history and social science curriculum guide virginia · pdf filethe history and social science...

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History and Social Science

Curriculum Guide

Virginia and United States Government

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Amherst County Public Schools History and Social Science Curriculum Guide

Introduction

The history and social science curriculum in Amherst County Public Schools consists of 13 courses that span Kindergarten through Grade 12. Each course curricula is based on the Virginia Standards of Learning (SOL).

2010 curriculum and pacing guides address the 2008 revisions to the History and Social Science SOL. Each grade level curriculum guide contains objectives, suggested teaching activities, resources, related SOL, and assessment methods. Grade level teachers were asked to review the existing curriculum and pacing guides and provide editorial changes for content that was retained in the 2008 SOL and to provide instructional suggestions for the 2008 SOL revisions. Curriculum and pacing guide edits were made by the division SOL Resource Specialist for Social Studies. Draft document changes were distributed to teachers for review and input. Grade level meetings were scheduled for additional review and input before finalizing the document.

Objectives: The objectives are based on the SOL and the Curriculum Framework content. Every effort must be made to ensure student mastery of the objectives.

Suggested Activities: These activities are suggested, not required. Teachers may choose from these activity ideas or utilize other activities that are a strong instructional match for the learning styles of their students.

Resources: Resources may be located within the individual school building, be available through the Amherst County Public Schools Media Center, be available through the Internet, or be resources used by teachers and known to be appropriate for the content being instructed. The resources listed are suggestions. Teachers may use additional resources provided those resources comply with Amherst County Public School guidelines.

Related SOL: These are listed to assist teachers with drawing on the students’ prior knowledge, developing integrated lessons, linking content to reinforce student understanding, and reviewing content.

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Assessment: These are suggestions. Teachers should develop and utilize assessment means that provide valid and reliable feedback on the students’ level of mastery.

Teachers are expected to instruct to the objectives of the curriculum guide for their grade level/subject area and utilize strategies, activities, and resources that promote mastery of the SOL.

Pacing guides must be followed to ensure alignment with nine-week benchmark assessments.

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Amherst County Public Schools Virginia and United States Government

SOL: 2a The student will demonstrate knowledge of the political philosophies that shaped the development of Virginia and United States constitutional governments by a) describing the development of Athenian democracy and the Roman republic.

Objectives Suggested Activities/Tasks

Resources Related SOL

Students will be able to: 1) Identify the elements of United States democracy derived from Athens and Rome 2) Define direct democracy, indirect democracy, and republic 3) Compare and contrast direct democracy, indirect democracy/republic

1) Teacher led discussion of the elements derived from Athens and Rome. 2) Students develop a Venn diagram or chart showing similarities and differences among direct democracy, indirect democracy and republic.

Teacher made sample diagram Video segment: American Government Internet United Streaming

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Assessments

Teacher-made assessments, including paper and pencil, projects, and student activities.

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SOL: 2b The student will demonstrate knowledge of the political philosophies that shaped the development of Virginia and United States constitutional governments by b) explaining the influence of the Magna Carta, the English Petition of Rights, and the English Bill of Rights.



Students will be able to: 1) Identify elements of the Magna Carta that have been incorporated into the Constitution of the United States 2) Identify elements of the English Petition of Rights that have been incorporated into the Constitution of the United States 3) Identify elements of the English Bill of Rights that have been incorporated into the Constitution of the United States 4) Define limited government, due process of law, martial law, right of petition, quartering of troops, and parliamentary

1) Students read exerts from primary sources, paraphrase the concepts and locate each in the Constitution of the United States. 2) Students construct a chart listing the provision of each document (Magna Carta, English Petition of Rights, and English Bill of Rights) and identifying commonalties among the documents.

Teacher-made materials Transparency Internet United Streaming Video segment: American Government

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SOL: 2c The student will demonstrate knowledge of the political philosophies that shaped the development of Virginia and United States constitutional governments by c) examining the writings of Hobbes, Locke, and Montesquieu.



Students will be able to: 1) Identify the principles of United States government and law developed by Locke, Hobbes, and Montesquieu 2) Explain the concepts of limited government, consent of the governed, and separation of powers

1) Students analyze the writings of Locke, Hobbes, and Montesquieu to locate the concepts of government found in the Virginia Constitution, Declaration of Independence, and the Constitution of the United States. 2) Students use the three documents, Virginia Constitution, Declaration of Independence, and the Constitution of the United States, and select phrases that express the concepts developed by Locke, Hobbes, and Montesquieu and develop a word wall segment.

Teacher-made materials Writings of Locke, Hobbes, and Montesquieu Internet United Streaming

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Virginia and United States Government SOL: 2d The student will demonstrate knowledge of the political philosophies that shaped the development of Virginia and United States constitutional governments by d) explaining the guarantee of the “rights of Englishmen” set forth in the charters of the Virginia Company of

London.



Students will be able to: Recognize that the charters of the Virginia Company of London extended the basic rights of Englishmen to the colonists

Students use Jamestown Foundation Internet resources to review the content of the charters and list the guarantee of rights.

Internet United Streaming

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SOL: 2e The student will demonstrate knowledge of the political philosophies that shaped the development of Virginia and United States constitutional governments by e) analyzing the natural rights philosophies expressed in the Declaration of Independence.



Students will be able to: 1) Define “social contract” and identify man’s natural rights according to John Locke 2) Identify the source of the phrase “all men are created equal” 3) Explain how the natural rights philosophies expressed by Locke and Rousseau are reflected in the Declaration of Independence

1) Teacher led discussion of the social contract theory and the natural rights advocated by John Locke. 2) Using a teacher-made worksheet, students locate the ideas of Locke and Rousseau included in the Declaration of Independence.

Declaration of Independence Teacher-made worksheet Internet United Streaming

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SOL: 2f The student will demonstrate knowledge of the political philosophies that shaped the development of Virginia and United States constitutional governments by e) examining George Mason’s Virginia Declaration of Rights, Thomas Jefferson’s Virginia Statute for Religious

Freedom, and James Madison’s leadership role in securing adoption of the Bill of Rights by the First Congress.



Students will be able to: 1) Identify the author and key principles of the Virginia Declaration of Rights and Virginia Statute for Religious Freedom 2) Explain the influence of the Virginia Declaration of Rights and Virginia Statute for Religious Freedom on the Bill of Rights 3) Explain the role of James Madison in the Constitutional Convention and in the writing of the Bill of Rights

1) Students analyze excerpts from the primary documents. 2) Students view the videos and participate in a discussion of content. 3) Students complete a Venn diagram comparing the Bill of Rights, the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom. 4) Students use the Internet to create a list of the rights provided by the Virginia Declaration of Rights, then compare the list to the rights provided in the Bill of Rights.

Virginia Declaration of Rights Virginia Statute for Religious Freedom Bill of Rights Internet United Streaming Videos – Understanding the Constitution: Creating the Federal Government; James Madison and a Meeting to Revise the Articles of Confederation Video – More Perfect Union

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5) Students read the Virginia Statute for Religious Freedom and compare it to the Bill of Rights. They write a paper discussing how the documents relate to present day.

