CE.1 Civics and Economics Skills The student will develop the social studies skills citizenship requires, including the ability to a) examine and interpret primary and secondary source documents; b) create and explain maps, diagrams, tables, charts, graphs, and spreadsheets; c) analyze political cartoons, political advertisements, pictures, and other graphic media; d) distinguish between relevant and irrelevant information; e) review information for accuracy, separating fact from opinion; f) identify a problem and recommend solutions; g) select and defend positions in writing, discussion, and debate. Through out the Year Danville Public Schools, 2003 (Revised 7/28/03) 1 Civics and Economics
CE.2a Foundations of American Government the foundations of American constitutional government by explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government. Skills: CE.a, CE.b, CE.d, CE.e, CE.f 1. The student will be able to define terms related to fundamental principles political principles. 2. The student will be able to examine how each concept is evident in the US Constitution. 3. The student will be able to arrange the principles in a sequence that links one concept to the others. Include an analysis of the following Fundamental political principles Consent of the governed People are the source of any and all governmental power. Limited government Government is not all-powerful and may do only those things people have given it the power to do. Rule of law The government and those who govern are bound by the law. Democracy In a democratic system of government the people rule. Representative government In a representative system of government people elect public officeholders to make laws and conduct government on their behalf. 1 st Nine (5 Days) The student will define the fundamental principles of rule of law, limited government, consent of the governed, democracy, and representative government. The student will create two column notes for rule of law, limited government, consent of the governed, democracy, and government. The student will compare and contrast documents to the Constitution on a Venn diagram. Group discussions Projects Quizzes reports Unit tests Writing assignments National Council for the Social Studies National Geographic Smithsonian Institute Textbook Virginia Historical Society Virginia Museum of Fine Arts WorldNet Virginia 2003 History and Social Science Standards of Learning Blueprint www.unitedsstr eaming.com Danville Public Schools, 2003 (Revised 7/28/03) 2 Civics and Economics
CE.2b Foundations of American Government the foundations of American constitutional government by explaining the significance of the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, the Virginia Statute for Religious Freedom, and the Constitution of the United States, including the Bill of Rights. 1. The student will be able to relate the ideas gathered from each document that is a part of our present-day Constitution. 2. The student will be able to arrange the documents in the chronological order that they were written. 3. The student will be able to identify the main theme of each of the documents. Explain that American constitutional government is founded on concepts articulated in earlier documents, including the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom. Analyze the influence of earlier documents on the Constitution of the United States of America, using the following information as a guide: Charters of the Virginia Company of London Rights of Englishmen guaranteed to colonists The Virginia Declaration of Rights Served as a model for the Bill of Rights of the Constitution of the United States of America Declaration of Independence Stated grievances against the king of Great Britain Declared the colonies independence from Great Britain Affirmed certain unalienable rights (life, liberty, and the pursuit of happiness) 1 st Nine (10 Days) The student will read sections of the Articles of Confederation, Constitution, Bill of Rights and The Federalist Papers. The student will create a timeline of events leading to the signing of the Declaration of Independence. The student will create a comparison chart of different documents and identify the documents influence on the Constitution of the United States. The student will examine, explain, and interpret primary and secondary source documents. s will compare and contrast documents to the Constitution by examining primary and secondary documents Teacher made test Quizzes work Group discussions Textbook Primary source documents www.unitedstre aming.com Coach books Video, The Founding Brothers Danville Public Schools, 2003 (Revised 7/28/03) 3 Civics and Economics
CE.2b Foundations of American Government (con t) 4. The student will be able to select which document contributed the most ideals to the Constitution. Established the idea that all people are equal under the law Articles of Confederation Established the first form of national government for the independent states Maintained that major powers resided with individual states Weakness of central government (e.g., no power to tax and enforce laws) Led to the writing of the Constitution of the United States of America. Virginia Statute for Religious Freedom Freedom of religious beliefs and opinions Constitution of the United States of America (including the Bill of Rights) Establishes the structure of the United States government Guarantees equality under the law with majority rule and the rights of the minority protected Affirms individual worth and dignity of all people Protects the fundamental freedoms of religion, speech, press, assembly, and petition Danville Public Schools, 2003 (Revised 7/28/03) 4 Civics and Economics
