2011-12 grade 12 government and economicsmvcsd.sharpschool.net/userfiles/servers/server... · 5...
TRANSCRIPT
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INTRODUCTION
*The Participation in Government core curriculum is designed to be a culminating course of study that focuses on Social
Studies Learning Standard 5—Civics, Citizenship, and Government (the civics standard). Participation in Government is the
civics capstone of a student’s K–12 social studies experience. Upon entering 12th grade, students should be ready to
synthesize and apply this content-rich experience to the study of contemporary and/or historic public issues and to increase
the student’s awareness of their rights and responsibilities as a citizen. The term participation is interpreted in its broad sense.
It is designed to engage students in the analysis of public policies and issues that are relevant to individual students.
Fundamental to Participation in Government is a course of study that has students defining, analyzing, monitoring, and
discussing issues and policies. The course reflects:
An issue-based approach to public policy,
The tools and skills needed in real-world learning experiences, and
The knowledge needed for effective citizenship.
Students in grade twelve are expected to pursue a deeper understanding of the institutions of American government. They
must compare systems of government in the world today and analyze the history and changing interpretations of the
Constitution, the Bill of Rights, and the current state of the legislative, executive, and judiciary branches of government.
An emphasis is placed on analyzing the relationship among federal, state, and local governments, with particular attention
paid to important historical documents such as the Federalist Papers. The key concepts and understandings to be learned
represent the culmination of the K-12 “civic literacy” program and prepare students to vote, participate in community
activities, and assume the responsibilities of citizenship.
In addition to studying government in grade twelve, students will also master fundamental economic concepts, applying
the tools (graphs, statistics, equations) from other subject areas to the understanding of operations and institutions of
economic systems. Studied in a historic context are the basic economic principles of micro- and macroeconomics,
international economics, comparative economic systems, measurement, and methods.
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How should the three strands of this course be organized? The teacher or school must decide how much emphasis to
place on the three strands of this course, and how to weave them together. There are various possibilities. A few are
suggested below, but others are possible:
A content-based course in which the teacher follows the content topics outlined in this syllabus, using issue-
based assignments and community-based learning experiences whenever possible.
A community-based experiential course in which the teacher proceeds briskly through the content topics as a
foundation for a community-based experience like service learning, which the student ties back to civics through
issue-based assignments. The inclusion of service learning into Participation in Government is a local district
decision. Participation in Government can be taught with or without such a component.
A project-based course in which teachers proceed through the content of the course as a foundation for a student
or class project such as a research project or an issue-based simulation activity. Again, a culminating project is a
local district decision. Many districts include such components in their Participation in Government course.
What is the focus of issue-based instruction? A public issue usually involves a debate over the extent of a public
problem and how a government (local to global) should respond. The issue can address an historical or contemporary
issue. For the purpose of this course, the term problem means an intellectual problem or challenge. It is not the intent of
this core curriculum to cast all public policy issues in terms of government‘s fixing something wrong with society. The
policy issue should be formatted as a question that contains these elements:
the government;
the instrument;
the action; and
the specific aspect of the object to be regulated.
The steps of policy analysis include:
finding and formulating an issue;
researching background;
deliberating alternatives; and
selecting a recommendation that addresses
how the existing situation or law needs to be changed;
how much funding is needed and what will be the source of funding; and
who will administer the recommendation and how.
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Concepts/Themes for Standard 5: The Civics Standard
Citizenship means membership in a community (neighborhood, school, region, state, nation, world) with its accompanying rights,responsibilities, and dispositions.
Civic Values refers to those important principles that serve as the foundation for our democratic form of government. These values includejustice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, andproperty.
Decision Making means the processes used to
“monitor and influence public and civic life by working with others, clearly articulating ideals and interests, building coalitions, seeking
consensus, negotiating compromise, and managing conflict.”
(Taken from Civics Framework, p. 18. See Works Cited.)
Government means the“formal institutions and processes of a politically organized society with authority to make, enforce, and interpret laws and other binding rules aboutmatters of common interest and concern. Government also refers to the group of people, acting in formal political institutions at national, state, andlocal levels, who exercise decision making power or enforce laws and regulations.”
(Taken from Civics Framework, p. 19. See Works Cited.)
Human Rights are those basic political, economic, and social rights that all human beings are entitled to, such as the right to life, liberty, and thesecurity of person, and a standard of living adequate for the health and well-being of oneself and one’s family (Universal Declaration of Human Rights).Human rights are inalienable and expressed by various United Nations Documents.
Justice means the fair, equal, proportional, or appropriate treatment rendered to individuals in interpersonal, societal, or governmentinteractions.
Nation-State means a geographic/political organization uniting people by a common government.
Political Systems such as monarchies, dictatorships, and democracies address certain basic questions of government such as: What should agovernment have the power to do? What should a government not have the power to do? A political system also provides ways for partsof that system to interrelate and combine to perform specific functions of government.
Power refers to the ability of people to compel or influence the actions of others. “Legitimate power is called authority.”
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Problem/Solution Skill DevelopmentDeveloping skills in dealing with conflicts, incongruities, and problems facing individuals and societies has been recognizedfor a number of years as a major skills area. By learning to resolve problems in a classroom or school setting, students are givenpractice in approaching problem tasks in a rational manner. It is hoped that by making this practice a continuing one, fromkindergarten through grade 12, the process can be transferred by the students to their outside encounters. Pupils need practicein rational approaches to working out conflicts and problems. The steps in this process generally consist of having students:
1. define or identify a problem2. hypothesize and investigate data3. make a decision based upon step #24. recognize values conflicts
5. redefine the decision in attempting to accommodate any conflicts in values.
Students should be helped to realize that while a problem may be resolved by taking one action or another, the solutionmay well raise new problems. This realization should encourage students to weigh alternative solutions carefully.
COURSE CONTENT OUTLINE
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Unit A: Philosophical Foundations and Comparative Perspectives
Purposes and principles of government, politics, and the law
Unit B: Citizenship in Comparative Perspective
Roles and rights of citizenship
Becoming a citizen
Unit C: Citizenship, Participation, and the Electoral Process Political party system:
Does your vote count?
Preparing to vote
Seeking public office
Campaigns and elections
Becoming an effective media consumer
Unit D: Legal Obligations of Citizenship
Registering for the Selective Service
Civic implications of taxation
Responding to jury duty
Place of the jury in a democratic system
Unit E: Public Policy and Political Participation
Doing public policy research
Distribution of federal, state, and local powers in the federal system
Workings of the public policy process
Purposes, principles, and values reflected in the policy process
Becoming more involved in the policy process
Unit F: Legal Rights and Responsibilities
Legal rights and responsibilities in civic life, and in the workplace and
school
How rights can vary from place to place
EXIT OUTCOMES
explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and
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other essential documents of American democracy.
analyze the origins, characteristics, and development of different political systems across time, with emphasis on the quest
for political democracy, its advances, and its obstacles.
analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs
consider the nature and evolution of constitutional democracies
explore the rights of citizens in other parts of the hemisphere and determine how they are similar to and different from the
rights of American citizens
analyze the sources of a nation's values as embodied in its constitution, statutes, and important court cases.
analyze how the values of a nation and international organizations affect the guarantee of human rights and make provi-
sions for human needs
consider the nature and evolution of constitutional democracies throughout the world
compare various political systems with that of the United States in terms of ideology, structure, function, institutions,
decision-making processes, citizenship roles, and political culture
identify and analyze advantages and disadvantages of various government systems.
