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DuplinCountySchoolsPacingGuide
InsertGradeLevelandSubjectand/orHighSchoolCourseName1st9weeks 2nd9weeks 3rd9weeks 4th9weeks
Week1and2UnitTitle1:Foundationsof
AmericanCitizenshipEssentialStandards:CE.C&G.1.1,1.2,1.3,1.4,1.5,2.1,2.3,2.6,2.7,3.1,3.4,4.1,4.2,4.3,4.4,4.5
Week3ReviewandAssessmentWeek4and5
UnitTitle2:OurNationalGovernment
EssentialStandards:CE.C&G.1.3,2.1,2.3,2.5,2.6,2.7,3.1,3.2,3.3,3.4,3.6,3.7,5.2,5.3,5.4,5.5
Week6
ReviewandAssessment
Week7and8UnitTitle3:Citizens,PoliticalParties,andInterestGroups
Week1UnitTitle4:TheTarheelState
EssentialStandards:CE.C&G.2.1,2.2,2.4,2.5,2.6,2.7
Week2ReviewandAssessment
Week3
UnitTitle5:TheCriminalJusticeSystem
EssentialStandards:CE.C&G.2.1,3.1,3.4,3.5,3.7,5.2,5.3
Week4
Reviewandassessment
Week5UnitTitle6:PersonalFinancial
LiteracyEssentialStandards:CE.PFL.1&2
ReviewandAssessment
Week1and2UnitTitle1:Foundationsof
AmericanCitizenshipEssentialStandards:CE.C&G.1.1,1.2,1.3,1.4,1.5,2.1,2.3,2.6,2.7,3.1,3.4,4.1,4.2,4.3,4.4,4.5
Week3ReviewandAssessmentWeek4and5
UnitTitle2:OurNationalGovernment
EssentialStandards:CE.C&G.1.3,2.1,2.3,2.5,2.6,2.7,3.1,3.2,3.3,3.4,3.6,3.7,5.2,5.3,5.4,5.5
Week6
ReviewandAssessment
Week7and8UnitTitle3:Citizens,PoliticalParties,andInterestGroups
Week1UnitTitle4:TheTarheelState
EssentialStandards:CE.C&G.2.1,2.2,2.4,2.5,2.6,2.7
Week2ReviewandAssessment
Week3
UnitTitle5:TheCriminalJusticeSystem
EssentialStandards:CE.C&G.2.1,3.1,3.4,3.5,3.7,5.2,5.3
Week4
Reviewandassessment
Week5UnitTitle6:PersonalFinancial
LiteracyEssentialStandards:CE.PFL.1&2
ReviewandAssessment
EssentialStandards:CE.C&G.1.4,1.5,2.8,3.6,4.3,5.1
Week9
ReviewandAssessment
Week6and7UnitTitle7:EconomicsEssential
Standards:CE.E.1,2,&3
Week8reviewandassessmentWeek9ExamWeek
EssentialStandards:CE.C&G.1.4,1.5,2.8,3.6,4.3,5.1
Week9
ReviewandAssessment
Week6and7UnitTitle7:EconomicsEssential
Standards:CE.E.1,2,&3
Week8reviewandassessmentWeek9ExamWeek
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Course Title:Civics/Economics Unit 1: Government
Government Essential Standard 1: Analyze the foundations and development of American government in terms of principles and values.
Clarifying Objectives Gov 1.1 Explain how the tensions over power and authority led America’s founding fathers to develop a constitutional democracy (e.g., mercantilism, salutary neglect, taxation and representation , boycott, and protest, independence, American Revolution, Articles of Confederation, Ben Franklin, George Washington, John Adams, Sons of Liberty, ect.)
Essential Vocabulary
1.1 -Democracy -Inalienable Rights -Rule -of-law -due-Process -Separation of powers -Checks and balances -Stamp Act -Sugar Act -Tea Act -Tea Party -Lexington and concord -Saratoga -Yorktown -Founding-Fathers -Majority Rule -Limited Government -salutary neglect
Task Analysis
Gov 1.1 Examine the causes of the American Revolution. Gov 1.1 Identify the major domestic problems of the nation under the Articles of Confederation and assess the extent to which they were resolved by the new Constitution. Gov 1.1- Students will understand: - “Salutary neglect” between a nation and its colonies may impact their political and economic relationship and lead to the creation of a new nation. -The desire for representative government can lead to conflict within and among nations. (Frequent and free elections in a representative government) -Civil disobedience can lead to changes in government. (Frequent and free elections in a representative government, rule of law, federalism, due process, Structure of
Learning Activities/Assessments G.1.1 (History Alive) Causes of the Revolution. Students will examine placards and read information and determine how events angered the colonists. G.1.1 (History Alive) Articles of Confederation Matrix. Students will examine weaknesses of the Articles and determine how these were corrected by the Constitution. G.1.1-Develop an annotated timeline that details the chronology and significance of major events in British North America. G.1.1-Using a graphic organizer, compare British actions and colonists’ reactions during the pre-Revolutionary Period.
Resources G 1-iCivics.org (Foundations of Government activities) G 1.1- Resolution of the Virginia House of Burgesses on Colonial Authority, Nov. 14, 1764 G 1.1-The Mayflower Compact G 1.1-Unit Vocabulary Powerpoint- Duplin resources G 1.1- Balance of Powers activity and handouts- Duplin Resources
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
government, separation of powers with checks and balances) Gov 1.1-Students will know: -A constitutional democracy is a form of representative democracy that depends on the participation of its citizens. (Frequent and free elections in a representative government, rule of law, federalism, due process, Structure of government, separation of powers with checks and balances) -A constitutional democracy is a system of government based on popular sovereignty in which the structures, powers, and limits of government are set forth in a constitution. (Frequent and free elections in a representative government, rule of law, federalism, due process, Structure of government, separation of powers with checks and balances, equal justice under the law, private property rights) -Reasons for colonial rebellion, such as British control and taxation, and how this lead to the Revolutionary War and American independence. (Inalienable rights, rule of law, equal justice under the law, due process)
G.1.1-Post Card Home – Students should take the position of a Patriot or Loyalist in the American Revolution. On the front of the postcard, draw an illustration of a famous British act imposed on the colonists. On the reverse side of the postcard write to a relative in Great Britain, describing the act and your feelings toward it. G 1.1- Lesson Plan: Colonial Politics and Self Government, a Battle for Control- Duplin resources G1.1-Students will create their own declaration of Independence G1. 1-
G 1.1- The Great Compromise- Handout- “In a short paragraph, explain what this cartoon is trying to communicate.” -Duplin resources G 1.1- Revolution Timeline handout- Duplin resources
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
-The connection between colonial conflicts and the major principles the framers placed in the United States Constitution. (Structure of government, separation of powers with checks and balances, rule of law, equal justice under the law, federalism, individual rights set forth in the Bill of Rights)
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov. 1.2 Explain how the Enlightenment and other contributing theories impacted the writing of the Declaration of Independence, the US Constitution and the Bill of Rights to help promote liberty,justice and equality (e.g., natural rights, classical theories of government, Magna Carta, Montesquieu, Locke, English Bill of Rights, etc.).
1.2 -John Locke -Natural Rights -Montesquieu -Separation of powers -Checks and balances -Thomas Hobbes -Social Contract -Mayflower compact -House of Burgesses -Parliament -Republic -Fundamental Orders of Connecticut
Gov 1.2 Trace and analyze the development of ideas about self-government in British North America. Gov 1.2-Students will understand: -A nation’s political documents are often influenced by philosophical theories. (U.S. Constitution, N.C. Constitution, Declaration of Independence, Supreme Court Decisions, Congressional Acts) -New ideas or ways of thinking are often integrated into a nation’s founding and development. (Inalienable rights, structure of government, separation of powers with checks and balances, rule of law, equal justice under the law, federalism, individual rights set forth in the Bill of Rights) -Constitutional governments are often founded upon ideas such as freedom, equality and the rights of individuals. (Inalienable rights, structure of government, separation of powers with checks and balances, rule of law, equal justice under the law, federalism, individual rights set forth in the Bill of Rights, individual responsibility)
G.1.2-Create a graphic organizer summarizing the main ideas of Enlightenment philosophers and their impact on the development of self- government in British North America G 1.2- Time Line with “Future Lines”- Duplin Resources Question: How did each of the following events affect the development of American democracy? Create a timeline using the following line directions to depict the impact of the events listed. Explanation—Each point on your timeline should include (1) a critical detail about the event (how it impacted the development of American democracy) and (2) a brief, but specific, explanation that explains the direction of the line.
G 1.2- Enlightenment Review questions PowerPoint- Duplin Resources G 1.2- Enlightentment Essay Materials- ESSAY on Human Nature-Duplin Resources G 1.2- Schoolhouse Rock Preamble Audio along with PowerPoint- Duplin Resources G 1.2- Separation of Powers handout- Duplin Resources G 1.2-Too Late to Apologize - A Declaration video G 1.2- 7 Articles of Constitution handout- Duplin resources
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov 1.2-Students will know: -Philosophical theories of the Enlightenment and the 18th century (Locke, Rousseau, Hobbes, and Montesquieu). (Inalienable rights, structure of government, separation of powers with checks and balances, rule of law, equal justice under the law) - American colonists brought with them the knowledge of Enlightenment theories and those theories impacted the development of United States government. (Inalienable rights, structure of government, separation of powers with checks and balances, rule of law, equal justice under the law, federalism, individual rights set forth in the Bill of Rights, individual responsibility) - The fundamental principles of the Declaration of Independence. (Inalienable rights, rule of law, equal justice under the law) - The fundamental principles of the United States Constitution. (Separation of powers with checks and balances, rule of law, federalism) -The freedoms established in the Bill of Rights. (Inalienable rights, structure of government, equal
G 1.2-The Colonial Response worksheet- Duplin resources
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
justice under the law, due process, federalism, individual rights set forth in the Bill of Rights, individual responsibility)
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov. 1.3 Evaluate how debates on power and authority between Federalists and Anti-Federalists have helped shape government in the United States over time (e.g., Hamilton, Jefferson, Madison, Federalist Papers, strong central government, protection of individual rights, Elastic Clause, Bill of Rights, etc.).
1.3 -Federalist -Anti-Federalist -Federalism -Reserved Powers -Delegated powers -Concurrent Powers -Implied Powers -Ratify -Civil Rights
Gov 1.3 Compare viewpoints about government in the Federalist and the Anti-Federalist Papers. Gov 1.3 Evaluate the extent to which the Bill of Rights extended the Constitution. Gov 1.3 Explain how the United States Constitution grants and limits the authority of public officials and government agencies. Gov 1.3 Identify modern controversies related to powers of the federal government that are similar to the debates between Federalists and Anti-Federalists over ratification of the United States Constitution. Gov 1.3-Students will understand: ƒ-Multiple perspectives on power and authority often influence the direction in which a nation’s government develops. For example: Components of both Federalist and Antifederalist beliefs are reflected in contemporary political debate on issues such as the size and role of government, federalism, and the protection of individual rights.
G.1.3 (History Alive) Bill of Rights Matrix- Students examine images depicting rights found in the first 10 Amendments, then determine the Amendment number and write a description. G.1.3- Students will be grouped and asked to write a story about a fictional student whose rights are violated, describe the violations, the amendment, and how it was resolved. G.1.3-(History Alive) Constitutional Matrix, students can be grouped, they will be given a matrix and a set of questions. They will search the Constitution for information. G.1.3-Have students write and perform skits to act out an example of one of the rights in the Bill of Rights.
G 1.3-Federalist Papers G 1.3 Anti-Federalists Papers G 1.3- Intro to the Constitution Handout and PowerPoint -Duplin Resources G 1.3- Constitution Word Search -Duplin Resources G 1.3- Amendment review PowerPoint- Duplin resources
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
-Groups and individuals pursuing their own goals may influence the priorities, decisions and actions of a government. - Debates over the power and authority of national government are present in contemporary political debates. (Structure of government, separation of powers with checks and balances, rule of law, equal justice under the law, federalism, individual rights set forth in the Bill of Rights) Gov 1.3-Students will know: -Major arguments for and against ratifying the United States Constitution. (Rule of law, federalism, individual rights set forth in the Bill of Rights) - Differences between Federalist and Antifederalist thoughts and writings. (Structure of government, separation of powers with checks and balances, federalism, individual rights set forth in the Bill of Rights) - Key Federalists and Antifederalists in the debate over ratifying the United States Constitution. (Federalism, Individual rights set forth in the Bill of Rights)
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov. 1.4 Analyze the principles and ideals underlying American democracy in terms of how they promote freedom (i.e. separation of powers, rule of law, limited government, democracy, consent of the governed
1.4 -Federalism -Popular Sovereignty -Majority-rule -Separation of powers -Checks and balances -Rule-of-law -Indirect Democracy
Gov 1.4 Identify principles in the United States Constitution. Gov 1.4 Identify the principles in the North Carolina Constitution and local charters. . Gov 1.4 Students will understand: - Shared values and principles may be necessary for a group of people to progress and form a political system. - Principles and ideals underlying democracy are designed to promote the freedom of the people in a nation. -A nation may agree on values and principles philosophically, but disagree on the practical application of those same values and principles. - Democratic freedom requires the active participation of a nation’s citizens. Gov 1.4-Students will know: - Ideals that are considered fundamental to American public life (individual rights, self-government, justice, equality, diversity, patriotism, the common/public good, etc.). - Principles that are considered fundamental to American
G1.4 In literacy groups have students read and examine the roles and responsibilities of each branch of government G1.4 Hold a classroom debate on Democratic Principles and predict how a change in American values may affect these principles.
G 1.4 Group Constitution Creative Writing exercise handout- Duplin Resources
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
constitutional democracy (rule of law, representative government, shared powers, checks and balances, federalism, individual rights, etc.).
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov. 1.5 Evaluate the fundamental principles of American politics in terms of the extent to which they have been used effectively to maintain constitutional democracy in the United States (e.g., rule of law, limited government, democracy, consent of the governed, etc.).
1.5 -Political Party -Democrat -Republican -Campaign -Elections -Third Party -Grassroots -Community Service -Volunteerism -Petitioning -Platform -Plank -Voting -Referendum -Initiative -Recall -National Convention
Gov 1.5 Analyze information on political issues and candidates seeking political office.
Gov 1.5 Demonstrate active methods of promoting and inhibiting change through political action.
Gov 1.5-Students will understand: -A government system in which the structures, powers and limits of government are set forth in a constitution relies on its founding principles to maintain order. (Inalienable rights, structure of government, separation of powers with checks and balances, frequent and free elections in a representative government, rule of law, equal justice under the law, private property rights, federalism, due process, individual rights as set forth in the Bill of Rights, individual responsibility) -A constitutional democracy allows competing ideas, values, and principles to compete in a peaceful manner. (Inalienable rights, structure of government, separation of powers with checks and balances, frequent and free elections in a representative government, rule of law, equal justice under the law, private property rights, federalism, due process, individual rights as set forth in the Bill of Rights, individual responsibility)
G.1.5 Group students, assign a political party, have them examine major issues found in each parties platforms. Allow students to defend/ debate their party's stance on issues. G.1.5 Develop a questionnaire for students to identify their political position as a liberal, moderate or conservative. Have the class chose a topic to debate and assign students to argue from the opposite viewpoint of their questionnaire outcome.
G 1.5- America definition ESSAY - Duplin resources
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
-Filibuster -Lobbyist -Political Machine -Spoils System
Gov 1.5-Students will know: -Basic principles of United States government and their purpose. (Structure of government, separation of powers with checks and balances, rule of law, equal justice under the law) -The concept of the social contract. (Inalienable rights)
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
CourseTitle:Civics/EconUnit2:Government
GovernmentEssentialStandard#2:AnalyzegovernmentsystemswithintheUnitedStatesintermsoftheirstructure,functionandrelationships.
ClarifyingObjectives Gov.2.1Analyzethestructuresofnational,stateandlocalgovernmentsintermsofwaystheyareorganizedtomaintainorder,security,welfareofthepublicandtheprotectionofcitizens(e.g.,federalism,thethreebranches,courtsystem,jurisdictions,judicialprocess,agencies,etc.).
