New Hanover County · PDF fileUnit 11 – Microeconomics ... This document does not...

New Hanover County Schools

Civics and Economics

Pacing Support

Document

© 2007© 2007© 2007© 2007 2222

Table of Contents

Introduction 3

The Course at a Glance 6

Summary of First Nine Weeks Objectives 7

Summary of Second Nine Weeks Objectives 8

First Nine Weeks

Unit 1 – Introduction to Civics 9

Unit 2 – Colonial and Revolutionary America 11

Unit 3 – The Constitution 13

Unit 4 – The Legislative Branch 17

Unit 5 – The Executive Branch 19

Unit 6 – The Judicial Branch 21

Unit 7 – State and Local Government 23

Second Nine Weeks

Unit 8 – Elections and Political Parties 26

Unit 9 – Legal Systems 28

Unit 10 – Introduction to Economics 30

Unit 11 – Microeconomics in Context 32

Unit 12 – The Economy of the United States 34

Unit 13 – Civic Participation 37

The Civics EOC 39

Acknowledgements 48

© 2007© 2007© 2007© 2007 3333

Introduction

What is the purpose of this document?

Since the reintroduction of Civics and Economics testing in 2005 after a two-year hiatus,

it has been noted that the end-of-course test appears to be much more difficult than

previous editions. New Hanover County enjoyed sixty and seventy percent proficiencies

before falling into the fifties in 2005 and 2006. Because proficiency on the test is

required for graduation (beginning with freshmen entering high school in 2006), the

stakes are even higher than before.

The creators of this document, therefore, pursued several goals in creating it.

• First, we believe that a common, county-wide pacing guide will create a

framework for a consistent and common approach to teaching Civics and

Economics that still permits individuality.

• Second, this shared framework will allow teachers to benchmark their progress so

that the course can be covered thoroughly.

• Third, a shared framework can be used to monitor county-wide trends in

performance that transcend individual patterns in the classroom; this data can help

in creating targeted workshops to meet the needs of the entire county.

• Fourth, a common approach to teaching the course will allow the county to

administer a county-wide midterm that can be used as a diagnostic tool to develop

remediation for students who are not on target for proficiency.

This document does not replace individual lesson plans or eliminate the individual

teacher’s prerogative in delivering the material on a daily or weekly basis. Instead, it

creates a common progression for teaching the course while leaving the delivery of the

material up to the individual teacher.

How is this document organized?

The document is divided into individual units which cover multiple objectives centered

around a topic. For example, the unit entitled “Introduction to Civics” covers ten

objectives drawn from goals one, two, three, and ten. The objectives are listed in the

order in which they appear (3.01, 6.05, 10.07), not the order in which they should be

taught. It is up to the teacher to craft a storyline that weaves them all together into a

comprehensive whole. It should also not be assumed that a unit must be taught as a

complete whole; teachers might divide a unit into smaller chunks and test smaller

portions of material.

Each unit features some essential questions. These questions can help organize the major

ideas of the unit and provide stimulus for discussion and debate. Teachers do not need to

use all the provided essential questions – instead, they should select a couple of questions

that can help frame the content of the unit.

© 2007© 2007© 2007© 2007 4444

Each unit features Teaching Notes. Most of these notes explain some of the major

themes of the unit as well as discuss the rationale for including particular content in a

unit. These teaching notes should help focus on the big ideas of the unit.

Each unit suggests a number of days to spend on the material. The days are suggested as

a range because we recognize that some classes will move faster and some will move

slower. This provides flexibility for the teacher to make decisions about when to move

on with the material – if students understand and have mastered the material, the teacher

can go on. If the students need more time, then the date ranges provide flexibility for

spending additional time.

If a teacher only used the lower estimate of time for the first nine weeks, they would use

thirty-one days. If a teacher needed the full upper estimate for the first nine weeks, they

would use forty-five days. In order to be prepared for the midterm, teachers need must

complete the first nine weeks within the forty-five day allotment (and generally, given the

time stolen by pep rallies, testing, and other intrusions, it will probably be somewhere

around forty-two days).

If a teacher finishes the first nine weeks material early, there are several options:

• Students could study some of the topics in greater depth and complexity by

looking at issues that would typically be left out of the course.

• Students could proceed to do the coursework in the second nine weeks.

• Students could complete projects or engage in simulations which need large

chunks of time.

Objective cross-references suggest where specific objectives relate to a common theme

or a topic. For example, the objective that deals with the writing of the Constitution

(1.05) also relates to objective 5.01, which deals with compromise.

What was the thinking behind this organizational structure?

First, the division of the document into units allows the teacher to pull the document apart

and use it. Each unit is self-contained and reflects how most teachers actually teach

Civics and Economics. Rather than going goal-by-goal, the units reflect the traditional

topics of the course.

One of the key ideas behind the document is the concept of a spiral curriculum. Civics

cannot be taught in isolated chunks of material. Understanding the complexity of the

political process requires a good knowledge of everything that is taught in a civics

course; even though economics is not taught until the second nine weeks, it is impossible

to avoid discussions of economics in the legislative process, in the Constitution, and in

state and local government. But students cannot be expected to master every concept all

at once. The spiraling curriculum instead introduces students to a concept and then

brings that concept up again later in a more complex way. For example, unit one

introduces students to the term “federalism.” Students will learn a definition of

federalism in this unit, but then explore that concept again in a study of the Constitution

© 2007© 2007© 2007© 2007 5555

as well as state and local government. Like an onion, the layers of understanding are

built over time.

Teachers might initially be concerned that the introduction of so much vocabulary in a

unit is impossible for students. But because of the spiraling curriculum, we can expect

students to learn just a little about those vocabulary words at a time and then build their

understanding of the terminology in later units.

One of the critical concepts which deserves a great deal of time is the Constitution. It is

the law of the land and sets the basic structure by which the entire political system of the

United States functions. An in-depth study of the Constitution early on can introduce

students to important ideas that will come back later in the study of individual

government structures as well as the economic system of the United States. Of all the

units in the first nine weeks, it serves as a foundation to all the others and that is why it

was given as much as eight days for study.

What about the county midterm?

Teachers who follow the pacing guide will adequately prepare their students for the

county-wide midterm. This midterm, written by New Hanover County Civics and

Economics teachers, mirrors the end-of-course test in structure, layout, and cognitive

demand. It will have eighty questions and will simulate the end-of-course testing

experience. It has two purposes: (a) to provide county-level data on performance so that

district-wide solutions can be implemented based on patterns observed and (b) to provide

student-level performance data that can be used to remediate gaps in knowledge.

Generally, the midterm is a good predictor of performance on the end-of-course test.

This information can be used to gauge what steps need to be taken to ensure that students

are well prepared for a test on which proficiency is required for graduation.

The midterm covers forty-seven percent of the North Carolina Standard Course of Study

objectives in Civics and Economics and sixty percent of the tested material on the end-of-

course test. It deals with the following specific objectives:

Goal Specific Objectives

1 all objectives

2 all except 2.08

3 all objectives

5 portions of all objectives (not the civil/criminal trial system)

6 all except 6.08

10 all objectives

Teachers will be given copies of the midterm just prior to exams; it must be treated like

an end-of-course test in order for results to be reliable and valid. It will be scored using

scantron systems and the results reported. More specific instructions will be given at the

time of the midterm.

© 2007© 2007© 2007© 2007 6666

The Course at a Glance

Unit Lower Estimate Upper Estimate 1 Introduction to Civics

4 6

2 Colonial and Revolutionary America

6 8

3 The Constitution

6 8

4 The Legislative Branch

3 5

5 The Executive Branch

3 5

6 The Judicial Branch

5 7

7 State and Local Government

4 6

TOTALS 31 45

MIDTERM EXAMINATION

8 Elections and Political Parties

6 8

9 Legal Systems

4 6

10 Introduction to Economics

6 8

11 Microeconomics in Context

7 9

12 The Economy of the United States

8 10

13 Civic Participation

1 2

TOTALS 32 42

REVIEW AND EOC*

27 3

*the amount of time left for review depends on when the course content to be covered is complete;

the upper estimate has forty-two days (rather than forty-five) because the likelihood is that

interruptions will steal some instructional time.