explain how the Constitutions of New York State and the United States and the Bill of Rights are the basis for democratic
values in the United States
understand the basic civic values that are the foundation of American constitutional democracy
know what the United States Constitution is and why it is important. (Adapted from The National Standards for Civics and
Government, 1994)
understand that the United States Constitution and the New York State Constitution are written plans for organizing the
functions of government
understand the structure of New York State and local governments, including executive, legislative, and judicial branches
identify their legislative and executive representatives at the local, state, and national levels. (Adapted from The National
Standards for Civics and Government, 1994)
understand how civic values reflected in the United States and New York State Constitutions have been implemented
through laws and practices
understand that the New York State Constitution, along with a number of other documents, served as a model for the devel-
opment of the United States Constitution
compare and contrast the development and evolution of the Constitutions of the United States and New York State with the
realities as evidenced in the political, social, and economic life in the United States and New York State
define federalism and describe the powers granted to the national and state governments by the United States Constitution
value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity,
liberty, justice, and equality
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understand how the United States and New York State Constitutions support majority rule but also protect the rights of the
minority.
trace the evolution of American values, beliefs, and institutions
analyze the disparities between civic values expressed in the United States Constitution and the United Nations Universal
Declaration of Human Rights and the realities as evidenced in the political, social, and economic life in the United States
and other nations throughout the world
identify, respect, and model those core civic values inherent in our founding documents that have been forces for unity in
American society
compare and contrast the Constitutions of the United States and New York State
understand the dynamic relationship between federalism and states ’rights.
understand that citizenship includes an awareness of the holidays, celebrations, and symbols of our nation
examine what it means to be a good citizen in the classroom, school, home, and community
identify and describe the rules and responsibilities students have at home, in the classroom, and at school
examine the basic principles of the Declaration of Independence and the Constitutions of the United States and New York
State
understand that effective, informed citizenship is a duty of each citizen, demonstrated by jury service, voting, and
community service
identify basic rights that students have and those that they will acquire as they age.
explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the
land, and how the definition of citizenship has changed in the United States and New York State over time
understand that the American legal and political systems guarantee and protect the rights of citizens and assume that
citizens will hold and exercise certain civic values and fulfill certain civic responsibilities
discuss the role of an informed citizen in today's changing world
explain how Americans are citizens of their states and of the United States.
understand how citizenship includes the exercise of certain personal responsibilities, including voting, considering the
rights and interests of others, behaving in a civil manner, and accepting responsibility for the consequences of one's actions
(Adapted from The National Standards for Civics and Government, 1994)
analyze issues at the local, state, and national levels and prescribe responses that promote the public interest or general
welfare, such as planning and carrying out a voter registration campaign
describe how citizenship is defined by the Constitution and important laws
explore how citizens influence public policy in a representative democracy.
show a willingness to consider other points of view before drawing conclusions or making judgments
participate in activities that focus on a classroom, school, or community issue or problem
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suggest alternative solutions or courses of action to hypothetical or historic problems
evaluate the consequences for each alternative solution or course of action
prioritize the solutions on the basis of established criteria
propose an action plan to address the issue of how to solve the problem.
respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their
viewpoint
explain the role that civility plays in promoting effective citizenship and in preserving democracy
participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems.
participate as informed citizens in the political justice system and processes of the United States, including voting
evaluate, take, and defend positions on what the fundamental values and principles of American political life are and their
importance to the maintenance of constitutional democracy (Adapted from The National Standards for Civics and
Government, 1994)
take, defend, and evaluate positions about attitudes that facilitate thoughtful and effective participation in public affairs
consider the need to respect the rights of others, to respect others' points of view (Adapted from The National Standards for
Civics and Government, 1994)
participate in school/ classroom/ community activities that focus on an issue or problem
prepare a plan of action that defines an issue or problem, suggests alternative solutions or courses of action, evaluates the
consequences for each alternative solution, prioritizes the solutions on the basis of established criteria, and proposes an
action plan to address the issue or to resolve the problem
explain how democratic principles have been used in resolving an issue or problem.
Collaborative Curriculum Map 2006-2007
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Mount Vernon City School District(District, HS Social Studies Map) / Government* / Grade 12 (District Master Maps)
EssentialQuestions
Content / Strategies Skills Assessment Resources & Materials
I.
Philosophic
al
Foundations
and Modern
Government
(Week 1, 2
Weeks)
What Is
Government
and What
Should It Do?
What Are Civic
Life, Politics,
and
Government?
What is political
power?
What criteria
can be used to
evaluate a
democracy?
How can our
democratic
society be
strengthened?
What is the
responsibility of
the individual in
preserving our
democratic way
of life?
Have students make a list of
ten activities they performed
since waking up in the
morning. Have students
review their list and discuss
any activity that is not
governed by some
government agency. Discuss
the importance of
government in our daily
lives. Ask students to
brainstorm what it is that
governments do. Ask them to
list functions that government
provides in their community,
state, and nation.
Develop a classroom set of
values that must be agreed
upon by the entire class by
majority vote (e.g., protect
values in society, regulate
films, video games, music).
Discuss how values should
begin with the common good
and branch into values that
support a civil society. Also
discuss freedoms you are
willing to give up to maintain
a civil society.
Explain competing
ideas about the
purposes of politics and
government and
identify reasons why
government is
necessary
Compare and contrast
types of governments
Analyze primary
sources concerning
political thought.
Apply models of
government to existing
governments.
Analyze ways in which
the purposes of the U.S.
government, as defined
in the U.S. Constitution,
are achieved
Identify programs,
institutions, and
activities that fulfill a
given governmental or
political purpose
Compare and
contrast various
forms of government
among nations that
have been significant
in U.S. history (e.g.,
absolute monarchy in
England or France,
Germany under
Hitler, the Soviet
Union under Stalin)
Students will provide
an artistic illustration
of typical life under
various types of
governments
Write an essay on the
phrase in Lincoln’s
Gettysburg Address
“government of the
people, by the
people, for the
people.”
Examine the
meaning,
implications, or
Students can conduct an
internet search of
"constitutions of the
world"
To prepare for this unit,
the teacher can review
the National Standards
for Civics and
Government, I and II, as
well as C i v i t a s : A
Framework for Civic
Education (Bahmueller,
1991). A high school level
textbook related to this
approach is We the
People (Center for Civic
Education).
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What political,
economic and
social conditions
are necessary as
background for
the success of
democracy?
Guide the activity so the
class discusses government
institutions at local, state, and
national levels. Have students
create political cartoons
examining the purpose,
function, or power of the
government based on the
articles that they collected
Defining government
Defining power and authority
Necessity and purposes of
government
Purposes of rules and laws
Evaluating rules and laws
Limited and unlimited
governments
Importance of limited
government
Defining civic life, politics,
and government
Necessity of politics and
government
Discuss the purposes of
politics and governments:
Rule of Law: All societies
make rules (laws) that govern
how people will behave and
conduct their affairs. In a
democracy, the people make
rules either directly or
through elected
representatives. Laws made
Explain competing
ideas about the
purposes of politics and
government and
identify reasons why
government is
necessary
Having recognized the
need for some type of
government in every
society, students should
be introduced to basic
concepts about
government. The
concept of state should
be defined as an entity
that has (1) a significant
population, (2) distinct
territory, (3)
independence, or
sovereignty, and (4) a
stable government.
Define nation as “a
people (ethnic
population) who share
common customs,
origins, history, and
language—i.e.,
nationality.” Review
with the students the
rise of nation-states in
world history. Ask
students to name
nation-states that exist
today. Pose the
applications of the
U.S. Constitution
(e.g., the Bill of
Rights, the
Fourteenth
Amendment
Explain competing
ideas about the
purposes of politics
and government and
identify reasons why
government is
necessary
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by the peoples’
representatives are binding
on all people and their
government. Majority rule is
the concept that makes
democracy work. Individuals
in any society hold different
views of what is good and
wise to make law. Quite
simply, laws supported by a
majority of the people are
easier to enforce in any
society.
