CIVICS TEACHER S GUIDE

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2 TABLE OF CONTENTS Course Overview... 5 Unit Overviews... 8 Unit 1: Introduction to Civics and Government... 8 Unit 1 Focus Standards... 9 Unit 2: The Constitution Unit 2 Focus Standards Unit 3: Civil Rights and Liberties Unit 3 Focus Standards Unit 4: Government Institutions Unit 4 Focus Standards Unit 5: Public Policy Unit 5 Focus Standards Unit 6: Civics and Participation Unit 6 Focus Standards Unit 7: Free Enterprise Fundamentals and Systems Unit 7 Focus Standards Unit 8: Free Enterprise Systems and Structures Unit 8 Focus Standards Unit 9: Free Enterprise and Financial Literacy Unit 9 Focus Standards Strategies for Fostering Effective Classroom Discussions Introduction Promoting Effective Discussions Suggested Discussion Questions For Civics Unit 1: Introduction to Civics and Government Unit 2: The Constitution Unit 3: Civil Rights and Liberties Unit 4: Government Institutions Unit 5: Public Policy Unit 6: Civics and Participation Page 2

3 Unit 7: Free Enterprise Fundamentals and Systems Unit 8: Free Enterprise Systems and Structures Unit 9: Free Enterprise and Financial Literacy Course Customization Supplemental Teacher Materials and Suggested Readings Unit 1: Introduction to Civics and Government Additional Teaching Materials Additional Readings Unit 2: The Constitution Additional Teaching Materials Additional Readings Unit 3: Civil Rights and Liberties Additional Teaching Materials Additional Readings Unit 4: Government Institutions Additional Teaching Materials Additional Readings Unit 5: Public Policy Additional Teaching Materials Additional Readings Unit 6: Civics and Participation Additional Teaching Materials Additional Readings Unit 7: Free Enterprise Fundamentals and Systems Additional Teaching Materials Additional Readings Unit 8: Free Enterprise Systems and Structures Additional Teaching Materials Additional Readings Unit 9: Free Enterprise and Financial Literacy Additional Teaching Materials Additional Readings Page 3

4 Writing Prompts, Sample Responses, and Rubrics Writing Prompts Unit 1: Introduction to Civics and Government Unit 2: The Constitution Unit 3: Civil Rights and Liberties Unit 4: Government Institutions Unit 5: Public Policy Unit 6: Civics and Participation Unit 7: Free Enterprise Fundamentals and Systems Unit 8: Free Enterprise Systems and Structures Unit 9: Free Enterprise and Financial Literacy Student Writing Samples And Rubrics Narrative/Procedural Writing Student Sample Expository/Informative Writing Student Sample Argumentative Writing Student Sample Rubrics Expository/Informative Writing Rubric Argumentative Writing Rubric Narrative Writing Rubric Page 4

5 COURSE OVERVIEW This year-long course provides students with a practical understanding of the purpose, principles, and procedures of federal, state, and local government in the United States. The course begins by establishing the origins and founding principles of US government. After a rigorous review of the Constitution and its amendments, students investigate the development and extension of rights and liberties through landmark Supreme Court decisions, executive actions, and legislation. The course builds on this foundation by guiding students through the function of government institutions and processes today and explaining the roles and responsibilities of citizens. An examination of public policy explores distinctions and connections among different policy arenas, the roles of individuals and organizations in promoting policy approaches and influencing government outcomes, and the impact of technology on information dissemination, political debate, and elections. The course culminates by examining the components and ideologies of different economic systems, the role of the government in the US economy and the influence of economic conditions on policy making, as well as issues of personal finance, including individual economic responsibilities and decision-making. Throughout the course, students examine primary and secondary sources, including government documents, essays, judicial opinions, and political cartoons. Students develop their writing skills through short writing tasks and responses, as well as outlining, drafting, and revising long-form assignments, including argumentative, informative, and narrative essays. Students also practice speaking and listening skills by participating in oral projects, including formal group discussions. The course includes the following: Developing habits of mind, including the value of research to explore new ideas through reading and writing Reading texts of complexity without instruction and guidance; summarizing information; analyzing and synthesizing information from multiple texts Developing reading and critical thinking skills, including identifying main ideas and supporting details, summarizing, distinguishing perspectives, assessing authors purposes, analyzing information and arguments, determining causes and effects, comparing and contrasting systems and ideas, and drawing conclusions and making inferences Deciphering the meaning of vocabulary by using context, and evaluating the effectiveness of literary and rhetorical devices in primary source documents Using vocabulary appropriate to the discipline and the context Assessing the authority, bias, and value of research materials and correctly citing research sources to avoid plagiarism Preparing and developing a variety of well-organized, well-developed visual, written, and multimedia responses including argumentative essays, informative essays, and oral presentations to unit writing prompts as well as for two Writing Workshops, three Case Studies, and multiple individual and group projects Page 5

6 Analyzing and incorporating writing presentation methods, forms, and styles, including the use of revision techniques to improve focus, support, and organization Practicing effective communication and research skills, including active listening, recognizing multiple perspectives, distinguishing fact from opinion, identifying supporting ideas, and participating in appropriate civic debate Formulating arguments, engaging in discussion and debate on past and present political issues, and citing evidence to support and refute conclusions Preparing and evaluating a personal financial plan that assesses potential economic needs and wants and that budgets saving and spending against earnings Throughout the course, students meet the following goals: Describe the purpose, functions, structures, and underlying principles of US government. Explain rights, roles, and responsibilities of citizens as well as pathways to citizenship. Compare and contrast the institutions, processes, and political, economic, and social ideologies of various types of government including different democratic systems, citing past and present examples of each. Explain key events in the formation of the US government, and identify specific influences on the development of the US as a federal republic. Analyze the formation of the US government and the crafting of the Constitution, including the Bill of Rights, as seminal events in history. Differentiate among the roles, responsibilities, powers, and limitations of local, state, and federal government as well as among branches, institutions, and officials at each level. Explain the role of local, state, and federal bureaucracies in policy-making and day-to-day governance, and assess arguments for and against bureaucratic expansion. Assess the roles of cooperation, conflict, and compromise in the evolution of the US government. Explain key public policy debates in the past and present and their outcomes, and evaluate the influence of individual citizens, businesses, special interest groups, the media, foreign governments and others on the formation of public policy. Distinguish among the branches of the US military, and explain the function, operations, and leadership of the armed forces under the US Constitution. Evaluate the effectiveness of key structures and processes of US government, including the separation of powers, the system of checks and balances, and the Electoral College. Compare and contrast economic systems and ideologies, and analyze the political implications of public and private economic decision-making as well as the influence of market forces on government policy. Explain the role and influence of finance on political campaigns and elections, and describe arguments for and against regulation of campaign financing. Explain the economic responsibilities of citizens and corporations, including management of personal and business finances, taxes, education, and employment. Page 6

7 Assess the impact of past and present technology on the evolution of the US economy and government, particularly on public debate and elections processes. Analyze key primary source documents in the development of the US government. Analyze Supreme Court decisions that have shaped rights, policies, and practices across time. Page 7

8 UNIT OVERVIEWS UNIT 1: INTRODUCTION TO CIVICS AND GOVERNMENT Estimated Unit Time: 18 Class Periods (900 Minutes) In this unit, students explore fundamental principles of government and civic participation and events from history that shape civic life today. Students begin by summarizing purposes and functions of government, identifying distinct government structures, and explaining roles and responsibilities of citizenship. They then learn to differentiate between types of government by defining federal, confederal, and unitary systems; describing features of oligarchies and autocracies; and comparing the advantages and disadvantages of different types of democracy. Exploring the origins of US government, students determine the influence of Athenian democracy and the Roman republic as well as the effect of Judeo-Christian principles on government. Students go on to assess connections between English common law and US democracy by evaluating the effect of English documents on limiting government powers, protecting citizens rights, and shaping people s understanding of the law. Students also examine the evolution of American governance from colonial times to the formation of an independent national government. They compare the economic, political, and social characteristics of different American colonies; describe the role of salutary neglect in the development of colonial political systems; explain how Puritan beliefs changed over time and how these changes affected New England colonists; and assess the significance of the First Great Awakening. In preparation for a deeper exploration of the US Constitution, students describe the influence of key Enlightenment ideas on the emergence of a new understanding of the role of government and the rights of citizens. Next, students summarize key events in the American Revolution, explain the actions of the Second Continental Congress, and analyze Thomas Paine s arguments for independence in Common Sense. Across multiple lessons, students perform thorough analyses of seminal US documents, including the Declaration of Independence, the Articles of Confederation, and the Constitution. For a project, students create a political cartoon depicting the fate of the Articles of Confederation. In writing assignments students summarize and contrast the ideas of John Locke and Thomas Hobbes and describe significant disagreements that emerged during the drafting of the Constitution, explaining how these issues were resolved. In the lesson English Influences on Government, students explain the impact of English legal precedents, including English common law, on government in the United States. They begin by evaluating how English political documents have limited government powers, provided rights for citizens, and influenced people s understanding of the law. Specifically, students explore the goals and outcomes of the Magna Carta and the Petition of Right, the English Bill of Rights, and William Blackstone s Commentaries on the Laws of England. Throughout the lesson, students analyze excerpts from key primary sources documents. In a short writing assignment, students read two excerpts from the English Bill of Rights, and they write a short paragraph in which they explain which right they believe has had the greatest influence on the US government. In the lesson Drafting the Constitution, students assess the role of debate and compromise in the drafting and ratification of the Constitution. They begin by contrasting geographic, demographic, and Page 8

9 economic conditions in the colonies, and they describe how these differences led to disagreement over issues such as representation in Congress and slavery. They then compare provisions of the Virginia Plan and the New Jersey Plan, particularly regarding representation in Congress, and they explain the role of the Great Compromise in resolving the debate. Next students describe sources of discord over slavery, including the implications of the Great Compromise, and analyze the effects of the Three-Fifths Compromise in ending ratification debates over slavery. Throughout the lesson, students analyze excerpts from key primary sources documents, and they analyze different perspectives of select framers. Finally students describe the key disagreements that emerged during the drafting of the Constitution and explain the resolutions to the disagreements in a short writing assignment. Unit 1 Focus Standards The following focus standards are intended to guide teachers to be purposeful and strategic in both what to include and what to exclude when teaching this unit. Although each unit emphasizes certain standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom learning experience, these standards are revisited throughout the course to ensure that students master the concepts with an ever-increasing level of rigor. Describe reasons why government is necessary, explaining competing ideas about the role of government in society Compare and contrast the structure and leadership of different forms of government in various nations Analyze the influence of the Magna Carta, English common law, and the English Bill of Rights in creating a limited form of government in the United States Explain the influence of Enlightenment philosophers, the Great Awakening, and the American Revolution on the American founding documents Explain the issues involved in various compromises or plans leading to the creation of the United States Constitution Analyze the underlying principles and concepts embodied in primary documents that influenced the creation of the United States Constitution Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Write arguments focused on discipline-specific content. Produce clear and coherent writing in which the development, organization, and C.1.1. C.1.2. C.1.3. C.1.4. C.1.5. C.1.6. RH RH RH RH RH WHST WHST Page 9

10 style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades reading and content, choosing flexibly from a range of strategies. WHST SL L L UNIT 2: THE CONSTITUTION Estimated Unit Time: 20 Class Periods (975 Minutes) In this unit, students explore the foundations of American democracy by reading and evaluating historical documents that established and shaped the federal republic of the United States. Through video tutorials, students first examine the underlying principles of the Constitution, revisiting the ideas of the Enlightenment and other historical influences, and they analyze the application of those principles in defining the role of government as written into the document s preamble. They then investigate the structure, institutions, and processes of federal government. They also examine the relationship between federal and state governments under the Constitution by exploring the provisions of each article. Next students evaluate the process of amending and ratifying the Constitution. To this end, they assess differing perspectives on the Constitution by taking a closer look at Anti-Federalist objections and Federalist support of ratification. Students learn about the influence of the US Supreme Court on the expansion of federal powers under the Constitution in the government s early years. Finally, students complete a writing workshop in which they draft, revise, and finalize an argumentative essay on the purpose of government. In the lesson Principles and the Preamble, students examine and interpret the preamble to the US Constitution. Specifically, they analyze how the document s words and phrases identify the source of government power and define the purposes of government. Video-based instruction reveals how the Constitution applies limited government, federalism, separation of powers, checks and balances, and a guarantee of rights to the US government. Students conclude the lesson by reviewing the purpose of writing topic sentences and outlining ideas, and they apply these skills as they write two informative paragraphs which explain a fundamental principle of the Constitution. In the lesson Federalists and Anti-Federalists, students delve into the debate over ratification of the Constitution. An on-screen teacher begins by examining the ratification process and by explaining specific points of disagreement between Federalists, who supported ratification, and Anti-Federalists, who opposed it. Next students explore arguments made by leading Federalists and Anti-Federalists by reading and analyzing primary source excerpts from Letters from the Federal Farmer and The Federalist Page 10

11 Papers. They conclude by reading additional primary source selections to contrast with Federalist and Anti-Federalist viewpoints. Unit 2 Focus Standards The following focus standards are intended to guide teachers to be purposeful and strategic in both what to include and what to exclude when teaching this unit. Although each unit emphasizes certain standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom learning experience, these standards are revisited throughout the course to ensure that students master the concepts with an ever-increasing level of rigor. Describe reasons why government is necessary, explaining competing ideas about the role of government in society Explain the influence of Enlightenment philosophers, the Great Awakening, and the American Revolution on the American founding documents Explain the issues involved in various compromises or plans leading to the creation of the United States Constitution Analyze the underlying principles and concepts embodied in primary documents that influenced the creation of the United States Constitution Analyze ways in which the purposes of the United States government, as defined in the United States Constitution, are achieved Describe the structure and functions of the federal government as stated in the United States Constitution Explain the distribution of powers, responsibilities, and limits on the United States government Cite the qualifications, terms of office, roles, and duties for appointed and elected officials Explain the processes and strategies of how a bill becomes a law at the federal level Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Draw evidence from informational texts to support analysis, reflection, and C.1.1. C.1.4. C.1.5. C.1.6. C.2.1. C.2.2. C.2.3. C.2.4. C.2.5. RH RH RH RH WHST WHST WHST Page 11

12 research. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. L L B. SL B. UNIT 3: CIVIL RIGHTS AND LIBERTIES Estimated Unit Time: 18 Class Periods (895 Minutes) In this unit, students learn how the debate over ratification of the Constitution resolved, in part, through James Madison s promise to secure the addition of the Bill of Rights. Students revisit the amendment process, and explore the context, structure, and purpose of the first ten amendments. They then conduct a thorough investigation of civil rights and liberties as protected by the Bill of Rights and subsequent amendments. Specifically, they review rights regarding the freedoms of religion and expression, due process, trial and punishment, and personal privacy. During this inquiry, they examine differences between loose and strict constructionist interpretations of constitutional provisions, examining primary source documents including landmark Supreme Court decisions like Yarborough v. Alvarado. Students will advance to studying limitations on voting and other civil rights, as well as efforts to extend protections for marginalized and disenfranchised groups. They explore how the 14th Amendment led to a new interpretation of the Bill of Rights and analyze amendments responsible for extending voting rights to more Americans. Students conclude the unit by conducting a case study in which they analyze the Stolen Valor Act, consider the law s civil rights implications, and craft a judicial opinion in which they evaluate its constitutionality. In the lesson The Bill of Rights, video-based instruction explores the debate leading to the adoption of the Bill of Rights. Students read and interpret the preamble and individual amendments that make up the Bill of Rights to distinguish among substantive, procedural, and unenumerated rights. To conclude the lesson, students analyze letters exchanged between Thomas Jefferson and James Madison regarding the adoption of a bill of rights. Comprehension questions guide the students in analyzing the letters, and they then use the letters and their knowledge from the lesson to explain how the debate over the Bill of Rights influenced its content. In the lesson Your Rights: Trials and Punishments, students take a closer look at specific protections for procedural rights. To this end, an on-screen instructor analyzes the purpose and meaning of the Sixth and Eighth Amendments and will consider multiple interpretations of the amendments. Students also examine the landmark Supreme Court cases Gideon v. Wainwright and Furman v. Georgia and the impact of their rulings on the interpretation and application of these amendments. Students then use what they have learned from the lesson to answer a series of comprehension questions. Finally, students evaluate two scenarios and determine how the Sixth and Eighth Amendments can be applied to each. Page 12