© 2007© 2007© 2007© 2007 7777

A Summary of Objectives Covered in the First Nine Weeks

Objective Content

GOAL 1

1.01 Colonial America

1.02 Self-government in colonial America

1.03 Causes of the American Revolution

1.04 Emergence of an American Identity

1.05 Articles of Confederation

1.06 Federalist/Antifederalist Papers

1.07 The Bill of Rights

1.08 Types of Governments

GOAL 2

2.01 Principles of the US Constitution

2.02 Three Branches of Government

2.03 Constitution: Grants and Limits Authority

2.04 Amendment Process

2.05 Court Cases/National Supremacy

2.06 Court Cases/Individual Rights

2.07 Constitutional Debates

2.09 Services of selected government agencies

GOAL 3

3.01 State and local government principles

3.02 Structures of state and local governments

3.03 State Agencies

3.04 Amending and reforming state government

3.05 North Carolina Court Cases

3.06 14th Amendment and the States

3.07 Controversy in State Governments

3.08 Taxation and Revenue

3.09 State and local government services

GOAL 5

5.01 Debate, consensus, and compromise

5.02 Jurisdiction of state and federal courts

5.03 Adversarial nature of the judicial process

5.04 Debate and compromise in the legislative process

5.05 Conflict at the state and county level

5.06 Public involvement at the local level

GOAL 6

6.01 Sources of the American legal tradition

6.02 Types of law

6.03 Law Enforcement

6.04 Informed Citizenry

6.05 Government responsibility for informed citizenry

6.06 Role of special interests in legislation

6.07 Law enforcement agencies

GOAL 10

10.01 Personal versus civic responsibility

10.02 Diversity in American life

10.03 Life-long learning

10.04 Characteristics of Effective Citizenship

10.05 Recurring public issues

10.06 Consequences and benefits of freedom

© 2007© 2007© 2007© 2007 8888

A Summary of Objectives Covered in the Second Nine Weeks

Objective Content

GOAL 2

2.08 Revenue for the national government

GOAL 4

4.01 Political parties

4.02 Elections

4.03 Public opinion

4.04 Political action

4.05 Compliance with the law

4.06 Civic participation

4.07 Costs and benefits of public service

4.08 Civic involvement

4.09 Conflict Resolution

GOAL 5

5.02 Jurisdiction of state and federal courts

5.03 Judicial processes

GOAL 6

6.01 Development of legal traditions

6.02 Types of law

6.07 Law Enforcement

6.08 Punishment and rehabilitation

GOAL 7

7.01 Factors of production

7.02 Scarcity and choices

7.03 Opportunity cost

7.04 Labor and production

7.05 Investment

7.06 Economic systems

GOAL 8

8.01 Questions of production in different economic systems

8.02 Free enterprise system

8.03 Circular flow of economic activities

8.04 Supply and demand

8.05 Prices

8.06 Markets

8.07 Economic institutions

8.08 Investment and banking

8.09 The role of money

GOAL 9

9.01 The business cycle

9.02 Government regulation

9.03 Movement and population shifts

9.04 Economics and current events

9.05 International trade

9.06 Global interdependence

9.07 Fiscal and monetary policy

9.08 Individuals in the global system

© 2007© 2007© 2007© 2007 9999


Civics and Economics Pacing Support Document

First Nine Weeks

Unit Objectives, Major Concepts, and Terms Days

1.08 – Describing Government Major Concepts

− types of governments

Important Terms

anarchy, autocracy, theocracy, oligarchy, limited monarchy,

absolute monarchy, totalitarianism, dictatorship, aristocracy,

democracy, federalism, republicanism

2.02 – American System of Government Major Concepts

− brief overview of American organization of government

(structural overview)

Important Terms

executive, legislative, judicial, House of Representatives, Senate,

Judge, President, Supreme Court

3.02 – State and Local Government Major Concepts

− brief overview of state and local organization of government

(structural overview)

Important Terms

General Assembly, Governor, mayor

3.09 – State and Local Government Major Concepts

− services provided by cities and counties

Important Terms

Use examples as needed

1 Introduction to Civics

Essential Questions:

• What is civics?

• Why study civics?

• What is government?

• What are rights?

• What are citizens’ duties?

• Who are Americans?

• How do different groups

interact in the political

process?

• How do citizens resolve

personal beliefs that conflict

with laws?

• How does a person

demonstrate civic

engagement?

• Is being a life-long learner

important? Why?

Teaching Notes: In introducing civics to students, the

core theme for this unit is the

concept of government. Students

will begin to explore the purposes of

creating governments, the

relationships between different

groups in societies, how

governments distribute the benefits

and burdens of living in that society,

and how members of the society

maintain a government that meets

their needs.

The mention of national, state, and

10.01 – Civic Responsibility Major Concepts

− the role of the individual in the political system

− civic and personal responsibilities

Important Terms

civic responsibility, compromise, collaboration, cooperation

Voting, Paying taxes, Fiscal responsibility, Community activism,

Volunteerism, Obeying the laws, Speaking to issues

4 - 6

© 2007© 2007© 2007© 2007 10101010

10.02 – Diversity in America Major Concepts

− impact of diverse cultures and ethnicities on the political process

− how politics mediates differences

− e pluribus unum

− “isms” in America

Important Terms

Racism, Sexism, Ageism, Bias, Gender, Disabilities, Religion,

Lifestyles, Nationality, Physical appearance, Multicultural,

“Melting Pot” theory, “Tossed Salad” theory

10.03 – Life-Long Participation in Civics Major Concepts

− life-long learning

− informed citizenry

Important Terms

Self-motivation, Being informed, Earning capacity, Literacy, Public

service

10.04 – Evidence of Civic Engagement Major Concepts

− citizenship

− voluntary compliance

− duty and responsibility

− respect

− common civic culture

Important Terms

Property rights, Individual rights, Voting rights, Taxpayer

Involvement, Charity, Community spirit, Responsible Behavior,

Tolerance, Volunteerism, Patriotism, Community service

10.05 – Public Problems and Issues Major Concepts

− public problem or issue

− unenumerated rights

Important Terms (discuss a few as examples)

Under-employment, Education needs, Baby Boomers, Law and

order, Graying population, Taxation, Graft and corruption, Citizen

apathy, Security, Economic cycles, Disease, Poverty, New

Immigration, Unemployment, Substance Abuse, Prison Reform,

Racism/Discrimination, Waste Disposal, Homelessness, Crime,

Acid Rain/Greenhouse Effect, Natural Disasters, Pollution

local government systems only

needs to be a brief introduction to

the ways in which Americans have

structured their governments and

how those structures have been

attempts to address the fundamental

issues of governing a large, diverse

society such as the United States.

Discussions of civic engagement

and civic responsibility should also

be emphasized where appropriate in

the context of the course. The idea

of being an informed citizen, for

example, can be highlighted later in

discussions of Congress so that

students can see how informed

groups of citizens both shape and

sway policy to meet their interests.

The concept of informed citizens

can also be highlighted in later units

on voting. These concepts,

therefore, are introduced here but

should be reinforced throughout the

semester in the appropriate context.

10.06 – Costs and Benefits of Choices Major Concepts

− choices

− opportunity

− benefits of freedom

− costs of freedom

Important Terms

Economic, legal, and political choices, freedom, liberty, justice,

self-determination, socio-economic status, political activism

© 2007© 2007© 2007© 2007 11111111

1.01 – Geographic Diversity in Colonial America Major Concepts

− Colonial American regions

− Diversity

− Social structures

− Self-government

− Religious freedom/toleration

Important Terms

New England, Middle Colonies, Southern Colonies, Jamestown,

plantation system, mercantilism, indentured servants, slavery,

Middle Passage, Triangular Trade route, Pilgrims, Puritans,

Quakers, Catholics, American Indian, religious dissenters, Bacon’s

Rebellion, town meetings, joint-stock/proprietary/royal/self-

governing colonies, Salem Witch trials, separatists, Navigation

Acts, cash crop

Objective Cross-Reference: 10.02

1.02 – Self-Government in Colonial America Major Concepts

− Self-government

− Enlightenment

− Rebellion

− Majority rule

− Separation of church and state

Important Terms

Magna Carta/Great Charter, Parliament, common law, Mayflower

Compact, House of Burgesses, town meetings, social contract,

natural rights, common good, civic virtue, classical republicanism,

First and Second Continental Congress, Fundamental Orders of

Connecticut, English Bill of Rights, limited government, republic,

monarch, legislature, precedent, charter, colony


2 Colonial and

Revolutionary America


• Did geography determine

the social and political

character of the colonies?

• How did the character of

colonies settled for religious

reasons differ from those

settled for economic

reasons?

• Did the colonists develop

self-government on their

own or was it mostly

borrowed from English

tradition?

• Could the American

Revolution have been

avoided?

• Are the British or the

colonists to blame for the

American Revolution?

• Was their an American

identity before the

Revolution?

• What is an “American

identity”?

• Do the Articles of

Confederation originate in

an American identity?

• Were the Articles of

Confederation to blame for

the lack of cooperation

between the states?

Teaching Notes:

One of the core ideas of this unit is

self-government. How does a group

of people decide that they will

govern themselves? How do you

create a government out of nothing

(from a state of nature)? How do

you bring a diverse group of people

together (as John Adams said – “to

make 13 clocks strike together”) to

1.03 – Causes of the American Revolution Major Concepts

− Mercantilism

− Self-government

− Civil liberties

− No taxation without representation

Important Terms

Favorable balance of trade, French and Indian War, writs of

assistance, Proclamation of 1763, Quartering Act, Stamp Act,

Stamp Act Congress, Declaratory Act, Albany Plan of Union, Sons

of Liberty, Boston Massacre, Committees of Correspondence, John

Peter Zenger, “shot heard round the world,” Boston Tea Party,

Intolerable Acts/Coercive Acts, Declaration of Independence


6-8

© 2007© 2007© 2007© 2007 12121212

1.04 – The Emergence of an American Identity Major Concepts

− Education/enlightened citizenry

− Separation of church and state

− Slavery

− Religious pluralism

− Egalitarianism

− Consent of the governed

Important Terms

Public schools, slave trade, First Great Awakening, suffrage,

nationalism, land ownership, sovereignty


1.05 – The Articles of Confederation Major Concepts

− Confederation

− Compact

− Internal rebellion

− Territory

− Central government

Important Terms

Land Ordinance of 1785, Northwest Ordinance of 1787, Treaty of

Paris, 1783, Shays’ Rebellion, Bill of Rights, the Virginia Plan, The

New Jersey Plan, the Great Compromise, Connecticut Plan, the

three/fifths compromise, the commerce and slave trade

compromise, electoral college


form one government? Intimately

bound with this theme of self-

government is the problematic

question of American identity.

Fierce scholarly debate rages over

the existence of an American

identity before the Revolution, with

many scholars now suggesting that

the Revolution itself (and in

particular, the Continental army)

created the idea of an “America.”

This unit ends with the Articles of

Confederation while the next unit

begins with the same topic. For the

purposes of this unit, it is enough to

emphasize the problems of the

1780s resulting from the inability of

the Articles to compel state

obedience to the laws of Congress

and reserve the discussion of the

origins of the Constitutional

Convention for the next unit. The

terms and concepts will be listed in

both units to emphasize continuity

in the story line.