EssentialVocabulary
2.1-federalism-jurisdiction-Executive-Legislative-Judicial-President-Governor-Mayor-Vice-President-Lt.Governor-Cabinet-Council-of-State-Congress-General-Assembly-CityCouncil-SupremeCourt-Appellate-Courts-DistrictCourt-SuperiorCourt-Magistrate-Court-HouseofRepresentatives-Senate-CountyCommission
TaskAnalysis
Gov2.1ExplainhowtheUnitedStatesConstitutiondefinestheframework,organizationandstructureofthethreebranchesofgovernmentatthenationallevel.Gov2.1ExplainhowtheUnitedStatesConstitutiongrantsandlimitstheauthorityofpublicofficialsandgovernmentagencies.Gov2.1ExplainhowtheNorthCarolinaConstitutionandlocalchartersdefinetheframework,organization,andstructureofgovernmentatthestateandlocallevel.Gov2.1Explainhowthestateconstitutiongrantsandlimitstheauthorityofpublicofficialsandgovernmentagencies.
LearningActivities/Assessments
G.2.1-(NCCivicsConsortium)ConstitutionalHumanScavengerHunt,studentswillcirculatearoundtheroomsearchingforstudentswhocananswerquestionsontheConstitution.(Q’sprovidedonwebsite.)G.2.1-(NCCivicsConsortium)PowersofthePresident,Providestudentswithasetofscenariosrelatingtothepresident'sroles,havestudentsidentifyroleandthepowerused.G.2.1-Usemagazineandnewspaperarticlestoidentifyspecificdutiesandrolesofthepresident.G.2.1-Usingagraphicorganizer,compareandcontrasttheroleoftheSenateandtheHouseofRepresentatives
Resources G2-PrinciplesoftheConstitutionG2-VariousSystemsofGovernmentG2-TheBillofRightsMatchGameG2-VocabularyPowerPoint-DuplinresourcesNYTimes
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov2.1Identifythejurisdictionofstateandfederalcourts.Gov2.1Describetheadversarialnatureofthejudicialprocess.Gov2.1-Studentswillunderstand:-Governmentsarestructuredtoaddressthebasicneedsofthepeople(Inalienablerights,structureofgovernment,separationofpowerswithchecksandbalances,frequentandfreeelectionsinarepresentativegovernment,ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,individualrightsassetforthintheBillofRights)-Asystemofgovernmentestablishedbyaconstitutionmayresultinthecomplexdispersalofpowers,asaresultpeoplemayliveunderthejurisdictionofnational,stateandlocalgovernments.(Inalienablerights,structureofgovernment,separationofpowerswithchecksandbalances,frequentandfree
WashingtonPostSupremeCourt&HealthCareReform
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
electionsinarepresentativegovernment,ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)-Acomplexsystemofmulti-levelsanddivisionsofgovernmentmayreflecttheprincipleofpopularsovereignty,enablecitizenstoholdtheirgovernmentsaccountableandhelptoinsureprotectionfortherightsofthepeople.(Structureofgovernment,separationofpowerswithchecksandbalances,frequentandfreeelectionsinarepresentativegovernment,ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)
-Functionsofgovernmentinvolveacomplexrelationshipamongthebranchesofgovernmentatalllevels.(Structureofgovernment,separationof
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
powerswithchecksandbalances)
Gov2.1-Studentswillknow:-ReasonsforAmerica’simplementationofafederalistsystemofgovernment.(Structureofgovernment,separationofpowerswithchecksandbalances,federalism)-Powersthataresharedandheldindividuallybystateandfederalgovernmentswithinafederalistsystem.(Structureofgovernment,separationofpowerswithchecksandbalances,federalism)-Thestructureofgovernmentatnational,stateandlocallevels.(Structureofgovernment,separationofpowerswithchecksandbalances,federalism)
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.2.2SummarizethefunctionsofNorthCarolinastateandlocalgovernmentswithinthefederalsystemofgovernment(e.g.,localcharters,maintainamilitia,passordinancesandlaws,collecttaxes,superviseelections,maintainhighways,typesoflocalgovernments,etc.)
2.2-Charter-Ordinance-Incorporation-Zoning-Annexation-VotingQualifications-GAsolineTax-HighwayTax-MayorCouncil-Council-Manager-Commission
Gov2.2ExplainhowtheNorthCarolinaConstitutionandlocalchartersdefinetheframework,organization,andstructureofgovernmentatthestateandlocallevel.Gov2.2-Studentswillunderstand:-Constitutionsare"higherlaws"thatauthorizeaneffectivegovernmentwithlimitedpowers.(Structureofgovernment,separationofpowerswithchecksandbalances,federalism)-Governmentcanhaveasignificantimpactonhowpeoplearegoverned.(Structureofgovernment,separationofpowerswithchecksandbalances,federalism)Gov2.2-Studentswillknow:-Thefunctionsofstateandlocalgovernments.(Structureofgovernment,separationofpowerswithchecksandbalances,federalism)-Theresponsibilitiesanddutiesofthestateandlocalgovernment.(Structureof
G.2.2-(NCCivicsConsortium)PosterChallenges.Studentsgroupsof2-4examinepostersontheExec.andLeg.branchesofN.C.andanswerquestions.PosterscanbeaccessedonconsortiumssiteG2.2-StateoftheState-StudentsparticipateinaninteractivePowerPointpresentation,gatheringinformationonthefeaturesofthestateandthefunctionofgovernment.Mini-quizzesalongthewayassessunderstanding.Studentsthencreateaprofileforafictional,sovereignstate,anddeterminehowspecificfeaturesofthestateaffectthefunctionsofgovernment.Studentsmustthensettheagendaandbudgetaryprioritiesforthenewstate.-Handouts-PowerPointG2.2-CountyGovernmentwebquest-Exploretherootsofcountygovernmentinthiswebquest!.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.2.3EvaluatetheU.S.Constitutionasa“livingConstitution”intermsofhowthewordsintheConstitutionandBillofRightshavebeennterpretedandappliedthroughouttheirexistence(e.g.,precedents,ruleoflaw,Staredecisis,judicialreview,supremacy,equalprotections,“establishmentclause”,symbolicspeech,dueprocess,righttoprivacy,etc.).
2.3-Amendment-SupremacyClause-BillofRights-JudicialReview-Marburyv.Madison-Plessyv.Ferguson-Brownv.Education-Korematsuv.U.S.-Mappv.Ohio-Englev.Vitale-Gideonv.Wainwright
government,separationofpowerswithchecksandbalances,federalism)-Howandwhygovernmentrespondstosocialandeconomicchanges.Gov2.3DescribehowtheUnitedStatesConstitutionmaybechangedandanalyzetheimpactofspecificchanges.Gov2.3AnalyzecourtcasesthatillustratethattheUnitedStatesConstitutionisthesupremelawoftheland.Gov2.3AnalyzecourtcasesthatdemonstratehowtheUnitedStatesConstitutionandtheBillofRightsprotecttherightsofindividuals.Gov2.3IdentifymoderncontroversiesrelatedtopowersofthefederalgovernmentthataresimilartothedebatesbetweenFederalistsandAnti-FederalistsoverratificationoftheUnitedStatesConstitution.
G.2.3-PairstudentsandhavethempickoneoftheSupremeCourtcasesprovidedintheessentialvocabulary,thenhavethemresearchthecaseprovidingbriefsummary,whatrightwasinquestion,howthecourtruledandwhatrightwasensuredforcitizens.G.2.3-UsingthesamelistofSupremeCourtdecisionshavestudentsresearchacaseandanalyzehowthegovernments
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
-Tinkerv.DesMoines-Mirandav.Arizona-InreGault-Greggv.Georgia-NewJerseyv.TLO-BethelSchoolDistrictv.Fraser-Hazelwoodv.Kuhlmeier-Texasv.Johnson-Swannv.CharlotteMecklenburg
Gov2.3AnalyzehowtheFourteenthAmendmentextendstheBillofRights'protectiontocitizensofastate.Gov2.3Identifymoderncontroversiesrelatedtopowersofthestategovernment.Gov2.3-Studentswillunderstand:-Awrittenconstitutionsetsforththetermsandlimitsofagovernment’spower.(Structureofgovernment,separationofpowerswithchecksandbalances,frequentandfreeelectionsinarepresentativegovernment,ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights)-Anation’sfoundingdocumentsreflectandpreserveitsbasicprinciples.(U.S.Constitution,N.C.Constitution,DeclarationofIndependence)Gov2.3-Studentswillknow:
G.2.3-(NCCivicsConsortium)EqualProtectionUndertheLaw,thisactivityallowsstudentstoexamineJimCrowlawsandanalyzecourtrulingsfromtheperiod.Studentsmayalsotakealiteracytestfrom1965.G.2.3HavestudentsjigsawUCSupremeCourtCasesbyGivingeachstudentacaseanalysissheetandaSupremeCourtcase.HavestudentsteachtheclassaboutthecasebycreatingavisualthatillustratestheconstitutionalissuesandbackgroundofG.2.3SelectalandmarkSupremeCourtCaseandpredictwhatlifeintheUnitedStateswouldbelikeifthesecaseshadbeendecideddifferently.WriteanessayorascenariooflifeintheUnitedStatesiftheSupremeCourtdecisionhadanalternativeoutcome.
G2.3-ConstitutionNotesPowerPoint-DuplinresourcesG2.3-ConstitutionJeopardyPowerPoint
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.2.4ComparetheConstitutionsandthestructuresoftheUnitedStatesandNorthCarolinagovernments(e.g.,thevariousNCConstitution's,BillofRights,DeclarationofRights,Preambles,theorganizationof,thepowersof,responsibilities,etc.).
2.4-Preamble-Articles-Amendments-BillofRights-DeclarationofRights-Legislative-Executive-Judicial-Education-EconomicOpportunity-Charter
-ThepurposesfortheUnitedStatesConstitutionasoutlinedinthePreamble.Themeaningofa“livingConstitution”.(U.S.Constitution,N.C.Constitution)TheprocessesforamendingtheUnitedStatesConstitution.”.(U.S.Constitution,N.C.Constitution)-Thepurposeofthefirst10amendments,thefreedomseachgrants,andtheirrelevancetoeachcitizen.(Federalism,dueprocess,individualrightsassetforthintheBillofRights)
Gov.2.4CreateabrochuretobesenttostudentsinaforeigncountrythatdepictsAmericanrightsandfreedomsguaranteedtoallcitizensG.2.4-WriteanESSAYthatwillCompareandContrastthepreamblesfromtheN.C.ConstitutionandtheU.S.Constitution.G.2.4Usemagazineandnewspaperarticlestoidentifyspecificdutiesandrolesofthepresident.G.2.4ImaginethataconventionisbeingcalledtorevisetheUnitedStatesConstitution.Generateaclasslistofdesiredchanges.Selectthefivemostimportantandpreparea
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov2.4Identifyprinciples
intheUnitedStates
Constitution.
Gov2.4Explainhowthe
UnitedStatesConstitution
definestheframework,
organizationandstructure
ofthethree
branchesofgovernmentat
thenationallevel.
Gov2.4Explainhowthe
UnitedStatesConstitution
grantsandlimitsthe
authorityofpublicofficials
andgovernmentagencies.
Gov2.4Describehowthe
UnitedStatesConstitution
maybechangedand
analyzetheimpactof
specificchanges.
Gov2.4Identifythe
principlesintheNorth
Carolina
Constitutionandlocal
charters.
Gov2.4Explainhowthe
NorthCarolinaConstitution
andlocalchartersdefine
theframework,
organization,and
structureofgovernmentat
thestateandlocallevel.
Gov2.4Explainhowthe
stateconstitutiongrants
briefingpaperforadelegatetothe
conventionshowinghowthese
changeswouldaltergovernment.
Gov.2.4Havestudentsdrawa
numberfrom1-27andcreatea
visualrepresentationofthe
amendmentthatcorrespondsto
theirnumber.
GOV.2.04
Examinethecharterforthelocal
cityorcounty.Discusswhythe
areawasestablishedand
determinewhetherornot
localofficialshavegovernedina
mannerconsistentwiththe
principlesofthecharter.
GOV.2.04
Usingagraphicorganizer,compare
andcontrasttheprinciplesinthe
preambletotheN.C.Constitution
withthepreambletotheU.S.
Constitution.Discusswhythe
Similaritiesanddifferencesexist.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
andlimitstheauthorityofpublicofficialsandgovernmentagencies.Gov2.4Describehowthestateconstitutionandlocalchartersmaybechanged,andanalyzetheimpactofspecificchanges.Gov2.4-Studentswillunderstand:-Thestructureandprocessesofnationalandstategovernmentsprotectandpreservethedemocraticsystem(federal,state,local).(Structureofgovernment,separationofpowerswithchecksandbalances,frequentandfreeelectionsinarepresentativegovernment,ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights)-Nationalconstitutionstrumpconflictswithstateconstitutions.(U.S.Constitution,N.C.Constitution)Gov2.4-Studentswillknow:
Gov.2.4BillofRightsInstitutehttp://www.billofrightsinstitute.org/Gov.2.4TheU.S.Constitutionhttp://www.usconstitution.net/constam.htmlGov.2.4TheU.S.HouseofRepresentativeshttp://www.house.gov/Gov.2.4TheU.S.Senatehttp://www.senate.gov/Gov.2.4Federalismhttp://plato.stanford.edu/entries/fedeGov2.4N.C.Govhttp://www.ncgov.comGov.2.4N.C.GeneralAssemblyhttp://www.ncga.state.nc.usGov.2.4N.C.CourtSystemhttp://www.nccourts.org
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.2.5Evaluatetheauthorityfederal,stateandlocalgovernmentshaveoverindividuals’rightsandprivileges(e.g.,BillofRights,DelegatedPowers,ReservedPowers,ConcurrentPowers,Pardons,Writofhabeascorpus,JudicialProcess,states’rights,PatriotAct,etc.).
2.5-WritofHabeasCorpus-BillofAttainder-DueProcess-Taxation-Responsibilities
ƒ-ThestructureoftheUnitedStatesandNorthCarolinaConstitutions.(Structureofgovernment,separationofpowerswithchecksandbalances)ƒThestructureoftheUnitedStatesandNorthCarolinagovernments.(Structureofgovernment,separationofpowerswithchecksandbalances)-ThemajordifferencesandsimilaritiesbetweentheUnitedStatesandNorthCarolinaConstitutions.(U.S.Constitution,N.C.Constitution,PreambletotheNCConstitution)Gov2.5ExplainhowtheUnitedStatesConstitutiondefinestheframework,organizationandstructureofthethreebranchesofgovernmentatthenationallevel.Gov2.5ComparetheAmericansystemofgovernmenttootherformsofgovernment.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
-Duties-JuryDuty-Freeexercise-EstablishmentClause-Warrants-DueProcess-SelfIncrimination-GrandJury-NoCruelandUnusualPunishment-ReservedPowers-ImpliedPowers
Gov2.5-Studentswillunderstand:ƒGovernmentsarestructuredtoaddresstheneedsofthepeoplewhoaregoverned.(Structureofgovernment,separationofpowerswithchecksandbalances)ƒPoliticalchangeatthestatelevelmaycauseconflictatthenationallevelandviceversa.(Structureofgovernment,separationofpowerswithchecksandbalances,federalism)ƒIndemocraticformsofgovernment,ultimatepowerlieswiththepeople.(Structureofgovernment,separationofpowerswithchecksandbalances,frequentandfreeelectionsinarepresentativegovernment,ruleoflaw,individualrightsassetforthintheBillofRights,individualresponsibility)ƒDemocracyinfluencestheinstitutionsandpracticesofanation.(Structureofgovernment,separationofpowerswithchecksandbalances,frequentandfreeelectionsina
Gov.2.05PredictfutureneedsorinventionsthatmightrequireCongresstousetheelasticclause(i.e.cloningorrobots).Gov.2.01Developagraphicorganizerthatshowstherelationshipsbetweenthethreebranchesofgovernment.Thenexplaintoyourclassmateshoweachbranchimpactsourlives.Citeexamplesfromnewspapers,newsmagazines,andotherformsofmedia.G.2.5-CreatepostersoruseaVennDiagramshowingpowersdelegatedtotheStatesGovernment,powersreservedtothestates,andpowersthatareconsideredconcurrent.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.2.6Evaluatetheauthorityfederal,state
andlocalgovernmentshaveover
individuals’rightsandprivileges
(e.g.,BillofRights,Delegated
Powers,ReservedPowers,
ConcurrentPowers,Pardons,Writof
habeascorpus,JudicialProcess,
states’rights,PatriotAct,etc.).
representative
government,ruleoflaw,
equaljusticeunderthe
law,privateproperty
rights,federalism,due
process,individualrightsas
setforthintheBillof
Rights)
Gov2.5-Studentswillknow:ƒ-Differencesbetweenthe
federalandstatestructure
ofgovernments.(Structure
ofgovernment,separation
ofpowerswithchecksand
balances,federalism)
-Differencesand
similaritiesbetweenthe
UnitedStatessystemof
governmentandthe
governmentsystemsof
othernations.(Structureof
government,separationof
powerswithchecksand
balances,federalism)
Forexample:OnesignificantdifferencebetweentheUnitedStatesandsomeothermajordemocraciesistheselectionandroleoftheheadofgovernment.Inparliamentarysystems,theheadofgovernmentisaprimeministerselectedfromtheparliament,andistypicallytheleaderofthemajoritypoliticalpartyor
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
coalition.Theprimeministerappointsacabinetofministersoftenconsistingofothermembersofparliament.AseparateheadofstatemaybeamonarchoranelectedPresident(orcomparableofficial).Gov2.61.07EvaluatetheextenttowhichtheBillofRightsextendedtheConstitution.Gov2.6ExplainhowtheUnitedStatesConstitutiongrantsandlimitstheauthorityofpublicofficialsandgovernmentagencies.Gov2.6AnalyzecourtcasesthatillustratethattheUnitedStatesConstitutionisthesupremelawoftheland.Gov2.6Analyzecourt
G.2.6-HavestudentswriteandperformskitstoactoutanexampleofoneoftherightsintheBillofRights
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.2.7Analyzecontemporaryissuesand
governmentalresponsesatthelocal,
state,andnationallevelsintermsof
howtheypromotethepublic
interestand/orgeneralwelfare(e.g.,
taxes,immigration,naturalization,
civilrights,economicdevelopment,
annexation,
redistricting,zoning,national
security,healthcare,etc.).
