities,
elections, jails/youth detention centers, mental health services,
public health services, public schools, soil and water conservation,
tax assessment, airports, ambulance services, art galleries and
museums, buses/public transit, emergency management, parks and
recreation, libraries, public housing, public utilities, solid waste
disposal
5.05 – Conflict at the State and Local Level Major Concepts
− City/county government interaction
− Citizen input on public policy
Important Terms
Town meetings, public hearings, forums, budget, extra-territorial
jurisdiction, at-large, zoning, annexation, infrastructure
5.06 – Individuals, Parties, the Media, and Public
Policy Major Concepts
− Local initiatives
− Referendums
− recall
Important Terms
Tuition voucher, charter schools, petition, bond issues, public
policy, special interest groups, electronic media, voting
© 2007© 2007© 2007© 2007 26262626
New Hanover County Schools
Civics and Economics Pacing Support Document
Second Nine Weeks
Unit Objectives, Major Concepts, and Terms Days
4.01 – Political Parties Major Concepts
− Functions of parties
− Party systems
Important Terms
Political party (Democratic, Republic, Third parties), one-party
system, two-party system, multi-party system, liberal, moderate,
conservative, reactionary, radical, platform, planks, candidates,
plurality vote, majority vote, coalition, patronage, political
machine, grassroots
8 Elections and Parties
Essential Questions:
• Why does the United States
have parties although they
are not mentioned in the
Constitution?
• Do political parties work?
• Do political parties need to
be reformed?
• What is the public opinion?
• How is public opinion
shaped?
• Is voting important?
• Can voter apathy be
eliminated?
• Is it better to work for
reform within the political
system or outside of it?
• Does politics make “strange
bedfellows”?
• How does an individual
influence the political
system?
Teaching Notes:
This first unit of the second nine
weeks focuses the study of civics
with one of the most important ways
citizens participate in the political
system: voting for their
representatives. In a representative
democracy such as the United
States, citizens express their wishes
for representatives in a system that
has become mediated through the
lens of political parties. The
Founders did not anticipate this
innovation, which, despite its critics,
4.02 – Election Process Major Concepts
− types of elections
− campaign finances
− campaign process
− election process
Important Terms
general election, primary election, partisan/nonpartisan, caucus,
Political Action Committee, public and private funding, canvassing,
endorsements, propaganda (glittering generalities, bandwagon,
stack cards, name calling, “just plain folks,” image molding), voter
registration, voting districts, polling place, precinct, types of
ballots, board of elections, exit poll, national convention, recall
election, initiative, proposition, electors, Electoral College,
nominations, political machine, delegates
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4.03 – Public Opinion Major Concepts
− public opinion
− public issues
Important Terms
mass media, polls, public agenda, party platform
has remained a stable part of
mediating conflict in the political
system ever since the 1790s.
But citizens have not contented
themselves with letting their
representatives do all the work.
Groups of citizens, in voluntary
public associations, have worked to
shape policy and decision making
through Political Action
Committees, lobbying firms,
grassroots campaigns, think tanks,
and a whole host of other
organizations. In turn, public
officials have found it necessary to
shape public opinion for their own
ends. This endless cycle of
politicians influencing the public’s
opinion with the public attempting
to influence the politicians’ opinions
has fed the growth of mass media
and the need to spread information
(and sometimes dis-information) in
the public sphere. Students must be
aware of the ways their opinions are
shaped as well as how they can play
a role in policy making as well.
This unit follows on the heels of
state and local government to take
advantage of connections between
local elections and party activity that
has already been discussed and/or
witnessed firsthand (especially
during election years).
4.04 – Political Action Major Concepts
− forming public opinion
− citizen activism
Important Terms
vote, protest, bias, slander, libel, petitions, surveys, random
samples, activists, lobbyists, apathy
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4.05 – Compliance* Major Concepts
− benefits and risks of compliance
− civil disobedience
Important Terms
public safety, domestic tranquility, criminal law, prosecution, fines,
civil law, lawsuits, penal code, mandatory sentencing, anarchy,
sentencing guidelines
*some of these concepts will be familiar to students since they have
already studied legal systems
4.07 – Costs and Benefits of Service Major Concepts
− participation in the judicial process
Important Terms
jury selection
4.08 – Civic Involvement Major Concepts
− civic involvement
Important Terms
moot courts
4.09 – Conflict Resolution Major Concepts
− resolving conflict
− collaboration
− compromise
Important Terms
negotiation, arbitration, mediation, pre-hearing settlement, small
claims court, legal action
5.02 – Jurisdiction of State and Federal Courts* Major Concepts
− jurisdiction
− courts
Important Terms
Appellate, exclusive, concurrent, original, Federal Courts (District,
Courts of Appeal, Supreme Court, Special Courts), State Courts
(Lower Courts, General Trial Courts, Intermediate Appellate
Courts, State Supreme Court)
*only brief review necessary here
9 Legal Systems
Essential Questions:
• What is the purpose of
laws?
