Harrisonburg City Public Schools

Harrisonburg City Public Schools History and Social Science Curriculum Civics & Economics Updated Summer 2011

The following document is intended as a resource guide to be utilized for unit and lesson planning by teachers of 8th grade social studies in HCPS. It is laid out according to the course scope and sequence and references the major resources we will be using. These are: (along with the abbreviations used in this document)

- PHT = Prentice Hall textbook – Civics: Government and Economics in Action. New textbook series adopted 2008 - CESF = Civics/Economics shared folder. Found in the THMS and SKMS group shared folder under “civics and economic” and organized by unit as outlined. These shared folders contain many more activities than are listed. They are intended to be added to and updated regularly. - CEESS = Binder with Civics Economics Enhanced Scope and Sequence with Va. Dept. of Ed. Curriculum Framework with Essential Understandings, Questions, Knowledge and Skills for each SOL (2006 edition, not yet updated for revised SOLs) Ultimately what we are responsible for instructing. - FFfL = Financial Fitness for Life. NCEE personal economics workbook (to be used as a text for teaching EEFL objectives and SOL CE14 a-f. - CAP = Prentice Hall Citizenship Activity Pack activities - PHTOL = Prentice Hall on line (not yet included in document) - PHVP = Prentice Hall Video Program (dvd) - VEcd = Virtual Economics cd

Unit: Introductory Activities:

Pacing/Duration: 1 week First 9 Week Period Suggested Objectives Resources Vocabulary Strategies/Activities/Tasks/ Differentiation  classroom procedures  school familiarity  get to know each other  current events procedures  motivation building  pre-assessment of skills and existing knowledge  content overview/syllabus  textbook set up and investigation

1 Harrisonburg City Public Schools History and Social Science Curriculum Civics & Economics Updated Summer 2011

STANDARD CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States. b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws. c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court. d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society. e) evaluating how civic and social duties address community needs and serve the public good.S

STANDARD CE.4 (Not tested, but incorporated with SOL 3) The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by a) practicing trustworthiness and honesty; b) practicing courtesy and respect for the rights of others; c) practicing responsibility, accountability, and self-reliance; d) practicing respect for the law; e) practicing patriotism; f) practicing decision making; g) practicing service to the school and/or local community.

Pacing/Duration: 2-3 weeks First 9 Week Period Suggested Objectives Resources Vocabulary Strategies/Activities/Tasks/ Differentiation Students will:  Powerpoint notes CE 3a. Becoming a Citizen Essential knowledge key Describe the process  Have students examine a naturalization test PHT – Chapter 3, section 1 terms (terms listed in SOL) of becoming a citizen  Provide and analyze a copy of the First and CESF – Pwrpt Fourteenth Amendments CESF - Citizenship Booklet , Naturalization, jurisdiction, List and describe the  Analyze political cartoons of immigration and Citizenship Project reside, endorse, free exercise, rights and liberties naturalization to separate fact and opinion public officials, witness, guaranteed by the  Write an essay defending your position on CE 3b. First Amendment + summoned, legal First and Fourteenth immigration and naturalization Due Process consequences, elective office, Amendments  Kids do a citizenship poster or booklet to PHT – Chapter 6 , sections 2 appointed, democratic address the essential knowledge of citizenship and 3 institutions, community List, describe, and CESF – Bill of Rights Basics, welfare, public service  Students will write captions for political give examples of the Bill of Rights Examples organizations, civic 2 Harrisonburg City Public Schools History and Social Science Curriculum Civics & Economics Updated Summer 2011 duties required of cartoons responsibilities & duties, citizens  Students use a decision-making model to CE 3c and 3d Duties and civic life, common good, propose solutions to community problems Responsibilities of absolute, fundamental rights Identify ways citizens  Students research community service Citizenship participate in opportunities in the area PHT Chapter 3, section 2 community service  Students recognize examples of good CESF – Part of citizenship citizenship in their lives booklet/project Demonstrate the  Students recognize what makes a good citizen qualities of good within the school and local community CE3e Serving the Common citizenship  Student Action project (see SOL 9—can be Good done in either place) PHT Chapter 3, section 3 CESF – Part of citizenship booklet/project CAP – How to Volunteer

CE 4 – Personal Character Traits CEESS – lessons for CE4 CESF – Personal Traits Examples lesson

Enhanced Scope and Sequence, ESS plus (jmu.edu/ttac)

STANDARD CE.2 The student will demonstrate knowledge of the foundations of American constitutional government by a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government. b) explaining the significance of the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, the Virginia Statute for Religious Freedom, and the Constitution of the United States, including the Bill of Rights. c) identifying the purposes for the Constitution of the United States as stated in its Preamble. d) identifying the procedures for amending the Constitution of Virginia and the Constitution of the United States.

