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Brunswick County SchoolsCivics & Economics Pacing Guide 2009-2010

North Carolina Competency Objectives

Topics to Be Covered

Vocabulary Resources Suggested by DPI

Activities Suggested by BCS Teachers Chapters/Sections in Text

Suggested Number of Days/Dates

Introduction to Civics, review prior knowledge & information from U.S. Studies & U.S. History

1 day

Competency Goal 1 - The learner will investigate the foundations of the American political system and explore basic values and principles of American democracy.1.01: Describe how geographic diversity influenced economic, social, and political life in colonial North America

Regional divisions in the colonies

Economic growth

Colonial social structure

Political/Governmental structure

Ethnic and Religious Diversity

New England Middle Colonies Southern Colonies Jamestown Plantation system Mercantilism Indentured servants Slavery Middle Passage Triangular Trade

Route Pilgrims Puritans Quakers Catholics American Indian Religious dissenters Bacon’s Rebellion Town meetings Joint-stock/

Proprietary/Royal/ Self-Governing

Colonies Salem Witch Trials

Maryland’s Religious Toleration Act

– 1649 http://odur.let.rug.nl/~usa/D/1601-1650/maryland/mta.htm

Indentured Servants: Virtual Jamestown example contracts http://www.virtualjamestown.org/indentures/search_indentures.html

Quakers information and religious tolerance http://www.quaker.org/

Salem Witch Trials Resources http://www.law.umkc.edu/faculty/projects/ftrials/salem/SALEM.HTM

Religion and the Founding of the American Republic

BELL WORK Tree Map-Reasons for Colonization-Religious,

Economic and PoliticalREADINGS Indentured Servants Contracts

http://www.virtualjamestown.org/wbind1.html http://etext.lib.virginia.edu/etcbin/jamestown-browse?

id=J1046 Iroquois Constitution Salem Witch Trials The Pilgrims established the first successful English

settlement in North America… Don’t Know Much…pg 14

Who were the Pilgrims? Don’t Know Much…pg 19 Advertisements for coming to the colonies- Focus on

US HistoryVIDEOS No More Kings Charlie Brown and PlymouthWRITING The Salem Witch trails are one example of mass

hysteria. Another example is the imprisonment of American born Japanese during World War II. Can you think of an incident when misinformation may have caused people to react inappropriately. What was the incident, what happened and what was the outcome?

5, NC5 8 days

http://etext.lib.virginia.edu/etcbin/jamestown-browse?id=J1046

http://etext.lib.virginia.edu/etcbin/jamestown-browse?id=J1046

http://www.virtualjamestown.org/wbind1.html


(Library of Congress) http://www.loc.gov/exhibits/religion/rel04.html

Have students assume the role of one of the Pilgrims. Ask students to write four brief journal entries describing their activities or feelings. The dates for the journal entries are: autumn 1620, winter 1621, summer 1621, winter 1621

ACTIVITIES SAS Lesson 550: The Salem Witch Trials Mysteries in History-The Salem Witch Trials Describing Native Americans-Native American

Culture-Focus on US History Mapping Colonial Resources-Focus on US History Create a want ad for an indentured servant. This

should include where the servant will work, what the master is willing to provide, what the servant must agree to do and the length of the service.

Can you Vote/Can You Be Elected? Weston Create a political cartoon comparing and contrasting

education in the Northern and Southern colonies.CITW Complete a Venn diagram comparing political, social,

and economic aspects of the northern and southern colonies.

Create a chart to list the colonies and the reason for their founding.

1.02 Trace and analyze the development of ideas about self-government in British North America.

Colonial traditions of self-government

Ideas of the Enlightenment

The seeds of rebellion

Majority Rule Separation of

Church and State

Magna Carta/Great Charter

Parliament Common Law Mayflower Compact House of Burgesses Town meetings Social Contract

theory Natural rights Common good/Civic

virtue Classical

republicanism 1st/2nd Continental

Hobbes, Leviathan excerpts (H) http://socserv.socsci.mcmaster.ca/~econ/ugcm/3ll3/hobbes/Leviathan.pdf

Resolution of the Virginia House of Burgesses on Colonial Authority, Nov. 14, 1764

The Mayflower Compact

Second Treatise of Civil Government(H)

BELL WORK The Puritan Way of Life-Focus on US History

READINGS The Mayflower Compact Democracy-The Seeds are Sown-Focus on US

HistoryVIDEOSACTIVITIES

Develop an annotated timeline that details the chronology and significance of major events in British North America.

Settling Down-US History, Government and Citizenship

A Tale of Two Colonies-Focus on US History Using a copy of the Declaration of Independence,

4, NC5

http://www.loc.gov/exhibits/religion/rel04.html




Congress Fundamental Orders

of Connecticut English Bill of Rights Limited Government Republic

http://www.answers.com/topic/the-second-treatise-of-civilgovernment

circle all terms that are about self-government.CITW

Complete a graphic organizer explaining the reasons for and effects of the English Bill of Rights.

Compare and contrast the founding of the Virginia colony and the Plymouth colony

1.03 Examine the causes of the American Revolution.

Discontent with foreign rule

Mercantilism Tradition of

self-government

Preservation of civil liberties

No Taxation without representation

Favorable Balance of Trade

French and Indian War

Writs of assistance Proclamation of 1763 Quartering Act Stamp Act/Stamp Act

Congress Declaratory Act Albany Plan of Union Sons of Liberty Boston Massacre Committees of

Correspondence John Peter Zenger “Shot heard around

the world” Boston Tea Party Intolerable

Acts/Coercive Acts Declaration of

Independence Thomas Paine’s

Common Sense Salutary neglect Navigation Acts

Excerpts from Paine’s Common Sense http://xroads.virginia.edu/~Hyper2/CDFinal/Paine/cover.html

The Declaration of Independence http://www.archives.gov/national_archives_experience/charters.html

John Dickinson’s Letters from a Farmer 1767-68 http://www.earlyamerica.com/earlyamerica/bookmarks/farmer/

Edmund Burke - Speech on Conciliation with America, March 22, 1775. http://www.earlyamerica.com/earlyamerica/firsts/cartoon/snake.html

PBS Video – “Liberty! The American Revolution”

Chronicle of the Revolution & The

BELL WORK Write a paragraph describing what you think is meant

by the term “Shot Heard Round the World”READINGS Common Sense-American Vision Boston Tea Party Declaration of Independence John, Paul, George and Ben Who fought the French and Indian War? Don’t Know

Much…pg 31 How did sugar and stamps help start the American

Revolution? Don’t Know Much…pg 33 Why was the naming of the Boston Massacre only a

half truth? Don’t Know Much…pg 33 How did the Boston Harbor become the biggest

teapot in history? Don’t Know Much…pg 36 How did the colonists tolerate the Intolerable Acts?

Don’t Know Much…pg 37 Who fired the first shot of the American Revolution?

Don’t Know Much…pg 38 In 1775 did most colonists want to be independent

from Britain? Don’t Know Much…pg 41 Why was Thomas Jefferson chosen to write the

Declaration of Independence? Don’t Know Much…pg 42

Did Blacks fight in the revolution? Don’t Know Much…pg 46

What roles did women and children play in the fight for independence?...Don’t Know Much pg 47

WRITING Write an interpretative paper on the statement: Give

me liberty, or give me death. Relate it to a present day situation.

4, NC5


Road to Revolution http://pbs.org/liberty/

Boston Tea Party-Imagine that you belong to a group responsible for keeping the people informed of the events taking place. Write a message to be circulated among the colonists telling them what has happened. Write it to alarm the people about the danger to their freedom.

Prioritize the top three events that you believe played the most significant roles in the American colonists’ decision to declare independence from England, and discuss why you chose these particular events.

Write a position paper justifying the colonies’ right to rebel against the British or the British right to keep their colonies

VIDEOS No More Kings Shot Heard Round the World Fireworks Inspector Gadget’s Field Trip-Boston 1776 Ben Franklin-The Enlightenment and the American

Revolution Andy Griffith’s History Lesson

IMAGES American’s Political Heritage-Interpreting Political

Cartoon John Trumbell Painting-American Vision Join or Die-American Vision Boston Massacre Painting

ACTIVITIES Post Cards Home – Students should take the

position of a Patriot or Loyalist in them American Revolution. Select a battle and research information about that battle. Illustrate three post cards from this battle depicting:

Location A peaceful activity Results of the battle On the reverse side of the postcard write home to a

loved one, describing experiences in the war and


include two facts gathered from the research SAS Activity 30: The Stamp Act SAS Activity 202: Which battle had the greatest

impact on the outcome of the Revolutionary War ? SAS Activity 1132: Talk Show Interviews with

stars of the Revolutionary War SAS Activity 210: What was the strongest

grievance against King George III in the Declaration of Independence?

The British Are Coming-US History, Government and Citizenship

An Important Piece of Paper-US History, Government and Citizenship

The Navigation Acts and You-Focus on US History The Trial of Samuel Adams-Critical Thinking Using

Primary Sources The Boston Massacre-61 Cooperative Learning

Activities The War For Independence-Map Quiz 6 The American Revolution-American Vision Protesting British Acts- Create a poster, cartoon,

jingle, or slogan to protest one of the acts passed by the British parliament

Create newspaper headlines about major events during the American Revolution

Each group is sections of the declaration of independence. Groups must copy their section of the declaration and draw pictures to represent the grievances.

Brochures about the Acts Students will work in small groups with the

Declaration of Independence. Students will take abuses suffered by the colonists and re-write them in their own words. They will then classify each abuse into categories: ex…abuses of laws, personal property, etc.

Create a poster urging colonists to support the British or the Patriots.

As a Loyalist or a Patriot, write a letter to a friend


explaining why you support the side that you have chosen.

Create an acrostic poem or a haiku for the “American Revolution”

CITW Using a graphic organizer, compare British actions

and colonists’ reactions during the pre-Revolutionary Period.

Create a cause and effect chart about the American Revolution

Compare and contrast how the British and American colonists viewed the events that took place at what became known as the Boston Massacre

Describe how you think the Boston Tea Party was reported in colonial newspapers at the time, and how this event was reported in newspapers back in England.

Cause and Effect map of the French and Indian War Cause and Effects-Acts/ Proclamations Using a graphic organizer, compare British action

and colonists’ reactions during the pre-Revolutionary Period.

1.04 Elaborate on the emergence of an American identity.

Emphasis on education

Separation of church and state

Institution of slavery

Religious pluralism

Development of Egalitarianism

Consent of the Governed

Public schooling Slave trade 1st Great Awakening Suffrage Nationalism Land ownership

The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African, Written by Himself http://www.antislavery.org/breakingthesilence/main/PickandMix/04_Equiano.pdf

Alexis de Tocqueville http://www.tocqueville.org/

The Constitution http://www.archives.gov/national_archive

1, 2, NC5, 6, 7


s_experience/charters.html

Articles of Confederation http://avalon.law.yale.edu/18th_century/artconf.asp

Text of “Sinners in the Hands of an Angry God” http://edwards.yale.edu/images/pdf/sinners.pdf

1.05 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.

Characteristics of the Articles of Confederation

Organization and governance of new lands

Internal rebellion

Role of the central government

Land Ordinance, 1785

Northwest Ordinance of 1787

Treaty of Paris, 1783 Shays Rebellion Bill of Rights The Virginia Plan The New Jersey Plan The Great

Compromise Connecticut Plan

The three/fifths Compromise

The Commerce and Slave Trade Compromise

The Electoral College

The Articles of Confederation

The Constitution We the People, Unit

2, Lesson 10-15 Youth Leadership

Initiative http://www.youthleadership.net/

BELL WORK Research the plans that were discussed at the

Constitutional Convention. Create a tree map to classify and describe the characteristics of each plan.

READINGS Accounts of Shays’ Rebellion or Bacon’s Rebellion How did Slavery develop in colonial America?

Amazing African American History…pg 2 What was the voyage across the Atlantic like?

Amazing African American History…pg 7 What happened when delegates tried to improve the

Articles of Confederation? Don’t Know Much…pg 50

Why was a human being only 3/5 of a person? Don’t Know Much…pg 52

What did the constitution say about slavery? Amazing African American History…pg 22

The Road to War-Focus on US HistoryVIDEOS Patriot Father, Loyalist Son 10 Days that Unexpectedly Changed America-Shays’

RebellionIMAGES

4, 5

http://edwards.yale.edu/images/pdf/sinners.pdf




Middle PassageACTIVITIES SAS Activity 1180: Did the Virginia Plan give too

much power to the national government? Pocket book foldable-Accomplishments and failures

of the AOC Have students draw a large triangle and label the

points Americas, Africa and Europe. Have them use arrows and pictures to illustrate the triangular trade.

Have students read the articles of confederation and write their own document with their suggested changes.

Create a political cartoon that displays the weaknesses of the AOC

As a delegate at the Constitutional Convention, write a diary entry describing some of the debates and compromises that are occurring during the creation of the Constitution.

Create a comic strip or political cartoon about the debate over representation during the Constitutional Convention.