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SOL: 3a-e The student will demonstrate knowledge of the concept of democracy by a) recognizing the fundamental worth and dignity of the individual; b) recognizing the equality of all citizens under the law; c) recognizing majority rule and minority rights; d) recognizing the necessity of compromise; e) recognizing the freedom of the individual.



Students will be able to: Recognize and interpret the concepts of democracy that define and shape the meaning of citizenship in the United States constitutional system: a) the fundamental worth and dignity of the individual b) equal rights and treatment of citizens before the law c) majority rule with respect for minority rights d) the necessity of compromise in a diverse society e) individual freedom

1) Students analyze current events to find contemporary applications of the democratic concepts. 2) Students write an example of real life application of each of the five concepts of democracy. 3) Students view video segment, American Government, and participate in follow-up discussion.

Newspapers Magazines Video segment: American Government Internet United Streaming

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SOL: 4a The student will demonstrate knowledge of the Constitution of the United States of America by a) examining the ratification debates and The Federalist.



Students will be able to: 1) Recognize that the debates over ratification of the Constitution of the United States focused on the amount of power given to the national government 2) List the requirements for ratification of the Constitution of the United States 3) Access the positions of the Federalists and the Anti-federalists 4) Explain the purpose of The Federalist papers

1) Students discuss excerpts from The Federalist #10 and #51 to understand that a large republic allows more freedom than a smaller one. 2) Teacher led discussion of the ratification process and the role of The Federalists papers in that process. 3) Discuss the popular objections of Anti-federalist to the new Constitution of the United States with emphasis on the lack of a Bill of Rights. 4) Students participate in a mock debate: ratification of the Constitution. 5) Students write a paper supporting either the Federalist or Anti-federalists views.

Copies of The Federalists #10 and #51 Internet United Streaming

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SOL: 4b The student will demonstrate knowledge of the Constitution of the United States of America by b) identifying the purposes for government stated in the Preamble.



Students will be able to: 1) Define preamble 2) Recognize the Preamble to the Constitution of the United States 3) Identify and explain the purposes of government as stated in the Preamble to the Constitution of the United States

1) Students read Preamble to the Constitution of the United States. Teacher restates the purposes of government found in the Preamble. Students find contemporary examples of government policy designed to achieve each purpose. 2) As a class examine bills currently before Congress and relate the bills to the purposes stated in the Preamble. 3) Students write a modern version of the Preamble.

Constitution of the United States Newspaper Internet United Streaming

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SOL: 4c The student will demonstrate knowledge of the Constitution of the United States of America by c) examining the fundamental principles upon which the Constitution is based, including the rule of law, consent

of the governed, limited government, separation of powers, and federalism.



Students will be able to: Recognize and explain the fundamental principles which underlie the Constitution of the United States: 1) consent of the governed 2) limited government 3) separation of powers 4) checks and balances 5) federalism 6. rule of law

1) Students locate examples in the Constitution of the United States of how the framers incorporated each of the principles into the structure and functioning of the government.

2) Teacher led discussion, using charts and diagrams, of the concept of checks and balances and separation of power.

3) Divide students into the branches of government. Each student chooses an action from a constitutional grab bag. Students of other two branches determine how to check/balance the power of the selected action.

4) Students create scenarios to explain assigned fundamental principles.

Constitution of the United States Teacher-created materials Internet United Streaming

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SOL: 4d The student will demonstrate knowledge of the Constitution of the United States of America by d) illustrating the structure of the national government outlined in Article I, Article II, and Article III.



Students will be able to: 1) Recognize that the Constitution of the United States organizes the national government into three equal branches 2) Identify each branch and explain its function in relation to the development, enforcement, and interpretation of United States law 3) Identify the subject matter of the first three articles of the Constitution of the United States

1) Students examine Articles I, II, and III of the Constitution of the United States. 2) Students make a visual organizer to illustrate the separate branches and the function of each. 3) Students view the video segment: American Government.

Teacher-made handouts Video segment: American Government Internet United Streaming

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SOL: 4e The student will demonstrate knowledge of the Constitution of the United States of America by e) describing the amendment process.



Students will be able to: 1) Define amendment 2) Recognize that the amendment process provides a way for the Constitution of the United States to remain responsive to the needs of a changing nation 3) Describe procedures to formally amend the Constitution of the United States (Article V) 4) Recognize that there have been 27 formal amendments added to the Constitution of the United States

1) Students read Article V of the Constitution of the United States. 2) Students analyze flow charts which illustrate the four possible ways to formally amend the Constitution. 3) Divide students into small groups to develop and propose an amendment and convince other class members to ratify the proposed amendment. 4) Students examine vague phrases in the Constitution that have been informally amended by laws, court decisions, party practice, executive action or party practice.

Constitution of the United States Teacher-created handouts Flow charts Internet United Streaming

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5) Define informal amendment and explain how the Constitution of the United States has been informally amended as a result of: a. legislative action b. court decisions c. custom and traditions d. executive action e. party practice

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SOL: 5a-d The student will demonstrate knowledge of the federal system described in the Constitution of the United States of America by a) explaining the relationship of the state governments to the national government; b) describing the extent to which power is shared; c) identifying the powers denied state and national governments; d) examining the ongoing debate that focuses on the balance of power between state and national governments.



Students will be able to: 1) Recognize that power is divided and shared between the national and state levels of government in a federal system 2) Recognize that the Constitution of the United States makes the national government supreme in the United States federal system 3) Explain the concept of reserved powers as expressed in the 10th amendment 4) Distinguish among expressed, implied and inherent powers of the national government

1) Students construct a Venn diagram showing federal, state, and concurrent powers. 2) Using chart paper students classify given powers as federal, state, and concurrent. 3) Students use newspapers and the Internet to identify and classify powers as expressed, implied, inherent, or reserved. 4) As a class read and discuss excerpts from McCulloch v Maryland and the expansion of federal power over the states.

Newspapers Video: McCulloch v. Maryland Constitution of the United States Constitution of Virginia Internet United Streaming

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5) Recognize the McCulloch v Maryland decision and the “necessary and proper clause” as the basis for implied powers 6) Define concurrent powers and give examples 7) Identify and give examples of powers denied to the states and the national government

5) Teacher led discussion of the denied powers to the federal and state levels of government. 6) Given a paper with labeled columns expressed, implied, inherent, and reserved, students classify a list of powers into the correct columns.

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SOL: 6a The student will demonstrate knowledge of local, state, and national elections by a) describing the organization, role, and constituencies of political parties.



Students will be able to: 1) Define political party 2) Identify the roles of political parties in national, state and local elections 3) Distinguish between the left and right on the political spectrum 4) Recognize that the two major parties are coalitions and attempt to appeal to the voters in the middle of the political spectrum (moderates) 5) Define third party and describe its role in the political process (elections)

1) Teacher led discussion of the roles of political parties, including third parties.

2) As a class diagram the political spectrum.

3) Small group activity: students form a third party and write strategies for electing a candidate.

4) Students complete a graphic organizer for the organization of political parties.

5) Students create a mobile showing the constituencies of political parties.

6) Guest speaker of a local-level political party leadership. 7) Student view video, American Political Parties.

Teacher-made handouts on political ideology and roles of minor parties Video: American Political Parties Internet United Streaming

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Assessments Teacher-made assessments, including paper and pencil, projects, and student activities.