Pacing/Duration: 2-3 weeks First 9 Week Period Suggested Objectives Resources Vocabulary Strategies/Activities/Tasks/ Differentiation The student will:  Students sort or identify which principle is CE2a. Fundamental Essential knowledge key represented principles terms (terms listed in SOL) Define and describe  Powerpoint notes CESF – Fundamental the five fundamental  Flashcards of the principles Principles flashcard handout Political principles, political principles.  Students write descriptions of why each PHT – Chapter 1, section 3 governmental power, bound principle is important by the law, governed, public Identify examples of  Class discussion on significance of each CE2b. Early Documents officeholders, behalf, the fundamental principle CESF – roots powerpoint constitutional government, political principles.  Interpret primary and secondary source and notesheet (PW), articulated, charters, colonists, grievances, documents and separate fact from opinion Documents timeline graphic Analyze the influence independence, unalienable  Complete a flowchart or timeline of early organizer of early documents rights, equality under the law, documents (see above) on the PHT – ch. 4, sec. 3, Ch. 5, national government, central  Create a flowchart of the amendment process formation of the sec.1Art. Of Conf. vs. Const. government, majority rule, Constitution. chart pg. 116 rights of the minority, affirmed, dignity, justice, Analyze the preamble CE2c Preamble domestic, tranquility, of the Constitution in CESF – preamble notesheet, common defense, general terms of the purposes America Rocks video “We welfare, amendment process, of the government the People” proposal, ratification, PHT – Ch.5, sec.3 Congress, convention, Describe the General Assembly amendment process CE2b continued: 4 Harrisonburg City Public Schools History and Social Science Curriculum Civics & Economics Updated Summer 2011 for the Constitution of Constitution Basics the US and the CESF – Constitution Basics Virginia Constitution Notesheet PHT – Ch. 5, sec. 3, esp. sharing power and checks and balances charts

CE 2d – Amending the Constitution PHT – Ch. 6, sec.1 – graph pg. 161 CESF – Amending Virginia’s Constitution flowchart (tbd)

Enhanced Scope and Sequence, ESS plus (jmu.edu/ttac)

STANDARD CE.5 The student will demonstrate knowledge of the political process at the local, state, and national levels of government by a) describing the functions of political parties. b) comparing the similarities and differences of political parties. c) analyzing campaigns for elective office, with emphasis on the role of the media. d) examining the role of campaign contributions and costs. e) describing voter registration and participation. f) describing the role of the Electoral College in the election of the president and vice president. g) participating in simulated local, state, and/or national elections.

Pacing/Duration: 3 weeks First 9 Week Period/start of Second 9 Weeks Suggested Objectives Resources Vocabulary Strategies/Activities/Tasks/ Differentiation The student will:  Use graphic organizers to illustrate the PHT – Chapters 22 Essential knowledge key terms functions of political parties and 23 (see teachers (terms listed in SOL) Explain the function  Analyze campaign documents and edition) of the political party advertisements to separate fact and opinion Political process, political parties, in the political process  Have students take an online or paper survey to CAP : recruiting, nominating, candidates, gauge their own political opinions among the -Identifying Political electorate, monitoring, two-party Compare and contrast liberal to conservative spectrum Roots system, third parties, public policy, the two major political  Examine current events for examples of politics -Choosing Leaders liberal, conservative, left and right, parties in the U.S. in action -How to Cast Your political center, party platforms, political personalities, reasoned or  Student makes political cartoons reflecting Vote Analyze the impact of current political issues informed choices, mass media, third parties.  Students analyze political cartoons detecting bias, propaganda, CESF – Election editorials, op-ed, broadcasting,  Students participate in simulated political Analyze the impact of simulation project campaign costs, fundraising, elections and polls the media on the ( tbd),( misc. political action committees (PACs),  Role-play or simulation regarding campaign political process. notes/handouts as special interest groups, campaign finance reform needed) finance reform, voting, registration, Identify the strategies  Students create Venn Diagrams comparing the election issues, turnout, primary of making an major political parties CEESS –( see elections, general elections, resident, informed choice in an  Have students complete voting registration activities in binder as precinct, registrar, Electoral College election. facsimiles needed) process, slate of electors, popular  Students write persuasive letters to reluctant vote, winner-take-all system, densely 6 Harrisonburg City Public Schools History and Social Science Curriculum Civics & Economics Updated Summer 2011