• Who decides what laws
govern a land?
• What happens when laws
conflict with personal
morality?
• Is jury service important?
• Why does the justice system
assume innocent until
proven guilty?
• What is reasonable doubt?
• How does the justice system
balance the rights of victims
with the rights of the
accused?
• Does punishment deter
people from committing
crimes?
• Does rehabilitation of
criminals work?
• What causes people to
commit crimes?
• Is there a justifiable crime?
• Why is the legal code so
complex?
• What is the role of lawyers
in the legal system?
Teaching Notes:
The focus of this unit is on the
individual within the legal system.
Students should consider the sources
of the legal system – traditions,
moral and ethical codes, modern
studies of human behavior – as well
as how the legal system is shaped by
ongoing debates. Why does the
legal system remain conservative, or
put another way, why do the wheels
of justice grind slowly?
Students should be thinking that the
nature of truth becomes very
5.03 – Judicial Process* Major Concepts
− judicial process
− courtroom roles
− the jury system
Important Terms
felony, misdemeanor, torts, court docket, issue of fact, issue of law,
prosecutor, complaint, defendant, plaintiff, subpoena, summons,
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arrest warrant, indictment, information, perjury, petit jury, grand
jury, plea, plea bargaining, bail, sentence, rights of victims, public
defender, prosecution, sentencing, hearing, bailiff, defendant,
verdict, settlement, capital offense, appeal, plea bargain, warrants,
summons, preliminary hearings
*information on judicial structures has already been presented
(with a focus on the Supreme Court); here the focus is on the
individual in the legal system
6.01 – Development of Law* Major Concepts
− philosophy of law
− English legal tradition
− rule of law in the United States
Important Terms
legal code, moral code, Codes of Hammurabi, Ten
Commandments, Justinian’s Code, Draconian Laws, House of
Burgesses, English Bill of Rights, social contract, British common
law, Mayflower Compact, Iroquois Constitution, Declaration of
Independence, U.S. Constitution
*some of these ideas were covered in the early history of the United
States (Unit 2) and only need brief mention here
6.02 – Types of Law Major Concepts
− legal systems
− precedent
Important Terms
Common law, criminal law, civil law, constitutional law,
administrative law, statutory law, international law
6.07 – Law Enforcement Major Concepts
− law enforcement agencies
Important Terms
local law enforcement, state law enforcement, federal law
enforcement, sheriff, police, state troopers
important in the legal system. The
truth, or the appearance of truth,
depends largely on the perspective
of the courtroom. Is the evidence
compelling? Can it be trusted? Are
the witnesses telling the truth? Were
they mistaken? Even the scientific
evidence that pervades many
modern trials is subject to intense
scrutiny. Was it collected properly?
Was it analyzed accurately? Was it
tainted? The desire to know the
truth in the legal system often leads
to great conflict of interpretation as
the system accepts what is calls a
“reasonable” interpretation. Jurors
are instructed to go on a “reasonable
doubt.”
But the judicial system also has a
side in which justice must be
parceled out – whether there is
monetary compensation, prison
time, or community service to be
performed because of a violation of
the rights of others. The system of
punishments that is the legacy of
thousands of years of justice
provokes controversy. Can people
be reformed? Or should they be
executed? What is the line between
an offense deserving jail time and
one deserving death by lethal
injection? Are prisons really just big
playpens? What will society do
about prison overcrowding? These
questions, and a host of others,
should focus students on the major
issues involved in studying the
American legal system.
6.08 – Punishment and Rehabilitation Major Concepts
− punishment
− repetitive criminal activity
− deviant behavior
Important Terms
long-term suspension, three-strikes laws, confiscation of property,
mental institutions, long-term incarceration, death penalty,
rehabilitation, monetary compensation, recidivism, retribution,
restitution, deterrence, detention, probation, parole, juvenile
detention, community service, house arrest, jail, prison, boot camp
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7.01 – Factors of Production Major Concepts
− Factor of production
− Economics
− Basic economic questions
Important Terms
Economics, want, need, land, renewable natural resource,
nonrenewable natural resource, labor, capital, entrepreneurship,
productivity
7.02 – Scarcity and Choices Major Concepts
− scarcity
− decision-making processes
Important Terms
Limited resources, decision-making model, wants, needs, services,
goods, wages, salary, consumer, producer, pricing
7.03 – Opportunity Cost Major Concepts
− opportunity cost
− wants versus needs
− tradeoffs
Important Terms
Immediate gratification, incentives, fixed costs, variable costs, total
costs, marginal costs
10 Introduction to
Economics
Essential Questions:
• What is economics?
• What factors influence
people to make economic
choices?
• What is the relationship
between values and
economic choices?
• When do costs outweigh
benefits?
• Does economic behavior
occur naturally or is it
created by government?
• Which economic system
creates the most “winners”?
• Is equality impossible in
capitalism?
• Is competition in economics
good?