2.7-Immigration
-Outsourcing
-ProgressiveTax
-RegressiveTax
-Proportional
Tax
-SocialSecurity
-Welfare
-Unemployment
-Annexation
-Terrorism
casesthatdemonstrate
howtheUnitedStates
ConstitutionandtheBillof
Rightsprotecttherightsof
individuals.
Gov2.6Analyzecourt
casesthatillustratethat
theNorthCarolina
Constitutionisthelawof
thestate.
Gov2.6Analyzehowthe
FourteenthAmendment
extendstheBillofRights'
protectiontocitizensofa
state.
Gov2.6-Studentswillunderstand:-Governmentsbalance
preservingtherightsof
individualswithprotecting
the
commongood.(Ruleof
law,equaljusticeunder
thelaw,privateproperty
rights,federalism,due
process,individualrightsas
setforthintheBillof
Rights,individual
responsibility)
-Constitutionaldemocracy
oftendevelopsfromboth
theneedforauthorityand
theneedtolimitauthority.
(Structureofgovernment,
ruleoflaw,equaljustice
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
-RighttoPrivacy-Crime-Pollution-GreenhouseEffect-Conservation-HumanRights
underthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)Gov2.6-Studentswillknow:ƒ-Thetypesofauthoritygovernmentcanexerciseoverthepeople.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)-TherightsandprivilegescitizenshaveintheUnitedStatesandthedifferencesbetweenthetwo.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)
G.2.7-(NCCivicsConsortium)Immigration,studentswilllearnaboutmisconceptionsonimmigrantsbyanalyzingexcerptsandansweringquestionsonmisconceptions.HavestudentswriteabouttheAmericanDreamandhowpeoplecanattainitinthefaceofanti-immigrationideas.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.2.8AnalyzeAmerica’stwo-partysystemintermsofthepoliticalandeconomicviewsthatledtoitsemergenceandtherolethatpoliticalpartiesplayinAmericanpolitics(e.g.,Democrat,Republican,promotionofcivicresponsibility,Federalists,Antifederalists,Influenceofthirdparties,precincts,“thepoliticalspectrum”,straightticket,canvass,
2.8-Democrat-Republican--Federalist-Anti-Federalist-ThirdParties-Platform-Plank-ElectoralCollege-Ballot-Campaign
Gov2.7Explainhowlocalgovernmentagenciesbalanceinterestandresolveconflicts.Gov2.7Investigatetheroleandresponsibilityofgovernmenttoinformthecitizenry.Gov2.7Compareresponsibilities,jurisdictions,andmethodsoflawenforcementagencies.Gov2.7Develop,defend,andevaluatepositionsonissuesregardingdiversityinAmericanlife.Gov2.7Describeexamplesofrecurringpublicproblemsandissues.Gov2.7-Studentswillunderstand:ƒ-Onelevelofgovernmentcanhaveasignificantimpactonhowpolicyis
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
-Nominate-NationalConvention-Progressives-Independent-Libertarian-Populist-Whigs
establishedandpeoplearegoverned.(Structureofgovernment,separationofpowerswithchecksandbalances)-Controversiesoftenexistregardinggovernmentresponsetocontemporaryissues.-Individualsandinstitutionsareaffectedbygovernmentactions.Gov2.7-Studentswillknow:-Thedefinitionof“publicinterest”.-VariousexamplesofpublicinterestsintheUnitedStates.-ThedefinitionofgeneralwelfareintheUnitedStatesandhowthegovernmentattemptstopreserveit.-ContemporaryissuesaffectingtheUnitedStatesandhowgovernmentandcitizensrespond.
G.2.8-Developaquestionnaireforstudentstoidentifytheirpoliticalpositionasaliberal,moderateorconservative.HavetheclasschoseatopictodebateandassignstudentstoarguefromtheoppositeviewpointoftheirquestionnaireoutcomeG.2.8-(NCCivicsConsortium)PoliticalPartiesRIP,pairedstudentswillcreateatombstone
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov2.8Examinethestructureandorganizationofpoliticalparties.Gov2.8Describetheelectionprocessandthequalificationsandproceduresforvoting.Gov2.8Analyzeinformationonpoliticalissuesandcandidatesseekingpoliticaloffice.Gov2.8Demonstrateactivemethodsof
andwriteaeulogyforpastpoliticalpartiesandtheiraccomplishmentsthendooralpresentationstotheclass.G2.8-CreateapoliticalParty-Inthislesson,studentswillcompareandcontrastAmericanpoliticalpartieswithanemphasisonprevailingtwomajorparties.Studentswillthenexploretheprocessbywhichpartyleadersandplatformsarechosen.Studentswilldeveloptheirownpoliticalpartiesandconductamockconventiontoestablishaplatformfortheirparty.Finally,assumingtherolesofprominentpartyleadersandreporters,studentswillparticipateinamockpressconferenceandpreparewritteneditorialsexplainingwhichcandidatetheysupportandwhy.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
promotingandinhibitingchangethroughpoliticalaction.Gov2.8-Studentswillunderstand:-Anation’spoliticalsystemsareoftencomprisedofadversarialgroupswhichmustfindwaystoresolveconflictandbalancecompetinginterests.-Thirdpartiesplayanimportantroleinpolitics.(Frequentandfreeelectionsinarepresentativegovernment,individualresponsibility)Forexample:Thirdpartiesbringupnewideasorpressforactiononcertainissues.(Frequentandfreeelectionsinarepresentativegovernment,individualresponsibility)Thirdpartiescanchangetheoutcomeofelectionsbydrawingvotesawayfromoneofthemainparties.(Frequentandfreeelectionsinarepresentativegovernment,individual
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
responsibility)Gov2.8-Studentswillknow:-Historyandcharacteristicsofthetwo-partysystem.(Frequentandfreeelectionsinarepresentativegovernment)-Advantagesanddisadvantagesofatwo-partysystem.(Frequentandfreeelectionsinarepresentativegovernment)-ThedominantpoliticalpartiesandplatformsintheUnitedStatesandtheirdistinguishingcharacteristics.-Howpoliticalpartiesallowcitizenstoparticipateingovernment.(Frequentandfreeelectionsinarepresentativegovernment,individualresponsibility)-Theimportanceofcivicresponsibilitytoapoliticalsystem.(Frequentandfreeelectionsinarepresentativegovernment,individualresponsibility)
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
CourseTitle:Civics/EconomicsUnit3:Government
GovernmentEssentialStandard3:AnalyzethelegalsystemwithintheUnitedStatesintermsofthedevelopment,executionandprotectionofcitizenshiprightsatalllevelsofgovernment.
ClarifyingObjectives Gov.3.1Analyzehowtheruleoflawestablisheslimitsonboththegovernedandthosewhogovernwhileholdingtruetotheidealofequalprotectionunderthelaw(e.g.,theFourteenthAmendments,AmericanswithDisabilitiesAct,equalopportunitylegislation).
EssentialVocabulary
3.1-EqualProtection-DueProcess-CriminalLaw-CivilLaw-AdministrativeLaw-InternationalLaw-CommonLaw-RuleofLaw
TaskAnalysis
Gov3.1TracethedevelopmentoflawinAmericansociety.Gov3.1Citeexamplesofcommon,criminal,civil,constitutional,administrative,andstatutorylaw.Gov3.1Identifythevariousproceduresintheenactment,implementation,andenforcementoflaw.Gov3.1Investigatetheroleandresponsibilityofgovernmenttoinformthecitizenry.Gov3.1Compareresponsibilities,jurisdictions,andmethodsoflawenforcementagencies.Gov3.1-Studentswillunderstand:ƒ-Ademocratic
LearningActivities/Assessments G.3.1-Write an ESSAY explaining the impact of the Civil Rights Act of 1964, the Voting Rights Act of 1965, the Equal Employment Opportunity Act, and the Individual with Disabilities Education Act has had on America.
Resources G3-AmericanswithDisabilitiesActTextG3-ADAwebsite G3-EqualOpportunityLegislationG3-TheConstitutionalityofJudicialReviewG3-PowersofeachbranchofGovernmentForthePresident,AllinaDay’sWork
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
governmentworkswith
itscitizenstomake,
follow,andenforcelaws.
(Structureof
government,ruleoflaw,
equaljusticeunderthe
law,privateproperty
rights,federalism,due
process,individualrights
assetforthintheBillof
Rights,individual
responsibility)
ƒ-Inademocracy,ruleof
lawinfluencesthe
behaviorofcitizens,
establishesprocedures
formakingpolicies,and
limitsthepowerof
government.(Ruleof
law,equaljusticeunder
thelaw,privateproperty
rights,federalism,due
process,individualrights
assetforthintheBillof
Rights,individual
responsibility)
ƒ-Equalprotectionofthe
lawpromotesequal
treatmentasanelement
of
fundamentalfairnessand
prohibitsdiscrimination
bygovernment
institutions.(Ruleoflaw,
equaljusticeunderthe
law,privateproperty
rights,
federalism,dueprocess,
individualrightsasset
StreetLaw-LandmarkSupremeCourtCases
“BadRomance”-Women’sSuffrage
G3-UnitreviewquestionsPowerPoint-Duplin
resources
G3.2-“I’mjustabill”video-Duplinresources
G3.2-“I’mjustaBill”lyrics-Duplinresources
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.3.2Comparelawmakingprocessesoffederal,stateandlocalgovernments(e.g.,committeesystem,legislativeprocess,bills,laws,veto,filibuster,cloture,proposition,etc.).
3.2-Bill-StandingCommittee-Debate-Filibuster-SelectCommittee-ConferenceCommittee-JointCommittee-SenioritySystem-Ordinance-Initiative-Referendum-Cloture-Veto-PocketVeto-Override
forthintheBillofRights,individualresponsibility)Gov3.1-Studentswillknow:ƒ-Howtodefineruleoflawandrecognizewhyitisanimportantconceptfordemocraticgovernance.(Ruleoflaw)-Howtodefinetheconceptof“equalprotectionunderthelaw.”(Ruleoflaw,equaljusticeunderthelaw)-Specificconstitutionalandlegalprotectionsthatprovideequalprotectiontoallcitizens.(Ruleoflaw,equaljusticeunderthelaw)-Theconceptoflimitedgovernment.(Structureofgovernment,ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism)Gov3.2TracethedevelopmentoflawinAmericansociety.Gov3.2Identifythevariousproceduresintheenactment,implementation,and
G.3.2-(NCCivicsConsortium)HowabillbecomesalawintheGeneralAssembly-Studentswillexaminetheproceduresabillfollowstobecomealaw,thenstudentswillbeassignedaroleandholdamocklegislativesessiononaproposedbill.G.3.2-(NCCivicsConsortium)Skits,studentswillbeassignedscenariostoactoutfortheclass.Studentsmustdeterminewhatlawsarebeingviolated,category,andpossiblepenalties.G3.2-Lawcraftgame-youplayamemberofCongressfromthestateofyourchoice.You'llpickanissuethat'simportanttoyouandyourconstituentsandtakeitallthewaythroughthelaw-makingprocess.Ifyou'resuccessful,you'llhaveabillyoucanprintandshowoff.Seeifyoucanmakethecompromisesnecessarytogetyourbillpassedandstillmakealawyou'reproudof!G3.2-VotinginCongress....notjust“yea”or“nea.”lessonplan-StudentslearnwhatfactorsmembersofCongressconsiderwhendecidingwhethertovoteforabill.TheseincludethepowersgiventoCongressbytheConstitution,members’personalopinions,
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
enforcementoflaw.Gov3.2-Studentswillunderstand:ƒ-Legislaturesareboundtofollowaparticularprocessinlawmaking.(Federalism)ƒ-Politicalpartiesplayamajorroleinshapingpublicandnationalpoliciesaswellaslaws.(Equaljusticeunderthelaw,privatepropertyrights,dueprocess,individualresponsibility)Gov3.2-Studentswillknow:-Theformalprocessforhowabillbecomesalaw.(Structureofgovernment,ruleoflaw,frequentandfreeelectionsinarepresentativegovernment)-Theroleoftheexecutive,legislative,andjudicialbranchesinthefederallawmakingprocess.(Structureofgovernment,ruleoflaw,frequentandfreeelectionsinarepresentativegovernment)
politicalpartysupport,andwhatvotersthink.Duringthefirstdayofthelesson,studentsfindoutabouteachofthesefactors.Duringthesecondday,studentsgettotrytheirhandatweighingthefactorsbyconsideringhypotheticalbills.G3.2-“MakingLaws”webquest-Inthisactivity,you'llgetanintroductiontoyourmembersofCongressandwhattheydo.
G3.3-LoonyLawsintheUSPowerPoint-DuplinResources
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.3.3Analyzelawsandpoliciesintermsoftheirintendedpurposes,whohasauthoritytocreatethemandhowtheyareenforced(e.g.,laws,policies,publicpolicy,regulatory,symbolic,procedural,etc.).
3.3-TypesofLaw*Criminal*Civil-Police-Sheriff-SBI-FBI-Indictment-Plea-Trial-Verdict-Jury-GrandJury-Probation-Parole-Jail-Prison-Felony-Misdemeanor
-Similaritiesinthelawmakingprocessesonthenational,stateandlocallevels.(Structureofgovernment,ruleoflaw,frequentandfreeelectionsinarepresentativegovernment)-Explainproceduraltechniquesforblockinglegislation(vetoes,filibusters).-Howpartypoliticsplayaroleinthelawmakingprocess.
G.3.3-(NCCivicsConsortium)Originsoflawactivity,studentswilltracetheoriginsofAmerica’slaw,thendefineintheirowntermsandcreateexamplesforeachsystem.G.3.3-HavestudentsresearchaspecialinterestgroupandcreateaposterorPSAforthatgroup.G3.3-“RepresentMe”- In this game youworkasalegislatortryingtomeettheneedsofyourconstituents
G3.3PBSVideo–“JuvenileJustice”G3.3JuvenileJusticeFrontlineShowhttp://www.glencoe.com/sec/socialstudies/govciv/civics2003/nc/content.php4/1000/1G.3.3Jurisdictionhttp://dictionary.law.com/definition2.asp?selected=1070&bold=||||
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov3.3TracethedevelopmentoflawinAmericansociety.Gov3.3Citeexamplesofcommon,criminal,civil,constitutional,administrative,andstatutorylaw.Gov3.3Identifythevariousproceduresintheenactment,implementation,andenforcementoflaw.Gov3.3Analyzetheroleoflobbygroupsandspecialinterestgroupsintheenactmentoflegislation.Gov3.3Compareresponsibilities,jurisdictions,andmethodsoflawenforcementagencies.Gov3.3Evaluate
G.3.4CommonLaw
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.3.4Explainhowindividualrightsareprotectedbyvarietiesoflaw(e.g.,BillofRights,SupremeCourtDecisions,constitutionallaw,criminallaw,civillaw,Tort,Administrativelaw,StatutorylawandInternationallaw,etc.).
