Neshaminy School District Langhorne, …...3 powers based on significant documents and other...

1

Neshaminy School District

Langhorne, Pennsylvania

Social Studies

12th

Grade

Civics and Economics

Process date: May 2013 Prepared by: Staff

2

12th Grade Course Title: Civics Duration: 8 Weeks

Big Ideas/Enduring Understandings

The original beliefs and documents of the American founding fathers and the evolving interpretations have created a thriving democratic

society in the 21st century.

The structure of the American government is designed to protect rights and to ensure safety of the American people.

Individual participation is essential for a healthy democracy

I. The Foundation of American Government (8 Days)

Essential Questions

How do the Declaration of Independence and the Constitution continue to guide American political life?

How has the government been able to adapt to a continually changing America?

How can an individual bring about political change?

How do competing interests influence and shape the political process?

Common Core

Standards

Standards Content Skills/Competen

cy

Assessment

ALL COMMON

CORE STANDARDS

ARE INCLUDED IN

THE APPENDIX AT

THE END

CC.8.5.11-12.A.

CC.8.5.11-12.B.

CC.8.5.11-12.D.

CC.8.5.11-12.J.

CC.8.6.11-12.A.

CC.8.6.11-12.B.

CC.8.6.11-12.H.

5.1.12.A:

Analyze the sources, purposes,

functions of law, and how the

rule of law protects individual

rights and promotes the

common good.

5.1.12.B:

Employ historical examples

and political philosophy to

evaluate the major arguments

advanced for the necessity of

government.

5.1.12.C:

Evaluate the application of the

principles and ideals in

contemporary civic life.

Liberty / Freedom

Democracy

Justice

Equality

5.1.12.D:

Evaluate state and federal

These five principles are essential for

an effective democracy:

Individual Worth

Equality

Majority rule / minority rights

Compromise

Individual freedom

Declaration of Ind. spells out the

basic ideals of American political

culture:

Equality (of opportunity)

Rights – Life, liberty and pursuit

of happiness

Government by consent of

the governed

Constitution (6 principles of the

Constitution)

- Establishes the responsibilities

of the three branches of gov.

Analyze

excerpts from

the Declaration

and Constitution

and Bill of Rights

to determine

how the role of

law protects

individual rights

and promotes

the common

good.

Identify the

basic functions

of each of the

three branches

of government

Demonstrate

how the three

branches of

Possible assessments:

Create a graphic organizer

depicting the checks and

balances as described in

the Constitution

Quiz/Test

May include:

Multiple

choice

Definitions

Open-

ended

questions

Essay

DBQ

Matching

True/False

Illustrations

Chart

reading

3

powers based on significant

documents and other critical

sources.

Declaration of

Independence

United States

Constitution

Bill of Rights

5.1.12.E:

Analyze and assess the rights

of people as written in the PA

Constitution and the US

Constitution.

5.2.12.A:

Evaluate an individual's civil

rights, responsibilities and

obligations in various

contemporary governments.

- Establishes a strong national

government with power

divided, limited, and

balanced among three

branches of government.

o Powers from the

Constitution are

categorized as

expressed, implied,

reserved and

concurrent

- A federal system was

established which divides

powers and responsibility

between national and state

governments

- Judicial review

- The Bill of Rights was added to

protect the rights of

individuals

Essential Vocabulary:

Checks and Balances

Civics

Constitution

Democracy

Executive Branch

Federalism

Judicial Branch

Judicial Review

Legislative Branch

Limited Government

Popular Sovereignty

Separation of Powers

government

and check

each other’s

power.

Explain how

federalism

divides power

into national,

state and

shared power.

Informal observation during

classwork

4

II. The Working of American Government (9 Days)

Essential Questions





Common Core Standards Standards Content Skills/Competency Assessment

CC.8.5.11-12.A.

CC.8.5.11-12.B.

CC.8.5.11-12.J.

CC.8.6.11-12.A.

CC.8.6.11-12.B.

CC.8.6.11-12.H.

5.1.12.A:

Analyze the sources,

purposes, functions of law,

and how the rule of law

protects individual rights and

promotes the common

good.

5.1.12.C:

Evaluate the application of

the principles and ideals in

contemporary civic life.

Liberty / Freedom

Democracy

Justice

Equality

5.1.12.D:

Evaluate state and federal

powers based on significant

documents and other critical

sources.

Declaration of

Independence

United States

Constitution

Bill of Rights

Pennsylvania

Constitution

5.1.12.E:

Analyze and assess the rights

of people as written in the

The role of the three branches

of government has expanded

to meet the needs of the

American people.