13 Unit 3 Focus Standards The following focus standards are intended to guide teachers to be purposeful and strategic in both what to include and what to exclude when teaching this unit. Although each unit emphasizes certain standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom learning experience, these standards are revisited throughout the course to ensure that students master the concepts with an ever-increasing level of rigor. Explain the influence of Enlightenment philosophers, the Great Awakening, and the American Revolution on the American founding documents Differentiate between loose and strict constructionist interpretation of the Constitution by examining the meaning and implications of the Bill of Rights and subsequent amendments Distinguish between personal, political, and economic rights of citizenship Describe how civil rights have evolved over time to include diverse groups of citizens Explain historical and contemporary roles of special interest groups, lobbyists, and associations in United States politics Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. Write arguments focused on discipline-specific content. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary C.1.4. C.2.6. C.5.1. C.5.3. C.5.7. RH RH RH WHST WHST WHST SL SL L L Page 13

14 knowledge when considering a word or phrase important to comprehension or expression. UNIT 4: GOVERNMENT INSTITUTIONS Estimated Unit Time: 18 Class Periods (885 Minutes) In this unit, students examine key institutions and processes of federal, state, and local government as well as the relationship among the three levels of government. Students begin by making an in-depth investigation of the legislative branch and its role in the federal government. Students analyze the role of the Necessary and Proper Clause of Article I of the Constitution in establishing implied powers for Congress. They also examine the purpose, structure, and functions of the House of Representatives and the United States Senate. Video-based instruction reveals how each legislative body works independently and as part of Congress as a whole. They also learn the process by which bills are proposed, debated, revised, and adopted as law. Students go on to learn about the structure and powers of the executive and judiciary branches and closely examine Articles II and III of the Constitution and describe how the duties of the president and the structure of the federal judiciary have changed over time. They identify the role of the cabinet in leading the executive bureaucracy as well as the functions and duties of executive departments and agencies and various federal courts. Students study and become familiar with how the federal bureaucracy operates. They then differentiate between the types of state and federal powers and study how powers are divided between federal and state governments. They explore how state governments are organized to meet the needs of citizens and contrast state powers, structures, and constitutions with those of the federal government. Students then turn their attention to the structure, function, and roles of local governments, and ways in which local governments work with and independently of state and federal government. In particular, students explain the relationship between state and local tax codes, election laws, and criminal and civil law. Throughout the unit, students identify and describe the roles, terms of office, and methods of appointment and election for officials at all levels of government. Finally, students take an in-depth look at government finance at the local, state, and federal levels, including sources of government revenues, major types of expenditures, and the budgeting process. Students conclude the unit by completing a project in which they research and report on the structures, roles, and leadership of their state and local governments. In The House of Representatives, a video-tutorial explains the overall structure of the House, including the apportionment of seats and the role of the US Census; the leadership structure of the House, including the roles of floor leaders and whips as well as the Speaker; the committee system; the roles of the majority vs. the minority party; the responsibilities of elected representatives; and the functions and exclusive powers of the House under the Constitution. Students then take a closer look at the legislative process, following the progress of a bill from its introduction to its adoption or failure. To conclude the lesson, students analyze graphs, charts, and documents to answer questions about the House, and write a paragraph describing how one power of the House shapes the duties of its members. Students then produce a short response in which they explain why the framers decided that tax bills should originate in the House. Page 14

15 In The Federal Bureaucracy, students describe the structure of the federal bureaucracy and its role in fulfilling the purposes of the executive branch. An on-screen teacher begins by explaining the functions of the secretaries who serve as presidential Cabinet members and lead executive departments. Students summarize the roles of the President and the Senate in appointing and approving Cabinet members. Students then evaluate the major roles of the executive departments, categorize departments according to their primary role, and identify the purposes of key departments. Finally, students differentiate executive agencies from departments and identify examples and roles of regulatory and independent executive agencies. At the end of the lesson, students analyze an article discussing changes to the Cabinet over time and apply knowledge from the lesson in an assignment. Unit 4 Focus Standards The following focus standards are intended to guide teachers to be purposeful and strategic in both what to include and what to exclude when teaching this unit. Although each unit emphasizes certain standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom learning experience, these standards are revisited throughout the course to ensure that students master the concepts with an ever-increasing level of rigor. Describe the structure and functions of the federal government as stated in the United States Constitution Explain the distribution of powers, responsibilities, and limits on the United States government Cite the qualifications, terms of office, roles, and duties for appointed and elected officials Explain the processes and strategies of how a bill becomes a law at the federal level Explain the role of regulatory and independent government agencies in American society Compare and contrast the functions of various state and local governments in terms of tax code, political structure, and election procedures Explain how government is financed Describe the major revenue and expenditure categories and their respective proportions of local, state, and federal budgets Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the C.2.2. C.2.3. C.2.4. C.2.5. C.2.7. C.2.8. C.4.2. C.4.4. RH RH RH WHST WHST Page 15

16 inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Draw evidence from informational texts to support analysis, reflection, and research. Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. WHST SL SL L L UNIT 5: PUBLIC POLICY Estimated Unit Time: 19 Class Periods (955 Minutes) In this unit, students explore the major types of public policy in the United States as well as the process by which policy is created. The on-screen teacher begins by distinguishing between domestic policy and foreign policy and identifying concepts associated with economic policy and social policy. Through video instruction in each lesson, students examine issues related to economic policies; social policies such as public assistance, social security, and education; and foreign policy including diplomacy, intelligence, military engagement and foreign aid. Students examine each policy arena in greater depth, learn about the relationship between revenue and spending in fiscal policy at all levels of government, analyze macroeconomic issues that make up monetary policy in the United States, and identify the functions of the Federal Reserve System. Students explore regulatory policy with an eye toward debates over the extent government intervention in the nation s economy. Lesson content and activities guide students to identify and evaluate key elements of social policy in the United States, including how policies have changed over time, and examine key social policy debates today. Students examine the five most important goals of US foreign policy; explain examples of cooperation and conflict between US government agencies, foreign governments, and international organizations; and assess the relationship between foreign and domestic policy goals, particularly with respect to national security and global economic issues. The unit concludes with a writing workshop in which students research one regulatory or independent government agency in the United States and write an informative essay explaining the agency s structure and function, including its role in public policy. In the lesson Fiscal Policy: Taxes, students explore how and why federal, state, and local governments tax citizens. First, students contrast progressive, proportional, and regressive approaches to taxation. Page 16

17 Then, they distinguish between direct and indirect taxes. On screen-instruction explores direct taxes on wealth and income, including income taxes, corporate taxes, and property taxes; and indirect taxes on trade and purchases, including sales taxes, excise taxes, and tariffs. Students evaluate the effects of expansionary and contractionary approaches to taxation and examine specific issues such as inflation and unemployment. At the end of the lesson, students analyze fiscal data in charts and graphs to identify examples of progressive, regressive, and proportional taxation as well as tax revenues in They then interpret scenarios to identify tax types, including tariffs, excise taxes, and property taxes. Students predict how tax policies might affect home ownership and businesses, then state how tax policies can be used to manage the economy. In the lesson National Security Policy, students assess the relationship between national security policy and domestic policy as well as the effects of national security concerns on foreign relations and world events. Video-based tutorials reveal how national security policy is devised, and students analyze two historical national security concerns. Students analyze how national security policy centers on the tension between isolationist and internationalist goals, identify domestic and foreign influences on national security policy, and describe the roles of legislative and executive bodies and officials in crafting and carrying out national security policies. Students go on to summarize the evolution of key national security concerns, from communism in the wake of World War II to terrorism following the end of the Cold War and the attacks of September 11, Along the way, students consider changes to foreign alliances and treaty obligations. They conclude the lesson by analyzing and responding to primary source documents on significant national security concerns. Unit 5 Focus Standards The following focus standards are intended to guide teachers to be purposeful and strategic in both what to include and what to exclude when teaching this unit. Although each unit emphasizes certain standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom learning experience, these standards are revisited throughout the course to ensure that students master the concepts with an ever-increasing level of rigor. Explain the role of regulatory and independent government agencies in American society Evaluate the five basic goals of United States foreign policy and explain the role of government in their implementation Examine the ways that nations work to cooperate with international organizations politically and economically Assess the extent to which United States foreign policy, domestic policy, constitutional principles, economic behaviors, and culture affect relations with other nations Describe ways in which ideas, events, and policies of other nations impact the United States Describe the elements of United States domestic policy Explain how government is financed Evaluate various forms of taxes at each level of government based on principle, incidence, and type C.2.7. C.3.1. C.3.2. C.3.3. C.3.4. C.4.1. C.4.2. C.4.3. Page 17

18 Describe the major revenue and expenditure categories and their respective proportions of local, state, and federal budgets Predict how federal spending and taxation affect budget deficits and surpluses and the national debt Explain how macroeconomic policies of the Federal Reserve System and the federal government affect American citizens Describe the Federal Reserve System, its functions, and its role in the United States economy Distinguish between personal, political, and economic rights of citizenship Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. C.4.4. C.4.5. C.4.7. C.4.8. C.5.1. RH RH RH RH WHST WHST L L UNIT 6: CIVICS AND PARTICIPATION Estimated Unit Time: 15 Class Periods (750 Minutes) In this unit, students explore what it means to be a citizen, including ways to achieve citizenship, how individual citizens and groups of citizens influence government, and why citizens have responsibilities as well as rights. Students begin by identifying civic duties and examining the relationship between those responsibilities and civil liberties. Students then analyze the role of political parties in American democracy, contrast major political party platforms, and examine the ways political parties affect different levels of government. They go on to examine the role of campaigns and elections in the political process. In addition, students learn about citizens roles in elections; the role of the US census and the Electoral College; the function of campaign primaries; the causes and effects of the two-party system; the influence of third parties on elections and governance; and the impact of campaign finance Page 18

19 laws, including the Supreme Court ruling in Citizens United v. The Federal Election Commission. Students continue studying the election process as they analyze data explaining why voting is an important form of participating in government and learn about the voting process. Students next explore the purpose and influence of special interest groups and public action committees, investigating how they work and how they are regulated and evaluating benefits and drawbacks of political lobbying in the nation. Students dig deeper into the role of the media in government, particularly in campaigns and elections, and assess the impact of technological and other changes in the media on reporting. Students draw connections between the media and political campaigns. Students learn about the methods and impact of public opinion polls, identify examples of propaganda, and learn to differentiate between credible and unreliable media sources and to identify bias. At the end of the unit, students prepare to take a sampling of questions based on the civics portion of the naturalization test administered by US Citizenship and Immigration Services (USCIS). In the lesson A Citizen s Responsibilities, students define citizenship, describe methods of becoming a citizen, break down the meaning of the 14th Amendment, and distinguish between the status of resident aliens and citizens. Students then synthesize information to assess the connection between citizens rights and civic duties. They identify and describe specific responsibilities, including participation in different levels of government and volunteering. Students conclude the lesson by investigating issues within their communities and formulating plans to address one issue and improve their communities. They connect this concept to the lesson by discussing how their solution fulfills the responsibilities of citizenship. In the lesson The Media and Politics, students analyze how media, including social media, affects the political process by exploring the role of the media in communicating political messages, news, and perspectives about candidates and politicians. A video tutorial begins by identifying types of media, and summarizing ways in which media has changed over time. On-screen instruction assesses how media reports contrast viewpoints and explains the significance of polling. Students then consider how political campaigns use the media including the Internet to influence elections, and how policymakers use the media to communicate with the public. To conclude the lesson, students view clips from the presidential debate of 1960, analyze both candidates performances, and compare how they were portrayed by the media. They then view a speech by President Barack Obama and explain why politicians choose to use online videos to convey a message. Unit 6 Focus Standards The following focus standards are intended to guide teachers to be purposeful and strategic in both what to include and what to exclude when teaching this unit. Although each unit emphasizes certain standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom learning experience, these standards are revisited throughout the course to ensure that students master the concepts with an ever-increasing level of rigor. Describe the structure and functions of the federal government as stated in the United States Constitution Explain the distribution of powers, responsibilities, and limits on the United C.2.2. C.2.3. Page 19

20 States government Cite the qualifications, terms of office, roles, and duties for appointed and elected officials Distinguish between personal, political, and economic rights of citizenship Differentiate between civic duties and responsibilities, including various forms of civic participation Evaluate the role of the media and public opinion in American politics, including the use and effects of propaganda techniques Analyze the effects of campaigns, campaign finance, elections, the Electoral College, and the United States census in the American political system Describe key platform positions of the major political parties and evaluate the impact of third parties in election outcomes Explain historical and contemporary roles of special interest groups, lobbyists, and associations in United States politics Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Evaluate an author s premises, claims, and evidence by corroborating or challenging them with other information. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. C.2.4. C.5.1. C.5.2. C.5.4. C.5.5. C.5.6. C.5.7. RH RH RH RH RH RH WHST SL SL L Page 20

21 UNIT 7: FREE ENTERPRISE FUNDAMENTALS AND SYSTEMS Estimated Unit Time: 9 Class Periods (440 Minutes) In this unit, students get an overview of basic economic concepts, exploring different economic systems as well as principles driving free enterprise, trade, and production in the United States. To begin, students learn to differentiate between renewable resources and exhaustible resource, and analyze the role of scarcity in determining value, individual choices regarding spending, and the allocation of resources. Students then learn the three fundamental questions governing economics and how to analyze the role of different factors of production when answering these questions. Students explain the law of supply and demand, describe how supply and demand influence price and the quantity of products supplied, and analyze the factors within markets that impact supply and demand curves. With this knowledge, students proceed to examine different types of economic systems, assess the relationship between various governing systems and economics, and investigate the role of economics in global societies and daily life. Throughout the unit, students practice analyzing economic data, business models, and supply-and-demand curves to draw conclusions about economic systems and activities. Toward the end of the unit, students conduct research and engage in a group discussion on the benefits and drawbacks of command and mixed-market economies. Their research and discussion consider issues of ownership, property rights, income, wealth, and employment. In the lesson The Three Questions of Economics, students explore how three fundamental economic questions shape economic systems and determine the type of system. The lesson begins with the onscreen teacher identifying these questions what to produce, how to produce it, and who to produce it for. The teacher then then takes a closer look at each economic question and explains how different societies answer these questions and what considerations influence their economic decisions. Next, students apply the same analysis to evaluating how businesses within economic systems handle these questions. To this end, students distinguish between needs and wants, and describe factors of production land, labor, and capital. They synthesize information to consider how limited factors of production determine societies answers to these questions. To conclude the lesson, students analyze information about two fictional businesses and advise the business owners on how to answer the three economic questions. In the Economic Systems lesson, students differentiate between command, pure market, mixed-market, traditional, and closed economies, and they explain the relationship between these systems and the ways in which their societies answer the three basic economic questions. The on-screen teacher discusses the two main types of economic systems in the world today command and mixed-market economies and explains how the role of government in the economy shapes those systems. Students then contrast modern examples of command economies socialist Cuba and communist North Korea with the mixed-market economy of the United States, a republic. Finally, students evaluate the pros and cons of command and mixed-market economic systems. At the end of the lesson, students use what they have learned to complete short writings comparing and contrasting the goals and characteristics of different economic systems. This lesson prepares students for a supplemental lesson in which they research and engage in a group discussion about world economies. Page 21

