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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paid to important historical documents such as the Federalist Papers.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

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.

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

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?

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.

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.

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?

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

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

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

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,

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

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

33

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

34

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

35

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,

36

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

37

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

38

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).

39

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

40

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

41

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

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