1. Congress represents the

people and enacts laws in

their name

- Congress is a bicameral

legislature

- Congress has basic legislative

powers

- The process of a bill

becoming law is designed to

include checks and balances

2. The executive branch has

many different roles related to

carrying out the needs of the

nation.

- The federal bureaucracy has

grown to assist the chief

executive.

3. The three basic tiers of the

Federal court system are

district, appellate and the

Supreme Court; the

Supreme Court functions

as the final word on

Identify state and

national

representatives and

explain their roles

and responsibilities

Draft a

hypothetical court

case that would go

through the

appeals system

and ultimately be

decided by the

Supreme Court

Find examples of

presidential roles in

current events.

Investigate how the

Federal

bureaucracy

impacts individuals

Compare and

contrast the

structure of the

national

government to the

Pennsylvania state

Quiz/Quest/Test

May

include:

Multiple

choice

Definitions

Open-

ended

questions

Essay

DBQ

Matching

True/False

Illustrations

Maps

Chart

reading

Homework

Descriptive Writing

Timeline of Events

Project


classwork

5

PA Constitution and the US

Constitution.

5.3.12.A:

Analyze the changes in

power and authority among

the three branches of

government over time.

5.3.12.C:

Evaluate how government

agencies create, amend,

and enforce regulations.

5.3.12.F:

Analyze landmark United

States Supreme Court

interpretations of the

Constitution and its

Amendments.

questions of federal law

and the Constitution

4. Pennsylvania government

- Similar to the national

government in structure

- Pennsylvania’s relationship to

national government is heavily

influenced by federal funding.

Essential Vocab:

House of

Representatives

Senate

Gerrymandering

Constituency

(constituents)

Standing Committees

Executive Order

Bureaucracy

Cabinet

Jurisdiction

Majority Opinion

government.

Explain how grants-

in-aid give the

national

government

increased influence

in Pennsylvania

laws.

6

III. Shaping Public Opinion and Policy (7 Days)

Essential Questions





Common Core

Standards

Standards Content Skills/Competency Assessment

CC.8.5.11-12.A.

CC.8.5.11-12.B.

CC.8.5.11-12.C.

CC.8.5.11-12.J.

WHST.11-12.1.

WHST.11-12.2.

WHST.11-12.9.

5.2.12.B: Examine the causes of conflicts in

society and evaluate techniques to address

those conflicts.

5.2.12.C:

Evaluate political leadership and public

service in a republican form of government.

5.2.12.D:

Evaluate and demonstrate what makes

competent and responsible citizens.

5.3.12.D:

Evaluate the roles of political parties,

interest groups, and mass media in politics

and public policy.

5.3.12.G:

Evaluate the impact of interest groups in

developing public policy.

5.3.12.H:

Evaluate the role of mass media in setting

public agenda and influencing political life.

5.3.12.J:

Evaluate critical issues in various

contemporary governments.

5.4.12.A:

Examine foreign policy perspectives,

including realism, idealism, and liberalism.

Public opinion

influences the political

process and affects the

actions that

government takes.

Mass media are

different means of

communication which

can influence popular

opinion and

government direction.

Interest groups are

private organizations

that try to influence

public opinion and

convince public officials

to accept their goals.

Political parties are

formal organizations

that work to elect

candidates and direct

government action


- political party

- (bi)partisan

- public opinion

- mass media

Examine the

correlation

between public

opinion and public

policy

Identify and

evaluate political

bias in the media

Critique the role of

interest groups in

guiding

government policy

Identify the role of

political parties

Compare and

contrast the beliefs

of the Republican

and Democratic

parties

Quiz/Quest/Test

May include:

Multiple

choice

Definitions

Open-

ended

questions

Essay

DBQ

Matching

True/False

Illustrations

Maps

Chart

reading

Homework

Descriptive Writing

Project


classwork

7

- interest groups

- mandate

- public policy

- lobbyists

- political action

committee

(PAC)

IV. Participation (8 Days)

Essential Questions





Common Core

Standards


CC.8.5.11-12.A.

CC.8.5.11-12.B.

CC.8.5.11-12.C.

CC.8.5.11-12.G.

CC.8.5.11-12.H.

CC.8.5.11-12.I.

WHST.11-12.1.

WHST.11-12.2.

WHST.11-12.9.

5.2.12.A:

Evaluate an individual's civil rights,

responsibilities and obligations in

various contemporary governments.