Describe the impact of voters Enhanced Scope and populated, congressional rising campaign costs.  Powerpoint notes Sequence, ESS plus representation, majority vote,  Use maps, charts, and tables to show how the (jmu.edu/ttac) simulation Identify the electoral process can impact election results requirements for voter  Debate the pros and cons of the electoral registration in process Virginia.

Describe the factors predicting which citizens will vote

Cite reasons why citizens don’t vote

Explain the Electoral College process.

Benchmark 1 Review and Test

Pacing/Duration: 1 week Second 9 Weeks Period Suggested Objectives Resources Vocabulary Strategies/Activities/Tasks/ Differentiation Students will review  Review games, charts Interactive the objectives and Achievement content from SOLs 2, 3, 4, and 5.

Students will take the first benchmark test.

STANDARD CE.6 The student will demonstrate knowledge of the American constitutional government at the national level by a) describing the structure and powers of the national government. b) explaining the principle of separation of powers and the operation of checks and balances. c) explaining and/or simulating the lawmaking process. d) describing the roles and powers of the executive branch.

Pacing/Duration: 3-4 weeks Second 9 Weeks Period Suggested Objectives Resources Vocabulary Strategies/Activities/Tasks/ Differentiation The student will:  Use graphic organizers to diagram the powers CE6b Sep. of Powers and of each branch of government Checks and Balances Essential knowledge key terms Describe the powers of  Use a chart to identify checks and balances PHT – Review Ch. 5 sec. (terms listed in SOL) each branch of  Sort powers and checks into proper category 3 government.  Use current events to illustrate the powers of CESF – Overview of Fed. Governmental structure, each branch Gov’t chart, Who are our legislative, executive, judicial, Identify examples of  Students will engage in simulations related to Elected Leaders notes, branches, bicameral, legislature, checks and balances in the separation of powers CEESS – Our Federal annual budget, confirm government.  Create a flowchart of how a bill becomes a law System of Gov’t session appointments, revenue, levies, regulate, interstate trade, chief  View “I’m Just A Bill” from Schoolhouse Rock 35, Attachment B, D Explain the principles executive officer, execute laws,  Write letters to Congress regarding issues of separation of congressional action, cabinet, important to students powers. CE6c Legislative Branch ambassadors, administer,  Graphic organizer showing the roles of the PHT Chapter 8 (be federal bureaucracy, Supreme Describe the steps in President selective – too much Court, judicial review, the national  Analyze political cartoons related to the detail) separation of powers, checks lawmaking process. national government CESF – Leg. Br. essentials and balances, abuse of power,  Powerpoint notes notes, America Rocks “ Articles, override, veto, Distinguish between I’m Just a Bill” impeach and convict, propose expressed and implied legislation, special session of legislative powers CE6d Executive Branch Congress, unconstitutional, PHT Chapter 9 (be executive actions, Identify and describe selective – too much policymaking, Expressed and the roles and powers detail) Implied powers, introducing a of the executive CESF – Help Wanted bill, committees, the floor, 9 Harrisonburg City Public Schools History and Social Science Curriculum Civics & Economics Updated Summer 2011 branch. notes/activity, Exec. Br. domestic affairs, foreign affairs, Dept. chart (use w/text) State of the Union address, executive agencies, regulatory groups, chief of state, ceremonial, chief executive, legislative agenda, commander in chief, chief diplomat, architect

STANDARD CE.7 The student will demonstrate knowledge of the American constitutional government at the state level by a) describing the structure and powers of the state government. b) explaining the relationship of state governments to the national government in the federal system. c) explaining and/or simulating the lawmaking process. d) describing the roles and powers of the executive branch and regulatory boards.