CITW Create a chart to show how the weaknesses of the

Articles of Confederation were corrected by the Constitution

Compare and Contrast the Virginia and New Jersey Plans

1.06 Compare viewpoints about government in the Federalist and the Anti-Federalist Papers.

Protection of individual rights

States rights vs. strong centralized government

Ratification of the Constitution

Federalists Anti-federalists Loose Interpretation Strict Interpretation Federalism Separation of Powers Checks and Balances Republicanism The Judiciary The Executive

Branch Factions

Jefferson’s letter to Madison on the Constitution, December 20, 1787

The Federalist Papers http://lcweb2.loc.gov/const/fed/fedpapers.html

The Anti-Federalists Papers http://www.constitution.org/afp/afp.htm

BELL WORK Create a flow map about events that led to

IndependenceREADINGS Selections from the Federalist and the Anti-

Federalists Papers Who was we the people that the Constitution referred

to? Don’t Know Much…pg 54 Was ratification of the Constitution a sure thing?

Don’t Know Much…pg 55WRITING Describe a typical delegate at the Constitutional

5, 6


Bill of Rights http://www.yale.edu/lawweb/avalon/const/mchenry.htm

We The People, Unit 2, Lesson 16-17

Patrick & Keller, Lessons on the Federalist Papers. 1986. ISBN-0-941339-00-9

Gilbert-Rolfe, The Federalist Papers: A Modern Translation, 2000.

Convention. Why is it significant to know who attended the convention?

Identify and explain two arguments in the Federalists’ and Anti-Federalists’ writings that are relevant to current events. (You should have at least one full paragraph for each argument!)

VIDEOS Charlie Brown’s Constitutional Convention Annenburg in the Classroom- Creating a Constitution

IMAGES Two Giant Steps for Mankind-PH Color

TransparenciesACTIVITIES SAS Activity 400: The Federalist Assignment-

Advertising the Constitution You have been asked by Congress to design a new

flag for modern times. Describe a flag that you think would be representative of the United States. Include colors, symbols and pictures.

The Bill of Rights-Comparing Two Points of View-PH

Compose a new story of the events that occurred at the Constitutional Convention

Create a political cartoon to address the debate between the Federalists and the Antifederalists.

CITW Compare and contrast the viewpoints about the

function of government as expressed by John Jay, Alexander Hamilton, James Madison, George Mason, and James Monroe.

Create a double bubble to compare and contrast the Federalists and Anti-Federalists

Compare and contrast strict and loose interpretation Create a time line of the ratification of the

Constitution1.07 Evaluate the extent to which the Bill of Rights

Compromise and adoption of Constitution

Scope and

Free Exercise Clause Establishment Clause Freedoms of

expression, assembly,

ABC’S “Schoolhouse Rock” Series –

“History Rock”

BELL WORK Students will create a list of powers they think a

government should have. Write ideas on the board and hold a discussion. Vote on powers that everyone

5, 6


extended the Constitution.

Limits of the Bill of Rights

Guarantees of Personal Liberties

petition, religion Right to bear arms Quartering Search & Seizure Eminent Domain Due Process Double Jeopardy Self incrimination Rights of the accused Speedy and public

trial Trial by jury Fines and

punishments Powers of states Powers of people

http://www.school-houserock.com/AmericaRock.html

Bill of Rights, A Users Guide, Close-Up, ISBN 0-932765-67-X

We The People, Lesson 19 & 29

Bill of Rights Institute http://www.billofrightsinstitute.org/

National Constitution Center, Interactive Constitution http://www.constitutioncenter.org/

On the Establishment of Religion: What the Constitution Really Says http://www.renewamerica.us/readings/keyes.pdf

agrees with. READINGS

Bill of RightsVIDEOS

Charlie Brown’s Constitutional Convention Bill of Rights Our Constitution-A Conversation Plead the Fif- http://www.pp2g.tv/vYH1-

Y3U_.aspx#IMAGES

The Bill of Rights- Interpreting Political CartoonsWRITING

Some of the amendments contained in the Bill of Rights are not as important to us today s they were when they were written. Others have lost none of their importance. If you were one of the authors of the Bill of Rights, what would you include that would be appropriate of today’s way of life that is not already a part of it. Write your own amendment.

Freedom of speech is a right guaranteed by the Constitution. With this right also go responsibilities. The right to free speech does not mean that you can yell “bomb” in a crowded room. Write a descriptive essay discussing three other examples of speech that you cannot say because they might be injurious to others. Some might disagree with you, so defend each example.

ACTIVITIES Write each of the amendments in the Bill of Rights

in your OWN words and create an illustration for each of the ten amendments.

SAS Activity 400: The Federalist Assignment-Advertising the Constitution

Bill of Rights Game http://www.constitutioncenter.org/BillOfRightsGame/Final.swf

Ten Bold Statements-US History, Government and Citizenship

First Amendment Freedoms-Issues in The Law-PH

http://www.constitutioncenter.org/BillOfRightsGame/Final.swf

http://www.constitutioncenter.org/BillOfRightsGame/Final.swf

http://www.pp2g.tv/vYH1-Y3U_.aspx#

http://www.pp2g.tv/vYH1-Y3U_.aspx#

http://www.renewamerica.us/readings/keyes.pdf




Have students imagine that you have taken the entire class to the library to do research on the Constitution. The girls take their purses with them. At the end of class, one girl screams, "Someone took my wallet!" The only person who could have taken it was in the class. Break the class into six groups. They are to answer questions posed to them as if they were:

The guilty student An innocent boy An innocent girl A girl with a controlled substance on her person A boy with chewing tobacco and cigarettes

(illegal in school) The girl who lost the wallet

Pose the following questions for brainstorming and consensus:

Should a search of everyone occur? Explain. Who should conduct the search, if one does take

place? Does it make a difference? Decide what you will do if a search of all is

conducted. Is the Constitution involved here? Explain.

When students are ready have each group answer question A and then do the same for questions B-D. You should generate "I'm innocent and have nothing to fear." Explore that with the students (Should law enforcement be allowed to search when/where they want because innocent people have nothing to fear? Wouldn't that cut down on crime?) You should also get the clever criminal who dumps the wallet and hides the money in a book. (How would the class feel having been subjected to a search that ultimately reveals nothing?) Ask the innocent girl or boy how they would feel if coincidentally they have similar denominations on them. Would they still be comfortable with a search? What about the students who possess illegal items? Should they


get in trouble for what is discovered on them? Finally, pursue the constitutional angle. What does the Constitution say? Should a search of everyone be conducted immediately? Does the Fourth Amendment apply to students? Do school officials need a warrant? Are they "police"? What would be the most efficient way the solve this? Is that the most just way? Raise the concept of individual freedoms conflicting with society's needs.

CITW Examine the checks and balances of the three

branches of government and develop a visual representation of how they are connected.

Bubble map about rights listed in the Bill of Rights Vocabulary circles for important words in the Bill of

Rights, such as petition, search, seizure, deprived, due process of law and trial by jury.

1.08 Compare the American system of government to other forms of government.

Forms of governments

American system of government

Anarchy Autocracy Theocracy Oligarchy Limited/Absolute

Monarchy Totalitarianism Dictatorship Aristocracy Democracy Federalism Republicanism

Quick Tips To Learning Government and Citizenship: Forms of Government, VHS The School Company PCL309 © 2001

BELL WORK Why do you think that people risk their lives to come

to America in order to live in a democracy?READINGSVIDEOS Federalism Video Clip-Speed limit law

IMAGES Map of world with various forms of governments

matched with their correct countries. ACTIVITIES Standing Cube-Foldable booklet-Forms of

GovernmentsCITW Create a graphic organizer listing the basic features of

each form of government. Discuss why a country may choose one form of government over another.

Compare and contrast monarchy and self-government

2

Competency Goal 2 – The learner will analyze how the government established by the United States Constitution embodies the purposes, values, and principles of American democracy.2.01 Identify Popular Preamble Constitution, Unit 1, BELL WORK 5, 7 10 days


principles in the United States Constitution.

Sovereignty Federalism Separation of

Powers Checks &

Balances Limited

Government Flexibility

Elastic Clause (Necessary and Proper Clause)

Implied Powers Full Faith and Credit

Clause Legislative Branch Executive Branch Judicial Branch Enumerated Powers Expressed Powers Delegated Powers Reserved Powers Concurrent Powers Supremacy Clause

Lessons 1,2,3,4,5,6; Unit 2, Lessons 11,12,13,14,15,16,17; Unit 5, Lessons 24,25,26,27,28,29,30

Bill of Rights Institute http://www.billofrightsinstitute.org/

The U. S. Constitution http://www.usconstitution.net/constam.html

The U.S. House of Representatives http://www.house.gov/

The U.S. Senate http://www.senate.gov/

Federalism http://plato.stanford.edu/entries/federalism/

Federalism, Government by Consent Series, GPN, 1800 North 33rd Street, P.O. Box 80669, Lincoln, NE 68501

The Almost Painless Guide to the U. S. Constitution, United Learning, 1560 Sherman Avenue, Evanston, IL 60201

Background of the U.S. Constitution,

Breaking down the word PreambleREADINGS

PreambleVIDEOS

Federal Powers Man Key Constitutional Concepts Preamble-School house Rock Barney’s Preamble

IMAGES Three Branches of Government- Color

Transparencies PHACTIVITIES

SAS Activity 1140: Personal Handbook to the US Constitution

Create a brochure to be sent to students in a foreign country that depicts American rights and freedoms guaranteed to all citizens.

SAS Activity 408: Stretching the Constitution The Preamble-US History, Government and

Citizenship Create your own rap or song using the words from

the preamble Create a brochure to be sent to students in a foreign

country that depicts American rights and freedoms guaranteed to all American citizens.

What current events involve controversy about the full faith and credit clause? Create a poster to explain these issues and how they may be resolved.

Create a cartoon to illustrate the three branches of government and their checks and balances upon each other.

Create a political cartoon to illustrate the supremacy clause or the elastic clause.

CITW Develop a graphic organizer that shows the

relationships between the three branches of government. Then explain to your classmates how each branch impacts our lives. Cite examples from newspapers, news magazines, and other forms of


VHS, BFA Educational Media: Phoenix Learning Group

US Government Manual: http://bensguide.gpo.gov/files/gov_chart.pdf

media. Create a tree map to classify and describe the

structure of the federal government Create a graphic organizer for all of the “powers”:

implied, enumerated, expressed, delegated, reserved, and concurrent.

Create a graphic organizer to summarize each part of the Constitution.

2.02 Explain how the United States Constitution defines the framework, organization and structure of the three branches of government at the national level.

Legislative Branch

Executive Branch

Judicial Branch

Speaker of the House President Pro

Tempore President of the

Senate House of

Representatives Senate Bill/Law The Committee

System Cloture Filibuster Apportionment Non-legislative

Powers Immunity Censure Expulsion Seniority System Majority & Minority

Leaders Party Whips Impeachment Presidential

Succession State of the Union

Address Veto Power Executive Agreement

We the People, Unit 2: Lessons 13, 14; Unit 3: Lessons 18,

Mr. Smith Goes To Washington video

The American President, PBS video series http://www.americanpresident.org

The U.S. Senate http://www.senate.gov/

The U.S. House of Representatives http://www.house.gov/

Congress for Kids http://www.congressforkids.net/

State of the Union Address – Archives http://www.cspan.org/executive/stateoftheunion.asp

The Almost Painless Guide to the Executive Branch, The Almost Painless Guide to the Judicial

BELL WORK Present preamble raps or songs to the class. Analysis of the presidential oath of office

READINGS Articles I and III Duck for President

VIDEOS Federal Powers Man Key Constitutional Concepts The Congress Smart President-

http://gmy.news.yahoo.com/v/12007296 Ellen President

Kid-http://www.youtube.com/watch?v=X3uxNZgw0aM&feature=PlayList&p=6114ACA9707B2AAE&playnext=1&index=11

Animaniacs President http://www.youtube.com/watch?v=Vvy0wRLD5s8

Barack Obama BiographyIMAGES

Our Enduring Constitution-Interpreting Political Cartoons

The Legislative Branch-Interpreting Political Cartoons

Barack ObamaSONGS

Hail to the ChiefACTIVITIES

SAS Activity 211: How do the leaders of the House and Senate influence legislation in Congress?

5, 8, 9, 10

http://www.youtube.com/watch?v=Vvy0wRLD5s8

http://www.youtube.com/watch?v=X3uxNZgw0aM&feature=PlayList&p=6114ACA9707B2AAE&playnext=1&index=11



http://gmy.news.yahoo.com/v/12007296

http://bensguide.gpo.gov/files/gov_chart.pdf




Commander-in-Chief Chief Diplomat Chief Executive Party Leader Legislative Leader Head-of-State Economic Leader Executive Orders Treaty U.S. Supreme Court Chief Justice Associate Justices Original Jurisdiction Appellate Jurisdiction Concurrent

Jurisdiction Exclusive Jurisdiction

Branch, and The Almost Painless Guide to the Legislative Branch, United Learning, 1560 Sherman Avenue, Suite100, Evanston, IL 60201

SAS Activity 617: The Supreme Court Separate, But Equal-US History, Government and

Citizenship A Congressional Maze-US History, Government

and Citizenship Order in the Court-US History, Government and

Citizenship Who’s Who in Congress-PH Units 3-4 Create a want ad for a member of the House of

Representatives or the Senate Students will create a chart displaying the legislative

and non-legislative powers of Congress. For each power, students will list the power, describe it, and draw a non-linguistic representation of the power.

Create a poster or a foldable detailing the powers of each branch of government.

Use magazine and newspaper articles to identify specific duties and roles of the president.