CE.2c Foundations of American Government the foundations of American constitutional government by identifying the purposes for the Constitution of the United States as they are stated in its Preamble. 1. The student will be able to recall the main goals listed in the Preamble. 2. The student will be able to restate the Preamble in their own words. 3. The student will be able to interpret the five goals in the Preamble. 4. The student will be able to select an article from the Constitution for each stated goal in the Preamble. Describe how the Preamble of a Constitution sets forth the goals and purposes to be served by the government. Include an analysis of the following purposes of U.S. government: To form a union To establish justice To ensure domestic peace To provide defense Explain that the Preamble to the Constitution of the United States of America expresses the reasons the constitution was written. Analyze how the Preamble, which begins, We the people, establishes that the power of government comes from the people. 1 st Nine (5 Days) The student will recite the Preamble from memory. The student will write the meaning of the Preamble in their own words and read to class. The student will roleplay, and illustrate the message of each stated goal in the Preamble. The teacher will assign a goal to each group and have students determine which goal is presented. Rubric Teacher checklist work Textbook Primary source document Danville Public Schools, 2003 (Revised 7/28/03) 5 Civics and Economics
CE.6c Foundations of American Government the American constitutional government by explaining the principle of separation of powers and the operation of checks and balances. 1. The student will be able to name the three branches of government. 2. The student will be able to explain the function of each branch. 3. The student will be able to explain how each branch of government limit the powers of the other branches. Explain that separating power among the legislative, executive, and judicial branches helps prevent any one branch from abusing its power. Describe how a system of checks and balances gives each of the three branches of government ways to limit the powers of the other branches. Use the following information to summarize how separation of powers and checks and balances protect against abuse of power by any one branch of government. Legislative powers over The executive branch Overrides vetoes Impeaches a President The judicial branch Approves federal judges Impeaches federal judges Executive powers over The legislative branch Vetoes acts of Congress Calls Congress into special session The judicial branch Appoints federal judges 1 st Nine (5 Days) The teacher will take the class on a field trip to a courtroom. The teacher will show a video on Judicial Branch of government. The teacher will invite a lawyer or judge to the class to discuss the Judicial Branch of government. The student will select and defend the positions on ways the Constitution of the United States prevents abuse of power. The student will locate newspaper articles that deal with each branch of government exercising powers. Teacher made test Quizzes Textbook www.unitedstre aming.com Danville Public Schools, 2003 (Revised 7/28/03) 6 Civics and Economics
CE.6c Foundations of American Government (con t) Judicial powers over The legislative branch Declares laws unconstitutional The executive branch Declares executive acts unconstitutional Danville Public Schools, 2003 (Revised 7/28/03) 7 Civics and Economics
CE.6d Foundations of American Government the American constitutional government by identifying the procedures for amending the Constitution of the United States. 1. The student will be able to define amendment. 2. The student will be able to explain the process of amending the constitution. 3. The student will be able to examine the methods used to resolve questions involving constitutional interpretation. 4. The student will be able to predict which current issues could lead to a constitutional amendment. Explain that the Constitution of the United States of America defines the process by which formal changes are made to the document. Explain that the process for amending the Constitution of the United States of America includes: Action by Congress or convention Ratification by the states Explain that the amendment process is complex; to date, only 27 amendments have been added. 1 st Nine (5 Days) The student will create a flow chart showing the process an amendment goes through. The teacher will select a controversial issue & group students to go through the amendment process. The students will apply amendments to current situations by using the newspaper and news media. Teacher made test Quizzes work Copy of the Constitution www.unitedstre aming.com Textbook Danville Public Schools, 2003 (Revised 7/28/03) 8 Civics and Economics
CE.6a Our Federal System of Government the American constitutional government by explaining the relationship of state governments to the national government in the federal system. Skills: CE.a, CE.b, CE.c, CE.d, CE.e, CE.f 1. The student will be able to define federalism, enumerated, implied, and reserved powers. 2. The student will be able to identify powers given to the national government and those given to the state. 3. The student will be able to differentiate between the primary responsibilities of the national & state governments. 4. The student will be able to evaluate whether the concepts of less government or more is best for the United States. Explain how the Constitution of the United States of America establishes the principle of federalism, which is the division of power between the states and the national government. Using the following information, describe how the Constitution of the United States of America outlines powers divided and shared among the national, state, and local levels of government: The Constitution of the United States of America establishes a federal form of government in which the national government is supreme. The powers of the national government are either enumerated/expressed or implied in the Constitution of the United States of America. The powers not given to the national government by the Constitution of the United States of America are reserved for the states. 1 st Nine (5 Days) The student will read & discuss the Constitution. The student will debate the concept of more or less government. The student will read federalist & antifederalist papers to contrast viewpoints and put results on a chart. The student will create a chart for the three branches of government at the national level as set forth in the Constitution of the United States. Group discussions Projects Quizzes s work Teacher made tests Rubric Library of Congress National Council for the Social Studies National Geographic Smithsonian Institute Textbook Virginia Museum of Fine Arts WorldNet Virginia 2001 History and Social Science Curriculum Framework www.unitedstre aming.com http://rubistar.4t eachers.org/ Danville Public Schools, 2003 (Revised 7/28/03) 9 Civics and Economics
