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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

ReviewandAssessment

Week7and8UnitTitle3:Citizens,PoliticalParties,andInterestGroups

Week1UnitTitle4:TheTarheelState

EssentialStandards:CE.C&G.2.1,2.2,2.4,2.5,2.6,2.7

Week2ReviewandAssessment

UnitTitle5:TheCriminalJusticeSystem

EssentialStandards:CE.C&G.2.1,3.1,3.4,3.5,3.7,5.2,5.3

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

ReviewandAssessment

Week7and8UnitTitle3:Citizens,PoliticalParties,andInterestGroups

Week1UnitTitle4:TheTarheelState

Week2ReviewandAssessment

UnitTitle5:TheCriminalJusticeSystem

EssentialStandards:CE.C&G.2.1,3.1,3.4,3.5,3.7,5.2,5.3

Reviewandassessment

Week5UnitTitle6:PersonalFinancial

LiteracyEssentialStandards:CE.PFL.1&2

ReviewandAssessment

Week6and7UnitTitle7:EconomicsEssential

Standards:CE.E.1,2,&3

Week8reviewandassessmentWeek9ExamWeek

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

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

-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)

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

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

justice under the law, due process, federalism, individual rights set forth in the Bill of Rights, individual responsibility)

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

-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)

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

constitutional democracy (rule of law, representative government, shared powers, checks and balances, federalism, individual rights, etc.).

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

-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)

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

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

electionsinarepresentativegovernment,ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)-Acomplexsystemofmulti-levelsanddivisionsofgovernmentmayreflecttheprincipleofpopularsovereignty,enablecitizenstoholdtheirgovernmentsaccountableandhelptoinsureprotectionfortherightsofthepeople.(Structureofgovernment,separationofpowerswithchecksandbalances,frequentandfreeelectionsinarepresentativegovernment,ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)

-Functionsofgovernmentinvolveacomplexrelationshipamongthebranchesofgovernmentatalllevels.(Structureofgovernment,separationof

powerswithchecksandbalances)

Gov2.1-Studentswillknow:-ReasonsforAmerica’simplementationofafederalistsystemofgovernment.(Structureofgovernment,separationofpowerswithchecksandbalances,federalism)-Powersthataresharedandheldindividuallybystateandfederalgovernmentswithinafederalistsystem.(Structureofgovernment,separationofpowerswithchecksandbalances,federalism)-Thestructureofgovernmentatnational,stateandlocallevels.(Structureofgovernment,separationofpowerswithchecksandbalances,federalism)

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!.

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

-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

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

Gov2.4Identifyprinciples

intheUnitedStates

Constitution.

Gov2.4Explainhowthe

UnitedStatesConstitution

definestheframework,

organizationandstructure

ofthethree

branchesofgovernmentat

thenationallevel.

Gov2.4Explainhowthe

grantsandlimitsthe

authorityofpublicofficials

andgovernmentagencies.

Gov2.4Describehowthe

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.

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

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.

-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.

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

coalition.Theprimeministerappointsacabinetofministersoftenconsistingofothermembersofparliament.AseparateheadofstatemaybeamonarchoranelectedPresident(orcomparableofficial).Gov2.61.07EvaluatetheextenttowhichtheBillofRightsextendedtheConstitution.Gov2.6ExplainhowtheUnitedStatesConstitutiongrantsandlimitstheauthorityofpublicofficialsandgovernmentagencies.Gov2.6AnalyzecourtcasesthatillustratethattheUnitedStatesConstitutionisthesupremelawoftheland.Gov2.6Analyzecourt

G.2.6-HavestudentswriteandperformskitstoactoutanexampleofoneoftherightsintheBillofRights

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

-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

commongood.(Ruleof

law,equaljusticeunder

thelaw,privateproperty

process,individualrightsas

setforthintheBillof

Rights,individual

responsibility)

-Constitutionaldemocracy

oftendevelopsfromboth

theneedforauthorityand

theneedtolimitauthority.

(Structureofgovernment,

ruleoflaw,equaljustice

-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.