The Main Document-US History, Government and Citizenship

I Do Solemnly Swear-US History, Government and Citizenship

Debate-Term Limits-Simulation PH Presidential Want Ad Imagine a typical day in the life of a United States

president. Prepare an agenda for the president’s day. Be sure to keep the duties of the president in mind when creating the agenda.

Write a poem or a song for “supremacy clause.” Create a cartoon detailing the powers that Congress

are not allowed to haveCITW

Using a graphic organizer, compare and contrast the role of the Senate and the House of Representatives

Create a tree map to classify and describe the delegated powers of Congress

Using a graphic organizer, compare and contrast the roles of the president.

2.03 Explain Limited Power Impeachment We the People, Unit 5, 8, 9


how the United States Constitution grants and limits the authority of public officials and government agencies.

Enumerated Power

National Supremacy

Pardons Commutations Reprieve Writ of Habeas

Corpus Bill of Attainder Ex post facto laws Title of Nobility Rule of Law Judicial Review Veto Power Supremacy Clause Articles 1, 2, & 3

3: Lessons 21, 22 Federalism http://socialscience.tyler.cc.tx.us/mkho/Online_Courses/American_Textbook_Outlines/ap/ch3-out.htm

National Supremacy http://caselaw.lp.findlaw.com/data/constitution/article06/02.html

Guide to the President Clinton’s Impeachment Trial http://www.pbs.org/newshour/impeachment/

2.04 Describe how the United States Constitution may be changed and analyze the impact of specific changes.

Amending the Constitution

Constitutional Convention

Congressional action Executive Order Judicial Decisions

and Review Customs/Traditions Amendments 1 – 27 Equal protection Due Process Citizenship Suffrage Presidential

Succession and Term Limits (22nd and 25th amendments)

We the People , Unit 3: Lesson 19 Unit 4: Lessons 24, 25, 26, 27

Literacy Test http://www.texancultures.utsa.edu/newtexans/literacy.htm

Amendments to the Constitution http://www.house.gov/Constitution/Amend.html

Equal Protection http://www.law.cornell.edu/topics/equal_protection.html

National Constitution Center http://www.constitutioncenter.org/

Temperance

BELL WORK Game with each branch of government. Write

different jobs that each branch of government does on index cards. Mix the up. Students have to put the correct jobs with the correct branch of government.

READINGS Marbury v. Madison-Court Case Review

VIDEOS Marbury v. Madison-United Streaming

http://player.discoveryeducation.com/index.cfm?guidAssetId=7E253D3F-BBC9-4D6B-AEE8-31AFCDA2D7FB&blnFromSearch=1&productcode=US

IMAGES The Judicial Branch-Interpreting Political CartoonsACTIVITIES Amendment Collage Propose an amendment to the Constitution that you

would like Congress to consider. In your petition, specify the changes to the Constitution that would be

5, 6, 7





Movement, Interactive http://search.eb.com/women/articles/temperance_movement.html

needed. Constitution Booklet-Write amendment in your own

words, picture of amendment Re-write each amendment in your own words and

draw an illustration for it. Create a game to help others memorize the

amendments. CITW Flow Map-Order of Presidential Succession

2.05 Analyze court cases that illustrate that the United States Constitution is the supreme law of the land.

Judicial review Elastic clause

Marbury v. Madison 1803

McCulloch v. Maryland 1819

Gibbons v. Ogden 1824

Plessy v. Ferguson 1896

Brown v. Board of Education 1954

Swann v. Charlotte-Mecklenburg Board of Education 1969

Korematsu vs. US 1944

Heart of Atlanta Motel, Inc. v. United States 1964

We the People, Unit 3: Lesson 21, Landmark Supreme Court Cases http://www.landmarkcases.org/

Bethel School District vs. Frasier, 1986 http://www.law.umkc.edu/faculty/projects/ftrials/firstamendment/bethel.html

Plessy v. Ferguson, Supreme Court Decisions That Changed the Nation Series, Guidance Associates Video, Mt. Kisco, New York 10549

Gideon’s Trumpet

ACTIVITIES Create a chart answering the following for one

Supreme Court case:o Issue before the courto Facts of the caseo Decision of the courto Effects of the decisiono Information about the participantso Information about the court justiceso Pictures/Political cartoons

7, 10

2.06 Analyze court cases that demonstrate how the United States Constitution and the Bill

Individual Rights of Citizens

Furman v. Georgia, 1972

Gregg v. Georgia, 1976

Gideon V. Wainwright, 1963

Regents of the University of

Gideon v. Wainwright, Miranda v. Arizona, Scott v. Sandford, Supreme Court Decisions That Changed the Nation Series Guidance Associates Video,

BELL WORK• Should criminals have the same rights as law-abiding citizens?READINGS

Supreme Court Case StudiesVIDEOS

Key Constitutional ConceptsSONGS

6, 7, 20


of Rights protect the rights of individuals.

California vs. Bakke, 1978

New Jersey vs. T.L.O., 1985

Bethel School District vs. Frasier, 1986

Tinker v. Des Moines, 1969

Hazelwood v. Kuhlmeier, 1988

Texas v. Johnson, 1989

Engel v. Vitale, 1962 Miranda v. Arizona,

1966 Mapp v. Ohio, 1961

Mt. Kisco, New York 10549

New Jersey vs. T.L.O. 1985 http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/tlo.html

Black and WhiteIMAGES

Pictures associated with landmark supreme court cases

ACTIVITIES SAS Activity 617 Evolution of the Supreme Court SAS Activity 614 Freedom of Speech in School SAS Activity 216 How did the case of Ernesto

Miranda affect arrest procedures in America? Supreme Court Project Have students create “law case bags” by bringing in

tangible artifacts to represent an assigned case. (For example, students assigned Texas v. Johnson may bring in a flag, a picture of Reagan, and an empty match book.) Have them share their bags with the class

Give each student a case analysis sheet and a Supreme Court case. Have students teach the class about the case by creating a visual that illustrates the constitutional issues and background of the court case.

Constitution Study Guide Write a news article detailing the case, the decision

in the case, and how it will change society. Draw a political cartoon commenting on one of the

cases.CITW

Compare and contrast the Warren Court and the Berger Court

2.07 Identify modern controversies related to powers of the federal government that are similar to the

Strict versus loose constructionist views of the Constitution

States Rights Electoral

College and process

Term limits for government officials

Redistricting Interest Groups Majority

rule/Minority rights Homeland Security Patriot Act Right to bear arms

We the People, Unit 2: Lessons 16, 17,

ACLU : Patriot Propaganda: The Justice Department’s Campaign to Mislead the Public About the US Patriot Act http://www.aclu.org/

BELL WORK In what ways have civil liberties been limited by the

government during times of crisis?VIDEOS

Clips from Homeland SecurityACTIVITIES

Generate examples of conflicts between a state government and the federal government; develop a decision-making model and show how the conflicts

10, 11

http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/tlo.html




debates between Federalists and Anti Federalists over ratification of the United States Constitution.

Civil and Personal Liberties

Separation of church and state

Files/OpenFile.cfm?id=13098

US Dept of Justice: Life and Liberty http://www.lifeandliberty.gov/

may be resolved. Write an essay or create a political cartoon

explaining the dangers of a federal government that is either too weak or too strong.

Is it necessary for the Supreme Court to play an activist role in order to protect the rights of all Americans? Debate this question in small groups and write a brief summary of your discussion and its main points.

CITW Goals of the Constitution-Classifying-Constitution

Activities PH2.08 Examine taxation and other revenue sources at the national level of government.

Sources of government revenue

Government expenditures

Fiscal policy Expenditure Revenue Regressive taxation Progressive taxation Proportional taxation Income tax Excise tax Corporate tax Direct Tax Estate tax User fees Tariffs Social Security National budget Budget

deficit/Surplus National debt Deficit spending Tax returns Fines Bonds Balanced budget

National Budget Simulation http://www.budgetsim.org/nbs/

GDP and Government Expenditures http://www.cdc.gov/nchs/data/hus/tables/2003/03hus112.pdf

The Federal Budget http://www.whitehouse.gov/omb/budget/fy2002/guide.html

Understanding the Federal Budget http://www.usnewsclassroom.com/resources/activities/act010423.html

ABC’S “Schoolhouse Rock” Series –“Money Rock” – Video

BELL WORK What impact does taxation have on your daily life?

SONGS Money Rocks

ACTIVITIES SAS Activity 1185: Income Taxes and Fairness Regressive Taxation-Give one student ten items and

another student twenty items. Tell them that the tax they are going to pay in one year is two items. Then ask them to count the items they have left. Reinforce the point that even though both students have paid the same amount of tax, the one with only ten items to start has paid a greater share of his income than the one with twenty.

16, 18

2.09 Describe the services provided by

National security

Transportation

Federal Bureau of Investigation (FBI)

Central Intelligence

We the People, Unit 3: Lesson 18

Federal Agencies

BELL WORK Research agencies of the federal government. Create

a tree map to classify and describe the agencies.

9, 16


selected government agencies and how funding is provided.

Conservation of natural resources

Immigration and naturalization

Crime control and drug interdiction

Health and human services

Information Gathering & Policy Formation

Agency (CIA) Department of

Homeland Security Internal Revenue

Service (IRS) Department of

Transportation (DOT) National

Transportation Safety Board

U. S. Citizenship and Immigration Services

Drug Enforcement Agency (DEA)

Alcohol Tobacco and Firearms (ATF)

Federal Emergency Management Administration (FEMA)

Medicare/Medicaid Center for Disease

Control (CDC) Census

Directory http://www.lib.lsu.edu/gov/fedgov.html

The White House – Agencies http://www.whitehouse.gov/government/

U.S. Census Bureau http://www.census.gov/

FEMA, U.S. Department of Homeland Security http://www.fema.gov/

US Debt Clock http://www.uwsa.com/uwsausdebt.html

READINGS News articles about the above agencies

IMAGES Symbols of the above agencies

ACTIVITIES Identifying Parts of the Federal Bureaucracy-

Economics Choose an agency of the federal government. Create

a jingle about the job of the agency.CITW

Compare and contrast the responsibilities and roles of the FBI, DEA, and ATF.

Competency Goal 3 – The learner will analyze how state and local government is established by the North Carolina Constitution.3.01 Identify the principles in the North Carolina Constitution and local charters.

State Constitutions

Principles of N. C. State Government

Local charters (City & County)

Preamble to N. C. Constitution

Separation of Powers Checks and Balances Flexibility/

Amendment Process Popular sovereignty Limited government Incorporation Declaration of Rights

N.C. Government http://www.ncgov.com

N.C. General Assembly http://www.ncga.state.nc.us

N.C. Court System http://www.nccourts.org

The Constitution of N.C. http://statelibrary.dcr.

CITW Using graphic organizers, compare and contrast

the principles in the preamble to the N. C. Constitution with the preamble to the U. S. Constitution

NC 5, 12 6 days

http://www.uwsa.com/uwsausdebt.html

http://www.uwsa.com/uwsausdebt.html


state.nc.us/nc/stgovt/preconst.htm

N.C. Counties http://www.findnc.org/

North Carolina Focus: An Anthology of State Government, Politics, and Policy, North Carolina Center for Public Policy, 1996

Local Governments, Government By Consent, GPN, 1800 North 3rd Street, P. O. Box 80669, Lincoln, NE 68501

3.02 Explain how the North Carolina Constitution and local charters define the framework, organization, and structure of government at the state and local level.

Organization and structure of state and local government

The N. C. General Assembly

Governor and the State Administration

Council of State Governor Lieutenant Governor General Assembly

Officials & Committees

Types of local government: County City Special Districts Townships Metropolis

Mayor Mayor-council plan City or Town Council Council Manager

plan County

Commissioners Sheriff

Gordon P. Whitaker, Local Government in North Carolina, Second Edition

State Government Videos The Law (P4083); The Lawmakers (P4095); Lawmaking (P4084), 100% Educational Videos, P. O. Box 775, Orangevale, CA 95662

N.C. Gov http://www.ncgov.com

N.C. General Assembly

http://www.ncga.state.nc.us

N.C. Court System

BELL WORK Circle Map-Goal Three

READINGS NC Preamble

VIDEOSSONGSIMAGES

State Government-Interpreting Political CartoonsACTIVITIES

Using the North Carolina Constitution, find five constitutional protections. Predict how life would be different without these protections.

SAS Activity 410: Ourtown.gov Research the role of mayors under the different

plans of local government. Interview your local mayor about his or her role in government.

State Government-State and Local Government Handbook-PH

List in order, the steps that North Carolina took toward independence.

Simulation-Planning Board-Simulation Book

NC5, 11


Chief of police Statutes Ordinances Board of Education Alderman

http://www.nccourts.org

National Civic League – Model City Charter Revision Process http://www.ncl.org/npp/charter/memos/recall.html

Students will research a local ordinance in our area that is of special interests to the. Examples may include:

Does our city have rules about where they can skateboard?

What is the curfew for teens in our community? Can bikes be chained to the lamppost? Students will write a report on their findings and

report them to the class. They will use the laptops to complete the assignment and the following websites. http://townofleland.com/CodesandOrdinances.html

http://www.townofbelville.com CITW

Using a graphic organizer, compare and contrast the principles in the preamble to the N. C. Constitution with the preamble to the U. S. Constitution. Discuss why the similarities and differences exist.

Create a tree map to classify and describe the various types of local governments.