6.01 – Sources of American Legal Traditions Major Concepts

− philosophy of law

− landmark English documents

− the development of the rule of law in the United States

Important Terms

legal code, moral code, Codes of Hammurabi, Ten

Commandments, Justinian Codes, Draconian Laws, House of

Burgesses, Magna Carta, English Bill of Rights, social contract,

British common law, Mayflower Compact, Iroquois Confederation

Constitution, Declaration of Independence, U.S. Constitution

© 2007© 2007© 2007© 2007 13131313

1.05 – The Articles of Confederation Major Concepts

− Confederation

− Compact

− Internal rebellion

− Territory

− Central government

Important Terms

Land Ordinance of 1785, Northwest Ordinance of 1787, Treaty of

Paris, 1783, Shays’ Rebellion, Bill of Rights, the Virginia Plan, The

New Jersey Plan, the Great Compromise, Connecticut Plan, the

three/fifths compromise, the commerce and slave trade

compromise, electoral college


1.06 – The Federalist and Anti-Federalist Papers Major Concepts

− Individual versus community rights

− States’ rights versus strong central government

− Compact versus federation

− Consent of the people versus consent of the states

− Perpetual union

Important Terms

Federalists, Anti-Federalists, loose interpretation, strict

interpretation, federalism, separation of powers, checks and

balances, republicanism, the judiciary, the executive, factions, bill

of rights

Objective Cross-References: 10.03 and 10.04

3 The Constitution


• Was American diversity

responsible for the conflict

in the Constitutional

Convention?

• To what extent was the

Constitution a rejection of

the lessons of the American

Revolution?

• What part did public

opinion play in the

ratification of the

Constitution?

• Was the Bill of Rights

necessary if all of those

rights were already in state

constitutions?

• What are the sources for the

major ideas contained in the

Constitution?

• What is the role of the

“people” in the

Constitution?

• What is effective and

ineffective about a three

branch system of

government?

• Who governs the

government in the

Constitution?

• What is the effect of having

a written constitution as

opposed to an unwritten

one?

• Should changes to the

Constitution be in line with

the original ideas of the

founders or be suited to the

needs of modern

Americans?

• How does the Constitution

address problems

Americans face today?

1.07 – The Bill of Rights Major Concepts

− Compromise

− Rights

− Personal liberties

Important Terms

Free exercise clause, establishment clause, freedoms of

expression/assembly/petition/religion, right to bear arms, search

and seizure, quartering, eminent domain, due process, double

jeopardy, self-incrimination, rights of the accused, speedy and

public trial, trial by jury, fines and punishments, powers of states,

powers of the people


6-8

© 2007© 2007© 2007© 2007 14141414

2.01 -- Principles of the United States Constitution Major Concepts

− popular sovereignty

− federalism

− separation of powers

− checks and balances

− limited government

− flexibility

− written constitution

− national supremacy

Important Terms

Preamble, elastic clause, implied powers, full faith and credit

clause, legislative/executive/judicial branch, enumerated powers,

expressed powers, delegated powers, reserved powers, concurrent

powers, supremacy clause


2.02 – The Three Branches of Government Major Concepts

− legislative branch

− executive branch

− judicial branch

Important Terms

Speaker of the House, President Pro Tempore, President of the

Senate, House of Representatives, Senate, Bill/Law, the Committee

System, cloture, filibuster, apportionment, non-legislative powers,

immunity, censure, expulsion, seniority system, majority and

minority leaders, party whips, impeachment, presidential

succession, State of the Union address, veto power, executive

agreement, Commander-in-Chief, chief diplomat, party leader,

chief executive, head-of-state, legislative leader, economic leader,

executive order, treaty, U.S. Supreme Court, Chief Justice,

Associate Justice, original jurisdiction, appellate jurisdiction,

concurrent jurisdiction, exclusive jurisdiction

• In what ways have the

rights of citizens been

enlarged since the Bill of

Rights was written?

• How does the Constitution

mediate conflict in

American society?

Teaching Notes:

A central theme of this unit hinges

on the fact that the Constitution is a

written document whose words

continue to inspire discussion and

debate even today. Even though the

framers of the document had certain

ideas in mind when they wrote the

Constitution, the execution of those

ideas was left largely to the men

who were the leaders of the first

government – Washington, Adams,

Jefferson, and Hamilton to name a

few. This is a great illustration of

how an idea exists in one form

while the execution of the idea in

the real world may lead to

disagreements and conflict.

Consider that the framers discounted

the notion of political parties as

baneful influences on a republican

system of government and, yet,

political parties arose to mediate and

channel the conflict that grew

steadily stronger throughout the

1790s. So even though a written

document existed to frame the

American government, its silences

as well as its words have shaped the

American experiment since that

time. And, of course, even the very

words which would seem to be

plainly understood by all have

inspired debate and differences of

opinion when interpreted by

different groups.

The importance of this unit cannot

be understated. Students must have

a firm grasp of the principles and

structure of the Constitution so that

they can understand the evolution of

American government. In fact, it

may be instructive for them to

2.03 – Constitution: Grants and Limits Authority Major Concepts

− limited power

− enumerated power


Important Terms

Impeachment, pardons, commutations, reprieve, writ of habeas

corpus, bill of attainder, title of nobility, ex post facto laws, rule of

law, judicial review, veto power, supremacy clause

© 2007© 2007© 2007© 2007 15151515

2.04 – Amending the Constitution Major Concepts

− amendments

− evolving government versus fixed principles

− unwritten constitution

Important Terms

Constitutional Convention, congressional action, executive order,

judicial decisions and review, customs/traditions, Amendments 1-

27, equal protection, due process, citizenship, suffrage, presidential

succession and term limits


2.05 – Court Cases and National Supremacy Major Concepts

− judicial review

− elastic clause


Important Terms

Marbury v. Madison, McCulloch v. Maryland, Gibbons v. Ogden,

Plessy v. Ferguson, Brown v. Board of Education, Swann v.

Charlotte Mecklenburg Board of Education, Korematsu v. US,

Heart of Atlanta Motel v. US


compare the structures of American

government as they exist today to

the plans laid out in the

Constitution. Where does the

Constitution mention the Federal

Reserve System, the Office of

Management and Budget, or

representation in Congress for US

territories? Students need a solid

foundation in understanding the

structure of the government so that

they can understand how far it has

evolved to answer questions that the

founders never considered.

This unit is a good place to

introduce terms and ideas that will

be seen again in the coming units on

each individual branch of

government. While it is not

important for students to fully know

each of the terms presented here, a

brief introduction to the terms will

pay dividends when they are studied

later at a much more complex level.

So while the unit focuses on the

structure of the Constitution itself

rather than on the functioning of

American government as it exists

today, some key terms can be

introduced in this unit.

2.06 – Court Cases and Individual Rights Major Concepts

− individual rights

− citizenship

− dual citizenship

Important Terms

Furman v. Georgia, Gregg v. Georgia, Gideon v. Wainwright,

Regents of the University of California v. Bakke, New Jersey v.

T.L.O., Bethel School District v. Frasier, Tinker v. Des Moines,

Hazelwood v. Kuhlmeier, Texas v. Johnson, Engel v. Vitale,

Miranda v. Arizona, Mapp v. Ohio

Objective Cross-References: 10.01, 10.02, and 10.05

© 2007© 2007© 2007© 2007 16161616

2.07 – Constitutional Debates and Modern Issues Major Concepts

− strict versus loose construction

− states’ rights

− electoral college

− civil and personal liberties

− original intent

Important Terms

Term limits, redistricting, interest groups, majority rule/minority

rights, homeland security, Patriot Act, right to bear arms, separation

of church and state

Objective Cross-References: 10.02, 10.03, 10.04, and 10.05

3.06 – The Fourteenth Amendment Major Concepts

− equal protection under the law


− due process

Important Terms

Citizenship, civil rights, voting rights, women’s rights, gay rights

5.01 – Debate, Consensus, Compromise, Negotiation Major Concepts

− debate

− consensus

− compromise

− negotiation

Important Terms

Consensus building, conflict resolution

10.06 – Costs and Benefits of Choices Major Concepts

− choices

− opportunity

− benefits of freedom

− costs of freedom

Important Terms

Economic, legal, and political choices, freedom, liberty, justice,

self-determination, socio-economic status, political activism

© 2007© 2007© 2007© 2007 17171717


− legislative branch

Important Terms

Speaker of the House, President Pro Tempore, President of the

Senate, House of Representatives, Senate, Bill/Law, the Committee

System, cloture, filibuster, apportionment, non-legislative powers,

immunity, censure, expulsion, seniority system, majority and

minority leaders, party whips, impeachment

5.04 – Role of Debate and Compromise in the

Legislative Process Major Concepts

− committee system

− veto process

− bill/law

Important Terms

Proposition, bill, standing committee, seniority system, House

Rules Committee, joint committee, conference committee, public

hearing, act, law, veto, line item veto, pocket veto, filibuster,

cloture, rider


4 The Legislative

Branch


• How has the legislative

branch evolved compared to

its original incarnation in

the Constitution?

• Is the legislative branch the

most powerful branch in the

federal government?

• How does the legislative

branch embody the will of

the people?

• Are American laws made

fairly?

• How does the legislative

process consider the power

and influence of special

interests?


citizen in being informed

about the laws and

proceedings of the

legislative branch?

• How transparent is the

legislative process?

Teaching Notes:

While the Constitutional unit

focused on the legislative structure

set in place in 1787, this unit

focuses on the legislative branch in

action. Students should be exposed

to the inner-workings of the

legislative branch to study the

effectiveness of the law-making

system in the United States. How

do representatives and senators

negotiate the wants of their

constituents (with diverse needs)

and accommodate the clout of

special interest groups. Does the

legislative process avoid the factions

that Madison warned of in

Federalist 10? How does

6.04 – Ways of Informing Citizens About Laws Major Concepts

− informed citizenry

− ignorance of the law is no excuse

Important Terms

Town meetings, public hearings, public forms, media, public

comment

Objective Cross-Reference: 10.01, 10.03, and 10.04

3-5

© 2007© 2007© 2007© 2007 18181818

6.05 – Government Responsibility in Information Major Concepts

− informing citizens

− government publications

Important Terms

Political debates, special task forces, franking privilege, press

releases, .gov websites, Federal Register

compromise and negotiation shape

the formation of legislation?