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SOL: 6b The student will demonstrate knowledge of local, state, and national elections by b) describing the nomination and election process.



Students will be able to: 1) Differentiate among the four ways to nominate candidates 2) Explain the official nomination process for president and vice-president 3) State that in Virginia state and local party organizations determine the nomination methods used to select candidates 4) Identify the role of independent voters in elections 5) Identify voting age requirements

1) Teacher led discussion that distinguishes the four major nomination methods. 2) Students simulate a mock nominating convention. 3) Guest speaker from local political party organization. 4) Students research data on the role of independent voters in election over the past 20 years and create a comparison table. 5) Students examine voter registration forms and discuss the registration procedures and requirements. 6) Invite local registrar as a guest speaker.

Local political party officials and election guidelines Local registrar rockthevote.com Voter registration forms Teacher-made handouts Internet United Streaming

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SOL: 6c The student will demonstrate knowledge of local, state, and national elections by c) examining campaign funding and spending.



Students will be able to: 1) Recognize that there are legal limits to campaign funding and spending 2) State the three basic principles of the Federal Election Campaign Act 3) Recognize that campaign contributions in state and local campaigns are limited and must be reported 4) Recognize that rising campaign costs require candidates to conduct extensive fund raising activities 5) Explain the role of online fundraising on elections

1) Small group activity: Students develop a fund-raising plan based on office sought and legal limitations.

2) Students research sources of campaign funds and FEC regulations.

3) Students analyze teacher developed scenario to determine any violations of campaign finance laws.

4) Students complete an Internet search for political fundraising activities and report findings to the class.

5) Students use news headlines to examine how news is spread.

6) Students examine candidate websites and blogs.

Internet United Streaming Newspapers Teacher-developed scenario

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Assessments

Teacher-made assessments, including paper and pencil, projects, and student activities. g

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SOL: 6d The student will demonstrate knowledge of local, state, and national elections by d) analyzing the influence of media coverage, campaign advertising, and public opinion polls, and Internet-based

communications on elections.



Students will be able to:

1) Define mass media, public opinion, opinion polls, electorate, and grassroots

2) Recognize the influence of mass media (including the Internet) on public opinion

3) Explain how campaign ads/commercials are used to persuade and mobilize the electorate

4) Define scientific polling and recognize that it is used to measure public attitudes, target ads, and refine campaign strategies

5) Describe the increasing role of Internet-based communications in elections

1) Students research propaganda techniques and analyze ads or develop ads employing those techniques.

2) Students analyze political cartoons that employ propaganda techniques and identify the technique.

3) Students research public opinion polling techniques, then create and conduct an opinion poll. Results are analyzed in class.

4) Students write a position paper discussing the positive or negative effects of Internet communications on elections.

5) Students evaluate Internet communications in elections.

Video: The Living Room Campaign Newspapers Magazines Political cartoons Internet United Streaming

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SOL: 6e The student will demonstrate knowledge of local, state, and national elections by e) examining the impact of reapportionment and redistricting on elections.



Students will be able to: 1) Define: Reapportionment Gerrymandering Redistricting Census Majority party 2) State that reapportionment is required after each census 3) Recognize that redistricting is a State legislative function 4) Explain how redistricting can influence elections 5) Explain the United States Supreme Court ruling regulating redistricting

1) Students analyze state and local maps (before and after) redistricting.

2) Students read Wesberry v. Sanders Supreme Court decision and write a paper about its impact of the “one man one vote” principle.

3) Teacher led discussion of current gerrymandering.

4) Using a scenario, students redistrict a state fairly and show how it could be gerrymandered.

5) Simulation: students draw district lines to “break-up” northern Virginia.

6) Students evaluate proposals for bipartisan commission to draw district lines.

Current Virginia political district maps Wesberry v. Sanders Supreme Court case Newspaper articles Internet United Streaming fixthelines.org

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SOL: 6f The student will demonstrate knowledge of local, state, and national elections by f) identifying how amendments extend the right to vote.



Students will be able to: 1) Define suffrage 2) Identify how amendments have extended the right to vote: 15th 17th 19th 23rd 26th

1) Students research the amendments and develop an annotated timeline on the extension of voting rights in the United States. 2) Students debate whether additional amendments should be added that allow other groups, such as resident aliens, to vote. 3) Students choose one of the amendments and write a paper defending its passage. 4) Students view videos related to voting and participate in follow-up discussions.

Constitution of the United States Video: Equality: A History of the Women’s Movement in the U.S. Video: First Tuesday Internet United Streaming

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SOL: 6g The student will demonstrate knowledge of local, state, and national elections by g) analyzing voter turnout.



Students will be able to: 1) Analyze factors that influence voter turnout 2) Recognize that education, age, and income are the important factors that predict which citizens will vote 3) Recall that more citizens vote in presidential elections than in any other elections 4) Discuss the trend of declining voter participation in presidential elections 5) Identify factors that contribute to voter decline 6) Define apathy

1) Based on demographic statistics of voter turnout in the United States, students illustrate the typical voter and label the characteristics. 2) Students simulate a voter registration process. 3) Students analyze various charts using voter demographic statistics. 4) Guest speaker – local registrar to present voter turnout data. 5) Using information from the registrar, student construct a chart predicting what the turnout would have been if the 19th and 26th amendments had not been passed.

Local registrar Teacher-made handouts Internet United Streaming

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SOL: 6h The student will demonstrate knowledge of local, state, and national elections by h) evaluating the degree to which interest groups influence political life.



Students will be able to: 1) Define interest group and Political Action Committee 2) Discuss how interest groups influence political life 3) Explain the relationship between rising campaign costs and the influence of interest groups

1) Teacher led discussion of the role and impact of interest groups in elections. 2) Given a list of Political Action Committees (PACs) students working in pairs choose a PAC and develop a plan for the PAC’s involvement in an election. 3) Students research the techniques used by a large interest group to reach politicians and the public. 4) Group project: Students form interest groups for assigned issues and devise strategies to influence policymakers and public opinion.

List of PACs List of interest groups Internet United Streaming

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SOL: 6i The student will demonstrate knowledge of local, state, and national elections by i) participating in simulations of local, state, and/or national elections.



Students will be able to: Explain the importance of and the necessity for citizen participation in elections for the preservation of the democratic process

1) Students who are eligible complete voter registration. Those who are not eligible complete a mock registration. 2) During an election, students volunteer with a candidate or party of their choice. 3) Students participate in Youth Leadership or school mock election.

Local registrar Voter registration form Teacher-made handouts Internet United Streaming www.theoryspark.com/politicalgames/president www.youthleadership.net

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Assessments


http://www.theoryspark.com/politicalgames/president

http://www.theoryspark.com/politicalgames/president

http://www.youthleadership.net/

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SOL: 7a The student will demonstrate knowledge of the organization and powers of the national government by a) examining the legislative, executive, and judicial branches.