3.4-CivilRights-ConstitutionalLaw-Lawsuit-FDA-FCC-CPSC-EPA-FAA-Statute-WorldCourt
methodsusedbysocietytoaddresscriminalandantisocialbehaviors.Gov3.3-Studentswillunderstand:ƒ-Lawsmaybeenforcedbydifferentagenciesinordertoensuredomestictranquility.ƒ-Nationalandstateagencieshelpshapegovernmentpoliciesanddefinehowtherequirementsofstatutesaretobemet.(Federalism)ƒ-Conflictsovervalues,principlesandinterestsmaymakeagreementdifficultoncertainissuesofpublicpolicy.Forexample:affirmativeaction,environmentalprotection,equalrights,etc.Gov3.3-Studentswillknow:-Theresponsibilitiesofvariousagenciestoenforcelaws.
G.3.4-Create a poster on one of the Supreme Court cases that explains the constitutional issue at play. G.3.4StudentStations.Incollaborativegroupsstudentsrotatetostationsthateachhaveadifferentscenarioonanti-socialbehaviorandstudentsmustexplainthemethodtoaddressthescenarioG.3.4Asawholeclassorinsmallgroups,debatewhetherjuvenilescommittingmajoroffensesshouldbetriedinjuvenileordistrictcourt.
http://www.pixi.com/~kingdom/common.htmlG3.4CriminalLawhttp://www.law.cornell.edu/topics/criminal.htmlG3.4FBIhttp://www.fbi.gov/G3.4CurriculumPathwaysResources(availableat:www.sasinschool.com)12AngryMen,ClassroomActivity1146A&EMediaLiteracyhttp://www.aetv.com/class/medialiteracy/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
-Theauthorityoffederal,state,andlocalgovernmentsandtheirresponsibilitytoenforcelaws.(Federalism)-Thepurposeoflawsandtheirrelationshiptopublicpolicy.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,dueprocess)-Theinfluenceofpublicpolicyonfinancialplanningforfederal,state,andlocalgovernments.-Howindividuals,interestgroupsandthemediainfluencepublicpolicy.Gov3.4TracethedevelopmentoflawinAmericansociety.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov3.4Citeexamplesofcommon,criminal,civil,constitutional,administrative,andstatutorylaw.Gov3.4EvaluatemethodsusedbysocietytoaddresscriminalandantisocialbehaviorsGov3.4-Thestudentwillunderstand:-Citizenslooktotheprinciplevarietiesoflawforprotectionofindividualrights.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights)-Constitutionsmaylimitgovernmentinordertoprotectindividualrights.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights)-Citizensoftendependonlegalsystemstomanageconflicts,disputes
Goc.3.4FederalPrisonSystemhttp://www.usdoj.gov/N.C.DepartmentofCorrectionshttp://www.doc.state.nc.us/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.3.5Comparejurisdictionsand
methodsoflaw
enforcementappliedat
eachlevelofgovernment,
theconsequencesof
noncomplianceto
lawsateachlevelandhow
eachreflectsequal
protectionunderthe
law(e.g.,Departmentof
Justice,Regulatory
Commissions,FBI.
SBI,HomelandSecurity,
Magistrate,Statetroopers,
Sheriff,Citypolice,
Ordinance,Statute,
Regulation,Fines,Arrest,
etc.).
3.5-Jurisdiction
-Exclusive
Jurisdiction
-Concurrent
Jurisdiction
-Original
Jurisdiction
-County
Sheriff
-Highway
Patrol
-Judge
andprotectionofrights.
(Ruleoflaw,equaljustice
underthelaw,private
propertyrights,
federalism,dueprocess,
individualrightsasset
forthintheBillofRights)
Gov3.4-Thestudentwillknow:-Thedifferencesbetween
civilrightsandindividual
rights.(Individual
rightsassetforthinthe
BillofRights)
-Whyandhowlaws
protecttherightsand
freedomsofindividuals.
(Rule
oflaw,equaljustice
underthelaw,private
propertyrights,
federalism,dueprocess,
individualrightsasset
forthintheBillofRights)
-Therelationship
betweenthevarious
typesoflawandhow
thoseaffectindividual
rights(e.g.,
Constitutional,civil,and
criminal).
-Howcourtdecisions
haveprotectedvarious
minoritygroups.(Ruleof
law,equaljusticeunder
thelaw,privateproperty
rights,federalism,due
G.3.5Havestudentscompletea
gallerywalkprotocolonlaw
enforcementjurisdictions.
G.3.5-Guest speaker - police officer, correctional officer, judge, lawyer, etc. G.3.5-Write an ESSAY either agreeing or disagreeing with the statement, “Ignorance of the law is no excuse.”
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
-Fine-Imprisonment-recidivismrates
process,individualrightsassetforthintheBillofRights)-Theproceduresinvolvedinacriminalcase.-Theproceduresinvolvedinacivilcase.-TheconstitutionalissuesofSupremeCourtcases-toincludebutnotexclusiveoflandmarkcases(ifgivenaSupremeCourtcase/decisionbeabletoexplaintheConstitutionalissueofthecase).(“…excerptsorportionsofdecisionsoftheSupremeCourtoftheUnitedStates)
Forexample:InsteadofmemorizingcourtcasesstudentswillbeexpectedtorecognizetheConstitutionalissuestheSupremeCourtconsidersinreviewingacase(DueProcess,EstablishmentClause,SymbolicSpeech,Supremacy,EqualProtection,JudicialReview,Federalism,etc.).Gov3.5Identifythevarious
G.3.5-Debate the use of the death penalty as a deterrent to crime. G 3.5- Has A Crime Been Committed? What is the Charge?-Duplin resources Gov. 3.6 Have students create their own interest group including a mission statement. Gov.3.6 Place students into literacy groups and have them read and examine an article on the controversy surrounding lobbyist. Gov. 3.6 have students complete a political cartoon analysis on lobbyist impact on legislation.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
3.6-Lobby-interestgroup-NRA-MassMedia-15thAmendment-19thAmendment-26thAmendment-Monopoly-Trust
proceduresintheenactment,implementation,andenforcementoflaw.Gov3.5Compareresponsibilities,jurisdictions,andmethodsoflawenforcementagencies.Gov3.5-Studentswillunderstand:ƒ-Variousjurisdictionsenactstatutestopreventdiscrimination.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,dueprocess,individualrightsassetforthintheBillofRights)Gov3.5-Studentswillknow:ƒ-Therolesofvariousgovernmentofficialsinthelegalprocess.(Structureofgovernment,dueprocess)-ƒTheconsequencesfornoncomplianceincivilandcriminalcases(correctionalinstitutions,fines,probation,etc.).(Dueprocess)ƒ-Differencesbetweentheresponsibilitiesand
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.3.6Explainwayslawshavebeeninfluencedbypoliticalparties,constituents,interestgroups,lobbyists,themediaandpublicopinion(e.g.,extensionofsuffrage,laborlegislation,civilrightslegislation,militarypolicy,environmentallegislation,businessregulationandeducationalpolicy).
-LeandroCase-NoChildLeftBehind-Union-CollectiveBargaining-Strike3.7-5th
jurisdictionoffederal,state,andlocallawenforcement.Structureofgovernment)-ƒThekindsofcooperationthatexistbetweenlawenforcementagenciesatdifferentlevels.Gov3.6Analyzetheroleoflobbygroupsandspecialinterestgroupsintheenactmentoflegislation.Gov3.6-Studentswillunderstand:ƒ-Buildingconstituenciesplaysanimportantrolewhentryingtoinfluencelawsandpolicies.Gov3.6-Studentswillknow:-Howindividualsandinterestgroupsinfluencepublicpolicy.(Individualresponsibility)-Waysthemediaplaysanimportantroleinpublicopinion.(IndividualrightsassetforthintheBillofRights,individualresponsibility)
G.3.7- Have students write an
ESSAY on their “adversary” - explain
that person’s strengths and
weaknesses.
G3.7-Arrestlessonplan-1. Identify legal protections for defendants and procedures used by police during the arrest process. 2. Identify Constitutional protections for individuals on trial. 3. Offer opinions about what the verdict should be in a mock trial and explain the reasons for this opinion.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.3.7Summarizetheimportanceoftherighttodueprocessoflawforindividualsaccusedofcrimes(e.g.,habeascorpus,presumptionofinnocence,impartialtribunal,trialbyjury,righttocounsel,rightagainstself-incrimination,protectionagainstdoublejeopardy,rightofappeal).
Amendment-14thAmendment-ImpartialJury-JuryofPeers-PleadtheFifth-NoDoubleJeopardy-MirandaRights-6thAmendment3.8-Judicial
-Publicopinionmayinfluencethecreationoflaws.Gov3.7TracethedevelopmentoflawinAmericansociety.Gov3.7-Studentswillunderstand:ƒ-Individualshavetheresponsibilitytobeawareoftheirrights.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)ƒ-Governmentmustnot
G3.8PersuasiveESSAYproject-studentslearnhowto“argueonpaper”usingafictionalcaseaboutaschooldresscoderuleagainstbandt-shirts.Thelessonstakethemthroughtheprocessofwritingtwopersuasiveessays:onesupportingtheruleandoneopposingit.Aftertheessays,wesuggesthavingyourclassplaythegameSupremeDecisiontoseehowtheseargumentsrelatetoissuesoffreedomofspeechinschools.SupremeDecisionisanexcellentfitwiththelanguageartsclassroombecauseitrequiresreadingcomprehensionandhigher-orderthinkingskillsintheapplicationofrulesandevaluationofarguments.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.3.8EvaluatetherightsofindividualsintermsofhowwellthoserightshavebeenupheldbydemocraticgovernmentintheUnitedStates.
Review-EqualProtection-SymbolicSpeech-GunControl-Warrant-Counsel-Abolition-PollTax-LiteracyTest
subjectindividualstounreasonable,unfairorarbitrarytreatmentunderthelaw.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,dueprocess,individualrightsassetforthintheBillofRights)Gov3.7-Studentswillknow:ƒ-Theconstitutionalandlegalprotectionsagainsttheabuseofpowerbythegovernment(suchasthe8thAmendmentandtheWarPowersResolution).ƒ-Thelegalrightsandresponsibilitiesthatcitizensprocess.ƒ-Theadversarialnatureofthejudicialprocessprotectsindividuals’rightsandfreedoms.Gov3.8TracethedevelopmentoflawinAmericansociety.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov3.8Citeexamplesofcommon,criminal,civil,constitutional,administrative,andstatutorylaw.Gov3.8Identifythevariousproceduresintheenactment,implementation,andenforcementoflawGov3.8-Studentswillunderstand:ƒ-Thenatureofcitizenshipandtherightsassociatedwithithavechangedovertime.(IndividualrightsassetforthintheBillofRights,individualresponsibility)ƒ-Certaingroupsaresometimesexcludedfrommembershipinademocraticsociety.ƒ-Individualshavetheresponsibilitytobeawareoftheirrights.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov3.8-Studentswillknow:ƒ-TherelationshipbetweentheidealsofindividualrightsandfreedomsandtherealitiesofAmerica’shistory.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)-WaysinwhichtherightsofindividualshavebeenprotectedandviolatedintheUnitedStates.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,dueprocess
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
CourseTitle:Civics/EconomicsUnit4:Government
GovernmentEssentialStandard#4:Understandhowdemocracydependsupontheactiveparticipationofcitizens.
ClarifyingObjectives Gov.4.1Comparecitizenshipin
the
Americanconstitutional
democracyto
membershipinother
typesof
governments(e.g.,right
toprivacy,civilrights,
responsibilities,
politicalrights,rightto
dueprocess,equal
protectionunderthelaw,
participation,freedom,
etc.).
EssentialVocabulary
4.1-Democracy
-Republic
-Socialism
-Communism
-Totalitarian
-Dictatorship
-Anarchy
-Oligarchy
-Theocracy
-Monarchy
-Constitutional
Monarchy
TaskAnalysis
Gov4.1EvaluatetheextenttowhichtheBillof
RightsextendedtheConstitution.
Gov4.1ComparetheAmericansystemof
governmenttootherformsofgovernment.
Gov4.1Analyzecourtcasesthatdemonstrate
howtheUnitedStatesConstitutionandtheBill
ofRightsprotecttherightsofindividuals.
Gov4.1AnalyzehowtheFourteenth
AmendmentextendstheBillofRights'
protectiontocitizensofastate.
Gov4.1Describetheelectionprocessandthe
qualificationsandproceduresforvoting.
Gov4.1Analyzeinformationonpoliticalissues
andcandidatesseekingpoliticaloffice.
Gov4.1Demonstrateactivemethodsof
promotingandinhibitingchangethrough
politicalaction.
Gov4.1Describethebenefitsofcivic
participation.
Gov4.1Analyzecostsandbenefitsofjury
service,voting,seekingoffice,andcivicactionat
thelocal,state,and
nationallevel.
LearningActivities/Assessments
G.4.1-Inpairshavestudentsresearch
anotherformofgovernmentthencreate
achartthatcomparesallthesystems
basedonpresentationsfromtheclass.
G.4.1-Createagraphicorganizerlisting
thebasicfeaturesofeachformof
government.Discusswhyacountrymay
chooseoneformofgovernmentover
another.
Resources
G4-iCivics.org
(Immigration
Nationreview
game)
G4-Dutyvs.
Responsibility
matchinggame
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov4.1Analyzerolesofindividualcitizens,politicalparties,themedia,andotherinterestgroupsinpublicpolicydecisions,disputeresolution,andgovernmentaction.Gov4.1Identifywayscitizenscanbeinformedaboutthelaws.Gov4.1Investigatetheroleandresponsibilityofgovernmenttoinformthecitizenry.Gov4.1Evaluatetheimportanceofsupporting,nurturing,andeducatingoneselfintheUnitedStatessociety.Gov4.1Demonstratecharacteristicsofeffectivecitizenship.Gov4.1-Studentswillunderstand:-Thepolitical,religious,andeconomicfreedomsprovidedtocitizensareoftenaccompaniedbytheresponsibilityofactivecivicparticipationattheindividual,community,state,andnationallevels.(IndividualrightsassetforthintheBillofRights,individualresponsibility)-Stablegovernmentsneedacitizenrywhounderstandtheirrolesandresponsibilitiesandabidebythoseunderstandings.(Individualresponsibility)
G4.1-JustTheFactslessonandhandouts-StudentswillbeabletodefinecitizenshipasitappliesinthemodernUSonagraphicorganizerbypullinginformationfromatext.describetheprocessofbecomingaUScitizen(naturalization)byexaminingtheOathofAllegianceandrecordinginformationfromatextontoagraphicorganizer.Also,theywillanalyzethedynamicnatureofcitizenshipovertimethroughwordproblemsabouttheamendmentscoveringsuffrage.--clickhereforhandouts
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov4.1-Studentswillknow:-CriteriawhichdefinescitizenshipintheUnitedStates.-ThecriteriathathavedefinedcitizenshipintheUnitedStatesduringvariousperiodsofitshistory(theConstitutionalera,preandpost-CivilWar,early1900s,postWWI,postWWII,present-day,etc.).-DifferenttypesofAmericancitizenship.-Whatcitizenshipmaylooklikeintypesofgovernmentotherthanconstitutionaldemocracies(e.g.,socialiststate-Norway,monarchyJordan,oligarchy-Pakistan,dictatorship-IraqbeforetheIraqiwar).
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.4.2ExplainhowthedevelopmentofAmerica’snationalidentityderivedfromprinciplesintheDeclarationofIndependence,USConstitutionandBillofRights(e.g.,inalienablerights,consentofthegoverned,popularsovereignty,religiousandpoliticalfreedom,separationofpowers,etc.).