Compare and contrast a strong mayor and weak mayor system

3.03 Describe how the state constitution and local charters may be changed, and analyze the impact of specific changes.

State Agencies and how they function

Authority of public officials

State Agencies Health Department Parks and Recreation

Department Transportation

Department Register Deeds Governor Lieutenant Governor Sheriffs Judges

N.C. Government http://www.ncgov.com

NC5, 11

3.04 Analyze court cases that illustrate that the North Carolina Constitution is the law of

Amending the N. C. Constitution

Reform in state and local government

Referendum Local Act

N. C. State Government http://www.ncgov.com

Gordon P. Whitaker, Local Government in North Carolina,

ACTIVITIES Using the North Carolina Constitution, find five

constitutional protections. Predict how life would be different without these protections.

SAS Activity 410: Ourtown.gov SAS Activity 1182: Initiative, Referendum, Recall Using your local or state government’s website,

NC5, 11, 12

http://www.townofbelville.com/

http://townofleland.com/CodesandOrdinances.html

http://www.ncl.org/npp/charter/memos/recall.html




the state. Second Edition UNC Highway

Safety Research Center http://www.hsrc.unc.edu/pubinfo/alc_main.htm

identify agencies that provide services for the citizens. Select one agency and explore their most recent actions in your community.

Analyze the impact of a state referendum to change the blood alcohol percentage from

0.08% to 0.05% in order for a driver to be declared legally intoxicated.

CITW Using a graphic organizer, compare and contrast the

principles in the preamble to the N. C. Constitution with the preamble to the U. S. Constitution. Discuss why the similarities and differences exist.

3.05 Analyze court cases that illustrate that the North Carolina Constitution is the law of the state.

N. C. Supreme Court

State v Mann, 1830 The Leandro Case

N.C. Court System http://www.nccourts.org

11

3.06 Analyze how the Fourteenth Amendment extends the Bill of Rights' protection to citizens of a state.

Equal protection under the law

Individual Rights

Citizenship Civil rights Voting rights Women’s rights

The International Civil Rights Center & Museum http://www.sitins.com/

NC African American Culture Tour http://www.ncculturetour.org/oralhst/arc.htm

The Museum of the Native American Resource Center, UNC at Pembroke http://www.uncp.edu/nativemuseum/

7, 15


3.07 Identify modern controversies related to powers of the state government.

Education Taxes/

Resources/Services

Terrorism/Security

Political Integrity

Annexation Lottery Disaster relief Balanced budget Charter Schools Redistricting Political Corruption School busing Gerrymandering

Local newspapers and state magazines

Websites for local television stations

BELL WORK Case studies-NC Court Cases

READINGS Articles about the Leandro case

ACTIVITIES Interview your Principal about “No Child Left

Behind” and its impact on education policies in North Carolina.

CITW Using a graphic organizer, compare and contrast the

principles in the preamble to the N. C. Constitution with the preamble to the U. S. Constitution. Discuss why the similarities and differences exist.

Compare and contrast the North Carolina Court system with the federal court system

11, 18

3.08 Examine taxation and other revenue sources at the state and local level.

Financing State and Local Government

Types of State and Local Taxes

Non-Tax Sources of State Revenue

State Budget Process

State and Local Spending

State income tax Corporate income tax Sales tax Excise taxes Inheritance taxes Licenses Federal Grants in Aid Property tax Estate tax Fines Intergovernmental

Revenue User fees Disposal fees Permits Assessments Finances Budgets Impact fees State & Municipal

Bonds

U.S. Department of Transportation http://www.dot.gov/

North Carolina Department of Transportation http://www.ncdot.org/

Powell Bill http://www.ncdot.org/financial/fiscal/ExtAuditBranch/Powell_Bill/powellbill.html

BELL WORK Students will create a circle map to brainstorm the

types of services that municipalities. READINGS

News articles about local government spendingVIDEOS

Newscasts about local government spendingSONGSIMAGES

Local Government-Interpreting Political CartoonsACTIVITIES

SAS 618 State of the States State Economy-State and Local Government

Handbook-PH Students will choose one of the services from their

circle map and create a poster about how their city or town provides that service. Students should title their poster and write captions for all pictures that they include.

CITW Create a tree map to classify and describe the way

that local governments get their money

12, 18

3.09 Describe State Agencies Community colleges Lesson in DPI’s ACTIVITIES 10, 11, 18


the services provided by state and local government agencies and how funding is provided.

Local Agencies Cooperative extension

Court facilities Elections Jails/Youth Detention

Centers Mental Health

services Public Health

services Public Schools Social services Soil & Water

conservation Tax assessment Airports Ambulance services Art galleries &

museums Buses/public transit Emergency

management Parks & Recreation Libraries Public housing Public utilities

Concept-Based Instruction Document: Governmental Funding and Services

Gordon P. Whitaker, Local Government in North Carolina, Second Edition

N.C. County Managers http://www.ncmanagers.org/

Create a brochure, pamphlet, or a poster detailing services provided in our county.

Competency Goal 4: The learner will explore active roles as a citizen at the local, state, and national levels of government.4.01 Examine the structure and organization of political parties.

Functions of Parties

Types of Party Systems

Political Party Democratic Republican Third parties (minor) One-party system Two-party system Multi-party system Liberal Moderate

Lesson in DPI’s Concept-Based Instruction Document: Political Parties

Young Democrats of N.C. http://ydnc.org/home.htm

BELL WORK Goal Four-Circle Map

IMAGESPolitical Parties in Our Democracy-Interpreting Political Cartoons

ACTIVITIESSAS 1143 Announcing a New PartyEncourage students to work with political parties and

22 7 days


Conservative Reactionary Radical Platform Planks Candidates Plurality Vote Majority Vote Coalitions Patronage Political machine Grassroots

Democratic National Committee www.democrats.org/

Republican National Committee http://gopnet.com/

Guide to Political Parties in America http://www.politics1.com/parties.htm

The Bureaucracy and Political Parties, Government By Consent Series, GPN, 1800 North Street, P. O. Box 80669, Lincoln, NE 68501

campaigns of their choice on selected issues.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.Active Citizen Project: Supporting A Political Party-PHCreate your own Politician. Name, Age, Sex, Race, Education, Qualifications, Political Affiliation and opinions about major political issuesGame-Beliefs of the Republicans and DemocratsFoldable- Chapter Ten Civics Today-Who can vote? What are election campaigns? When are elections held? How are campaigns financed?Create a poster to display the views of the democrat and republican party

CITWCreate a chart that compares the structure, function and roles of political parties.Using a Venn Diagram, compare and contrast similarities and differences between the two major political parties in the United States.

4.02 Describe the election process and the qualifications and procedures for voting.

Types of Elections

Campaign Finances

Campaign Process

Election Process

General Election Primary Election Partisan/Nonpartisan Caucus Political Action

Committee (PAC) Public & Private

Funding Canvassing Endorsements Propaganda Glittering

Generalities Bandwagon Stack Cards

Election Process https://ssl.capwiz.com/congressorg/e4/nvra/

N.C. State Board of Election http://www.app2.sboe.state.nc.us/

ELECTIONS THE AMERICAN WAY - The Library of Congress (Interactive) http://learning.loc.gov/learn/features/ele

BELL WORK Circle Map-Ways to increase voter turn-out

VIDEOS http://www.livingroomcandidate.com http://www.youtube.com/watch?v=mxESw0lY0CE Citizens guide to the Iowa Caucus

SONGS School House Rock-Electoral College

IMAGES Tammy Hall Political Machine Cartoons

ACTIVITIES Obtain voter registration forms. Allow students to

go through the procedures for registering to vote. Discuss the sections that are required to be completed and the reason for the form being printed

22, 23

http://www.youtube.com/watch?v=mxESw0lY0CE

http://www.livingroomcandidate.com/


Name Calling “Just Plain Folks” Image Molding Voter registration Voting Districts Polling place Precinct Types of Ballots Board of Elections Exit poll National Convention Recall Election Initiative Proposition Electors Electoral College Nominations Political Machine Delegates

ction/home.html The American

Village Citizenship Trust Mock Election Curriculum Guide http://www.americanvillage.org/mockresources.shtml

Center for Media and Public Affairs http://www.cmpa.com/

Project Vote Smart www.vote-smart.org

Elections Online Election Simulation http://broadband.ciconline.org/elections/game.htm

Political TV Campaign Ads http://livingroomcandidate.movingimage.us/index.php

The Power of PAC’s, Nominating a President, and Presidential Campaigning, Government By Consent Series, GPN, 1800 North Street, P. O. Box 80669, Lincoln, NE 68501

in multiple languages. Create a political cartoon that reflects a local

partisan issue. As a class or in small groups debate whether a recall

election should be allowed to remove state and local officials.

Evaluate past election campaign ads and create a new ad for a candidate; video tape, share with class for evaluation.

Create a poster to represent the various types of propaganda techniques.

Poll Taxes and Voting Rights-Issues in the Law-PH Active Citizen Project: Influencing Community

Members to Vote-PH Debate-The Electoral College-Simulation PH

CITW Compare and Contrast primary elections and general

elections. Cause and Effect Chart-How has television

influenced a candidates success? Create a flow map for the registration and voting

process.

4.03 Analyze information on political issues and candidates

Public Opinion Public Issues

Mass media Polls Public Agenda Party Platform

Democratic National Committee www.democrats.org/

Republican National Committee

READINGS Different new reports from various media outlets

VIDEOS Different new reports from various media outlets

SONGS

9, 22, 23

http://livingroomcandidate.movingimage.us/index.php




seeking political office.

http://gopnet.com/ Guide to Political

Parties in America http://www.politics1.com/parties.htm


Lists of Registered Political Action Committees http://www.ethics.state.la.us/pacs.htm

Effectiveness of Negative Political Advertising http://www.scripps.ohiou.edu/wjmcr/vol02/2-1a.HTM

Does Money Talk? http://congress.indiana.edu/lesson_plans/urd_money_talk.php

IMAGES Voting and Elections-Interpreting Political Cartoons

ACTIVITIES Conduct a public hearing/poll on a current issue in

the community or state. Report results to the class and/or community leaders.

SAS 623 Comparing Media Coverage: How the World Views the News

SAS 411 Margin of Error: Polls and Public Opinion Issues to Debate: Does the Media have political

bias? Textbook pg 331 An event occurs in the hallway. Three students

witness the events. They come back to the room to report what they saw. The class points out bias in their report.

Create a poster summarizing and illustrating the various propaganda techniques

CITW Create a graphic organizer (bubble map) to describe

the different forms of mass media Compare and Contrast news stories from media

outlets in various countries or from various news organizations

4.04 Demonstrate active methods of promoting and inhibiting change through political action.

Forming public opinion

Citizen Activism

Vote Protest Bias Slander Libel Petitions Surveys Random samples Activists Lobbyist Apathy

Lesson in DPI’s Concept-Based Instruction Document: Political Action


Federal Election Commission http://www.fec.gov/

The FEC and the Federal Campaign Finance Law

ACTIVITIES Conduct a survey on a current problem in the

community or school. After tabulating results, develop a plan of action, i.e. letter writing, email, lobbying, and petition to solve the problem

Create a political cartoon that represents voter apathy

9, 11, 22, 23

http://congress.indiana.edu/lesson_plans/urd_money_talk.php




http://www.fec.gov/finance_law.html

4.05: Analyze consequences of compliance or noncompliance with laws governing society

Benefits and Risks of Compliance

Civil Disobedience

Public Safety Domestic Tranquility Criminal law Prosecution Fines Civil law Lawsuits Penal Code Mandatory

sentencing Anarchy

Amendments to The Constitution http://www.house.gov/Constitution/Amend.html

Henry David Thoreau, Civil Disobedience http://xroads.virginia.edu/~HYPER/WALDEN/Essays/thoreau_toc.html

Henry David Thoreau http://eserver.org/thoreau/civil.html

Civil Disobedience –Mahatma Gandhi http://www.akidsright.org/p_gandhi.htm

ACTIVITIES Research and report to the class the

consequences of not obeying the law (i.e. not reporting for jury duty, refusing to pay property taxes, or ignoring a subpoena.)

20

4.06 Describe the benefits of civic participation.

Responsibilities and Duties of Citizenship

Volunteerism Acquiring Real

World Experience

Patriotism Public service Peace Corps AmeriCorps Job Corps Senior Corps

The Peace Corps http://peacecorps.com/

AmeriCorps http://www.americorps.org/

The Job Corps http://www.jobcorps.org/

ACTIVITIES Conduct a survey on a current problem in the

community or school. After tabulating results, develop a plan of action, i.e. letter writing, email, lobbying, and petition to solve the problem.

Research and report to the class the consequences of not obeying the law or not fulfilling civic responsibility, i.e. jury duty, paying property taxes, or ignoring a subpoena.

Invite a resource person in the judicial system to talk about compliance and noncompliance of the law and its affect on society.

Write an introductory speech to be given to foreign visitors explaining why civic activity is important in American society.

Create a brochure highlighting ways that people in Brunswick County can volunteer.

2, 3, 22

http://www.akidsright.org/p_gandhi.htm

http://www.akidsright.org/p_gandhi.htm


4.07 Analyze costs and benefits of jury service, voting, seeking office, and civic action at the local, state, and national level.