Consent of the governed is
the concept that the people
are the source of all power
(sovereignty) in a society. In
an autocratic society, the
people are subjects of the
ruler who holds all power. In
a democracy, the people
create government and laws
through elected
representatives. The people
give their consent to be
governed.
Limited government follows
from the previous concepts. A
democratic government is
limited to the power given to
it by the people. Through
elected representatives the
people always have the
power to change their
question: How does a
country become
recognized as a nation-
state?
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government.
II. Roles
and Rights
of
Citizenship
(Week 3, 3
Weeks)
What are the
roles and rights
of citizenship?
How does
someone
become a citizen
of the United
States?
How do we
develop our
political views?
What elements
make up our
political
culture?
Do our political
views translate
into political
participation?
In what ways
can popular
participation in
politics be
expanded?
Is the individual
The student should
understand basic concepts of
politics and government as
they are used in the
United States and elsewhere.
In particular, the student
should be able to define and
distinguish between/among
government and politics, law
and politics, authoritarian
and democratic governments,
different democratic societies,
the major purposes of
government (e.g., protecting
public safety, providing
order, regulating economy,
advancing public welfare),
the major principles of
political systems (e.g.,
republicanism, rule of law,
limited government),
constitutions and other laws.
The student also should
understand that different
peoples may have different
cultural and philosophical
assumptions of the role of
government in society and
the relationship of the
individual to society.
Describe the reciprocity
between rights and
obligations; that is, why
enjoyment of one’s
rights entails respect for
the rights of others.
Explain how one
becomes a citizen of the
United States, including
the process of
naturalization (e.g.,
literacy, language, and
other requirements).
Discuss the character of
American democracy
and its promise and
perils as articulated by
Alexis de Tocqueville.
Explain how the U.S.
Constitution reflects a
balance between the
classical republican
concern with
promotion of the public
good and the classical
liberal concern with
protecting individual
rights; and discuss how
the basic premises of
Students should
address such
questions as:
- Should resident
aliens be entitled to
vote for or serve on
school boards?
- What rights should
belong only to
citizens of the United
States?
- What can the
United States learn
from other countries’
citizenship policies?
- Should immigration
quotas be expanded
in the United States?
- Should
requirements for
refugee status be
relaxed by the United
States?
- Should children of
illegal immigrants be
barred from attaining
R e s o u rces: Searching
“constitutions of the
world” will yield various
websites. An excellent
site is
< h t t p : / / w w w. u n i -
w u e r z b u
rg.de/law/index.html>.
To pre p a re for this unit,
the teacher can review
the National Standards
for Civics and
Government, I and II, as
well as C i v i t a s :
AFramework for Civic
Education (Bahmueller,
1991). Ahigh school level
textbook related to this
approach is We the
People (Center for Civic
Education).
R e s o u rces: The INS
site has all needed forms
along with teacher and
student re s o u rces on
symbols, history, and
laws of immigration.
James M. Morrissey’s
useful legal guide, Rights
& Responsibilities of
Young People in New Yo
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powerless in
his/her
microcosmic
role?
The student should
understand the
distinguishing characteristics
of United States democracy,
and be able to distinguish the
key assumptions of American
political culture from other
political cultures.
liberal constitu-
tionalism and
democracy are joined in
the Declaration of
Independence as “self-
evident truths.”
United States
citizenship?
- Should suspected
war criminals be
deported from the
United States?
Reflective Essay:
Analyze the origins,
characteristics, and
development of
different political
systems across time,
with emphasis on the
quest for political
democracy, its
advances, and its
obstacles.
r k ( M o r r i s s e y,
1997), contains a chapter
on immigration law and
young people.
III.
Citizenship,
Participatio
n, and the
Electorate
(Week 6, 3
Weeks)
Does your vote
count?
How does the
political party
system enable
choice and
opportunity for
participation?
How does the
political party
system enable
choice and
opportunity for
Students should understand
that voting is the pivotal form
of political participation.
Other forms include:
• joining a political
organization ;
• contributing money; and
• doing volunteer work in a
political campaign.
Students should also
understand that people who
do not vote may do so as a
form of political protest.
Students should be able to
Participate in group
planning and
discussion by :
- following democratic
procedures in helping
to make group
decisions
- initiating ideas -
giving constructive
criticism
- suggesting means of
group evaluation
- suggesting ways of
resolving group
differences
Discuss positions on
the merits of
registering as an
Independent, with a
major party, or with
a minor party.
Compare and
evaluate the
promises and voting
records of
incumbents holding
these offices and the
promises and past
R e s o u rces: See The
Right to Vo t e ( K e y s s
a r, 2000).
R e s o u rces: Invite re p
resentatives of diff e rent
State parties and of
organizations like the
League of Women Vo t e
r s ( LWV) to provide a
panel discussion on this
issue. Consult a study of
state politics such as
Sarah Liebschutz, ed.,
New York Politics and
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participation?
Why would
someone seek
public office?
How do
campaigns and
elections enable
choice and
opportunities
for
participation?
What role do
the Liberal,
Conservative,
Right to Life,
Green, and
Working
Families parties
play in the party
system?
What are the
pros and cons of
so many parties
in New York
State?
Do so many
choices
empower or
weaken the
strength of the
average voter in
New York State?
assess the pros and cons of
different forms of
participation and
nonparticipation.
Students should understand
the basic mechanisms of the
United States electoral and re
presentational system:
• single-member districts;
• winner-take-all elections;
and
• the electoral college.
Students should know:
how to obtain and complete
a voter registration form;
how to obtain an absentee
ballot;
when elections are held for
federal, state, county, local,
and school board office; and
who holds these offices.
Students should be able to
compare and evaluate the
promises and voting records
of incumbents holding these
offices and the promises and
past experiences of the
candidates seeking them.
Students of voting age should
be encouraged to register and
vote. Younger students could
sign registration pledge cards.
Someone from the Board of
Elections or a nonpartisan
Describe the means that
citizens use to
participate in the
political process (e.g.,
voting, campaigning,
lobbying, filing a legal
challenge,
demonstrating,
petitioning, picketing,
running for political
office).
Analyze trends in voter
turnout; the causes and
effects of
reapportionment and
redistricting, with
special attention to
spatial districting and
the rights of minorities;
and the function of the
Electoral College.
Students should know:
how to obtain and
complete a voter
registration form;
how to obtain an
absentee ballot;
when elections are
held for federal, state,
county, local, and
school board office;
and
who holds these
experiences of the
candidates seeking
them.
Evaluate the how
democratic the
“winner take all”
principle is in the
American political
system.
Create a campaign
speech using
different propaganda
techniques.
Compare and
contrast chart of the
platforms of the
major two parties.
Ask students to
research and define
the following
(propaganda)
techniques in
persuading voters:
bandwagon
testimonials
plain folks
glittering generalities
Government (Liebschutz,
1998); or AGuide to New
York State Government
(Fairbanks, 1995).
R e s o u rces: For
registration forms and
more information on
voter registration, visit
the New York State
Board of Elections
website at . Auseful re s o
u rce is Project Vote
Smart and its website < w
w w. v o t e - s m a r t . o
rg>. The League of
Women Voters also
distributes, at no cost,
useful voter educational
material, including First
Vote for First-Time Vo t e
r s, on how to re g i s t e r,
use a voting machine,
vote by absentee ballot,
etc.
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On balance,
would we be
better off with a
simple two-
party system in
which each
party is an
umbrella for a
variety of
interests?
organization like the League
of Women Voters can walk
students through the voter
registration process, the
voting process in the voting
machine, and the voting
process by absentee ballot.
Students should understand
that a political campaign is a
process of steps:
preparation;
declaration;
nomination (including a
possible primary election);
and
general election campaign.