CE.6a Our Federal System of Government (con t) The Constitution of the United States of America denies powers to both the national and state governments. The powers of the local governments in Virginia are derived from the state. Using the following information describe the primary responsibilities of each level of government: National Conducts foreign policy, regulates commerce State Promotes public health, safety, and welfare Danville Public Schools, 2003 (Revised 7/28/03) 10 Civics and Economics
CE.6b Our Federal System of Government the American constitutional government by describing the structure and powers of local, state, and national governments. 1. The student will be able to illustrate the structure and power of government at each level. 2. The student will be able to compare how each branch of government operates at the different levels. 3. The student will be able to predict how changes in the national government affect changes at the state level. 4. The student will be able to evaluate how the process of checks and balances is more strict at the national level. The powers and responsibilities of the legislative, executive, and judicial branches at both the national and state levels are limited. 1 st Nine (3 Days) The teacher will create a current events bulletin board. The student will bring in and discuss current events found in newspapers and magazines and share them with the class. The student will find political cartoons to discuss how they relate to local, state, and national governments. The student will create a chart explaining how each branch operates at the different levels. Teacher made tests Quizzes work Newspapers Magazines Textbook Posters www.unitedstre aming.com Danville Public Schools, 2003 (Revised 7/28/03) 11 Civics and Economics
CE.7a Our Federal System of Government how public policy is made at the local, state, and national levels of government by explaining the lawmaking process. 1. The student will be able to identify the hierarchy of the court system. 2. The student will be able to describe the organization at each level of courts. 3. The student will be able to distinguish the jurisdiction of each court from the others. 4. The student will be able to compare the state court system to the Federal system. 5. The student will be able to analyze political cartoons. 6. The student will be able to define the term bill. Using the following information, explain that officials who are elected to serve in the state and national legislatures make laws. The Virginia General Assembly and the United States Congress are bicameral legislatures. Bicameral means having two houses (e.g., the Senate and the House of Representatives). 1 st Nine (4 Days) The student will create charts to demonstrate the legislative process in the United States Congress. The student will create a flowchart to explain how a bill becomes a law in the United States Congress. The teacher will take the class to on a field trip to the courthouse. Teacher made tests Quizzes work www.unitedstre aming.com Textbook Danville Public Schools, 2003 (Revised 7/28/03) 12 Civics and Economics
CE.7a Our Federal System of Government (con t) Using the following information, describe the lawmaking process in national and state legislatures: Working in committees Debating on the floor Voting on a bill by both houses Signing the bill into law by the President or governor Elected officials write laws and take action in response to problems or issues. Individuals and interest groups help shape legislation. Explain the following legislative powers: Expressed (specifically listed) Implied (used to carry out expressed powers) Danville Public Schools, 2003 (Revised 7/28/03) 13 Civics and Economics
CE.7b Our Federal System of Government how public policy is made at the local, state, and national levels of government by describing the roles and powers of the executive branch. Objectives 1. The student will be able to name the main goal of the Executive Branch. 2. The student will be able to describe ways that the Executive Branch influences policy making. 3. The student will be able to assess the methods by which cabinet members, agencies, and regulatory groups interpret and carry out laws. 4. The student will be able to create tables and charts to identify ways the executive branch influences policymaking. Using the following information, explain that the executive branch plays a key role in the policymaking process. Ways the executive branch influences policymaking Proposing legislation in an annual speech to the legislature (State of the Commonwealth or State of the Union Address) Appealing directly to the people Approving or vetoing legislation Appointing officials who carry out the laws Explain that the powers of the executive branch are defined in the Constitution of the United States of America and the Constitution of Virginia. Explain that the executive branch at the state and national levels carries out the law. Explain that cabinet departments, agencies, and regulatory groups interpret and help with carrying out laws. 2 nd Nine (5 Days) The student will develop a chart of the roles and powers of the President of the United States. The student will rate the current President in each category, and defend your rating. The student will compare the duties of the President and the governor. Teacher made tests Quizzes work www.democrac y.com www.unitedstre aming.com Danville Public Schools, 2003 (Revised 7/28/03) 14 Civics and Economics
