Civic and Economics
Lesson 8.1 Lesson 8.2. Crash Course #41-The Rise of Conservatism #42-Ford, Carter & Economic Malaise #43-The Reagan Revolution #44-Bush and end of the Cold War. Civics and Economics World History Contact About Me World History Textbook II. This handbook is to be a response journal. At different times during the course, students will be encouraged to write journal entries in response to prompts provided by their teacher. At the end of each unit, students will submit their response journals for evaluation. (See Appendix 3.5.2.) 2. Quia Web allows users to create and share online educational activities in dozens of subjects, including Civics.
General Information
Activity | |
| 1st & 3rd NW Review Notes 2nd & 4th NW Review Notes | District review notes for students and parents |
| Citizenship Political Processes Foundations of American Government National Government | Content Vocabulary 1st & 3rd NW |
| Economic Principals State Government US Economy Workforce and Careers | Content Vocabulary 2nd & 4th NW |
| 2nd or 4th NW Vocab (All) 2nd or 4th NW Vocab (After Midpoint) 2nd or 4th NW Vocab (Up to Midpoint) 1st or 3rd NW Vocab (After Midpoint) 1st or 3rd NW Vocab (Up to Midpoint) 1st or 3rd NW Vocab (All) | Quizlet Flashcard Review activities |
| Virginia Department of Ed | Standards and SOL-based Instructional Resources |
| Civics and Economics Study Guide | SOL review created by SOLPass |
| Primary Source Learning | Work with images of real documents to question, think and gather knowledge |
| History Now | Online journal of American history |
| SOL Enhanced | Specific activites by SOL created by TTAC |
| Cartoon Analysis | Worksheet for evaluating political cartoons |
- Civics Study Guide Final Exam Take this practice test to check your existing knowledge of the course material. We'll review your answers and create a Test Prep Plan for you based on your results.
- Learn civics vocabulary unit 5 with free interactive flashcards. Choose from 500 different sets of civics vocabulary unit 5 flashcards on Quizlet.
CE.1 The student will develop the social studies skills responsible 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, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model; g) formulate an informed, carefully reasoned position on a community issue; h) select and defend positions in writing, discussion, and debate.
Type | Description |
CE.2 The student will demonstrate knowledge of the foundations of American constitutional government by a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government; b) 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; c) identifying the purposes for the Constitution of the United States as stated in its Preamble; d) identifying the procedures for amending the Constitution of Virginia and the Constitution of the United States.
Activity | |
| Constitution of the United States | Mini-Webquest |
CE.3 The student will demonstrate knowledge of 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; 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.
Activity |
CE.4 The student will demonstrate knowledge of 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; f) practicing decision making; g) practicing service to the school and/or local community.
Type | Description |
CE.5 The student will demonstrate knowledge of the political process at the local, state, and national levels of government by a) describing the functions of political parties; b) comparing the similarities and differences of political parties; c) analyzing campaigns for elective office, with emphasis on the role of the media; d) examining the role of campaign contributions and costs; e) describing voter registration and participation; f) describing the role of the Electoral College in the election of the president and vice president; g) participating in simulated local, state, and/or national elections.
Activity | |
| Political Parties Webquest Rubric | A webquest where students will be able to demonstrate the knowledge of the political process at each level of government. |
CE.6 The student will demonstrate knowledge of the American constitutional government at the national level by a) describing the structure and powers of the national government; b) explaining the principle of separation of powers and the operation of checks and balances; c) explaining and/or simulating the lawmaking process; d) describing the roles and powers of the executive branch.
Activity | |
| Kids in the House | Learn about the US House of Representatives. |
CE.7 The student will demonstrate knowledge of the American constitutional government at the state level by a) describing the structure and powers of the state government; b) explaining the relationship of state governments to the national government in the federal system; c) explaining and/or simulating the lawmaking process; d) describing the roles and powers of the executive branch and regulatory boards.
Activity |
CE.8 The student will demonstrate knowledge of the American constitutional government at the local level by a) describing the structure and powers of the local government; b) explaining the relationship of local government to the state government; c) explaining and/or simulating the lawmaking process.
Type | Description |
CE.9 The student will demonstrate knowledge of how public policy is made at the local, state, and national levels of government by a) examining the impact of the media on public opinion and public policy; b) describing how individuals and interest groups influence public policy; c) describing the impact of international issues and events on local decision making.
Activity |
Civics Unit 8mr Volkmar's Course Pages
CE.10 The student will demonstrate knowledge of the judicial systems established by the Constitution of Virginia and the Constitution of the United States by a) describing the organization of the United States judicial system as consisting of state and federal courts with original and appellate jurisdiction; b) describing the exercise of judicial review; c) comparing and contrasting civil and criminal cases; d) explaining how due process protections seek to ensure justice.
Type | Description |
CE.11 The student will demonstrate knowledge of how economic decisions are made in the marketplace by a) applying the concepts of scarcity, resources, choice, opportunity cost, price, incentives, supply and demand, production, and consumption; b) comparing the differences among traditional, free market, command, and mixed economies; c) describing the characteristics of the United States economy, including limited government, private property, profit, and competition.
Activity | |
| Story of Economy | Power Point lesson demonstrating how economic decisions are made in the marketplace. |
CE.12 The student will demonstrate knowledge of the structure and operation of the United States economy by a) describing the types of business organizations and the role of entrepreneurship; b) explaining the circular flow that shows how consumers (households), businesses (producers), and markets interact; c) explaining how financial institutions channel funds from savers to borrowers; d) examining the relationship of Virginia and the United States to the global economy, with emphasis on the impact of technological innovations.