A candidate must have an
organization that includes:
personnel (staff, volunteers,
allies);
a strategy (offensive and
defensive); and
money.
In order to campaign, a
candidate must have a
platform composed of:
a philosophy;
policy stances on key issues;
and
statements.
Students should know that
offices.
Students should be able
to compare and
evaluate the promises
and voting records of
incumbents holding
these offices and the
promises and past
experiences of the
candidates seeking
them.
transfer/association
name calling
card stacking
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political parties were not
included in the Constitution.
In fact, several of the
Founding Fathers hoped that
political parties would not
come into existence. Parties
began almost immediately
after the Constitution was
ratified. Alexander Hamilton
became the voice of the
Federalists, while Thomas
Jefferson became the leader of
the Democratic-Republicans.
While the names of these two
great parties changed over
time, the Republicans (the
party of Abraham Lincoln)
and the Democrats (the party
of Andrew Jackson) are really
descendants of those first
parties.
The definition of a party is "a
group of people working
together to establish or
promote particular theories or
principles of government—a
view that the members
share." Political parties are
groups actively seeking to put
their principles into practice
by influencing or directing
government.
IV. Legal Can the citizen Students should review the Understand the Take and defend R e s o u rces: The IRS
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17
Obligations
(Week 9, 3
Weeks)
effectively
exercise his civil
liberties to
exercise his civil
rights?
When, if ever, is
civil
disobedience
justified?
Why are males
ages 18 to 26
expected to
register with
Selective
Service?
What are the
constitutional history of
military service in American
history, including the
military and political
importance of a militia in
colonial times, the origins and
development of the Second
Amendment, the use of
conscription and a military
draft, the wartime
occurrences of civil
disobedience and
conscientious objection, and
the struggle against racial and
gender discrimination in the
armed services.
Students should understand
the democratic reasons for
requiring all males to register,
the differences
between mandatory
registration and a mandatory
draft, the differences between
voluntary service and
mandatory service.
Students should be familiar
with the case Rostker v.
Goldberg, 453 U.S. 57 (1981)
in which the U.S. Supreme
Court upheld the male-only
requirement military
registration, but did not
prohibit voluntary
registration by women .
obligations of civic-
mindedness, including
voting, being informed
on civic issues,
volunteering and
performing public
service, and serving in
the military or
alternative service.
Discuss the individual’s
legal obligations to
obey the law, serve as a
juror, and pay taxes.
Differentiate fact from
opinion
Identify frames of
reference in order to
generalize from data by
applying previously
learned concepts and
generalizations to the
data or situation
Check reasoning
against basic principles
of logic and looking for
inconsistencies,
limitations of data, and
irrelevancies
Incorporate a set of
positive learning
attitudes by
recognizing that others
positions on the
constitutionality of a
recent or historical
public policy that
posed a conflict
between security and
liberty. Policy topics
might include:
loyalty oaths,
conscientious
objection, women in
combat, gays in the
military, and
homeland or
domestic security
against terrorism.
Discuss how the
conscription of
American youth
ceased in favor of an
all-volunteer army
after the Vietnam
War. Young men
must register when
they reach age 18,
but they are not
required to serve in
the military.
Have students
conduct research to
explore the response
from Americans to
women involved in
the military in the
website has interactive
TAXi modules for
students and tax-related
resources and lessons for
teachers. This
information can be
supplemented by an IRS
representative, a state tax
specialist, or a local
accountant.
R e s o u rces: For more
information, teachers can
contact a court in their
community, their local or
county bar
association, or the New
York State Unified Court
System. The State Court
System has an excellent
website
with a section on
education. That section
has teaching tools and a
history component with
information and
lessons on the jury in
New York State.
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18
civic
implications of
taxation?
Why are
property taxes
often used to
fund schools in
local
communities?
How should
Taxation is a contribution to
government, a source of
revenue for government, and
a form of public policy not
only for collecting revenue
but also for regulating
behavior.
Paying taxes is both a civic
contribution and a legal
obligation. Paying taxes is a
civic contribution in the sense
that all governments rely on
taxation of the people
(income, property, and sales)
as a major source of revenue.
As a legal obligation, paying
taxes is required by law and
failure to pay is subject to
penalties imposed by the law.
Students should also be able
to see this constitutional
system of taxation as a
reflection of federalism and
representative democracy.
Students should understand
that taxation can also be an
instrument of public policy
that has the intent or effect of
regulating behavior. Many
tax policies contain financial
incentives for certain kinds of
behavior (like buying a home)
and disincentives against
other kinds of behavior
may have a different
point of view
twenty-first century.
Ask students to
evaluate this
condition in terms of
personal, political,
and economic rights
of citizens. Address
questions about the
rights and roles of
women, rights and
roles of young men,
and the
responsibilities of all
citizens.* Have
students write a
position paper
defending their
position on women
in the military and
how their position
stance would affect
women personally,
politically, and
economically.
Have students create
a bulletin board
titled “Our Taxes at
Work. ” Students
should bring in
newspaper articles to
prove the title of the
board.
Have students visit
the website
http://www.federalb
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19
you respond to
a call for jury
duty?
What is the
importance of
the jury in a
democratic
system?
What were the
historical
reasons for
providing for
trial by jury in
the United
States and New
York State
Constitutions?
Why were
questions of fact
assigned to
juries and
questions of law
reserved for
judges?
- Is this
distinction still
valid today?
- Should this
distinction be
preserved?
- Or is there
.Students should understand
that all United States citizens
become eligible for jury duty
when they become 18 years of
age. It is a myth that in order
to serve on a jury one must
own property
Students should understand
the difference between a juror
qualification and/or a jury
summons and know how to
complete them. They should
be aware that failure to
respond has become a serious
problem, and that such
failure is subject to a fine, but
only after notice and hearing
udget.com and in
pairs respond to the
following questions:
Define the national
debt.
Describe debt held
by the government.
Describe debt held
by the public.
Did the United States
have a federal deficit
or surplus in 1998?
Approximately how
much?
When does the fiscal
year for the U.S.
Government begin
and end?
When, before 1998,
did the U.S.
Government have a
surplus?
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20
merit to the
conservative
argument for
“jury
nullification”?
V. Public
Policy and
Political
Participatio
n
(Week 12,
3 Weeks)
What is policy?
What are the
roles of formal
and informal
institutions in
the policy
making process?
What key
institutions take
the lead in the
following
policy making
areas:
- economic
policy
- social welfare
policy
- civil liberties
- civil rights
- foreign
policy
- military
policy
-environmental
policy
Students should learn the
basics of public policy
research and be prepared to
find information in multiple
arenas—local, state, federal,
and international
Students should learn how
public policy is formed,
including the setting of the
public agenda and
implementation of it through
regulations and executive
orders.
Students should compare the
processes of lawmaking at
each of the three levels of
government, including the
role of lobbying and the
media.
Identify the organization and
jurisdiction of federal, state,
and local and the
interrelationships among
them.
Divide the class into three
Identify, list, and
describe the
delegated powers,
implied powers
(necessary and proper
clause), and powers
held concurrently
with the states—e.g.,
police power.
Identify, list, and
describe powers
reserved to the states
Discuss how power in
government flows
back and forth
between branches of
government and
between the states
and the federal
government. Provide
examples when the
Supreme Court has
taken power to limit
the authority of the
states (Brown v Board
of Education), when
Create a local
government diagram.
Place the offices in
executive, legislative
and judicial categories.
Identify a local
problem and determine
the process for
attempting to correct
that problem
Have students answer
the phrase “There
ought to be a law to . .
..”
Have students write a
bill they feel should be
passed by the
legislative branch.