CE.8a Our Federal System of Government the judicial systems established by the Constitution of Virginia and the Constitution of the United States by describing the organization and jurisdiction of federal and state courts. 1. The student will be able to identify the organization of state and federal courts using graphic organizers. 2. The student will be able to define jurisdiction. 3. The student will be able to explain jurisdiction of the courts. Virginia, like each of the other forty-nine states, has its own court system whose organization and jurisdiction are derived from Virginia s constitution and state laws. Virginia Court System Virginia Supreme Court (Justices/no jury) Court of final appeal (Appellate jurisdiction) Limited original jurisdiction Court of Appeals of Virginia (Judges/no jury) Appellate jurisdiction from circuit courts Circuit Court (Judge and jury) Original jurisdiction for felony criminal cases and civil cases over $1,000 Appellate jurisdiction from district courts General District Court (Judge) Original jurisdiction of misdemeanors Civil cases less than $1000 2 nd Nine (5 Days) The student will create a pyramid w/ the levels of courts. The teacher will take the class on a field trip to courthouse. work Teacher made test Quizzes www.unitedstre aming.com Danville Public Schools, 2003 (Revised 7/28/03) 15 Civics and Economics
CE.8a Our Federal System of Government (con t) Juvenile and Domestic Relations District Court (Judge/no jury) Juvenile and family cases The United States has a separate court system whose organization and jurisdiction are derived from the Constitution of the United States of America and federal laws. United States Court System U.S. Supreme Court (Justices/no jury) Jurisdiction: Appellate and Limited Original U.S. Court of Appeals (Justices/no jury) Jurisdiction: Appellate U.S. District Court (Judge with jury) Jurisdiction: Original Explain that magistrates issue search warrants, subpoenas, arrest warrants, and summons and set bail. Danville Public Schools, 2003 (Revised 7/28/03) 16 Civics and Economics
CE.8b Our Federal System of Government the judicial systems established by the Constitution of Virginia and the Constitution of the United States by describing the exercise of judicial review. Using the following information, describe how the power of judicial review is an important check on the legislative and executive branches of government. The supreme courts of the United States and Virginia determine the constitutionality of laws and acts of the executive branch of government. This power is called judicial review. 2 nd Nine (3 Days) The student will write a report about the source of our laws. The students will form cooperative groups to present and explain a court case that involves judicial review. Teacher made tests work www.unitedstre aming.com Textbook 1. The student will be able to define judicial review. 2. The student will be able to explain the case between Marbury v. Madison. 3. The student will be able to name the supreme law of the land. 4. The student will be able to analyze political cartoons, pictures, and other graphic media to explore the concept of judicial review. Marbury v. Madison established the principle of judicial review at the national level. The Constitution of the United States of America is the supreme law of the land. State laws must conform to the Virginia and United States constitutions. Danville Public Schools, 2003 (Revised 7/28/03) 17 Civics and Economics
CE.8c Our Federal System of Government the judicial systems established by the Constitution of Virginia and the Constitution of the United States by explaining court proceedings in civil and criminal cases. 1. The student will be able to define criminal law and civil law. 2. The student will be able to describe the procedures in a felomy case. 3. The student will be able to describe the procedures in a civil case. 4. The student will be able to describe the procedures involving juveniles. 5. The student will be able to examine and interpret primary and secondary source documents. Criminal law In a criminal case, a court determines whether a person accused of breaking the law is guilty or not guilty of a misdemeanor or a felony. Civil law In a civil case, a court settles a disagreement between two parties. Describe criminal procedure in felony cases: A person accused of a crime may be arrested if the police have probable cause. The accused may be committed to jail or released on bail. The case proceeds to an arraignment where probable cause is reviewed, the defendant may be appointed an attorney, and a plea is entered. A court date is set and a trial is conducted. 2 nd Nine (5 Days) The student will complete two column notes on terms associated with criminal justice and court proceedings. The teacher will form cooperative groups and students will arrange steps in a criminal/civil trail in sequential order. Teacher made tests work Group discussions www.unitedstre aming.com Danville Public Schools, 2003 (Revised 7/28/03) 18 Civics and Economics
CE.8c Our Federal System of Government (con t) A guilty verdict may be appealed to the Court of Appeals or directly to the Supreme Court in certain cases. Procedure for civil cases: The plaintiff files a complaint to recover damages or receive compensation. Case can be heard by judge or jury. Case can be appealed to the Court of Appeals and the Supreme Court. Procedure for cases involving juveniles: Judges have greater latitude in handling juvenile cases. Juveniles who commit serious crimes can be tried as adults. Danville Public Schools, 2003 (Revised 7/28/03) 19 Civics and Economics