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

-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

Gov2.8Examinethestructureandorganizationofpoliticalparties.Gov2.8Describetheelectionprocessandthequalificationsandproceduresforvoting.Gov2.8Analyzeinformationonpoliticalissuesandcandidatesseekingpoliticaloffice.Gov2.8Demonstrateactivemethodsof

andwriteaeulogyforpastpoliticalpartiesandtheiraccomplishmentsthendooralpresentationstotheclass.G2.8-CreateapoliticalParty-Inthislesson,studentswillcompareandcontrastAmericanpoliticalpartieswithanemphasisonprevailingtwomajorparties.Studentswillthenexploretheprocessbywhichpartyleadersandplatformsarechosen.Studentswilldeveloptheirownpoliticalpartiesandconductamockconventiontoestablishaplatformfortheirparty.Finally,assumingtherolesofprominentpartyleadersandreporters,studentswillparticipateinamockpressconferenceandpreparewritteneditorialsexplainingwhichcandidatetheysupportandwhy.

promotingandinhibitingchangethroughpoliticalaction.Gov2.8-Studentswillunderstand:-Anation’spoliticalsystemsareoftencomprisedofadversarialgroupswhichmustfindwaystoresolveconflictandbalancecompetinginterests.-Thirdpartiesplayanimportantroleinpolitics.(Frequentandfreeelectionsinarepresentativegovernment,individualresponsibility)Forexample:Thirdpartiesbringupnewideasorpressforactiononcertainissues.(Frequentandfreeelectionsinarepresentativegovernment,individualresponsibility)Thirdpartiescanchangetheoutcomeofelectionsbydrawingvotesawayfromoneofthemainparties.(Frequentandfreeelectionsinarepresentativegovernment,individual

responsibility)Gov2.8-Studentswillknow:-Historyandcharacteristicsofthetwo-partysystem.(Frequentandfreeelectionsinarepresentativegovernment)-Advantagesanddisadvantagesofatwo-partysystem.(Frequentandfreeelectionsinarepresentativegovernment)-ThedominantpoliticalpartiesandplatformsintheUnitedStatesandtheirdistinguishingcharacteristics.-Howpoliticalpartiesallowcitizenstoparticipateingovernment.(Frequentandfreeelectionsinarepresentativegovernment,individualresponsibility)-Theimportanceofcivicresponsibilitytoapoliticalsystem.(Frequentandfreeelectionsinarepresentativegovernment,individualresponsibility)

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

governmentworkswith

itscitizenstomake,

follow,andenforcelaws.

(Structureof

government,ruleoflaw,

law,privateproperty

process,individualrights

assetforthintheBillof

Rights,individual

responsibility)

ƒ-Inademocracy,ruleof

lawinfluencesthe

behaviorofcitizens,

establishesprocedures

formakingpolicies,and

limitsthepowerof

government.(Ruleof

process,individualrights

assetforthintheBillof

Rights,individual

responsibility)

ƒ-Equalprotectionofthe

lawpromotesequal

treatmentasanelement

fundamentalfairnessand

prohibitsdiscrimination

bygovernment

institutions.(Ruleoflaw,

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

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,

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

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=||||

Gov3.3TracethedevelopmentoflawinAmericansociety.Gov3.3Citeexamplesofcommon,criminal,civil,constitutional,administrative,andstatutorylaw.Gov3.3Identifythevariousproceduresintheenactment,implementation,andenforcementoflaw.Gov3.3Analyzetheroleoflobbygroupsandspecialinterestgroupsintheenactmentoflegislation.Gov3.3Compareresponsibilities,jurisdictions,andmethodsoflawenforcementagencies.Gov3.3Evaluate

G.3.4CommonLaw

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/

-Theauthorityoffederal,state,andlocalgovernmentsandtheirresponsibilitytoenforcelaws.(Federalism)-Thepurposeoflawsandtheirrelationshiptopublicpolicy.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,dueprocess)-Theinfluenceofpublicpolicyonfinancialplanningforfederal,state,andlocalgovernments.-Howindividuals,interestgroupsandthemediainfluencepublicpolicy.Gov3.4TracethedevelopmentoflawinAmericansociety.

