scseq amergovt standard -...

Gateway Regional School District

SCOPE & SEQUENCE

American Government - Standard

of 26 Developed by Nicholas Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for American Government Elective December 2008

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Learning (Assessment) Month

TEXTBOOK - American Government published by Prentice Hall in 1997

UNIT I USG.1.1 Distinguish among civic, political, and private life.

Nature of Citizenship

Students will KNOW: �The differences between civic, political and private life and also how the three intertwine together. Students will be able to DO: �Define civic, political and privates lives, how they differ, and how they work together in our government.

Discuss what we know about government. What is the difference between a Police Officer as opposed to a citizen on a public street, and a citizen in their home.

Participation Grade helped out by discussion in class. Key Terms: Civics and Politics.

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USG.1.2 Define the terms citizenship, politics, and

government, and give examples of how political solutions to public policy problems are generated through interactions of citizens and civil associations with their government.


Students will KNOW: �Exactly what the terms citizenship, politics and government truly mean and how they effect our government. Students will be able to DO: �Define government and the connecting terms of citizenship and politics.

Building off of the earlier discussion. Continue the interactions with students about their previous knowledge and notions. Go over the programs that blend citizens into politics and visa versa

Participation Grade helped out by discussion in class. Key Terms: Civics and Politics. Before discussion students will answer questions about the material in their notebook. Check off and grade for participation and effort. 1

USG.1.3 Describe the purposes and functions of government.


Students will KNOW:

�Why we have governments and what governments do for us. Students will be able to DO:

�Explain the purposes and functions of government.

The class will investigate the Mission Statement of Gateway High student guide. From there we will compare it to the Preamble of the Constitution and how that is a Mission Statement for our government. In addition we’ll investigate the first governments and why they formed. What did they provide?

Using the Preamble of the Constitution as a Primary Source dissect each phrase and each section to determine what it would require the government to do. 1

USG.1.4 Define and provide examples of different forms of government, including direct democracy, representative democracy, republic, monarchy, oligarchy, and autocracy.

Foundations of

Government

Students will KNOW: � Differences between the types of government Students will be able to DO: � Describe differences between the forms of government and relate these forms to a group in history that exercised the specific group.

Begin with an interactive lecture on the different forms of government and who used these forms of government. We then will debate the pros and cons of each of the governments, ending with the students writing a personal reflection on which they prefer and why. Must include the pros and cons of each government in their opinion.

Participation in the lecture and then the short essay on the types of government that they would prefer and why. Create a presentation on one of the specific governments that we have covered. Oral Presentation/Visual of any sort of ideas.

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�Describe which government they would prefer.

USG.1.5 Explain how the rule of law, embodied in a constitution, limits government to protect the rights of individuals.

Foundations of

Government

Students will KNOW: � The definition of Constitutional Government and how it applies today. �Checks and Balances of the three branches as well as the checks set up by the Bill of Rights.

Students will be able to DO: � Students will be able to explain how the government cannot exceed its powers

Interactive lecture on the checks and balances of the three branches in our representative democracy as well as the Bill of Rights. In groups students will be comparing the Constitutional Government with an unlimited government. Starting with the original limited monarchies in England vs. the absolute monarchies of the seventeenth century.

Quiz on the Bill of Rights and being able to put the amendments into their own words what freedoms the amendment protects for us. Create a presentation on one of the specific governments that we have covered. Oral Presentation/Visual of any sort of ideas.

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USG.1.6 Explain how a constitutional democracy provides majority rule with equal protection for the rights of individuals, including those in the minority, through limited government and the rule of law.

Foundations of

Government

Students will KNOW: �How our country’s government operates with majority rule while protecting rights. �Define Limited Government Students will be able to DO: �Analyze the Bill of Rights and the U.S. Constitution and how they protect American citizens while allowing majority rule to operate.

Interactive lecture on the checks and balances of the three branches in our representative democracy as well as the Bill of Rights. Developing the Bill of Rights a few steps farther into the amendments concerning civil rights. Analyze several events or issues in which minorities’ rights are still maintained in a system of majority rule.

Participation in the lecture and then the short essay on the types of government that they would prefer and why. Create a presentation on one of the specific governments that we have covered. Oral Presentation/Visual of any sort of ideas.

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USG.1.7 Distinguish limited from unlimited government, and provide examples of each type of government.

Foundations of

Government

Students will KNOW: �Examples of limited vs. unlimited government. U.S. Government’s differences versus an old English Monarchy. Students will be able to DO: �Compare and contrast the pros and cons of a limited government as in America vs. an unlimited government of old monarchies.

An interactive lecture on limited government vs. unlimited. Representative Democracy vs. Monarchy. Listing out the pros and cons of each version, which will lead to seeing the overall benefits of the fundamental ideas of democracy. Using the Comic Life program students will create comic books that show the big differences, pros and cons, between unlimited vs. limited government. Students will work in groups of two.

Chapter Test on the foundations of American Government. The Comic Books will be reviewed, presented, and graded.

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USG.1.8 Explain how civil society contributes to the maintenance of limited government in a representative democracy or democratic republic such as the United States.


and Foundations

of Government

Students will KNOW:

�That a limited government only is as strong as the people who act and support the representative government.

Students will be able to DO: �Illustrate that they have the knowledge to show that strong citizens make for a stronger country.

While combining what we already learned from roles of being a U.S. Citizen to what we know about Representative Democracies, what makes for a strong government while staying as a limited government. Essay describing the roles of U.S. citizens. Voting, paying taxes, military service, jury duty, knowing and obeying the laws, keeping up with the issues involved in current politics, community service, sharing one’s views and helping out with the environment.

Essay on the important roles of U.S. citizens. Differentiating the mandatory citizen roles from voluntary expressing how each still have their importance in our democracy. Test on foundations of American Government

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USG.1.9 Examine fundamental documents in the American political tradition to identify key ideas regarding limited government and individual rights. Examples: Magna Carta (1215), Mayflower Compact (1620), Massachusetts Body of Liberties (1641), English Bill of Rights (1689), Locke’s Treatises of Civil Government (1690), Pennsylvania Charter of Privileges (1701), Virginia Declaration of Rights (1776), Declaration of Independence (1776), United States Constitution (1787), Bill of Rights (1791), and the Massachusetts Constitution of 1780

Foundations of

Government

Students will KNOW: �Founding Fathers based many of their ideas on previous documents that were written long before the Declaration of Independence or Constitution were ever written. �Specifically which documents have what effects on our current way of government. Students will be able to

�Analyze a primary source written in old English and decipher it portion by portion. �Explain where many of the theories behind our government originated from.