Participation in the Judicial Process

Participation in the Political Process

Benefits and Costs of Public Service

Informed Electorate Rights

The Role of Juries in State Courts http://www.ncsconline.org/d_research/csp/2001_Files/2001_Part_II_Section.pdf

Selective Service system www.sss.gov

Civic Curricula of Community-Based

Organizations http://

www.civics.unc.edu/commresources/pdfs/highschool.pdf

ACTIVITIESa. Create an information hand out for one of the

following:i. Peace Corps

ii. Ameri Corpsiii. Job Corpsiv. Senior Corps

2, 3, 22, 23

4.08 Participate in civic life, politics, and /or government.

Civic Involvement

Mock elections Moot courts Community service Service learning

The American Village Citizenship Trust – Mock Election Curriculum Guide http://www.americanvillage.org/mockresources.shtml

National Mail Voter Registration Form http://www.fec.gov/votregis/vr.htm

NC State Board of Elections http://www.app2.sboe.state.nc.us/

Kids Voting Program http://www.kidsvoting.org/

Mock Trials http://www.streetlaw.org/mockt2.html

Moot Court

2, 3, 17, 22, 23


Activities http://www.landmarkcases.org/mootcourt.html

4.09 Utilize various methods of resolving conflicts.

Resolving Conflict

Collaboration Compromise

Negotiation Arbitration Mediation Pre-hearing

settlement Small Claims Court Legal Action

Conflict Resolution and Peer Mediation –Middle and High School Guide http://www.njsbf.com/njsbf/student/conflictres/middle_high.cfm

North Carolina Court System http://www.nccourts.org/

BELL WORK Create a list of a few rules for basketball or football.

Ask them what rules that would change. See if they can come up with an agreement for amending the rules. Have them consider how difficult it is to change laws.

VIDEOS 12 Angry Men

ACTIVITIES Watch excerpts from the film 12 Angry Men and

analyze the role of the jury in courtroom proceedings.

Examine a recent conflict in the school and brainstorm peaceful solutions. What methods were actually used to resolve the conflict? Compare and contrast your choice to the actual resolution.

SAS 1146 12 Angry Men Classroom Activity

21

Competency Goal 5: The learner will explain how the political and legal systems provide a means to balance competing interest and resolve conflicts.5.01 Evaluate the role of debate, consensus, compromise, and negotiation in resolving conflicts.

Conflict Resolution

Consensus Building Debate Negotiation Compromise

We the People, Unit 4, Lesson 28

Conflict Resolution and Peer Mediation Middle and High School Guide http://www.njsbf.com/njsbf/student/conflictres/middle_high.cfm

The American Civil Liberties Union http://www.aclu.org

The Association for Conflict Resolution http://www.acrnet.or

ACTIVITIES Create a song or poem (traditional or acrostic) about

the ways that compromise and/or consensus building is utilized in Congress

8, 12, 21, 24, 25

8 days

http://www.nccourts.org/

http://www.nccourts.org/


g/5.02 Identify the jurisdiction of state and federal courts.

Types of jurisdictions

Type of courts

Appellate Exclusive Concurrent Original Federal Courts District Courts U.S. Courts of

Appeal U.S. Supreme Court Special Court State Courts Lower Courts General Trial Courts Intermediate

Appellate Courts State Supreme Court

Understanding the Federal Court, Administrative Office of the U. S. Courts, 1999

PBS Video – “Juvenile Justice”

Juvenile Justice Frontline Show http://www.glencoe.com/sec/socialstudies/govciv/civics2003/nc/content.php4/1000/1

Jurisdiction http://dictionary.law.com/definition2.asp?selected=1070&bold=||||

BELL WORK Goal Five Circle Map

ACTIVITIES Select a problem to be solved, and then take on the

role of an arbitrator/mediator to create a solution. Write a reflection on the value of compromise.

Create a poster about the types of cases heard in federal county

CITW Create a tree map to describe the organization of the

federal court system Create a tree map showing the different types of

courts or the different types of jurisdictions

10, 11

5.03 Describe the adversarial nature of the judicial process.

Selection of Federal Judges

Selection of State Judges

Judicial Process

Courtroom Roles

The Jury System

Confirmation Process Judicial Review Writ of Certiorari Brief Oral argument Majority Opinion Dissenting Opinion Concurrent Opinion Felony Misdemeanor Torts Court Docket Issue of Fact Issue of Law Prosecutor Complaint Defendant Plaintiff Subpoena Summons

Understanding the Federal Courts, The Administrative Office of the U.S. Courts, 1999

How Judges and Justices are Chosen http://www.beyondbooks.com/gov91/9d.asp

Arrest/Representation, Juries and the Jury Selection Expert, Unsung Heroes of the Courtroom, Justice Factory Series videos, Ambrose Video Publishing, Inc. 28 West 445th

READINGS The True Story of the Three Little Pigs The Three Little Pigs

VIDEOS Law and order episode

IMAGES The Inferior Courts-Color Transparencies-PH

WRITING Debate Essay: Should juveniles committing major

offenses be tried in juvenile or district court.ACTIVITIES

Debate the merits of plea-bargaining in a criminal trial.

Provide students with the background and summary of a courtroom case. Have students write an opening statement and a closing argument based on the information.

Mock Trial-Goldilocks Simulation-Mock Trial-Simulation Booklet Debate-Juvenile Courts-Simulation-PH

10, 19, 21


Arrest Warrant Indictment Information Perjury Petit Jury Grand Jury Plea Plea Bargaining Bail Sentence Rights of victims Public Defender Prosecution Sentencing Hearing Bailiff Defendant Verdict Settlement Capital offense Appeal Plea bargain Warrants Summons Preliminary hearings

Street, suite 2100, New York, New York 10036

CITW Create a flow map to describe the steps in a criminal

case Create a flow map to describe the steps in a civil

case. Compare and contrast civil law and criminal law Effect Chart-What effect does high crime have on

our society?

5.04 Evaluate the role of debate and compromise in the legislative process.

Committee system

Veto process How a Bill

Becomes a Law

Proposition Bill Standing Committee Seniority System House Rules

Committee Joint Committee Conference

Committee Public Hearing Act Law Veto Line item veto

How Our Laws Are Made http://bensguide.gpo.gov/9-12/lawmaking/index.html

ABC’s “Schoolhouse Rock – History Rock – “I’m Just a Bill” http://www.school-houserock.com/Bill.html

READINGS Article about a current bill before the house and

senateVIDEOS

Mr. Smith Goes to Washington Legally Blonde II

SONGS I’m Just a Bill

IMAGES Filibuster-Color Transparencies-PH

WRITING You are a member of Congress serving on a

committee responsible for writing a plan for health care reform. Do you think it should be government

8, 11


Pocket veto Filibuster Cloture Rider

controlled or should each person be responsible for his own health care? Decide how you feel about it and write a plan of your own to present to the committee. If you think it should be administered by the government be sure to include how it is to be funded.

ACTIVITIES Examine a recent federal law; trace its process from

bill to passage. Write the steps of how a bill becomes a law on

index cards. Have students put the cards in order. Hold a contest to see who can put their cards in order the quickest.

SAS 211 How do the leaders in the House and Senate influence legislation in Congress?

The Road From Bills to Laws- US History, Government and Citizenship

How a Bill Becomes a Law-Reading a Diagram-Constitution Activities-PH

CITW Bill-Law Flow Map Compare and Contrast standing and select

committees

5.05 Explain how local government agencies balance interest and resolve conflicts.

Interaction between city and county government

Citizen Input on Public Policy

Town meetings Public hearings Forums Budget Extra Territorial

Jurisdiction (ETJ) At-large Zoning Annexation Infrastructure

Lesson in DPI’s Concept-Based Instruction Document: Local Government Agencies

NC League of Municipalities http://nclm.org/

Public Dispute Resolution http://ncinfo.iog.unc.edu/programs/dispute/ebulletins2000.html

BELL WORK Students will be placed into pairs. Each pair will

receive an envelope containing shuffled cards with the different steps a bill must pass to become a law. Students will place their steps in the proper order. After doing this, the teacher will check for proper placement.

ACTIVITIES Given a hypothetical zoning request to build a

factory near a residential area, assume the role of one of the following and prepare a presentation for a meeting of the planning commission.o An affected homeownero The plant ownero A real estate agent

12

http://ncinfo.iog.unc.edu/programs/dispute/ebulletins2000.html




o An unemployed worker

5.06 Analyze roles of individual citizens, political parties, the media, and other interest groups in public policy decisions, dispute resolution, and government action.

Local Initiatives

Local Referendums

Recall

Tuition voucher Charter schools Petition Bond issues Public policy Special interest

groups Electronic media Voting

National Civic League – Model City Charter Revision Process http://www.ncl.org/npp/charter/memos/recall.html

David Schmidt, Citizen Lawmaker

12, 23

Benchmark Testing & Review 5 days

Competency Goal 6: The learner will explain why laws are needed and how they are enacted to address criminal and anti-social behaviors.6.01 Trace the development of law in American society.

Philosophy of law

Landmark English Documents

The development of rule of law in the United States

Legal code Moral code Codes of Hammurabi Ten Commandments Justinian Codes Draconian Laws House of Burgesses Magna Carta English Bill of Rights Social contract British common law Mayflower Compact The Iroquois Nation’s

Constitution Declaration of

Independence The U. S.

These documents can be found at the website for the Avalon Project at Yale LawSchool English Bill of Rights Thomas Paine,

Common Sense Declaration of

Independence DeToqueville’

Democracy in America

English Petition of Rights

Patrick Henry’s speeches

BELL WORK Discuss the characteristics of a good law. Ask them

to provide an example of each. They may use family, classroom or school rules as examples.

ACTIVITIES Create a time line that traces the development of the

“rule of law” in the United States. Research the contributions of John Locke’s, Jean

Jacques Rousseau’s and Baron de Montesquieu’s philosophy on the development of U. S. law.

Compare and contrast the Iroquois Nation Constitution to the United States Constitutions.

Create a graphic organizer or foldable to show the different codes/contracts/systems that have influenced our legal system.

CITW

4, 5, 6, 19 9 days


Constitution Jefferson’s writings on law

John Lockes’ Treatises

Magna Carta Mayflower Compact Montesquieu’s Spirit

of the Law Pledge of Allegiance Rousseau’s Social

Contract Maryland Toleration

Act Virginia Declaration

of Rights, etc. What is the Initiative

and Referendum Process? http://www.yale.edu/lawweb/avalon/avalon.htm

Iroquois Nation’s Constitution http://www.law.ou.edu/hist/iroquois.html

Create a tree map to classify the various types of law in the United States.

6.02 Cite examples of common, criminal, civil, constitutional, administrative, and statutory law.

Types of laws Common law Criminal law Civil law Constitutional law Administrative law Statutory law International law

Common Law http://www.pixi.com/~kingdom/common.html

Criminal Law http://www.law.cornell.edu/topics/criminal.html

Justice By the People- the Trial of Gold E. Locks, video by the Foundation of

IMAGES Laws and Our Society-Interpreting Political

Cartoons Criminal and Juvenile Justice-Interpreting Political

Cartoons Civil Justice- Interpreting Political Cartoons

ACTIVITIES Create posters to represent each type of law.

Students should have a description of the law, an example of something that would violate the law, and a picture to represent the law.

CITW

10, 19

http://www.yale.edu/lawweb/avalon/avalon.htm




the American Board of Trial Lawyers

Steps in a Criminal Case http://www.ccle.fourh.umn.edu/steps.pdf

Using a graphic organizer, compare and contrast the different types of laws.

6.03 Identify the various procedures in the enactment, implementation, and enforcement of law.

Implementation of law

Regulatory Commissions

Independent Agencies

Enforcement of law

Consumer Protection Transportation

Regulation Department of Justice Federal Bureau of

Investigation (FBI) State Bureau of

Investigation (SBI) Secret Service National Guard

Reserves

FBI http://www.fbi.gov/

ACTIVITIES• Assign students various agencies (such as the FDA,

FCC, NASA, CIA, FAA, etc.) to research and report findings to the class.

• Downloading Media and Copyright Infringement-Issues in the Law-PH

• DNA Database-Issues in the Law-PH Select one of the agencies below to research and

create an informational brochure: Food & Drug Administration (FDA) Federal Communications Commission (FCC) Federal Trade Commission (FTC) Consumer Product Safety Commission (CPSC) Interstate Commerce Commission (ICC) Federal Aviation Administration (FAA) National Aeronautics & Space Administration

(NASA) Central Intelligence Agency (CIA)

19, 20, 21

6.04 Identify ways citizens can be informed about the laws.

Informed Citizenry

“Ignorance of the law is no excuse.”

Town meetings Public hearings Public forums Media

Find Law for the Public http://www.findlaw.com

. 19, 24

6.05 Investigate the role and responsibility of government to inform the citizenry.

Informing citizens

Utilizing Government Publications & Websites

Political debates Special task forces Franking privilege Press releases

General Assembly of North Carolina –http://www.ncga.state.nc.us/

Current Events Resources:o http://

www.nytimes.com/learning

ACTIVITIES Write an essay either agreeing or disagreeing with

the statement, “Ignorance of the law is no excuse.”