4.2-NaturalBornAmerican-MeltingPot-TossedSaladtheory-Diversity
Gov4.2ElaborateontheemergenceofanAmericanidentity.Gov4.2IdentifythemajordomesticproblemsofthenationundertheArticlesofConfederationandassesstheextenttowhichtheywereresolvedbythenewConstitution.Gov4.2CompareviewpointsaboutgovernmentintheFederalistandtheAnti-FederalistPapers.Gov4.2EvaluatetheextenttowhichtheBillofRightsextendedtheConstitution.Gov4.2IdentifyprinciplesintheUnitedStatesConstitution.Gov4.2Develop,defend,andevaluatepositionsonissuesregardingdiversityinAmericanlife.Gov4.2-Studentswillunderstand:-ƒAnation’sidentityreflectstheprinciplesandbeliefsofitspeople.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)ƒ-Theidentityofanationisdefinedbysharedpoliticalvaluesandprinciplesratherthanbyethnicity,race,class,language,genderornationalorigin.(Structureofgovernment,ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)-Immigrationinfluencesthenationalidentityofanation.
G4.2-Immigrationwebquest-ThiswebquestwillhelpstudentsunderstandthehistoryofimmigrationintheUnitedStatesanddefinethedifferentstagesofbecomingacitizen.Itwillalsogivethemachancetotakethetest...
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov4.2-Studentswillknow:-Themeaningof“nationalidentity”.-Howtoexplaininfluencesofimmigrationonnationalidentity.-IdentifyandexplainthevaluesthatcontributetotheUnitedStates’nationalidentity.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.4.3AnalyzetherolesofcitizensofNorthCarolinaandtheUnitedStatesintermsofresponsibilities,participation,civiclifeandcriteriaformembershiporadmission(e.g.,voting,juryduty,lobbying,interactingsuccessfullywithgovernmentagencies,organizingandworkingincivicgroups,volunteering,petitioning,picketing,runningforpoliticaloffice,residency,etc.).
4.3-VotingQualifications-CivicDuties-CivicResponsibilities-Naturalization-Citizenship
Gov4.3Describetheelectionprocessandthequalificationsandproceduresforvoting.Gov4.3Demonstrateactivemethodsofpromotingandinhibitingchangethroughpoliticalaction.Gov4.3Analyzerolesofindividualcitizens,politicalparties,themedia,andotherinterestgroupsinpublicpolicydecisions,disputeresolution,andgovernmentaction.Gov4.3Analyzetheroleoflobbygroupsandspecialinterestgroupsintheenactmentoflegislation.Gov4.3Explainthedistinctionbetweenpersonalandcivicresponsibilitiesandthetensionsthatmayarisebetweenthem.Gov4.3Demonstratecharacteristicsofeffectivecitizenship.Gov4.3-Studentswillunderstand:-Citizenshipinvolvesrecognitionofindividualrightsandresponsibilitiesforpoliticalparticipationandencouragespersonal,social,economic,andpoliticalchoice.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)
G.4.3-Havetheclassreachaconsensusonwhatarethe“top10”responsibilitiesforcitizens.Postthisinchartformintheclassroomandrefertoitwhenissuesandotherideasarediscussed.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
-Political,religious,andeconomicfreedomsprovidedtocitizensareoftenaccompaniedbytheresponsibilityofactivecivicparticipationattheindividual,community,state,andnationallevels.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)-Anincreasedlevelofcitizenparticipationresultsinamorerepresentativegovernment.(Individualresponsibility)Gov4.3-Studentswillknow:-Variouswaysindividualsparticipateinciviclife.(Individualresponsibility)-ThecriteriaforbecomingaUnitedStatescitizen.-Therolecitizensplayininfluencinggovernmentpoliciesandactions.(Individualresponsibility)-Effectivemethodsofinfluencinggovernment.(Individualresponsibility)
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.4.4Analyzetheobligationsofcitizensbydeterminingwhentheirpersonaldesires,interestsandinvolvementaresubordinatetothe“good”ofthenationorstate(e.g.,PatriotAct,HomelandSecurity,sedition,civilrights,equalrightsunderthelaw,juryduty,SelectiveServicesAct,ruleoflaw,eminentdomain,etc.).
4.4-PayingTaxes-DepartmentofHomelandSecurity-CIS-ICE-Draft-EminentDomain
-Kelov.CityofNewLondon
Gov4.4AnalyzecourtcasesthatillustratethattheUnitedStatesConstitutionisthesupremelawoftheland.Gov4.4Identifymoderncontroversiesrelatedtopowersofthestategovernment.Gov4.4Examinetaxationandotherrevenuesourcesatthestateandlocallevel.Gov4.4Analyzeconsequencesofcomplianceornoncompliancewithlawsgoverningsociety.Gov4.4Explainthedistinctionbetweenpersonalandcivicresponsibilitiesandthetensionsthatmayarisebetweenthem.Gov4.4Develop,defend,andevaluatepositionsonissuesregardingdiversityinAmericanlife.Gov4.4Demonstratecharacteristicsofeffectivecitizenship.Gov4.4Describeexamplesofrecurringpublicproblemsandissues.Gov4.4-Studentswillunderstand:ƒ-Membersofasocietyoftenhavecertainrights,responsibilitiesandprivilegesassociatedwithcitizenship.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)-Individualinterestsanddesiresweighedagainsttheeconomic,socialandpoliticalneedsofanation.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
individualrightsassetforthintheBillofRights,individualresponsibility)-Governmentmaybeinfluencedbygroupsandindividualsinwaysthatmayormaynotbeinthebestinterestofthenationasawhole.(Individualresponsibility)-Individualsenterintoasocialcontractwithgovernmentoncetheybecomecitizens.(Individualresponsibility)Gov4.4-Studentswillknow:ƒ-Thedifferencesbetweenacitizen’srightsandtheirobligations.-Thedifferencesbetweencivilrightsandcivilliberties..(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)-Thedifferencesbetweencivicresponsibilitiesandpersonalresponsibilities..(Individualresponsibility)ƒThetypesofthingstheUnitedStatesgovernmentisabletoconstitutionallydoinordertoensurethesafetyofitsinhabitants.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.4.5Explainthechangingperceptionandinterpretationofcitizenshipandnaturalization(e.g.,aliens,Interpretationsofthe14thamendment,citizenship,patriotism,equalrightsunderthelaw,etc.).
4.5-Naturalization-IllegalImmigration-“undocumented”
Gov4.5AnalyzecourtcasesthatdemonstratehowtheUnitedStatesConstitutionandtheBillofRightsprotecttherightsofindividuals.Gov4.5AnalyzehowtheFourteenthAmendmentextendstheBillofRights'protectiontocitizensofastate.Gov4.5Develop,defend,andevaluatepositionsonissuesregardingdiversityinAmericanlife.Gov4.5Demonstratecharacteristicsofeffectivecitizenship
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
CourseTitle:Civics/EconUnit5:Government
GovernmentEssentialStandard#5:AnalyzehowpoliticalandlegalsystemswithinandoutsideoftheUnitedStatesprovideameanstobalancecompetinginterestsandresolveconflicts.
ClarifyingObjectives Gov.5.1Analyzetheelectionprocessatthenational,stateandlocallevelsintermsofthechecksandbalancesprovidedbyqualificationsandproceduresforvoting(e.g.,civicparticipation,publichearings,forums,atlargevoting,petition,localinitiatives,localreferendums,votingamendments,typesofelections,etc.).
EssentialVocabulary
5.1-Precinct-Ward-DirectPrimary-IndirectPrimary-Caucus-Campaigning-Nomination-Propaganda*Endorsements*Bandwagon*CardStacking*GlitteringGeneralities
TaskAnalysis
Gov5.1Describetheelectionprocessandthequalificationsandproceduresforvoting.Gov5.1-Studentswillunderstand:ƒ-Electedleadersareexpectedtorepresenttheinterestsoftheelectorate.(Frequentandfreeelectionsinarepresentativegovernment,ruleoflaw,individualrightsassetforthintheBillofRights,individualresponsibility)Gov5.1-Studentswillknow:ƒ-Thequalificationforvotinginfederal,state,andlocalelections.(Frequentandfreeelectionsinarepresentativegovernment)
LearningActivities/Assessments G.5.1-Mockelections,havestudentspickcandidates,preparecampaigns,holddebates,haveprimariesandgeneralelections. G.5.1-Obtain voter registration forms. Allow students to go through the procedures for registering to vote. G.5.1-Have students write their own platform speech with planks as a candidate from the party of their choice. G.5.1-Have students complete a foldable on type of elections. G.5.1- In collaborate groups have students
Resources ExecutiveBranchDepartmentsG5.1-TheLivingRoomCandidate-campaignadsG5.1http://www.presidency.ucsb.edu/platforms.php
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
-Howcitizenscanimplementlawsandinfluencegovernmentpolicythroughvoting.(Frequentandfreeelectionsinarepresentativegovernment,ruleoflaw,individualresponsibility)-Howcitizensmakeinformedchoicesinelections.(Frequentandfreeelectionsinarepresentativegovernment,individualresponsibility)-Therolemediaplaysinelections.(Frequentandfreeelectionsinarepresentativegovernment,individualresponsibility)-Constitutionalamendmentsandlawsrelatedtovotingrights.-Thereasonforqualificationsforelectedgovernmentofficials.-Progressionoftheelectionprocessatnational,state,andlocallevels.(Frequentandfreeelectionsinarepresentativegovernment)
complete campaign posters using campaigning techniques
G5.2-JudicialVocabularyPowerPoint-Duplinresources
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.5.2Analyzestateandfederalcourtsbyoutliningtheirjurisdictionsandtheadversarialnatureofthejudicialprocess(e.g.,Appellate,Exclusive,Concurrent,Original,typesoffederalcourts,typesofstatecourts,oralargument,courtroomrules,SupremeCourt,opinions,CourtDocket,Prosecutor/Prosecution,Complaint,Defendant,Plaintiff,hearing,bail,indictment,sentencing,appeal,etc.).
5.2-GeneralTrialCourts*District*Superior-StateSupremeCourt-MagistrateCourt-Plaintiff-Defendant-DistrictAttorney-PublicDefender-Bailiff-Misdemeanor-Felony
Gov5.2Identifythejurisdictionofstateandfederalcourts.Gov5.2Describetheadversarialnatureofthejudicialprocess.Gov5.2-Studentswillunderstand:ƒ-Legalsystemscanbestructuredtoallowcourtstheauthoritytohearanddecidecases.(Structureofgovernment,separationofpowerswithchecksandbalances)
-Separationofpowersandchecksandbalancesslowdowntheprocessofenforcingandinterpretinglawswhichinsuresbetter
G 5.2- “In the Courts” webquest G 5.2- Courtquest- InCourtQuest,peoplefromaroundthecountryneedyourhelptonavigateourcourtsystem.Listencarefullytoeachcase,soyoucanguidethemto
G5.3-GovernmentAgenciesandPhilanthropicOrganizationsG5.3-ThePresident’sCabinet
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.5.3Analyzenational,stateandlocalgovernmentagenciesintermsofhowtheybalanceinterestsandresolveconflicts(e.g.,FBI,SBI,DEA,CIA,NationalGuardReserves,magistrates,BetterBusinessBureau,IRS,ImmigrationandNaturalization,FEMA,HomelandSecurity,ATF,etc.).
5.3-Cabinet*Dept’ofState*Dept.ofDefense*DeptoftheTreasury*Dept.ofJustice*HomelandSecurity-CouncilofState*Lt.Governor*DeptofLabor*Dept.ofPublicInstruction-BoardofEducation-PublicWorks-PublicSafety-DOT
outcomes.(Structureofgovernment,separationofpowerswithchecksandbalances)
-Judicialreviewreflectstheideaofaconstitutionalgovernment.(Ruleoflaw,dueprocess,(“…excerptsorportionsofdecisionsoftheSupremeCourtoftheUnitedStates)Gov5.2-Studentswillknow:-Thestructureofthecourtsystem(federal,stateandlocal).(Structureofgovernment,separationofpowerswithchecksandbalances,federalism)-Thetypesofjurisdictionsamongthecourts.-Thetypesoflaw.-Contextualmeaningof“adversarial.”-Thejudicialprocess(federalandstate).(Federalism)-HowconflictsareresolvedthroughthejudicialprocessGov5.3Utilizevariousmethodsofresolvingconflicts.Gov5.3Identifythevariousproceduresintheenactment,implementation,and
therightplace!
G5.4http://www.crf-usa.org/election-central/political-parties-platforms.html G5.4-GovtandCivicsreviewJeopardyPowerPoint-DuplinResources
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.5.4Explainhowconflictbetweenconstitutionalprovisionsandtherequirementsofforeignpolicyareresolved(e.g.,thepowerofCongresstodeclarewarandtheneedforthepresidenttomakeexpeditiousdecisionsintimesofinternationalemergency,thepowerofthePresidenttomaketreatiesandtheneedfortheSenatetoapprovethem).
5.4-Treaty-ExecutiveAgreement-WarPowersact-CommanderinChief
enforcementoflaw.Gov5.3Compareresponsibilities,jurisdictions,andmethodsoflawenforcementagencies.Gov5.3-Studentswillunderstand:ƒ-Governmentagenciesaffectnational,stateandlocalinterestsinavarietyofways.ƒ-Lawsmaybeenforcedbymanydifferentagenciesinordertoensuredomestictranquility.ƒ-Governmentagenciessetregulationstomeettherequirementsoflawspassedbylegislatures.Gov5.3-Studentswillknow:ƒ-Thethreetypesofindependentagencies(executive,regulatory,andgovernmentcorporations).ƒ-Therolesandresponsibilitiesofkeynational,stateandlocalgovernmentagencies.
G 5.4 International Influence- Economic,cultural,andmilitaryinfluenceareallcriticalindevelopingspheresofinfluence.StudentsexploreinternationalauthoritybyfollowingaColdWarcasestudy,whichwillencouragebetterunderstandingofinternationalpersuasionusingthefollowingkey
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov5.4ExplainhowtheUnitedStatesConstitutiongrantsandlimitstheauthorityofpublicofficialsandgovernmentagencies.Gov5.4-Studentswillunderstand:-Awarenessofglobaldevelopmentsandtheireffectshelpgroupsreachcompromiseonissuespertainingtodomesticandforeignpolicy.-Anation’seconomicpoliciesareoftentheresultoftheirforeignpolicieswhichareshapedbynationalinterestandconstitutionalprovisions.-Internationalrelationshipschangeinresponsetoglobal,regional,andnationalissuesandevents.-Anation’sconstitutionalprinciplesanddomesticpoliticsmayimposeconstraintsonanation’srelationswiththerestoftheworld.Gov5.4-Studentswillknow:-Therolesanddutiesofthelegislativebranchandexecutivebranchin
terms:sphereofinfluence,containment,capitalism,communism,propaganda,TrumanDoctrine,ColdWar,NATO,WarsawPact,andMarshallPlan.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov.5.5Analyzethedevelopmentsandimplementationofdomesticandforeignpolicybyoutliningopposingargumentsonmajorissuesandtheireffortstowardresolutions(,e.g.,healthcare,education,immigration,regulationofbusinessandindustry,foreignaid,interventionabroad,etc.).
5.5-NationalHealthCare-NoChildleftBehind-LeandroCase-ForeignAid-Sanction-Embargo-GulfWars
conductingforeignaffairs.(Structureofgovernment,separationofpowerswithchecksandbalances)-Comparegovernment’sroleduringtimesofconflictandtimesoftranquility.-HowandwhytheuseofthenationalinterestasacriterionforAmericanforeignpolicyisimportant.-HowandwhydomesticpoliticsmayimposeconstraintsorobligationsonthewaysinwhichtheUnitedStatesactsintheworld(longstandingcommitmentstocertainnations,lobbyingeffortsofdomesticgroups,economicneeds,etc.).(Individualresponsibility)-Howtheprocessofdebateandcompromisehasbeenusedinreachingconsensusondomestic&foreignpolicyissues.