22 Unit 7 Focus Standards The following focus standards are intended to guide teachers to be purposeful and strategic in both what to include and what to exclude when teaching this unit. Although each unit emphasizes certain standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom learning experience, these standards are revisited throughout the course to ensure that students master the concepts with an ever-increasing level of rigor. Distinguish between personal, political, and economic rights of citizenship Explain the basic problem of scarcity and how it drives economic decisionmaking Describe the role of the factors of production as part of the circular flow of goods and services model Assess factors that influence productivity and evaluate the relationship between productivity and standard of living and GDP Apply principles of supply and demand to predict how changes in the market affect prices and incentives for buyers and sellers Evaluate how different economic systems allocate resources in terms of their benefits to society Evaluate how various types of unemployment affect the economy Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. C.5.1. C.6.1. C.6.2. C.6.3. C.6.4. C.6.5. C.7.5. RH SL SL L UNIT 8: FREE ENTERPRISE SYSTEMS AND STRUCTURES Estimated Unit Time: 11 Class Periods (560 Minutes) In this unit, students deepen their understanding of free enterprise as they explore macroeconomic principles, competition, and economic growth. Students begin by taking a closer look at the nature of free enterprise systems, examining ways that free enterprise and competition work together in mixedmarket economies, and investigating the purpose and impact of regulations on free enterprise. Students then learn about market structures and attributes, explore the roles of producers and consumers in a Page 22

23 free enterprise system, analyze Adam Smith s invisible hand, and assess how competition shapes demand. Students also consider benefits and drawbacks of competitive markets, including the effects of oligopolies and monopolies on the market. In this context, they explore the role of economic regulations and regulatory agencies. While studying macroeconomic principles, students describe the concepts that shape macroeconomics, explain how macroeconomics studies demand and supply in the aggregate, and analyze the circular flow economic model. With this foundation, students go on to explore economic growth as they learn to explain how gross domestic product can be used to analyze economic growth, describe unemployment rates and types of unemployment, and analyze ways to influence economic growth. Students then learn about economic development by identifying and explaining economic indicators, contrasting developed and developing nations, describing the changes taking place in developing economies, and analyzing issues facing developed economies. Finally, students make connections between technology and economic growth by describing how changing technology has influenced production and consumption and analyzing how technology has changed economic problem solving and planning. Throughout the lesson, students consider real-word examples, and analyze economic data in charts and graphs. In the Market Structures and Competition lesson, students answer the question: How do market structures affect competition? Students begin by revisiting the meaning of competition and exploring the role of incentives. They then consider market structures on a spectrum of competitiveness, from monopoly to pure competition. Through sample business models, students contrast purely competitive markets from oligopolies and monopolies. Students examine the effect of monopoly on consumer choice and define different types of monopolies. They then assess attributes of oligopolies and consider how monopolies and oligopolies limit consumer sovereignty and influence choices and prices. Finally, students examine the theoretical conditions of pure competition, and discuss why pure competition is not sustainable. Students conclude the lesson by reading an article about the Standard Oil Company, and writing a paragraph evaluating government actions toward the company. In the Economic Development lesson, students take a closer look at economic differences among nations. Specifically, they examine levels of development by identifying and analyzing economic indicators like gross domestic product (GDP) and GDP per capita as well as social indicators like literacy rates, life expectancy, access to education, and the standard of living. They then learn how international organizations like the International Monetary Fund (IMF) use these indicators to classify nations as developed or advanced, transitioning, and emerging/developing. Students analyze real-world data to classify nations and identify and explore obstacles to development as well as challenges for more developed nations. In particular, students consider the effects of globalization and trade on nations at different stages of development. At the end of the lesson, students practice analyzing country descriptions and economic data to evaluate their level of development. Unit 8 Focus Standards The following focus standards are intended to guide teachers to be purposeful and strategic in both what to include and what to exclude when teaching this unit. Although each unit emphasizes certain standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom Page 23

24 learning experience, these standards are revisited throughout the course to ensure that students master the concepts with an ever-increasing level of rigor. Explain the role of regulatory and independent government agencies in American society Describe the role of the factors of production as part of the circular flow of goods and services model Assess factors that influence productivity and evaluate the relationship between productivity and standard of living and GDP Analyze the four market structures (perfect competition, monopolistic competition, oligopoly, and monopoly) in terms of size of market, ease of entry, similarity of product, and control over price Explain how competition affects both producers and consumers Interpret information about a current economic system undergoing change from a largely command or traditional system to a more mixed system Explain the effects of technology and innovation on global economic interdependence and competition Evaluate how various types of unemployment affect the economy Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Evaluate an author s premises, claims, and evidence by corroborating or challenging them with other information. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. C.2.7. C.6.2. C.6.3. C.7.1. C.7.2. C.7.3. C.7.4. C.7.5. RH RH RH WHST WHST WHST SL L Page 24

25 UNIT 9: FREE ENTERPRISE AND FINANCIAL LITERACY Estimated Unit Time: 18 Class Periods (915 Minutes) Financial literacy means having the ability to manage one s money knowing how to budget and pay bills, make choices about spending, saving, investing, and planning for things such as education and professional training, a home, unexpected expenses, and retirement. In this unit, students develop skills they need to make empowered consumer choices and become financially literate. The video tutorial begins by explaining important factors to consider when choosing a career, exploring the costs of different types of postsecondary education, and analyzing factors to consider when choosing a job, such as income, benefits, and cost of living. Students then learn to calculate income tax for earned wages, identify the components of a personal budget, determine the percentage of the total budget for each component, and compare savings from sales, rebates, and coupons. Students continue to develop financial literacy skills as they define the purpose of a bank and the various types of banking institutions, compare the benefits of checking and savings accounts, and apply record-keeping strategies to manage a bank account. The on-screen teacher also explores the complexities of by examining the cost of credit to the borrower, identifying types of credit available to borrowers, describing important steps to take when applying for credit, explaining ways to manage credit effectively, and suggesting methods of preventing and dealing with identity theft. Students consider the world of investing by learning to identify types of investments available to consumers and explaining the importance of risk, return, and liquidity when choosing investments. On-screen instruction continues with a discussion of various types of insurance and their purposes as well as the costs and benefits involved with insurance. Throughout the unit, students apply basic economic concepts, like opportunity cost, and analyze sample scenarios and data. Students wrap up the unit by completing a two-part project on personal financial planning. First, they make a budget, analyze living expense options, identify considerations when purchasing a vehicle, and evaluate revisions in response to financial changes. Then, they deliver a multimedia presentation on their budgets. In the Making Employment Decisions lesson, students explore factors to consider when choosing a career, an education and a job. Students learn to ask themselves questions to determine what careers match their interests and skills, what education they would need to attain that career, and how many jobs are likely to be available in that field in the future. Then they examine different types of postsecondary education college, vocational schools, and on-the-job training that prepare citizens for various career fields. They also learn to investigate job outlooks and the influence of economic fluctuations on competition for jobs in certain fields. Exploring education options, students consider the costs of different types of education, such as tuition and other fees, and ways to pay those costs. Finally, students examine what to do when they have found a potential job, including evaluating the type and amount of wages and benefits such as medical and dental insurance. Students conclude the lesson by reading a news article about the costs and benefits of a college education. They use what they have learned to answer questions summarizing information, interpreting economic data, identifying point of view and bias, and determining the author s argument and evidence supporting that argument. Page 25

26 In the Insurance lesson, students examine multiple facets of the insurance industry. To begin, students identify the purpose of insurance managing risk, define liability, and explore ways to share liability through insurance. Students then explore how insurance works by creating pools of funds from consumer contributions to pay for claims as well as how they profit by charging more than they pay out. Students differentiate among and consider examples of premiums, deductibles, and copayments. Students next review costs and benefits of buying insurance, and describe different types of insurance, like health insurance, disability insurance, life insurance, and property insurance. Finally, they review steps to obtain insurance and to file a claim for reimbursement under an insurance plan. At the end of the lesson, students read and analyze two insurance scenarios, and write a paragraph assessing the costs and benefits of having insurance. Unit 9 Focus Standards The following focus standards are intended to guide teachers to be purposeful and strategic in both what to include and what to exclude when teaching this unit. Although each unit emphasizes certain standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom learning experience, these standards are revisited throughout the course to ensure that students master the concepts with an ever-increasing level of rigor. Explain the relationship between education, training, and career options to future earning potential Create a family budget and explain its importance in achieving personal financial goals and avoiding negative financial consequences Compare and evaluate types of credit, savings, investment, and insurance services available to the consumer from various institutions Apply given financial data to real life situations such as reconciling a checking account, reading bank and credit card statements, purchasing major goods, and avoiding consumer fraud Analyze the benefits and risks of using credit and examine the various uses of credit scores Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). Evaluate an author s premises, claims, and evidence by corroborating or challenging them with other information. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, C.8.1. C.8.2. C.8.3. C.8.4. C.8.5. RH RH RH RH W SL Page 26

27 alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. SL L Page 27

28 STRATEGIES FOR FOSTERING EFFECTIVE CLASSROOM DISCUSSIONS INTRODUCTION Listening comprehension and speaking skills that are used in classroom discussions are crucial to learning and to the development of literacy (Horowitz, 2015 citing Biber, 2006; Conley 2013; Hillocks, 2011; and Kellaghna, 2001). Classroom discussions help students become personally involved in their education by helping both teachers and students achieve a variety of important goals. Effective classroom discussions enhance student understanding by broadening student perspectives, adding needed context to academic content, highlighting opposing viewpoints offered by other participants, reinforcing knowledge, and helping establish a supportive learning community. PROMOTING EFFECTIVE DISCUSSIONS Edgenuity lessons set the foundation for rich, in-depth student discussions that can be facilitated by a classroom instructor and directed using the guidelines that follow. Excellent discussions often begin with well-planned questions that are engaging, capture students imaginations, and allow opportunities for personal connection. 1. As the class begins, use material that is familiar and will bring together a quick response in order to start simple conversations, then progress toward ideas central to course content. 2. If a question fails to garner a response or doesn t seem to gain the interest of your students, trying rephrasing or offering further explanation. Even the best instructors ask questions that go nowhere; the trick is to keep trying. 3. Encourage students to create and ask their own discussion questions, gradually shifting the responsibility for moving discussions forward from the instructor to the students as they demonstrate readiness. 4. Support students who struggle with articulating and supporting their views by providing some of the discussion questions to them beforehand. The opportunity to process the question and make notes can help reticent students participate more actively. 5. Use Blooms verbs to develop questions that allow students to demonstrate understanding at multiple levels. For example: Questions that ask students to demonstrate comprehension: o What is meant when the author writes? o Will you state or interpret in your own words? Questions that encourage reasoning or analysis of an idea or text: o I wonder why? o What would happen if? o What could have been the reason? o What conclusions can you draw...? Page 28

29 Questions that promote evaluation of a process or idea: o What might be better? o Would you agree that? Questions that promote synthesis of a concept: o Can you propose an alternative? o How could you change (modify) the process (plan)? o What can you infer from? o Can you make the distinction between? Questions that promote application of a concept: o How could this idea be applied to? o How could you use this information to? Effective discussions usually begin with clear ground rules. Make sure students understand your discussion guidelines. For example: Allow students to challenge one another, but do so respectfully. Participants may comment on the ideas of others but should refrain from criticizing individuals. Encourage students who are offended by anything said during discussion to acknowledge it immediately. Encourage students to listen actively and attentively. Do not allow students to interrupt one another. Encourage students to provide specific evidence to support their opinions. Make sure students avoid put-downs. Encourage students to build on one another s comments; work toward shared understanding. Do not allow one student or a small number of students to dominate the discussion. Encourage participation from all students to develop a wide range of perspectives. Some instructors ask each class to develop its own rules for discussions. The instructor must then take care to honor those rules and to make sure students honor them as well. SUGGESTED DISCUSSION QUESTIONS FOR CIVICS Research supports building in time for students to talk about texts after they read them. This time should enable readers to recompose, self-reflect, analyze, and evaluate the meaning of the text (Horowitz, 2015). Please use the questions located below to guide your Civics in-class discussions. Unit 1: Introduction to Civics and Government 1. Apply the philosophies of Thomas Hobbes and John Locke to the role of government and laws in your life. What is the purpose of government? In what ways are specific governments effective and ineffective at achieving this purpose? Page 29

30 2. What characteristics help to identify a country as having a federal, confederal or unitary system of government? Explain what groups or individuals most likely benefit under each system, and why. 3. Contrast civic responsibilities and rights under autocracies, democracies, monarchies, oligarchies, and theocracies. How do the roles of citizens change under different types of government? Why might some citizens favor one type of government over another? 4. How did English colonies in North America come to inherit and apply ideas from ancient Athens, the Roman Republic, and Judeo-Christian religious traditions? What evidence of these influences can you observe in government and society today? 5. What were the biggest English and French influences on colonial, state, and national government? Cite evidence of these legacies in US government and society today. 6. How did events in England and Europe influence the evolution of democratic governance in the colonies and the formation of an independent republic? Use The Townshend Acts and the Committees of Correspondence in the Supplemental Materials and Suggested Readings section to describe the relationship between salutary neglect, its revocation, and the revolutionary movement. 7. Based on your reading of The Albany Plan of Union, 1754 in the Supplemental Materials and Suggested Readings section, how did Benjamin Franklin s invocation of Enlightenment ideals in 1754 pave the way for a new type of government in 1776? How might his political cartoon, Join, or Die, have been appropriate to events in 1776 as well as those in 1754? 8. Explain the significance of debate and compromise as described in Constitutional Compromises, the Crash Course Government and Politics video, from the Supplemental Materials and Suggested Readings section. How effective was the Constitutional Convention in addressing sources of tension among the states and achieving a balance among their interests? 9. In what ways did the political revolution of the American colonists involve multiple transformations and changes? Cite evidence from the Religion and the Argument for American Independence lesson, found in the Supplemental Materials and Suggested Readings section, as well as lesson content and readings, to distinguish among motivating factors, methods, and goals in the revolution that produced the first US government. 10. Consider the author s purpose in writing the article US Independence Celebrated on the Wrong Day? in the Supplemental Materials and Suggested Readings section. Why does the author cite the role of Adams and the slavery debate in his discussion? How would shifting Independence Day to a different date change the focus and meaning of the national celebration? 11. Consider the circumstances and goals of Mum Bett and other individuals discussed in The Slave Experience: Legal Rights & Gov t: Historical Overview and Character Spotlight, found in the Supplemental Materials and Suggested Readings section. What arguments from the Declaration of Independence, Common Sense, and other Enlightenment-era texts might they have used to support their case for liberty? Page 30

31 Unit 2: The Constitution 1. What is the political significance of the phrase We the people, which begins the preamble to the Constitution? Describe the significance of changes made to the preamble during its drafting and revision, as examined in PBS s interactive We the People, found in the Supplemental Materials and Suggested Readings section. 2. Consider the purpose of government as outlined in the preamble. How do the specific provisions of the Constitution seek to meet that purpose? 3. In Benjamin Franklin s final speech to the Constitutional Convention, found in the Supplemental Materials and Suggested Readings section, Franklin notes, I think it will astonish our Enemies. What is the implication of this statement, and why do you think he invokes the nation s enemies to persuade his colleagues to sign the Constitution? 4. Which provisions reflect the role of federalism in the government of the United States? Explain how the Constitution provides for a federal republic, and contrast this system with the earlier confederal system. 5. The Constitution represents a contract between the states and the federal government. Article IV, Section 4 of the Constitution begins, The United States shall guarantee to every State in this Union a Republican Form of Government, and shall protect each of them against Invasion. What do the states agree to in exchange for these guarantees? 6. Why did the framers include these words in Article VI: shall be the supreme Law of the Land? Explain how this phrase shapes political debates in the nation today. 7. What justification do you think the framers might give for the varying terms of service for members of Congress, Supreme Court justices, and the president and vice president as described in the Constitution? Evaluate the effectiveness of these provisions in upholding the principles of representative democracy and popular sovereignty. 8. Why does the lesson The Supreme Court and the Role of Government use the cases of Marbury v. Madison, McCullough v. Maryland, and Gibbons v. Ogden for examination? Explain how these cases help you understand the role, powers, and limits of the judiciary branch. 9. What is the most important check that each branch of federal government has on another? Cite evidence from the unit content as well as from resources in the Supplemental Materials and Suggested Readings section to support your claim. 10. Analyze the arguments of the Federal Farmer and Federalist No. 9 to explain the major obstacles to ratification of the Constitution. Do you agree with the Federalist or the Anti-Federalist arguments? Cite evidence from the opposing viewpoints, and from unit content, to support your position. Unit 3: Civil Rights and Liberties 1. Consider the influence of the Enlightenment and the Great Awakening. How did the Bill of Rights and subsequent amendments reflect the philosophical ideas debated in the 1700s? In what ways did the amendment uphold the structure of the government formed under the Constitution? Page 31