12, 19, 21, 23


o http://school.newsweek.com/

o http:// www.wsjclassroomedition.com

6.06 Analyze the role of lobby groups and special interest groups in the enactment of legislation.

Organizing for Influence

Interest Groups

Lobbying Think Tanks

Economic Interesto Businesso Labor groupso Agricultural groups o Professional groups

Non-economic Interest o Public Interesto Single-Issue

Interesto Ideological

Chamber of Commerce

AFL-CIO http://aflcio.com/

NC Office of the Secretary of State –Lobbyist Registration http://www.secretary.state.nc.us/lobbyists/

The Brookings Institution http://www.brook.edu/

Think Tank Organizations http://www.state.gov/s/p/tt/

The FEC and the Federal Campaign Finance Law http://www.fec.gov/finance_law.html

ACTIVITIES Create a graphic organizer detailing the

different special interest groups that have been assigned to you. Include information about what the purpose of the group is, what legislation/changes that they are supporting, what methods they try to use to influence lawmakers, and how you personally feel about the group and its mission.

8, 11, 23

6.07 Compare responsibilities, jurisdictions, and methods of law enforcement agencies.

Role of Law Enforcement Agencies

Local Law Enforcement

State Law Enforcement

Federal Law Enforcement

Sheriff Police State Troopers

Sample Lesson in DPI’s Concept-Based Instruction Document: Law Enforcement Agencies

Statutory Comment on N. C. Law http://www.jus.state.nc.us/NCJA/statute.htm

Office of the N. C. Attorney General

ACTIVITIES• Create a “human graph” in the classroom using

the labels, “Definitely a Criminal Act” and “Not a Criminal Act.” Call out various acts such as jaywalking, shoplifting, playing poker, drinking, etc. and have students decide where to place each activity along the graph.

• SAS 622 Finding Solutions to Juvenile Crime,CITW

Compare and contrast various methods for dealing with crime.

Graphic Organizer-Rehabilitation Options Research the jurisdiction of law enforcement

2, 12, 19, 20, 24



http://www.wsjclassroomedition.com/




http://www.ncdoj.com/default.jsp

N. C. Law Enforcement Officers Association http://www.ncleoa.org

agencies. Create a graphic organizer showing how their jurisdictions coincide or overlap.

6.08 Evaluate methods used by society to address criminal and antisocial behaviors.

Types of Punishment

Repetitive Criminal Activity

Deviant Behavior

Long-term suspension

Three-Strikes laws Confiscation of

Property Mental Institutions Long-term

Incarceration Death Penalty Rehabilitation Monetary

Compensation Recidivism Retribution Restitution Deterrence Detention Probation Parole Juvenile detention Community service House arrest Jail Prison Boot camp Compensation Rehabilitation Incarceration

Federal Prison System http://www.usdoj.gov/

N. C. Department of Corrections http://www.doc.state.nc.us/

ACTIVITIESa. Debate the use of the death penalty as a deterrent to

crime. Use a graphic organizer or foldable to list the pros & cons.

b. Write an essay supporting or rejecting the idea of using methods other than prison to address punishment for crimes.

19, 20

Competency Goal 7: The learner will investigate how and why individuals and groups make economic choices.


7.01 Describe the basic factors of production such as land, labor, capital, and entrepreneurial skills and their impact on economic activities.

Four Factors of Production

Efficient use of production

Basic Economic Questions

Economics Want Need Land Renewable natural

resource Nonrenewable natural

resources Labor Capital Entrepreneurship Productivity

An Introduction To Economics, VHS Knowledge Unlimited ©1994 ISBN 1-55933-173-0 The Sony Corporation http://www.sony.net/SonyInfo/CorporateInfo/

Tidewater House – News and Research (polls) http://www.tdwaterhouse.com/research/index.html

US Department of Commerce http://www.commerce.gov/

Introduction To Economics: The Nature of Economics, (CL1082-CV); Introduction To Economics: The Operation of an Economy, (CL1083-CV) from Clearvue/eav, 6465 N. Avondale Avenue, Chicago, IL 60631

13, 14 8 days

7.02 Explain how scarcity influences producers and consumers to make choices.

Scarcity Decision

Making Process

Limited resources Decision-making

model Wants Needs Services Goods

Limited Resources (NCEE) http://www.econedlink.org/lessons/index.cfm?lesson=EM364&page=teacher

13


Wages Salary Consumer Producer Pricing

It All Adds Up Interactive Economic Site http://www.italladdsup.org/

Decision-Making Model http://www.econedlink.org/lessons/print.cfm?lesson=EM396&page=teacher

The Production, Distribution, and Consumption of Goods and Services, The Economic Series (ISBN 1-56007-605-4): http://money.cnn.com/markets/commodities/

7.03 Compare examples of tradeoffs and opportunity costs of economic choices.

Wants versus Needs

Tradeoffs Opportunity

Costs

Immediate gratification

Incentives Fixed costs Variable costs Total costs Marginal costs

What Are Incentives? http://www.econedlink.org/lessons/index.cfm?lesson=EM379

Inventive Incentive http://www.econedlink.org/lessons/index.cfm?lesson=EM260

The Opportunity Cost of a Lifetime http://www.econedlink.org/lessons/index.cfm?lesson=EM51

Weighing Options: Build vs. Buy: A Fresh Look & Other 'Gotchas'

BELL WORK Goal Seven Circle Map

READINGS Search business magazines or the business

section of the newspaper to read about entrepreneurs, people who start new businesses. Ask them to identify a specific entrepreneur and describe his or her business. What was unique about the entrepreneurs approach? How did he or she succeed?

IMAGES What is an economy?-Interpreting Political

CartoonsACTIVITIES

• Generate lists of resources needed to make certain products; classify the items listed as

13


http://www.wallstreetandtech.com/story/topNews/WST20010918S0017

land, labor, capital, and entrepreneurial skills.• Have students create “factors of production”

posters. Start by drawing a product in the middle of the poster and then identifying the four factors of production in each corner. List all of the items that are necessary for the product’s production under the appropriate category.

• Given descriptions of situations involving individual economic decisions; state the opportunity cost in each decision.

• Determine the trade-offs involved in building a housing development where an apple orchard now stands. Prepare a speech to be delivered to the county commissioners arguing for or against the proposed housing development.

• Candy Bar Economics• Have the student create a personal opportunity

cost chart for one week that includes the following: event chosen, time required, activity missed, opportunity cost rating. What conclusions can students draw from this chart.

• Choose a product or service that you wish to create. Generate a list of resources needed to make certain products, classify the items listed as land labor, capital and entrepreneurial skills

• Students will be given five appealing vacation destinations. Students will be told that they will only be about to choose one. Students will explain their choice and describe what they gave up by choosing that vacation over the other. In other words, they will explain their trade-off and opportunity cost.

CITW• Create a chart using some relevant product; i.e.

candy bars, to identify the factors of production that went into its creation

7.04 Analyze the impact on

Specialization Division of

Assembly line Technologies

Wealth of Nations, Adam Smith

13, 14





economic activities of specialization, division of labor, consumption and production increases.

Labor Consumption Production

Robotics Invention Innovation Mass production Factory Agribusiness Business

organizations Specialization Human capital Productivity White collar Blue collar Skilled workers Unskilled workers Automation

http://www.bibliomania.com/2/1/65/112/frameset.html

Henry Ford Museum web site http://www.hfmgv.org/ http://www.btomc.com/Mass%20Production.htm

7.05 Explain the impact of investment on human, capital, productive, and natural resources.

Productivity Investment

Capital Goods Consumer Goods Producer Price Index

(PPI) Output versus Input Law of Diminishing

Return Recycling Education and

training

www.dol.gov US Chamber of

Commerce http://www.uschamber.com/default

http://www.nccbi.org/

VIDEOS I Love Lucy Clip-Lucy and Ethel on the

assembly lineSONGSIMAGES

Our Economy and You-Interpreting Political Cartoons

ACTIVITIES• TV Assembly Line-One factory will make each

TV individually, the other factory will make the TV’s using the assembly line. Workers will compete to make the TV’s at the fastest possible rate.

• Paper Shapes Factory• SAS 215 -How did Adam Smith’s idea of the

division of labor help Henry Ford create an efficient assembly line?

• Think about a recent shopping experience. Make a list of the number of stores that you visited and the questions that you asked yourself about the goods you looked at. Be sure to include the reasons you used to make or not make the purchase.

14, NC18

http://www.hfmgv.org/

http://www.hfmgv.org/


7.06 Compare and contrast how different economic systems address key economic factors.

Free Enterprise

Capitalism Socialism Communism

– Command Traditional

Society Market

Economy Mixed

Economy

Market Laissez-faire Invisible hand Competition Cooperation Choices Consumer

sovereignty Private property Profit motive Exchange Incentives Communist

Manifesto Wealth of Nations The Keynesian

Theory Fiscal Policy Deficit Spending

Excerpts from:o Adam Smith,

Wealth of Nationso Karl Marx,

Communist Manifesto

o The World Almanac, 2004

Karl Marx http://www.biography.com/search/article.jsp?aid=9401219&search=Karl+Marx

Adam Smith http://www.biography.com/search/article.jsp?aid=9486480&search=Adam+Smith

Capitalism http://www.capitalism.org/

The “Invisible Hand Theory” http://pass.maths.org.uk/issue14/features/smith/

IMAGES Basics of Our Economic System-Interpreting

Political CartoonsACTIVITIES

• Create a political cartoon that depicts the advantages and disadvantages of one of the economic systems.?

• Create posters that arrange the economies discussed from the most centrally planned to the most purely free market. Students will illustrate their work with pictures of economic activities in each economy.

CITW Create a Venn diagram to compare and contrast

the various types of economic systems.

13, 18, 25

Competency Goal 8: The learner will analyze features of the economic system of the United States.8.01 Compare characteristics of command, market, traditional, and mixed economies.

What to Produce

How to Produce It

For Whom to Produce It

Market economy Mixed Market

economy Command economy Mixed economy Traditional economy

Economic Resources for K-12 Teachers: http://ecedweb.unomaha.edu/teach.htm#govbud

BELL WORK Goal Eight Circle Map

ACTIVITIES Three Basic Economic Questions Organizer-

Economics

CITW

13 7 days


Create double bubble map to compare and contrast the various types of economic systems.

8.02 Describe how the free enterprise system encourages private ownership of property and promote individual initiative.

Mixed Market Economy

Economic Goals of the Free Enterprise System

Private property Voluntary exchange Patents Copyrights Full employment Efficiency Productivity Specialization Division of Labor Security Equity Freedom

Lesson in DPI’s Concept-Based Instruction Document: Free Enterprise System

Economic Resources for K-12 Teachers http://ecedweb.unomaha.edu/teach.htm#govbud

Adam Smith and The Invisible Hand http://pass.maths.org.uk/issue14/features/smith/

Free Enterprise http://teachertech.rice.edu/Participants/jbueno/Lessons/freedom.html

U.S. Patent and Trademark Office http://www.uspto.gov/

ACTIVITIES• Research how to apply for a patent or a

copyright. Create a brochure for an inventor outlining how to obtain a patent or copyright and the benefits of doing so.

13, 16, 18

8.03 Explain the circular flow of economic activities and how interactions determine the prices of goods and services.

Factor market (household)

Product market (business)

Circular flow of economic activity

Wages Salary Economic

interdependence

Island of Mocha and Return to Mocha videos

Chickenomics video Economic Resources

for K-12 Teachers http://ecedweb.unomaha.edu/teach.htm#govbud

The Law of Supply and Demand http://www.libertyha

ACTIVITIES• Using a circular flow diagram, trace the flow of

the economy from a consumer’s perspective.• Develop a circular flow model of a product

encompassing all aspects of the circular flow system.

• Divide students into groups representing consumers, producers, and the government. Give each group a note card with a product or resource on it. Have students trade with each other to obtain the items they need or want.

14, 16, 18


ven.com/theoreticalorphilosophicalissues/supplysideeconomics/lawsupply.shtml

8.04 Illustrate how supply and demand affects prices.

Law of demand

Law of supply Law of supply

and demand Equilibrium

Price/Market Price

Influences on Supply and Demand

Demand curve/schedule

Supply curve/schedule

Personal income Disposal income Complimentary

goods Substitute good


Supply and Demand http://en.wikipedia.org/wiki/Supply_and_demand

The Principle of Diminishing Returns http://www.ux1.eiu.edu/~cfmqd/CH02/tsld008.htm

Equilibrium price http://www.amosweb.com/cgibin/wpd.pl?fcd=dsp&key=equilibrium+price

WRITING• Think of an item or area where supply does not

meet demand. It may be a manufactured item or it may be a natural resource. Why is the supply not adequate? What areas are affected and why? Could anything be done to help the situation? If so, what? What impact does the short supply have on you personally?

ACTIVITIES• Graph a supply and demand curve to determine

equilibrium price. Analyze how changes in production and consumption will affect the curves.

• Given a price increase or decrease of a product, explain and illustrate how this may affect the supply and/or demand for other products

• Demand Graphs-pg 571 textbook• Supply Graphs-pg 582 textbook• Create a poster that displays changes in supply• Create a poster that displays changes in demand• Have students bring in items they no longer

need but that other students might like to have. Give each student an amount of imaginary money and auction off the items. After the auction, discuss the laws of supply and demand and how scarcity affects prices.

• Rubber Band/String Activity• Divide a scrap sheet of paper in half. Label one

side elastic demand and the other side inelastic demand. List the goods that you think will fit into each category. Create a collage of them.

• Divide into groups. You are officers in a school club and are having a dance. You should come up with five ways to increase demand for ticket

14, 16, 18


sales.• On a scrap sheet of paper, create a list of things

in our area that are in short supply. Goods, services and environmental.