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/

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,

forthintheBillofRights)

Gov3.4-Thestudentwillknow:-Thedifferencesbetween

civilrightsandindividual

rights.(Individual

rightsassetforthinthe

BillofRights)

-Whyandhowlaws

protecttherightsand

freedomsofindividuals.

oflaw,equaljustice

underthelaw,private

propertyrights,

forthintheBillofRights)

-Therelationship

betweenthevarious

typesoflawandhow

thoseaffectindividual

rights(e.g.,

Constitutional,civil,and

criminal).

-Howcourtdecisions

haveprotectedvarious

minoritygroups.(Ruleof

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.”

-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.

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

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.

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.

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.

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)

Gov3.8-Studentswillknow:ƒ-TherelationshipbetweentheidealsofindividualrightsandfreedomsandtherealitiesofAmerica’shistory.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)-WaysinwhichtherightsofindividualshavebeenprotectedandviolatedintheUnitedStates.(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,dueprocess

CourseTitle:Civics/EconomicsUnit4:Government

GovernmentEssentialStandard#4:Understandhowdemocracydependsupontheactiveparticipationofcitizens.

ClarifyingObjectives Gov.4.1Comparecitizenshipin

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.

G.4.1-Inpairshavestudentsresearch

anotherformofgovernmentthencreate

achartthatcomparesallthesystems

basedonpresentationsfromtheclass.

G.4.1-Createagraphicorganizerlisting

thebasicfeaturesofeachformof

government.Discusswhyacountrymay

chooseoneformofgovernmentover

another.

Resources

G4-iCivics.org

(Immigration

Nationreview

G4-Dutyvs.

Responsibility

matchinggame

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

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).

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...

Gov4.2-Studentswillknow:-Themeaningof“nationalidentity”.-Howtoexplaininfluencesofimmigrationonnationalidentity.-IdentifyandexplainthevaluesthatcontributetotheUnitedStates’nationalidentity.

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.

-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)

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,

individualrightsassetforthintheBillofRights,individualresponsibility)-Governmentmaybeinfluencedbygroupsandindividualsinwaysthatmayormaynotbeinthebestinterestofthenationasawhole.(Individualresponsibility)-Individualsenterintoasocialcontractwithgovernmentoncetheybecomecitizens.(Individualresponsibility)Gov4.4-Studentswillknow:ƒ-Thedifferencesbetweenacitizen’srightsandtheirobligations.-Thedifferencesbetweencivilrightsandcivilliberties..(Ruleoflaw,equaljusticeunderthelaw,privatepropertyrights,federalism,dueprocess,individualrightsassetforthintheBillofRights,individualresponsibility)-Thedifferencesbetweencivicresponsibilitiesandpersonalresponsibilities..(Individualresponsibility)ƒThetypesofthingstheUnitedStatesgovernmentisabletoconstitutionallydoinordertoensurethesafetyofitsinhabitants.

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

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

-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

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

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

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

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.

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

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.

-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.

-Theimpactandrelevanceofpolicydecisionsonlaws,governments,communities,andindividuals.(Dueprocess)

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

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.

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.

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

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.

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

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.

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.

PFL2.1-Guesswho’scomingtodinner?-Thislessonintroducesregulationandinformationastwotoolsusedbygovernmenttopromotefaircompetitionandcompleteinformationinamarketeconomy.Usingthe1906PureFoodandDrugsActasacasestudy,studentsexplorethereasonsbuyersandsellersaskedthefederalgovernmenttointervenewithrespecttofoodsafetyandquality.Inasecondactivity,studentsexaminehowgovernmenthasimprovedconsumeraccesstofoodandnutritioninformation,

Resources PFL2.1-Video-IntrotoconsumersPFL2-Globalization101,lessonplans

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.

PFL2.3Summarizewaysconsumerscanprotectthemselvesfromfraudulentanddeceptivepractices(e.g.,donotcalllists,readingthefineprint,termsandconditions,personalinformationdisclosure,investmentprotectionlaws,fees,etc.).

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

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

PFL2.5Summarizestrategiesindividualsuseforresolvingconsumerconflict(e.g.,contactingAttorneyGeneral,filingclaims,BetterBusinessBureau,SecretaryofState,etc.).