32 2. How do procedural, substantive, and unenumerated rights differ? Discuss why the Bill of Rights provides for each. 3. Why was the 14th Amendment needed? Explain what events and conditions made it necessary to provide for equal protections under the law. 4. Consider the landmark Supreme Court cases Engel v. Vitale, Texas v. Johnson, and Brown v. Board of Education discussed in the lessons Your Rights: Freedom of Religion, Your Rights: Freedom of Expression, and The Supreme Court and Civil Rights. What question does each case decide, and how does each ruling reflect a loose or a strict constructionist interpretation? 5. How did the ruling in Miranda v. Arizona seek to uphold or extend civil liberties protected under the Fourth and Fifth Amendments? Cite evidence from the decision, found in Evaluating the Impact of Miranda v. Arizona, 1966 under Supplemental Materials and Suggested Readings, to support your ideas. 6. Consider the rights provided under the Sixth and Eighth Amendments. Why do you think the authors of the Bill of Rights considered these to be essential? Explain whether you agree or disagree with the inclusions of these rights, and why. 7. Technology has led to new questions regarding personal property protections. Should electronic data, such as , social media posts, and text messages be considered personal property and protected under the law? Why or why not? 8. Consider the civil rights activists discussed in the lesson The Supreme Court and Civil Rights who committed acts of civil disobedience in their struggle to win reform. How does civil disobedience differ from nonviolent protest? Cite examples of protected and unprotected protest actions under the First Amendment. 9. How has the debate over Second Amendment rights changed over time, and why has the amendment s interpretation become so contentious? Use The Second Amendment Explained video, found in the Supplemental Materials and Suggested Readings section, to summarize the evolution in debates about gun regulation and gun rights, and to explain what you consider the most significant source of disagreement today. 10. Is judicial review necessary for the Supreme Court to fulfill its role under the Constitution and to uphold founding principles? Cite evidence from the lessons Your Rights: Freedom of Religion, Your Rights: Freedom of Expression, and Your Rights: Due Process as well as the Supreme Court ruling in Miranda v. Arizona and the article Gay Marriage, found in the Supplemental Materials and Suggested Readings, to support your argument. Unit 4: Government Institutions 1. How do the House of Representatives and the Senate work together and separately? Explain why the bicameral legislature is essential to the federal government. 2. What does the president s job as head of the executive branch entail? What do you consider the president s most important responsibility, and why? Page 32

33 3. What is gerrymandering, and why is it considered by some to be a major problem? Explain why government leaders alternately defend and object to its use. Use the Retro Report video The Surprising History of Gerrymandering, found in the Supplemental Materials and Suggested Readings section, to formulate your response. 4. Why do local, state, and federal governments all have the power to tax? Discuss the pros and cons of three tiers of taxation for citizens. 5. How are legislative powers and processes at the local, state, and federal level alike and different? Explain the reasons for specific differences. 6. Read Feds, States, Cities The All of the Above Disaster Response, by Amy Liu, found in the Supplemental Materials and Suggested Readings section. How did all three levels of government aid in the response to Hurricane Katrina? What do their achievements and setbacks reveal about the challenges of overlapping domains? 7. How does the filibuster foster compromise and moderation? Discuss the role of the filibuster in the Senate and explain whether you agree or disagree with restricting its use in votes on judicial and other appointments. 8. Was Congress right to create the Department of Homeland Security in 2002? Why or why not? Cite evidence from The Department of Homeland Security: Background and Challenges, by Raphael Perl, found in the Supplemental Materials and Suggested Readings section, to support your ideas. 9. How do local and state governments rely on federal government and vice versa? Describe their interdependence. 10. Why do Congressional leaders and presidents threaten government shutdowns? Explain whether shutdowns or the threat of them are an effective means of achieving policy goals. Use information from What Is a Government Shutdown? Here s What Happens Now, by Tessa Berenson, found in the Supplemental Materials and Suggested Readings section, to support your response. Unit 5: Public Policy 1. How and why do you think public policy debates are similar and different at the local, state, and federal levels? Describe possible sources of tension among policy makers at the three levels. 2. Read Governor John Bel Edwards State of the State Address, found in the Supplemental Materials and Suggested Readings section. What are three different types of public policy issues he discusses, and what opinions does he express on these issues? Which do you consider the most pressing issue facing Louisiana, and why? 3. What type of fiscal policies most directly affect you today? Use the unit content and the Taxation activities, found in the Supplemental Materials and Suggested Readings section, to support your response. 4. How has the war on terrorism influenced both domestic and foreign policies in the United States? Cite evidence from the unit as well as from the Terrorism, War, and Bush video, found in the Supplemental Materials and Suggested Readings section. Page 33

34 5. What argument would you make in support of or against progressive taxation? What about for proportional and regressive taxation? Given what you learned from the unit and the icivics Taxation activities, found in the Supplemental Materials and Suggested Readings section, explain which taxation approach you would favor and why. 6. Is there a social security crisis? What point of view does Patrick W. Watson take in his article, found in the Supplemental Materials and Suggested Readings section, and what evidence does he offer to support his conclusions? Explain whether you agree or disagree with his position and why. 7. Do you think the federal government should provide subsidies or other financial support to the nation s farmers? Why or why not? Cite evidence from the unit content as well as from the PBS video The US of Agriculture, found in the Supplemental Materials and Suggested Readings section, to support your ideas. 8. Read remarks made by President Barack H. Obama on foreign policy, found in the Supplemental Materials and Suggested Readings section. Did President Obama have a coherent foreign policy doctrine? Cite evidence from his speech as well as from the unit to explain. Teachers, to extend the discussion, have students investigate one or more other presidents foreign policy approaches and compare and contrast them. 9. In 2008, a housing crisis led to a nationwide recession that had global consequences. Do you agree with the Federal Reserve s response to the crisis? Why or why not? What do you think the Fed should have done differently, if anything? 10. How does the policy-making process in the United States reflect the democratic and republican foundations of the nation s government? Unit 6: Civics and Participation 1. Why does the process of naturalization require people to take a test? Do you think citizens born in the United States should be required to take a similar test? State your position and then explain your reasoning using evidence. 2. In his Farewell Address, found in the Supplemental Materials and Suggested Readings section, President George Washington warned against factionalism among political parties. Do you agree? Why or why not? Cite evidence from the unit and from Washington s Address to support your response. 3. Do you think elections in the United States could be successful without political parties? Why or why not? Discuss whether political parties help or hinder the campaign and elections process as well as governance in the United States. Defend your reasoning using evidence from the unit as well as Washington s Farewell Address and the article The US Has More Third-Party Candidates than It s Seen in a Century. Why? from the Supplemental Materials and Suggested Readings section to support your response. Page 34

35 4. Read Why Is Voter Turnout So Low in the US? from the Supplemental Materials and Suggested Readings section. What are some reasons that people fail to register to vote or don t make it to the polling place? Propose ways to increase voter turnout in local, state, and national elections, and explain whether you think local, state, and federal officials should work to achieve 100% eligible voter registration and turnout. 5. View the video The Surprising History of Gerrymandering from the Supplemental Materials and Suggested Readings section. Should the process of districting and apportionment be reformed? How? Explain your reasoning citing evidence from the unit and the article. 6. Consider the role of transparency in political campaigns. What do you think citizens need and have the right to know about campaign contributions? Contrast the benefits and drawbacks of unregulated private financing, regulated private financing, and public financing. Explain your reasoning citing evidence from the unit and from the PBS lesson Understanding Campaign Finance Law. 7. Read The Age-Old Problem of Fake News in the Supplemental Materials and Suggested Readings section. How can you tell fake news from legitimate news? Whose responsibility is it to hold news media accountable for their information (and misinformation)? 8. What argument do Russ Feingold and Ro Khanna make in A New Approach to Big Money in Politics, found in the Supplemental Materials and Suggested Readings section? What bias do they show, and how effectively do they argue for and support their position? 9. Read The US has more third-party candidates than it s seen in a century. Why? in the Supplemental Materials and Suggested Readings section. What role do third parties play in the US election system? Discuss whether that role should be expanded or reduced, and what steps can be taken to achieve that effect. 10. Study the website Volunteering and Civic Life in America, found in the Supplemental Materials and Suggested Readings section. Summarize civic, social, cultural, and economic benefits of volunteerism in the nation. Then, explore volunteer opportunities in your community or state. Select one opportunity, and explain why that opportunity appeals to you, how you think it would benefit the community as well as the nation, and what consequences could result if no one undertook that opportunity. Unit 7: Free Enterprise Fundamentals and Systems 1. Why do you think the nation s founders and government leaders since have provided for a mixed-market economic system in the United States? Provide evidence to support your claim. 2. How do different economic theories reflect various democratic principles in the United States? 3. How does scarcity drive the market forces of supply and demand? Cite evidence from the unit and from the Supply and Demand video program found in the Supplemental Materials and Suggested Readings section. 4. Choose a sample business or industry and explain how that business would answer the three basic questions of economics in both a command and a mixed-market economy. Provide evidence to support your claim. Page 35

36 5. Consider what you learned in the Government & the Economy lesson activities found in the Supplemental Materials and Suggested Readings section. Should the federal government of the United States provide public services like Social Security, military defense, and schools? Why or why not? 6. Complete the Allocation Strategies, Rational Decision Making, and Social Economic Goals activities found in the Supplemental Materials and Suggested Readings section. Why do the materials distinguish between the fairness and efficiency of allocation strategies? Explain which you consider most important to society. 7. How does the mixed-market economy affect your life? Describe two to three ways that market forces shape your daily decision-making. 8. Watch the video clip from PBS NewsHour s For Some, Finding Work Proves Difficult, found in the Supplemental Materials and Suggested Readings section. Does the federal government have a role to play in job markets? Why or why not? Explain whether unregulated competition in jobs is an effective system for the US economy, citing evidence from the unit and video. 9. When has consumer demand had a significant impact on the cost or availability of a good or service in your community? Explain one example. 10. What is Kurt Bills main argument in We re All Economists Now: Scarcity Lessons for High School Students, found in the Supplemental Materials and Suggested Readings section? Describe what bias he reveals, what evidence he offers to support his opinions, and why you agree or disagree with him. Unit 8: Free Enterprise Systems and Structures 1. The lessons Competition and Free Enterprise and Market Structures and Competition touch on issues that endanger consumer sovereignty. What is consumer sovereignty, and why does it matter in a market, or mixed-market, economy? Explain why efforts should or should not be made to protect consumer sovereignty in the United States, citing evidence from the unit to support your ideas. 2. In a market-based economy, competition shapes producer and consumer choices. How are these choices interdependent? Explain how the competition influences both types of decision making and describe how the influence of competition on a producer choice can, in turn, affect consumer choice, and vice versa. Cite specific examples to support your reasoning. 3. Do you agree or disagree with the idea that a market system based on perfect, or pure, competition is not sustainable? Explain why or why not, defending your position with evidence from the unit. 4. Read The Steamboat Monopoly, found in the Supplemental Materials and Suggested Readings section. How might economics in the late 19 th and early 20 th centuries have been different if the Supreme Court had ruled different in Gibbons v. Ogden? What about the economy today? 5. Why did the US government engage in trustbusting activities in the 19 th century and to what effect? Why did regulation of monopolies decline in the 20 th century? 6. What role, or roles, do you play in the circular flow of goods? What about your family or household? Using specific examples, explain your part in the market system. Page 36

37 7. Does the invisible hand provide for a fair economy? Why or why not? Cite evidence from the unit well as from the Markets in Action lesson as well as from the articles The Steamboat Monopoly and The Oligopoly Problem found in the Supplemental Materials and Suggested Readings section to support your ideas. 8. Do you think people in transitioning or developing countries would agree with the stages of development assigned by international bodies like the IMF and World Bank? Explain why or why not. 9. Which countries benefit most from globalization those that are developed, transitioning, or developing? Cite examples and evidence from the unit as well as from the PBS video Illicit The Dark Trade, found in the Supplemental Materials and Suggested Readings section, to support your position. 10. In what ways do you think technological development could help and hinder economic and social development? Explain how technology could help developed countries overcome a challenge they face and how technology could be used to raise the standard of living in developing countries. Unit 9: Free Enterprise and Financial Literacy 1. What is the most important factor to consider when choosing a career path, and why? Explain how this factor influences other decisions you will make. Cite examples and information from the unit as well as from the Bureau of Labor Statistics web page Career Exploration, in the Supplemental Materials and Suggested Readings section, to support your ideas. 2. Consider what you learned from the unit as well as from the scenarios in Lesson 9: A Plan for the Future: Making a Budget, found in the Supplemental Materials and Suggested Readings section. How do you think your budget in five years will be different from a budget you make today? What about ten years? Thirty years? Explain your reasoning with evidence from the unit and the Federal Reserve Bank of Atlanta curriculum. 3. Opportunity cost refers to the things you give up when you make a choice. Cite evidence from the unit to show how opportunity cost influences decisions about jobs, education, and consumer spending. 4. Why is it important to keep receipts and read bank and credit card statements? Discuss how technology has made financial management easier while also exposing consumers to more financial hazards. 5. You have $1,000 to invest. What will you do with it, and why? Describe your decision-making process as well as the steps you will take to invest your money. 6. Read Credit Scores and Reports, found in the Supplemental Materials and Suggested Readings section. How might a high, average, or low credit score affect your future goals regarding education, job, and home ownership or renting? Defend your reasoning with evidence from the article. 7. What are some ways that you can prepare financially for times of crisis? Cite examples from the unit as well as from the Katrina s Classroom: Teaching Money Skills for Life lesson in the Supplemental Materials and Suggested Readings section. Page 37

38 8. What are three interests you have or skills and subjects that you are good at? Brainstorm a list of jobs or fields related to those interests. Use the Career Exploration web page found in the Supplemental Materials and Suggested Readings section to find at least five potential career paths. 9. Read Part-Time Work During the School Year? Why It Can Be a Good Thing, found in the Supplemental Materials and Suggested Readings section. Do you think you should work parttime during the school year? Why or why not? Use what you have learned to explain benefits and drawbacks and support a position. 10. Read Putting the Rising Cost of College in Perspective, found in the Supplemental Materials and Suggested Readings section. What reasons does Lily Rothman give about the rising costs of college? Discuss steps you can take to prepare for the costs of post-secondary education, and challenges identified by Rothman that you should be aware of. Page 38

39 COURSE CUSTOMIZATION Edgenuity is pleased to provide an extensive course customization toolset, which allows permissioned educators and district administrators to create truly customized courses that ensure that the courses can meet the demands of the most rigorous classroom or provide targeted assistance for struggling students. Edgenuity allows teachers to add additional content two ways: 1. Create a brand-new course: Using an existing course as a template, you can add lessons from the Edgenuity lesson library, create your own activities, and reorder units, lessons, and activities. 2. Customize a course for an individual student: Change an individual enrollment to add lessons, add individualized activities, and reorder units, lessons, and activities. Below you will find a quick start guide for adding lessons in from a different course or from the lesson library. Page 39

40 In addition to adding lessons from another course or from the lesson library, Edgenuity teachers can insert their own custom writing prompts, activities, and projects. Page 40