• What is the difference
between needs and wants?
• Is scarcity the central
principle of all economics?
Teaching Notes:
A central concept for this unit is the
term economics. The original Greek
root for the term referred to an
individual’s house (an oikos); the
implication is that what people do in
their own homes to satisfy their
needs and wants is an important
field of study. By studying the
individual’s decision-making,
economics helps us to understand
what “rational” people will do when
faced with choices. This points to a
central assumption underlying the
study of classical economics – that
people are rational, and will
therefore do what is in their best
interest. This unit helps students to
explore the logic of the “rational”
person who makes economic
7.04 – The Economics of Labor and Production Major Concepts
− specialization
− division of labor
− consumption
− production
Important Terms
Assembly line, technology, robotics, invention, innovation, mass
production, factory, agribusiness, business organizations,
specialization, human capital, productivity, white collar, blue
collar, skilled worker, unskilled worker, automation
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7.05 -- Investment Major Concepts
− productivity
− investment
Important Terms
Capital goods, consumer goods, producer price index (PPI), output
versus input, law of diminishing returns, recycling, education and
training
decisions by looking at how scarcity
limits our choices, how we use
resources to get what we want, and
how individuals, working together,
have fashioned economic systems to
govern relations between people.
It is important to note that the
Standard Course of Study does not
follow the traditional breakdown of
micro versus macro economics, but
instead weaves the two together so
that discussions of microeconomic
concepts can be integrated with
examples at the macroeconomic
level. This is a difficult, albeit more
realistic, model for teaching
economics. Students may find it
difficult to conceive that
microeconomic concepts such as
supply and demand do not exist in a
vacuum apart from macroeconomic
circumstances such as the cost of
labor in a nation.
It is also important to note that
previously studied material on the
structure and function of
government will make much more
sense when the economic side of
governing is brought into sharper
focus in this unit. Governments
exist to define the relationships
between people, not only from a
political and social level, but also
from an economic level. Wherever
possible, remind students of
examples of government discussed
earlier where economic
considerations had as much to say as
the rule of law itself.
7.06 – Economic Systems Major Concepts
− free enterprise
− capitalism
− socialism
− communism (command economy)
− traditional society
− market economy
− mixed economy
Important Terms
Market, laissez-faire, invisible hand, competition, cooperation,
choices, consumer sovereignty, private property, profit motive,
exchange, incentives, Communist Manifesto, Wealth of Nations,
Keynesian theory, fiscal policy, deficit spending
© 2007© 2007© 2007© 2007 32323232
8.01 – Questions of Production in Different
Economies Major Concepts
− What to produce
− How to product it
− For whom to produce it
Important Terms
Market, mixed market, command, mixed, and traditional economies
8.02 – Free Enterprise System Major Concepts
− Mixed market economy
− Economic goals of the free enterprise system
Important Terms
Private property, voluntary exchange, patents, copyrights, full
employment, efficiency, productivity, specialization, division of
labor, security, equity, freedom
8.03 – Circular Flow of Economic Activities Major Concepts
− Factor market (household)
− Product market (business)
Important Terms
Circular flow of economic activity, wages, salary, economic
interdependence
8.04 – Supply and Demand Major Concepts
− Law of demand
− Law of supply
− Law of supply and demand
− Equilibrium price/market price
− Influences on supply and demand
Important Terms
Demand curve/schedule, supply curve/schedule, personal income,
disposable income, complimentary goods, substitute good
11 Microeconomics in
Context
Essential Questions:
• Is the free market economic
system the best economic
system?
• How important is the idea of
private property to human
existence?
• What is the role of the
consumer in the free market
economic system?
• What is the relationship
between supply and
demand?
• What determines the price
of a good?
• How do companies attempt
to control markets?
• What is the relationship
between businesses and
labor?
• Are unions necessary in a
free market economy?
• What is the role of risk in
the economy?
• What is the purpose of
money?
• Is it important for citizens to
understand how the
economy works?
Teaching Notes:
This unit asks students to look at
economics from the perspective of
individuals while remembering that
economic decisions are made in a
system. It is important for students
to understand the various types of
economic systems and how choices
are made in them (if choice is
allowed). As consumers, students
need to know how different forms of
capital flow through the free market
system of the United States; they
8.05 -- Prices Major Concepts
− Influences on price
Important Terms
Surplus, shortage, consumer tastes, minimum wage, inflation,
deflation, wage and price controls, interest rates, trickle-down
effect, supply-side economics
7-9
© 2007© 2007© 2007© 2007 33333333
8.06 -- Markets Major Concepts
− Market basics
Important Terms
Buyers and sellers, monopoly, oligopoly, competitive market,
mergers, horizontal merger, vertical merger, conglomerates,
multinational conglomerates
8.07 – Economic Institutions Major Concepts
− business
− labor
Important Terms
Sole proprietorship, partnership, corporation, cooperative,
franchise, limited liability, unlimited liability, limited life,
unlimited life, Small Business Administration, stock, stock market,
dividend, bond, craft union, industrial union, collective bargaining,
mediation, arbitration, lockout, strike, Social Security Act of 1935,
National Labor Relations Act 1935, Fair Labor Standards Act 1938,
Taft-Hartley Act 1947, anti-trust laws, labor union
8.08 -- Investments Major Concepts
− fiscal policy
− monetary policy
− banking system
− types of insurance
Important Terms
Time deposit, demand deposit, credit card, debit card, mutual
funds, commercial bank, savings and loan association, credit
unions, Federal Deposit Insurance Corporation, investment
spending, capital investment, life, medical, comprehensive,
liability, tight money, easy money
should be able to articulate how their
knowledge of these factors will
enable them to make wise economic
decisions in the future.