CE.5a Elections, Parties, and Pressure Groups the political process at the local, state, and national levels of government by describing the functions of political parties. Skills: CE.a, CE.b, CE.c, CE.e, CE.f 1. The student will be able to name the political parties. 2. The student will be able to use maps, diagrams, tables, charts, or graphs to demonstrate knowledge of the political parties at the local, state, and national levels of government. 3. The student will be able to describe the functions of political parties. Explain how the political parties play a key role in government and provide opportunities for citizens to participate in the political process. Describe the functions of political parties: Recruiting and nominating candidates Educating the electorate about campaign issues Helping candidates win elections Monitoring actions of officeholders 2 nd Nine (2 Days) The students will create a mock election and chart the results. The students will research political parties and write a report. Group discussions Quizzes reports Teacher made tests Library of Congress National Council for the Social Studies National Geographic Smithsonian Institute Textbook Virginia Historical Society Virginia Museum of Fine Arts WorldNet Virginia Internet www.unitedstre aming.com Danville Public Schools, 2003 (Revised 7/28/03) 20 Civics and Economics
CE.5b Elections, Parties, and Pressure Groups the political process at the local, state, and national levels of government by comparing the similarities and differences of political parties. 1. The student will be able to name the two major political parties in the United States. 2. The student will be able to describe the role of third parties in the American political system. 3. The student will be able to compare and contrast the beliefs and values of each political party. 4. The student will be able to analyze a political cartoon to summarize the cartoonist's philosophy in relation to the media. Explain that a two-party system characterizes the American political process. Explain that, although third parties rarely win elections, they play an important role in public politics: Third parties: Introduce new ideas or press for a particular issue Often revolve around a political personality (e.g., Theodore Roosevelt) Compare the similarities and differences between parties: Similarities between parties Organize to win elections Influence public policies Reflect both liberal and conservative views Define themselves in a way that wins majority support by appealing to the political center 2 nd Nine (2 Days) The teacher will create a Venn diagram comparing and contrasting political parties. The student will report on the history, symbols, and beliefs of political parties. The student will create time lines showing main events. The teacher will form cooperative groups (two or three groups) and have students develop new political parties with ideas and symbols. Group discussions reports work www.unitedstre aming.com Graphic organizers Textbook Differences between parties: Stated in a party's platform and reflected in campaigning Danville Public Schools, 2003 (Revised 7/28/03) 21 Civics and Economics
CE.5c Elections, Parties, and Pressure Groups the political process at the local, state, and national levels of government by analyzing campaigns for elective office, with emphasis on the role of the media. 1. The student will be able to recognize the role an informed background plays in the decision making process. 2. The student will be able to indicate the factors a citizen should consider when evaluating information. 3. The student will be able to examine the role of the media as it relates to the citizens decision-making process. 4. The student will be able to evaluate the accuracy of a set of data based on views presented by the media and made available to the student. Strategies for evaluating campaign speeches, literature, and advertisements for accuracy Separating fact from opinion Detecting bias Evaluating sources Identifying propaganda Mass media roles in elections Identifying candidates Emphasizing selected issues Writing editorials, creating political cartoons, publishing op-ed pieces Broadcasting different points of view 2 nd Nine (2 Days) The student will discuss the role of the media in political campaign. The student will analyze political cartoons, advertisements, pictures, and other media. www.unitedstre amingin.com Danville Public Schools, 2003 (Revised 7/28/03) 22 Civics and Economics
CE.5d Elections, Parties, and Pressure Groups the political process at the local, state, and national levels of government by examining the role of campaign contributions and costs. 1. The student will be able to examine diagrams, tables, and charts on campaign contributions. 2. The student will be able to evaluate campaign literature for bias and propaganda techniques. Use the following information to explain that running for political office is expensive: Rising campaign costs Require candidates to conduct extensive fund-raising activities Limit opportunities to run for public office Give an advantage to wealthy individuals who run for office Encourage the development of political action committees (PACs) Give issue-oriented special interest groups increased influence Explain how the high cost of getting elected changes campaigning for public office: 2 nd Nine (2 Days) The students will have a debate about the following topic: Should government place a cap on campaign spending? Rubric Oral discussions Textbook www.unitedstre aming.com Campaign finance reform Rising campaign costs have led to efforts to reform campaign finance laws. Limits exist on the amount individuals may contribute to political candidates and campaigns Danville Public Schools, 2003 (Revised 7/28/03) 23 Civics and Economics
CE.5e Elections, Parties, and Pressure Groups the political process at the local, state, and national levels of government by describing voter registration and participation. Only citizens who register can participate in primary and general elections. Qualifications to register to vote in Virginia Citizen of the United States Resident of Virginia and precinct 18 years of age by day of general election 2 nd Nine (4 Days) The student will outline the steps involved in voter registration. The student will create a graph showing percentage data from the last election. work Teacher made tests www.unitedstre aming.com Textbook 1. The student will be able to list the registration requirements for voters in Virginia. 2. The student will be able to explain the process of registering to vote. 3. The student will be able to analyze the factors that determine which citizens vote. 4. The student will be able to propose methods to increase voter participation. How to register in Virginia In person at the registrar's office, at the Division of Motor Vehicles, or at other designated sites By mail application Registration is closed 29 days before elections. Danville Public Schools, 2003 (Revised 7/28/03) 24 Civics and Economics