Students will be able to: 1) State the main functions of the three branches of the United States government 2) Describe Congress as bicameral 3) Describe the two houses of Congress 4) Explain the organization, structure and functions of Congressional committees 5) Identify the expressed powers of Congress 6) Explain implied powers and the necessary and proper clause 7) Identify the three parts of the executive branch

1) Students create a chart to compare and contrast the United States House of Representatives and Senate. 2) Students participate in a mock Congressional committee session. 3) Students create a chart or mobile of the powers of the President. 4) Students use newspapers and the Internet to identify roles/responsibilities of the President and Vice President. They create a poster depicting those powers and responsibilities. 5) Students create a diagram showing the levels of federal courts and detailing the characteristics of each level.

Video: A More Perfect Union: The Congress Video segment: American Government Newspapers Teacher-made materials Local Judge Internet United Streaming

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8) Identify responsibilities of the President and Vice –President 9) Define: Appellate jurisdiction Original jurisdiction Civil cases Criminal cases 10) Describe the organization of the federal court system 11) Describe the organization, function and jurisdiction of the United States Supreme Court 12) Describe the organization, function, and jurisdiction of a United States Court of Appeals 13) Describe the organization, function, and jurisdiction of a United States District Court

6) Students research expressed powers of Congress and discuss implied powers that have been created to carry out the expressed powers. 7) Students view videos.

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SOL: 7b The student will demonstrate knowledge of the organization and powers of the national government by b) analyzing the relationship among the three branches in a system of checks and balances.




1) Define impeach, override, veto, and unconstitutional

2) Explain how the system of checks and balances serves to protect against an abuse of power by any one branch of government

3) Identify ways the legislative branch checks the powers of the executive and judicial branches

4) Identify ways the executive branch checks the powers of the legislative and judicial branches

5) Identify ways the judicial branch checks the powers of the legislative and executive branches

1) Students analyze given checks and balances between the branches of government. 2) Students use news papers and Internet news sources to locate examples of checks and balances in action. 3) Teacher uses scenarios to reinforce student understanding of how one branch checks another. 4) Students brainstorm scenarios of what could happen if given checks and balances did not exist.

Newspapers Teacher-made materials Internet United Streaming

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SOL: 7c The student will demonstrate knowledge of the organization and powers of the national government by c) examining the ways individuals and groups exert influence on the national government.



Students will be able to: 1) Define petition, lobby, lobbyist, policymaking, and regulatory process 2) Discuss ways individuals influence public policy 3) Discuss ways interest groups and lobbyists influence public policy

1) Teacher led discussion of ways individuals and interest groups influence public policy. 2) Students choose and research an interest group they would consider joining. They write a paper explaining their choice and the importance of their chosen group in influencing public policy. 3) Efficacy Project: Students contact by phone, letter, or email an elected national official that represents Virginia to voice a concern and then report response.

Newspapers Teacher-made materials Internet United Streaming

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SOL: 8a The student will demonstrate knowledge of the organization and powers of the state and local governments described in the Constitution of Virginia by a) examining the legislative, executive, and judicial branches.



Students will be able to: 1) Explain that the Constitution of Virginia divides power among the legislative, executive, and judicial branches 2) Describe the executive branch including the three statewide elected officials, the essential duties of each executive officer, and term of office 3) Define biennial, delegate, and bicameral 4) State that the General Assembly is the legislative branch of Virginia and that it is the oldest continuous legislative body in the Americas

1) Students complete a chart comparing and contrasting the Virginia executive branch with the federal executive branch. 2) Students construct a chart comparing and contrasting the Virginia House of Delegates to the Virginia Senate. 3) Students read examples of court cases and determine which Virginia court would have jurisdiction. 4) Students create a poster describing one of the branches of Virginia government.

Constitution of Virginia Teacher-made handouts Local/state legislators Internet United Streaming Magruder’s Celebrating Virginia workbook

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5) Recognize that the General Assembly is bicameral and describe the organization of the Senate and the House of Delegates 6) Describe the duties of the General Assembly 7) Identify the four levels of courts in the Virginia judicial system and describe the jurisdiction of each level

5) Teacher led discussion of the role of the Juvenile and Domestic Relations courts in guiding wayward youth. 6) Students create a flow chart for the Virginia judicial branch.

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SOL: 8b The student will demonstrate knowledge of the organization and powers of the state and local governments described in the Constitution of Virginia by b) examining the structure and powers of local governments: county, city, and town.



Students will be able to: 1) Define incorporated, ordinance, and tax rate 2) Identify and describe the three types of local government in Virginia 3) Recall that an elected board of supervisors performs both legislative and administrative functions in the county 4) State that an elected council is the legislative body in cities and towns 5) Identify the functions of a city/town manager and an elected/appointed school board

1) Invite local official(s) as guest speakers. 2) Students job shadow local officials. 3) Students create a diagram that compares and contrast the three types of local government in Virginia. 4) Students interview a local official and report findings to the class. 5) Students analyze diagrams of the structures of local government.

Local officials Internet United Streaming Magruder’s Celebrating Virginia workbook Diagrams of structures of local government

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SOL: 8c The student will demonstrate knowledge of the organization and powers of the state and local governments described in the Constitution of Virginia by c) analyzing the relationship between state and local governments and the roles of regional authorities,

governing boards, and commissions.



Students will be able to: 1) Explain Dillon’s Rule 2) Recognize that counties and cities are sub-divisions of the State, assisting in the local implementation of state law 3) Identify the special functions of regional authorities 4) Identify the functions of governing boards and commissions

1) Students research issues related to the Dillon Rule and write a report.

2) Students write a paper criticizing or defending the Dillon Rule.

3) Students create a poster naming two regional boards/commissions and two regional authorities and explaining their functions.

4) Students engage in a case study of how localities have worked together for a regional jail.

5) Students complete research on a Regional Task Force on drugs.

6) Law enforcement guest speaker.

Internet United Streaming News articles Local officials Field trip

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SOL: 8d and e The student will demonstrate knowledge of the organization and powers of the state and local governments described in the Constitution of Virginia by d) examining the ways individuals and groups exert influence on state and local governments. e) evaluating the effectiveness of citizen efforts to influence decisions of state and local governments by

examining historical or contemporary events.



Students will be able to: 1) Discuss the ways individuals and interest groups influence public policy at state and local governments 2) Evaluate the impact of individuals on a public policy issue

1) Teacher led discussion of ways individuals and interest groups influence public policy. 2) Students write an editorial or letter to local official(s) about a local public issue. 3) Students attend a local legislative meeting and report back to class on issues/business discussed. 4) Students develop/conduct a survey regarding a local public issue and report results to local officials. 5) Students research a recent local issue and evaluate the impact of citizens on the decision.

State and local officials News articles Internet United Streaming

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6) Case study of an issue where citizen activism has resulted in policy change, such as M.A.D.D.’s role in changing drinking and driving laws. 7) Efficacy project – contact state or local officials.

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SOL: 9a The student will demonstrate knowledge of the process by which public policy is made by a) examining different perspectives on the role of government.



Students will be able to 1) Define: Ideology Public policy Perspectives Liberal Conservative Moderate 2) Identify factors that shape ideology 3) Contrast conservative, liberal, and moderate perspectives about the role of government 4) Recognize that individuals are not always consistent in their opinions about public policy

1) Students participate in a political ideology self-test. Students place the outcome of the surveys on the political spectrum. 2) Students read editorials and determine if the viewpoints are liberal, conservative, or moderate. 3) Students complete a T-chart contrasting liberal and conservative perspectives. 4) Students examine candidate statements and editorial comments and determine the placement on the political spectrum.