In focusing on the individual, this
unit deepens the study of
microeconomics introduced in the
last unit. Students are asked to
consider the factors involved in
supply and demand, and how both
consumers and business owners
navigate these factors in the market.
From the perspective of business,
students must consider the impact of
unions on conducting business as
well as how businesses have
organized to gain greater control of
the market. Much of the unit will
focus on the idea of risk – how
businesses and consumers manage
the risks of the free market system
through institutions which help us to
prevent a complete disaster in the
economy.
This unit will also help students to
understand how the free market
system is protected and governed by
through the legislative, executive,
and judicial functions of
government. The free market
system in the United States does not
operate with legal controls, which
should help students understand the
next unit – macroeconomics.
8.09 – Role of Money Major Concepts
− types of money
− function of money
Important Terms
Collateral, money, barter, coins, currency, legal tender, check,
credit, reserve requirement, medium of exchange, pension funds,
mutual funds
© 2007© 2007© 2007© 2007 34343434
2.08 – Revenue for the National Government Major Concepts
− sources of government revenue
− government expenditures
Important Terms
fiscal policy, expenditure, revenue, regressive taxation, progressive
taxation, proportional taxation, income tax, excise tax, corporate
tax, direct tax, estate tax, user fees, tariffs, social security, national
budget, budget deficit, budget surplus, national debt, deficit
spending, tax returns, fines, bonds, balanced budget
9.01 – The Business Cycle Major Concepts
− Business cycle
− Economic indicators
Important Terms
Peak/prosperity, contraction/recession, trough/depression,
expansion/recovery, Gross Domestic Product, Per Capita GDP,
Standard of Living, Consumer Price Index, national debt
12 The Economy of the
United States
Essential Questions:
• Do economies have to go
through cycles of expansion
and contraction?
• How does what we choose
to measure in the health of
an economy affect the
outcome of that
measurement?
• Why does a government
regulate the economy?
• How does the movement of
people and capital affect the
economy of the United
States?
• What are the economic
affects of current events?
• What is the relationship of
the US economy to the
global economy?
• Is it possible for the United
States to have an economic
system isolated from the
rest of the world?
• What approaches does the
US government use to
regulate our economy?
• How do government actions
affect the economic
decisions of individuals?
Teaching Notes:
This unit asks students to focus on
the individual’s role collectively in
9.02 – Government Regulation Major Concepts
− regulation
Important Terms
Deregulation, environmental protection, work-place safety,
consumer protection, labor disputes, affirmative action, private and
public goods, externality, exclusion principle, non-exclusion
principle, workfare, WIC, FOMC
8-10
© 2007© 2007© 2007© 2007 35353535
9.03 – Movement Major Concepts
− population shifts
− service society
Important Terms
Sunbelt states, Frostbelt or Rustbelt states, migration, immigration,
service industries, Silicon Valley, Research Triangle Park, labor,
capital, goods, services, factors of production, natural resources,
GDP, standard of living, factor markets, product markets,
productivity, specialization, division of labor, economic
interdependence (some of these terms have already been
introduced)
9.04 – Current Events Major Concepts
− technological advances
− war and homeland security
− downsizing
Important Terms
Microsoft Anti-trust case, Operation Iraqi Freedom, Homeland
Security Department, Patriot Act, out-sourcing, North Carolina’s
Furniture Industry, North Carolina’s Textile industry
the larger economic systems of both
the United States and the world.
The focus here is on
macroeconomics – studying how
governments legislate and regulate
the economic activities of
individuals. The unit starts with a
study of the business cycle, which
provides a rationale for why
governments manage the risks of
free market systems by limiting the
excesses of fluctuating markets.
As individuals respond to
government regulation, it creates
situations where conflict between
private economic goals and the
larger social goals of the entire
country has to be mediated by the
legislative and judicial processes.
Students must understand that
America’s belief in individual
freedom and liberty are not as
absolute as they might think: many
of the decisions that consumers can
make are circumscribed through
legislation. The government uses
various types of policies to manage
the economy to the benefit of the
majority (which may be debatable).