Activity |
CE.13 The student will demonstrate knowledge of the role of government in the United States economy by a) examining competition in the marketplace; b) explaining how government provides certain goods and services; c) describing the impact of taxation, including an understanding of the reasons for the 16th Amendment, spending, and borrowing; d) explaining how the Federal Reserve System acts as the nation's central bank; e) describing the protection of consumer rights and property rights; f) recognizing that government creates currency and coins and that there are additional forms of money.
Type | Description |
CE.14 The student will demonstrate knowledge of personal finance and career opportunities by a) identifying talents, interests, and aspirations that influence career choice; b) identifying attitudes and behaviors that strengthen the individual work ethic and promote career success; c) identifying abilities, skills, and education and the changing supply and demand for them in the economy; d) examining the impact of technological change and globalization on career opportunities; e) describing the importance of education to lifelong personal finances; f) examining the financial responsibilities of citizenship, including evaluating common forms of credit, savings, investments, purchases, contractual agreements, warranties, and guarantees.
Activity |
Review
Type | Description |
| SOL Review | Gameshow format review 1st 9 weeks |
| SOL Review | Gameshow format review of 2nd 9 weeks |
| SOL Review | Gameshow format review of 3rd 9 weeks |
| SOL Review | Gameshow format review of 4th 9 weeks |
| Jeopardy 1 | Gameshow format Review |
| Jeopardy 2 | Gameshow format Review |
| Civics Review Cards | Review cards |
| Civics Study Maps | Study maps for each SOL created by Henrico County |
| Civics Refrigerator Cards | Review cards |
Time: 90 minutes
Description
In this simulation, students are placed in an early agricultural society. Assigned to one of five villages, students deal with the conflicts that are generated by a drought. After villagers have an opportunity to plan their strategies and send out diplomats to other villages, leaders from the four villages meet to discuss, and eventually decide, their course of action for dealing with the drought.
Strand(s) and Expectations
Strand(s): Active Citizenship and Informed Citizenship
Overall Expectations
ACV03 - demonstrate an ability to collaborate effectively when participating in group inquiries and community activities;
Civics Unit 8mr Volkmar's Course Pages Page
ICV.02 - compare contrasting views of what it means to be a “citizen”.
Specific Expectations
IC1.01 - explain the causes of civic conflict, and identify the need for decision making processes and structures (e.g., ensure individual and community needs are met, resolve conflict, adapt to change);
IC1.05 - identify similarities and differences in the ways power is distributed in groups, societies, and cultures to meet human needs and resolve conflicts (e.g., in families, classrooms, municipalities).
Planning Notes
Teacher reproduces copies of the worksheet provided in Appendix 1.1.1.
Teacher creates a second work sheet that will include a picture of a neolithic community. Boxes should be provided around the picture of the neolithic community and these boxes can be used to define key terms related to this activity such as “government”, “economics”, “social system”, “political system”, “citizen”, and “civics”.
Prior Knowledge Required
Group work skills as developed in the elementary program and the Grades 7 and 8 Geography and History courses.
Teaching/Learning Strategies
1. Students are instructed to create a section in their notebooks or a separate notebook that will be dedicated to creating the course culminating activity a Citizen’s Handbook. This handbook is to be a response journal. At different times during the course, students will be encouraged to write journal entries in response to prompts provided by their teacher. At the end of each unit, students will submit their response journals for evaluation. (See Appendix 3.5.2.)
2. The Teacher explains the two unit culminating activities (You Be the Arbitrator and Town Council Meeting) that will be used as an important means of evaluating student development. The rubrics that will be used to assess students’ performance are distributed and reviewed to provide them with an overview of some of the key skills.
3. The Teacher begins by organizing students into five villages located around the perimeter of the room. The central area of the classroom is used for the meeting that occurs later in this vital exercise. The Teacher and students read over the instructions provided on the handout entitled The River (Appendix 1.1.1). The teacher must ensure that students understand the basic water and mortality calculations that form a part of this exercise.
4. Students in each village are given an opportunity to select a leader, appoint one or two diplomats, and plan their individual strategies for coping with the drought. After diplomats have had an opportunity to visit other villages and to discuss strategies with the villagers in other locations around the room, a central meeting is held where village leaders are encouraged to discuss how to solve the drought. Villagers are given one last opportunity to meet with their leader before their leader must return to the central meeting and (in the order indicated on the handout) declare what their village intends to do in response to the drought.
5. Depending on the solutions that the students have developed, the outcome to this simulation may involve anything from an all out war to a peaceful strategy for resource sharing. Taking the outcome of this final meeting as a starting point, the teacher debriefs the simulation by leading a class discussion of what occurred in terms of leadership selection in each group, how strategies were devised and revised, what factors worked to promote conflict, what factors worked to promote co-operation, and discussing whether or not the simulation offered a realistic explanation of how things work among societies/nations in the world.
6. The Teacher leads class discussion exploring the issue of power and similarities and differences that may exist between how power was obtained and used in the valley relative to how power is obtained and used in other settings such as a classroom or a family. As a follow up to these discussions, teacher uses the second worksheet to define for students many of the terms that were implicit in the river simulation and that will be important in subsequent lessons (civics, citizenship, economic system, political system, government).
7. Students are directed to create an entry in their journal in response to a prompt such as the following: During the River Simulation, you were asked to become a citizen in an early human society. In terms of the distribution and use of power, explain why you think being a citizen in this society would have been basically the same or basically different from the one in which you live?