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42 SUPPLEMENTAL TEACHER MATERIALS AND SUGGESTED READINGS UNIT 1: INTRODUCTION TO CIVICS AND GOVERNMENT Additional Teaching Materials Understanding the Rule of Law A key founding principle of American democracy is the idea that the rule of law prevails. This means that all citizens, including elected and appointed officials, are subject to the laws of the country. It is the rule of law that prevents abuses of power that might give rise to tyranny and safeguards the rights of citizens. The Rule of Law interactive lesson from icivics provides six short, scripted skits along with instructions for teachers and students that give students insight into the rule of law in the United States. Through the skits, students examine key elements of the rule of law, analyze legal questions and outcomes, and make connections between the rule of law and the nation s founding documents. The activity builds on themes discussed in the lessons Introduction to Government and Types of Government and extends students understanding of principles explored in the lessons English Influences on Government and The Enlightenment. Evaluating Revolutionary Ideas in Religious Revivalism How did religious revivalism and evangelicalism inspire the founding of a nation that codified religious freedom and separation of church and state? In Religion and the Argument for American Independence, a lesson from the National Endowment for the Humanities EDSITEment! website, students further examine the influence of religion on governance in the colonies and the revolutionary movement that led to American independence. Through lesson resources and activities, students draw connections among religious and political ideologies and weigh the influence of religious fervor on a movement that championed, to varying degrees, individual liberty. The lesson gives greater insight into the society, culture, and politics discussed in the Life in the Colonies lesson and provides a beginning context for later discussions of religious protections under the Constitution and the impact of different religious groups on public policy. Analyzing the Role of Debate and Compromise Why did the framers of the Constitution decide to replace the Articles of Confederation, the original plan for an independent US government? What issues proved challenging when deciding on a new plan? What debates and compromises occurred and to whose benefit and whose loss? Constitutional Compromises, a Crash Course Government and Politics video, investigates sources of discord among the framers and their states, proposed compromises and their outcomes, and the effectiveness of constitutional debate in balancing the interests of various individuals and groups in the United States. Page 42

43 Through the video, students can draw connections between compromise and conflict resolution as they move through the lessons The Need for a Constitution and Drafting the Constitution. The video also prepares students for a more thorough investigation of the Constitution in the following unit, The Constitution, by previewing debates among Federalists and Anti-Federalists and compromises made to secure ratification /constitutional-compromises-crash-course-government-and-politics/#.W1X6KNJKjIU Additional Readings Albany Plan of Union, 1754 More than 20 years, before the Thirteen Colonies declared independence as the united States of America, in General Congress, Assembled, Benjamin Franklin proposed the Albany Plan by which the colonies would unite under a unified government for their mutual defense. Franklin believed that such a union would benefit colonies otherwise too geographically and politically divided to defend against a hostile France and its Native American allies. This article describes how Franklin invokes Enlightenment reasoning toward the formation of a new kind of government. It includes Franklin s political cartoon Join, or Die, which foreshadows the revolutionary movement and war for independence to come. U.S. Independence Celebrated on the Wrong Day? Why does Independence Day matter? In this National Geographic News article, John Roach explores the idea that for more than 200 years, the United States has commemorated the wrong birthday. By investigating the events of July 4, 1776, relative to the days leading up to that date, Roach calls attention to the revolutionary principles, complex dilemmas, and momentous outcomes often lost or overly simplified by modern conceptions of a holiday centered on fireworks and backyard barbecues. The Slave Experience: Legal Rights & Gov t: Historical Overview and Character Spotlight Kimberly Sambol-Tosco provides an historical overview of the legal standing of free and enslaved African Americans in the American colonies through the decades following the American Revolution. The Character Spotlight further examines the life of Mum Bett, an enslaved woman who deployed the language and spirit of the American revolutionary movement to demand her own freedom. The articles challenge students to consider how the limitations of the nation s founding institutions and documents nonetheless set precedents that inspired other movements, at home and abroad, for liberty and equality. Students can draw on these examples to analyze ongoing debates over the extent of civil liberties today. Page 43

44 The Common Law and Civil Law Traditions This article from the School of Law at the University of California at Berkeley draws attention to the diverse influences of European legal traditions on the government of the United States. Though the English founded the Thirteen Colonies that would declare independence and establish the first government of the United States, the French, too, took part in the colonization and governance of lands and peoples that would become part of the modern nation. The Common Law and Civil Law Traditions distinguish between English common law and French civil law, describes the ancient roots and impact of both legal traditions, and points out the legacy of French influence in the state of Louisiana. UNIT 2: THE CONSTITUTION Additional Teaching Materials Contrasting Drafts of the Preamble The Constitutional Convention began on May 25, 1787, and ended on September 17 of that year. The delegates charged with revising the Articles of Confederation instead wrote and adopted a new plan for government. The writing of that document, the Constitution, took 116 days and combined the efforts and compromises of many delegates. They did not write the Constitution in one sitting nor did they adopt their first completed draft. They wanted the best plan that they could make and agree on so they made changes and wrote multiple drafts. Moreover, the preamble to the Constitution that we have today is not the first version that the framers put to paper. The We the People interactive from the National Archives examines two versions of the preamble, enabling students to consider why the framers made the changes that they did. Getting to the Roots of Federalism The words federal and federalism come from the Latin root foedus, meaning compact, or league. Federalism implies a compact, or agreement, among different levels of government. How and why did that agreement change from the confederal system of the Articles of Confederation to the federal system of the Constitution? To what effects? In Federalism, a collection of video clips from PBS s documentary series Constitution USA with Peter Sagal, students delve into the beginnings and evolution of federalism in the United States, exploring areas cooperation and discord among state and federal governments in a historical and contemporary context. c311aed43ca0/federalism/?#.w1oo9vbkjiu Page 44

45 Understanding Separation of Powers How do the three branches of government in the United States check and balance one another and why? The icivics game Branches of Power gives students the chance to find out. Students assume perspectives from each branch of federal government as they address issues relating to energy, the environment, business and jobs, security, and more. The interactive game helps students navigate the institutions and processes that underpin the federal separation of powers and grasp public policy issues in the context of Constitutional checks and balances as they take on the role of executive, judicial, and legislative officials. Additional Readings Benjamin Franklin s Final Speech to the Constitutional Convention On September 17, 1787, delegates from twelve states gathered to sign the completed draft of the Constitution. Before the concluding of the convention, Benjamin Franklin of Pennsylvania rose to speak. He worried that key points of disagreement among delegates of the various states might sink the ratification process. In this speech, he appeals to his fellow delegates and their states to focus not on the imperfections of the Constitution but on its many merits as well as on the consequences should it fail to become law. Marbury v. Madison, 1803 Considered one of the landmark decisions of the US Supreme Court, the ruling in Marbury v. Madison declared the Federal Judiciary At of 1789 constitutional, and in so doing it established the precedent of judicial review. Written by Chief Justice John Marshall, the ruling in this case provides insight into the inner workings of the first Supreme Court and lays out the argument that would guide judicial proceedings for the next 200 years. Today, judicial review remains the court s most powerful tool in checking and balancing Congressional and Executive powers. An examination of the ruling affords students the opportunity to understand the legal underpinning for today s Supreme Court decisions and to gain insight into the process by which justices make their decisions. Challenges Facing the Nation and Defining the Presidency These articles provide an overview of the work that remained to be done by the first government under the Constitution. Under the new plan for government, three branches of federal government needed to be organized, with elected and appointed officials. Those who served in this first government including President George Washington and Vice President Thomas Jefferson had the monumental task of figuring out how to apply the sometimes vague and open-ended provisions of the new supreme law of the land. What did they do? Challenges Facing the Nation summarizes the undertakings of the first Page 45

46 Congress while Defining the Presidency examines how Washington sought to build out the executive branch. The Constitution Today: One Document, Under Siege, by Richard Stengel On June 23, 2011, more than 200 years after Franklin delivered his final speech at the Constitutional Convention, Time magazine published a cover story on a potential constitutional crisis. In this article, Stengel examines how many of the same issues that drove debate during the drafting and ratification of the Constitution still loom large in civic discourse today. His article compares and contrasts the issues and conditions that gave birth to the Constitution with those that continue to drive debate over its interpretation and application. Through the article, students have the opportunity to judge for themselves the relevance of the Constitution today and the implications of diverse perspectives on its meaning and intent. UNIT 3: CIVIL RIGHTS AND LIBERTIES Additional Teaching Materials Examining the Roots of the Second Amendment Today, Americans engage in policy debates about citizens right to bear arms. Disputes over interpretations of the Second Amendment have led to deep political division. Why is the Second Amendment so contentious? How have applications of the Second Amendment changed over time? The 2nd Amendment Explained, an episode of the PBS series The Origins of Everything, tracks the evolution of the Second Amendment debate from an issue of state vs. federal authority to an issue of individual civil liberties. The video overviews key events and Supreme Court rulings that have guided gun regulation since the nation s founding. Students gain insight into the key questions and historical context surrounding what has become a source of fierce dispute in the United States. This video builds on the overview of the Second Amendment provided in the Bill of Rights lesson. Evaluating the Impact of Miranda v. Arizona, 1966 You have the right to remain silent. Anything you say can and will be used against you in a court of law. You have the right to an attorney. If you cannot afford an attorney, one will be provided for you. When police officers recite these words to persons being placed under arrest, they are advising them of their Miranda rights. In 1966, the Supreme Court ruling in Miranda v. Arizona secured the protection of Miranda rights for citizens at the time of their arrest. The lesson package Miranda v. Arizona from the website of the Administrative Office of the US Courts provides an overview of the case and its decision, Page 46

47 an analysis of related rulings, discussion questions, and other prepared resources and activities. The resource also links to the C-SPAN Landmark Cases episode exploring the case. Examination of this case extends learning in the Your Rights: Trials and Punishments lesson. The US Courts website also provides similar lesson materials for other landmark cases, such as Korematsu v. United States, Brown v. Board of Education, and Engel v. Vitale, which may be used to extend learning in other lessons. Understanding the Evolution of Civil Rights and Voting Rights The Declaration of Independence enshrined the principle that all men are created equal, but the government of the United States and the Constitution each have struggled to uphold this ideal. The Constitution permitted slavery, failed to guarantee equality to all people, and also restricted voting rights. It took the efforts of determined advocates to make change. The icivics lesson plans The Road to Civil Rights and Voting Rights provided detailed activities and resources with which to explore the expansion of civil rights and voting rights over time. Students examine the methods of civil rights groups, the roles of civil rights activists and leaders, and the significance and impact of key civil rights legislation and Supreme Court cases. These resources complement the content of The Fourteenth Amendment, The Supreme Court and Civil Rights, and Extending Voting Rights lessons. Additional Readings Civil Liberties in Wartime In 1798, Congress passed the first Alien and Sedition Acts, four laws that criminalized speech critical of the government and permitted the arrest and deportation of immigrants. It was the first of many laws and executive actions that would draw criticism for infringing upon citizens rights and freedoms. In Civil Liberties in Wartime, an article published through the Department of State, the author describes several instances in history when the federal government has suspended or restricted civil liberties. In particular, the article examines how times of crisis and conflict including the War of 1812, the Civil War, and World Wars I and II result in calls for tighter security, enhancing federal power and limiting civil rights. The article includes several related video clips and images for further investigation. The Equal Rights Amendment Was Just Ratified by Illinois. What Does That Mean? by Matthew Haag In 1848, participants of the Women s Right Convention at Seneca Falls, New York, gathered to hear the reading of the Declaration of Sentiments and Resolutions. This document expanded on the wording of the Declaration of Independence by adding two words to a key line in the earlier document: We hold these truths to be self-evident: that all men and women are created equal;... It took more another Page 47

48 three-quarters of a century for women to gain the right to vote under the 19th Amendment. Decades later, women s rights activists demanded another constitutional amendment, this time to guarantee the principle that all men and women are created equal. In this New York Times article, Matthew Haag explores the history and context of the Equal Rights Amendment, explains why passage of the amendment failed, and assesses its legacy today. Gay Marriage In 2015, the Supreme Court ruled state laws banning same-sex marriage to be unconstitutional in the landmark case Obergefell v. Hodges. This article from the History Channel website provides an overview of events, laws, and court cases leading up to the ruling, and it gives insight into how the movement for legalization of same-sex marriage and LGBTQ (lesbian, gay, bisexual, transgender, queer) rights has gained traction in recent decades. The article draws attention to key debates over individual liberties and state versus federal authority. Inherit the Wind, by Jerome Lawrence and Robert E. Lee 1 In 1925, a Tennessee public school teacher went on trial for teaching Charles Darwin s theory of evolution. The educator, John Scopes, was accused of violating a state law barring instruction of evolution because the theory conflicted with Christian biblical teachings about creation. The trial that followed, State of Tennessee v. Scopes, also known as the Scopes Monkey Trial, drew national attention. It also inspired this play, which examines the tension between individual civil liberties and state authority and draws attention to varying interpretations of First Amendment protections for religious freedom and separation of church and state. Through the dramatization, students can consider debates regarding the reach of federal and state power into society and religion. UNIT 4: GOVERNMENT INSTITUTIONS Additional Teaching Materials Explaining and Applying the Legislative Process Local, state, and federal governments each have legislative bodies responsible for passing laws. The icivics online game LawCraft puts students in the role of federal lawmakers as representatives from the state and district of their choice. Students select an issue and then craft and shepherd a related bill through Congress. The activity gives students an engaging means by which to better understand the lawmaking process and extends the lessons The House of Representatives and The Senate. Additional 1 Lawrence, Jerome, and Robert E. Lee. Inherit the Wind. New York: Bantam Books, Print. Page 48

49 games found at the icivics website that build on students knowledge of unit content and exercises their civics skills include Executive Command, Counties Work, Represent Me!, and Court Quest. Exploring Voting in Louisiana How do citizens register to vote? Each state makes its own rules regarding voter registration and election processes. The Office of the Secretary of State for Louisiana provides information on voting laws, polling places, election procedures, upcoming election dates, as well as information on political issues and candidates and instructions on how to run for office and start a political party. It also supplies information for citizens to locate and contact public officials, and it explains ways that citizens can support the electoral process, such as by working the polls and helping to register voters. Students can take a virtual tour of the website to learn more about how they can fulfill specific civic duties and to better understand the way elections work and the role state government plays. The website extends learning from the State Government lesson. Understanding Tribal Government The federal system of the United States provides for three basic levels of government national, state, and local. However, the United States formed from lands inhabited and claimed by thousands of distinct Native American nations. Through war and treaty-making, Native Americans were largely compelled to give up most of their lands. Today, 326 Native American reservations exercise limited sovereignty, or self-government, within the nation, much like the states. The PBS video How Does Tribal Government Work? explores the relationship between tribal government and federal government and examines the function and processes of the tribal government on the Wind River Reservation in Wyoming. The video builds on concepts discussed in the State Government lesson. Additional Readings The Department of Homeland Security: Background and Challenges, by Raphael Perl In 1793, President George Washington held the first Cabinet meeting. Four Secretaries, representing the four newly established Departments of State, Treasury, War, and Justice, made up that Cabinet. Today, the executive branch comprises 15 departments. In 2002, following a proposal by the administration of President George W. Bush, Congress created a new department Homeland Security in response to attacks of September 11, 2001, and the threat of terrorism. In the section, Value Added, in the book, Terrorism: Reducing Vulnerabilities and Improving Responses: U.S.-Russian Workshop Proceedings, Raphael Perl summarizes events and conditions leading to the creation of the department, overviews its Page 49