Pacing/Duration: 2-3 weeks Second 9 Weeks Period Suggested Objectives Resources Vocabulary Strategies/Activities/Tasks/ Differentiation The student will:  Complete graphic organizers and charts to show CE7a and CE7b : Essential knowledge key terms the structure of state government Structure and Powers of (terms listed in SOL) Describe the structure  Powerpoint notes State Gov’t,, Federalism of Virginia’s state  Students participate in a state law making CEESS – State and Local Commonwealth, General government. simulation (General Assembly and Senate) Gov’t section activities Assembly, bicameral, House of  Use decision making model to weigh cost and and attachments Delegates, Virginia Senate, List and identify the benefits of possible solutions to current PHT – review chart on pg. Governor, cabinet, Lieutenant powers given to each legislative issues 127 + BPTC trans. “45 Governor, Attorney General, branch of state  Class discussion and debate of current PHT Chapter 11 (be levels of courts in Virginia, government. Federalism, “reserved to the legislative issues selective – too much states”, commerce, public  Review information to separate fact from detail) Explain the health, safety, and welfare, opinion and to distinguish between relevant and CESF – Who Are Our relationship between irrelevant information federal mandates, engaged state and federal Elected Representatives citizenry, minimum standards,  Compare and contrast state and national government sheet, * Guest speaker – health benefits, biennial, government (Federalism). State Rep. (or local) environment, State budget,  Write letters to the editor or to state officials revenue, levy taxes, formal and regarding current state issues Explain the CE7c Lawmaking informal powers, cabinet lawmaking process in  Analyze and/or create political cartoons process in Virginia secretaries, commissions, and the state. reflecting the skills learned PHT Chapter 11, sec. 2 – regulatory boards  Field trip to Richmond to visit state offices and specify for Virginia Identify major issues visit state representatives CESF – General Assembly in the state legislature. simulation (tbd)

Describe the roles and CE7d Executive Branch 11 Harrisonburg City Public Schools History and Social Science Curriculum Civics & Economics Updated Summer 2011 powers of the in Va. executive branch of CEESS – relevant notes the state government. PHT Ch. 11 sec. 3, chart on 306-307 – specify for Virginia

STANDARD CE.8 The student will demonstrate knowledge of the American constitutional government at the local level by a) describing the structure and powers of the local government. b) explaining the relationship of local government to the state government. c) explaining and/or simulating the lawmaking process.

Pacing/Duration: 1-2 weeks Second 9 Weeks Period Suggested Objectives Resources Vocabulary Strategies/Activities/Tasks/ Differentiation The student will:  Online research to discover information about Local government Essential knowledge key terms different departments in local government websites (terms listed in SOL) Identify local units of  Flowcharts of how local laws and decisions government and are made Graphic organizers and Local governments, political which officials work  Compare and contrast state and local flowcharts subdivisions, Board of for which group. government Supervisors, enacting  Have a local official come to class to discuss Local officials ordinances, annual budget, Identify which local government school board, incorporated officials are elected town, town council, mayor, city  Local field trip to visit local courts, city offices, council, town or city manager, local jail, etc Describe the powers small claims court, locality, local governments sheriff, clerk of the circuit exercise. court, commissioner of revenue, treasurer, regulate land use, Explain the charters, derive relationship between state and local government

STANDARD CE.9 The student will demonstrate knowledge of how public policy is made at the local, state, and national levels of government by a) examining the impact of the media on public opinion and public policy. b) describing how individuals and interest groups influence public policy. c) describing the impact of international issues and events on local decision making.