Students should focus on how they

can become informed about these

processes and therefore critically

evaluate information presented in

the media about Congress.

6.06 – Role of Special Interests in Legislation Major Concepts

− organizing for influence

− interest groups

− lobbying

− think tanks

Important Terms

Economic interests (business, labor, agriculture, professions),

public interests, single-issue interests, ideological interests,

Chambers of Commerce, PACs

© 2007© 2007© 2007© 2007 19191919


− executive branch

Important Terms

impeachment, presidential succession, State of the Union address,

veto power, executive agreement, Commander-in-Chief, chief

diplomat, party leader, chief executive, head-of-state, legislative

leader, economic leader, executive order, treaty


− limited power



Important Terms

Impeachment, pardons, commutations, reprieve, writ of habeas

corpus

5 The Executive Branch


• How have the roles of the

President evolved since

George Washington’s

administration?

• How does the public view

the role of the President in

the political process?

• Does the executive branch

have the greatest direct

impact on the lives of

ordinary Americans? Why

or why not?

• What is the function of the

executive bureaucracy?

Teaching Notes:

As in the unit on the Congress, the

unit on the Presidency is to be

focused on the state of the modern

Presidency, explaining how the roles

of the President have evolved over

time as well as how the bureaucracy

of the executive branch (not

foreseen in the Constitution) came

into being. Students should explore

how the implementation and

enforcement of the laws brings the

executive branch into contact with

ordinary citizens on a daily basis.

Students should also explore how

the President’s powers balance those

of the Congress – making the

President a central figure in the

legislative process rather than as the

mere servant of legislative will.

2.09 – Services of Selected Government Agencies Major Concepts

− national security

− transportation

− conservation of natural resources

− immigration and naturalization

− crime control and drug interdiction

− health and human services

− information gathering and policy formation

− cabinet

− executive agencies

− bureaucracy

Important Terms

FBI, CIA, Department of Homeland Security, IRS, DOT, NTSB,

U.S. Citizenship and Immigration Services, DEA, ATF, FEMA,

Medicare/Medicaid, CDC, census

3-5

© 2007© 2007© 2007© 2007 20202020

6.03 – Agencies Involved in the Enactment,

Implementation, and Enforcement of the Laws Major Concepts

− implementation of law

− regulatory commissions

− independent agencies

− law enforcement

Important Terms

Consumer protection, transportation regulation, Department of

Justice, FBI, SBI, Secret Service, National Guard Reserves

6.07 – Law Enforcement Agencies Major Concepts

− law enforcement

− jurisdiction

Important Terms

Federal law enforcement

© 2007© 2007© 2007© 2007 21212121


− judicial branch

Important Terms

U.S. Supreme Court, Chief Justice, Associate Justice, original

jurisdiction, appellate jurisdiction, concurrent jurisdiction,

exclusive jurisdiction


− limited power



Important Terms

rule of law, judicial review, supremacy clause

2.05 – Court Cases and National Supremacy Major Concepts

− judicial review

− elastic clause


Important Terms

Marbury v. Madison, McCulloch v. Maryland, Gibbons v. Ogden,

Plessy v. Ferguson, Brown v. Board of Education, Swann v.

Charlotte Mecklenburg Board of Education, Korematsu v. US,

Heart of Atlanta Motel v. US


6 The Judicial Branch


• To what extent is the court

system defined in the

Constitution and to what

extent are the federal courts

controlled by Congress?

• How do the courts “define”

the Constitution through the

judicial process?

• How has the Supreme Court

evolved since its

beginnings?

• Do Supreme Court

decisions in effect make

laws and is this contrary to

the intent of the

Constitution?

• How have the rights of

citizens evolved through the

judicial process?

Teaching Notes:

This unit centers on the court system

in action. In particular, students will

be studying the structure and

jurisdictions of the parts of the court

system as well as analyzing major

court cases that have shaped the

interpretation and application of the

principles of the Constitution. In the

process of analyzing these cases,

students should explore the extent to

which court decisions have made

legislation by the process of judicial

review or through the interpretation

of the intent of the Constitution’s

framers. Students should consider

how the courts’ authority has been

circumscribed by Congress but also

how the courts have been the source

of another check on Congressional

and Presidential power. Finally,

2.06 – Court Cases and Individual Rights Major Concepts


− citizenship

− dual citizenship

Important Terms

Furman v. Georgia, Gregg v. Georgia, Gideon v. Wainwright,

Regents of the University of California v. Bakke, New Jersey v.

T.L.O., Bethel School District v. Frasier, Tinker v. Des Moines,

Hazelwood v. Kuhlmeier, Texas v. Johnson, Engel v. Vitale,

Miranda v. Arizona, Mapp v. Ohio

Objective Cross-References: 10.01, 10.02, and 10.05

5-7

© 2007© 2007© 2007© 2007 22222222

2.07 – Constitutional Debates and Modern Issues Major Concepts

− strict versus loose construction

− states’ rights

− electoral college

− civil and personal liberties

− original intent

− judicial activism

Important Terms

Term limits, redistricting, interest groups, majority rule/minority

rights, homeland security, Patriot Act, right to bear arms, separation

of church and state

Objective Cross-References: 10.02, 10.03, 10.04, and 10.05

5.02 – Jurisdiction of State and Federal Courts Major Concepts

− jurisdiction

− courts

Important Terms

Appellate, exclusive, concurrent, original, Federal Courts (District,

Courts of Appeal, Supreme Court, Special Courts), State Courts

(Lower Courts, General Trial Courts, Intermediate Appellate

Courts, State Supreme Court)

5.03 – Adversarial Nature of the Judicial Process Major Concepts

− selection of federal judges

− selection of state judges

− judicial process

Important Terms

Confirmation hearings, judicial review, write of certiorari, brief,

oral argument, majority opinion, dissenting opinion, concurrent

opinion

students should analyze how the

judicial process affects change much

more slowly than the legislative and

executive processes.

6.02 – Types of Law Major Concepts

− legal systems

− precedent

Important Terms

Common law, criminal law, civil law, constitutional law,

administrative law, statutory law, international law

© 2007© 2007© 2007© 2007 23232323

3.01 – Principles of State and Local Government Major Concepts

− state constitution

− local charters (city and county)

Important Terms

Preamble to the NC Constitution, separation of powers, checks and

balances, flexibility/amendment process, popular sovereignty,

limited government, incorporation, Declaration of Rights

3.02 – State and Local Government Structures Major Concepts

− structures of state government

− General Assembly

− Governor

Important Terms

Council of State, Governor, Lt. Governor, General Assembly, local

government (city, county, special districts, townships, metropolis),

mayor, mayor-council plan, city or town council, council manager

plan, county commissioners, sheriff, chief of police, statutes,

ordinances, Board of Education, alderman, North Carolina General

Statutes

3.03 – State Agencies Major Concepts

− State agency

− Public official

Important Terms

Health Department, Parks and Recreation department,

Transportation Department, Register of Deeds, Governor, Lt.

Governor, Sheriffs, Judges, Clerk of Superior Court, City/County

Attorney, Supreme Court Judge, Court of Appeals Judge, Superior

Court Judge, District Court Judge

7 State and Local

Government


• What is the relationship

between state, local, and

federal governments?

• How do state and local

governments mirror the

federal government in

structure?

• In what areas do state and

local governments have

authority?


citizen at the local and state

political levels?

• Do citizens feel greater

attachment to their state and

local governments than the

federal government? Why

or why not?

• In what ways do state and

local governments have a

greater impact than the

federal government on the

daily lives of citizens?

• How have laws and court

cases at the federal level

changed the definition of

citizenship at the state and

local level?

• What services do states and

local governments provide

their citizens? How are

these services paid for?

Teaching Notes:

This unit deals with many of the

same themes raised in the study of

the federal government: power,

authority, control, debate,

compromise, and civic engagement.

So it is natural to have students

compare the levels of involvement

3.04 – Amending State and Local Government Major Concepts

− Amendment

− reform

Important Terms

Referendum, local act, initiative, recall

4-6

© 2007© 2007© 2007© 2007 24242424

3.05 – North Carolina Court Cases Major Concepts

− Supreme Court

Important Terms

State v. Mann, the Leandro case

3.06 – The Fourteenth Amendment and the States Major Concepts

− Due process

− Equal protection clause

− Individual rights

Important Terms

Citizenship, civil rights, voting rights, women’s rights, gay rights

3.07 – Controversies in State Government Major Concepts

− Education

− Taxes/resources/services

− Terrorism/security

− Political integrity

Important Terms

Annexation, lottery, disaster relief, balanced budget, charter

schools, redistricting, political corruption, school busing,

gerrymandering

ordinary citizens can have in

government at the local and state

level versus the federal level.

Students should analyze the impact

of local government on their lives

ranging from the types of services

that counties and cities provide to

the codes that these local

governments enforce. The reach of

government on the daily life of a

citizen is very strong at the local

level, though many students will not

recognize it at first. Students should

also explore how states and local

governments relate to the federal

government through the powers that

they share as well as in the ways

that federal law has been maintained

as the supreme law of the land.

The unit does introduce local

taxation, which has not previously

been discussed. Students should

have no difficulty comprehending

taxation at the local level since it

impacts their lives on a daily basis.

Many of the ideas about taxation

raised here, however, will appear

again the study of macroeconomics

to be covered in the second half of

the course.