Internet United Streaming Teacher-made handouts Newspapers T-chart

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SOL: 9b The student will demonstrate knowledge of the process by which public policy is made by b) describing how the national government influences the public agenda and shapes public policy.



Students will be able to 1) Identify the participants in the public policy making process at the national level 2) List and describe strategies participants use to shape and develop public policy 3) Define public policy, lobbying, and petition

1) Teacher led discussion of how public policy is established at the national level. 2) Students create a power-point presentation showing the influences on the development of national public policy.

Internet United Streaming

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Spring 2010

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SOL: 9c The student will demonstrate knowledge of the process by which public policy is made by c) describing how the state and local governments influence the public agenda and shape public policy.



Students will be able to: 1) Identify the participants in the public policy making process at the state and local level 2) Explain how public policy is determined at the state and local level

1) Teacher led discussion of how local and state public policy is determined. 2) Students attend local government meetings and report to the class. 3) Students write petitions relating to local school related issues. 4) Students complete a comparison table of ways public policy is set at local, state, and national levels. 5) Guest speakers from local government. 6) Case study of unemployment benefits and how states influence changes in federal policy.

Local government officials Internet United Streaming

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Spring 2010

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SOL: 9d The student will demonstrate knowledge of the process by which public policy is made by d) describing the process by which policy is implemented by the bureaucracy at each level.



Students will be able to: 1) Define bureaucracy, cabinet, regional authority, and agency 2) Identify the functions and roles of the bureaucracy as it relates to public policy 3) Explain how bureaucracies help to shape and carry out public policy 4) Identify the levels and components of bureaucracy (national, state, local)

1) Students analyze political cartoons that show relationships between bureaucracy, elected officials, and the people (red tape, regulations, et cetera). Students create their own cartoons. 2) Students participate in a simulation of the cabinet. 3) Students examine a bureaucratic diagram (The national executive branch or the Virginia executive branch). They write a paragraph defending or criticizing the layers of bureaucracy.

Political cartoons Internet United Streaming Teacher-made handouts

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Spring 2010

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SOL: 9e The student will demonstrate knowledge of the process by which public policy is made by e) describing how individuals, interest groups, and the media influence public policy.



Students will be able to: 1) Define interest group, media, and policy maker 2) Identify ways that individuals influence public policy 3) Explain how interest groups influence public policy 4) Explain how the media influences public opinion

1) Students analyze news headlines and discuss the influences on public policy. 2) Students examine selected voting records and interest group support of the elected officials. 3) Students view the video, Living Room Campaign, and participate in follow-up discussion. 4) Students identify current examples of propaganda in the media.

Newspapers Magazines Television Ads Video: The Living Room Campaign Voting records Internet United Streaming

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SOL: 9f The student will demonstrate knowledge of the process by which public policy is made by f) formulating and practicing a course of action to address local and/or state issues.



Students will be able to: 1) Discuss how citizens engage in issues of interest at the state and local levels 2) Identify the skills needed by citizens to responsibly participate in the setting of public policy

1) Group project – students identify an issue, debate the viewpoints, devise a solution, and develop a strategy to communicate with local and state officials. 2) Students develop a graphic organizer displaying the skills needed by citizens to responsibly participate in the setting of public policy.

Internet United Streaming News articles Teacher-made handouts PACE decision-making model

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Spring 2010

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SOL: 10a The student will demonstrate knowledge of the operation of the federal judiciary by a) describing the organization, jurisdiction, and proceedings of federal courts.



Students will be able to: 1) Define: Jurisdiction Exclusive jurisdiction Original jurisdiction Appellate jurisdiction Concurrent jurisdiction 2) State that Article III of the Constitution of the United States and federal law identify the jurisdiction of federal courts 3) Distinguish among the different types of jurisdiction 4) Identify the types of cases over which the federal courts have exclusive jurisdiction 5) Identify the types of cases that may be tried in either federal or state courts

1) Students examine diagrams of federal and state court systems and complete a comparison chart. 2) Students use sample cases to determine jurisdiction and court. 3) Students create a bulletin board identifying the various types of jurisdiction. 4) Given a fictitious court case, students create a flow chart of the trial and appeals courts for the case, showing jurisdiction of each court. 5) Students view the video: A More Perfect Union: The Supreme Court.

Video: A More Perfect Union: The Supreme Court Internet United Streaming Teacher-created materials

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6) Identify which federal courts have original and appellate jurisdiction 7) Identify the court of last resort

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SOL: 10b The student will demonstrate knowledge of the operation of the federal judiciary by b) examining how John Marshall established the Supreme Court as an independent, co-equal branch of

government through his opinion in Marbury v. Madison.



Students will be able to: 1) Define judicial review 2) Describe the impact of Chief Justice John Marshall on the United States Supreme Court 3) Explain the background of Marbury v Madison including that it was the first case to establish the Supreme Court’s power of judicial review

1) Students view videos Marbury v Madison and Chief Justice John Marshall. 2) Students read and discuss excerpts from the Marbury v. Madison decision. 3) Students research the court case of Marbury v. Madison and role play the case.

Video: Marbury v. Madison Video: Chief Justice John Marshall Internet United Streaming

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SOL: 10c The student will demonstrate knowledge of the operation of the federal judiciary by c) describing how the Supreme Court decides cases.



Students will be able to: 1) Define: Brief Oral argument Opinion Majority opinion Minority opinion Dissenting opinion Concurring opinion Justice 2) Describe the steps the United States Supreme Court follows to decide a case

1) Students use news sources to analyze recent United States Supreme Court rulings. 2) Students create a diagram of the steps in deciding United States Supreme Court cases. 3) Students view the video, Gideon’s Trumpet, and write a summary paragraph.

News sources Video: Gideon’s Trumpet Internet United Streaming

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Spring 2010

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SOL: 10d The student will demonstrate knowledge of the operation of the federal judiciary by d) comparing the philosophies of judicial activism and judicial restraint.



Students will be able to: 1) Define: Judicial activism Judicial restraint 2) Compare and contrast judicial activism and judicial restraint 3) Explain why justices can make controversial decisions without fear of losing their office

1) Students compare and contrast decisions of different courts. 2) Students create a chart about the qualifications and duties of justices. 3) Given judicial decision scenarios, students debate whether judicial activism or judicial restraint was used in the decision.

Pamphlet – Landmark Court Cases Internet United Streaming

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Spring 2010

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SOL: 10e The student will demonstrate knowledge of the operation of the federal judiciary by d) evaluating how the judiciary influences public policy by delineating the power of government and

safeguarding the rights of the individual.



Students will be able to: 1) Explain the relationship between judicial review and public policy 2) Describe how federal courts delineate the power of the legislative and executive branches 3) Identify the role of the federal courts in safeguarding individual rights

1) Students study landmark Supreme Court cases to identify limits imposed on government powers. 2) Students research the judicial philosophy of members of the United States Supreme Court and analyze the members voting decision in various cases.