You are a reporter, and
you want to convince
people to think the way
you do. Pick an issue
related to an upcoming
campaign issue. Write
a newspaper article
trying to convince
others of your point of
Resources: A
comprehensive website
for federal and state
legislative and legal
research is . At this site,
simply click on “Legal
Research.” Students can
check out the websites
of the United States
Congress and New York
State legislature and see
the bills and issues of
current importance.
These websites are
and , respectively.
Another general-purpose
site with excellent links is
.
Useful policy issue sites
include ,
http://www.stls.frb.org/p
ublications/pleng/welco
me.html.
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21
How does state
government
reflect the
institutions of
the national
government?
What are
different local
government
models?
What kinds of
policy do local
and state
governments
make?
What is the role
of the
bureaucracy in
policy making?
How is the
bureaucracy
organized?
How does
public opinion
view the
bureaucracy?
How much
power does the
Supreme Court
Have?
different groups to represent
the three different branches of
government. Each group will
be responsible for presenting
through role-play the
following:
showing at least
three powers of
their branch in
action.
displaying the
structure of their
branch of
government in a
unique format.
citing the roles,
qualifications,
and terms of
office for
members of their
branch who were
elected or
appointed.
demonstrating
how their branch
of government
plays a role in the
system of checks
and balances as
illustrated by a
real-life issue.
Ask students to analyze
and/or assess the significance
of issues arising from the
division of power among the
Congress has
usurped the power of
the executive, and
when the executive
has usurped the
power of the
Congress. Explain
how this struggle
becomes even more
intense when
different political
parties control each
branch of
government.
Create a local
government diagram.
Place the offices in
executive, legislative
and judicial
categories.
Identify a local
problem and
determine the process
for attempting to
correct that problem
Understand the
structure of New
York State and local
governments,
including executive,
legislative, and
judicial branches
view. Include fact and
opinion in your
newspaper article.
Include a picture and a
caption related to your
issue.
In pairs, have students
create and design a
book, multimedia
project, or any creative
presentation that
includes a summary
indicating the
importance of each
amendment, listing
and discussing at least
one court case or a
newspaper reflecting
the amendment, and
an original political
cartoon or one from the
newspaper
representing each
amendment. Also,
have students identify
historical reasons why
each right was
included in the Bill of
Rights. For example, no
quartering of soldiers can
be traced to the
quartering of British
soldiers during the
period preceding the
Revolutionary War.
http://www.kc.frb.org/fed101/policy/money.cfm.
Have students simulate
the effectiveness of the
Federal Reserve Bank
after viewing the
following website and
exploring how the
Federal Reserve Bank
operates:
http://www.stls.frb.org/p
ublications/pleng/welco
me.html.
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22
How does a case
get to the
Supreme Court?
What is the
organization of
the federal court
system?
How is
Congress
organized?
How does
Congress make
policy?
What does
public opinion
expect of
Congress?
What roles do
interest groups
play in the
American
political system?
What methods
do interest
groups use to
impact policy?
How do you
find and
three branches of
government.
Use a series of issues to
stimulate student thinking
about these issues: (examples
only)
President Bill Clinton found it
difficult to get his judicial
appointments approved
(advice and consent) by the
Senate. President George W.
Bush had the same problem.
Why?
Congress passed a law
recognizing travel access to
Cuba only to have it opposed
and stopped by President
George W. Bush.
In teams, have the students
describe the issue, analyze the
conflict, and assess or
evaluate its importance.
Conclude with an informal
debate over the merits of
checks and balances and limited
government.
Students understand that the
U.S. Constitution distributes
powers and responsibilities
within the federal and state
system. Students learn to
Students should be
able to distinguish
between public policy
stances in
authoritarian versus
non-authoritarian
regimes, statist
systems (i.e., heavily
bureaucratic,
government-
centered) versus
individualistic
systems (i.e.,
individual-centered,
market-driven), and
modern cultures
(legalistic,
rationalistic) versus
traditionalistic
cultures (traditional,
family-based).
Have students
simulate the
effectiveness of the
Federal Reserve Bank
after viewing the
following website
and exploring how
the Federal Reserve
Bank operates:
Have students write an
essay envisioning life
without a Bill of Rights.
Have students choose a
specific law or court
case they are interested
in researching, and
have them evaluate the
law/case, considering
the time period it was
presented, and
discussing how it
reflected the morals,
values, or state of the
union when it
occurred.
Debate the question:
Did the formation of
the Federal Reserve
Bank give the federal
government too much
power over the
economy of the United
States?
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23
evaluate
information on
public issues of
interest?
Which
government(s)
should respond
to a particular
public policy
issue?
Did the
formation of the
Federal Reserve
Bank give the
federal
government too
much power
over the
economy of the
United States?
analyze and assess issues by
understanding the structure
and relationships among
federal, state, and local
government.
Students learn how a bill
becomes a law and how the
people empowered to make
decisions gain their authority.
Students learn to evaluate the
impact of government
decisions based on their
knowledge of provisions
contained in the U.S.
Constitution.
Provide students with a case
briefing (facts of the case,
arguments before the court,
the decision, and the majority
opinion) of Brown v Board of
Education of Topeka, Kansas.
Make certain they understand
that common law in the
seventeenth and eighteenth
centuries generally supported
separating people of different
races in schools and public
conveyances. The Supreme
Court in Plessy v Ferguson
held that schools could be
segregated if they were
“separate but equal.” Ask
students to evaluate the
Brown case against the
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24
following criteria: unalienable
rights of American citizens
(Declaration of
Independence)
Students should understand
that most issues, from
national defense to garbage
removal, will involve all
levels of governments in one
way or another.
However, there are national
concerns such as interstate
commerce that rely primarily
on federal action,
while state concerns such as
the police power (used
to protect public health and
safety) rely primarily on
state and local actions. The
question is not which
government should do what,
but why is each
involved?
VI. Legal
Rights and
Responsibili
ties
(Week 15,
3 Weeks)
What are the
legal rights and
responsibilities
of the individual
in
civic life, the
workplace, and
school?
The teacher should focus on
rights and responsibilities in
two or three of the following
areas:
freedom of expression
outside of school;
rights of the accused
outside of school;
rights and
Ask students to
identify and describe
ways in which they
have freedoms today
that were denied to
earlier Americans.
Begin a discussion of
the list with the most
obvious differences
As a culminating
activity for this unit on
the law, students could
take part in a mock
trial. Each year the
Law, Youth, and
Citizenship (LYC)
Program, cited earlier,
prepares a hypothetical
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25
To what extent
are juveniles
protected by the
Bill of Rights?
What are the
dangers in
applying
constitutional
guarantees to
juveniles?
responsibilities of
students in school;
rights and
responsibilities of
minors in the
workplace;
rights and
responsibilities of
minors in the family;
and
rights and
responsibilities related
to medical treatment
or public assistance
for minorities.
Students should understand
that the level of rights they
enjoy in New York State can
change when they move to
another state, because the
federal government set a floor
in regard to rights that some
states (like New York)
chooses to exceed while
others do not.
For each right studied, the
student should understand
and be able to distinguish: the
constitutional or statutory
source of the right, the key
precedents, the current rules
or principles of law
governing the right, the limits
on the right, and some of the
major issues and implications
of the right today. The stu-
(e.g., African-
Americans, women,
Native Americans
and disabled persons
are citizens with
equal rights).
Proceed to discuss
how inventions and
technological change
have altered the
rights of Americans
in positive and in
negative ways (e.g.,
Internet provides
access to information
but exposes
individuals to a loss
of privacy). Have
students investigate
the pros and cons of
the American Civil
Liberties Union
(ACLU).
Hold a class debate
on how the ACLU
stands on freedom of
religion (particularly
in schools), speech
(flag burning), and
press (KKK
publications).