At the international level, the
decisions of consumers are related to
the entire flow of goods and services
around the globe. The goods that we
buy are often made in far corners of
the globe; we depend upon
inexpensive products while foreign
workers depend upon American
dollars. This global give-and-take
creates winners and losers. It also
illustrates how the economic
decisions of other countries can
dramatically affect quality of life in
the United States.
9.05 – International Trade Major Concepts
− global interdependence
− protective tariffs
− international economic organizations
Important Terms
Tariffs, foreign trade, exchange rate, treaty, multinational
conglomerate, globalization, North American Free Trade
Agreement, World Trade Organization, European Union,
unfavorable balance of trade, favorable balance of trade,
comparative advantage, child labor, human rights
© 2007© 2007© 2007© 2007 36363636
9.06 – Global Interdependence Major Concepts
− global interdependence
− international trade
Important Terms
Developed countries, developing countries, foreign aid, United
Nations, International Monetary Fund, World Bank, free trade
9.07 – Fiscal and Monetary Policy Major Concepts
− Federal Reserve System
− Spending and taxation
Important Terms
Monetary policy, fiscal policy, loose money policy, tight money
policy, reserve requirement, discount rate, interest rates, open
market operations, government spending, revenue, taxation,
personal income tax, excise tax, regressive tax, progressive tax,
proportional tax, sales tax
9.08 – Individuals in the System Major Concepts
− Environmental protection versus industrialization
− Personal decision making related to economic conditions
− Government regulation’s impact on the individual
− Federal ownership of land vs. private ownership
− Zoning’s impact on economic development and neighborhood
standards
Important Terms
Scarcity, depression, inflation, recession, bear and bull markets,
radioactive waste disposal, NIMY (Not in My Back Yard), Clean
Air and Water Act, OPEC Oil Embargo, Cuban Economic
Embargo, zoning lands, building codes
© 2007© 2007© 2007© 2007 37373737
4.05 – Compliance* Major Concepts
− benefits and risks of compliance
− civil disobedience
Important Terms
public safety, domestic tranquility, criminal law, prosecution, fines,
civil law, lawsuits, penal code, mandatory sentencing, anarchy,
sentencing guidelines
*some of these concepts will be familiar to students since they have
already studied legal systems
4.06 – Civic Participation Major Concepts
− responsibilities and duties of citizenship
− volunteerism
− acquiring real world experience
Important Terms
patriotism, public service, peace corps, AmeriCorps, Job Corps,
Senior Corps
13 Civic Participation
Essential Questions:
• Are individuals important in
the entire political system?
• Can a person be overly
patriotic?
• Is it important for
individuals to participate in
civic life?
• When is it acceptable to be
disobedient?
• Do participation in mock
activities prepare students
for an active civic life?
• Is community service
important?
Teaching Notes:
This final unit culminates the study
of civics with ways citizens
participate in the political system.
As students end this course, it seems
fitting for them to study the political
process and their role in it. They
have had enough background in the
structure and function of
government, as well as in the
function of the economic system, to
evaluate and analyze arguments
involving the shaping of public
policy. Students should be well
equipped to be intelligent consumers
of public information (both legal and
economic) as they will one day join
their fellow citizens on what one
historian has called our “boisterous
sea of liberty.”
4.07 – Costs and Benefits of Service Major Concepts
− participation in the judicial process
− participation in the political process
− benefits and costs of public service
Important Terms
jury selection, informed electorate, rights
1-2
© 2007© 2007© 2007© 2007 38383838
This unit asks them to look at ways
they can be actively involved in the
community and learning about civic
life and processes. This unit
reminds them of the high costs of
not complying with the laws and
policies of the land but shows them
ways that they can work to influence
those policies with which they
disagree.
4.08 – Civic Involvement Major Concepts
− civic involvement
Important Terms
moot courts, mock elections, community service, service learning
© 2007© 2007© 2007© 2007 39393939
The Civics EOC
An important part of preparing students for the North Carolina end-of-course test in Civics and
Economics is to understand the structure of that test and how it is created. Teachers who have a
clear understanding of the test can make their own assessments match the intellectual rigor and
standards of the state test and thereby better prepare their students.
What are Thinking Skills?
The objectives for Civics and Economics are written to match Thinking Skills levels.
These levels are based on the work of Benjamin Bloom and Robert Marzano and look
very similar to Bloom’s Taxonomy (1956). Each objective is written with a specific
thinking skill in mind; any test question that measures understanding of that objective
should also be written at the same thinking skill level. This also means that the
classroom instruction must specifically focus at this level in order to adequately teach the
objective.1
Matching Objectives to Instruction and Testing
There are seven Thinking Skills levels: knowing, organizing, applying, analyzing,
generating, integrating, and evaluating. The following chart shows the kinds of brain
activity that represents each level:
Thinking Skill What the Student Can Do:
Knowing Identify, describe, label, observe, recall, store, and list information.
Organizing Arrange, contrast, classify, reformat, sequence, and compare
information.