After reviewing the key concepts of understanding limited government and individual rights these primary sources will be used to highlight the points made while first exploring these ideas. The evolution of these ideas is what makes these documents important and that will be stressed as we do cover the documents listed over time. What is familiar about these documents in our own governments.

Using a worksheet that views these primary sources documents. Grade mainly for effort and participation as the documents will be analyzed in class due to difficulty. Test on foundations of American Government.

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USG.1.10 Explain the part of Article IV, Section 4, of the United States Constitution, which says, “The United States shall guarantee to every State in the Union a Republican form of Government….”

Students will KNOW:

�That all of our states have guarantees as states in Federalist form of government Students will be able to

�Explain the differences between Delegated, Concurrent and Reserved powers and what happens as a result of this.

After examining The Constitution itself we will discuss on the board the different powers that are found on the National level as opposed to the state level. After brainstorming we’ll look at a list of any that we may have missed along the ways

Students will need to know some examples of the Delegated, Concurrent and Reserved powers. Will be part of Introduction to Government Test

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USG.2.1 Trace the colonial, revolutionary, and founding-era experiences and events that led to the writing, ratification, and implementation of the United States Constitution (1787) and Bill of Rights (1791).

Foundations of our U.S.

Government

Students will KNOW: � The influential events, ideas, and thoughts that led to the formation of our current government today. Students will be able to DO: � Identify the revolutionary ideas of our founding fathers and the circumstances that led to the Constitution being written. �Identify the Bill of Rights and how they are used today. �Use the Constitution and be able to form an opinion on how they interpret the laws found within the actual documents themselves.

Prepare an interactive lecture on the events just prior to the ratification of the Constitution. Reviewing from U.S. History quickly the ideologies of the time. We’ll also go over the Bill of Rights and describe amendment by amendment how these rights still apply today. Review cases and show the precedence on how some of these amendments are used today. Using the Constitution we will hold a mock trial on whether or not the implementation of a Military Draft is legal based on the wording of the U.S. Constitution

Quiz on the Bill of Rights and being able to put the amendments into their own words what freedoms the amendment protects for us. Foundations test will assess knowledge of those introductory ideas that led to the government that we live by to this day. Participation in the mock trial will also be reflected in their participation grade. Students are to stay on task and give it their best effort. Be sure to direct students to specific articles and amendments that can be applied this issue.

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UNIT II USG.2.1 Trace the colonial, revolutionary, and founding-era experiences and events that led to the writing, ratification, and implementation of the United States Constitution (1787) and Bill of Rights (1791).

Students will KNOW: �Why we have a Bill of Rights and the two sides of the argument leading up to these changes being added to the U.S. Constitution. Students will be able to DO: �List the Bill of Rights and what freedoms citizens receive. �Rationale for First Ten Amendments as opposed to much of the rest of the Constitution.

Interactive Lecture on the Bill of Rights. How do they apply to the students today? The debate between Federalists and Anti-Federalists.

Quiz on case studies relating to the Bill of Rights. Case studies present the students will a specific situation and if it is or is not Constitutional. Also on identifying the ten amendments

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USG.2.2 Analyze and interpret central ideas on government, individual rights, and the common good in founding documents of the United States. Examples: The Virginia Declaration of Rights (1776), the Declaration of Indepen-dence (1776), the Massachu-setts Constitution (1780), the Virginia Statute for Religious Freedom (1786), the North-west Ordinance (1787), the United States Constitution (1787), selected Federalist Papers such as numbers 1, 9, 10, 39, 51, and 78 (1787–1788), Bill of Rights (1791), President Washington’s Farewell Address (1796), and President Jefferson’s First Inaugural Address (1801)

Foundations of U.S.

Government

Students will KNOW:

�How certain documents in turn have come to embody the basic ideas of the American principles.

Students will be able to DO: � Analyze primary source documents and interpret what it could mean to the citizens of the eighteenth century as well citizens in the twenty-first century.

Comparing the Preamble of the Constitution and the Gateway Regional High School mission statement. Describe the similarities and the differences of the two documents. Reading and analyzing the first part of the Declaration of Independence. Discuss how it embodies the Revolutionary ideas in an interactive lecture.

Worksheet on analyzing primary sources. Quiz on the Bill of Rights and being able to put the amendments into their own words what freedoms the amendment protects for us. Foundations test will assess knowledge of those introductory ideas that led to the government that we live by to this day. Participation in the mock trial will also be reflected in their participation grade. Students are to stay on task and give it their best effort.

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USG.2.3 Identify and explain elements of the social contract and natural rights theories in United States founding-era documents.

Foundations of U.S.

Government

Students will KNOW:

� Students will be able to explain the elements of the social contract and natural rights theories.

Students will be able to DO: �Students will be able to explain what the “social contract” and “natural rights” of American Government really are.

Analyzing the Declaration of Independence and the Bill of Rights. Interpreting the words of our founding fathers paragraph by paragraph, sentence by sentence and word by word. Interactive lecture on the Enlightened Thinkers and the Founding Fathers


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USG.2.4 Define and provide examples of foundational ideas of American government, including popular sovereignty, constitutionalism, republicanism, federalism, and individual rights, which are embedded in founding-era documents.

Students will KNOW:

�The overall concepts behind the writing of the U.S. Constitution that we live under today.

Students will be able to DO: �Define the terms popular sovereignty, constitutionalism, republicanism, federalism, and individual rights, and their relation to the founding of our early governments in early America.

Prepare an interactive lecture on the basic ideas of what Americans wanted out of their government and why they wanted these things. While describing these ideas bring it into terms of the Constitutional Convention in Philadelphia. Continue to go over the Bill of Rights and how they still apply today.


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USG.2.5 Explain how a shared American civic identity is embodied in founding-era documents and in core documents of subsequent periods of United States history. Examples: The Seneca Falls Declaration of Sentiments and Resolutions (1848), Abraham Lincoln’s Gettysburg Address (1863) and Second Inaugural Address (1865), Theodore Roosevelt’s “The New Nationalism” speech (1910), Woodrow Wilson’s “Peace Without Victory” speech (1917), Franklin Roosevelt’s “Four Freedoms” speech (1941), John F. Kennedy’s inaugural address (1961), Martin Luther King, Jr.’s “I Have a Dream” speech and

Development of American

Identity

Students will KNOW: �The development of the identities we relate to our country. That the ideas and ideologies of America have evolved and developed through moments in History. Students will be able to DO: �Analyze primary sources and see how the American civic identity is reflected in the events of our past. Also by taking these core documents students will be able to craft their opinion of what the American Civic Identity is today.