Internet News articles United Streaming

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Spring 2010

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SOL: 11a The student will demonstrate knowledge of civil liberties and civil rights by a) examining the Bill of Rights, with emphasis on First Amendment freedoms.



Students will be able to: 1) Define: Civil liberties Bill of Rights Assembly Petition Double jeopardy Search and seizure Self incrimination 2) Explain how the Bill of Rights guarantees the rights of individuals and limits the power of government 3) List and explain the freedoms in the First Amendment 4) Explain the rights of the accused as listed in the 4th, 5th, 6th, and 8th amendments

1) Students review cases related to the protection of civil liberties and civil rights (i.e. Tinker case, Vitale case, Miranda case, et cetera). 2) Students debate current issues relating to civil liberties and the rights of the accused. 3) Students create a graphic organizer depicting the freedoms of the First Amendment. 4) Students view the video, The Bill of Rights.

Pamphlet – Landmark Supreme Court Cases Video: The Bill of Rights Internet United Streaming

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Spring 2010

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SOL: 11b The student will demonstrate knowledge of civil liberties and civil rights by b) analyzing due process of law expressed in the 5th and 14th Amendments.



Students will be able to: 1) Define due process 2) Distinguish between procedural and substantive due process 3) Explain how the 5th and 14th amendments guarantee due process of law

1) Students review past laws which violated due process and determine the type of due process violated. 2) Students evaluate post 9-11 bills and laws in relation to due process. 3) Students analyze case studies for violations of due process.

Pamphlet – Landmark Supreme Court Cases Internet United Streaming

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SOL: 11c The student will demonstrate knowledge of civil liberties and civil rights by c) explaining selective incorporation of the Bill of Rights.



Students will be able to: 1) Explain how the 14th amendment extends the Bill of Right protections to the actions of state governments 2) Identify which provisions of the Bill of Rights have and have not been incorporated into the due process clause by the United States Supreme Court 3) Discuss the content of the 2nd, 3rd, 7th, and 10th amendments 4) Define grand jury

1) Students use media resources to determine how state laws have been restricted by the 14th amendment due process provision. 2) Students use a T-chart to compare and contrast Virginia gun laws with federal gun laws. 3) Students read and discuss the 2nd, 3rd, 7th, and 10th amendments.

T-chart Pamphlet – Landmark Supreme Court Cases Internet United Streaming

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Spring 2010

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SOL: 11d The student will demonstrate knowledge of civil liberties and civil rights by d) exploring the balance between individual liberties and the public interest.



Students will be able to

1) Recognize that there must be a balance between individual liberties and the public interest

2) Identify the limitations on: Speech Press Religion

3) Define and recognize forms of speech that are not protected: Libel Slander Obscenity

4) Explain the clear and present danger rule

5) Recognize that the press can be restricted when there are national security concerns

1) Students review and discuss landmark court cases that define the limits of civil liberties and civil rights. 2) Working in pairs, students evaluate scenarios to determine where a limitation exists for the right. 3) Students debate whether liberties should be restricted in the name of national security.

Pamphlet – Landmark Supreme Court Cases Internet United Streaming

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Spring 2010

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SOL: 11e The student will demonstrate knowledge of civil liberties and civil rights by e) explaining every citizen’s right to be treated equally under the law.



Students will be able to: 1) Define: Civil rights Affirmative action Discrimination Equal protection clause Reverse discrimination 2) Identify the source of the equal protection clause 3) Recognize that government may classify people into groups for justifiable public goals 4) Explain that the laws passed as a result of the civil rights movement are applications of the equal protection principle 5) List the goals of affirmative action

1) Students conduct a debate about current issues relating to the rights of minority groups. 2) Students read excerpts and discuss the Regents of the University of California v Bakke Supreme Court case. 3) Based on research information and classroom knowledge, students write a paper critiquing or defending affirmative action.

Internet United Streaming Regents of the University of California v Bakke

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SOL: 12a The student will demonstrate knowledge of the role of the United States in a changing world by a) describing the responsibilities of the national government for foreign policy and national security.



Students will be able to 1) Define: Foreign policy Treaty Sanctions Ambassador Diplomacy National security 2) Explain that the President has primary responsibility for making foreign policy 3) Identify the powers of the President in the area of foreign policy 4) Identify the foreign policy powers of the legislative and judicial branches 5) Evaluate the tools used to promote foreign policy goals (diplomacy, foreign aid, economic sanctions, and military interventions)

1) Students research and report on the roles and responsibilities of key agencies related to foreign policy development and implementation. 2) Students use current events to find examples of the role of executive agencies in foreign policy making. 3) Students create a graphic organizer to show the foreign policy powers of the three branches of government. 4) Students brainstorm past and present examples of how exterior influences help shape foreign policy. 5) Students view and discuss videos.

Internet United Streaming Newspapers Video: The Missiles of October Video: The Passage of Presidential Power

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6) List and describe the role of key agencies involved in foreign policy: State Department National Security Council Foreign Service Department of Defenses Central Intelligence Agency 7) Recognize that the President of the United States is Commander-in-Chief 8) Describe the impact of exterior influences such as public opinion, special interest groups, international organizations, and foreign countries on the development of foreign policy and national security

6) Student research and report about an assigned key agency involved in foreign policy.

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SOL: 12b The student will demonstrate knowledge of the role of the United States in a changing world by b) assessing the role played by national interest in shaping foreign policy and promoting world peace.



Students will be able to: 1) List and explain United States foreign policy goals 2) Recognize that making foreign policy decisions requires balancing competing goals 3) Define market economy and free trade

1) Students create a timeline to examine the evolution of foreign policy goals. 2) Students use current events to determine which foreign policy goals are driving presidential decision. 3) Working in pairs students brainstorm current examples of governmental actions focused at the foreign policy goals. A class list is compiled from the examples.

Virtual Economics CD Newspapers Internet United Streaming

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SOL: 12c The student will demonstrate knowledge of the role of the United States in a changing world by c) examining the relationship of Virginia and the United States to the global economy.



Students will be able to: 1) Define: Global economy Multinational Absolute advantage Comparative advantage 2) Recognize that many Virginia and United States businesses are multinational in their quest for resources, markets, and profits 3) Identify examples of absolute and comparative advantage 4) Recognize that international trade benefits everyone

1) Students review and discuss a case study of Virginia’s tobacco products. 2) Students complete an activity about the Hatfields and McCoys from Virtual Economics to compare absolute and comparative advantage. 3) Guest speaker from a local business. 4) Students research the Virginia Department of Commerce for exports and imports and create a brochure of the findings.

Internet United Streaming Virtual Economics CD Local business representatives Virginia Department of Commerce

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SOL: 12d The student will demonstrate knowledge of the role of the United States in a changing world by d) examining recent foreign policy and international trade initiatives since 1980.



Students will be able to: 1) Describe recent foreign policy initiatives and international trade initiatives since 1980 (see Curriculum Framework) 2) Identify NAFTA and describe its role as a vehicle to promote free trade 3) Explain the role of the World Trade Organization

1) Students research key topics from a regional perspective (i.e. Human rights in Asia, South America, Africa, et cetera). 2) Students participate in a simulated trade activity to show the benefits of free trade versus trade barriers. 3) Students research and debate the impacts of NAFTA and the WTO. 4) Students view and discuss the video segments.