Applying Use information in a new situation, transfer knowledge from one field
to another, bring together information needed to solve a novel
problem, and know when to use specific types of information.
Analyzing Identify the attributes of objects, make cause/effect sequences,
identify relationships and patterns, find the main idea, find logical
errors, and identify the parts of objects.
Generating Produce new meaning or ideas, explore hypothetical situations, draw
1111 In North Carolina, it is permissible to test an objective at a lower thinking skill level, but not at a
higher level than which the objective is written. In the classroom, teaching must often involve multiple thinking skill levels – students might start at knowing before they can proceed to analyzing. However, if an objective calls for evaluating and teachers only do activities at the knowing level, then that objective has not been taught properly.
Thinking Skill Thinking Skill Thinking Skill Thinking Skill Level Level Level Level –––– ObjectiveObjectiveObjectiveObjective
Thinking Skill Thinking Skill Thinking Skill Thinking Skill Level Level Level Level ––––
Test questionTest questionTest questionTest question
Thinking Skill Level Thinking Skill Level Thinking Skill Level Thinking Skill Level ––––
Classroom InstructionClassroom InstructionClassroom InstructionClassroom Instruction
© 2007© 2007© 2007© 2007 40404040
conclusions, elaborate by adding details, make inferences, and predict
outcomes.
Integrating Connect and combine information, summarize, generalize from
examples or details, and restructure information to include newly
discovered facts.
Evaluating Judge the reasonableness of information, establish criteria for making
a judgment, rate ideas by their quality, and check the accuracy of
claims.
How are the Thinking Skills distributed in the Standard Course of Study?
There are seventy-eight objectives in Civics and Economics. The following table shows
the breakdown of what thinking skills are covered in the objectives:
Thinking Skill Percentage of Objectives Measuring This Skill
Knowing 11.5%
Organizing 7.6%
Applying 8.9%
Analyzing 39.7%
Generating 17.9%
Integrating 2.5%
Evaluating 11.5%
As the chart indicates, most of the Civics and Economics course focuses on analyzing.
This makes intuitive sense because as a social science, civics and economics is primary
concerned with cause and effect (just as history is), identifying the parts of objects and
their relationships to other parts (branches of government, individuals in the economic
system, etc.), and looking for patterns (the laws or principles that govern political
behavior).
It is important to note that teachers still need to be teaching all of the levels. A unit might
require students to know, organize, and analyze material in order to apply it to a new
situation or to evaluate the particular decisions of a government body. The thinking skills
are not to be approached in isolation, nor is it to be assumed that students must first go
through knowing in order to get to a higher level. In fact, we now know that the brain
simultaneously goes back and forth between the levels, often evaluating, and then
gathering more information, analyzing it, and then evaluating more.
One further note – North Carolina divides these thinking skills into two groups: lower-
order (requiring less cognitive demand) and higher-order (requiring more critical and
complex thinking). Only 28.2% of the objectives are written at the lower order levels
(knowing, organizing, and applying) while 71.8% are written at the higher order level
(analyzing, generating, integrating, and evaluating). This means that the Civics and
Economics course places rigorous cognitive demands upon students. And, indeed, after
all, if we expect our students to be life-long learners, critical thinkers, and people
© 2007© 2007© 2007© 2007 41414141
engaged in civic life, we would want them to be functioning at the higher critical levels
of thought.
How are the Thinking Skills distributed in the End-of-Course Test?
For testing purposes, the state decided that sixty percent of the questions would be
higher-order (analyzing, generating, integrating, and evaluating) while forty percent
would be lower-order (knowing, organizing, and applying).
How does a test question get written?
1. An item writer selects an objective.
2. The item writer consults the Civics and Economics Curriculum Support
Document to find out what terms or topics can be the subject of a question.
3. The item writer determines the thinking skill level of the objective.
4. The item writer asks a question about the selected topic at the thinking skill level
demanded in the objective.
5. The item writer checks to make sure that he or she has not violated any of the
rules of test construction.
6. The item writer uses the item in a test situation to determine if it works and how
well it works.
7. The item writer may consult a colleague to evaluate an item for bias and error.
These general steps of item writing are the steps followed in item writing training
provided by the North Carolina Department of Public Instruction (DPI). DPI publishes a
Style Manual that contains specific information on how items can be constructed and it is
available online. However, there are a few general rules that apply to all items:
• Words like best, most likely, and most appropriate should be bold and italicized.
• Answer choices should be phrased positively.
• Answer choices should be nearly the same length.
• Answer choices cannot contain all of the above, none of the above, not sure.
• Avoid questions with phrases such as all of the following except or which does
not.
• Do not use completion items; all items should be a question.
• Always use four answer choices (A,B,C,D).
• Format the items vertically so that the choices fall under the item in order.
• Avoid writing overly long questions or providing too much reading material.
• There should be only one best answer.
• Avoid answer choices which give clues to the correct response.
• Avoid specific determiners such as always, never, totally, or absolutely.
• Use plausible answer choices; avoid humor.