3.08 – Taxation and Revenue at the State and Local

Level Major Concepts

− Taxation

− Revenue

− Finance

− Types of taxes

− State budget

− Non-tax sources of revenue

− State and local spending

− Unfunded mandates

Important Terms

State income tax, corporate income tax, sales tax, excise tax,

inheritance tax, licenses, Federal Grants in Aid, property tax, estate

tax, fines, intergovernmental revenue, user fees, disposal fees,

permits, assessments, finances, budgets, impact fees, state and

municipal bonds, ad valorem taxes, escheats

© 2007© 2007© 2007© 2007 22225555

3.09 – State and Local Services Major Concepts

− State agencies

− Local agencies

Important Terms

Community colleges, cooperative extension, court facilities,

elections, jails/youth detention centers, mental health services,

public health services, public schools, soil and water conservation,

tax assessment, airports, ambulance services, art galleries and

museums, buses/public transit, emergency management, parks and

recreation, libraries, public housing, public utilities, solid waste

disposal

5.05 – Conflict at the State and Local Level Major Concepts

− City/county government interaction

− Citizen input on public policy

Important Terms

Town meetings, public hearings, forums, budget, extra-territorial

jurisdiction, at-large, zoning, annexation, infrastructure

5.06 – Individuals, Parties, the Media, and Public

Policy Major Concepts

− Local initiatives

− Referendums

− recall

Important Terms

Tuition voucher, charter schools, petition, bond issues, public

policy, special interest groups, electronic media, voting

© 2007© 2007© 2007© 2007 26262626


Civics and Economics Pacing Support Document

Second Nine Weeks

Unit Objectives, Major Concepts, and Terms Days

4.01 – Political Parties Major Concepts

− Functions of parties

− Party systems

Important Terms

Political party (Democratic, Republic, Third parties), one-party

system, two-party system, multi-party system, liberal, moderate,

conservative, reactionary, radical, platform, planks, candidates,

plurality vote, majority vote, coalition, patronage, political

machine, grassroots

8 Elections and Parties


• Why does the United States

have parties although they

are not mentioned in the

Constitution?

• Do political parties work?

• Do political parties need to

be reformed?

• What is the public opinion?

• How is public opinion

shaped?

• Is voting important?

• Can voter apathy be

eliminated?

• Is it better to work for

reform within the political

system or outside of it?

• Does politics make “strange

bedfellows”?

• How does an individual

influence the political

system?

Teaching Notes:

This first unit of the second nine

weeks focuses the study of civics

with one of the most important ways

citizens participate in the political

system: voting for their

representatives. In a representative

democracy such as the United

States, citizens express their wishes

for representatives in a system that

has become mediated through the

lens of political parties. The

Founders did not anticipate this

innovation, which, despite its critics,

4.02 – Election Process Major Concepts

− types of elections

− campaign finances

− campaign process

− election process

Important Terms

general election, primary election, partisan/nonpartisan, caucus,

Political Action Committee, public and private funding, canvassing,

endorsements, propaganda (glittering generalities, bandwagon,

stack cards, name calling, “just plain folks,” image molding), voter

registration, voting districts, polling place, precinct, types of

ballots, board of elections, exit poll, national convention, recall

election, initiative, proposition, electors, Electoral College,

nominations, political machine, delegates

6-8

© 2007© 2007© 2007© 2007 27272727

4.03 – Public Opinion Major Concepts

− public opinion

− public issues

Important Terms

mass media, polls, public agenda, party platform

has remained a stable part of

mediating conflict in the political

system ever since the 1790s.

But citizens have not contented

themselves with letting their

representatives do all the work.

Groups of citizens, in voluntary

public associations, have worked to

shape policy and decision making

through Political Action

Committees, lobbying firms,

grassroots campaigns, think tanks,

and a whole host of other

organizations. In turn, public

officials have found it necessary to

shape public opinion for their own

ends. This endless cycle of

politicians influencing the public’s

opinion with the public attempting

to influence the politicians’ opinions

has fed the growth of mass media

and the need to spread information

(and sometimes dis-information) in

the public sphere. Students must be

aware of the ways their opinions are

shaped as well as how they can play

a role in policy making as well.

This unit follows on the heels of

state and local government to take

advantage of connections between

local elections and party activity that

has already been discussed and/or

witnessed firsthand (especially

during election years).

4.04 – Political Action Major Concepts

− forming public opinion

− citizen activism

Important Terms

vote, protest, bias, slander, libel, petitions, surveys, random

samples, activists, lobbyists, apathy

© 2007© 2007© 2007© 2007 28282828

4.05 – Compliance* Major Concepts

− benefits and risks of compliance

− civil disobedience

Important Terms

public safety, domestic tranquility, criminal law, prosecution, fines,

civil law, lawsuits, penal code, mandatory sentencing, anarchy,

sentencing guidelines

*some of these concepts will be familiar to students since they have

already studied legal systems

4.07 – Costs and Benefits of Service Major Concepts

− participation in the judicial process

Important Terms

jury selection

4.08 – Civic Involvement Major Concepts

− civic involvement

Important Terms

moot courts

4.09 – Conflict Resolution Major Concepts

− resolving conflict

− collaboration

− compromise

Important Terms

negotiation, arbitration, mediation, pre-hearing settlement, small

claims court, legal action

5.02 – Jurisdiction of State and Federal Courts* Major Concepts

− jurisdiction

− courts

Important Terms

Appellate, exclusive, concurrent, original, Federal Courts (District,

Courts of Appeal, Supreme Court, Special Courts), State Courts

(Lower Courts, General Trial Courts, Intermediate Appellate

Courts, State Supreme Court)

*only brief review necessary here

9 Legal Systems


• What is the purpose of

laws?

• Who decides what laws

govern a land?

• What happens when laws

conflict with personal

morality?

• Is jury service important?

• Why does the justice system

assume innocent until

proven guilty?

• What is reasonable doubt?

• How does the justice system

balance the rights of victims

with the rights of the

accused?

• Does punishment deter

people from committing

crimes?

• Does rehabilitation of

criminals work?

• What causes people to

commit crimes?

• Is there a justifiable crime?

• Why is the legal code so

complex?

• What is the role of lawyers

in the legal system?

Teaching Notes:

The focus of this unit is on the

individual within the legal system.

Students should consider the sources

of the legal system – traditions,

moral and ethical codes, modern

studies of human behavior – as well

as how the legal system is shaped by

ongoing debates. Why does the

legal system remain conservative, or

put another way, why do the wheels

of justice grind slowly?

Students should be thinking that the

nature of truth becomes very

5.03 – Judicial Process* Major Concepts

− judicial process

− courtroom roles

− the jury system

Important Terms

felony, misdemeanor, torts, court docket, issue of fact, issue of law,

prosecutor, complaint, defendant, plaintiff, subpoena, summons,

4-6

© 2007© 2007© 2007© 2007 29292929

arrest warrant, indictment, information, perjury, petit jury, grand

jury, plea, plea bargaining, bail, sentence, rights of victims, public

defender, prosecution, sentencing, hearing, bailiff, defendant,

verdict, settlement, capital offense, appeal, plea bargain, warrants,

summons, preliminary hearings

*information on judicial structures has already been presented

(with a focus on the Supreme Court); here the focus is on the

individual in the legal system

6.01 – Development of Law* Major Concepts

− philosophy of law

− English legal tradition

− rule of law in the United States

Important Terms

legal code, moral code, Codes of Hammurabi, Ten

Commandments, Justinian’s Code, Draconian Laws, House of

Burgesses, English Bill of Rights, social contract, British common

law, Mayflower Compact, Iroquois Constitution, Declaration of

Independence, U.S. Constitution

*some of these ideas were covered in the early history of the United

States (Unit 2) and only need brief mention here

6.02 – Types of Law Major Concepts

− legal systems

− precedent

Important Terms

Common law, criminal law, civil law, constitutional law,

administrative law, statutory law, international law

6.07 – Law Enforcement Major Concepts

− law enforcement agencies

Important Terms

local law enforcement, state law enforcement, federal law

enforcement, sheriff, police, state troopers

important in the legal system. The

truth, or the appearance of truth,

depends largely on the perspective

of the courtroom. Is the evidence

compelling? Can it be trusted? Are

the witnesses telling the truth? Were

they mistaken? Even the scientific

evidence that pervades many

modern trials is subject to intense

scrutiny. Was it collected properly?

Was it analyzed accurately? Was it

tainted? The desire to know the

truth in the legal system often leads

to great conflict of interpretation as

the system accepts what is calls a

“reasonable” interpretation. Jurors

are instructed to go on a “reasonable

doubt.”

But the judicial system also has a

side in which justice must be

parceled out – whether there is

monetary compensation, prison

time, or community service to be

performed because of a violation of

the rights of others. The system of

punishments that is the legacy of

thousands of years of justice

provokes controversy. Can people

be reformed? Or should they be

executed? What is the line between

an offense deserving jail time and

one deserving death by lethal

injection? Are prisons really just big

playpens? What will society do

about prison overcrowding? These

questions, and a host of others,

should focus students on the major

issues involved in studying the

American legal system.

6.08 – Punishment and Rehabilitation Major Concepts

− punishment

− repetitive criminal activity

− deviant behavior

Important Terms

long-term suspension, three-strikes laws, confiscation of property,

mental institutions, long-term incarceration, death penalty,

rehabilitation, monetary compensation, recidivism, retribution,

restitution, deterrence, detention, probation, parole, juvenile

detention, community service, house arrest, jail, prison, boot camp

© 2007© 2007© 2007© 2007 30303030

7.01 – Factors of Production Major Concepts

− Factor of production

− Economics

− Basic economic questions

Important Terms

Economics, want, need, land, renewable natural resource,

nonrenewable natural resource, labor, capital, entrepreneurship,

productivity

7.02 – Scarcity and Choices Major Concepts

− scarcity

− decision-making processes

Important Terms

Limited resources, decision-making model, wants, needs, services,

goods, wages, salary, consumer, producer, pricing

7.03 – Opportunity Cost Major Concepts

− opportunity cost

− wants versus needs

− tradeoffs

Important Terms

Immediate gratification, incentives, fixed costs, variable costs, total

costs, marginal costs

10 Introduction to

Economics


• What is economics?