Pacing/Duration: 1 week Second 9 Week Period Suggested Objectives Resources Vocabulary Strategies/Activities/Tasks/ Differentiation The student will:  Student Action Project (covers CE 4g CE9a – Impact of Essential knowledge key terms as well) Students select an issue to Media (terms listed in SOL) Identify the role of the actively pursue: Steps : brainstorm issues, CEESS (old CE7) from media in setting the select issue, K-W-L on topic, research section Elections Parties Public policy, policymakers, public agenda (limited) w/Fact-Opinion sheet/notes, and Pressure Groups, media, public agenda, forum, develop survey, give survey to peers, session 11, 12, 13 accountability, viewpoints, Describe how analyze survey results, letter writing to1) CAP interest groups, lobbying, lobbyists and interest public officials soliciting information and - How To Analyze TV political contributions, groups influence formulate, adopt, implement, sharing initial opinions, 2)private News policymaking. international issues, pandemic, lobbying groups (same purpose) and - How to Use the Internet terrorism, economic and a news source Describe how further activities as time permits. development, global economy, international issues - How to Conduct a Poll wildlife protection and events can require  Analyze political cartoons PHT – Ch 23, sec. 2 – local government  Review current articles for accurate and Influencing Your Vote action. relevant information (propaganda techniques  Watch a TV news broadcast and analyze for chart) bias, accurate information, relevant v. irrelevant information, and fact v. opinion CE9b – individuals and  Analyze political TV ads or print ads made by interest groups interest groups PHT – Ch. 8, sec. 1  Write letters to state officials in an attempt to CESF – Influencing influence legislation Congress notes  Identify interest groups for major legislative CAP issues (current events) - How to Write a Letter to 14 Harrisonburg City Public Schools History and Social Science Curriculum Civics & Economics Updated Summer 2011

 Identify international issues that have influence a Public Official current local laws or ordinances - How to write a letter to  Graphic organizer to sort and match the Editor international events and issues with local - How to conduct a poll government responses  Use world maps to locate international events CE 9 Overall – that may impact local decision-making Citizenship in Action **CESF – SAP Project (covers CE 4g as well) Students select an issue to actively pursue: Steps : brainstorm issues, select issue, K-W-L on topic, research (limited) w/Fact- Opinion sheet/notes, develop survey, give survey to peers, analyze survey results, letter writing to1) public officials soliciting information and sharing initial opinions, 2)private lobbying groups (same purpose) and further activities as time permits.

CE9c – Use current events examples to illustrate – energy, environmental, security(terrorism)

STANDARD CE.10 The student will demonstrate knowledge of the judicial systems established by the Constitution of Virginia and the Constitution of the United States by a) describing the organization of the United States judicial system as consisting of state and federal courts with original and appellate jurisdiction. b) describing the exercise of judicial review. c) comparing and contrasting civil and criminal cases. d) explaining how due process protections seek to ensure justice.

Pacing/Duration: 3 weeks End of Second 9 weeks/ start of Third 9 Week Period Suggested Objectives Resources Vocabulary Strategies/Activities/Tasks/ Differentiation The student will:  Put names of different courts on the wall. Each CE10a – Organization and Jurisdiction Essential knowledge key terms kid gets a type of case and must walk to the CESF – Jud. Branch organization notes (terms listed in SOL)—include the Describe how federal correct area for the court who would hear their (court ladders), Courts Webquest, different kinds of courts courts are organized case. Supreme Court Basics notes, Supreme and the jurisdictions  Simulations of court proceedings Court Powerpoint (PW) United States judicial system, for each level.  “You be the judge” cases PHT Chapter 10 (be selective – too much exercise, dual court system, state  Flowcharts and graphic organizers to show detail) courts, federal courts, jurisdiction, Describe how state organization of courts appellate jurisdiction, original courts are organized  Vocab map for jurisdiction CE10b – Judicial Review jurisdiction, justices, jury, judge, and the jurisdictions criminal cases, civil cases, felony,  Primary and secondary source documents CESF - Supreme Court Cases chart and for each level. misdemeanor, juvenile, domestic relating to judicial review posters relations, judicial review, check,  DVD and videos about justice, courts, and Explain and give constitutionality, supreme law, judicial review (see resources for list) examples of the CE10c – Civil and Criminal conform, legal conflicts, accused,  Powerpoint notes process of judicial CESF – Road to Virginia Justice dvd and guilty, probable cause, bail, review.  Field trip to local courts activities, Court Procedures powerpoint w/ committed to jail, arraignment,  Invite a lawyer or judge to discuss courts and courtroom diagram and vocab handout. attorney, defendant, plea, trial, Compare and contrast organization of courts (Simpsons), You Decide jury simulation, verdict, appeal, recover damages, the procedures in civil  Resource officer presentation on juvenile justice *** Class Action booklet w/examples for receive compensation, plaintiff, and criminal cases.  Class discussion and debate issues involving Resource Officer lesson, complaint, due process, unfair, due courts (what age should be adult, etc) PHT – Ch 19 sec. 3, esp. chart on pg.528 process clause Explain due process PHT – Chapter 20 – Criminal and and how the 5th and Juvenile Justice, Ch. 21 – Civil Justice 14th Amendments are ****(be selective –WAY too much applied. detail) 16 Harrisonburg City Public Schools History and Social Science Curriculum Civics & Economics Updated Summer 2011