Students will be assigned one of the primary sources (or selected excerpts from) to review with a partner. Of the listed documents, the Gettysburg Address, the New Nationalism Speech, John F. Kennedy’s inaugural address and “I have a Dream” are the most reader friendly documents for student work. Students will read their piece and as a group answer the questions relating their piece to what it means to be an American as opposed to any other country in the world. They will also determine what founding document their author was influenced by.

Worksheet on analyzing primary sources, and American Identity questions Students will orally present the key quotes or excerpts from their piece. Afterwards they will break down the piece and explains on how their piece has reflected the American identity or changed it.

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Letter from Birmingham City

Jail (1963), and selected opinions in landmark decisions of the United States Supreme Court such as Justice Robert Jackson’s opinion for the Court in West Virginia

Board of Education v.

Barnette (1943) and Justice Oliver Wendell Holmes’ dissenting opinion in the case of Abrams v. United States

(1919)

USG.2.6 Define and provide examples of fundamental principles and values of American political and civic life, including liberty, the common good, justice, equality, tolerance, law and order, rights of individuals, diversity, civic unity, patriotism, constitutionalism, popular sovereignty, and representative democracy

Development of American

Identity

Students will KNOW: � The fundamental ideals behind the United States of America that have existed since our founding fathers and how it has evolved since 18th century Students will be able to DO: �Describe what being an American really is all about. � Name examples from their own experiences of these values or from the media of being an American.

One by one teacher can list the fundamental ideas on the board starting with liberty through representative democracy. Students will, in their notebooks write what they think of when they see the word and then a time this idea applied to their own life. Afterwards as a class we will discuss and formally define each term.

Students will be graded by completing the assignment in the notebook and their participation in the discussion.

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UNIT IV USG.2.7 Identify and explain historical and contemporary efforts to narrow discrepancies between foundational ideas and values of American democracy and realities of American political and civic life.

America Today

Students will KNOW: �Differences between the idealistic ideas of our founding fathers vs. how (or if) those ideas are in practice today. Students will be able to DO: �Compare and contrast our current political scene with how the founding fathers would have envisioned it.

Begin with reviewing some of our founding father documents and some current political events. From there we will try to determine how an Alexander Hamilton or Thomas Jefferson would handle a current event or political situation. Are the issues the same? Are some of these American ideas myths?

Classroom participation. The students will write an essay role-playing the point of view of a famous founding father. The paper will reflect an understanding of how our founding fathers think and have an understanding of current problems in today’s political scene. The following discussion around the Preamble to the Constitution as a Mission Statement. Is the U.S. government following that guideline?

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USG.2.8 Evaluate, take, and defend positions on issues concerning foundational ideas or values in tension or conflict. Examples: Analyze issues involving liberty in conflict with equality, liberty in conflict with authority, individual rights in conflict with the common good, or majority rule in conflict with minority rights.

Students will KNOW:

�That there are times when there might not be a perfect solution or answer in our government when ideas may contradict each other. Students will be able to DO: �First and foremost students will be able to debate their point of view on a subject. �Explain that no government can 100% correct 100% of the time.

Students will investigate and debate the abolishment of slavery in our own history. The majority of southerners’ votes were overridden by the idea of morals and greater equality. The students will then investigate a more modern example such as Gay Rights in America. Equality vs. the votes of the majority.

In addition to an in class debate students will be responsible for passing in an essay reflecting their point of view on the debates at hand.

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USG.2.9 Compare and contrast ideas on government of the Federalists and the Anti-Federalists during their debates on ratification of the U.S. Constitution (1787–1788).

Ratification

Students will KNOW: �The debates and differences between the Federalist point of view and the Anti-Federalist point of view. This will include the key arguments for each side, as well as the key players for each side. Students will be able to DO:

�Compare and contrast ideas on government of Federalists and the Anti-Federalist ideas going into the ratification of the U.S. Constitution.

Students will begin by reading an example of the Federalist point of view as seen in The

Federalist papers written by John Jay, James Madison and Alexander Hamilton. They will also read some evidence of the Anti-Federalist point of view. Students will complete a Primary Source analysis worksheet and then write an essay comparing and contrasting the differing point of views.

Students will complete an essay on a compare and contrast between the Federalist and Anti-Federalist point of views.

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USG.2.10 Analyze and explain ideas about liberty, equality, and justice in American society using documents such as in Reverend Martin Luther King’s “I Have A Dream” speech and Letter from

Birmingham City Jail (1963), and compare King’s ideas to those in such founding-era documents as the Virginia Declaration of Rights (1776),

Students will KNOW: �Examples of when our basic fundamental ideas about liberty, equality, and justice have been exercised to the masses and how to compare these more recent examples to that of our founding fathers.

Students will be able to DO: �Apply the fundamental ideas of our founding fathers to how they are used and interpreted in a more contemporary political setting.

Students will begin by reviewing some documents and quotes from the Founding Fathers of our country. After that we will progress through Henry Clay, to Abraham Lincoln and then to Dr. King and then compare the three different sets of documents from different time periods.

Students will write an review for a newspaper critiquing either the “I have a Dream” speech or the Letter from Birmingham City Jail and how either one reflects ideas of liberty, equality and justice.

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the Declaration of Independence (1776), Massachusetts Declaration of Rights (1780), and the Federalist Papers (1788)

UNIT V USG.3.1 Compare and contrast governments that are unitary, confederate, and federal.

Types of Government

Students will KNOW: �The differences and similarities of unitary, confederate and federal governments Students will be able to DO: �Distinguish and determine the pros and cons found within these three types of governments.

Building off of our prior knowledge the class will define what makes up our Federal government. From there have class determine the definition of unitary and confederate governments. Students will then work with a partner to each come up with pros and cons to all three and then afterwards decide which they prefer and why.

Students will be graded on their participation and effort given while working through the information. In addition terms: unitary, confederate and federal to be necessary terms on future test.

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USG.3.2 Identify and describe provisions of the United States Constitution and the Massachusetts Constitution that define and distribute powers and authority of the federal or state government.

Government in Action

Students will KNOW:

�How to investigate the U.S. and MA Constitutions. In addition the jurisdiction of federal and state power and how it is defined and when conflicts of interest exist. Students will be able to DO: �Answer a series of questions and case studies onto whether a situation is a federal matter or a state matter and to be able to explain their rationale.