© 2007© 2007© 2007© 2007 42424242
What does a good Civics and Economics Item Look Like?
Compare the following items. One is written poorly and the other shows what a rewritten
version that meets state criteria would look like.
Poor Item Good Item
Both the House of Representatives and
Senate meet to discuss and approve laws
even though they have distinct functions
and responsibilities. Which of the
following best explains why the
Constitution requires both of the houses’
approval?
a. to save the president the trouble of
vetoing laws b. to provide evidence for
Supreme Court decisions c. to give more
power to members of Congress d. to
limit the law making powers of each house
of Congress
Why does the Constitution require that
both the House of Representatives and
Senate approve laws?
A. To save the president the trouble of
vetoing laws
B. To provide evidence for Supreme
Court decisions
C. To give more power to members of
Congress
D. To limit the law-making powers of
each house of Congress
Notice that the poor item is wordy and is not formatted vertically. The improved item is
much clearer and formatted properly.
It is not necessary to throw out poor items. They provide an excellent starting point and
can be re-written to match state standards. Another useful exercise is to take an item and
re-write it at each of the thinking skills levels; this helps to show how a question can be
asked many different ways to demand different cognitive work on the part of the student.
To help with developing test items, the following pages show some examples written by
the Department of Public Instruction and released for teacher use in December 2005. The
questions are free for reproduction for instructional purposes.
© 2007© 2007© 2007© 2007 43434343
1. How did the Stamp Act, the Tea
Act, and the Intolerable Acts
encourage American colonists to
consider revolution against
British rule?
A. by ignoring American
representatives in Parliament on
issues of taxes levied in the
American colonies
B. by raising taxes in the American
colonies without granting the
colonies any representation in
Parliament
C. by representing an effort in
Britain to end the slave trade in
the colonies
D. by revealing the British plan to
expand the American colonies
farther west on the continent
2. Which reason best explains why
many Anti-Federalists finally agreed
to the ratification of the U.S.
Constitution?
A. the addition of the Bill of
Rights
B. arguments by George
Washington
C. a desire to create a better
relationship with the
Federalists
D. a fear that civil war would
break out if the dispute were
not settled
3. What is federalism?
A. a form of government with
elected representatives
B. a division of power between
the national and state
governments
C. a belief in the idea of national
sovereignty
D. a form of government in
which elected officials make
all economic decisions
4. Who can prevent the president of the
United States from controlling the
Supreme Court by blocking
appointments to the bench?
A. state legislatures
B. the Joint Chiefs of Staff
C. governors
D. the Senate
5. Which term describes the approval
or rejection of a proposed
constitutional amendment by the
popular vote?
A. recall
B. initiative
C. referendum
D. censure
6. Which court case helped to establish
the supremacy of the North Carolina
Constitution?
A. Gibbons v. Ogden (1824)
B. State v. Mann (1830)
C. Swann v. Board of Education
of Charlotte-Mecklenburg
(1971)
D. Hazelwood School District v.
Kuhlmeier (1988)
7. Which propaganda technique is
represented by the quote, “My
opponent is soft on crime!”?
A. name calling
B. bandwagon
C. glittering generality
D. stacked cards
8. Which is a civic duty required by
U.S. law for 18-year-old male
citizens?
A. registering with Selective
Service
B. volunteering for a political
campaign
C. serving as a legislative page
D. voting in all elections
© 2007© 2007© 2007© 2007 44444444
9. “Representatives and direct Taxes
shall be apportioned among the
several States which may be
included within this Union,
according to their respective
Numbers, which shall be
determined by adding to the whole
Number of free Persons, including
those bound to Service for a Term of
Years, and excluding Indians not
taxed, three fifths of all other
Persons.”
excerpt from U.S. Constitution Article I,
Section 2, Clause 3
Which statement most accurately
explains the significance of the
excerpt?
A. For the first time, direct taxes
were levied on citizens by the
government.
B. The U.S. government cannot
force American Indians to
pay taxes.
C. The framers of the
Constitution determined who
could be free.
D. After many debates, a
compromise was reached on
the issues of taxation and
slavery.
10.
Which court correctly completes the
diagram above?
A. United States Court of
Records
B. United States Civil Court
C. United States Superior Court
D. United States Court of
Appeals
11. Which type of law is being enforced
when the Environmental Protection
Agency (EPA) closes a business due
to environmental contamination?
A. criminal
B. administrative
C. civil
D. constitutional
12. Who has the primary responsibility
to inform citizens of national
government regulations?
A. executive departments and
agencies
B. senators and representatives
C. special interest groups
D. the federal courts
13. Which type of cost occurs when an
individual pays for a piano lesson
instead of going to a movie?
A. opportunity cost
B. marginal cost
C. fixed cost
D. residual cost
14. Under which economic system
would factors of production most
likely be owned by the government?
A. market economy
B. command economy
C. traditional economy
D. mixed economy
© 2007© 2007© 2007© 2007 45454545
15. In a command economy, how are the
prices of goods and services
determined?