5.2.12.B: Examine the causes of

conflicts in society and evaluate

techniques to address those conflicts.

5.2.12.C:

Evaluate political leadership and

public service in a republican form of

government.

5.2.12.D:

Evaluate and demonstrate what

makes competent and responsible

citizens.

Citizenship has several

meanings. There is the

legal definition (14th

amendment and

process) of a citizen

and the belief that a

person has certain

responsibilities.

There is a legal

process for immigrants

to become citizens of

the United States.

There are many forms

Explain the legal

definition of a citizen.

Explain what

Americans consider

to be the attributes

of a model citizen.

Identify patterns in

voting trends

through the use of

charts and graphs

related to

Obtain and fill out a

voter registration card

Quiz/Quest/Test

May include:

Multiple

choice

Definitions

Open-ended

questions

Essay

DBQ

Matching

True/False

Illustrations

8

5.3.12.E:

Evaluate the fairness and effectiveness

of the United States electoral

processes, including the Electoral

College.

of participation in a

democracy including

voting, jury duty,

campaigning, running

for public office,

demonstrating.

Many factors affect

the voting process

including income,

occupation, level of

education, gender.


- alien

- naturalization

- electorate

- nomination

- Primary (closed

and open)

- absentee

voting

- recall

- referendum

Apply various

methods of citizen

participation to a

hypothetical

scenario to bring

about change

Explain the electoral

system

Explain

Pennsylvania’s

primary and voter

registration process

Maps

Chart reading

Homework

Descriptive Writing

Project


classwork

9

12th Grade Economics Duration: 1 week

Big Ideas/Enduring Understandings

Because resources are limited, people cannot have everything they need and want and are forced to make choices

Different societies have different ways to make those choices

In the modern world, those choices often have a global impact

Unit 1 – Introduction to Economics

Essential Questions:

What is economics and how does society allocate scarce resources?

PA ACADEMIC

STANDARDS


CC.8.5.11-12.A.

CC.8.5.11-12.B.

CC.8.5.11-12.C.

CC.8.5.11-12.D

CC.8.5.11-12.E.

CC.8.5.11-12.J.

CC.8.6.11-12.B.

CC.8.6.11-12.C.

CC.8.6.11-12.H.

CC.8.6.11-12.I.

6.1.12A

Predict the long-term

consequences of decisions

made because of scarcity.

6.1.12B Evaluate effective allocation

of resources for the

production of goods and

services.

6.1.12C

Analyze the opportunity

cost of decisions made by

individuals, businesses,

communities, and nations.

6.1.12D

Predict how changes in

incentives may affect the

choices made by


communities, and nations.

6.5.12F

Assess the impact of

entrepreneurs on the

economy.


economics

need

want

scarcity

goods services

capital

entrepreneur

opportunity cost

Productive resources are

limited. Therefore, people

cannot have all of the goods

and services they want; as a

result they must choose some

things and give up others.

Effective decision making

requires comparing the additional costs of alternatives

with the additional benefits.

Most choices involve doing a

little more of a little less of

something; few choices are "all

or nothing" decisions.

1. Evaluate decisions based on

T-charts.

2. Explain how the universal

scarcity of resources presents

the fundamental human problem studied in economics.

3. Identify land, labor, and

capital as the three factors of

production, and identify two

types of capital.

4. Explain how trade-offs and

opportunity costs influence

choices.

Quiz/Quest/Test

May include:

Multiple choice

Definitions

Open-ended

questions

Essay

DBQ

Matching

True/False

Illustrations

Maps

Chart reading

Homework

Descriptive Writing

Project


classwork

10

The fundamental economic

problem is scarcity, the result

of limited resources in a world

of seemingly unlimited wants.

These resources, or factors of

production, are land, labor,

capital and entrepreneurship. They provide the means for

society to produce and

distribute goods and services. It

is because of scarcity that all

societies must answer the three

basic economic questions of

WHAT?, HOW? and FOR

WHOM? to produce.

Individuals face trade-offs

among alternatives. The

opportunity cost of an economic decision is the

alternative given up when one

course of action is chosen over

another.

Consumers help determine

which goods and services will

be produced by making

purchasing decisions which

satisfy their needs and wants.

11

12th Grade Economics Duration: 1.5 weeks

Unit 2 – Economic Systems


How does a society answer the three economic questions of what to produce, how to produce, and who consumes what is produced?

PA ACADEMIC

STANDARDS


CC.8.5.11-12.A.

CC.8.5.11-12.B.

CC.8.5.11-12.C.