As a class look over the U.S. Constitution. Give students a chance to navigate the document, help out where needed. Have students define the extent of power that Federal Government possesses, and why that is. Do the same with state government. Refer to Government chart from beginning of the course.

Students will be asked to label and distinguish events and situations to be state matters or federal matters. Answer if a state is able to commit a certain action of if it conflicts with federal government.

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USG.3.3 Explain the constitutional principles of federalism, separation of powers among three branches of government, the system of checks and balances, republican government or representative democracy, and popular sovereignty. Provide

Students will KNOW: � The fundamental ideals that go behind the United States of America that have existed since our founding fathers as well as how it has evolved since the eighteenth century Students will be able to DO:

�Describe what being an American really

One by one teacher can list the fundamental ideas on the board starting with liberty through representative democracy. Students will, in their notebooks write what they think of when they see the word and then a time this idea applied to their own life. Afterwards as a class we will discuss and formally define each term.

Students will be graded by completing the assignment in the notebook and their participation in the discussion.

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examples of these principles in the governments of the United States and the state of Massachusetts.

is all about. In addition they will give examples from their own experiences of these values of being an American. If student cannot relate to personal experience find a moment from the media that exemplifies these ideas.

USG.3.4 Explain the functions of the courts of law in the governments of the United States and the state of Massachusetts with emphasis on the principles of judicial review and an independent judiciary.

Students will KNOW: �Functions of the courts of law in the governments of the USA and MA focusing on their Constitutional rights Students will be able to DO: �Understand how the courts function on three levels and even the separate levels of power and jurisdiction within a level of power.

While investigating the three levels of government in the Jurisdiction Branch of government students will examine case studies and the checks that the Judicial branch has on Executive and Legislative through judiciary review as well as their powers seen in independent judiciary. On-line Resource Our Courts developed by Justice Sandra Day O’Connor

Students will examine several case studies and role-play through these situations as a justice or judge would in the given circumstance.

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USG.3.5 Distinguish among the enumerated and implied powers in the United States Constitution and the Massachusetts Constitution. Constitutionali

sm

Students will KNOW:

�The difference and examples of use through enumerated and implied powers in the United States and the MA Constitution. Students will be able to DO: �Discuss the interpretations on the United States Constitution and the Massachusetts how the power operates.

Re-examine the Federalist vs. Anti-Federalist argument of loose vs. strict interpretation. Of the Constitution. Use the Massachusetts case Goodridge v. Department of Public Health to be an example of Constitutional interpretation. Argue the points of the Court justices vs. Suffolk Superior Justice Thomas E. Connolly

No real formal assessment with such a controversial issue within the lesson itself. Participation grade effected and in the end, assessment on Constitutional rulings will reflect these skills.

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USG.3.6 Explain the functions of departments or agencies of the executive branch in the governments of the United States and the state of Massachusetts.

Executive Branch

Students will KNOW: �The different agencies found with the Executive branch and the roles that they play in our government and current bureaucracy. Students will be able to DO:

�Name the different organizations in our

Each student will be assigned a different government organization, ideally one that exists on both the Federal and the state levels. The students will create a power point presentation on their agency or department. Noting goals of the groups, key accomplishments or people involved in their

Power Point presentations will be based on a rubric combining the elements of the information and the presentation of the project.

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federal and state governments and what they are responsible for.

groups as well as current members of the organization and what they are currently moving towards.

USG.3.7 Trace the evolution of political parties in the American governmental system, and analyze their functions in elections and government at national and state levels of the federal system.


Students will KNOW: �The major political parties in American history with focus on our current Republican and Democratic parties. In addition they will know the functions of the parties in recent years on the national/state and local policies in America. Students will be able to DO:

�Identify the major political parties in American history and understand their goals and their activities at the local, state, and federal levels

Have a guest speaker from the local Democratic/Republican parties come in and discuss what their party has been doing in recent years on all 3 levels of government Assign sections of the political platforms of each party to groups of students who will process the information and the repercussions of that goal. Use most recent released platform. With use of the internet research voting activity to see if the parties did move towards their goals outlined in the platform or if they did not touch on.

Oral presentation and letter of reflection on the goals and actions of the political party and the issue at hand.

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UNIT VI USG.3.8 Explain the legal, fiscal, and operational relationships between state and local governments in Massachusetts.

Students will KNOW: �The relationship between state and local governments in our glorious commonwealth through current events and bills in Congress. Students will be able to DO: �Analyze current discussions and debates being held in town committee and school committees and the allocation of funds.

While taking a look at funding for our school. Students will compare the national funding, state funding, and local funding and how it all comes together to help out the educational process. From there different comparisons will be drawn for the legalities of situations based on the tenth amendment. Local Police vs. State Police vs. FBI or Military presences. The legality of laws stacking up to local laws, state laws and national laws

Participation in class discussion on the situations at hand and active involvement in the debate on jurisdictions whether we are talking police intervention, zoning rights, or Constitutionalism of laws.

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USG.3.9 Explain the formal process of how a bill becomes a law and define the terms initiative and referendum.


Students will KNOW: �The entire process of how a bill becomes a law from start to finish Students will be able to DO: �Explain and chart how an idea becomes a bill and how a bill becomes a law.

Starting with the Schoolhouse Rock, begin the discussion on how a bill becomes a law. Using example of the Melanie Bill/Law in our state and how one voice did make a difference. Begin with news reel on the issue and go through the process step by step

Test on Government in Action. Students will write essay on a fake scenario that develops an idea into a bill and then into a law. Students may use a real law that is already in place. Extra! If students can come up with a law for

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until it was signed into a law our state that does seem reasonable, run with it and see results!

USG.3.10 Explain the difference between a town and a city form of government in Massachusetts, including the difference between a representative and an open-town meeting.

Students will KNOW: �The difference between a town meeting and representative style of government in democracy and how that relates to the normal differences found between local government v. state and federal government. Students will be able to DO: �Explain the difference between local town government vs. state government and the reasons behind these differences.

Students will be asked in Critical Thinking to explain why we have a Representative Government vote on the majority of our state and federal laws instead of “the people.” What makes it easier for the town meeting style voting in local government problems

Participation in discussion as well as recording points in notebook

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USG.3.11 Compare core documents associated with the protection of individual rights, including the Bill of Rights, the Fourteenth Amendment to the United States Constitution, and Article I of the Massachusetts Constitution.

Students will KNOW:

�The similarities found between several major documents in our lives with many amendments overlapping on the state and federal levels. Students will be able to DO: �look at a Constitution and be able to decipher their rights and make their own interpretations.