CEESS – Pro Se Court simulations handout

CE10d – Due Process PHT – pg. 168 + pg. 546-547 steps in criminal law, CESF – Due Process history and examples

Midterm Review and test

Pacing/Duration: 1 week Third 9 Week Period Suggested Objectives Resources Vocabulary Strategies/Activities/Tasks/ Differentiation  Students will take the midterm exam CESF - SOLpass.org (benchmark 2) at the end of the week activities, midterm  Review games study guide, midterm  Flashcards exam ( same for all  Mid-term study guide HCPS 8th graders)  Essential knowledge notes in summary form (from SOLpass)

STANDARD CE.11 The student will demonstrate knowledge of how economic decisions are made in the marketplace by a) applying the concepts of scarcity, resources, choice, opportunity cost, price, incentives, supply and demand, production, and consumption. b) comparing the differences among traditional, free market, command, and mixed economies. c) describing the characteristics of the United States economy, including limited government, private property, profit, and competition.

Pacing/Duration: 2-3 weeks Third 9 Week Period Suggested Objectives Resources Vocabulary Strategies/Activities/Tasks/ Differentiation The student will:  Students create an economic vocab book with CE11a – Economic Essential knowledge key terms illustrations, definitions, and examples of major Basics (terms listed in SOL) Define, describe, and economic concepts PHT – Chapter 13, sec.1 give examples of basic  Simulations related to free market (fundraising CESF – Economic Scarcity, limited, satisfy wants, economic concepts auction for supply and demand) Vocab. Booklet project, resources, factors of production, (listed in 11a).  Powerpoint notes **Want-Satisfaction chart goods and services, natural  Graphic organizers to compare the three types (CTwA #130 resources, capital resources, Compare and contrast of economies FFfLTheme 1: The human resources, choice, the different types of  Students create advertisements to reflect the US economic way of entrepreneurship, opportunity economic systems cost, highest valued alternative, economy thinking, - selected price, money, exchange,  Analyze advertisements, charts, and lessons Identify major interaction, incentives, economic spreadsheets to identify elements of the CE11a – Supply and characteristics of the economy behavior, incite, motivate, major economic demand supply and demand, production,  Use decision-making model to examine costs systems CESF - supply/demand consumer preference, and benefits of making economic decisions auction and analysis, consumption, purchase,  Factors of production flowchart (want- Identify the three supply/demand example economic system, limited satisfaction chart) basic questions of sheets productive resources, markets, economics  Use current events to demonstrate economic PHT – Ch. 14 sec. 1 traditional economy, custom and concepts historical precedent, free market Explain the five CE11b – Diff. econ. economy, private ownership, essential Systems profit motive, competition, characteristics of the PHT – Ch. 13, sec. 3 consumer sovereignty, minimal US economy CESF – 3 economies government involvement, power point w/notes command economy, central (PW) (updated) ownership, centrally-planned 19 Harrisonburg City Public Schools History and Social Science Curriculum Civics & Economics Updated Summer 2011

economy, mixed economy, CE11c – Characteristics private sector, public sector, of US economy government intervention, costs CESF – Econ. Vocab and benefits, undue interference, booklet continued, utilize private property, earnings, current events examples expenses, rivalry, producers PHT – Ch. 2, sec. 3 **

CE12 a - Types of Business Organizations CESF – business types graphic organ., use newspaper ads. for examples, video – Is Walmart Good For America – Frontline PHT – Ch. 14 sec. 2 pg. 384-385 FFfl – 3.4, pg. 36 – role of the entrepreneur PHVP – VideoUp Close: Today in Business 4:41

STANDARD CE.12 The student will demonstrate knowledge of the structure and operation of the United States economy by a) describing the types of business organizations and the role of entrepreneurship. b) explaining the circular flow that shows how consumers (households), businesses (producers ), and markets interact. c) explaining how financial institutions channel funds from savers to borrowers. d) examining the relationship of Virginia and the United States to the global economy, with emphasis on the impact of technological innovations.