CE.5e Elections, Parties, and Pressure Groups (con t) Factors in predicting which citizens will vote Education Age Income Explain why citizens fail to vote Lack of interest Failure to register The percentage of voters who participate in presidential elections is usually greater than the percentage of voters who participate in state and local elections. Every vote is important. Danville Public Schools, 2003 (Revised 7/28/03) 25 Civics and Economics
CE.5f Elections, Parties, and Pressure Groups the political process at the local, state, and national levels of government by describing the role of the Electoral College in the election of the President and Vice President. 1. The student will be able to define Electoral College. 2. The student will be able to describe the Electoral College process in electing the President of the United States. Electoral college process The slate of electors for each state is chosen by popular vote. The electors meet to vote for President and Vice President. The winner-take-all system leads to the targeting of large states for campaigning, although candidates must pay attention to small states whose electoral votes may make the difference in tight elections. The number of electors of each state is based on the state s Congressional representation. The requirements for a majority vote to win in the Electoral College favors a two-party system. 2 nd Nine (2 Days) The student will analyze the election results of 2000. The student will create a map showing population distribution among states for the Electoral College Voting. The student will use maps to list the Electoral College process. Teacher made tests work project Quizzes Textbook www.unitedstre aming.com Danville Public Schools, 2003 (Revised 7/28/03) 26 Civics and Economics
CE.7c Elections, Parties, and Pressure Groups how public policy is made at the local, state, and national levels of government by examining the impact of the media on public opinion and public policy. 1. The student will be able to create a scrapbook that shows examples of ways the media, individuals, and interest groups influence public policy. Ways media play an important role in setting the public agenda Focusing public attention on selected issues Offering a forum in which opposing viewpoints are communicated Holding government officials accountable to the public Government officials use the media to communicate with the public. 2 nd Nine (5 Days) The teacher will collect magazines and newspapers for students to organize their scrapbooks The students will interview teachers, parents, and community leaders about their opinions of the media and public opinion and public policy. Danville Public Schools, 2003 (Revised 7/28/03) 27 Civics and Economics
CE.7d Elections, Parties, and Pressure Groups how public policy is made at the local, state, and national levels of government by describing how individuals and interest groups influence public policy. Skills: CE.a, CE.b, CE.d, CE.f 1. The student will be able to define the terms interest groups and lobbying. 2. The student will be able to identify ways that an individual can influence public policy. 3. The student will be able to analyze how interest groups decide what stand to take on public policy. Terms to know: Lobbying Seeking to influence legislators to introduce or vote for or against a bill. Ways interest groups influence public policy Identifying issues Making political contributions Lobbying government officials Ways individuals influence public policy Participating in politics (voting, campaigning) Expressing opinions (lobbying, demonstrating, writing letters) Joining interest groups 2 nd Nine (5 Days) The student will research the influence of an interest group on a particular law and give an oral report about their findings. The student will choose a school issue & lobby for that change by polling students and writing letters. The students will break up into groups & create a special interest group. They will create a name, issue to represent, & reasons to support that cause. Danville Public Schools, 2003 (Revised 7/28/03) 28 Civics and Economics
CE.6a State and Local Government the American constitutional government by explaining the relationship of state governments to the national government in the federal system. 1. The student will be able to explain the structure of the government of the United States, as outlined in the Constitution of the United States. The Constitution of the United States of America establishes the principle of federalism, which is the division of power between the states and the national government. The powers of the national government are either enumerated/expressed or implied in the Constitution of the United States of America The powers not given to the national government by the Constitution of the United States of America are reserved for the states. The Constitution of the United States of America denies powers to both the national and state governments. The powers of the local governments in Virginia are derived from the state. 3 rd Nine (2 Days) s will create a chart for the three branches of government at the national level as set forth in the Constitution of the United States. Group discussions Projects Quizzes reports Unit tests Writing assignments A Commonwealth of Knowledge Audiovisual materials Center for Civic Education Library of Congress National Council for the Social Studies National Geographic Smithsonian Institute Textbook Virginia Historical Society Primary responsibilities of each level of government National Conducts foreign policy, regulates commerce State Promotes public health, safety, and welfare Danville Public Schools, 2003 (Revised 7/28/03) 29 Civics and Economics