Students will be divided up into three different groups. One on the Bill of Rights which by now the class is very familiar. One on the 14th Amendment alone and one on Article I of the MA Constitution. They will make an outline on what we are guaranteed and then we will discuss our finding as a class

Outlines will be passed in and participation will be necessary

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USG.3.12 Use a variety of sources, including newspapers and internet web sites, to identify current state and local legislative issues and examine the influence on the legislative process of political parties, interest groups, grass roots organizations, lobbyists, public opinion, the news media, and individual voters.

Students will KNOW: �Where and how to look at local sources to find out our issues Students will be able to DO: �Find sources for local issues and be able to make inferences on those sources. Identifying current state and local politics and organizations.

Using several sources such as the Republican or its online counterpart masslive.com, as well as the Hampshire Gazette students will search for issues directly relating to the Berkshire towns.

Students will report their findings orally to the class for credit.

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USG.3.13 Analyze and Students will KNOW: In a group students will investigate one of Report to be collected. 2


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evaluate decisions by the United States Supreme Court about the constitutional principles of separation of powers and checks and balances in such landmark cases as Marbury v. Madison

(1803), Baker v. Carr (1962), United States v. Nixon (1974), City of Boerne, Texas v.

Flores (1997), and Clinton v.

City of New York (1998).

�In the continued focus of the start of the year students will see Checks and Balances and Separation of Powers in action with some of these landmark Supreme Court Cases. Students will be able to DO: �Identify the powers in play in the major listed court cases as well as make comparisons and analyses of similar current or be able to make analogies to even perhaps made up situations for current politics.

the listed Supreme Court Cases. As they determine the outcome they will then compare to a current political situation or create a fictional (but possible) situation that is similar to the one they mentioned. (IE plugging in the current figures who would have committed the wrong doings or brought those situations upon themselves)

USG.3.14 Analyze and evaluate decisions by the United States Supreme Court about the constitutional principle of federalism in cases such as McCulloch v.

Maryland (1819), Texas v.

White (1869), Alden v. Maine

(1999).

Students will KNOW: �First off that Texas cannot leave the Union. �Basic principles of Federalism Students will be able to DO: �Explain the three levels of government and how their power under a Federal government is explained.

Students will read excerpts from the U.S. Constitution on Federalism and then the Texas State Constitution and then try to interpret why the Supreme Court ruled the way it did on the mentioned cases

A worksheet to be passed in, checked off

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USG.4.1 Describe how the world is divided politically, and give examples of the ways nation states interact, including trade, tourism, diplomacy, treaties and agreements, and military action.

International Government

Students will KNOW: �How the world is what it is, as far as different countries and how those countries interact with each other. Students will be able to DO: � Define sovereignty � Discuss how nations interact with each other and the cause and effect of it.

Redefining the term sovereignty, and reemphasizing the power of independence in that word. Students will find online examples of recent news stories which contain examples of trade, tourism, diplomacy, treaties, military action and research the “legalities” of the given situation. Whether it be trade agreements, acts of war, etc.

Students will be graded on participation and one page paper on the event chosen and it’s source

4

USG.4.2 Analyze reasons for conflict among nation states, such as competition for resources and territory, differences in system of

Students will KNOW: �Base motives for conflicts between countries

Students will be able to DO:

Students will fill out a chart on what started the war beginning in Roman times and moving through to the current war in Iraq and explain what caused each of these wars, the psychological motives for conflicts at

Participation on discussion and chart on motives for war.

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government, and religious or ethnic conflicts.

�Explain the normal causes for wars and conflicts for countries to occur

any level. War between nations or fight between peers

USG.4.3 Identify and explain powers that the United States Constitution gives to the President and Congress in the area of foreign affairs

Students will KNOW: �The powers that our president and Congress have in foreign affairs Students will be able to DO: �Explain the powers that our president and Congress have in the area of foreign affairs

Students interpret the U.S. Constitution and read the Articles which express powers to Congress and the Executive Branch and foreign relations. Students will examine most recent activity and current actions of the State Department and the Committee on Foreign Affairs

Primary Source analysis worksheet on the U.S. Constitution allowing students to step by step figure things out for themselves with our laws

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USG.4.4 Describe the tools used to carry out United States foreign policy. Examples: Diplomacy, economic aid, military aid, humanitarian aid, treaties, sanctions, and military intervention.

Students will KNOW:

�The different tools and methods that will allow for the United States to carry out their foreign policy

Students will be able to DO: �Describe step by step how the U.S. Executive Branch working with Congress develops its stances on foreign policy and the actions they take

Using various websites students will look into the Bush Doctrine exercised by the Bush Administration from 2001-2009. In contrast we will then compare and contrast the Bush Administration with the foreign policy found in the Reagan and Clinton administrations.

Students will fill out a worksheet that resembles a three part Venn diagram that show the similar tools used by all presidents but the different ways those tools are used by different personalities. Worksheet to be passed in.

4

USG.4.5 Examine the different forces that influence U.S. foreign policy, including business and labor organizations, interest groups, public opinion, and ethnic and religious organizations.

Students will KNOW: �All the different forces that influence foreign policy in American politics Students will be able to DO: �Explain the many influences that take part in process of what we have come to call foreign relations

In class we will ask who is responsible for our foreign policy. Using current examples we will first look to the politicians who show foreign policy credentials. President, specific committees in Congress, etc. From there we will investigate vital global businesses, organizations of all types, etc.

Students will represent at least one group/individual/organization and their views on a specific foreign policy that affects all of the above. Perhaps using oil as the leadoff example.

4

USG.4.6 Differentiate among various governmental and nongovernmental international organizations, and describe their purposes and functions. Examples: Major

Students will KNOW: �The many groups and organizations found in the worldwide jurisdiction and what their purposes are Students will be able to DO:

�Research and explain the fundamental goals of many different organizations



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governmental international organizations include the North American Treaty Organization (NATO), the World Court, and the Organization of American States (OAS). The Inte-rnational Red Cross and the Catholic Relief Services are examples of nongovernmental organizations.

both in the realm of government and independent organizations

Specifically outlining the goals of a particular organization whether its government or not what their purpose and goal is as an organization.

USG.4.7 Explain and evaluate participation by the United States government in international organizations. Example: The United Nations

Students will KNOW: �After learning about the many organizations out there students then will know how the U.S. interacts in some of these organizations

Students will be able to DO: �Understand and explain the part that the United States takes in international organization.

Using the United Nations as the example students will look at all of the activity performed by U.S. officials in the United Nations organization on a regular basis After seeing the activity be able to form an opinion on what the students would do in the similar situations.