50 structure and functions, and describes relevant policy issues and challenges. The article complements content found in lessons The Presidency and Its Powers and The Federal Bureaucracy. Feds, States, Cities The All of the Above Disaster Response, by Amy Liu In August 2005, the category 5 Hurricane Katrina overwhelmed the levees meant to protect New Orleans, devastating the city and much of the Gulf Coast and causing the deaths of nearly 2,000 people. Seven years later, category 3 Hurricane Sandy wreaked destruction along the Atlantic Coast. Both hurricanes and their aftermaths tested the response capabilities and resources of federal, state, and local governments. In this analysis from the Brooking Institute, Amy Liu examines the roles of institutions at each level of government and provides an overview of the challenges faced in providing timely and sufficient aid to the survivors of the natural disasters that were also federal emergencies. Students gain insight into the specific and interdependent roles of local, state, and federal officials. The article expands on topics examined in the lessons The Federal Bureaucracy, State Government, and Local Government. What Is a Government Shutdown? Here s What Happens Now, by Tessa Berenson In 1995 and 1996, under President Bill Clinton, the government shut down twice for a total of three weeks. What does a shutdown mean? In the Time article What Is a Government Shutdown? Here s What Happens Now, Tessa Berenson responds to a threatened government shutdown in January 2018 by explaining the meaning of a government shutdown, summarizing the history of government shutdowns since the administration of Ronald Reagan in the 1980s, and assessing the potential economic and political impact. The article provides further insight into the workings of the federal government across branches and highlights potential effects of tensions among political parties and branches. The article extends learning from the lessons The Presidency and Its Powers and The Federal Bureaucracy. Filibuster In the 1939 film Mr. Smith Goes to Washington, an idealistic young senator struggles to win funding for his state to build a campsite. Determined to block the corrupt actions of his colleagues, he dramatically takes to the Senate floor in a filibuster that ends with his collapse. Is that how a filibuster really happens? The History Channel s article Filibuster provides the origin and evolution of the filibuster in the Senate (including the adoption of Rule 22 to end filibusters through cloture), explains how the filibuster can be used to block Supreme Court nominees, and lists additional references that examine Page 50

51 past and present uses of the filibuster. The article complements The Senate lesson by highlighting Senate floor procedures, and it offers materials about checks and balances for further discussion. UNIT 5: PUBLIC POLICY Additional Teaching Materials Understanding Taxation In 1789, as ratification debates drew to a close, Benjamin Franklin wrote these words in a personal letter: Our new Constitution is now established, and has an appearance that promises permanency; but in this world nothing can be said to be certain, except death and taxes. Taxation had been one source of friction between the English colonies and the British government that had led to the American Revolution, but independence did not bring an end to the need for taxes. In fact, the Constitution was written in part to secure powers of taxation to the federal government. Today, local, state, and federal taxes affect most aspects of life in the United States. Students experience taxation through sales taxes on purchases, the effect of tariffs on imports, and the overall impact of taxation on their households. The Taxation lesson plan from icivics provides activities and resources for students to explore sources of taxation, uses of tax revenues, effects of varying tax policies, and real-world examples of tax policy and its effects. Students can interpret tax and revenue data, calculate the effect of tax rates, and interpret the effects of taxes on income. This lesson plan complements content from the Fiscal Policy: Taxes lesson. Evaluating Effects of Fiscal Policies toward Agriculture In 1933, during the Great Depression, Congress passed the Agricultural Adjustment Act or the first farm bill as part of President Franklin D. Roosevelt s New Deal program. It was one of many fiscal policies adopted to remedy the causes of and to recover from the effects of the economic crisis that left millions homeless and unemployed. Since that time, Congress has renewed or passed a new farm bill (or Agricultural Act) roughly every five. The laws often incite fierce debate over policy provisions such as subsidies and price supports, food stamps and nutrition programs, and conservation efforts. This video, The US of Agriculture, the closing episode of PBS s Food Forward documentary series, provides an overview of the nation s agricultural fiscal policies from its founding through 2014, when a new farm bill was passed. Through the video, students gain insight into the debates centered on government spending and the competing interests that drive those debates. The video extends learning from the Fiscal Policy: Spending lesson. Page 51

52 Evaluating Foreign Policy Decisions Foreign policy approaches have evolved over the course of US history, and with each shift, citizens have rallied to support or protest how the government interacts with other nations. In Terrorism, War, and Bush, a PBS Crash Course in U.S. History video, students examine the shift from foreign policy approaches centered on the threat of communism during the Cold War to President George W. Bush s war on terrorism and policies of preemption. Over the course of the video, students gain insight into the close connection between foreign and domestic policies, and they expand their understanding of reasons for, methods of, and effects of US engagement abroad. The episode builds on concepts discussed in The Foreign Policy lesson. Additional Readings Social Security Is Running Dry, and There s Only One Politically Viable Option to Save It, by Patrick W. Watson Social Security, created in 1935, works by drawing revenue from current workers to pay out benefits to retired workers, disabled workers, and the surviving spouses and children of deceased workers. So, what happens when the revenues do not balance the expenditures? This is the problem facing Social Security today. In this op-ed article, Patrick W. Watson provides an overview of challenges facing the Social Security system and Medicare in the United States, and it describes possible policy solutions. Transcript of Remarks by President Barack H. Obama on Foreign Policy As commanders-in-chief, presidents lead the branch of government responsible for negotiating foreign treaties and shaping foreign policy. The goals, strategies, and actions of sitting presidents and their administrations have often given rise to specific foreign policy doctrines, such as the Monroe Doctrine and the Truman Doctrine. An internationalist, President Barack Obama generally favored diplomacy over military intervention. However, he did not eschew military solutions entirely. For this reason, in part, his critics have accused him of lacking a coherent foreign policy strategy. President Obama s July 16, 2014, address on foreign policy issues gives insight into his approaches and offers students the chance to evaluate his doctrine. Transcript of Louisiana Governor John Bel Edwards s State of the State Address The president of the United States annually delivers a State of the Union address to Congress that outlines policy achievements, challenges, and proposals. Similarly, state governors deliver a State of the State Address to their legislatures and citizens. Louisiana Governor John Bel Edwards delivered these Page 52

53 remarks on March 12, In his speech, Edwards lays out fiscal concerns for the state; identifies accomplishments in the areas of employment, infrastructure, health care, and opioid addiction. He also discusses issues, such as education and wages, that he would like to see the government address in the coming year. The transcript gives students an opportunity to identify key public policy issues at the state level and to analyze one official s approach to addressing them. Teachers may also wish to explore presidential State of the Union addresses, an archive of which is available at the American Presidency Project website at A History of America s Ever-Shifting Stance on Tariffs, by Ryan P. Smith In 2018, President Donald J. Trump ignited fierce public debate over the imposition of tariffs on US trade partners such as Canada, the European Union, and China. Tariffs and the debate over their use have a long history in the United States. In this article from Smithsonian magazine, Ryan P. Smith looks at the evolution of the debate over tariffs from resistance to British taxes on trade during colonial times to modern questions centering on competition and free trade in a globalized economy. Smith pays special attention to the link between tariffs and broader conflicts either as their causes or effects as well as to the ways in which such fiscal policies reflect other domestic and foreign policy goals / UNIT 6: CIVICS AND PARTICIPATION Additional Teaching Materials Investigating Volunteerism How important is volunteerism in the United States? The Volunteering and Civic Life in America website, from Corporation for National Community Service, provides demographic data such as the number of volunteers, volunteer hours per capita, hours of service and equivalent monetary value of service, volunteerism by age and by gender, and types of volunteering and analysis on volunteering patterns across the nation. An overview, under About the Report, examines types of volunteerism, describes the role of community and nonprofit organizations, and lists benefits of volunteerism for volunteers, their communities, and the nation. The Volunteer Today! page guides viewers to explore volunteer opportunities in a variety of settings. The website gives students the chance to better understand the impact of volunteerism and to investigate volunteer interests of their own, building on content in the A Citizen s Responsibilities lesson. Page 53

54 Understanding Campaign Finance Law Campaigns for the 2016 presidential and congressional elections, including the primaries, spent more than $6.5 billion. Why do election campaigns cost so much? Where does the money come from? What does it pay for? These are questions that citizens and leaders ask as they debate laws to regulate campaign finance and spending. This lesson plan from PBS includes video and news resources on the basics of political campaigning, the history of campaign finance, and the rulings in Citizens United v. Federal Election Commission and McCutcheon v. Federal Election Commission. The lesson challenges students to further investigate key events and issues and to engage in a group discussion on key issues related to campaign finance. The material in the lesson complements the Interest Groups and Lobbying lesson. Understanding the Electoral College Twice in this century, in 2000 and 2016, the elected president won the Electoral College vote but lost the popular vote. How does someone that most citizens did not vote for become president? Why does the Constitution provide for an Electoral College system? In the PBS lesson plan Understanding the Electoral College, students view a PBS video on campaigning, analyze relevant excerpts of the Constitution, and interpret and evaluate opposing viewpoints on the use of the Electoral College. Student groups consider the impact of specific issues, such as minority rights and third parties, on electoral policies, and take and defend a position on the continuing use of the Electoral College system. Finally, students use the PBS Electoral College Calculator to investigate election results and write a onepage reflection paper. Evaluating Gerrymandering, Past and Present In 1812, Governor Elbridge Gerry of Massachusetts helped enact a law establishing new state senatorial districts to the advantage of the Democratic-Republican Party and draw the ire of the Federalist Party. Since that time, redrawing districts to the benefit of a specific party has been called gerrymandering and has served as a tool for parties in power while drawing criticism by others. Following the 2010 census, many states redrew district maps, stirring a 200-year-old controversy over gerrymandering. The Retro Report video The Surprising History of Gerrymandering from the New York Times explores issues surrounding partisan gerrymandering, including the ways that it reflects racial biases and prejudices. The video also examines current events that have brought the constitutionality of the practice to the Supreme Court. Page 54

55 Identifying Misinformation The Internet, cell phones, and other technology have revolutionized the ways in which people produce, distribute, and access information. In many ways, citizens benefit from easier and quicker access to diverse sources of information. However, the abundance of outlets and the ease of publishing raises issues about information overload, accountability in reporting, and citizens ability to differentiate among credible and unreliable sources. The icivics lesson plan Misinformation reviews the challenges of navigating news and social media today, and it guides students to analyze mass media and distinguish between legitimate and fake news. The lesson includes a reading selection, a practice activity, a web activity, and an independent investigation. It requires one to two class days. Students can use the lesson materials and activities to expand on The Media in Politics and Evaluating Different Media in Social Studies lessons. Additional Readings Farewell Address of President George Washington, 1796 Once Commander-in-Chief of the Continental army during the American Revolution, George Washington became the first president of the United States under the Constitution in He served two terms as president, foregoing to run for a third term, which was then allowed. (The 22nd Amendment, which was ratified in 1951, imposed term limits.) In September of 1796, he issued his Farewell Address, written with the help of his friend and colleague Alexander Hamilton. Presidential elections worked differently when Washington became president. Electors in the Electoral College cast ballots for two presidential candidates. The candidate with the most electoral votes became president, and the candidate with the second-highest count became vice president. Washington neither belonged to nor was elected as a leader of any political party. During Washington s time in office, however, ideological differences gave rise to political factions. The friction among various factions drove Washington to issue a warning against what he considered divisive political parties and other sources of disunity. The U.S. Has More Third-Party Candidates than It s Seen in a Century. Why? by Matthew Dean Hindman and Bernard Tamas The first political parties in the nation formed in the wake of George Washington s presidency, but the roots of their ideologies had been there since the days of the American Revolution and were especially evident during the Constitutional Convention. Two major political parties the Federalists and the Democratic-Republicans formed around the election of After that election, the United States mainly had two political parties, even though those parties changed and third parties were still involved in elections. In this article from the Washington Post, Matthew Dean Hindman and Bernard Tamas explore the rise and influence of third party candidates in recent decades following years of decline in their relevance. To this end, they analyze contributing factors to the appeal of third party candidates Page 55

56 and contrast the goals of several third parties, such as the Reform Party, the Libertarian Party, and the Green Party. The Age-Old Problem of Fake News, by Jackie Mansky What is fake news? The honesty and bias of the free press has been a subject of debate and controversy in the nation since its founding. Presidents and other government officials have mixed relationships with the press as news media can be a useful tool for political leaders to communicate with large numbers of people but can also be a source of concerted criticism. In this article in Smithsonian magazine, Jackie Mansky explores the role and influence of journalism in government over time. In particular, Mansky examines instances when officials and the press disagreed on the reporting of events, leading to charges of bias, falsehood, propaganda, and fake news. Through the article, students gain a deeper understanding of the importance and challenges of a free press and modern media technology. A New Approach to Big Money in Politics, by Russ Feingold and Ro Khanna Senator Russ Feingold and Representative Ro Khanna, both Democrats, coauthor an op-ed piece on the need for campaign finance reform. The congressmen summarize the problems they believe result from the influence of private funding of election campaigns and lay out their ideas for the implementation of public financing. In their article, they address issues such as dark money, super-pacs, laws and court rulings such as Citizens United and the McCain-Feingold Act in support of the Democracy Dollars Act. Why Is Vote Turnout So Low in the US? by Michael D. Regan Although voting is both a right and a responsibility of citizenship, voter turnout during presidential, congressional, state, and local elections has long struggled to pass the 60 percent mark. This means that in most elections nearly half the eligible voters do not participate. In some elections, particularly state and local elections, the number of nonvoters is much higher. Why? If American democracy and its republican system of government hinge on participation, if citizens want a government by and for the people, representative of their interests, then why do half or more of them not vote? This article from PBS NewsHour examines rates of voter turnout in various elections, analyzing the causes and effects of turnout. Page 56

57 UNIT 7: FREE ENTERPRISE FUNDAMENTALS AND SYSTEMS Additional Teaching Materials Understanding the Laws of Supply and Demand In market-based economics, the forces of supply and demand largely drive the production and prices of goods. To make the most profit, businesses compete to find the price that best balances the cost of production with the price consumers are willing to pay. This Economics USA video program, Supply and Demand, from the Annenberg Learner website, examines the factors that drive supply and demand. Students follow real-world examples, examining effects such as water scarcity, an oil crisis, and passing fashion fads on supply, demand, and prices. The video extends learning in the lesson The Law of Supply and Demand. Evaluating the Government s Role in the Economy The United States has a mixed-market economy and republican form of government. This means that government institutions and regulations play a limited role in the nation s otherwise market-driven economic system. Often politicians and citizens debate the extent of that role. Fiscal conservatives tend to favor less government role in the economy and more freedom for business, while economic progressives support greater regulation of industry and business and more public services. In the lesson plan Government & the Economy, from icivics, students review different types of economic systems, explore types of mixed-market government intervention, and examine how these concepts work in the cell phone service industry. They then apply what they have learned to analyzing a scenario in the food production industry. This lesson plan and its activities supplement the lesson Economic Systems. For Some, Finding Work Proves Difficult from PBS NewsHour In a market-based economy, resources and goods are not the only items affected by scarcity. Jobs, too, can be scarce, and the allocation of jobs varies greatly across industries as well as geographic regions. Multiple factors influence the availability of jobs, but competition for a limited number of jobs also determines whether an individual who wants an available job can get it. Job applicants compete for jobs based on a number of qualities, including education, training, age, and skill sets. The video clip For Some, Finding Work Proves Difficult from PBS NewsHour looks at other challenges facing two disparate groups corporate executives and individuals with criminal records. Students explore some of the difficulties and choices facing job hunters. Students also gain a deeper understanding of unemployment and the job market in the nation. This video extends learning in the lesson Economic Systems and Daily Life. Page 57

58 Additional Readings We re All Economists Now: Scarcity Lessons for High School Students, by Kurt Bills Why study economics in a civics course? Economics refers to the decisions made by individuals and groups, including governments, about how to use resources, produce goods, and allocate resources and goods. As such, economics affects all aspects of life in a society, including governance. Just as a person cannot survive without figuring out how to get clean water and nutritious food, a nation cannot survive without figuring out how to produce and distribute goods to sustain its population. The central focus of this article by Kurt Bills, featured in Forbes magazine, is the influence of scarcity on consumer and business choices. Bills questions whether scarcity exists. He then uses the problem of scarcity to explore the economic decisions facing all citizens including high school students as he explores how people use limited resources to fulfill unlimited wants and needs, the role of rationing devices in allocation, and the function of markets. The Role of the Government in the Economy, from the US Department of State People often refer to the United States has having a laissez-faire or free enterprise system, but how free is it? No nation has a purely market-driven economy, and the United States is not even the most market driven. Singapore, Australia, and several other nations each have lower taxes and fewer economic regulations than the United States. So, what exactly does the government do in the US mixed-market economy? This article from the US Department of State provides an overview of the history of economic development in the nation, and it assesses changes to and influences on its laissez-faire practices over time. Through an examination of the liberal-conservative debate over government intervention in the economy, the article describes the role of regulatory agencies, early efforts to prevent monopolies, causes of deregulation in industries such as banking and telecommunications, and the impact of environmental concerns on the government s role in the economy. Adam Smith Was No Laissez-Faire Ideologue! by Charley Dewberry Adam Smith, a Scottish economist and philosopher, is most widely known for his treatise An Inquiry into the Nature and Causes of the Wealth of Nations, published in In Wealth, Smith sets out to uncover why some nations are wealthier than others, and he focuses on the role of free trade and market forces including incentive and competition in producing wealth. Smith wrote in response to the dominance of mercantilist economics exercised by European imperial powers such as Britain over their colonies. He argues in favor of free markets, and his work is often invoked in defense of free enterprise systems. However, as discussed in this essay by Charley Dewberry, Smith also cautioned against the dangers of unchecked business interests. Dewberry analyzes key excerpts from Smith s Wealth to propose a more complex interpretation of Smith s free-market ideas. In particular, he looks at Smith s Page 58