• What factors influence

people to make economic

choices?


between values and

economic choices?

• When do costs outweigh

benefits?

• Does economic behavior

occur naturally or is it

created by government?

• Which economic system

creates the most “winners”?

• Is equality impossible in

capitalism?

• Is competition in economics

good?

• What is the difference

between needs and wants?

• Is scarcity the central

principle of all economics?

Teaching Notes:

A central concept for this unit is the

term economics. The original Greek

root for the term referred to an

individual’s house (an oikos); the

implication is that what people do in

their own homes to satisfy their

needs and wants is an important

field of study. By studying the

individual’s decision-making,

economics helps us to understand

what “rational” people will do when

faced with choices. This points to a

central assumption underlying the

study of classical economics – that

people are rational, and will

therefore do what is in their best

interest. This unit helps students to

explore the logic of the “rational”

person who makes economic

7.04 – The Economics of Labor and Production Major Concepts

− specialization

− division of labor

− consumption

− production

Important Terms

Assembly line, technology, robotics, invention, innovation, mass

production, factory, agribusiness, business organizations,

specialization, human capital, productivity, white collar, blue

collar, skilled worker, unskilled worker, automation

6-8

© 2007© 2007© 2007© 2007 31313131

7.05 -- Investment Major Concepts

− productivity

− investment

Important Terms

Capital goods, consumer goods, producer price index (PPI), output

versus input, law of diminishing returns, recycling, education and

training

decisions by looking at how scarcity

limits our choices, how we use

resources to get what we want, and

how individuals, working together,

have fashioned economic systems to

govern relations between people.

It is important to note that the

Standard Course of Study does not

follow the traditional breakdown of

micro versus macro economics, but

instead weaves the two together so

that discussions of microeconomic

concepts can be integrated with

examples at the macroeconomic

level. This is a difficult, albeit more

realistic, model for teaching

economics. Students may find it

difficult to conceive that

microeconomic concepts such as

supply and demand do not exist in a

vacuum apart from macroeconomic

circumstances such as the cost of

labor in a nation.

It is also important to note that

previously studied material on the

structure and function of

government will make much more

sense when the economic side of

governing is brought into sharper

focus in this unit. Governments

exist to define the relationships

between people, not only from a

political and social level, but also

from an economic level. Wherever

possible, remind students of

examples of government discussed

earlier where economic

considerations had as much to say as

the rule of law itself.

7.06 – Economic Systems Major Concepts

− free enterprise

− capitalism

− socialism

− communism (command economy)

− traditional society

− market economy

− mixed economy

Important Terms

Market, laissez-faire, invisible hand, competition, cooperation,

choices, consumer sovereignty, private property, profit motive,

exchange, incentives, Communist Manifesto, Wealth of Nations,

Keynesian theory, fiscal policy, deficit spending

© 2007© 2007© 2007© 2007 32323232

8.01 – Questions of Production in Different

Economies Major Concepts

− What to produce

− How to product it

− For whom to produce it

Important Terms

Market, mixed market, command, mixed, and traditional economies

8.02 – Free Enterprise System Major Concepts

− Mixed market economy

− Economic goals of the free enterprise system

Important Terms

Private property, voluntary exchange, patents, copyrights, full

employment, efficiency, productivity, specialization, division of

labor, security, equity, freedom

8.03 – Circular Flow of Economic Activities Major Concepts

− Factor market (household)

− Product market (business)

Important Terms

Circular flow of economic activity, wages, salary, economic

interdependence

8.04 – Supply and Demand Major Concepts

− Law of demand

− Law of supply

− Law of supply and demand

− Equilibrium price/market price

− Influences on supply and demand

Important Terms

Demand curve/schedule, supply curve/schedule, personal income,

disposable income, complimentary goods, substitute good

11 Microeconomics in

Context


• Is the free market economic

system the best economic

system?

• How important is the idea of

private property to human

existence?


consumer in the free market

economic system?


between supply and

demand?

• What determines the price

of a good?

• How do companies attempt

to control markets?


between businesses and

labor?

• Are unions necessary in a

free market economy?

• What is the role of risk in

the economy?

• What is the purpose of

money?

• Is it important for citizens to

understand how the

economy works?

Teaching Notes:

This unit asks students to look at

economics from the perspective of

individuals while remembering that

economic decisions are made in a

system. It is important for students

to understand the various types of

economic systems and how choices

are made in them (if choice is

allowed). As consumers, students

need to know how different forms of

capital flow through the free market

system of the United States; they

8.05 -- Prices Major Concepts

− Influences on price

Important Terms

Surplus, shortage, consumer tastes, minimum wage, inflation,

deflation, wage and price controls, interest rates, trickle-down

effect, supply-side economics

7-9

© 2007© 2007© 2007© 2007 33333333

8.06 -- Markets Major Concepts

− Market basics

Important Terms

Buyers and sellers, monopoly, oligopoly, competitive market,

mergers, horizontal merger, vertical merger, conglomerates,

multinational conglomerates

8.07 – Economic Institutions Major Concepts

− business

− labor

Important Terms

Sole proprietorship, partnership, corporation, cooperative,

franchise, limited liability, unlimited liability, limited life,

unlimited life, Small Business Administration, stock, stock market,

dividend, bond, craft union, industrial union, collective bargaining,

mediation, arbitration, lockout, strike, Social Security Act of 1935,

National Labor Relations Act 1935, Fair Labor Standards Act 1938,

Taft-Hartley Act 1947, anti-trust laws, labor union

8.08 -- Investments Major Concepts

− fiscal policy

− monetary policy

− banking system

− types of insurance

Important Terms

Time deposit, demand deposit, credit card, debit card, mutual

funds, commercial bank, savings and loan association, credit

unions, Federal Deposit Insurance Corporation, investment

spending, capital investment, life, medical, comprehensive,

liability, tight money, easy money

should be able to articulate how their

knowledge of these factors will

enable them to make wise economic

decisions in the future.

In focusing on the individual, this

unit deepens the study of

microeconomics introduced in the

last unit. Students are asked to

consider the factors involved in

supply and demand, and how both

consumers and business owners

navigate these factors in the market.

From the perspective of business,

students must consider the impact of

unions on conducting business as

well as how businesses have

organized to gain greater control of

the market. Much of the unit will

focus on the idea of risk – how

businesses and consumers manage

the risks of the free market system

through institutions which help us to

prevent a complete disaster in the

economy.

This unit will also help students to

understand how the free market

system is protected and governed by

through the legislative, executive,

and judicial functions of

government. The free market

system in the United States does not

operate with legal controls, which

should help students understand the

next unit – macroeconomics.

8.09 – Role of Money Major Concepts

− types of money

− function of money

Important Terms

Collateral, money, barter, coins, currency, legal tender, check,

credit, reserve requirement, medium of exchange, pension funds,

mutual funds

© 2007© 2007© 2007© 2007 34343434

2.08 – Revenue for the National Government Major Concepts

− sources of government revenue

− government expenditures

Important Terms

fiscal policy, expenditure, revenue, regressive taxation, progressive

taxation, proportional taxation, income tax, excise tax, corporate

tax, direct tax, estate tax, user fees, tariffs, social security, national

budget, budget deficit, budget surplus, national debt, deficit

spending, tax returns, fines, bonds, balanced budget

9.01 – The Business Cycle Major Concepts

− Business cycle

− Economic indicators

Important Terms

Peak/prosperity, contraction/recession, trough/depression,

expansion/recovery, Gross Domestic Product, Per Capita GDP,

Standard of Living, Consumer Price Index, national debt

12 The Economy of the

United States


• Do economies have to go

through cycles of expansion

and contraction?

• How does what we choose

to measure in the health of

an economy affect the

outcome of that

measurement?

• Why does a government

regulate the economy?

• How does the movement of

people and capital affect the

economy of the United

States?

• What are the economic

affects of current events?

• What is the relationship of

the US economy to the

global economy?

• Is it possible for the United

States to have an economic

system isolated from the

rest of the world?

• What approaches does the

US government use to

regulate our economy?

• How do government actions

affect the economic

decisions of individuals?

Teaching Notes:

This unit asks students to focus on

the individual’s role collectively in

9.02 – Government Regulation Major Concepts

− regulation

Important Terms

Deregulation, environmental protection, work-place safety,

consumer protection, labor disputes, affirmative action, private and

public goods, externality, exclusion principle, non-exclusion

principle, workfare, WIC, FOMC

8-10

© 2007© 2007© 2007© 2007 35353535

9.03 – Movement Major Concepts

− population shifts

− service society

Important Terms

Sunbelt states, Frostbelt or Rustbelt states, migration, immigration,

service industries, Silicon Valley, Research Triangle Park, labor,

capital, goods, services, factors of production, natural resources,

GDP, standard of living, factor markets, product markets,

productivity, specialization, division of labor, economic

interdependence (some of these terms have already been

introduced)

9.04 – Current Events Major Concepts

− technological advances

− war and homeland security

− downsizing

Important Terms

Microsoft Anti-trust case, Operation Iraqi Freedom, Homeland

Security Department, Patriot Act, out-sourcing, North Carolina’s

Furniture Industry, North Carolina’s Textile industry

the larger economic systems of both

the United States and the world.

The focus here is on

macroeconomics – studying how

governments legislate and regulate

the economic activities of

individuals. The unit starts with a

study of the business cycle, which

provides a rationale for why

governments manage the risks of

free market systems by limiting the

excesses of fluctuating markets.

As individuals respond to

government regulation, it creates

situations where conflict between

private economic goals and the

larger social goals of the entire

country has to be mediated by the

legislative and judicial processes.

Students must understand that

America’s belief in individual

freedom and liberty are not as

absolute as they might think: many

of the decisions that consumers can

make are circumscribed through

legislation. The government uses

various types of policies to manage

the economy to the benefit of the

majority (which may be debatable).