Students will be able to research and report the actions of the U.S. government and to then formulate opinions on if they approve or disapprove the actions of the U.S. government.

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USG.4.8 Use a variety of sources, including news-papers, magazines, and the internet to identify significant world political, demographic, and environmental develop-pments. Analyze ways that these developments may affect United States foreign policy in specific regions of the world.

Students will KNOW: �How many different variables and events will ultimately affect the United States and its policies worldwide Students will be able to DO: �Research current events and how those events will in effect, alter our policies and stances on a day to day basis throughout their lives

Throughout course any major news from around the world will be discussed and debated and as often as possible related into the policies of our current political leaders. In particular for this lesson students will examine Global Warming, the Energy Crisis, Iraq, Current Global elections, and how it could impact our policies

Students will be assigned an article that they will report on to the class at least once a week.

4

USG.4.9 Evaluate, take, and defend a position about whether or not the United States should promote the spread of democracy

Students will KNOW: �History of U.S. “spreading democracy” throughout the world and its history


After an interactive lecture on the spread of democracy from 1776 to today students will decide if they think it’s the right thing to do. Then, debate the point in a formalized debate. No middle ground at the start of the

After completing the debate students will pass in a one page paper summarizing both arguments and their personal conclusion regardless of what side they may or may not have been defending.

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throughout the world, or in certain parts of the world, or not at all.

�After knowing the history of our country’s spreading of democracy, students will debate their opinion.

debate, only after each side speaks will a middle ground be permitted amongst students

CONTENT STANDARD - Roles of Citizens in the United States USG.5.1 Explain the meaning and responsibilities of citizenship in the United States and Massachusetts. The Bill of

Rights: The Rights and

Responsibilities of being

U.S. citizens

Students will KNOW:

� What it means to be a U.S. and Massachusetts citizen. And also based on our knowledge of democracy students will know how citizens keep our country running. Students will also be prepared to be citizens. Students will be able to DO:

� Write a short essay describing the responsibility of citizenship in democracy

Describe the quote, “with great power, comes great responsibility” in relations to being a citizen of the United States of America. Prepare an interactive lecture on the importance of citizenship in a democracy

Essay on describing the responsibility of citizenship in a democracy.

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USG.5.2 Describe roles of citizens in Massachusetts and the United States, including voting in public elections, participating in voluntary associations to promote the common good, and participating in political activities to influence public policy decisions of government.

The Bill of Rights: The Rights and

Responsibilities of being

U.S. citizens

Students will KNOW:

� Both the mandatory as well as voluntary responsibilities that we as American citizens have on a day to day basis to keep our country running. Students will be able to DO: � A visual to represent any one of the actions that American citizens must take to keep the country running smoothly.

Prepare an interactive lecture on the responsibilities of citizenship and discuss their importance. Include but not limited to: Voting, paying taxes, military service, jury duty, knowing and obeying the laws, keeping up with the issues involved in current politics, community service, sharing one’s views and helping out with the environment.

Students will create a visual, a comic or picture on simple 8x11 paper demonstrating one of the mentioned responsibilities of being a U.S. Citizen. On a later test of the American foundations the students will describe at least one of the responsibilities of the American citizens

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USG.5.3 Describe how citizens can monitor and influence local, state, and national government as individuals and members of interest groups.

Students will KNOW:

�How they can participate and follow the local politics of Western Massachusetts and beyond

Students will be able to DO: �Participate in government and how one voice can make a difference.

Use examples of small voices making big change in our country’s past. Also underdog political stories, moving along with perception of nothing is impossible in politics. “Requirements” to be president changing? Bills and Laws. Local committees and organizations Review personal experience in this area. As just a college student what was able to be

If there is a current issue for students to become involved with, run with it. Students can research and with guidance can begin grassroots movement or join local grassroots movements for an initiative. Participation in discussions

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accomplished, same goes for students. Students Against Sweatshop programs

USG.5.4 Research the platforms of political parties and candidates for state or local government and explain how citizens in the United States participate in public elections as voters and supporters of candidates for public office.


Students will KNOW: �The operating means of our political parties in America today and the reflective impact of voters choosing representation

Students will be able to DO: �Explain their roles as voters in the Democratic Machine and the platforms of the political parties and how the parties do at keeping on par with those platforms.

Have a guest speaker from the local Democratic/Republican parties come in and discuss what their party has been doing in recent years on all 3 levels of government Assign sections of the political platforms of each party to groups of students who will process the information and the repercussions of that goal. Use most recent released platform. With use of the internet research voting activity to see if the parties did move towards their goals outlined in the platform or if they did not touch on.

Oral presentation and letter of reflection on the goals and actions of the political party and the issue at hand.

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USG.5.5 Identify and explain the meaning and importance of civic dispositions or virtues that contribute to the preservation and improvement of civil society and government.

Students will KNOW: �The responsibilities of being a U.S. citizen, both ones mandatory by law and also those that are simply highly encouraged. Students will be able to DO: �List the traits of what makes a great citizen in a democratic society.

Investigating JFK’s words “Ask not what a country can do for you, but what you can do for your country.” From there discuss what we do for our country every day.

Participation and also should be keeping track of main terms in their notebook.

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USG.5.6 Identify specific ways for individuals to serve their communities and participate responsibly in civil society and the political process at local, state, and national levels of government

Students will KNOW: �What they can do for their country

Students will be able to DO: �Be able to identify several specific ways that they might be able to get themselves involved with the democratic process on a day to day basis.

Students will through research identify the many ways that even at their age they maybe able to go out and involve themselves in the process even if it is just helping out in some small way.

Participation in discussion and debate. Show some sort of sign that student tried to serve their community.

3

USG.5.7 Analyze and evaluate decisions about rights of individuals in landmark cases of the United

Students will KNOW: �How their rights have been echoed and established in the halls of the U.S. Supreme Court

Conduct a Mock Trial investigating the burning flags debate. After the case is dismissed, then reveal some of the other examples of this case actually seeing the

Students participation and effort in the Mock Trial will be evaluated.

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States Supreme Court such as Whitney v. California (1927), Stromberg v. California

(1931), Near v. Minnesota

(1931), Brandenburg v. Ohio

(1969), Texas v. Johnson

(1989), and Reno v. American

Civil Liberties Union (1997).

Students will be able to DO: �Through Court Precedence understand their rights as individuals and citizens

public eye. Compare the results of the mock Trial to that of say a Texas v. Johnson (1989). Look at other individual right examples.