Internet United Streaming Video segment: Exploring the Global Economy Worksheet from Virtual Economics CD Global Issues CD: WHO

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SOL: 13a,b,c,d The student will demonstrate knowledge of how governments in Mexico, Great Britain, and the People’s Republic of China compare with government in the United States by a) describing the distribution of governmental power; b) explaining the relationship between the legislative and executive branches; c) comparing the extent of participation in the political process; d) comparing the degrees of government involvement in the economies




1) Define unitary system, parliamentary system, authoritarian system, and limited government

2) Contrast a federal system with a unitary system

3) Classify governments based on the relationship of the legislative and executive branches

4) Classify governments based on the extent of citizen participation in government

5) Compare economies based on the degree of government involvement

1) Students complete a Venn diagram comparing the federal and unitary systems.

2) Students create tables contrasting the governments and economies of Mexico, Great Britain, People’s Republic of China and the United States.

3) Students construct a chart comparing and contrasting government involvement in each type of economy.

4) Students read and discuss a current economics article such as balance of trade or safety of imported products.

Internet United Streaming Teacher-made handouts Venn diagram News articles

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SOL: 14a The student will demonstrate knowledge of economic systems by a) identifying the basic economic questions encountered by all economic systems.



The student will be able to: 1) Identify the three basic economic questions that every society must answer 2) State that the answers to these questions determine the type of economy for the society

1) Students participate in a buying scavenger hunt. 2) Students create a poster showing how the three economic questions are answered in the United States economy.

Newspapers Magazines Internet United Streaming

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SOL: 14b The student will demonstrate knowledge of economic systems by b) comparing the characteristics of traditional, free market, command, and mixed economies, as described by

Adam Smith and Karl Marx.



The student will be able to:

1) Recognize that the type of economy is determined by the amount of government involvement in economic decision making

2) Compare the characteristics of traditional, free market, command, and mixed economies

3) State that most economies today are mixed

4) Define custom, private ownership, resources, profit, competition, consumer sovereignty, central ownership, centrally planned economy, private sector, public sector

5) Identify Adam Smith and Karl Marx

1) Students complete Venn diagrams comparing the different types of economies and Adam Smith and Karl Marx.

2) Students research a command economy and develop a poster/report that compares it to the economy of the United States.

3) Students research news articles that describe public and private sector activities.

4) Students write a paper citing examples of why the United States is a mixed economy.

5) Group project – create an advertisement for each type of economy to show how products are made and distributed.

Newspapers Magazines Internet United Streaming

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SOL: 14c The student will demonstrate knowledge of economic systems by c) evaluating the impact of the government’s role in the economy on individual economic freedoms.



The student will be able to: 1) Identify basic economic freedoms of individuals 2) Describe the role of government in protecting economic freedoms 3) Identify the basis of the free enterprise system

1) Brainstorm economic freedoms of individuals in a market economy and develop a class list, including those in the Curriculum Framework. 2) Students develop a political cartoon illustrating an economic freedom. 3) Students write a position paper on whether American consumers have too much choice. 4) Students view the video, Down and Out in America.

Video: Down and Out in America Internet United Streaming

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Spring 2010

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SOL: 14d The student will demonstrate knowledge of economic systems by d) explaining the relationship between economic freedom and political freedom.



The student will be able to: 1) Explain the relationship between economic and political freedom 2) Distinguish between a democratic and authoritarian government

1) Given a list of countries students discuss the level of economic and political freedom in each. 2) Students view the video, Exploring the Global Economy.

Video: Exploring the Global Economy Internet United Streaming

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SOL: 14e The student will demonstrate knowledge of economic systems by e) examining productivity and the standard of living as measured by key economic indicators.



The student will be able to: 1) Define: Gross domestic product Consumer price index Balance of trade Unemployment rate Stock market averages Productivity Standard of living 2) Identify key economic indicators 3) Recognize that key economic indicators measure the standard of living 4) Recognize that standards of living and productivity are higher in economies that have limited government control of the economy

1) Students use news sources to find examples of GDP and other economic indicators. 2) Students examine graphs and charts or create charts, when given key information, showing government control and productivity. 3) Students research and graph the GDP, CPI, and unemployment rates in the United States for the past five years.

Newspapers Virtual Economics CD Internet United Streaming

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Spring 2010

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SOL: 15a The student will demonstrate knowledge of the United States market economy by a) assessing the importance of entrepreneurship, the profit motive, and economic independence to the

promotion of economic growth.



The student will be able to: 1) Define: Entrepreneurship Profit Risk Revenue 2) Explain the relationship between entrepreneurship and economic independence 3) Recognize that economic structure encourages or discourages entrepreneurship

1) A local entrepreneur speaks to the class. 2) Students research examples of entrepreneurs who have been successful. 3) Students simulate a business (set up a business to see factors involved). 4) Students research and report about an assigned entrepreneur.

Posters on entrepreneurs Local entrepreneur Internet United Streaming Virtual Economics CD

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SOL: 15b The student will demonstrate knowledge of the United States market economy by b) comparing the types of business organizations.



The student will be able to: 1) Define: Proprietorship Partnership Corporation Liability Investment 2) Compare the three types of business structures

1) Students create a Venn diagram comparing the three business structures. 2) Students examine newspapers and magazines for examples of the business structures. 3) Class discussion of local examples of each business structure. 4) Guest speaker - Local business owner discusses the pros and cons of his/her business structure.

Venn diagram Newspapers Magazines Internet United Streaming Virtual Economics CD Local business owner

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SOL: 15c The student will demonstrate knowledge of the United States market economy by c) describing the factors of production.



The student will be able to: 1) Define: Factors of production Resources Interdependence Labor Human resources Capital resources Natural resources Entrepreneur Risk-taker 2) Identify the four resources used in production and explain their interdependence

1) Students analyze flow charts depicting the interdependence of the factors of production. 2) Simulation - students produce a product and identify the factors of production used.

Teacher-made materials Internet United Streaming Virtual Economics CD

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Spring 2010

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SOL: 15d The student will demonstrate knowledge of the United States market economy by d) explaining the interaction of supply and demand.



The student will be able to: 1) Define the following: Supply and demand Equilibrium Law of demand Law of supply Substitutes Complements Consumer preference Surplus Shortage 2) Explain the interaction of supply and demand

1) Students participate in a simulated auction of a product, such as a candy bar, to understand the relationship between price and demand; conduct a second simulation to demonstrate the relationship between supply/demand. Using the auction data, students develop a supply and demand graph to show equilibrium.

2) Students analyze existing supply and demand charts and graphs.

3) Students use advertisements to discuss supply and demand and graph the results.

4) Given supply and demand scenarios, students predict price changes.

Supply and demand graphs Advertisements Auction items Virtual Economics CD Internet United Streaming

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SOL: 15e The student will demonstrate knowledge of the United States market economy by e) illustrating the circular flow of economic activity.



The student will be able to: 1) Explain how households, firms, and the government are interdependent in a market economy 2) State that resources, goods, and services constantly flow in a market economy 3) Explain and illustrate the circular flow of economic activity

1) Teacher uses a popular product to illustrate the circular flow of economic activity (i.e., hybrid car). 2) Students review supply and demand. 3) Students draw a diagram illustrating the circular flow of economic activity. 4) Students simulate the circular flow of economic activity.