Ask students to
describe the meaning
and limits of
case for its statewide
competition. Classes
can use the material
without entering the
competition. For
materials, call LYC at
(518) 474-1460, or go to
LYC at
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26
dent should also be able to
see the connections between
the policy making process in
the legislature and the
judicial process in the courts.
In some cases, the legislature
is a source of rights; in other
cases, the legislature may
have passed a law that is the
subject of a rights challenge.
Ask students to classify
individual rights of citizens as
personal, political, and
economic. The list of rights to
be classified might include:
due process
voting
jury trial
open business
free speech
free association
assembly
worship
purchase goods
pay taxes
join political party
driver’s license
Ask students if they can
explain why these rights also
require responsibilities. What
are the differences between
personal and civic
responsibilities?
After exploring the rights in
“freedom of speech.”
Provide reviews ofSupreme Court cases
that have limited and
delimited this freedom
(e.g., shouting fire in a
theatre, Tinker Case,
censorship, banned
books, the Sedition Act,
Hazelwood School District
v Kuhlmeier (1988),
Brandenburg v Ohio
(1969), Minersville School
District v Gobitis, West
Virginia State Board of Ed.
v Barnette).
Have students write a
paper explaining their
understanding of
individual rights under
freedom of speech.
Extend the question to
include the phrase,
“freedom of
expression.” Ask
students to consider
how freedom of
expression impacts
groups of citizens who
are offended by music,
film and literature
without censure. When
is censorship a good
thing? Have students
write protest letters
about one of the issues
discussed in one of the
court cases.
Assign an analytical
paper where students
explain how this
amendment impacted
public policy,
challenged American
traditions, upheld
American ideals and
enhanced American
democracy. Questions
to be considered: Why
did the Fifteenth
Amendment only
enfranchise African-
American men? Why
were citizens without
voting rights? Did the
Nineteenth
Amendment provide
freedoms to women at
the expense of men? Or
were men also freed by
passage of the
amendment?
-
27
this activity, explain in a paper
why three of these rights also
require responsibilities.
INTRODUCTION
Social Studies Learning Standard 4
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and
associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy
solves the scarcity problem through market and nonmarket mechanisms.
Economics is a required half-year course taken during the students’ senior year. This course is a general overview of the American
economic system. It will cover micro and macro aspects of economies in a consumer friendly manner. The study of economics
requires an understanding of major economic concepts and systems, the principles of economic decision making, and the
interdependence of economies and economic systems throughout the world. Through the use of market case studies of the U.S.
economy and the economies of the other countries, the students investigate how values and incentives influence people’s choices,
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28
how the economic system affects people’s incentives, how people gain from voluntary trade, and how people’s choices influences
the value of a good or service. They examine current and historical economic data (e.g., workforce composition and participation,
natural resource deposits, industrial base, financial institutions, state’s gross domestic product) to create an economic profile of the
New York State and United States economies; investigate the roles of government (state and national) with particular attention to
services provided that foster economic activity and regulations designed to protect the environment
In addition, economics requires the development and application of the skills needed to make informed and well reasoned
economic decisions in daily and national life. Students will analyze graphs and charts describing federal, state, and local
government expenditures in different categories (e.g., education, police and fire, health care, welfare, transportation) and design a
graphic representation or computer model that compares/contrasts these expenditures; construct a personal budget showing how
they would spend a particular income for a period of months and classify the expenditures and present this information in graphic
form.
UNIT TOPICS
1. Economics and Choice
Economies and Choice
Economist and their tools
Scarcity, choices and Opportunity Cost
Why People Choose
2. Market Economies at Work
American Enterprise System
The Fundamental Economic Questions
Circular Flow
Global Alliances
Supply and Demand
Seeking Equilibrium: The Interaction of Supply and Demand
Apply Supply and Demand
Markets Allocate Resources
Elasticity of Supply and Demand
Price Controls
-
29
3. The American Economy
The Role of Business
The Role of Labor
Distribution of Income
Taxes
Investing in Human Capital
The Role of the Consumer
The Role of Government
4. Monitoring and Managing the Economy
Money and Banking
Measuring Economic Performance
Economic Growth
Economic Stability
Monetary and Fiscal Policy
5. Current events, issues and topics of interest pertaining to economics on a global, national and local scale
6. Stock Market, Investing, and other “Life Skills”
Advertising/Marketing Project
Buying Home Mortgages
Buying a Car/Leasing
Savings/Checking Accounts
Money Managing
Insurance
Resumes/Cover Letters
Retirement
Investments
YEAR END EXPECTATIONS/SKILLS/UNDERSTANDINGS
-
30
Students should be able to:
1. develop an awareness of why choices are made
2. develop an understanding that there are costs and benefits to every choice
3. have an understanding of their role as a consumer and producer in a market economy
4. identify the economic goals of our society
5. identify and explain the characteristics of a free enterprise system
6. describe the similarities and differences between market, command, and traditional economic systems
7. explain how different economic systems answer the fundamental economic questions
8. identify the factors of production and how each plays a part in producing a consumer good or service
9. demonstrate the basic understanding of scarcity and how this determines what will be produced
10. explain how the interdependence of nations is necessary in an economic system
11. recognize the determinants of supply and demand and the ways in which changes in these determinants affect supply
and demand curves
12. describe the role of government in a market economy
13. distinguish between the different forms of business in a market economy
14. explain the impact of technological advances in the market system
15. recognize how investments in human capital can lead to increased productivity in our economic system
16. put various “life skills” such as money management, investing, budgeting, marketing, buying, and financing into
practice
-
31
Collaborative Curriculum Map 2006-2007
Mount Vernon City School District(District, HS Social Studies Maps; ) / Economics* / Grade 12 (District Master Maps)
EssentialQuestions
Content / Strategies Skills Assessment Resources &Materials
I.IntroductiontoEconomics
(Week 1,2 Weeks)
How doeconomics andfinance affectour lives?
What are themultiple roles ofthe individual inthe globaleconomy?
What is theconflictbetweenunlimited wantsbut limitedresourcesforcesconcerningboth individualsand societieswhen makingeconomicdecisions?
Have students comparecollege choices or workopportunities, usingtrade-offsand opportunity costs.
Have students developthree economic goalsthat they feel are themost importantfor the United States(e.g., providing a job forevery worker; providingadecent income for allretirees; making surethe government doesnot interferewith business).
Have students make alist of 10 things theywould want to purchaseif moneywas no object. Whycan’t they haveeverything on the list inunlimited quantities?Which of the things on
Students will beable to:
-Analyze howpersonal choices,education/training,technology, andother factors affectfuture income.
-write a sentence orparagraph thatstates the problem- include a clearidentificationof the problem
-organize and usedata bydistinguishingbetween relevantand irrelevantinformation andevents
Have students keep ajournal for two weeksindicating each time theyactedas a consumer, saver,investor, producer,earner, taxpayer,borrower, or lender.Students can also collectnews articles that reportabout these variousroles.
Have students searchthe local newspaper,TheNew York Times, TheWall StreetJournal, Business Week,or some other magazinefor articles that describethefeatures of a market-based economic system.Have students classifythe articlesaccording to the featuresthey describe.
-A source ofemployment dataiswww.whitehouse.gov/fsbr/esbr.html
-A source forhistorical data onfamily incomedistribution iswww.census.gov/hhes/income/histinc/f02.html
-Students coulduse the data fromthe United StatesCensus Bureau tograph LorenzCurves.Seewww.census.gov
http://www.socialstudieshelp.com/Economics_Circular_Flow.htm contains one, if
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32
the list would theychoose? What wouldthey have to give up inorder to selecttheir top choice? Howmany would elect tosave some of theirmoney? What is theopportunity cost ofsaving some of theirmoney? Why wouldanyone ever choose tosave?
needed
II. TheUnitedStatesEconomicSystem
(Week 3,3 Weeks)
What are thegoals of theUnited StatesEconomicSystem?