G5.5-ForeignPolicy:WarandPeaceandEverythinginBetween-Studentslearnwhatforeignpolicymeans.First,theylearnthedistinctionbetween
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Gov5.5-Studentswillunderstand:ƒ-Contemporarypoliticaldevelopmentsacrosstheglobehavesignificantpolitical,demographicandenvironmentalimplicationsondomesticpolicy.-Beinginformedaboutglobaldevelopmentsandagovernment’spoliciestowardthemhelpscitizensmakebetterdecisionsondomesticandforeignpolicy.(Individualresponsibility)
foreignanddomesticpolicy.Thentheyfindoutwhatroletheexecutivebranchplaysinforeignpolicyandtheprimarytoolsituses:foreignaid,themilitary,andtreaties.Inaddition,studentslearnhowforeignpolicypowerissharedwiththelegislativebranch. G 5.5- Diplomacy-Studentsgraspthenuancesofdiplomacythroughthisinteractivelesson.Theyarecalledtodecidewhichdiplomacytoolsworkbestindifferentsituations.Studentswilldevelopanunderstandingofnegotiation,sanctions,andotherelementsusedindiplomaticrelationships.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
-Nation-statesinteractusingdiplomacy,formalagreementsandsanctionswhichmaybepeacefulorinvolvetheuseofforce.Gov5.5-Studentswillknow:-ThemostimportantpowerstheUnitedStatesConstitutiongivestotheCongress,president,andfederaljudiciaryinforeignaffairs.(Structureofgovernment,separationofpowerswithchecksandbalances,federalism)-StrategiestheUnitedStatesusestoachievedomesticandforeignpolicy.(Structureofgovernment,separationofpowerswithchecksandbalances)
Forexample:Diplomacy;tradeagreements;incentives;sanctions;militaryintervention;treaties;humanitarianaid,economicaid,etc.-ContemporaryforeignpolicyissuesandthemeanstheUnitedStatesusestodealwiththem.-ThepositionoftheUnitedStatesonmajordomesticandforeignpolicyissues.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
-Theimpactandrelevanceofpolicydecisionsonlaws,governments,communities,andindividuals.(Dueprocess)
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
CourseTitle:Civics/EconUnit6:PersonalFinancialLiteracy
PersonalFinancialLiteracyEssentialStandard#1Analyzetheconceptsandfactorsthatenableindividualstomakeinformedfinancialdecisionsforeffectiveresourceplanning.
ClarifyingObjectives PFL1.1Explainhoweducation,income,career,andlifechoicesimpactanindividual’sfinancialplanandgoals(e.g.,job,wage,salary,college/university,communitycollege,military,workforce,skilldevelopment,socialsecurity,entrepreneur,rent,mortgage,etc.).
EssentialVocabulary
1.1-mortgage-humancapital-opportunitycosts-utility-diminishingmarginalutility
TaskAnalysis
PFL1.1Evaluatetheimportanceofsupporting,nurturing,andeducatingoneselfinUnitedStatessociety.PFL1.1-Studentswillunderstand:-Thechoicesthatpeoplemakehavebenefits,costs,risks,andfutureconsequences.-Anindividual’sactionsaffectthemthroughintendedandunintendedconsequences.-Attitudesandvaluesaffectfinancialdecisions.PFL1.1-Studentswillknow:-Whattradeoffsareandthataperson’schoicesinvolvetrade-offs.-Thataperson’sincomeandwealthismostlydependentonthekindofhumancapitalthattheypossess(e.g.,knowledge,habits,andskills).
LearningActivities/Assessments PFL1.1-Havestudentschooseacareerandresearchthatoccupationfindingpotentialsalary,benefits,conditions,outlook,educationalrequirements,etc...Thenhavestudentswriteanessayusingthisinfo.PFL1.1Havestudentswriteanessayontheirlife10yearsfromnow-theirwork,income,car,livingspace,family.Thenanalyzewhatwillberequiredtoachievetheirdreamlife.PFL1.1/1.2- Dream Life Project Thislessonisintendedtohelpstudentsidentifylongtermgoalsandjobstheymightenjoyandbequalifiedfor,andinvestigateopportunitiesandthecostsofliving.Itencouragesstudentstothinkabouteducationalneedsforparticularjobs,thecostsofahome,carandfamily,andtheirroleinsociety.
Resources PFL1.1-Video:PersonalFinancialLiteracyinNCschoolsEconomic Lessons Lesson Plan Library - Econ Investopedia My Money Govt econedlink
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
PFL1.1OpportunityCostlesson:-Definevaluesandbeencouragedtomakespendingchoicesconsistentwiththeirownvalues.-Defineopportunitycostandapplytheconcepttospendingdecisions.-Definedelayedandinstantgratification,andhoweachinfluencescurrentandfuturespendingchoicesandopportunities.-Correlatehowthechoicestheymakenowaffectfutureopportunities.PFL1.1-MathCrossoverActivity:InthisUtilityactivityyouwillseehowtomakedecisionsonthemarginusingyourTI-83Graphingcalculator.Supposethatmarginalutilityforrockpolishersisgivenbytheformula,Y1=iPart((1/(2X^.5)*100)).Supposethepriceofrockpolishersisgivenbytheformula,Y2=25.Keytheseformulasintoyourcalculatorandgraph.Usingyourtablefunction,verifythatfourrockpolisherswouldbepurchased?NowchangethepriceinY2to18.Howmanyrockpolisherswouldbepurchasednow?[7]Explainhowmarginalutilityprovesthelawofdemand.[Whenthepriceisreducedfrom$25to$18,thequantitydemandedincreasedfrom4to7.Thisprovesthelawofdemandsincethequantitydemandedincreasedasthepricedecreased.]
Mr. Donn’s
Economic -
Investments
PFL1.1-CollegeCostsCalculator:Followthelinkbelowtofindtheaveragecostofaneducation.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
PFL1.2Explainhowfiscallyresponsibleindividualscreateandmanageapersonalbudgetthatisinclusiveofincome,taxes,grossandnetpay,giving,fixedandvariableexpensesandretirement(e.g.,budget,financialplan,moneymanagement,savingandinvestingplan,etc.).
1.2-disposableincome-discretionaryincome-grossincome-netincome
PFL1.2-Studentswillunderstand:-Peopleperformbasicfinancialtaskstomanageincome,expensesandsaving.PFL1.2-Studentswillknow:-Howtocreateabudgetthatbalancestheirincomewiththeirexpenses.-Thedefinitionof“disposableincome”and“discretionaryincome.”-Whatitmeansto“payyourselffirst.”
PFL1.2- Based on their research have students find consumer goods they would purchase and create a budget based on their projected salary. PFL1.2- No Rubber Checks: Personal Budgeting This lesson plan covers the differences between fixed and flexible expenses, and teaches how to set up a monthly budget, to compare bank products to meet individual financial needs, and to write a personal check. PFL1.2/1.3- Family Financial Project- A one-two week project to coincide with a personal finance unit This lesson describes a multi-day project to be used at the end of an economics unit. . Students will be asked to recall prior knowledge of taxation, banking, credit, and insurance choices. The lesson plan includes student directions, reproducible activity sheets, and a grading rubric. PFL1.2-“BudgetBlast”lessonInthissimulation-stylelessonplan,studentslearnhowtodevelopapersonalbudget.Studentsselectcareers,homes,cars,familysize,andotherlifestylechoicesandthendevelopaworkablebudgetconsideringthosecriteria.Theydevelopanunderstandingofarealisticbudgetandthedifferencebetweenwantsandneeds.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
PFL1.3Analyzehowmanagingacheckingandsavingsaccountcontributestofinancialwellbeing(e.g.deposits,withdrawals,transfers,automatedtransactions,fees,etc.).
1.3-compoundinginterest
PFL1.3-Studentswillunderstand:-Wealthincreaseswithregularinvestment,timeandfrequentcompounding.PFL1.3-Studentswillknow:-Thecharacteristicsofcheckingaccountsandsavingsaccounts.-Howtomakebasictransactionswithbankaccountsandtheconsequencesofoverdrafts.
PFL 1.3- Using an EXCEL checkbook-- Studentswilluseaspreadsheettoentercheckbooktransactionsandreconcile
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
PFL1.4Summarizehowdebtmanagementandcreditworthinessimpactanindividual’sabilitytobecomeresponsibleconsumersandborrowers(e.g.,creditcardmanagement,monitoringpercentageratesandpersonalcreditreports,analyzingloandetails,keepingandmaintainingrecords,etc.).
1.4-AnnualPercentageRate-amortization
PFL1.4-Studentswillunderstand:ƒ-Creditisabasicfinancialtool.PFL1.4-Studentswillknow:-ƒThatfailingtopayoffacreditcardbalancequicklycanleadtoadecreaseinone’sstandardofliving.ƒ-Howagoodcreditscorecanhelponegetagoodrateonamortgage.ƒ-ThattheAnnualPercentageRate(APR)isthebestindicatorofthecostofaloan.ƒ-Thenatureofcompoundinterestasitrelatestodebt.ƒ-Thecostsandbenefitsofusingdebttomakepurchasesinvarioussituations.
PFL1.4- Read the fine Print will introduce students to credit, credit card offers, and the cost of credit. Students will compare credit card applications between two companies. Students will also analyze the benefits and consequences of using credit as a method of payment PFL1.4- Credit: Friend or Foe? This lesson is an introduction to money management and credit. Students will discuss the advantages and disadvantages of credit. The lesson provides guidelines to the use of credit and demonstrates that once credit is used it must be repaid. It includes activity sheets to illustrate the use of credit and its cost. The thrust of the lesson is to teach the concept that credit must be used with caution and it always has an opportunity cost to the borrower PFL.1.4-Havestudentscreateabrochurediscussingtheuseofcreditcards.Includesuchitemsas:typesofcreditcards,costofcredit,advantagesanddisadvantagePFL1.4CreditforBeginners:Thislessonfocusesonteachingstudentsthebasicsaboutcredit.Itexplainswhycreditisimportant,howtokeepgoodcreditandseveralofthetermsthatareassociatedwithcredit.
PFL1.4-CreditBureausandCreditReports:Thissiteprovidesstudentswithinformationoncreditbureausandcreditreports.PFL1.4-GlossaryofCreditCardTerms:Studentscanusethisglossarytolookupanytermstheymightcomeacrossthattheydon'tunderstand.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
PFL.1.5Analyzehowfiscallyresponsibleindividualssaveandinvesttomeetfinancialgoals(e.g.,investment,stockmarket,bonds,mutualfunds,etc.).
1.5-mutualfund-CertificateofDeposit-MoneyMarketAccounts
PFL1.5Evaluatetheinvestmentdecisionsmadebyindividuals,businesses,andthegovernment.PFL1.5-Studentswillunderstand:ƒ-Savingandinvestingarebasicwaysofpreparingforone’sfuturefinancialgoalsandfinancialsecurity.ƒ-Therearerisksandbenefitstovariousinvestments.PFL1.5-Studentswillknow:ƒ-Howtodevelophabitsofsavingeverymonth.ƒ-Thedistinctionbetweenstocks,bonds,mutualfunds,CDsandmoneymarketaccounts.ƒ-Therelationshipbetweenriskandreturnwheninvesting.
PFL.1.5-SimulatethepurchaseofstockusingtheStockMarketGameorinvestopedia.com.Followyourpurchasesforonesemester. PFL 1.5- Investment: Does Money Grow? This lesson is devised to introduce students to the rewards of long range planning and delayed gratification to achieve the larger goal of financial security. Students will gain a fundamental introduction to the “use of money”. This two-day lesson plan includes graphics showing students the long-term results of saving early and the risk levels involved with types of investments.
PFL1.5-APennySaved-STUDENTSWILL:
-Useacompoundinterestformulaandatabletoseetheeffectsofcompounding.-UsetheRuleof72toseehowmanyyearsittakesforaninvestmenttodouble.-Calculatetherequiredreservesabankkeepsondeposits.-Interpretthetheoryoflifecyclesaving.-Calculatetherealinterestrate,returnoninvestment,savings,andnominalinterestratefromdata.PFL1.5-WhatisaStock?or,WhoOwnsMcDonald's?:Studentswillexplorethefundamentalsofstockownership.Theydiscusshowstockownerssharetherisksandrewardsofpurchasingstocks.
PFL1.5-Investorpedia.comPFL1.5-CompoundInterestCalculator:Thistoolillustratescompoundinginterest.PFL1.5-SavingsCalculator:Thiswebsitecontainsasavingscalculatorstudentswillusetocalculatetheaccumulatedsavingsovertime.PFL1.5-Savingsworksheettobeusedwithsavingscalculator
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
PFL.1.6Comparevariousinvestmentstrategiesandtaximplicationsfortheirpotentialtobuildwealth(e.g.,individualstocksandbondswithinvestinginstock,giving,bonds,Retirementplans,etc.).
1.6-stocks-bonds-mutualfunds-
PFL1.6-Studentswillunderstand:-Investmentstrategiesdifferintheirpotentialrateofreturn,liquidityandlevelofrisk.-Fees,taxdeferralsandexemptionsmaysignificantlyaffectaninvestor’stotalreturnovertime.-Therearerisksandbenefitstovariousinvestments.PFL1.6-Studentswillknow:-Wheretofindinformationonvariousinvestments.-Therelationshipbetweenriskandreturnwheninvesting.
PFL.1.6-Usingprojectedincomesfrom1.1createachartshowinggrossincome,thenusingthenecessarymathskillstofigurethefederalandstatetaxes,S.S.,tofindtheirdisposableincome.PFL1.6--Greeneggsand….economics--forunitreview:StudentswillexplorethevariouseconomicconceptsaddressedinfiveofDr.Seuss'mostpopularbooks:TheCatintheHat;GreenEggsandHam;TheLorax;Oh,thePlacesYou’llGo!andHortonHearsaWho!Thislessonassumesthestudentsalreadyhavesomeknowledgeofbasicmicroeconomicconcepts.Therefore,itwouldbebestutilizedasarevieworunitsummarytoreinforcetheconceptsyouhavealreadycovered.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
CourseTitle:Civics/EconUnit7:PersonalFinancialLiteracy
PersonalFinancialLiteracyEssentialStandard#2Understandhowriskmanagementstrategies empowerandprotectconsumers.
ClarifyingObjectives PFL2.1Explainhowconsumerprotectionlawsandgovernmentregulationcontributetotheempowermentoftheindividual(e.g.,consumercreditlaws,regulation,FTC-FederalTradeCommission,protectionagencies,etc.).
EssentialVocabulary
2.1-FTC
TaskAnalysis
PFL2.1-Studentswillunderstand:ƒ-Lawsandregulationsexisttoprotectconsumersfromsellerandlenderabuses.PFL2.1-Studentswillknow:ƒ-Examplesofbasicconsumerprotectionsofferedtothembystateandfederalgovernment.
LearningActivities/Assessments
PFL2.1-Guesswho’scomingtodinner?-Thislessonintroducesregulationandinformationastwotoolsusedbygovernmenttopromotefaircompetitionandcompleteinformationinamarketeconomy.Usingthe1906PureFoodandDrugsActasacasestudy,studentsexplorethereasonsbuyersandsellersaskedthefederalgovernmenttointervenewithrespecttofoodsafetyandquality.Inasecondactivity,studentsexaminehowgovernmenthasimprovedconsumeraccesstofoodandnutritioninformation,
Resources PFL2.1-Video-IntrotoconsumersPFL2-Globalization101,lessonplans
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
PFL2.2Summarizevarioustypesoffraudulentsolicitationandbusinesspractices(e.g.,identitytheft,personalinformationdisclosure,onlinescams,Ponzischemes,investmentscams,internetfraud,etc.).
2.2-pyramidscheme-Ponzischeme-multi-levelmarketing
PFL2.2-Studentswillunderstand:ƒ-Automatedfinancialtransactionscanmakeconsumersvulnerabletoprivacyinfringementandidentitytheft.ƒ-Aninvestmentopportunitythatlookstoogoodtobetrueprobablyis.PFL2.2-Studentswillknow:ƒ-Typesoffraudulentbusinesspractices.ƒHowaPonzischemeworks.ƒ-HowaPyramidScheme(orMulti-LevelMarketing)works
PFL2.2-DeceptiveAdvertizing-Crossingtheline--Inthislesson,studentsexaminethegroundrulesforadvertisementsofgoodsandservices,whyweneedrules,whosetsthem,andwhoenforcesthem.Theyresearchcasesinwhich,deceptiveadvertisinghasbeenchargedandanalyzewhetherthenegativeincentivesforthisillegalpracticearesufficienttodeterfutureviolations.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
PFL2.3Summarizewaysconsumerscanprotectthemselvesfromfraudulentanddeceptivepractices(e.g.,donotcalllists,readingthefineprint,termsandconditions,personalinformationdisclosure,investmentprotectionlaws,fees,etc.).