CE.6b State and Local Government the American constitutional government by describing the structure and powers of local, state, and national governments. The powers and responsibilities of the legislative, executive, and judicial branches at both the national and state levels are limited. 3 rd Nine (2 Days) s will create a chart explaining how each branch operates at the different levels. s work Group discussions Quizzes Teacher made tests www.unitedstre aming.com Textbook Charts Posters 1. The student will be able to illustrate the structure and power of government at each level. 2. The student will be able to compare how each branch of government operates at the different levels. 3. The student will be able to predict how changes in the national government affect changes at the state level. 4. The student will be able to evaluate how the process of checks and balances is more strict at the national level. Branch of Government Legislative Executive Judicial Local Government Virginia Government National Government Makes ordinances for community; approves annual budget; limits power to that delegated by the state Elected or appointed by the Board of Supervisors or City Council; city or county managers hired by local legislatures Local courts Hear cases under the authority provided by state legislation Makes laws for Virginia; approves biennial (two-year) budget; exercises power under the 10th amendment Executes laws of Virginia; prepares biennial budget for General Assembly; appoints cabinet officers and boards; administers state bureaucracy; grants pardons Supreme Court Has power of judicial review over state laws Circuit courts Try civil and criminal cases Makes laws for nation; approves annual budget; approves presidential appointments Executes law of the land; prepares annual budget for congressional action; appoints cabinet officers, ambassadors, and federal judges; administers federal bureaucracy Supreme Court Has power of judicial review Federal courts Try cases involving federal law and U.S. Constitutional questions 1. Danville Public Schools, 2003 (Revised 7/28/03) 30 Civics and Economics
CE.8c State and Local Government the judicial systems established by the Constitution of Virginia and the Constitution of the United States by explaining court proceedings in civil and criminal cases. 1. The student will be able to identify the two types of legal conflicts in the court system. 2. The student will be able to distinguish between a criminal & civil case. 3. The student will be able to explain the process necessary to bring a civil & criminal case to trial. 4. The student will be able to analyze the criminal procedures used in felony cases. Criminal law In a criminal case, a court determines whether a person accused of breaking the law is guilty or not guilty of a misdemeanor or a felony. Civil law In a civil case, a court settles a disagreement between two parties. Criminal procedure in felony cases A person accused of a crime may be arrested if the police have probable cause. The accused may be committed to jail or released on bail. The case proceeds to an arraignment where probable cause is reviewed, the defendant may be appointed an attorney, and a plea is entered. A court date is set and a trial is conducted. A guilty verdict may be appealed to the Court of Appeals or directly to the Supreme Court in certain cases. 3 rd Nine (2 Days) Create a chart to differentiate between the two types of cases. Conduct a mock trial of a civil & criminal case. Look up cases to find precedent in other cases. Group discussions s work Teacher made tests Quizzes www.unitedstre aming.com Danville Public Schools, 2003 (Revised 7/28/03) 31 Civics and Economics
CE.8c State and Local Government (con t) Procedure for civil cases The plaintiff files a complaint to recover damages or receive compensation. Case can be heard by judge or jury. Case can be appealed to the Court of Appeals and the Supreme Court. Procedure for cases involving juveniles Judges have greater latitude in handling juvenile cases. Juveniles who commit serious crimes can be tried as adults. Danville Public Schools, 2003 (Revised 7/28/03) 32 Civics and Economics
CE.3 a- e Citizenship: Duties, Rights, and Liberties citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States; b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws; c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court; The Fourteenth Amendment to the Constitution of the United States of America defines citizenship: All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and the state wherein they reside. Means of obtaining citizenship Birth Naturalization Immigration and naturalization, particularly in the twentieth century, have led to an increasingly diverse society. To become a citizen through naturalization, a person must demonstrate knowledge of American history and principles and the ability to speak and write English. 3 rd Nine (5 Day) s will create a flow chart of process to become a citizen. s will have a debate about the topic, Should President be allowed to be a naturalized citizen? s will create a citizen poster to portray one who shows exemplary citizenship skills. s will choose a current event and follow that story. s will summarize TV excerpts. News articles Magazines www.unitedstre aming.com First Amendment freedoms Religion Government may not establish an official religion, nor endorse, or unduly interfere with the free exercise of religion. Speech Individuals are free to express their opinions and beliefs. Danville Public Schools, 2003 (Revised 7/28/03) 33 Civics and Economics