How doesresourcescirculate flowthrough theeconomy?
How does thetheory ofSupply anddemanddetermine theprice of aconsumergood?
Have student groupsmake lists of thecharacteristics of othereconomic systems andcompare and contrastthese characteristicswith those of a marketeconomy.
Ask students to draw acircular flow modelshowing the roles ofhouseholds, business,and Government in amixed capitalisticeconomy.
Have students drawdemand/supplyschedules and curvesand determineequilibrium prices.Discuss surpluses andshortages and the
-classify and/orcategorize data byplacing ideas inorder, chronologicalandother
-developing tables,charts, maps, andgraphs to clarifydata and ideas
-identifyingdifferences andsimilarities in data
-generalize fromdata by creating abroad statementthat encompassesfindings
Conduct a class debateon the following issue:“Resolved: The well-being of the UnitedStates depends on theactive involvement of thegovernment in alleconomic affairs.”
Have students identifythree products whoseprices they will monitoronce a week over a two-month period. Each weekhave the students recordthe price for eachproduct on a graph. Afterthe two-month period,have them try to explainany price changes. Havestudents determinewhere these products aremade.
• Students can visitthe MalcolmBaldrige NationalQuality Awardswebsite atwww.quality.nist.gov to learn aboutcompanies thathave earned thisaward for theirattention to qualityand performanceexcellence.
. Students mightvisit the website forthe NationalFoundation forTeachingEntrepreneurship(NFTE) atwww.nyie.org
• Students can go
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effects of shifts indemand and/or supplycurves.
Conduct a classroomdebate on the followingissue: “Resolved:Competition is the bestway for individuals toimprove themselves andfor businesses toimprove their products.”
online to the SmallBusinessAdministrationwebsite atwww.sba.gov/starting/indexfaqs.html
III. TheEnterpriseSystem andthe UnitedStates
(Week 6,2 Weeks)
What are thegeneralfeatures of theenterprisesystem?
What are thetypes ofbusinessorganizations?
What is the roleof theentrepreneur?
How do youstart andoperate a smallbusiness?
Invite a panel ofentrepreneurs to speakto the class about theirbusiness successes andchallenges. Ask them todiscuss the marketstructure in which theirfirms operate and theirconsiderations of costsin making decisionsabout output orproduction.
Have students trace thesteps in the design,development, andmanufacturing of aparticular consumerproduct.
Provide students withseveral case studiesabout businesses orcorporations thatignored their moral,ethical, or socialresponsibilities. Thesemay be corporations orbusinesses that polluted
use higher levelthinking skills ofcomprehension,analysis,synthesis, andevaluation toreach sometentativeconclusions orhypotheses
define basicissues, terms,assumptions,values conflicts
write a sentenceor paragraph thatstates theproblem - includea clearidentification ofthe problem
obtain informationfrom a variety ofsources by usingreference works,newspapers,
Following the paneldiscussion, havestudents write anewspaper articleabout thecharacteristics of asuccessfulentrepreneur.
Have students planto open ahypotheticalbusiness. Ask themto study the differentlegal structures andexplain thedifferences betweenthe following types ofenterprises: soleproprietorship,Partnership,corporation, andnonprofitorganization. Havestudents comparethese enterprisesfrom the perspectiveof ownership,taxation, legal
Students can visit theMalcolm BaldrigeNational Quality Awardswebsite atwww.quality.nist.gov
Students might visit thewebsite for the NationalFoundation for TeachingEntrepreneurship(NFTE) at www.nyie.org
Students can go onlineto the Small BusinessAdministration websiteatwww.sba.gov/starting/indexfaqs.html
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the environment, fixedprices, or ignoredunsafe or unhealthyworking conditions. Askstudents to describe thecorporate action andpropose remedies.
Have studentsinvestigate how thecourts have dealt withthese kinds of businesspractices.
magazines,primaryand secondarysources
structures, andprofits. Have smallgroups of studentsselect a type ofbusiness andevaluate it in terms ofstrengths,weaknesses,opportunities, andchallenges.
IV. LaborandBusiness inthe UnitedStates
(Week 8,3 Weeks)
What are theroles andresponsibilitiesof workers?
How has thecomposition ofthe workforcechanged?
How doesinternationallabor laws differfrom the U.S.labor laws?
Invite a representativefrom a localmanufacturing companyor business to speak tothe class about theCompany’smanufacturing processor about their business.Ask the businessperson to discuss thedifferent jobopportunities in thecompany. Havestudents preparesummaries about themanufacturing processor about the tasksinvolved in running abusiness.
Have students role-playmanagement and laborover an issue likeimproved working
identify the typesand kinds ofinformationneeded
recognition ofinformation that isrelevant asdifferentiatedfrom informationthat is irrelevant
organizecollectedinformationproviding orderly,precise,summarizednotes with citedsources
scrutinizepossibleconsequences of
Students can collectnews articles aboutthe changing role ofwomen, teenagers,minorities, and theelderly in theworkforce.
Students mightdebate the topic:“Resolved:Affirmative action isan important tool toallow women andminorities to gaingreater access toeducation andemployment.”
Have studentsinvestigate the prosand cons of low-wage factories orsweatshops in less-
Students can visit theCensus Bureau andBureau of LaborStatistics web-sites tocollect demographicinformation about thechanging composition ofthe United Statesworkforce. The CensusBureau is atwww.census.gov whilethe Bureau of LaborStatistics can be foundat www.bls.gov
For information aboutlabor organizations,students can visit theUnited Autoworkers atwww.uaw.org or theAFL-CIO atwww.aflcio.org
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conditions, better wagesandbenefits, or potentiallayoffs. Ask each side topresent its cases andthen have students tryto come to anagreement.
alternativecourses of actionby evaluatingthem in light ofbasicvalues, listingarguments forand against suchproposals, andselecting coursesof action mostlikelyto achieve goals
developed countries.Students should alsoresearch child laborand efforts to end itworldwide.
V. Money,Finance,andPersonalFinance
(Week11, 3Weeks)
What are thecharacteristicsand functions ofmoney?
What are yourpersonalfinancial goalsand strategies?
How doe thegovernmentRegulate thefinancialservicesindustry?
What are thevarious formsof creditavailable toconsumers?
Invite a representativefrom a local bank, creditunion, insurancecompany, brokeragefirm, or financialplanning company tovisit the class anddiscuss their institution’sdifferent products andservices. Have studentsprepare questionsbefore the presentationand develop a financialplan after it.
Have students graphchanges for 10-year and30-year bond yields, theprime rate, and federalfunds rate over a two-month period.
Have students completecredit card applications
identify a varietyof sources ofinformation usingtables, graphs,charts, anddiagrams
scrutinizepossibleconsequences ofalternativecourses of actionby evaluatingthem in light ofbasicvalues, listingarguments forand against suchproposals, andselecting coursesof action mostlikelyto achieve goals
Students will developa personal financialplanner in which theyindicate their financialgoals, income needs,and investmentstrategies. Askstudents to includehow they willevaluate progresstoward their financialgoals. Studentsshould also respondto the message: “Youmust spend less thanyou make.”
Students will debatethe issue of moralhazard as follows:“Resolved: Somebusinesses are toobig and important tofail. Therefore, the
Students can investigatethe history of money byreviewing publicationson the Federal ReserveBank of New Yorkwebsite at http:/ /www.ny.frb.org, theUnited States Mintwebsite atwww.usmint.org, andthe Department ofTreasury website atwww.treas.gov/usss
Students can findinformation on a varietyof finance-related topicson the Financial Pipelinehome page atwww.finpipe.com
Students can findinformation aboutfinancial markets,
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and explain the benefitsand responsibilities ofowning a credit card.Have students comparedifferent credit cardoffers to determine theadvantages anddisadvantages of eachcredit card program.