Teacher-made materials Internet United Streaming Virtual Economics CD

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SOL: 15f The student will demonstrate knowledge of the United States market economy by f) analyzing global economic trends and the relationship of Virginia and the United States to the global economy.



The student will be able to: 1) Explain how world economies are interdependent 2) Define: Trade Absolute advantage Comparative advantage Multinational Off-shoring Out-sourcing Trade deficit 3) Explain why businesses have become multinational 4) Identify the major trading partners of the United States 5) Discuss the pros and cons of out-sourcing and off-shoring

1) Students analyze a current popular product to discuss how trade works. 2) Students research and examine examples of multinational corporations. 3) Students research and write an analysis of United States imports and exports, including trading partners. 4) Students trace trade patterns for selected Virginia products. 5) Students debate opposing viewpoints on issues such as free trade and immigration. 6) Case study of an industry that has moved production offshore.

Internet United Streaming Video: Exploring the Global Economy Virtual Economics CD Magruder’s Celebrating Virginia workbook OPEC Illustration World map Economic Education Center at Lynchburg College

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SOL: 16a The student will demonstrate knowledge of the role of government in the Virginia and United States economies by a) analyzing the impact of fiscal and monetary policies on the economy.



The student will be able to: Define the following: Fiscal policy Monetary policy Federal Reserve System Central bank Reserve requirements Discount rates Open market operations Government bonds 2) Discuss how the Federal Reserve System uses monetary policy to regulate the economy 3) Describe how the government uses fiscal policy to influence the economy

1) Teacher led discussion of the difference between a consumer bank and a Federal Reserve Bank. 2) Teacher led discussion of the instruments used by the Federal Reserve System in monetary policy. 3) The class simulates the instruments used in monetary policy. 4) Students research news articles about the Federal Reserve System. 5) Teacher uses examples of tax increases and government spending to show the effects of fiscal policy on the economy.

Video: The Fed Today Virtual Economics CD Internet United Streaming

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SOL: 16b The student will demonstrate knowledge of the role of government in the Virginia and United States economies by b) describing the creation of government-provided goods and services that are not readily produced by the

market.



The student will be able to: 1) Define public goods and services 2) Explain the reasons why the government provides goods and services 3) Recall that public goods and services are paid for with tax dollars 4) List examples of public goods and services 5) Analyze the relationship between increased demand for public goods and services and taxation

1) Students discuss an example of a public good and what would happen if the good had to be provided by the private sector. 2) Students brainstorm a list of reasons why the government provides public goods and services. 3) Students create a poster collage of public goods and services.

Teacher-made resources Virtual Economics CD Internet United Streaming

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Spring 2010

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SOL: 16c The student will demonstrate knowledge of the role of government in the Virginia and United States economies by c) examining environmental issues, property rights, contracts, consumer rights, labor-management relations,

and competition in the marketplace



The student will be able to:

1) Define contract, fraud, deception, and labor-management relations

2) Recognize that the government creates laws and agencies to protect consumer rights and safety

3) Explain ways the government protects the environment

4) Explain the role of the government in protecting property rights

5) Identify government agencies that protect the consumer

6) Recognize that the government can intervene in labor-management relations and marketplace competition

1) Students analyze a sample contract and discuss it legality. 2) Teacher uses local examples to discuss and illustrate government regulations on pollution. 3) Teacher led class discussion about the rights of society being greater than the rights of the individual. 4) Students research examples of consumer agency functions. They create a chart showing their findings. 5) Class discussion of examples of government intervention in labor-management relations and marketplace competition.

Teacher-made resources Internet United Streaming Local officials and business members

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SOL: 16d The student will demonstrate knowledge of the role of government in the Virginia and United States economies by d) understanding the types and purposes of taxation.



The student will be able to: 1) Explain how operations of governments are financed 2) Identify the 16th amendment 3) Discuss the purposes of taxation 4) Identify various types of taxes

1) Given information about different types of taxes, students draw a “revenue pie” chart. 2) Students write a candidate’s speech in which he/she tries to convince voters of the need to raise a particular type of tax. 3) Students read and discuss news articles concerning taxation.

Virtual Economics CD Internet United Streaming

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SOL: 17a-f The student will demonstrate knowledge of the role of personal character traits that facilitate thoughtful and effective participation in civic life by a) practicing trustworthiness and honesty; b) practicing courtesy and respect for the rights of others; c) practicing responsibility, accountability, and self-reliance; d) practicing respect for the law; e) practicing patriotism; f) practicing financial responsibility



The student will be able to: Identify and demonstrate characteristics of good citizens

1) Students practice these characteristics in the classroom daily. 2) Students participate in the school-wide Character Counts program. 3) “Reality Store” simulation: Given family and job situations students make real-life decisions about such things as housing, health care, and transportation. The characteristics of a good citizen will be taught throughout the school year.

Teacher-made materials NEFE workbooks Local branch of the Virginia Cooperative Extension Office

Govt.1d-f ________________________

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SOL: 18a-g The student will demonstrate that thoughtful and effective participation in civic life is characterized by a) obeying the law and paying taxes; b) serving as a juror; c) participating in the political process; d) performing public service; e) keeping informed about current issues f) respecting differing opinions in a diverse society; g) practicing personal and fiscal responsibility



The student will be able to: Identify and demonstrate the duties and responsibilities of citizenship

1) Class discussion of the duties and responsibilities of citizenship. 2) Students participate in various simulations of the duties and responsibilities of citizenship. The duties and responsibilities of citizens will be integrated into content throughout the school year.

Teacher-made materials Internet United Streaming

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Assessments _________________________ Teacher-made assessments, including paper and pencil, projects, and student activities.

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SOL: 19a-d The student will explain the meaning of citizenship in the United States and how it relates to American civic life by a) explaining how citizenship confers full membership in the American constitutional system. b) recognizing that American citizenship is defined by shared political and civic beliefs and values. c) describing how Americans are citizens of their locality, state, and nation. d) recognizing that non-citizens can become citizens.



The student will be able to: 1) Identify privileges reserved to citizens 2) Identify basic principles that unite American citizens of different ethnic origins 3) Discuss the shared political and civic beliefs and values of Americans 4) Recognize that Americans are citizens of the United States, their state, and their locality 5) Define naturalization and identify its requirements

1) Teacher led discussion of the benefits and responsibilities of citizens. 2) Teacher led discussion of diversity and shared values of citizens. 3) Review requirements for voting and holding public office. 4) Students debate whether convicted felons should be denied the right to vote. 5) Students write an essay on what it means to be an American citizen. 6) Students review and discuss a citizenship test.

Internet United Streaming News articles Movie: The Green Card

Govt.1d-e

Assessments


Spring 2010

80

7) Students view scenes from the movie, The Green Card, and discuss how marrying a United States citizen can permit entry into the country over the legal quota. 8) Students review the 14th amendment and debate whether the Constitution of the United States needs to be amended to modernize the right to citizenship through birth on American soil.

history and social science curriculum guide virginia · pdf filethe history and social science...

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