59 descriptions of self-interest and competitions, and examines what types of government intervention he opposed and which he most likely viewed as necessary to prevent potential abuses of capitalism. UNIT 8: FREE ENTERPRISE SYSTEMS AND STRUCTURES Additional Teaching Materials Analyzing Markets in Action The lesson Markets in Action from the Foundation for Teaching Economics examines the interdependence between supply and demand, market prices, and incentives for producers and consumers. It also explores factors that influence competition within an industry and how different levels of competition, in turn, affect buyers and sellers. Finally, the lesson gives students the opportunity to evaluate the role of government regulatory activity on markets and to consider the effects of the regulations such as price controls on consumer choice. The lesson content supplements concepts discussed in the Competition and Free Enterprise and Market Structures and Competition lessons. Understanding GDP Economics and economic concepts can be overwhelming for many students. This lesson plan, The ABCs of GDP from the Federal Reserve Bank of Atlanta, provides an overview of gross domestic product (GDP). It also provides activities in which students identify components of GDP and differentiate between real and nominal GDP. Students then work in groups to research and prepare presentations on other measures of standards of living. The content of the activities extends learning in the Introduction to Macroeconomics lesson. Debating the Pros and Cons of Globalization Students explore the meaning of globalization, and conduct research to evaluate the benefits and drawbacks of globalization in different countries. As part of the lesson, students view the PBS video Illicit The Dark Trade, and examine issues related to globalization from the World Bank, the State University of New York, and Yale websites. They use what they have learned to conduct a class debate on the pros and cons of globalization. The activity builds on concepts discussed in the Economic Growth, Economic Development and Technology and Economics lessons. Page 59

60 Additional Readings The Steamboat Monopoly, by John Steele Gordon Business and trade monopolies have a long history in the United States. During colonial times, European mercantilist powers held monopolies. With industrialization came the rise of corporations and the consolidation of industries. In recent decades, monopolistic practices have again come to the fore in industries such as telecommunications, mass media, and entertainment. In this article from American Heritage, John Steele Gordon examines the role of monopolies and cartels in the transportation industries of the 1800s and 1900s. From steamboats to airlines, Gordon assesses causes and effects monopolies on transportation, including those on steamboat operations in Louisiana where the New Orleans controlled traffic to and from the Mississippi River. Gordon concludes by explaining the significance of the Supreme Court ruling in Gibbons v. Ogden, which upheld the federal government s right to regulate interstate commerce and empowered the government to break up monopolies. The Oligopoly Problem, by Tim Wu Oligopolies are more prevalent economic structures within mixed-market economies than monopolies. Why, and to what effect? In this article from the New Yorker, Tim Wu draws attention to oligarchic industries such as wireless telephone service carriers and assesses the impact on price and choice for consumers. Wu proposes that oligopolies, not monopolies, pose the greatest modern threat to competitive markets and consumer sovereignty. Through his discussion, Wu highlights the media s tendency to confuse monopolies and oligopolies; describes the structures and processes, such as parallel exclusion, that limit competition; and considers the response of regulatory agencies. Louisiana s GDP Slumps Second Straight Year, Slowest Rate in the Country in 2017, by Sam Karlin Founded as a French colony in 1682, the modern state of Louisiana became part of the United States in By that time, the city of New Orleans was a bustling, prosperous port while plantation farming and fishing flourished in other parts of what would become the state. However, Louisiana lies along the Gulf Coast, where hurricanes and flooding pose ongoing threats. In 2005, Hurricane Katrina ravaged New Orleans and other parts of the state. Then, in 2010, the Deepwater Horizon oil spill hurt offshore drilling, fishing and shrimping industries, and tourism, and the region struggled to rebuild. In this article from the Advocate, Sam Karlin investigates the effects of these and other challenges on economic development in Louisiana and evaluates efforts to recover and grow the economy. Page 60

61 Explainer: The state of Raul Castro s Economic Reforms in Cuba, by Marc Frank In 1959, Communist guerilla leader Fidel Castro led an armed revolution that toppled the US-backed anti-communist dictatorship of Cuba and installed an autocratic government with a command economy in its place. Under Castro, Cuba nationalized many businesses, implemented sweeping social services programs, collectivized agriculture, redistributed land, and equalized pay. Over time, the country faced food and medicine shortages and rising unemployment. Castro ruled as president until 2008, when he stepped down and his brother, Raul, took control and began loosening state control on the economy. In this article, from Reuters, Marc Frank summarizes reforms in agriculture, small business, state industry, taxes, foreign investment, and the ownership of private property under Raul Castro, and he assesses their impact on economic development and Cuban society. UNIT 9: FREE ENTERPRISE AND FINANCIAL LITERACY Additional Teaching Materials Exploring Career Options Today, some of the fastest growing career fields in the United States are those in services, including health care and technology. The Bureau of Labor Statistics website provides a Career Exploration page on which students can identify potential careers by their interests. Each job lists links to information in the Bureau s Occupational Outlook Handbook (OOH) so students can learn more about job activities or tasks, prospects in the field, wages, work environment, and required skills and education. Students can investigate additional careers and interests by linking directly to the OOH. Students might also wish to review the fastest growing jobs listed in the OOH. The website and handbook give students the opportunity to apply concepts from the Making Employment Decisions lesson. Learning and Applying Personal Finance Skills The Federal Reserve Bank of Atlanta s curriculum package Katrina s Classroom: Teaching Money Skills for Life comprises four lessons that examine basic financial literacy within the context of Hurricane Katrina s devastation and its aftermath. Each lesson includes SMART Board files, presentations, interactives, and additional resources guides. Each lesson also uses stories, scenarios, and data from real-world events and people to illustrate issues of scarcity, financial preparedness, risk management, the role of financial institutions, personal money management skills, the use of credit, and decisionmaking regarding budgets, education, careers and jobs, and lending. The content of the lessons extends learning from each lesson in the unit. Lesson 1: Katrina Strikes most directly relates to the content in the Budgeting and Being a Smart Consumer and Insurance lessons. Lesson 2: In the Aftermath extends Page 61

62 learning from the Banking: How to Manage Your Money lesson, and Lesson 3: A Fresh Start builds on the How Credit Works and Managing Financial Information lessons. Lesson 4: Back to School revisits concepts from the Making Employment Decisions and Investing lessons. Practicing Budgeting Decisions Making a budget can seem like a daunting process. Budgets comprise many factors, and the more practice students have making and interpreting them, the easier it will be for them to make their own personal economic decisions. Lesson 9: Budget Busters: Who s Breaking the Bank? from the Practical Money Skills website provides teacher- and student-facing lesson materials and worksheets through which students evaluate three plausible economic scenarios and budgets. Each scenario reflects the experiences of a high school or college students. Students then use what they have learned from these scenarios to analyze their own hypothetical economic conditions and make and assess a personal budget. The website provides material for 21 additional lessons in financial literacy, including Lesson 1: Money Matters: Why It Pays to Be Financially Responsible, Lesson 3: Road Rules: Researching and Buying a Car, Lesson 8: Making it Work Together: Money and Roommates, Lesson 15: The Danger of Debt: Avoiding Financial Pitfalls and Lesson 19: Financial Forces: Understanding Taxes and Inflation. Additional Readings Credit Reports and Scores, from USA.gov What is a credit report and a credit score, and why do they matter? Many people do not realize just how much personal economic information from their spending patterns to their late payments to their debt is collected much less shared with potential lenders, employers, landlords, and others. This article, from the website for the Official Guide to Government Information and Services, explains the basics of credit reporting, information sharing, ways people can track their credit scores and obtain credit reports, ways that businesses can access and use personal financial information, and reasons people should be aware of this information. Putting the Rising Cost of College in Perspective, by Lily Rothman The cost of college and other postsecondary education programs changes from year to year. How much different degree, certificate, and training programs cost depends on several factors including the type of institution, the length of the program, the reputation of the program and institution, and the institution s location. The cost itself also comprises multiple elements, including tuition, book and material fees, and room and board. In this article from Time, Lily Rothman explores how costs for college changed over time and why they changed. Rothman cites examples of increases in tuition across Page 62

63 different types of college and universities, provides historical context for certain changes, and gives insight into current costs that students can expect. An International Final Four: Which Country Handles Student Debt Best? by Matthew Chingos and Susan Dynarski In recent decades, student loan amounts and debt have risen dramatically, and they are leading to what some officials and economists call a student debt crisis. Students today can walk away with tens of thousands of dollars in debt to repay undergraduate and graduate programs. Their parents, too, might incur large amounts of debt. As time passes and interest mounts, those debts can become unmanageable. In this article, from the New York Times, Matthew Chingos and Susan Dynarski contrast student loan and debt repayment programs in the United States with those of three other nations Sweden, Australia, and Britain. The article also calls attention to the costs of higher education in the four nations, identifies significant problems in the US system, and proposes possible solutions to address those problems. Part-Time Work during the School Year? Why It Can Be a Good Thing, by Heidi Stevens Across the nation, between one-quarter and one-third of teens work part-time jobs during the school year. That number is higher during summer months. Since the 1970s, the number of high school students working has steadily declined. Today, many students work to help support themselves and their families. Other students choose to work to earn money for car insurance, gas, and other costs. Parents might encourage or discourage students from getting jobs. In this article, from the Chicago Tribune, Heidi Stevens examines reasons for teens to work part-time as well as the potential benefits and drawbacks of working while in school. column.html# The Wealthy Barber: The Common Sense Guide to Successful Financial Planning, by David Chilton 2 A 28-year-old school teacher and expectant father sits down with two other friends to listen to the wisdom of Ray Miller, a local barber who is full of advice on how to manage their finances and plan for a comfortable future. David Chilton uses narrative spin to offer readers insight into the basics of money management, investment, real estate, taxes, and more. The book begins by exploring pitfalls of financial illiteracy and devotes a chapter to the barber s primary piece of advice invest 10 percent of everything you make back in yourself, with interest. 2 Chilton, David. The Wealthy Barber: The Common Sense Guide to Successful Financial Planning. 3 rd Ed. Roseville, California: Prima Publishing, Page 63

64 WRITING PROMPTS, SAMPLE RESPONSES, AND RUBRICS Students engage in writing activities regularly throughout the course. Rubrics for assessment are available for both students and teachers. Different modes of writing are incorporated in student activities. The following prompts provide opportunities to respond in a variety of informative, argumentative, and narrative writing modes. WRITING PROMPTS Unit 1: Introduction to Civics and Government 1. How did the members of the Second Continental Congress and the framers of the Constitution each seek to fulfill the social contract, first through a confederal system and then through a democratic federal republic? Write an informative essay in which you synthesize information from the unit to explain how the government of the United States represents a social contact. 2. Write a narrative essay in which you evaluate the outcomes of debate and compromise described in Constitutional Compromises, the Crash Course Government and Politics video and the unit content. Compose a letter to the framers who attended the Constitutional Convention in which you address the following question: How did the process and resolutions of constitutional debate uphold or fail to uphold founding principles enshrined in the Declaration of Independence and the Constitution? Assume the perspective of a citizen or another member of society in the newly formed United States and describe how and why you reached the conclusions that you did. Unit 2: The Constitution 1. Why is Marbury v. Madison considered a landmark case? Summarize Marshall s reasoning in ruling the Federal Judiciary Act unconstitutional and establishing the precedent of judicial review. Cite specific evidence to evaluate how the case proved crucial to the shaping of the judiciary s role in US government, then and now. Marshall s ruling can be found in the Supplemental Materials and Suggested Readings section. 2. In his final speech to the Constitutional Convention, Benjamin Franklin states, It therefore astonishes me, Sir, to find this System approaching so near to Perfection as it does. Do you agree or disagree with this sentiment? Cite evidence from Franklin s speech (found in the Supplemental Materials and Suggested Readings section),the Constitution, and other sources to support your conclusions. Unit 3: Civil Rights and Liberties 1. In the majority opinion of Obergefell v. Hodges, Justice Anthony Kennedy writes that the plaintiffs ask for equal dignity in the eyes of the law. The Constitution grants them that right. Use The Fourteenth Amendment lesson and the article entitled Gay Marriage, found in the Page 64

65 Supplemental Materials and Suggested Readings, to assess the role of dignity in protecting or limiting civil liberties. To what extent is dignity a right? Can the dignity of one individual or group ever be in conflict with another s? 2. During times of crisis, the federal government has taken actions to restrict civil liberties. Research an instance in which the government restricted individual rights in the name of security. What were the consequences? Use Civil Liberties in Wartime, found in the Supplemental Materials and Suggested Readings, to begin your research. Unit 4: Government Institutions 1. Read the History Channel s article Filibuster, found in the Supplemental Materials and Suggested Readings section. Does the use of the filibuster in Congress help or hinder American democracy? Write an argumentative essay in which you take a clear position. Cite evidence from the unit and from the article to support your ideas. 2. If you could enact any law, what would it be and how would you do it? Write a narrative essay in which you describe how you as a citizen or an elected official would go about getting your bill adopted. Be sure to summarize the law you want to pass, to clarify at what level of government you need to have it passed, and to detail the process by which you will achieve your goal, including how you will gather support for your proposed law. Unit 5: Public Policy 1. What is a public policy issue you feel strongly about? Consider examples of economic, social, and foreign policy issues today. Then, select one public policy issue that is important to you. Write an argumentative essay in which you explain the issue and argue for a policy approach to address that issue. Be sure to support your position with evidence from the unit, including from the Supplemental Materials and Suggested Readings section. 2. Read A History of America s Ever-Shifting Stance on Tariffs, by Ryan P. Smith found in the Supplemental Materials and Suggested Readings section. Write a narrative essay in which two people, each representing a different perspective on a current or past tariff issue, debate the benefits and drawbacks of the tariff. You may format your essay as a dialogue or as an exchange of letters, s, or blog posts. Use evidence and examples from the article to develop the information presented. Unit 6: Civics and Participation 1. How and why must citizens participate in government to sustain American democratic principles? Write an informative essay in which you describe civic duties in the United States and explain their relevance to the function of republican government. 2. Does the Electoral College help or hinder American democracy? Write an argumentative essay in which you take a clear position. Cite evidence from the unit as well as from PBS s Page 65