2.3
PFL2.3-Studentswillunderstand:-Aninformedinvestorunderstandstheimportanceofresearchandusesthisinformationintheirinvestingdecisions.-Dealingwithnon-reputablepartiescanhaveundesirableconsequenceswheninvesting.PFL2.3-Studentswillknow:-Tocontactthestatesecuritiesregulator(orsecuritiescommission)tomakesuretheinvestmentislegitimatebeforeinvesting.-Variouswebsitestheycanvisitforinformationaboutinvestmentfraud.
Forexample:•NorthAmericanSecuritiesAdministrationAssociation-http://www.nasaa.org/investor_education/Investor_Alerts___Tips/•InvestorEducationResources-http://www.secretary.state.nc.us/sec/invedu.aspx•FBI-CommonFraudSchemes-www.fbi.gov/scams-safety/fraud•InternetCrimeComplaintCenter-http://www.ic3.gov/crimeschemes.aspx
PFL2.3-SatisfactionPlease-.Inthisseriesofthreelessons,studentslearnhowtoeffectivelyseekredressforaconsumerproblem
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
PFL2.4Classifythevarioustypesofinsuranceandestateplanningincludingthebenefitsandconsequences(e.g.,car,health,renters,life,liability,travel,disability,long-termcare,naturaldisaster,etc.).
2.4-liabilityinsurance-termlifeinsurance-disabilityinsurance
PFL2.4-Studentswillunderstand:ƒ-Peoplepurchaseinsurancetomitigatetheriskoffinancialloss.PFL2.4-Studentswillknow:ƒ-Whatkindsofinsuranceareavailable,andiftheyareappropriateforapersonatagivenstageoflife.
PFL2.4-InsuringAgainstRiskThislessonplancomparesbasictypesofprivateversuspublicinsurance,whopaysthepremium,howadeductibleworks,andwhattrade-offsandopportunitycostsareassociatedwithpurchasinginsurance? PFL2.4- Insurance: Do We Need It? This lesson introduces students to different types of insurance. It is designed to encourage students to engage in discussions with their parents about the many types of insurance that they acquired through their jobs or have purchased on their own. PFL 2.4- Break a Leg: learnaboutthebasiccomponentsandterminologyofindividualhealthinsurance.StudentswillmakedecisionsaboutthevalueofinsuranceprotectionandyouwillidentifytrendsinthecostofmedicalcareintheUnitedStates.(caution:Readingsathigherlevels)
PFL2.4-HowMajorMedicalInsuranceWorks:ThispagedescribeshowhealthinsuranceworksPFL2.4-HowInsuranceWorks:Thispagedescribeshowinsuranceisbasedonriskandhowinsuranceworks
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
PFL2.5Summarizestrategiesindividualsuseforresolvingconsumerconflict(e.g.,contactingAttorneyGeneral,filingclaims,BetterBusinessBureau,SecretaryofState,etc.).
2.5-BetterBusinessBureau-AttorneyGeneral
PFL2.5-Studentswillunderstand:-Peopleresolveconflictsthroughlegalproceduresorcompromise.PFL2.5-Studentswillknow:-StepsinfilingaclaimwiththeBetterBusinessBureau.-Strategiesforresolvingconsumerconflict.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
CourseTitle:CourseTitle:Civics/EconomicsUnit8:Economics
EconomicsEssentialStandard1:Understandeconomies,marketsandtheroleeconomicfactorsplayinmakingeconomicdecisions.
ClarifyingObjectives
Econ1.1Comparehowindividualsandgovernmentsutilizescarceresources(human,naturalandcapital)intraditional,command,marketandmixedeconomies.
EssentialVocabulary
1.1-capital-entrepreneur-scarcity-NaturalResources-Labor-Factorsofproduction
TaskAnalysis
Econ1.1Describethebasicfactorsofproductionsuchasland,labor,capital,andentrepreneurialskillsandtheirimpactoneconomicactivities.Econ1.1ExplainhowscarcityinfluencesproducersandconsumerstomakechoicesEcon1.1-Studentswillunderstand:-Therearenotenoughresourcestosatisfyallwants.-Scarcityforcespeopletomakechoices.-Allchoiceshaveopportunitycosts.-Economicsystemsinfluencepeoples’incentives.-Peopleandgovernments
LearningActivities/Assessments E1.1-CandyBareconomics,havestudentsbringintheirfavoritecandybar.Thenexaminetheingredientswritedownhowthoseresourceswerebroughttogethertomakethatcandybar.Analyzethefactorsofproductionusedtomaketheitem. E1.1- Hand out and ask the students to read “The Four Factors of Production” student activity sheet. Discuss each factor and review the reward. Ask for examples and discuss each one. The teacher will ask individual students for their answers to the Income and Expenses activity sheet. The teacher will write the student answers on board E1.1-IndependentPractice:ReadthestoryaboutTuckandcompletethegraphicorganizerwhichprovidesstudentsanopportunitytoapplythenewlylearnedeconomicconcepts.E1.1-CandyBarEconomics-Thislessonplanisafunandinteractivewaytointroducetheoftenmysteriousandfearprovokingstudyofeconomicstostudentsbyusingafamiliaritem.
Resources
Foundations to Personal Finance Class homepage http://www.daveramsey.com/school/foundations Sample worksheets and videos http://www.daveramsey.com/school/foundations-samples/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
makechoiceswithlimitedresources.-Theneedforresourcesandmarketspromotesexpansionandmayleadtosomedegreeofconflict.-Relativescarcitymayleadtotradeandeconomicinterdependenceortoconflict.Econ1.1-Studentswillknow:-Thedefinitionofscarcity.-Scarcityisabasiceconomicproblem.-Howtoidentifyanopportunitycost.-Howtopredicthowsomeonewillactbasedontheincentivestheyaregiven.-Thedifferentkindsofeconomicsystems(traditional,market,command,mixed)-Howtoplacetheeconomicsystemsonacontinuumshowinglevelofeconomicfreedom
E1.1CapitalInvestments-HumanvPhysical-Inthislessonyouwilldefinehumancapitalandunderstandwhyitisnecessaryforeconomicgrowth.Also,youwillexplorehowpeoplecanincreasetheirpersonallevelofhumancapital.E1.1TheTroublewithTruffles:Inthislessonstudentswatcha60minutesreportonthemarketfortruffles.Thereportexplainshowhighdemandfromconsumerscoupledwiththeuncontrollablenatureoftruffleproductionaffectsthemarket.Studentsidentifymajorconceptsinthereportaswellastheirsupportingdetails,usinganinteractivenote-taker.
E1.2-ExplorationsinEconomicDemand-quickreadingandanalysis
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Econ1.2Analyzeamarketeconomyintermsofeconomiccharacteristics,therolestheyplayindecision-makingandtheimportanceofeachrole(e.g.,privateproperty,freeenterprise,circularflow,competitionandprofitmotive,andallocationofresourcesviathepricesystem).
1.2-Supply-Demand-Buyers-Producers-Capitalism-BusinessCycle
(traditionalisnotusuallyplacedonthiscontinuum).-Thetypesofthingsthatareconsideredscarceresources.-Productiveresources,alsocalled“factorsofproduction,”-Natural,humanandcapitalresources,alsocalled“land,labor,entrepreneurshipandcapital.”Econ1.2Comparecharacteristicsofcommand,market,traditional,andmixedeconomies.Econ1.2Describehowthefreeenterprisesystemencouragesprivateownershipofpropertyandpromoteindividualinitiative.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Econ1.2Explainthecircularflowofeconomicactivitiesandhowinteractionsdeterminethepricesofgoodsandservices.Econ1.2-Studentswillunderstand:-Profitoftenactsasanincentiveinamarketeconomy.-Withrespecttogovernment’sroleinamarket,someinterventionisappropriate.-Governmenthaslimitedyetimportantfunctionsinamarketeconomy.-Investmentincapitalandhumanresourcescanaffectproductionandinfluencetheeconomicchoicesofgroupsandindividuals.
Forexample:-Preservecompetition,enforcecontracts,andtoprotectlife,liberty,andproperty.-Investmentincapitalandhumanresourcescanaffectproductionandinfluencetheeconomicchoicesofgroupsand
E1.3/1.4--TheEconomicsofProSports--WhyaretheCowboysandYankeessoprofitable?Useafinancialmagazine'swebsitetodeterminewhichprofessionalsportsteamshavethehighestcurrentvalue,profitanddebt-to-valueratio.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Econ1.3Explainhowsupplyanddemanddetermineequilibriumpriceandquantityproduced(e.g.,anymarketexample–apples,tires,etc.).
1.3-Scarcity-MarketPrice-Shortage-Surplus-Competition-equilibrium
individuals.Econ1.2-Studentswillknow:-ThedefinitionofaMarketEconomy,aswellassynonyms:freeenterprise,pricesystem,laissez-faire,capitalism.-ThebasicpartsoftheCircularFlowModel.-Inamarketeconomy,profitactsasamotivator,competitionactsasaregulator,andpricesactasacoordinator.-Privatepropertyisanessentialpartofamarketeconomy,sincemarketexchangecannotoccurwithoutclearlyestablishedownership.-Theroleofcompetitioninregulatingqualityandprice.-Theroleofpricesascoordinatorsofamarketeconomy.
Identifyhowteams'generaterevenues,determinesomeofthebusinesscostsofoperatingprosportsfranchisesandinvestigatedifferentfactorslikedebt-to-valueratiosthatmakesometeamsmorevaluablethanothers.Understandthatthespecificincentivesandrulesofthegamethatthevariousleaguesusestronglyaffectthevalueoftheirteamsfranchises.
E1.3-SupplyandDemand:LessonsfromToyFads-Inthislessonstudents,willusethecasestudiesofHulaHoopsandSillyBandztolearnabouttheconceptsofsupply,demand,price,equilibrium,surplus,andshortage.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Econ1.3Illustratehowsupplyanddemandaffectsprices.Econ1.3Predicthowpriceschangewhenthereiseitherashortageorsurplus.Econ1.3Explainhowchangesinthelevelofcompetitioncanaffectpriceandoutputlevels.Econ1.3-Studentswillunderstand:-Scarcityandthenecessityofbalancingscarcityandunlimitedwantsmayinfluenceproduction,consumptionandeconomicchoices.-Inafreemarketeconomy,priceandquantityaredeterminedbytheinteractionofsupplyanddemand.
E1.4-BlindfoldActivity....TheEntrepreneurinyou-Throughoutthislesson,youwilldefinetheroleofriskincentivesasfactorsfoundinallentrepreneurialpursuits.Youwillanalyze,compareandevaluatepersonalcharacteristicsofentrepreneurs.Youwillalsodevelopagreaterself-understandingasyoudetermineifyouhavethetraitsfoundinsuccessfulentrepreneurs.Finally,youwillsetgoals,whichwillhelpyoutobecomemoreentrepreneurial.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Econ1.4Analyzethewaysinwhichincentivesandprofitsinfluencewhatisproducedanddistributedinamarketsystem(e.g.,supply,demand,WhattoProduce?,HowtoProduceIt?,HowMuchtoProduce?,ForWhomToProduceIt?,freeenterprise,etc.).
1.4-Mixedeconomy-Traditionaleconomy-Commandeconomy-Marketeconomy-Invisiblehand
-Increasesordecreasesindemandand/orsupplywillimpactpriceandquantity.Econ1.3-Studentswillknow:-Howtocreateademandschedule.-Howtocreateasupplyschedule.-Howtofindthe“marketclearingprice”or“equilibriumpriceandquantity.”-Thedifferencebetween“demand”(thecurve)and“quantitydemanded”(thex-axis).-Howtomovesupplyanddemandcurves(e.g.,theslideofacurvetotherightorleft).-Whatoccurrenceswillmovesupplycurvesanddemandcurves(e.g.Animprovementintechnologywillcauseanindustry’ssupplycurvetoslidetotheright.Advertisementforaproductwillcausethedemandcurvetoslideto
E1.4Blindfoldactivityquestions
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
theright).Econ1.4Describethebasicfactorsofproductionsuchasland,labor,capital,andentrepreneurialskillsandtheirimpactoneconomicactivities.Econ1.4Compareand
E1.5-WhatisMicrosoftuptonow?-------ESSAYHavethestudentsresearchthevariouscasesagainstMicrosoft(seeresourcescolumn)andwriteanessaydetailingthecurrentstateoflegalactionagainstMicrosoft.Thesearchcanbelocalorinternational.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Econ1.5Comparehowvariousmarketstructuresaffectdecisionsmadeinamarketeconomy(e.g.,monopoly,oligopoly,monopolisticcompetition,purecompetition,etc.).
1.5-monopoly-oligopoly-monopolisticcompetition-purecompetition-utility
contrasthowdifferenteconomicsystemsaddresskeyeconomicfactors.Econ1.4Comparecharacteristicsofcommand,market,traditional,andmixedeconomies.Econ1.4IllustratehowsupplyanddemandaffectspricesEcon1.4-Studentswillunderstand:-Whennationsfacetheproblemofscarcity,theircitizensmustoftendecidehowallocatescarceresources.-Investmentincapitalandhumanresourcescanaffectproductionandinfluencetheeconomicchoicesofgroupsandindividuals.-Goodsandservicesaresuppliedbymanypeopleinmanyways.Econ1.4-Studentswillknow:-Pricesareliketrafficsignalsfortheeconomy:theyorganizetheflow
E1.5-HistoryofmonopoliesintheUSE1.5-InterstateCommerceAct(1877):ThisprovidesyouwithanarticleontheInterstateCommerceAct.E1.5-DevelopmentoftheRailroadMonopoly:Thissitediscussestherailroadmonopolythatfounditsoriginsintheearly19thcentury.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
ofeconomicresourcesandchannelthemtotheirmostefficientuse.-Inacommandeconomy(bywayofcontrast),itisgovernmentplanners,notprices,thatdecidehowresourcesareused.-Whileprofitsoftenactasincentives,peoplemightalsobemotivatedbyotherfactors,likeafeelingoffulfillmentintheirworkoranynumberofotherthings.-Amethodforallocatingscarceresourcesisaneconomicsystem.Aneconomicsystemisasetofrulesthatpeoplemustconsiderwhenmakingdecisions.-TheconceptoftheInvisibleHand.
E1.6-EconomicInvestmentinaCommunity:ACaseStudyStudentswillanalyzeacasestudyofacountygovernmentcourtingamajormanufacturer.Thenstudentswillapplytheirresearchtotheirlocality,analyzingtradeoffsofstatefundedincentives,localdevelopmentandthosewhoopposethem.
E1.5-TheMakingofMicrosoft:ThisStanfordsitediscussesthedevelopmentoftheMicrosoftmonopoly.E1.5-Office2003WillProtectMicrosoft'sMonopoly:This2003articlediscussesconcernsthatmanyhadaboutMicrosoftpromotingitsownmonopoly.E1.5-U.S.v.Microsoft:TimelineE1.5-MakingMicrosoftSafeforCapitalism
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Econ1.6Comparenational,stateandlocaleconomicactivity(e.g.,resources,wages,production,employment,etc.)
1.6-wagesproductivity
Econ1.5Comparecharacteristicsofcommand,market,traditional,andmixedeconomies.Econ1.5IllustratehowsupplyanddemandaffectspricesEcon1.5Explainhowchangesinthelevelofcompetitioncanaffectpriceandoutputlevels.Econ1.5-Studentswillunderstand:-Marketswithmorecompetitiontendtocreatebetteroutcomesforconsumers.-Location,governmentregulationorthe
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
uniquenessofaproductarefactorsthatmaycausemarketstobemoreorlesscompetitive.Econ1.5-Studentswillknow:-Howtocreateacontinuumshowingthedifferencesbetweendifferentmarketstructuresintermsofthelevelofcompetition(e.g.,amonopolisticallycompetitivemarketincludesmorecompetitionthananoligopolisticmarket,whichinturnhasmorecompetitionthanamonopolisticmarket).-Examplesofeachtypeofmarket(e.g.,perfectcompetition:wheatandmanyotherfarmproducts.Monopolisticcompetition:fast-foodrestaurants.Oligopoly:cell-phonenetworks,hospitals,soft
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
drinks.Monopoly:Utilities,hairsalons,veterinarians).-Theroleofcompetitioninregulatingqualityandprice.-Whypeopleinaparticularindustrymighthaveaninterestincreatingbarriersforothers’entryintothemarket.-Factorsthatcausemarketstobecompetitive.Econ1.6Identifyphasesofthebusinesscycleandtheeconomicindicators
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
usedtomeasureeconomicactivitiesandtrends.Econ1.6-Studentswillunderstand:-Thewayinwhicheconomicsystemsaddressthekeyeconomicquestionsmaydeterminetheroleofconsumersandproducers.-Factorssuchas,freeenterprise,competition,privateownershipofresourcesandgovernmentregulationofbusinesscanhaveanegativeorpositiveimpactontheUnitedStateseconomy.(Federalism)Econ1.6-Studentswillknow:-EconomicfeaturesofNorthCarolina(e.g.,historyoftobaccofarmingandtextilemanufacturing,contemporaryfinanceandhigh-techresearch).