USG.5.8 Analyze the arguments that evaluate the functions and values of voluntary participation by citizens in the civil associations that constitute civil society.

Students will KNOW:

�The values and goals of many voluntary citizens in associations throughout civil society

Students will be able to DO: �Form an opinion on the credentials seen in those functions and values of civil associations and how it helps form a civil society.

Using excerpts from Tocqueville’s Democracy in America, Volume I, and Volume II make a case for these associations in civil society. Examples of successful associations in American history as well as negative associations.

Students will create a short comic strip using the Comic Life Program to follow the history/functions/goals of a specific association

2

USG.5.9 Together with other students, identify a significant public policy issue in the community, gather information about that issue, fairly evaluate the various points of view and competing interests, examine ways of participating in the decision making process about the issue, and draft a position paper on how the issue should be resolved.

Students will KNOW: �How to investigate an issue on the local level and then how best to tackle the problem or concern Students will be able to DO:

�Investigate local issues and to then formulate a plan to perhaps tackle the issue head on.

Step One: Have students (perhaps with strong hints from teacher) find a significant issue on the local level. Hopefully project can take off from there

Participation and effort the key in this. As students’ actions may show partisanship, bias, objectivity grading would have to be done carefully.

2

USG.5.10 Practice civic skills and dispositions by participating in activities such as simulated public hearings, mock trials, and debates.

Students will KNOW:

�How to use their voice with logic and information Students will be able to DO:

�Debate and Convince.

This is done several times throughout the course. There will be at least two mock trials. One as a Constitutional Case and another which would be criminal. In addition students will take part in a mock

Participation and effort is to be graded throughout, in addition on the Mock Congressional Debate a paper will also be required on both point of views.

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Congressional debate probably focused on drilling in ANWR as there is a massive supply of information online.

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HISTORY AND GEOGRAPHY CONCEPTS AND SKILLS 1. Apply the skills of pre-kindergarten through grade seven.

Skills are named in PK-7 curriculum documents.

2. Identify multiple ways to express time relationships and dates (for example, 1066 AD

is the same as 1066 CE, and

both refer to a date in the

eleventh or 11th century,

which is the same as the

1000s). Identify countries that use a different calendar from the one used in the U.S. and explain the basis for the difference. (H)

Students will KNOW: �How to measure time and how others have measured time in the past Students will be able to DO: �Create a timeline

Students will use TimeLiner 5.1 on a variety of assignments throughout the year to get a good understanding of progress, and sequences throughout history

A rubric on their timelines will be applied as passed in

Throughout

3. Interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (H)

Students will KNOW: �How to measure time and how others have measured time in the past Students will be able to DO: �Create a timeline

Students will use TimeLiner 5.1 on a variety of assignments throughout the year to get a good understanding of progress, cause and effect, etc. through history

A rubric on their timelines will be applied as passed in

Throughout

4. Interpret and construct charts and graphs that show quantitative information. (H, C, G, E)

Students will KNOW: �How to read and create a chart based on quantitative information

Throughout the course students will be required to read graphs that show production numbers, population, etc and often times create their own

Typically are in worksheet form.

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�Use and create graphs that can be measured graphs based on information given.

5. Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)

Students will KNOW: �The difference between cause and effect, sequence of events and a correlation of events chart. Students will be able to DO: �Find the differences between when given information in the following varieties: Cause and Effect, Sequential, or Correlation of events.

Throughout the course students will be seeing several different ways of viewing relationships. Often times they will also be required to express what the relationship they’re seeing truly is.

Throughout the year, sometimes as just a warmup, so assessment would be participation based.

Throughout

6. Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)

Students will KNOW: �Difference between short-term and long-term cause and effect relationships

Students will be able to DO: �Make distinctions between the types of cause and effect relationships.

As so much in history is based on cause and effect, throughout course students examine the different cause and effects leading to specific events

Often times, cause and effect is viewed in essay form. For example, the Patriot Act or Bush Doctrine and its approvals.

Throughout

7. Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E)

Students will KNOW:

�that there are big connections, sometimes real connections, sometimes perceived connections in all things throughout history

Students will be able to DO: �Make connections. On all types of levels

When looking back in history it is important to make connections. Throughout the course students will be asked to make connections of older cases/moments to what is going on in current day, which in today’s age is very easy

A regular basis. Mostly simply through participation grade.

Throughout

8. Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C)

Students will KNOW:

�how to interpret the past in its own context as opposed to through the glasses of a student living in current time

Students will be able to DO: �Look at an event as someone from the time being studied. E.G. The Supreme Court Case: Dred Scott v. Sanford

Students are often required to think as an individual of the time period we’re studying through roleplaying or simply critical thinking.

Throughout

Throughout

9. Distinguish intended from unintended consequences. (H,

Students will KNOW: �The differences between intended v.

Motives for laws are what they are: Ignorance not a defense

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E, C) unintended consequences. Students will be able to DO: �Distinguish intended from unintended consequences.

Involuntary v. Voluntary manslaughter, etc.

10. Distinguish historical fact from opinion. (H, E, C)

Students will KNOW: �The differences between fact and opinion when looking at history

Students will be able to DO: �Distinguish historical fact from opinion

One of the primary objectives in this class is recognizing bias so to be able to analyze and dig through the bias is an overlapping theme.

Throughout

Throughout

11. Using historical maps, locate the boundaries of the major empires of world history at the height of their powers. (H, G)

Students will KNOW:

�The locations of the major world empires throughout the history of the world on a political map.

Students will be able to DO: �locate the major empires of world history on a political map

While discussing the history of governments we briefly touch on history’s super powers and locate

them on the world map: Roman Chinese Iroquois Aztec Zulu British American

Locate the powers on the map with approximate years of being the dominant empire.

1

CIVICS AND GOVERNEMENT CONCEPTS AND SKILLS 12. Define and use correctly the following words and terms: Magna Carta,

parliament, habeas corpus,

monarchy, and absolutism. (C)

See USG.1.9

GENERAL ECONOMICS CONCEPTS AND SKILLS 13. Define and use correctly mercantilism, feudalism,

economic growth, and

entrepreneur. (E)

Students will KNOW: �The definitions of mercantilism, feudalism,

economic growth, and entrepreneur and are able to use in sentences Students will be able to DO: �Defiine and use correctly mercantilism,

Through use and examples students will be able to explain some basic

terms in founding economic principles.