66 Understanding the Electoral College video, found in the Supplemental Materials and Suggested Readings section, to support your ideas. Unit 7: Free Enterprise Fundamentals and Systems 1. What is the relationship between political systems and economic systems? Write an informative essay in you contrast political and economic ideologies, citing modern examples, and describe the interdependence between government and economic activity. 2. Read the articles The Role of the Government in the Economy and Adam Smith Was No Laissez-Faire Ideologue! from the Supplemental Materials and Suggested Readings section. Given current debates over government regulation of industry and free trade, what advice do you think Smith would give the nation s lawmakers? Write a narrative essay in which you assume the perspective of Smith to advise the administration and Congress on whether the nation should (a) increase or decrease government regulation of business and (b) expand or withdraw from free trade agreements. Unit 8: Free Enterprise Systems and Structures 1. How do developed nations differ from transitioning and developing nations? Write an informative essay in which you use what you have learned to contrast stages of economic development in nations, explain the economic and social indicators that provide the basis of these judgments, and cite examples of modern nations at each stage of development. 2. Should the government enact tougher regulations against monopolies and oligopolies to protect competition and consumer sovereignty? Write an argumentative essay in which you take a position on government regulation of business activities. Cite evidence from the unit, including from the articles found in the Supplemental Materials and Suggested Readings section, to support your ideas. Unit 9: Free Enterprise and Financial Literacy 1. How should you prepare for life after high school? Write a personal narrative essay in which you summarize your education and career goals and explain a plan to achieve those goals. 2. Are students and parents, colleges and universities, or the government and lending institutions most responsible for a potential student debt crisis in the nation? Write an argumentative essay in which you evaluate the causes of the mounting student debt and propose possible solutions. Cite evidence from the unit content as well as from the article An International Final Four: Which Country Handles Student Debt Best? in the Supplemental Materials and Suggested Readings section to support your ideas. Page 66

67 STUDENT WRITING SAMPLES AND RUBRICS Edgenuity understands that students often find it difficult to understand assessment criteria and what represents quality work in a given writing mode. A useful teaching strategy to help students understand the nature and characteristics of quality writing in the different modes is to analyze and discuss exemplar student work prior to students tackling their own related task. Teachers may be reluctant to show exemplar writing assignments that exactly match the given task for fear that students may rely too heavily on these exemplars, or that students will assume there is an expected answer. However, Edgenuity has provided the following recommended resources that contain multiple exemplars of the different writing modes that can be used to further writing instruction. Common Core Appendix C Writing Sample with Annotations Achieve the Core Writing Samples with Annotations In addition to the above-annotated exemplars, Edgenuity has provided the following argumentative, informative, and narrative student writing samples. These deliberately flawed samples can be used in the teaching of writing workshops as a guide for students writings of varying ability levels. Narrative/Procedural Writing Student Sample This student exemplar serves to provide teacher guidance regarding the narrative writing students create for writing prompt 8 in Unit 1. Assignment summary: Write a narrative essay in which you evaluate the outcomes of debate and compromise described in Constitutional Compromises, the Crash Course Government and Politics video and the unit content. Compose a letter to the framers who attended the Constitutional Convention in which you address the following question: How did the process and resolutions of constitutional debate uphold or fail to uphold founding principles enshrined in the Declaration of Independence and the Constitution? Assume the perspective of a citizen or another member of society in the newly formed United States, and describe how and why you reached the conclusions that you did. To the Honorable Members of the Massachusetts Constitutional Convention, It was my distinct pleasure to fight for our nation and our mutual freedom until I was gravely wounded at the Battle of Monmouth. Lying on that field of battle in the 100-degree sun, I resigned myself with pride to give my life for my nation, but my life lingered. I paid the price for my bravery while certain generals ran from the field. I retired home, unpaid, and it was with a heavy heart that I decided to take up arms once more, this time to fight with my fellow farmers in Shay s Rebellion. I fought for Page 67

68 Daniel Shay, I fought for George Washington, and now, in the twilight of my life I must fight once more against your newest manifestation of tyranny. I have tried to keep an open mind as I have read these so-called Federalist Papers and followed the events of The Philadelphia Convention. Since then, seven states have ratified this Constitution, and now it appears that the fate of it lies with the convention of my state. Before you vote, the farmers of Western Massachusetts and I express our extreme displeasure that: 1. The conspirators of the Annapolis and Philadelphia conventions were only mandated by the people to revise the Articles of Confederation. Instead they met in secret to create something completely new: this so-called Constitution. It was with disgust that I read the news that Congress failed to censure the delegates for exceeding their authority. 2. Your electoral college and your 3/5ths clause and your so-called House of Representatives have given the Presidency to the Southern States! You have given them an unfair advantage in the electoral college. States like South Carolina and Georgia will have more representation because of your nonsense 3/5ths Clause. I hold that a slave is a person, the South holds that a slave is not, and this Constitution says that a slave can be counted as 3/5ths of a person when determining how much representation a state will have in the House of Representatives. This represents the most cynical form of compromise, and one that will give the South a decisive advantage in the House of Representatives and Electoral College to come. In order to gain the support of states like North and South Carolina, the members of the convention have silently allowed slavery to continue. I fear that your silence is consent to a terrible practice. The only mention I could find, other than this 3/5ths Clause, is that you will allow more slave ships to bring slaves from Africa for the next 20 years. You are allowing countless people to suffer. You Page 68

69 are making the northern colonies responsible for enforcing a fugitive slave clause. I fear that you have placed a tremendous burden on future generations. 3. Whatever power a government should have should be for my protection. I am an honest yeoman farmer, far from the lights and stench of cities. I would be better served by a powerful government one mile from my house than a government several months travel away. The British failed to rule us in part because there a similar delay in communication. You keep moving your federal capital farther and farther away! Where is it now? New York City? Philadelphia? Some city in New Jersey? You cannot hide the capital city from the rage of the people. Will you give the South the capital as well? 4. There was a lot of debate in these so-called Federalist Papers about the need for a Bill of Rights. I agree with George Mason that a Bill of Rights must be added to the Constitution. I hope that he can convince his fellow Virginian James Madison to consider them. The Federalists say that a list might be incomplete and that we can trust the Government is well-designed enough to protect us. This reminds me of what the Loyalists said before the Revolution, that the Crown and Parliament represented our best interests without providing us protections. We must have a Bill of Rights! Once again please listen to my warnings about this Constitution. If it is ratified I firmly intend to move into the strange lands north of the Ohio River Valley, far beyond the borders of the United States. Sincerely, A Massachusetts Farmer Page 69

70 Expository/Informative Writing Student Sample This student exemplar serves to provide teacher guidance regarding the informative writing students create for the lesson Writing Workshop: Researching an Agency. Assignment summary: Federal agencies were created to oversee specific areas or aspects of the government s responsibility to its citizens. Federal agencies also do specific jobs that the government has promised to perform. As the role of government and the needs of people and society have changed, new agencies have been established. You will choose one federal agency to discuss in an informative essay. You should do outside research and write an essay on the structure of the agency and its function. The Environmental Protection Agency In the 1960s, America began a national conversation about the environment. The use of pesticides, concerns about air and water pollution from oil spills, and the realization that earth s natural resources are finite sparked a movement to take better care of the planet. In 1970, President Nixon presented Congress with a thirty-seven-point message on the environment. He emphasized improving water treatment facilities, national air quality standards, guidelines for motor vehicle emissions, and the clean-up of land and water polluted by federal facilities. Additionally, Nixon formed a council to consider how the federal government could implement programs to reduce pollution. The council recommended a plan to consolidate the government s environmental responsibilities under one agency the Environmental Protection Agency which Nixon created with an Executive Order. In its first years, the EPA was responsible for the enforcement of the Clean Air Act of 1970, the Federal Environmental Pesticide Control Act of 1072, and the Clean War Act of Over the next several decades, the EPA has continued to enforce laws governing air and water quality. The organization and structure of this large federal agency is complex. Like other federal agencies, the EPA is led by an administrator who is appointed by the President and approved by Congress. This administrator provides overall supervision of the agency and reports directly to the President. The Headquarters for the EPA is located in Washington, DC, and regional offices are located Page 70

71 around in the nation in Boston, New York, Philadelphia, Atlanta, Chicago, Dallas, Kansas City, Denver, San Francisco, and Seattle. The EPA is divided into several offices, including the Office of Administration and Resources Management, Air and Radiation, Chemical Safety and Pollution Prevention, Enforcement and Compliance Assurance, International and Tribal Affairs, Land and Emergency Management, and Research and Development. Each office has its own responsibilities. For example, the Office of Research and Development conducts the newest scientific research to help the EPA make decisions to keep humans and ecosystems safe from pollution. The EPA is responsible to enforce the laws passed by Congress by writing and enforcing regulations, and issuing policy and guideline documents. Some of the EPA s regulations set guidelines for drinking water, acid rain, asbestos, mold, and other toxins. Since it was created, the Environmental Protection Agency (EPA) has transformed the US in its effort to protect human health and the environment. The job of the EPA is to make sure that Americans have clean air and water. We can see an example of the EPA s success in its agreement with the automobile industry to install catalytic converters, which reduced emissions by 85 percent ( According to its own 1995 report Setting Priorities, Getting Results: A New Direction for the EPA, the EPA has greatly enhanced the quality of life in America. The nation decided in the 1970s to take a united stand against pollution. Those who can remember when rivers stank and when air pollution episodes killed people, appreciate how much the agency and the nation have accomplished. Children now swim in rivers their parents were taught to avoid; many cities now have much cleaner air. And recently, the nation has taken steps with international partners that will eventually repair humanity s damage to the layer of stratospheric ozone that protects all life on earth ( The EPA sponsors national efforts to reduce harm to the environment. For example, the EPA enforces the Clean Air Act by regulating the emissions of air pollution from cars and large ships and by creating fuel standards. The EPA also enforces federal laws to protect human health and the environment. The EPA recognizes that environmental stewardship is vital Page 71

72 for US policies regarding natural resources, agriculture, industry, and energy. Additionally, the EPA works to ensure that all parts of society have access to accurate information so they can manage human health and control environmental risks. Lastly, the EPA holds business and people accountable for cleaning contaminated lands and toxic sites. In addition to the responsibilities listed above, the EPA serves a critical role in the event of a disaster, such as a nuclear meltdown. One such event nearly occurred almost forty years ago, when the Three Mile Island Unit 2 reactor near Middletown, Pennsylvania partially melted down at 4am on March 28,1979. This was the most serious accident in US commercial nuclear power plant history. Fortunately, there was little harm done to humans and the environment, but the aftermath brought sweeping changes to emergency response planning, radiation protection, and human factors engineering. The EPA was able to initiate programs and standards to keep another incident, or more serious incident, from occurring. More recently, the EPA responded to the Deepwater Horizon oil spill by creating the Gulf Restoration Council to restore the ecosystem and economy of the Gulf region. According to US Secretary of Commerce Penny Pritzker, We will continue doing everything we can in coordination with our partners and stakeholders in the region to make sure the Gulf Coast comes back stronger and more vibrant than before the disaster (restorethegulf.gov). Thanks to the EPA, communities affected by pollution from corporations or federal agencies, such as the massive BP oil spill, are able to receive the resources needed to rebuild and recover. In conclusion, the EPA is necessary to America s survival, as the health of the planet and human race depends on taking care of the environment. Without the EPA, corporations and businesses would not be responsible to clean up disasters caused by their pollution. Many people today are concerned with the damaging effects of climate change on the environment. In an uncertain future, the EPA s role in protecting citizens quality of life is more important than ever. Page 72

73 Works Cited Environmental Protection Agency. Five Years Later, Deepwater Horizon oil Spill Recovery Leaders United in Long-term Commitment to Restore the Gulf. Restore the Gulf. April 15, United States Environmental Protection Agency. August 9, 2018, Argumentative Writing Student Sample This student exemplar serves to provide teacher guidance regarding the argumentative writing students create for the lesson Writing Workshop: The Purpose of Government. Assignment summary: What is the purpose of government? Select a quotation from a US president. Then, write an argumentative essay that explains why you agree or disagree with the president s views. In the conclusion to your essay, present your own views on the purpose of government based on the statement you evaluated and discussed. The Purpose of Government The Preamble to the US Constitution states that our government was created to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity (The Preamble). Yet even our greatest presidents have had differing opinions and interpretations of what exactly that means. Should the government be a large institution, heavily involved in the daily lives of its people? Or should the government play a smaller role, and give its citizens greater freedoms and liberties? Abraham Lincoln offers an effective argument for the establishment of a powerful federal government. He argues that the legitimate object of government, is to do for a community of people, whatever they need to have done, but can not do, at all, or can not, so well do, for themselves in their separate, and individual capacities. Citizens needs include protection from domestic and foreign invasions, the safeguarding of civil liberties and natural rights, and the establishment of public services. Lincoln is right. Page 73

74 Ultimately, the purpose of government is to provide for the needs of all its people, and this necessitates a strong federal government. Perhaps the most fundamental purpose of government is to protect the people from domestic and foreign invasions. As Lincoln stated, the main responsibility of the government is to take care of issues that individuals cannot take care of on their own. The United States federal government is more capable of protecting the people and responding to a potential terrorist attack with its federal army than a bunch of isolated, unorganized, poorly trained, armed citizens would be. The federal government has the resources to build and maintain armed forces to protect Americans and their interests. A government should also ensure that citizens civil liberties and natural rights, including equal protection under the law and the rights of the accused, are upheld. A strong federal government can do those things through legislation, law enforcement, and a strong judicial system better than individuals can. The United States hasn t always lived up to its ideals. Though the Declaration of Independence asserted that all men are created equal, slavery continued in the country for threequarters of a century. Moreover, women didn t get the right to vote until the 19 th amendment was passed in Despite these failures in protecting and advancing the rights of individuals, it could be argued that a strong federal system was not to blame. After all, slavery was often framed as an issue of states rights. Had federal powers been stronger, the practice may have been outlawed much sooner, or never allowed to exist. In addition, without laws, courts, and law enforcement agencies, individuals would likely face discrimination, violence, and abuse from each other without any recourse. Lastly, establishing public services such as roads, infrastructure, public education, and social welfare are best handled by a strong federal government. Individuals cannot reasonably be expected to create their own schools, hospitals, and networks of transportation and communication. A good example of the success of this type of program is the Works Progress Administration, created in 1939 in Page 74

75 response to the Great Depression. The WPA put approximately 8.5 million people to work during a time of incredible economic hardship in the United States, allowing them the opportunity to earn an income and preserve their dignity. Over 600,000 miles of roads, 75,000 bridges, and 8,000 parks were constructed thanks to the WPA ( Works Progress Administration ). The sheer scale of this project is something that required a strong federal government, to, in the words of Lincoln, do for a community of people, whatever they need to have done, but can not do, at all, or can not, so well do, for themselves. Not everyone agrees with Lincoln s views on the purpose of government. Some people believe that if the government is too strong, it will take away people s liberties. However, that argument is weak. For instance, the fourth, fifth, sixth, and eighth amendments to the Constitution protect the accused from an abusive government that could otherwise take away people s freedom and lives without due process. Amendments have been added throughout the history of the United States that protect citizens from being discriminated against. Without these laws passed by a government powerful enough to enforce them, people especially vulnerable people would be under constant attack. Bigger government does not necessarily mean less freedom. If done right, it actually guarantees more freedom. As James Madison once said, If men were angels, no government would be necessary (Madison). Unfortunately, men are not angels and a powerful federal government is necessary to ensure the safety of all people. The reach of the federal, state, and local governments will probably always be a source of contention. However, as I have tried to prove, Lincoln was correct in his assertion. I personally believe that a strong federal government is the way to provide for needs that we can t meet on our own as individuals. These needs may only increase in the future as a changing economy and other challenges create situations when more people need assistance from the federal government. Or, on a more Page 75

76 hopeful note, a strong federal government can fund and support new advances in technology and exploration, revealing new discoveries and advances that we never could have achieved as individuals. Works Cited Lincoln, Abraham. Fragment on Government, circa July 1, House Divided, hd.housedivided.dickinson.edu/node/ Madison, James. The Federalist #51. Constitution Society: Everything Needed to Decide Constitutional Issues, Preamble. National Constitution Center Constitutioncenter.org, National Constitution Center, Works Progress Administration. Encyclopedia Britannica, Encyclopedia Britannica, Inc., 28 Feb. 2018, RUBRICS Edgenuity courses contain rubrics for educators to aid in scoring of specific student activities. Teachers will find the project rubrics by clicking on the project in the Learning Management System (LMS). Page 76

77 Rubrics for the writer s workshop essays are viewed in the gradebook when reviewing the student s submission. Students are able to access rubrics when working on an essay or project to evaluate their work, or that of a peer, prior to submission. Page 77

78 Expository/Informative Writing Rubric Page 78

79 Argumentative Writing Rubric Page 79

80 Narrative Writing Rubric Page 80