CE.3 a- e Citizenship: Duties, Rights, and Liberties (con t) d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society; e) evaluating how civic and social duties address community needs and serve the public good. 1. The student will explain the 14 th Amendment. 2. The student will be able to list the two ways of becoming a citizen. 3. The student will be able to outline the steps involved in the process of naturalization. 4. The student will be able to argue for or against the restrictions placed on a naturalized citizen. Press The press has the right to gather and publish information, including that which criticizes the government. Assembly Individuals may peacefully gather. Petition Individuals have the right to make their views known to public officials. Fourteenth Amendment Extends the due process protection to actions of the states. Duties of responsible citizens Obey laws Pay taxes Serve in the armed forces if called Serve on a jury or as a witness in court Citizens who choose not to fulfill these civic duties face legal consequences. Civic responsibilities are fulfilled by choice; they are voluntary. Responsibilities of citizens Register and vote Hold elective office Danville Public Schools, 2003 (Revised 7/28/03) 34 Civics and Economics
CE.3 a- e Citizenship: Duties, Rights, and Liberties (con t) Influence government by communicating with government officials Serve in voluntary, appointed positions Participate in political campaigns Keep informed regarding current issues Respect others rights to an equal voice in government Ways for citizens to participate in community service Volunteer to support democratic institutions (e.g., League of Women Voters). Express concern about the welfare of the community as a whole (e.g., environment, public health and safety, education). Help to make the community a good place to work and live (e.g., by becoming involved with public service organizations, tutoring, volunteering in nursing homes). Danville Public Schools, 2003 (Revised 7/28/03) 35 Civics and Economics
CE.4 a- e State and Local Government personal character traits that facilitate thoughtful and effective participation in civic life by a) practicing trustworthiness and honesty; b) practicing courtesy and respect for the rights of others; c) practicing responsibility, accountability, and self-reliance; d) practicing respect for the law; e) practicing patriotism. 1. The student will be able to identify traits of good citizens. 2. The student will be able to demonstrate traits exemplified by good citizens. 3. The student will be able to explain why these traits improve the quality of life within a community. 4. The student will be able to compare these traits with the rights listed in the First Amendment. Personal traits of good citizens Trustworthiness and honesty Courtesy and respect for the rights of others Responsibility, accountability, and selfreliance Respect for the law Patriotism 3 rd Nine (2 Days) The teacher will provide a reward system for showing positive traits. The student will say the Pledge of Allegiance daily. The student will obey class rules. Group discussions Projects Quizzes reports Unit tests Writing assignments Center for Civic Education Library of Congress National Council for the Social Studies National Geographic Smithsonian Institute Textbook Virginia Historical Society Virginia Museum of Fine Arts WorldNet Virginia Danville Public Schools, 2003 (Revised 7/28/03) 36 Civics and Economics
CE.8d Citizenship the judicial systems established by the Constitution of Virginia and the Constitution of the United States of America by explaining how due process protections seek to ensure justice. 1. The student will be able to identify the source of due process of law. 2. The student will be able to explain the Fifth and Fourteenth Amendments as they relate to due process. 3. The student will be able to analyze how our Fifth and Fourteenth Amendments protect human rights with regard to due process. Terms to know Due process of law: The constitutional protection against unfair governmental actions and laws Due process protections 5th Amendment Prohibits the national government from acting in an unfair manner 14th Amendment Prohibits state and local governments from acting in an unfair manner The Supreme Court has extended the due process clauses to protect the guarantees of the Bill of Rights. 3 rd Nine (1 Day) The student will collect news articles where constitutional issues are cited as part of defense. The student will compare the Fifth and Fourteenth Amendment on a graphic organizer. Newspaper Textbook Danville Public Schools, 2003 (Revised 7/28/03) 37 Civics and Economics
CE.9a American Free Market System how economic decisions are made in the marketplace by applying the concepts of scarcity, resources, choice, opportunity cost, price, incentives, supply and demand, production, and consumption. 1. The student will be able to define the following terms: scarcity, resources, choice, opportunity cost, price, incentives, production, consumption, supply and demand. 2. The student will be able to create a graph showing how opportunity cost works. 3. The student will be able to create a product and advertise it to the class. 4. The student will be able to cut out advertisements from newspapers and magazines and discuss what approach is used to persuade the consumer. Scarcity is the inability to satisfy all wants at the same time. All resources and goods are limited. This requires that choices be made. are factors of production that are used in the production of goods and services. Types of resources are natural, human, capital, and entrepreneurship. Choice is selecting an item or action from a set of possible alternatives. Individuals must choose/make decisions about desired goods and services because these goods and services are limited. Opportunity cost is what is given up when a choice is made the highest valued alternative forgone. Individuals must consider the value of what is given up when making a choice. Price is the amount of money exchanged for a good or service. Interaction of supply and demand determines price. Price determines who acquires goods and services. 3 rd Nine (2 Days) The student will define vocabulary terms. The student will research the history of exchange for goods from the bartering system to the use of currency. Group discussions Projects Quizzes reports Unit tests Writing assignments A Commonwealth of Knowledge Audiovisual materials Center for Civic Education Library of Congress National Council for the Social Studies Smithsonian Institute Textbook Newspapers Magazines Video Supply and Demand Danville Public Schools, 2003 (Revised 7/28/03) 38 Civics and Economics