Founding of the U.S. Government Test

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feudalism, economic growth, and

entrepreneur

14. Explain how people or communities examine and weigh the benefits of each alternative when making a choice and that opportunity costs are those benefits that are given up once one alternative is chosen. (E)

Students will KNOW: � How people or communities examine and weigh the benefits of each alternative when making a choice and that opportunity costs are those benefits that are given up once one alternative is chosen

Students will be able to DO: � Explain how people or communities examine and weigh the benefits of each alternative when making a choice and that opportunity costs are those benefits that are given up once one alternative is chosen

Students are given a mock budget that they will be in charge of meeting. The Executive and Legislative branches will work together to find the best use of the money offered.

Participation in Mock Budget Case Study

3

15. Explain how financial markets, such as the stock market, channel funds from savers to investors. (E)

Students will KNOW:

� How financial markets, such as the stock market, channel funds from savers to investors

Students will be able to DO: �Explain how financial markets, such as the stock market, channel funds from savers to investors

After an initial lesson on the stock market we will then begin a short, once a week mock stock market project using the daily papers.

Progress on the market will determine grade.

3

16. Define and use correctly gross domestic product,

economic growth, recession,

depression, unemployment,

inflation, and deflation. (E)

Students will KNOW: � Definitions of gross domestic product,

economic growth, recession, depression,

unemployment, inflation, and deflation. Students will be able to DO: � Use correctly gross domestic product,

economic growth, recession, depression,

unemployment, inflation, and deflation.

In an interactive lecture, students and teacher will discuss the definitions of the aforementioned words

On the economics unit test these words will need to be defined.

3

17. Explain how opportunity costs and tradeoffs can be evaluated through an analysis of marginal costs and benefits.

Students will KNOW: � How opportunity costs and tradeoffs can be evaluated through an analysis of marginal costs and benefits

Students as a class will be put in a situation in chess where they are faced with the decision to trade a piece for better position and to then

Participation and notebook grade

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(E)

Students will be able to DO: � Explain how opportunity costs and tradeoffs can be evaluated through an analysis of marginal costs and benefits

explain their rationale. Afterwards we’ll then begin a quick discussion on marginal costs and benefits can beget tradeoffs

18. Explain how competition among sellers lowers costs and prices, and encourages producers to produce more. (E)

Students will KNOW: � How competition among sellers lowers costs and prices, and encourages producers to produce more Students will be able to DO: � Explain how competition among sellers lowers costs and prices, and encourages producers to produce more

After basic discussions on supply and demand, students will theorize on buying in bulk and why lower costs in larger numbers are better. McDonalds case example. Dollar Menu

Participation and essay question to be on the Economics unit test

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19. Describe the role of buyers and sellers in determining the equilibrium price, and use supply and demand to explain and predict changes in quantity and price. (E)

Students will KNOW: � The role of buyers and sellers in determining the equilibrium price Students will be able to DO: � Describe the role of buyers and sellers in determining the equilibrium price, and use supply and demand to explain and predict changes in quantity and price.

Gas Case Study on price of gasoline at the current market value. Who determines the Oil at $99 a barrel stat?

Responses in case study to be graded.

3

20. Describe how the earnings of workers are affected by the market value of the product produced and worker skills. (E)

Students will KNOW:

� How the earnings of workers are affected by the market value of the product produced and worker skills.

Students will be able to DO: � Describe how the earnings of workers are affected by the market value of the product produced and worker skills.

Consumer economy, Case Study with Ford in the early 20th century.

To be discussed prior to Economic Unit Test

3

21. Identify the causes of inflation and explain who benefits from inflation and who suffers from inflation. (E)

Students will KNOW: � The causes of inflation and explain who benefits from inflation and who suffers from inflation.

Opening lecture in Economy Unit first brings in Supply & Demand Relate to early 20th century efforts to force inflation by farmers.

Participation

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� Identify the causes of inflation and explain who benefits from inflation and who suffers from inflation.

Discussion on inflation in today’s world economy

22. Define and distinguish between absolute and comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service. (E)

Students will KNOW: �. The definitions and differences between absolute and comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service. Students will be able to DO:

� Define and distinguish between absolute and comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service.

After defining absolute and comparative advantage to students open to discussion.

Terms to be on Economics Unit Test

3

23. Explain how changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries. (E)

Students will KNOW: � How changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries

Students will be able to DO: � Explain how changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries

Relating to Gas Case Study and the price of gasoline today. Discuss our current monetary backing and how it will effect other countries on a day to day basis

Short answer question on Economics Unit Test

3

24. Differentiate between fiscal and monetary policy. (E)

Students will KNOW: �The differences between fiscal and monetary policy Students will be able to DO: � Differentiate between fiscal and monetary policy.

Students will define and explain the terms fiscal and monetary policies and then their uses

Short Answer question on economics unit test. Participation grade

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U.S. ECONOMICS SKILLS 25. Explain the basic economic functions of the government in the economy of the United States. (E)

Students will KNOW: � The basic economic functions of the government in the economy of the United States.

Students will be able to DO: � Explain the basic economic functions of the government in the economy of the United States.

Explain in interactive lecture before leading into Mock Budget meeting with Executive and Legislative branches of government

Mock Budget Discussion report to be passed in

3

26. Examine the development of the banking system in the United States, and describe the organization and functions of the Federal Reserve System. (E)

Students will KNOW: � The development of the banking system in the United States, and describe the organization and functions of the Federal Reserve System Students will be able to DO:

� Examine the development of the banking system in the United States � Describe the organization and functions of the Federal Reserve System

After an interactive lecture on the history and actions of the Fed as well as the Bank of the United States students will independently research current actions taken by the Fed

Students will have to fill out research guide on the Fed based on the websites offered.

3

27. Identify and describe laws and regulations adopted in the United States to promote economic competition. (E, H)

Students will KNOW: � The laws and regulations adopted in the United States to promote economic competition Students will be able to DO: � Identify and describe laws and regulations adopted in the United States to promote economic competition

Regulation vs. Free Trade debate in class after a short interactive discussion on pros and cons. Students will each be assigned to a specific economic policy and have to research the given article

Students will be required to fill in a research guide worksheet on their policy. Time depending, students will present their law/regulation and why its important.

3

28. Analyze how federal tax and spending policies affect the national budget and the national debt. (E)

Students will KNOW: � How federal tax and spending policies affect the national budget and the national debt. Students will be able to DO:

� Analyze how federal tax and spending

Explain in interactive lecture before leading into Mock Budget meeting with Executive and Legislative branches of government

Mock Budget report to be passed in

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policies affect the national budget and the national debt.

scseq amergovt standard -...

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