At the international level, the

decisions of consumers are related to

the entire flow of goods and services

around the globe. The goods that we

buy are often made in far corners of

the globe; we depend upon

inexpensive products while foreign

workers depend upon American

dollars. This global give-and-take

creates winners and losers. It also

illustrates how the economic

decisions of other countries can

dramatically affect quality of life in

the United States.

9.05 – International Trade Major Concepts

− global interdependence

− protective tariffs

− international economic organizations

Important Terms

Tariffs, foreign trade, exchange rate, treaty, multinational

conglomerate, globalization, North American Free Trade

Agreement, World Trade Organization, European Union,

unfavorable balance of trade, favorable balance of trade,

comparative advantage, child labor, human rights

© 2007© 2007© 2007© 2007 36363636

9.06 – Global Interdependence Major Concepts

− global interdependence

− international trade

Important Terms

Developed countries, developing countries, foreign aid, United

Nations, International Monetary Fund, World Bank, free trade

9.07 – Fiscal and Monetary Policy Major Concepts

− Federal Reserve System

− Spending and taxation

Important Terms

Monetary policy, fiscal policy, loose money policy, tight money

policy, reserve requirement, discount rate, interest rates, open

market operations, government spending, revenue, taxation,

personal income tax, excise tax, regressive tax, progressive tax,

proportional tax, sales tax

9.08 – Individuals in the System Major Concepts

− Environmental protection versus industrialization

− Personal decision making related to economic conditions

− Government regulation’s impact on the individual

− Federal ownership of land vs. private ownership

− Zoning’s impact on economic development and neighborhood

standards

Important Terms

Scarcity, depression, inflation, recession, bear and bull markets,

radioactive waste disposal, NIMY (Not in My Back Yard), Clean

Air and Water Act, OPEC Oil Embargo, Cuban Economic

Embargo, zoning lands, building codes

© 2007© 2007© 2007© 2007 37373737

4.05 – Compliance* Major Concepts

− benefits and risks of compliance

− civil disobedience

Important Terms

public safety, domestic tranquility, criminal law, prosecution, fines,

civil law, lawsuits, penal code, mandatory sentencing, anarchy,

sentencing guidelines

*some of these concepts will be familiar to students since they have

already studied legal systems

4.06 – Civic Participation Major Concepts

− responsibilities and duties of citizenship

− volunteerism

− acquiring real world experience

Important Terms

patriotism, public service, peace corps, AmeriCorps, Job Corps,

Senior Corps

13 Civic Participation


• Are individuals important in

the entire political system?

• Can a person be overly

patriotic?

• Is it important for

individuals to participate in

civic life?

• When is it acceptable to be

disobedient?

• Do participation in mock

activities prepare students

for an active civic life?

• Is community service

important?

Teaching Notes:

This final unit culminates the study

of civics with ways citizens

participate in the political system.

As students end this course, it seems

fitting for them to study the political

process and their role in it. They

have had enough background in the

structure and function of

government, as well as in the

function of the economic system, to

evaluate and analyze arguments

involving the shaping of public

policy. Students should be well

equipped to be intelligent consumers

of public information (both legal and

economic) as they will one day join

their fellow citizens on what one

historian has called our “boisterous

sea of liberty.”

4.07 – Costs and Benefits of Service Major Concepts

− participation in the judicial process

− participation in the political process

− benefits and costs of public service

Important Terms

jury selection, informed electorate, rights

1-2

© 2007© 2007© 2007© 2007 38383838

This unit asks them to look at ways

they can be actively involved in the

community and learning about civic

life and processes. This unit

reminds them of the high costs of

not complying with the laws and

policies of the land but shows them

ways that they can work to influence

those policies with which they

disagree.

4.08 – Civic Involvement Major Concepts

− civic involvement

Important Terms

moot courts, mock elections, community service, service learning

© 2007© 2007© 2007© 2007 39393939

The Civics EOC

An important part of preparing students for the North Carolina end-of-course test in Civics and

Economics is to understand the structure of that test and how it is created. Teachers who have a

clear understanding of the test can make their own assessments match the intellectual rigor and

standards of the state test and thereby better prepare their students.

What are Thinking Skills?

The objectives for Civics and Economics are written to match Thinking Skills levels.

These levels are based on the work of Benjamin Bloom and Robert Marzano and look

very similar to Bloom’s Taxonomy (1956). Each objective is written with a specific

thinking skill in mind; any test question that measures understanding of that objective

should also be written at the same thinking skill level. This also means that the

classroom instruction must specifically focus at this level in order to adequately teach the

objective.1

Matching Objectives to Instruction and Testing

There are seven Thinking Skills levels: knowing, organizing, applying, analyzing,

generating, integrating, and evaluating. The following chart shows the kinds of brain

activity that represents each level:

Thinking Skill What the Student Can Do:

Knowing Identify, describe, label, observe, recall, store, and list information.

Organizing Arrange, contrast, classify, reformat, sequence, and compare

information.

Applying Use information in a new situation, transfer knowledge from one field

to another, bring together information needed to solve a novel

problem, and know when to use specific types of information.

Analyzing Identify the attributes of objects, make cause/effect sequences,

identify relationships and patterns, find the main idea, find logical

errors, and identify the parts of objects.

Generating Produce new meaning or ideas, explore hypothetical situations, draw

1111 In North Carolina, it is permissible to test an objective at a lower thinking skill level, but not at a

higher level than which the objective is written. In the classroom, teaching must often involve multiple thinking skill levels – students might start at knowing before they can proceed to analyzing. However, if an objective calls for evaluating and teachers only do activities at the knowing level, then that objective has not been taught properly.

Thinking Skill Thinking Skill Thinking Skill Thinking Skill Level Level Level Level –––– ObjectiveObjectiveObjectiveObjective

Thinking Skill Thinking Skill Thinking Skill Thinking Skill Level Level Level Level ––––

Test questionTest questionTest questionTest question

Thinking Skill Level Thinking Skill Level Thinking Skill Level Thinking Skill Level ––––

Classroom InstructionClassroom InstructionClassroom InstructionClassroom Instruction

© 2007© 2007© 2007© 2007 40404040

conclusions, elaborate by adding details, make inferences, and predict

outcomes.

Integrating Connect and combine information, summarize, generalize from

examples or details, and restructure information to include newly

discovered facts.

Evaluating Judge the reasonableness of information, establish criteria for making

a judgment, rate ideas by their quality, and check the accuracy of

claims.

How are the Thinking Skills distributed in the Standard Course of Study?

There are seventy-eight objectives in Civics and Economics. The following table shows

the breakdown of what thinking skills are covered in the objectives:

Thinking Skill Percentage of Objectives Measuring This Skill

Knowing 11.5%

Organizing 7.6%

Applying 8.9%

Analyzing 39.7%

Generating 17.9%

Integrating 2.5%

Evaluating 11.5%

As the chart indicates, most of the Civics and Economics course focuses on analyzing.

This makes intuitive sense because as a social science, civics and economics is primary

concerned with cause and effect (just as history is), identifying the parts of objects and

their relationships to other parts (branches of government, individuals in the economic

system, etc.), and looking for patterns (the laws or principles that govern political

behavior).

It is important to note that teachers still need to be teaching all of the levels. A unit might

require students to know, organize, and analyze material in order to apply it to a new

situation or to evaluate the particular decisions of a government body. The thinking skills

are not to be approached in isolation, nor is it to be assumed that students must first go

through knowing in order to get to a higher level. In fact, we now know that the brain

simultaneously goes back and forth between the levels, often evaluating, and then

gathering more information, analyzing it, and then evaluating more.

One further note – North Carolina divides these thinking skills into two groups: lower-

order (requiring less cognitive demand) and higher-order (requiring more critical and

complex thinking). Only 28.2% of the objectives are written at the lower order levels

(knowing, organizing, and applying) while 71.8% are written at the higher order level

(analyzing, generating, integrating, and evaluating). This means that the Civics and

Economics course places rigorous cognitive demands upon students. And, indeed, after

all, if we expect our students to be life-long learners, critical thinkers, and people

© 2007© 2007© 2007© 2007 41414141

engaged in civic life, we would want them to be functioning at the higher critical levels

of thought.

How are the Thinking Skills distributed in the End-of-Course Test?

For testing purposes, the state decided that sixty percent of the questions would be

higher-order (analyzing, generating, integrating, and evaluating) while forty percent

would be lower-order (knowing, organizing, and applying).

How does a test question get written?

1. An item writer selects an objective.

2. The item writer consults the Civics and Economics Curriculum Support

Document to find out what terms or topics can be the subject of a question.

3. The item writer determines the thinking skill level of the objective.

4. The item writer asks a question about the selected topic at the thinking skill level

demanded in the objective.

5. The item writer checks to make sure that he or she has not violated any of the

rules of test construction.

6. The item writer uses the item in a test situation to determine if it works and how

well it works.

7. The item writer may consult a colleague to evaluate an item for bias and error.

These general steps of item writing are the steps followed in item writing training

provided by the North Carolina Department of Public Instruction (DPI). DPI publishes a

Style Manual that contains specific information on how items can be constructed and it is

available online. However, there are a few general rules that apply to all items:

• Words like best, most likely, and most appropriate should be bold and italicized.

• Answer choices should be phrased positively.

• Answer choices should be nearly the same length.

• Answer choices cannot contain all of the above, none of the above, not sure.

• Avoid questions with phrases such as all of the following except or which does

not.

• Do not use completion items; all items should be a question.

• Always use four answer choices (A,B,C,D).

• Format the items vertically so that the choices fall under the item in order.

• Avoid writing overly long questions or providing too much reading material.

• There should be only one best answer.

• Avoid answer choices which give clues to the correct response.

• Avoid specific determiners such as always, never, totally, or absolutely.