Students should be ableto define terms such asfinance charge,minimum payment, andlate payment fee.
speak in aneffective way byspendingsufficient time inplanning andpreparing,whether it be foran individual oralreport or as amember of apanel, debate,forum, etc.
participate ingroup planningand discussion byfollowingdemocraticprocedures inhelping to makegroup decisions,initiating ideas,givingconstructivecriticism,suggestingmeans of groupevaluation,suggesting waysof resolvinggroup,differences,anticipatingconsequences ofgroup action
government shouldtake all necessarysteps to prevent itfrom happening.”
Have students createa spreadsheet tocompare the costs ofborrowing $15,000 topurchase anautomobile at interestrates of 6%, 9%, and10.5% over 36 and48 months.
investment choices,fraud, and unethicalbehavior at the NationalInstitute for ConsumerEducation atwww.nice.emich.edu
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VI. MakingFiscal andMonetaryPolicy
(Week14, 3Weeks)
What are thechallengesfacingmacroeconomics and policymakers?
Whatapproaches areused tomeasureseconomicgrowth (GDP)?
What are theeffects ofglobalization onthe UnitedStates GDP?
What are thefactors thatexplain whysome countriesgrow fasterthan others?
What is the roleof the Presidentand Congressin establishingfiscal policy?
Have students defineterms such asrecession, depression,aggregate output, andunemployment rate.
Have students explainhow increases in laborsupply, physical capital,human capital, andproductivity result ineconomic growth
Instruct the class on thebasic formula fortaxation (base x rate =revenue).
Have studentsbrainstorm a list of theroles or purposes oftaxation.
Define basicissues, terms,assumptions,values conflicts
Write a series ofquestions usingstems thatindicateincreasing levelsof complexity, foruse as a guide forproblem solving
organize and usedata bycategorizing data
scrutinizingpossibleconsequences ofalternativecourses of actionby evaluatingthem in light ofbasic values,listing argumentsfor and againstsuch proposals,and selectingcourses of actionmost likely
identifyingconflicting viewsand statements
Student groups willdraw postersillustrating a typicalbusiness cycle.
Students willcomplete reports onvarious inventionsand technologicalinnovations with anemphasis on howthey led to increasedproductivity andeconomic growth
Have studentsexplain how taxescan be used to raiserevenue, regulatebehavior, redistributeincome, or providestimuli for economicactivity.
Students can collectinformation aboutemployment andunemployment statisticsfrom the EconomicsBriefing Room atwww.whitehouse.gov/fsbr/esbr.html Othersources include theCensus Bureau atwww.census.gov andthe Bureau of LaborStatistics at www.bls.gov
The Consumer PriceIndex is avail¬able atthe Bureau of LaborStatistics website at
http://stats.bls.gov/cpihome.htm
Students can find aninflation calcu¬lator atwww.westegg.com/inflation
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VII. ImpactofGlobalization on theEconomies
(Week17, 3Weeks)
Why do nationstrade?
What is theimportance oftrade?
How do wemeasure theeffects oftrading?
What are thethe importanttrade policyissues?
1. Historicaldevelopment of theglobal economy
2. The impacts of tradeflows, capital movements, direct foreigninvestment, tourism andforeign trade
3. Positive and negativeeffects of globalizationon developing andindustrialized nations
The student will:
Evaluate thesources ofinformation by-using multiplesources of thesame types ofinformation-varyingapproaches,viewpoints,interpretations-checking oncompleteness ofdata
Organize and usedata by-categorizing data-selectingappropriateheadings for data-distinguishingbetween relevantand irrelevantinformation andevents-placing ideas inorder,chronological andother-developingtables, charts,maps, and graphsto clarify data and
Students willparticipate in asimulation of a globaleconomic forum inwhich class membersassume the roles offinance ministersfrom variousindus¬trial anddeveloping countries.
Students willexamine the differentmeasures ofdevelopment found inthe World Bank andUnited Nationsreports.
Students will debatethe pros and cons ofglobalization in termsof trade andinvestment.
Students should collectdata on countries at verydifferent income lev¬els.Ask students to explainthe United Nations’ useof the categories“human development”and “genderdevelop¬ment.” Thisinformation can befound atwww.worldbank.org andwww.undp.org
•Students can findnational andinternational economicinformation at the UnitedStates Department ofCommerce website atwww.bea.doc.gov
•Obtain a copy ofTeaching About theGlobal Economy Usingthe Internet from theFederal Reserve Bankof N.Y. (212-720-6130).
•Students can findgovernment informationon foreign trade at
http://www.census.gov(U.S. Census Bureau).
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ideas-identifyingdifferences andsimilarities in data-drawinginferences fromdata-seeingrelationshipsamong the parts
Click on Foreign Trade.
•Students can use theWTO/ GATT home pageto learn about theseorganizations atwww.gatt.org
•For information aboutNAFTA, students canresearch http:/ / ucsu.colorado.edu/~slusarz/nafta/ nafta li.htm
•For an exchange ratecalculator, students canvisit www.x-rates.com orwww.xe.net/ ucc/
•Students can findinternational financialinformation at Yahoo!’sInternational Finance
Center. Seehttp://biz.yahoo.com/ifc/
•Students can findeconomic informationabout other nations inthe CIA World Factbookatwww.odci.gov/cia/publications/ factbook/index.htm
•Students can researchthe Asian financial crisisby going to
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www.megastories.com/seasia/ crisis/ crisis.htm
•Students can findeconomic informa¬tionabout other nations inthe CIA World Factbookatwww.odci.gov/cia/publications/ factbook/index.htm
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Lesson Concepts Lesson Description Content Areas
1 How has the
Constitution
shaped the
economy in the
U.S.
Markets, Prices, Role of
Government,
Competition
Economics, civics,
private property, free
enterprise, choice, self-
interest motive,
competition, markets,
prices, role of
government
Class discussion and small group task
identifying the six characteristics of a
market economy and the provisions
in the constitution that support a
market economy. Unit 1, Lesson 1
from Focus on Economics: Civics and
Government, ©National Council on
Economic Education.
Economics, Government
2 What are the
economic functions
of government?**
Role of Government
Economics, civics,
economic functions of
government
Class discussion and small group task
identifying six economics functions of
government and examples of these
functions using current events. Unit
II, Lesson 4 from Focus on Economics:
Civics and Government, ©National
Council on Economic Education.
Economics, Government
3 Why Nations
Trade**
Barter/Trade,
Opportunity Cost,
Comparative Advantage
Economics, geography,
opportunity cost,
absolute advantage,
comparative advantage,
specialization, terms of
trade
After discussing the concept of
comparative advantage, students in
small groups engage in a simulation
on the economic costs and benefits of
trade. Lesson 3 from Focus on
Economics: Civics and Government,
©National Council on Economic
Education.
Economics, Geography
4 Limiting trade** Barter/Trade, Barriers to
Trade
Economics, geography,
Students learn about various types
of trade restrictions and their
effects by applying a model to
determine who will benefit and
Economics, Geography
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42
tariffs, quotas,
embargoes, licensing
requirements, standards
(health and safety),
subsidies, infant
industry, strategic
industry, exports,
imports, terms of trade
who will be hurt by a tariff.
Lesson 6 from Focus on
Economics: Civics and
Government, ©National Council
on Economic Education.
5 Places and
production**
Economic Indicators
Economics, geography,
gross domestic product
(GDP), choropleth map,
measure of value,
double counting, final
goods and services, flow
of products, consumer
spending
Students calculate the US GDP
and various examples from South
America. Using this information,
they make inferences about per
capita income. Lesson 7 from
Focus on Economics: Civics and
Government, ©Natio