CC.8.5.11-12.D

CC.8.5.11-12.E.

CC.8.5.11-12.J.

CC.8.6.11-12.A.

CC.8.6.11-12.B.

CC.8.6.11-12.C.

CC.8.6.11-12.D.

CC.8.6.11-12.H.

6.1.12B

Evaluate the economic

reasoning behind a choice.

Evaluate effective

allocation of resources for the production of goods

and services.

6.2.12B

Analyze the effect of

changes in the level of

competition in different

markets.

6.2.12E

Evaluate the health of an economy (local, regional,

national, global) using

economic indicators.

6.2.12G

Evaluate various economic

systems.

6.3.12A

Evaluate the costs and

benefits of government decisions to provide public

goods and services.

6.5.12E

Compare distribution of

wealth across nations


market economy

command economy

mixed economy

capitalism socialism

communism

laissez faire

free enterprise

competition

incentive

An economic system is the method used by a society to

produce and distribute goods and services. This is

usually determined by asking three basic questions:

What goods and services should be produced? How should these goods and services be produced? Who

consumes these goods and services?

Four different economic systems have developed to

address these questions: traditional, market, command,

and mixed

A free market is a self-regulating economic system

directed by individuals acting in their own self-interest.

In a command economy, the central government controls the economy.

Most modern economies mix features of both free

market and command systems. The United States is

based on the principles of the free market.

There are several ways to evaluate a nation’s economic

performance. These include but are not limited to

Gross Domestic Product, Gross National Product, and

Consumer Price Index

1. Identify the three basic

economic questions.

2. Compare and contrast

the characteristics of traditional, command, and

market economies

3. Analyze the role of both

the government and the

individual in command and

market economies

4. Explain how mixed

economies include

characteristics of both command and market

economies. Provide

examples of how the

United States is an

example of a mixed

economy.

5. Explain how economic

indicators are used to

measure the performance

of a nation’s economy.

Quiz/Quest/Test

may include:

Multiple

choice

Definitions

Open-ended

questions

Essay

DBQ

Matching

True/False

Illustrations

Maps

Chart reading

Homework

Descriptive Writing

Project

Informal observation

during classwork

12

12th Grade Course Title: Economics Duration: 2 weeks

Unit 3 – How Markets Work


How do the factors of supply, demand, and prices of goods and services affect market economies?

PA ACADEMIC

STANDARDS


CC.8.5.11-12.A.

CC.8.5.11-12.B.

CC.8.5.11-12.C.

CC.8.5.11-12.D

CC.8.5.11-12.E.

CC.8.5.11-12.J.

CC.8.6.11-12.A.

CC.8.6.11-12.B.

CC.8.6.11-12.C.

CC.8.6.11-12.D.

CC.8.6.11-12.H.

CC.8.6.11-12.I.

6.1.12B

Evaluate the economic

reasoning behind a

choice

6.1.12D Predict how changes in

incentive may affect the

choices made by


communities, and

nations.

6.5.12D

Analyze the role of

profits and losses in the

allocation of resources in a market economy


demand

complement

substitute

supply

variable equilibrium

surplus

shortage

Demand is counted in the

market when desire for a

product is coupled with the

ability and willingness to

pay. This economic principle

can be illustrated as a demand schedule that lists

the quantity of a product that

people are willing to buy at

various prices, and as a

downward-sloping demand

curve that graphically

illustrates the same

relationship.

The law of demand states

that people will purchase more of a product at lower

prices and less at higher

prices. A change in demand

means that people have

changed their minds about

the amount they would buy at

each and every price.

Demand changes because of

1. Explain the meaning of the

concept of demand.

2. Illustrate the concept of

demand in the form of a demand

curve.

3. Describe factors that cause a

change in the level of demand.

4. Explain the meaning of the

concept of supply.


supply in the form of a supply

curve.

6. Describe the factors that cause

a change in the level of supply.

7. Explain how prices act as

economic signals to producers

and consumers as they perform

marginal cost/benefit analysis.


equilibrium price as the intersection of the supply curve

and the demand curve.

9. Explain how competition and

prices allocate resources

between markets.

Quiz/Quest/Test

May include:

Multiple choice

Definitions

Open-ended

questions

Essay

DBQ

Matching

True/False

Illustrations

Maps

Chart reading

Homework

Descriptive Writing

Project


classwork

13

changes in consumer

incomes, tastes, or the prices

of related goods such as

substitutes or complements.

The principle of decreasing

marginal utility states that satisfaction tends to decrease

with each successive

purchase.