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
CourseTitle:Civics/EconUnit9:Economics
EconomicsEssentialStandard#2:Understandfactorsofeconomicinterdependenceandtheirimpactonnations
ClarifyingObjectives
Econ2.1Explainthebasicconceptsoftrade(e.g.,includingabsoluteandcomparativeadvantage,exchangerates,balanceoftrade,gainsfromtrade,etc.).
EssentialVocabulary
2.1-exchangerate-interdependence-comparativeadvantage
TaskAnalysis
Econ2.1Describetheroleofmoneyintrading,borrowing,andinvesting.Econ2.1ExplaintheimpactontheUnitedStateseconomyoninternationaltradeandglobalproducts.Econ2.1Investigatethewaysthatdomesticandinternationaleconomiesareinterdependent.Econ2.1-Studentswillunderstand:ƒ-Tradecancauseeconomiestochange.ƒ-Tradeallowsanationtospecializeintheproductionofproductsthanitcanproducemostefficiently.ƒ-Producerswhodonothaveacomparativeadvantagemaybedrivenoutofbusiness.
LearningActivities/Assessments E2.1-Currencyexchangeratelesson:Thestudentswilllearnabout:1.exchangerates2.internationaltrade E2.1- Why Nations Trade lesson: Afterdiscussingtheconceptofcomparativeadvantage,studentsinsmallgroupsengageinasimulationontheeconomiccostsandbenefitsoftrade.
Resources
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Econ2.1-Studentswillknow:-Avoluntarytradebenefitsbothparties.-Thedefinitionofcomparativeadvantage:theabilityofaparty(e.g.person,business,ornation)toproduceagoodorserviceataloweropportunitycostthanothers.-Whycomparativeadvantagegivespeopleanincentivetospecializeandtrade.
Forexample:Specializationallowspeopletopursuetheircomparativeadvantage,whichcausesgoodsandservicestobeproducedatalowercost.Tradeallowsoverallglobalproductionandconsumptiontoincrease.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Econ2.2Summarizehownationsspecializeandbecomeinterdependentthroughtrade(e.g.,traderestrictionsandgovernmentpolicy).
2.2-interdependence-globalization
Econ2.2ExplaintheimpactontheUnitedStateseconomyoninternationaltradeandglobalproducts.Econ2.2Investigatethewaysthatdomesticandinternationaleconomiesareinterdependent.Econ2.2-Studentswillunderstand:ƒ-Nationswithstrongeconomicinfrastructurewieldgreaterpowerininternationalrelations.ƒ-Differenteconomicsystemsdevelopandchangeassocietiesrespondtothreeessentialquestions;whattoproduce,howtoproduceandforwhomtoproduce.Econ2.2-Studentswillknow:ƒ-Thedefinitionofinterdependence.-ƒThedefinitionofglobalization.ƒ-Tradeisanintegralpartoftheeconomyofanation.ƒ-Nationsdecidewhat,whyandwithwhomtotrade.
E2.2-China- Where will they fit in the world economy? - Inthislessonthestudentswilluseavarietyofprint,video,andelectronicmediatolearnaboutChina'splaceinworldeconomy.TheywillexaminehowChinaisfastbecomingagiantconsumeroftheworldsfactorsofproduction.TheyalsowilllookatChina'spopulationanddeterminehowmanyresourcesChinawillneedinthefuturetosustainitsgrowth.
E2.2-DoingbusinessinAfghanistan--DescribedevastatedinfrastructureofAfghanistan.-Explaintheroleofinfrastructureinfosteringeconomicgrowth.-ExplainwhyentrepreneursmaychoosenottodobusinessinAfghanistan,despitethemanyopportunitiesitoffers.-AssessprospectsforreconstructioninAfghanistanbyreferencetotheroleofstablegovernment,ruleoflaw,privatepropertyandinfrastructure.\E2.3-LimitingTradelesson:Studentslearnaboutvarioustypesoftraderestrictionsandtheireffectsbyapplyingamodeltodeterminewhowillbenefitandwhowillbehurtbyatariff.E2.3-How can business make money from tariffs:Studentsinvestigatetheimpactoftariffsonbusinessesandconsumersduringthe1880sbylookingatapoliticalcartoon,solvingashortmathproblem,andcomparingprotectionismbetweentimeperiods.
E2.2-MakingMicrosoftSafeforCapitalism:ThissitediscussesactionbeingtakenagainstMicrosoftandtheirmonopoly.E2.2-AnInterviewwithLinusTorvalds:This2005interviewdiscussedmanyaspectsofMicrosoft'scomputerindustrymonopoly.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Econ2.3Explaintheimpactofgovernmentpoliciesoninternationaltrade(e.g.,tariffs,quotas,sanctions,subsidies,banking,embargos,etc.)
2.3-protectionism-tariff-quota-sanctions-embargo-subsidy
Econ2.3ExplaintheimpactontheUnitedStateseconomyoninternationaltradeandglobalproducts.Econ2.3Analyzetheshort-andlong-termeffectsoffiscalandmonetarypolicyontheUnitedStateseconomy.Econ2.3Analyzetheinfluenceofenvironmentalfactors,economicconditions,andpolicydecisionsonindividualeconomicactivities.Econ2.3-Studentswillunderstand:-Protectionismusuallybenefitsanarrowindustrywhileincreasingcostsforconsumers.-Voterstendtosupportprotectionismwhenitsbenefitsareconcentratedanditscostsaredispersed.-Politicalactionmayimpactanation’seconomyandresultinchanginggovernmentregulations.-Economicdecisionsofonecountrycanaffecttheeconomiesofothernations.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Econ2.3-Studentswillknow:-Governmentsoftenattempttoshieldcertainsectorsoftheeconomyfromthechangesbroughtaboutbytrade.-Definitionof“protectionism.”-Variousformsofprotectionism:subsidies,tariffs,sanction,embargos,andquotas.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Econ2.4AnalyzetheroleofNCandtheUSintheworldeconomy(e.g.,furnitureindustry,tourism,fishing,etc.).
2.4-globalization
Econ2.4-Studentswillunderstand:ƒFederalandstategovernmentssharesimilaritiesanddifferencesthataffecttheireconomicdevelopment.ƒTheprosperityandstabilityofanation’seconomyisdependentuponastableglobaleconomy.Econ2.4-Studentswillknow:ƒEconomicfeaturesofNorthCarolina(e.g.,historyoftobaccofarmingandtextilemanufacturing,contemporaryfinanceandhigh-techresearch).
E2.4-Whataretheeconomicfunctionsofgovernmentlesson:Classdiscussionandsmallgrouptaskidentifyingsixeconomicsfunctionsofgovernmentandexamplesofthesefunctionsusingcurrentevents
E2.4-2010IndexofEconomicFreedom:UsethissitetocomparetheUnitedStatestoothercountriesintermsofeconomicfreedom.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
CourseTitle:Civics/EconUnit10:Economics
EconomicsEssentialStandard#3:AnalyzetheroleofgovernmentandeconomicinstitutionsindevelopingandimplementingeconomicstabilizationpoliciesintheU.S.
ClarifyingObjectives
Econ3.1Summarizebasicmacroeconomicindicatorsandhowtheyvaryoverthecourseofabusinesscycle(e.g.,grossdomesticproduct,unemployment,consumerpriceindex,etc.).
EssentialVocabulary
3.1-GrossDomesticproduct-ConsumerPriceIndex-inflation-macroeconomics-microeconomics
TaskAnalysis
Econ3.1IdentifyphasesofthebusinesscycleandtheeconomicindicatorsusedtomeasureeconomicactivitiesandtrendsEcon3.1-Studentswillunderstand:-Anation’soveralllevelsofincome,employmentandpricesaredeterminedbytheinteractionofspendingandproductiondecisions.-Leadingindicatorshelpinvestorspredictandreacttothedirectionthemarketisheaded.-Inflationredistributespurchasingpowerandasaresultimposesundesirablecostsonsomepeoplewhilebenefitingothers.
LearningActivities/Assessments E3.1-AgriculturalEconomicsandtheAmericanRevolutionAcasestudyfullyillustratingeconomicprinciples--principleswhichsowedtheseedsofrevolution,andwhichperhapsremainimportanttoday.Therelationshipsbetweenpolitics,law,andeconomicsareexamined.E3.1-FocusonEconomicDataThislessonexaminestheU.S.DepartmentofLabor,BureauofLaborStatistics,ThislessonintroducesthebasicconceptsoftheBLSemploymentandunemploymentdata.Themeaningandimportanceofthedataarediscussed.Assessmentexercisesareincludedforreinforcingknowledgeoftheconcepts.
Resources E3-IntrotoMacroeconomics-26videolessonsfromUniv.ofIndianaE3-Marketeconomy&Macroeconomicscrosswords,wordsearches,andwordscrambles
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Econ3.1-Studentswillknow:-Macroeconomicsvs.microeconomics.-ThedefinitionofGrossDomesticProduct(GDP).-WhatGDPdoesanddoesnotmeasure.
Forexample:GDPdoesmeasurefinalgoodsandservices,doesnotmeasureintangiblethingslikeleisuretime.Itmeasuresproduction,whichisaflowasopposedtowealthwhichisastock.-Howtheunemploymentleveliscalculated.-Thedefinitionofinflation.-HowtherateofinflationismeasuredusingtheConsumerPriceIndex(CPI).-Thephasesofthebusinesscycle(expansion,peak,contraction,trough).-Whyinflationisaproblem.-Economicindicatorstendtovaryoverthecourseofthebusinesscycle.
Forexample:Inatrough,unemploymentishighandGDPislow.-Variousforcesaffecteconomicconditionsandaneconomy’sstability
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Econ3.2Explainhowfiscalpolicyandthemonetarypolicyinfluenceoveralllevelsofemployment,interestrates,production,pricelevelandeconomicgrowth(e.g.,businesscycle,standardofliving,recession,depression,ConsumerPriceIndex,etc.).
3.2-monetarypolicy-fiscalpolicy-fiatcurrency-Stimulus-FederalReserve-FOMC
Econ3.2Analyzetheshort-andlong-termeffectsoffiscalandmonetarypolicyontheUnitedStateseconomy.Econ3.2-Studentswillunderstand:-Changesinthemoneysupplycanleadtochangesininterestrateswhich,inturn,affecttheavailabilityofcredit,theaveragelevelofpricesandnationallevelsofspendingandoutput.-National,stateandlocallevelsofgovernmentoftenusetaxcutsandspendingincreasesintimesofeconomicweaknesstostimulatetheeconomy.(Structureofgovernment,federalism)-Fiscalpolicycanprovidestimulusduringeconomicrecession.-Monetarypolicydecisionscanpreventinflation.Econ3.2-Studentswillknow:-Thedefinitionsoffiscalpolicyandmonetarypolicy.-Monetarypolicyisusedbythenationalgovernmentandfiscalpolicyisusedbyalllevelsofgovernment.-WhatexactlytheFederalReservesystemisanditsfunction.-TheFederalReservecanaffecttheamountofmoneythatbankscanlend.-TheFederalReservecaninfluenceinterestrates.-Bankscreatemoneywhentheymakeloans.
E3.2-ConflictsinGovernmentPolicyObjectivesLesson--These lessons seek to encourage students to consider a series of arguments for a particular set of policy proposalsE3.2-LocalTaxes:WhereDoesAllTheMoneyGo?-Studentswilldiscusstheproblemsofacommunity’sdesireforservicesandtheavailabilityoftaxrevenues.E3.2-State Taxes: Why Do We Pay the State?Thislessonwillintroducestudentstostatetaxes,majorexpendituresandsourcesofstaterevenues.Thepurposeofthislessonisforstudentstodevelopanunderstandingofhowthestategovernmentreceivesmoney,alongwiththedecision-makingprocessforallocatingfundsonthestatelevel.E3.2-IsThereSuchAThingAsAGOODTax?InthislessonplanAdamSmith’sprinciplesofwhatconstitutesa“good”taxarecovered.Studentsareaskedtocompleteachartthatidentifiesdifferenttypesoftaxes,whopaysandwhobenefitsfromthetax.Thegridservesasnotesontaxationandstudentsneedtousetheirtextbooktocompletethe“TypesofTax”chart.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
-Papermoneyisnolonger“backed”bygold.ItsvalueislargelydependentontheamountofmoneythattheFederalReserveallowsbankstocreate.-Theterm“fiat”money.
Forexample:Fiatmoneyismoneythathasvalueonlybecauseofgovernmentregulationorlaw.Moneythathasnogoldorsilverbacking.Today,mostnationalcurrenciesarefiatcurrencies,includingtheUSdollarandtheeuro.-Howandwhyfiscalandmonetarypolicyareusedasattemptstostimulatetheeconomyinacontraction.-Howandwhyfiscalandmonetarypolicyareusedtoattempttokeeptheeconomyfrom“overheating”inanexpansion.-Whythetoolsoffiscalpolicy(includingstimulus)andmonetarypolicy(includingexpansionofthemoneysupply)arecontroversial.
E3.2TheFederalReserveandmonetarypolicyThislessonisintendedtoguidestudentsandteachersthroughananalysisoftheactionstheFederalReserveistakingandcantakeininfluencingprices,employment,andeconomicgrowth.E3.2KeynesvHayek:Inthislesson,thestudentswillreadaboutthedifferentviewsofKeynesandHayekontheroleofgovernmentintheeconomy.Theyalsowilllearnhowtheirviewsinfluencedthefamed“ChicagoSchoolofthought,”aswellasourcurrenteconomicsystem.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Econ3.3AnalyzeorganizationsintermsoftheirrolesandfunctionsintheUnitedStateseconomy(e.g.,banks,laborunions,federalreserve,nonprofitorganizationsandcooperatives,WallStreet,etc.).
3.3-cooperative
Econ3.3Identifyanddescribetherolesandfunctionsofvariouseconomicinstitutionsandbusinessorganizations.Econ3.3-Studentswillunderstand:-Acentralbankhasamonopolyoncreatingthecurrencyofanationandfunctionstoprovideanation’smoneysupply.-Nationalgovernmentscancontrolthesupplyofmoneyinaneconomybyencouragingordiscouragingbankloanswiththechangesindiscountrateandthebuyingorsellingofgovernmentbonds.-(Structureofgovernment)Nonprofitorganizationsservethepublicoramutualbenefitotherthantheaccumulationofprofitsandasaresultareavaluablepartofanation’seconomy.-Financialinstitutionsfacilitateallocationoffinancialresourcesfromitssourcetopotentialusers.
Forexample:•Somefinancialinstitutionscollectfundsfrominvestorsandmakethemavailabletousers.•Somefinancialinstitutionsactasmiddlemenbetweendeficitandsurplusunits.•Somefinancialinstitutionsmanagefundsasagentsfortheirclients.
E3.3-BanksAndConsumerServicesUsingacostbenefitanalysis,studentswillidentifythebankingservicestheymightuse.
E3.3--RISK-IT!Jeopardy-stylegamewhichreviewsterminologycentraltomoney,bankingandtheFederalReserveSystem.
UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools COMMON CORE MATH STANDARDS: http://www.ncpublicschools.org/acre/standards/common-core-tools/
Econ3.3-Studentswillknow:-Thatthefinancialsystem(banks,thestockmarket,etc.)connectssaverstoborrowers.-Entrepreneursgetmoneyfornewbusinessesbyborrowingmoneythroughbanks.-Thedefinitionandcharacteristicsofarecession.-Whenpeoplebecomeafraidthattoomanyloanswillnotberepaid,afinancialpanicora“run”onthebanksmayoccur.