2.5-BetterBusinessBureau-AttorneyGeneral

PFL2.5-Studentswillunderstand:-Peopleresolveconflictsthroughlegalproceduresorcompromise.PFL2.5-Studentswillknow:-StepsinfilingaclaimwiththeBetterBusinessBureau.-Strategiesforresolvingconsumerconflict.

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/

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

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.

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.

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.

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.

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

theright).Econ1.4Describethebasicfactorsofproductionsuchasland,labor,capital,andentrepreneurialskillsandtheirimpactoneconomicactivities.Econ1.4Compareand

E1.5-WhatisMicrosoftuptonow?-------ESSAYHavethestudentsresearchthevariouscasesagainstMicrosoft(seeresourcescolumn)andwriteanessaydetailingthecurrentstateoflegalactionagainstMicrosoft.Thesearchcanbelocalorinternational.

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.

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

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

uniquenessofaproductarefactorsthatmaycausemarketstobemoreorlesscompetitive.Econ1.5-Studentswillknow:-Howtocreateacontinuumshowingthedifferencesbetweendifferentmarketstructuresintermsofthelevelofcompetition(e.g.,amonopolisticallycompetitivemarketincludesmorecompetitionthananoligopolisticmarket,whichinturnhasmorecompetitionthanamonopolisticmarket).-Examplesofeachtypeofmarket(e.g.,perfectcompetition:wheatandmanyotherfarmproducts.Monopolisticcompetition:fast-foodrestaurants.Oligopoly:cell-phonenetworks,hospitals,soft

drinks.Monopoly:Utilities,hairsalons,veterinarians).-Theroleofcompetitioninregulatingqualityandprice.-Whypeopleinaparticularindustrymighthaveaninterestincreatingbarriersforothers’entryintothemarket.-Factorsthatcausemarketstobecompetitive.Econ1.6Identifyphasesofthebusinesscycleandtheeconomicindicators

usedtomeasureeconomicactivitiesandtrends.Econ1.6-Studentswillunderstand:-Thewayinwhicheconomicsystemsaddressthekeyeconomicquestionsmaydeterminetheroleofconsumersandproducers.-Factorssuchas,freeenterprise,competition,privateownershipofresourcesandgovernmentregulationofbusinesscanhaveanegativeorpositiveimpactontheUnitedStateseconomy.(Federalism)Econ1.6-Studentswillknow:-EconomicfeaturesofNorthCarolina(e.g.,historyoftobaccofarmingandtextilemanufacturing,contemporaryfinanceandhigh-techresearch).

CourseTitle:Civics/EconUnit9:Economics

EconomicsEssentialStandard#2:Understandfactorsofeconomicinterdependenceandtheirimpactonnations

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

Econ2.1-Studentswillknow:-Avoluntarytradebenefitsbothparties.-Thedefinitionofcomparativeadvantage:theabilityofaparty(e.g.person,business,ornation)toproduceagoodorserviceataloweropportunitycostthanothers.-Whycomparativeadvantagegivespeopleanincentivetospecializeandtrade.

Forexample:Specializationallowspeopletopursuetheircomparativeadvantage,whichcausesgoodsandservicestobeproducedatalowercost.Tradeallowsoverallglobalproductionandconsumptiontoincrease.

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.

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.

Econ2.3-Studentswillknow:-Governmentsoftenattempttoshieldcertainsectorsoftheeconomyfromthechangesbroughtaboutbytrade.-Definitionof“protectionism.”-Variousformsofprotectionism:subsidies,tariffs,sanction,embargos,andquotas.

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.

CourseTitle:Civics/EconUnit10:Economics

EconomicsEssentialStandard#3:AnalyzetheroleofgovernmentandeconomicinstitutionsindevelopingandimplementingeconomicstabilizationpoliciesintheU.S.

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

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

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.

-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.

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.

Econ3.3-Studentswillknow:-Thatthefinancialsystem(banks,thestockmarket,etc.)connectssaverstoborrowers.-Entrepreneursgetmoneyfornewbusinessesbyborrowingmoneythroughbanks.-Thedefinitionandcharacteristicsofarecession.-Whenpeoplebecomeafraidthattoomanyloanswillnotberepaid,afinancialpanicora“run”onthebanksmayoccur.

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