Supply is the quantities of

output that producers will

bring to market at each and

every price. This economic

principle can be illustrated as

a supply schedule or a supply

curve.

The law of supply states that

the quantity of an economic

product offered for sale

varies directly with its price.

A change in quantity

supplied is represented by

movement along the supply

curve. A change in supply is

a change in the quantity that

will be supplied at each and

every price. The law of variable proportions states

that the quantity of output

will vary as increasing units

of a single input is added.

This law is represented

graphically as the production

function.

Prices serve as signals to

both producers and

consumers. High prices are signals to produce more and

consume less. Low prices are

signals to produce less and

consume more.

14

In a competitive market, the

forces of supply and demand

establish prices. If the price is

too high, a temporary surplus

appears until the price goes

down. If the price is too low,

a temporary shortage appears until the price rises.

Eventually the market

reaches an equilibrium price,

which results in neither a

shortage nor a surplus.

People respond predictably to

positive and negative

economic incentives.

Prices send signals and

provide incentives to buyers

and sellers. When supply or demand change, market

prices adjust, affecting

incentives.

Competition among sellers

lowers costs and prices and

encourages producers to

produce more of what

consumers are willing to buy.

Competition among buyers

increases prices and allocates goods and services to those

people who are willing and

able to pay the most for

them.

15

12th Grade Course Title: Economics Duration: 1 week

Unit 4 – Business and Labor


How are businesses organized and what factors influence labor and wages?

PA ACADEMIC

STANDARDS


CC.8.5.11-12.A.

CC.8.5.11-12.B.

CC.8.5.11-12.C.

CC.8.5.11-12.D

CC.8.5.11-12.E.

CC.8.5.11-12.J.

CC.8.6.11-12.A.

CC.8.6.11-12.B.

CC.8.6.11-12.C.

CC.8.6.11-12.D.

CC.8.6.11-12.H.

6.2.12B

Analyze the effect of changes

in the level of competition in

different markets.

6.2.12F Evaluate the impact of

private economic institutions

on the individual, the national

and the international

economy

6.2.12G

Evaluate the various

economic systems

6.5.12A

Analyze the factors

influencing wages.

6.5.12B

Evaluate how changes in

education, incentive,

technology, and capital

investment alter productivity.

6.5.12C

Analyze the costs and

benefits of organizing a

business as a sole

proprietorship, partnership,

or corporation.


sole proprietorship

partnership

corporation

conglomerate

franchise labor union

productivity

Economists categorize businesses

according to the way they are

organized

sole proprietorships are

owned by individuals

partnerships involve two or

more people and fall into

one of three categories

corporations are complex

businesses owned by

stockholders

there are other types of

business organizations such

as conglomerates,

multinational corporations,

and franchises

Each type of business organization

has certain advantages and disadvantages

Labor and the wages associated with

certain occupations are based on a

variety of factors including skills,

opportunity, education, and union

influence

1. Compare and contrast

the three primary types of

business organization

taking into account their

characteristics, advantages and

disadvantages

2. Explain how as

businesses continue to

grow they may combine

with other similar

companies, dissimilar

companies

(conglomerates), or

establish franchises

3. Outline the factors that

influence job opportunity

and wage levels

Quiz/Quest/Test

May include:

Multiple choice

Definitions

Open-ended

questions

Essay

DBQ

Matching

True/False

Illustrations

Maps

Chart reading

Homework

Descriptive Writing

Project


during classwork

16

12th Grade Course Title: Economics Duration: 1.5 weeks

Unit 5 – Role of Government


What actions does the government take to provide for the interests of its citizens and help ensure the health of the nation’s economy?

PA ACADEMIC

STANDARDS


CC.8.5.11-12.A.

CC.8.5.11-12.B.

CC.8.5.11-12.C.

CC.8.5.11-12.D

CC.8.5.11-12.E.

CC.8.5.11-12.J.

CC.8.6.11-12.A.

CC.8.6.11-12.B.

CC.8.6.11-12.C.

CC.8.6.11-12.D.

CC.8.6.11-12.H.

6.3.12B

Assess the government’s

role in regulating and

stabilizing the state and

national economy.

6.3.12C

Evaluate the social,

political and economic

costs/benefits of potential

changes to taxation

policies.


tax

revenue

entitlements

fiscal policy federal budget

surplus

deficit

inflation

monopoly

The government, at many levels,

collects a wide variety of taxes.

These can include, but are not

limited to; income, property, and

sales

Taxes are a means by which the

government generates revenue to

provide for the interests of its

citizens.