A. market forces of supply and
demand
B. the central government
C. independent agencies and
independent regulators
D. business owners
16. Which term is used to describe a
situation where most people who
are looking for work are able to find
a job?
A. full employment
B. structural unemployment
C. underemployment
D. seasonal employment
17. A new technology increases the
speed of computers without
increasing production costs. What is
the likely effect of this technology?
A. The price of new computers
will decline.
B. The price of new computers
will increase.
C. The demand for new
computers will decline.
D. The demand for new
computers will increase.
18. What consumer behavior is the
Federal Reserve Board trying to
encourage when it implements a
loose monetary policy?
A. increased saving and reduced
spending
B. decreased saving and
increased spending
C. increased saving and
spending
D. decreased saving and
spending
19. Which action is a civic responsibility
of U.S. citizens?
A. voting during local elections
B. paying taxes
C. attending school
D. maintaining security
20. How is a civic action such as voting
different from serving on a jury?
A. Voting is more important to
democracy than jury duty.
B. All citizens can vote, but only
some are qualified for jury
duty.
C. Jury service is considered a
civic duty while voting is a
responsibility.
D. U.S. democracy cannot
function without voters, but
can exist without juries.
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Answers to EOC Civics and Economics Sample Questions
1 . Objective 1.03
Examine the causes of the American Revolution.
Thinking Skill: Analyzing Correct Answer: B
2 . Objective 1.06
Compare viewpoints about government in the Federalist and the Anti-Federalist Papers.
Thinking Skill: Generating Correct Answer: A
3 . Objective 2.01
Identify principles in the United States Constitution.
Thinking Skill: Knowledge Correct Answer: B
4 . Objective 2.02
Explain how the United States Constitution defines the framework, organization and structure of
the three branches of government at the national level.
Thinking Skill: Analyzing Correct Answer: D
5 . Objective 3.04
Describe how the state constitution and local charters may be changed, and analyze the impact of
specific changes.
Thinking Skill: Knowledge Correct Answer: C
6 . Objective 3.05
Analyze court cases that illustrate that the North Carolina Constitution is the law of the state.
Thinking Skill: Analyzing Correct Answer: B
7 . Objective 4.02
Describe the election process and the qualifications and procedures for voting.
Thinking Skill: Applying Correct Answer: A
8 . Objective 4.06
Describe the benefits of civic participation.
Thinking Skill: Organizing Correct Answer: A
9 . Objective 5.01
Evaluate the role of debate, consensus, compromise, and negotiation in resolving conflicts.
Thinking Skill: Evaluating Correct Answer: D
10 . Objective 5.02
Identify the jurisdiction of state and federal courts.
Thinking Skill: Knowledge Correct Answer: D
© 2007© 2007© 2007© 2007 47474747
11 . Objective 6.02
Cite examples of common, criminal, civil, constitutional, administrative, and statutory law.
Thinking Skill: Applying Correct Answer: B
12 . Objective 6.05
Investigate the role and responsibility of government to inform the citizenry.
Thinking Skill: Knowledge Correct Answer: A
13 . Objective 7.03
Compare examples of trade-offs and opportunity costs of economic choices.
Thinking Skill: Applying Correct Answer: A
14 . Objective 7.06
Compare and contrast how different economic systems address key economic factors.
Thinking Skill: Organizing Correct Answer: B
15 . Objective 8.01
Compare characteristics of command, market, traditional, and mixed economies.
Thinking Skill: Applying Correct Answer: B
16 . Objective 8.02
Describe how the free enterprise system encourages private ownership of property and promote
individual initiative.
Thinking Skill: Knowledge Correct Answer: A
17 . Objective 9.04
Assess how current events impact decisions made by consumers, producers, and government
policy makers.
Thinking Skill: Generating Correct Answer: D
18 . Objective 9.07
Analyze the short- and long-term effects of fiscal and monetary policy on the United States
economy.
Thinking Skill: Generating Correct Answer: B
19 . Objective 10.01
Explain the distinction between personal and civic responsibilities and the tensions that may
arise between them.
Thinking Skill: Applying Correct Answer: A
20 . Objective 10.04
Demonstrate characteristics of effective citizenship.
Thinking Skill: Integrating Correct Answer: C
© 2007© 2007© 2007© 2007 48484848
Acknowledgements
The committee that created, edited, debated, and finally birthed this document was composed of
Russ Adams (Laney), Leah Wetzler (New Hanover), Keith Walter (Lakeside), Diane Russell
(Ashley), and Karen Ragazzo (Hoggard). Their diligent work on multiple afternoons and their
leadership in the teaching of Civics and Economics made this endeavor possible.
The resources for publishing this document came from the Instructional Services Department,
headed by Dr. Rick Holliday. As always, he provided cogent advice and support from when this
document was a tiny idea lodged in a neural pathway until it emerged after much hard work from
the committee.
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