• Create a chart of products, their substitute goods and complimentary goods.

• SAS 1145 Supply and demand of jelly donuts• Creating a Budget-Personal Finance Activities-

PH• Student will create a collage of elastic and

inelastic goods

CITW• Compare and contrast elastic and inelastic supply and demand

8.05 Predict how prices change when there is either a shortage or surplus.

Influences on prices

Surplus Shortage Consumer Tastes Minimum wage Inflation Deflation Wage and price

control Interest rates Trickle-down effect Supply side

economics


Supply-Side Economics http://www.econlib.org/library/Enc/SupplySideEconomics.html

Trickle-Down Effect http://www.impactresearch.org/documents/newsletterarticle403.pdf

ACTIVITIES• Poll your classmates to determine what impacts

their purchase choices and the prices they are willing to pay for selected items.

CITW• Compare and contrast inflation and deflation

13, 17

8.06 Explain how changes in the level of competition can affect price and output levels.

Market Basics Buyers and sellers Monopoly Oligopoly Competitive market Mergers Horizontal merger Vertical merger Conglomerates Multinational


North American Free Trade Agreement (NAFTA) http://www.citizen.or

READINGS Newspaper articles about America’s

competitive marketplaceVIDEOS

Commercials http://www.retrojunk.comSONGS

JinglesIMAGES

Advertisements

13, 14, 16


Conglomerates g/trade/nafta/index.cfm

What is a Monopoly? http://www.capitalism.org/faq/monopolies.htm

AT&T Monopoly Breakup http://consumeraffairs.com/news04/AT&T20.html

ACTIVITIES Using car advertisements, trace how competing

dealerships entice potential buyers to their brands and products.

Debate-Corporate Regulations-Simulation PH SAS Activity which uses commercials to

explain competition Create a poster about a business that utilizes

vertical and horizontal integrationCITW

Tree map to classify and describe markets

8.07 Identify and describe the roles and functions of various economic institutions and business organizations.

Types of Business

Organized Labor

Sole proprietorship Partnership Corporation Cooperative Franchise Limited liability Unlimited liability Limited life Unlimited life Small Business

Administration (SBA)

Stock Stock market Dividend Bond Craft Union Industrial Union Collective bargaining Mediation Arbitration Lockout Strike Social Security Act of

1935 National Labor

Relations Act, 1935


New York Stock Exchange http://www.nyse.com/

The Stock Market Game http://www.smgww.org/

Sole Proprietorship http://www.lonestarlawyer.com/sole_proprietorship.htm

Small Business Administration http://www.sbaonline.sba.gov/

Nasdaq Stock Exchange http://www.nasdaq.com/

Social Security http://www.ssa.gov/h

READINGS Memories of a Union Organizer Cows on Strike

VIDEOS Walkin on Wall Street Mill Girl Video

SONGS Walkin on Wall Street

IMAGESACTIVITIES

• Research the types and impact of labor unions in North Carolina. Share results with class.

• Locate recent and past articles and or political cartoons on labor unions. Describe tactics used to persuade or dissuade workers from joining unions. Create a visual display of the articles, and cartoons.

• SAS 413 Build a Better Bird Feeder• Use books from the library and the internet to

research working condition s in factories, mines, and other low-wage industries. Find pictures of workplaces during the industrial revolution. Make a display of the images and label the place, date and industry in each photo. Students will explain how photographs help us understanding working conditions of the past.

CITW

14, 17, 24


Fair Labor Standards Act, 1938

Taft-Hartley Act,1947

Anti-trust Laws Labor Union

istory/35actinx.html U.S. Department of

Labor http://www.labor.gov/esa/whd/flsa/

• Using graphic organizers, depict the advantages and disadvantages of the different types of business.

• Cause and Effect chart-Growth of Wage Labor led to the need for labor unions

8.08 Evaluate the investment decisions made by individuals, businesses, and the government.

Fiscal Policy Monetary

Policy Banking

System Types of

Insurance

Time deposit Demand deposit Credit cards Debit cards Mutual Funds Commercial Bank Savings & Loan

Associations Credit Unions Federal Deposit

Insurance Commission (FDIC)

Investment spending Capital investment Life Medical Comprehension Liability Tight money Easy money

Personal Financial Literacy: Activities and Teaching Strategies for the Secondary Social Studies (published by DPI, 2006)


“Monetary Fiscal Policy,” Quick Tips to Learning Basic Economics , The School Company PCL656 ©2001

Center on Budget and Policy Priorities http://www.cbpp.org/pubs/sfp.htm

The Federal Reserve http://www.federalreserveeducation.org/

The N. C. Insurance Commission http://www.barrons.com/calendar/econoday/reports/US/EN/New_York/consumer_credit/year/2001/yearly/

READINGS Bernstein Bears Dollars and Sense Bernstein Bears Trouble With Money

VIDEOS Walkin on Wall Street

SONGSIMAGES

Money and Banking-Interpreting Political Cartoons

ACTIVITIES• Expose students to the processes of personal

financial literacy. Include checking, savings, credit, purchasing, interest, and insurances.

• Research and develop a presentation on the key factors of consumer financial education, personal finance, and personal credit. Share your tips with the class on how to manage one’s finances.

• Invite a banker to speak to the class on the services offered by a bank.

• Have students create a brochure discussing the use of credit cards. Include such items as: types of credit cards, cost of credit, advantages and disadvantages

• SAS 620 Juggling Cash• Create a list of services that you believe banks

offerCITW

• Using graphic organizers, depict the advantages and disadvantages of the different types of business.

14, 15, 17, 19, 24


why_investors_care.html

The Federal Deposit Insurance Commission http://www.fdic.gov

8.09 Describe the role of money in trading, borrowing, and investing.

Types of money

Function of money

Collateral Money Barter Coins Currency Check Legal tender Credit Reserve requirement Medium of exchange Pension funds Mutual funds

Personal Financial Literacy: Activities and Teaching Strategies for the Secondary Social Studies (published by DPI, 2006)



ACTIVITIES• Expose students to the processes of personal

financial literacy. Include checking, savings, credit, purchasing, interest, and insurances.

• Research and develop a presentation on the key factors of consumer financial education, personal finance, and personal credit. Share your tips with the class on how to manage one’s finances.

• Invite a banker to speak to the class on the services offered by a bank.

• Have students create a brochure discussing the use of credit cards. Include such items as: types of credit cards, cost of credit, advantages and disadvantages

• SAS 620 Juggling CashCITW

• Create a tree map to classify the functions of money.

2, 17

Competency Goal 9: The learner will analyze factors influencing the United States economy.9.01 Identify phases of the business cycle and the economic indicators used to measure economic activities and trends.

Business Cycle

Economic Indicators

Peak/Prosperity Contraction/Recession Trough/Depression Expansion/Recovery

Gross Domestic Product (GDP)

Per Capita GDP Standard of living Consumer Price

Index (CPI) National Debt

Various national newspapers and magazines, i.e. Wall Street Journal, USA Today, Fortune, The Economist, Forbe’s Basic Economic Indicators

Quick Tips to Learning Basic Economics, Series

BELL WORK Goal Nine Circle Map

ACTIVITIES• In pairs, have students discuss the difference

between the budget deficit and the national debt. Analyze ways the national debt could be paid down and discuss the impact of a balanced budget amendment on the national debt.

• Simulation: Understanding The CPI-Simulation Book

16, 17 6 days


PCL653, The School Company©2001

Gross Domestic Product (GDP) http://www.bea.doc.gov/bea/dn/home/gdp.htm

The Crash of 1929 http://www.btinternet.com/~dreklind/thecrash.htm

Black Monday http://www.ncs.pvt.k12.va.us/ryerbury/pasc/pasc.htm

The Stock Market Game http://www.smgww.org/

• Business cycle game-Match characteristics with correct stage

• You will create a diary or journal entry of a person in one stage of the business cycle.

CITW• Create a tree map to classify the functions of

money.

9.02 Describe the impact of government regulation on specific economic activities.

Government Regulations

Deregulation Environmental

protection Work place safety Consumer protection Labor disputes Affirmative Action

“Meltdown at Three-Mile Island” American Experience Series, PBS Video

Sinclair Lewis, The Jungle http://xroads.virginia.edu/~HYPER/SINCLAIR/toc.html

Meltdown at Three Mile Island http://www.pbs.org/wgbh/amex/three/

U.S. Environmental Protection Agency http://www.epa.gov/

Exxon Valdez Oil Spill http://www.fakr.noaa.gov/oil/

BELL WORK Make a list of protection s that you expect to

have in the workplace.

ACTIVITIES• Using excerpts from Upton Sinclair’s The

Jungle, have students read about immigrant life and conditions in the meat packing industry. Compare current FDA regulations and criteria for obtaining an “A” grade from the public health department.

• For each of the following, write a paragraph stating what government action, if any, is appropriate and support each recommendation.

o A company manufactures and sells a dangerous toy without warning labels.

o A company makes false claims about its products and services in advertising.

o A large company undersells smaller

9, 16


Clean Water Act http://www.epa.gov/region5/water/cwa.htm

U.S. Consumer Product Safety Commission http://www.cpsc.gov/

Federal Aviation Administration http://www.faa.gov/

company• Lemon Laws: Protections for the Car Buyer-

Issues in the Law-PH • SAS 1144 Consumer Warning Labels• Product Recall Alert-Read the paper and peruse

the internet for current recalls. Create a bulletin board listing the products, the government agency responsible for the recall and the reason for the recall.

9.03 Explain the impact of the movement of human and capital resources on the United States economy.

Population shifts

Sunbelt states Frost belt or

Rustbelt states Service

Society

Migration Immigration Service industries Silicon Valley Research Triangle

Park

U.S. Census http://www.census.gov/

Normal Trade Relations http://www.itds.treas.gov/mfn.html

World Trade Organization http://www.wto.int/

European Union (EU) http://www.eurunion.org/

ACTIVITIES• Using the time period from 1970 – 1990, trace

the population shift in the United States. What impact did this have on the local, state, and regional economy? Chart results and share with classmates.

• Research the impact of immigrant labor on the economy for the past five years. What areas of the economy have benefited from this increased labor source? Compare and contrast 21st immigrant labor to that of the early 20th century. Report results to the class.

1, NC18

9.04 Assess how current events impact decisions made by consumers, producers, and government policy makers.

Technological Advances

War and Homeland Security

Downsizing

Microsoft Anti-trust Case

Operation Iraqi Freedom

Homeland Security Department

Patriot Act Out-sourcing N. C.’s Furniture

Industry N. C.’s Textile

Industry

Amy Harmon, “261 Lawsuits Filed on Internet Music Sharing,” The New York Times. http://www.nytimes.com/2003/09/09/technology/09MUSI.html?ex=1378440000&en=1e7f6e77f8e92b10&ei=5007&partner=USERLAND

Steve Lohr, “Microsoft to Give

ACTIVITIES• Using the time period from 1970 – 1990, trace

the population shift in the United States. What impact did this have on the local, state, and regional economy? Chart results and share with classmates.

• Research the impact of immigrant labor on the economy for the past five years. What areas of the economy have benefited from this increased labor source? Compare and contrast 21st immigrant labor to that of the early 20th century. Report results to the class.

• USA Patriot Act-Issues in the Law-PH • Debate-Civil Liberties vs. Protection-

NC18, 24, 25

http://www.faa.gov/


Computer Makers Greater Freedom,” The New York Times

Patriot Act http://www.epic.org/privacy/terrorism/hr3162.html

Homeland Security http://www.whitehouse.gov/homeland/

The Five Levels of Homeland Security http://www.thesandiegochannel.com/news/1298860/detail.html

Simulation PH

9.05 Explain the impact on the United States economy of international trade and global products.

Global interdependence

Protective tariffs

International Economic Organizations

Tariffs Foreign trade Exchange rate Treaty Multinational

conglomerate Globalization North American Free

Trade Agreement (NAFTA)

World Trade Organization (WTO)

European Union (EU) Unfavorable

Balanced Trade Favorable Balance of

Trade Comparative

advantage Child labor Human rights

Newspapers, i.e. The Wall Street Journal, The New York Times

North American Free Trade Agreement (NAFTA) http://www.citizen.org/trade/nafta/index.cfm

World Trade Organization http://www.wto.int/

European Union http://www.eurunion.org/

IMAGES One Nation Among Many-Interpreting Political

Cartoons ACTIVITIES

• SAS 1187 Free Trade and the American Economy

• Active Citizen Project: Advocating on Behalf of a Child-PH

NC18, 24, 25

9.06 Investigate the ways that

Global Interdependency and

Developed countries Developing countries Foreign aid

Video- “Roger and Me” Warner Home Video

ACTIVITIES• SAS 1187 Free Trade and the American

Economy

NC18, 24, 25


domestic and international economies are interdependent.

International Trade

United Nations International

Monetary Fund (IMF) World Bank Free Trade

North Carolina and the Economy http://www.businessnc.com/archives/2003/03/economic_outlook.html

• Plot on a map the point of origin of grocery items. Make generalizations about how diets and eating habits might change without economic interdependence.