The government operates based

on a budget of expected

revenues and expenditures. If

expenditures exceed revenues a deficit and increased government

debt results. If revenue exceeds

expenditures, a surplus results.

The government can try to adjust

the economy through fiscal

policy, or changing how much it

taxes and spends.

1. Define the various types of

taxes that generate revenue for

the government

2. Understand how the government uses taxes to fund

programs

3. Explain how different levels of

government maintain a budget.

4. Distinguish between a surplus

and deficit and how they are

achieved.

5. Describe how the government uses fiscal policy as a tool for

achieving its economic goals.

6. Define deregulation, and list

the effects on several industries.

7. Assess how the government

tries to influence unemployment

and inflation.

8. List several market practices that the government regulates or

bans to protect competition.

Quiz/Quest/Test

May include:

Multiple choice

Definitions

Open-ended

questions

Essay

DBQ

Matching

True/False

Illustrations

Maps

Chart reading

Homework

Descriptive Writing

Project


classwork

TRANSFER TASK:

17

One of the ways the government

tries to protect the interests of its

people is through economic

regulation. These measures are

often used to contend with

problems that are inversely

related such as unemployment and inflation.

The federal government

sometimes steps into markets to

promote competition and the

lower prices it brings. In recent

years, the government has also

deregulated several markets to

promote competition and prevent

monopolies from forming.

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12th Grade Course Title: Economics Duration: 1 week

Unit 6 – The Global Economy


How do countries that are interconnected in a global economy pursue their own best economic interests?

PA ACADEMIC

STANDARDS


CC.8.5.11-12.A.

CC.8.5.11-12.B.

CC.8.5.11-12.C.

CC.8.5.11-12.D

CC.8.5.11-12.E.

CC.8.5.11-12.J.

CC.8.6.11-12.A.

CC.8.6.11-12.B.

CC.8.6.11-12.C.

CC.8.6.11-12.D.

CC.8.6.11-12.H.

CC.8.6.11-12.I.

6.2.12A

Evaluate the flow of goods and

services in an international

economy.

6.2.12F

Evaluate the impact of private

economic institutions on the individual, the national and the

international economy.

6.3.12D

Evaluate the role that governments

play in international trade.

6.4.12B

Assess the growth and impact of

international trade around the

world.

6.4.12C

Evaluate the impact of

multinational corporations and

other non-government

organizations

6.4.12D

Analyze how changes in

transportation, communication

networks, and technology affect

economic interdependence around the world in the21st century.

6.5.12E

Compare distribution of wealth

across nations.


import

export

trade barrier

tariff

protectionism

free trade

multinational corporation

The basis for trade today is

comparative advantage. People and

countries specialize in the things they

do more efficiently, and they engage

in trade to secure the things they do

not produce.

Protectionists argue in favor of trade

barriers to safeguard national

security, help growing industries, and

protect domestic jobs.

Free traders believe trade agreements

are the best way to pursue

comparative advantage, raise general

living standards, and promote

cooperation between member

nations.

Multinational corporations produce

and sell their goods and services

throughout the world. There are numerous advantages and

disadvantages for both the

corporation and host nation.

1. Explain how the concept

of comparative advantage

makes trade beneficial to

individuals and to nations.

2. Discuss the arguments for

and against free trade and

protectionism.

3. Describe the role of

multinational corporations

and compare their advantages

and disadvantages.

Quiz/Quest/Test

May include:

Multiple choice

Definitions

Open-ended

questions

Essay

DBQ

Matching

True/False

Illustrations

Maps

Chart reading

Homework

Descriptive Writing

Project


during classwork

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PA ACADEMIC STANDARDS FOR READING IN HISTORY AND SOCIAL STUDIES APPENDIX

CC.8.5.11-12.A. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CC.8.5.11-12.B. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CC.8.5.11-12.D. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). CC.8.5.11-12.E. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

CC.8.5.11-12.G. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or Solve a problem.

CC.8.5.11-12.H. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

CC.8.5.11-12.J. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.

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PA ACADEMIC STANDARDS FOR WRITING IN HISTORY AND SOCIAL STUDIES APPENDIX

CC.8.6.11-12.A. Write arguments focused on discipline-specific content.

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented. CC.8.6.11-12.B.* Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

* Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results. CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CC.8.6.11-12.D. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

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CC.8.6.11-12.E. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CC.8.6.11-12.F. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CC.8.6.11-12.G. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research. CC.8.6.11-12.I. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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