• Use plausible answer choices; avoid humor.

© 2007© 2007© 2007© 2007 42424242

What does a good Civics and Economics Item Look Like?

Compare the following items. One is written poorly and the other shows what a rewritten

version that meets state criteria would look like.

Poor Item Good Item

Both the House of Representatives and

Senate meet to discuss and approve laws

even though they have distinct functions

and responsibilities. Which of the

following best explains why the

Constitution requires both of the houses’

approval?

a. to save the president the trouble of

vetoing laws b. to provide evidence for

Supreme Court decisions c. to give more

power to members of Congress d. to

limit the law making powers of each house

of Congress

Why does the Constitution require that

both the House of Representatives and

Senate approve laws?

A. To save the president the trouble of

vetoing laws

B. To provide evidence for Supreme

Court decisions

C. To give more power to members of

Congress

D. To limit the law-making powers of

each house of Congress

Notice that the poor item is wordy and is not formatted vertically. The improved item is

much clearer and formatted properly.

It is not necessary to throw out poor items. They provide an excellent starting point and

can be re-written to match state standards. Another useful exercise is to take an item and

re-write it at each of the thinking skills levels; this helps to show how a question can be

asked many different ways to demand different cognitive work on the part of the student.

To help with developing test items, the following pages show some examples written by

the Department of Public Instruction and released for teacher use in December 2005. The

questions are free for reproduction for instructional purposes.

© 2007© 2007© 2007© 2007 43434343

1. How did the Stamp Act, the Tea

Act, and the Intolerable Acts

encourage American colonists to

consider revolution against

British rule?

A. by ignoring American

representatives in Parliament on

issues of taxes levied in the

American colonies

B. by raising taxes in the American

colonies without granting the

colonies any representation in

Parliament

C. by representing an effort in

Britain to end the slave trade in

the colonies

D. by revealing the British plan to

expand the American colonies

farther west on the continent

2. Which reason best explains why

many Anti-Federalists finally agreed

to the ratification of the U.S.

Constitution?

A. the addition of the Bill of

Rights

B. arguments by George

Washington

C. a desire to create a better

relationship with the

Federalists

D. a fear that civil war would

break out if the dispute were

not settled

3. What is federalism?

A. a form of government with

elected representatives

B. a division of power between

the national and state

governments

C. a belief in the idea of national

sovereignty

D. a form of government in

which elected officials make

all economic decisions

4. Who can prevent the president of the

United States from controlling the

Supreme Court by blocking

appointments to the bench?

A. state legislatures

B. the Joint Chiefs of Staff

C. governors

D. the Senate

5. Which term describes the approval

or rejection of a proposed

constitutional amendment by the

popular vote?

A. recall

B. initiative

C. referendum

D. censure

6. Which court case helped to establish

the supremacy of the North Carolina

Constitution?

A. Gibbons v. Ogden (1824)

B. State v. Mann (1830)

C. Swann v. Board of Education

of Charlotte-Mecklenburg

(1971)

D. Hazelwood School District v.

Kuhlmeier (1988)

7. Which propaganda technique is

represented by the quote, “My

opponent is soft on crime!”?

A. name calling

B. bandwagon

C. glittering generality

D. stacked cards

8. Which is a civic duty required by

U.S. law for 18-year-old male

citizens?

A. registering with Selective

Service

B. volunteering for a political

campaign

C. serving as a legislative page

D. voting in all elections

© 2007© 2007© 2007© 2007 44444444

9. “Representatives and direct Taxes

shall be apportioned among the

several States which may be

included within this Union,

according to their respective

Numbers, which shall be

determined by adding to the whole

Number of free Persons, including

those bound to Service for a Term of

Years, and excluding Indians not

taxed, three fifths of all other

Persons.”

excerpt from U.S. Constitution Article I,

Section 2, Clause 3

Which statement most accurately

explains the significance of the

excerpt?

A. For the first time, direct taxes

were levied on citizens by the

government.

B. The U.S. government cannot

force American Indians to

pay taxes.

C. The framers of the

Constitution determined who

could be free.

D. After many debates, a

compromise was reached on

the issues of taxation and

slavery.

10.

Which court correctly completes the

diagram above?

A. United States Court of

Records

B. United States Civil Court

C. United States Superior Court

D. United States Court of

Appeals

11. Which type of law is being enforced

when the Environmental Protection

Agency (EPA) closes a business due

to environmental contamination?

A. criminal

B. administrative

C. civil

D. constitutional

12. Who has the primary responsibility

to inform citizens of national

government regulations?

A. executive departments and

agencies

B. senators and representatives

C. special interest groups

D. the federal courts

13. Which type of cost occurs when an

individual pays for a piano lesson

instead of going to a movie?

A. opportunity cost

B. marginal cost

C. fixed cost

D. residual cost

14. Under which economic system

would factors of production most

likely be owned by the government?

A. market economy

B. command economy

C. traditional economy

D. mixed economy

© 2007© 2007© 2007© 2007 45454545

15. In a command economy, how are the

prices of goods and services

determined?

A. market forces of supply and

demand

B. the central government

C. independent agencies and

independent regulators

D. business owners

16. Which term is used to describe a

situation where most people who

are looking for work are able to find

a job?

A. full employment

B. structural unemployment

C. underemployment

D. seasonal employment

17. A new technology increases the

speed of computers without

increasing production costs. What is

the likely effect of this technology?

A. The price of new computers

will decline.

B. The price of new computers

will increase.

C. The demand for new

computers will decline.

D. The demand for new

computers will increase.

18. What consumer behavior is the

Federal Reserve Board trying to

encourage when it implements a

loose monetary policy?

A. increased saving and reduced

spending

B. decreased saving and

increased spending

C. increased saving and

spending

D. decreased saving and

spending

19. Which action is a civic responsibility

of U.S. citizens?

A. voting during local elections

B. paying taxes

C. attending school

D. maintaining security

20. How is a civic action such as voting

different from serving on a jury?

A. Voting is more important to

democracy than jury duty.

B. All citizens can vote, but only

some are qualified for jury

duty.

C. Jury service is considered a

civic duty while voting is a

responsibility.

D. U.S. democracy cannot

function without voters, but

can exist without juries.

© 2007© 2007© 2007© 2007 46464646

Answers to EOC Civics and Economics Sample Questions

1 . Objective 1.03

Examine the causes of the American Revolution.

Thinking Skill: Analyzing Correct Answer: B

2 . Objective 1.06

Compare viewpoints about government in the Federalist and the Anti-Federalist Papers.

Thinking Skill: Generating Correct Answer: A

3 . Objective 2.01

Identify principles in the United States Constitution.

Thinking Skill: Knowledge Correct Answer: B

4 . Objective 2.02

Explain how the United States Constitution defines the framework, organization and structure of

the three branches of government at the national level.

Thinking Skill: Analyzing Correct Answer: D

5 . Objective 3.04

Describe how the state constitution and local charters may be changed, and analyze the impact of

specific changes.

Thinking Skill: Knowledge Correct Answer: C

6 . Objective 3.05

Analyze court cases that illustrate that the North Carolina Constitution is the law of the state.

Thinking Skill: Analyzing Correct Answer: B

7 . Objective 4.02

Describe the election process and the qualifications and procedures for voting.

Thinking Skill: Applying Correct Answer: A

8 . Objective 4.06

Describe the benefits of civic participation.

Thinking Skill: Organizing Correct Answer: A

9 . Objective 5.01

Evaluate the role of debate, consensus, compromise, and negotiation in resolving conflicts.

Thinking Skill: Evaluating Correct Answer: D

10 . Objective 5.02

Identify the jurisdiction of state and federal courts.

Thinking Skill: Knowledge Correct Answer: D

© 2007© 2007© 2007© 2007 47474747

11 . Objective 6.02

Cite examples of common, criminal, civil, constitutional, administrative, and statutory law.

Thinking Skill: Applying Correct Answer: B

12 . Objective 6.05

Investigate the role and responsibility of government to inform the citizenry.

Thinking Skill: Knowledge Correct Answer: A

13 . Objective 7.03

Compare examples of trade-offs and opportunity costs of economic choices.


14 . Objective 7.06

Compare and contrast how different economic systems address key economic factors.

Thinking Skill: Organizing Correct Answer: B

15 . Objective 8.01

Compare characteristics of command, market, traditional, and mixed economies.

Thinking Skill: Applying Correct Answer: B

16 . Objective 8.02

Describe how the free enterprise system encourages private ownership of property and promote

individual initiative.

Thinking Skill: Knowledge Correct Answer: A

17 . Objective 9.04

Assess how current events impact decisions made by consumers, producers, and government

policy makers.

Thinking Skill: Generating Correct Answer: D

18 . Objective 9.07

Analyze the short- and long-term effects of fiscal and monetary policy on the United States

economy.

Thinking Skill: Generating Correct Answer: B

19 . Objective 10.01

Explain the distinction between personal and civic responsibilities and the tensions that may

arise between them.


20 . Objective 10.04

Demonstrate characteristics of effective citizenship.

Thinking Skill: Integrating Correct Answer: C

© 2007© 2007© 2007© 2007 48484848

Acknowledgements

The committee that created, edited, debated, and finally birthed this document was composed of

Russ Adams (Laney), Leah Wetzler (New Hanover), Keith Walter (Lakeside), Diane Russell

(Ashley), and Karen Ragazzo (Hoggard). Their diligent work on multiple afternoons and their

leadership in the teaching of Civics and Economics made this endeavor possible.

The resources for publishing this document came from the Instructional Services Department,

headed by Dr. Rick Holliday. As always, he provided cogent advice and support from when this

document was a tiny idea lodged in a neural pathway until it emerged after much hard work from

the committee.

New Hanover County · PDF fileUnit 11 – Microeconomics ... This document does not...

Documents

Transcript of New Hanover County · PDF fileUnit 11 – Microeconomics ... This document does not...