9.07 Analyze the short and long-term effects of fiscal and monetary policy on the United States economy.

Federal Reserve System (FED)

Spending and taxation

Monetary policy Fiscal policy Loose (Easy) money

policy Tight money policy Reserve requirement Discount Rate Interest rates Open Market

Operations Government spending Revenue Taxation Personal Income Tax Excise tax Regressive tax Progressive tax Proportional Tax Sales Tax

The Great Depression, The Schlessinger video series


The Inflation Calculator http://www.westegg.com/inflation/

US State and Local Taxes http://www.policyalmanac.org/economic/archive/state_taxes.shtml

VIDEOS Open Market Operations

SONGSIMAGES

Government’s Role in Our Economy-Interpreting Political Cartoons

Public Finance-Interpreting Political CartoonsACTIVITIES

• SAS 1184 Income Taxes and Fairness • Debate-Tax Cuts-Simulation PH

CITW Compare and contrast fiscal and monetary

policy

16, 18

9.08 Analyze the influence of environmental factors, economic conditions, and policy decisions on individual economic activities.

Environmental protection and conflict with industry

Personal decision making related to economic conditions

Government regulation and its impact on the individual

Scarcity Depression Inflation Recession Bear and bull markets Radioactive waste

disposal NIMBY (Not In My

Back Yard) Clean Air and Water

Act OPEC Oil Embargo Cuban Economic

Embargo

Clean Water Act http://www.epa.gov/region5/water/cwa.htm

US Environmental Protection Agency http://www.epa.gov

The Arab Oil Embargo of 1973-74 http://www.buyandhold.com/bh/en/education/history/2002/arab.html

1973 Oil Embargo

ACTIVITIES Have students illustrate their interpretations of a

bull and a bear market

15, 16, NC18


Federal ownership of land vs. private ownership across the countryZoning and its impact on economic development and neighborhood standards

Zoning laws Building codes

http://www.eia.doe.gov/emeu/25opec/anniversary.html

Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.10.01 Explain the distinction between personal and civic responsibilities and the tensions that may arise between them.

Civic Responsibilities

Personal Responsibilities

Legal responsibilities vs. moral responsibilities

Voting Paying taxes Fiscal responsibility Community activism Volunteerism Obeying the laws Speaking to issues Compromise Cooperation Collaboration

American Promise http://www.farmers.com/FarmComm/AmericanPromise/

Project Citizen http://www.civiced.org/project_citizen.php

Constitutional Rights Foundation; Fostering Civic Responsibility http://www.crfusa.org/network/net8_1.html

Service Learning http://www.servenet.org/

3 5 days

10.02 Develop, defend, and evaluate positions on

E Pluribus Unum

Diversity as “isms” in America

Racism Sexism Ageism Bias Gender

Dan Froomkin, “Affirmative Action Under Attack,” The Washington Post www.washingtonpost

BELL WORK

Have the class reach a consensus on what the “top 10” responsibilities for citizens are. Post this in chart form in the classroom and refer to

1, 25


issues regarding diversity in American life.

Disabilities Religion Lifestyles Nationality Physical appearance Multicultural “Melting Pot” theory “Tossed Salad”

theory

.com/wpsrv/politics/special/affirm/affirm.htm

William Ayers, Jean Ann Hunt, & Therese Quinn, ed. Teaching for Social Justice, Edited by, ISBN 1-56584-420-3

We the People, The Citizen and the Constitution, Unit 4, Lesson 28

Melting Pot vs. Ethnic Stew http://www.tolerance.cz/english/melting.htm

Media Literacy http://www.medialit.org/reading_room/article631.html

The Affirmative Action and Diversity Project http://aad.english.ucsb.edu/

it when issues and other ideas are discussed.READINGS

“How School Taught Me I Was Poor” http://tolerance.org/teach/magazine/features.jsp?p=0&is=44&ar=1013

Famous Immigrants: Who Am I? Immigration Book

America IsWRITING

You have been asked to address a group of foreign dignitaries on the topic “Who Americans Are.” Using the information from this section and your own observations, write a short speech that gives a snapshot of life in the United States.

IMAGES A Portrait of Americans- Political Cartoon

BookletVIDEOS

The Shadow of Hate-A History of Intolerance in America

ACTIVITIES SAS In School Recipe for Rights 1138 Discussion of bullying.

http://tolerance.org/teach/current/event.jsp?ar=1043

One World Mural http://tolerance.org/teach/web/ptolerance/plan.jsp?cid=214

Make a book or video about multiculturalism in our own school, community, county or state.

Understanding the Oath of Allegiance- Immigration book

Discrimination Simulation-Simulation and Debates PH

Debate-English as the official language-Simulation PH

CITW Compare the old view of America as a “melting

http://tolerance.org/teach/web/ptolerance/plan.jsp?cid=214

http://tolerance.org/teach/web/ptolerance/plan.jsp?cid=214



http://tolerance.org/teach/magazine/features.jsp?p=0&is=44&ar=1013

http://tolerance.org/teach/magazine/features.jsp?p=0&is=44&ar=1013


pot” with the recent view ofAmerica as a “tossed salad.”

Compare and contrast old and new immigrants Compare and contrast how Americans reflect

many kinds of diversity10.03 Evaluate the importance of supporting, nurturing, and educating oneself in the United States society.

Life Long Learning

Informed Citizenry

Self-motivation Being informed Earning capacity Literacy Public service

Freedom’s Answer – Curriculum http://www.freedomsanswer.org/school.curriculum.php

Village of 100 People http://www.johnblairproductions.com/docs/Village100.pdf

National Public Radio http://www.npr.org/

2, 3, 15

10.04 Demonstrate characteristics of effective citizenship.

Citizenship Voluntary

Compliance Duty &

Responsibility Respect Common

Civic Culture

Property rights Individual rights Voting rights Taxpayer Involvement Charity Community spirit Responsible Behavior Tolerance Volunteerism Patriotism Community service

American Promise http://www.farmers.com/FarmComm/Teachers/lesson_ss.htm

Teaching Tolerance, Southern Poverty Law Center http://tolerance.org/

USA Flag Sitehttp://www.usa-flag-site.org

BELL WORK Take 2-3 minutes to jot down key points about

what you think that American identity is-that is what makes American what it is. Then, share ideas with a partner. Conduct an idea wave, with the whole class sharing. Compare the class thoughts about identity with their own though -that is what makes American what it is. Then, share ideas with a partner. Conduct an idea wave, with the whole class sharing. Compare the class thoughts about identity with their own thoughts.

READINGS Use current human-interest stories to provide

examples of citizen’s actions that make a difference.

A village of 100 peoplehttp://www.kanji.org/kanji/jack/personal/100peop.htm

VIDEOS If the world was a village of 100 people

http://www.youtube.com/watch?

1, 2, 3

http://www.youtube.com/watch?v=Df3sQCT_Hys&feature=related

http://www.kanji.org/kanji/jack/personal/100peop.htm

http://www.kanji.org/kanji/jack/personal/100peop.htm


v=Df3sQCT_Hys&feature=relatedACTIVITIES

SAS In School Teaching Citizenship-Activity 414

In small groups come up with a definition for literacy. Use the definition to complete a visual (brochure or video) representation showing the various ways literacy is keyto the success of a nation.

Discussion of bullying. http://tolerance.org/teach/current/event.jsp?ar=1043

Have the class make up a citizenship test. Groups will exchange tests and take them. If they pass, they may take the citizenship oath. They will then write a paragraph discussing the most difficult portion of the citizenship process.

CITW Create a tree map to classify the characteristics

of responsible citizens. Create a flow chart about the process to become

a citizenship10.05 Describe examples of recurring public problems and issues.

Public Problems

Public Issues Un-

enumerated Rights

Under employment Education needs

Baby Boomers Law and order Graying population Taxation Graft and corruption Citizen apathy Security Economic cycles Disease Poverty New Immigration Unemployment Substance Abuse Prison Reform Racism/

Newspapers and News Magazines, including school and local news publications

“Taking Action” VHS BFA Educational Media, The Phoenix Learning Group

BELL WORK Create a list of problems of social problems that

exist in today’s society.READINGS

Roosevelt’s Four Freedoms Speech Newspaper Article about one of the problems

discussed in the lessonVIDEOS

President Obama Stimulus Speech http://www.youtube.com/watch?v=o131caDmQUs

ACTIVITIES Create a visual, song, or presentation that

depicts the benefits of freedom. SAS 414 Teaching Citizenship Debate-National Health Insurance-Simulation

PH

1, 6, 11, 16, 18, 19, 20

http://www.youtube.com/watch?v=o131caDmQUs

http://www.youtube.com/watch?v=o131caDmQUs



http://www.youtube.com/watch?v=Df3sQCT_Hys&feature=related


Discrimination Waste Disposal Homelessness Crime Acid

Rain/Greenhouse Effect

Natural Disasters Pollution

List-How does government protect us from economic problems?

CITW Create a problem solution chart about problems

discussed in today’s lesson.

10.06 Discuss the consequences and/or benefits of the freedom of economic, legal, and political choices.

Choices Opportunity Benefits of

Freedoms Consequences

of Freedom

Economic choices Legal choices Political choices Freedom Liberty Justice Self-determination Socio-economic

status Political activism

Freedom of Speech on the Web http://www.acsu.buffalo.edu/~alatwood/Advantages.html

Open Society Institute http://www.georgesoros.com/

The American Promise http://www.farmers.com/FarmComm/AmericanPromise/

The Four Freedoms http://www.archives.gov/exhibit_hall/powers_of_persuasion/four_freedoms/four_freedoms.html#

1, 2, 16, 17

EOC Review 10 days

Additional Resources

Civics.org http://www.sog.unc.edu/programs/civiced/resources/index.php?affiliation=17 Election Game http://www.ciconline.org/elections Local Government Jeopardy - http://www.sog.unc.edu/programs/civiced/resources/docs/LGJeopardy.ppt www.brunsco.net

http://www.brunsco.net/

http://www.sog.unc.edu/programs/civiced/resources/docs/LGJeopardy.ppt

http://www.ciconline.org/elections

http://www.sog.unc.edu/programs/civiced/resources/index.php?affiliation=17


Reviewing for the Final EOC http://seced.ucps.k12.nc.us/curriculum_documents/Social%20Studies/Civics%20and%20Economics/Resources/Final%20EOC%20Review/Reviewing%20for%20the%20Final%20EOC%20in%20Civics%20and%20Economics.doc.

Wake County Success Series Videos – Teacher Videos by Objectives http://www.wcpss.net/success-series/cande/index.html Review Questions from Virginia http://www.rockingham.k12.va.us/JFHMS/CivicsandEconomics.htm Brain Pop www.brainpop.com NC Civics Implementation Guide http://www.ncpublicschools.org/docs/curriculum/socialstudies/secondary/civicseconomicssupportdoc2007.pdf NC Wise Owl PBS Video Collection http://www.ncwiseowl.org/zones/pbs/default.htm EOC Review http://www.studybulb.com/item/1014334394149 Piedmont High School EOC Review Links http://pmhs.ucps.k12.nc.us/Academics/EOC_Review.php Business and Finance http://pages.cms.k12.nc.us/bfghs/eochelp.html Presidential Campaign Commercials http://www.livingroomcandidate.org/ Glencoe http://www.glencoe.com/sec/socialstudies/govciv/civics2003/index.php4 Economics for Dummies http://www.strom.clemson.edu/becker/prtm320/economics_primer.html#The%20Law%20of%20Demand EOC Review http://seced.ucps.k12.nc.us/social_studies/documents/CivicsandEconomicsReviewTest.doc Review Games (Jeopardy & Who Wants to Be a Millionaire) http://www.robeson.k12.nc.us/10232081410424313/cwp/view.asp?A=3&Q=326532&C=63154 Civics and Economics Materials http://www.raleighcharterhs.org/faculty/sday/Links.html Quizzes http://home.att.net/~betsynewmark/ELPSquizzes.html#UnitOne

http://home.att.net/~betsynewmark/ELPSquizzes.html#UnitOne

http://www.raleighcharterhs.org/faculty/sday/Links.html

http://www.robeson.k12.nc.us/10232081410424313/cwp/view.asp?A=3&Q=326532&C=63154

http://seced.ucps.k12.nc.us/social_studies/documents/CivicsandEconomicsReviewTest.doc

http://www.strom.clemson.edu/becker/prtm320/economics_primer.html#The%20Law%20of%20Demand

http://www.glencoe.com/sec/socialstudies/govciv/civics2003/index.php4

http://www.livingroomcandidate.org/

http://pages.cms.k12.nc.us/bfghs/eochelp.html

http://pmhs.ucps.k12.nc.us/Academics/EOC_Review.php

http://www.studybulb.com/item/1014334394149

http://www.ncwiseowl.org/zones/pbs/default.htm

http://www.ncpublicschools.org/docs/curriculum/socialstudies/secondary/civicseconomicssupportdoc2007.pdf

http://www.brainpop.com/

http://www.rockingham.k12.va.us/JFHMS/CivicsandEconomics.htm

http://www.wcpss.net/success-series/cande/index.html

http://seced.ucps.k12.nc.us/curriculum_documents/Social%20Studies/Civics%20and%20Economics/Resources/Final%20EOC%20Review/Reviewing%20for%20the%20Final%20EOC%20in%20Civics%20and%20Economics.doc

http://seced.ucps.k12.nc.us/curriculum_documents/Social%20Studies/Civics%20and%20Economics/Resources/Final%20EOC%20Review/Reviewing%20for%20the%20Final%20EOC%20in%20Civics%20and%20Economics.doc

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