Pacing/Duration: 1-2 weeks Third 9 Week Period Suggested Objectives Resources Vocabulary Strategies/Activities/Tasks/ Differentiation The student will:  Students will complete a graphic organizer with CE12d – CESF (tbd) Essential knowledge key terms examples of business types PHVP – Video (terms listed in SOL) Compare and contrast  Students engage in a simulation reflecting the Regional Economies the three types of different business types 5:57 Business organizations, business ownership.  Analyze advertisements and other graphic CEESS – The Global entrepreneurship, ownership, media Economy handout pg. proprietorship, partnership, Explain what an  Construct a circular flow model and use it to 263 corporation, risk, profit, legal entity, entrepreneur does. explain the economic flow owner liability, investment, circular  Guest speaker from a bank to explain how CE12b – Circular flow, financial capital, saving and Explain the circular investment, business expansion, tax banks operate and make money Flow flow of economics. revenue, public goods and services,  Flowchart of how banks operate PHT – Ch. 14 sec. 1(+ private financial institutions,  Simulation on bank operation (students role- Describe the role of Ch. 18, sec.2 for intermediaries, savers and play banking scenarios) private financial government role) borrowers, banks, deposits, savings  Cite examples of world trade and technology institutions in the CTwA #14 + #18 and loans, credit unions, loans, economy.  Use current events to provide examples of CESF – circular flow investing, interest, wealth, world trade notes international trade, technological Identify the reasons  Powerpoint notes CEESS – circular innovation, global economy, world- for international flow overheads wide market, efficient, specialize, trade. cost of production CE12 a - Types of Describe the impact of Business technology on world Organizations trade. CESF – business 21 Harrisonburg City Public Schools History and Social Science Curriculum Civics & Economics Updated Summer 2011

types graphic organ., use newspaper ads. for examples, video – Is Walmart Good For America – Frontline PHT – Ch. 14 sec. 2 pg. 384-385 FFfl – 3.4, pg. 36 – role of the entrepreneur PHVP – VideoUp Close: Today in Business 4:41

STANDARD CE.13 The student will demonstrate knowledge of the role of government in the United States economy by a) examining competition in the marketplace. b) explaining how government provides certain goods and services. c) describing the impact of taxation, including an understanding of the reasons for the 16th Amendment, spending, and borrowing. d) explaining how the Federal Reserve System acts as the nation’s central bank. e) describing the protection of consumer rights and property rights. f) recognizing that government creates currency and coins and that there are additional forms of money.

Pacing/Duration: 2-3 weeks Third 9 Week Period Suggested Objectives Resources Vocabulary Strategies/Activities/Tasks/ Differentiation The student will:  Interactive Powerpoint with notes CE13 overview of Role of Essential knowledge key  Cause and effect graphic organizers (action- Gov’t terms (terms listed in SOL) Describe how the US reaction chart pertaining to government PHT – Ch. 16, sec. 1 – government promotes influence) (activity sheet tbd) Marketplace competition, and regulates  Use circular flow chart to show government CESF – Gov’t role in econ. promote, regulate, enforcing marketplace influence Example handout sheet anti-trust legislation, competition  Video on Federal Reserve System monopolies, global trade,  Examine financial documents (warranties, CE13a competition – PHT business start-ups, Identify types of goods guarantees, etc) related to consumer rights Ch16 sec. 2 government agencies (FCC, and services provided  Students examine different forms of currency EPA, FTC), taxation, by the government influencing economic and types of money CE13b government goods activity, government  Class discussion on the role of the government Identify ways the and service borrowing, government in the economy government pays for PHT review circular flow spending, demand,  Field trip to Washington to see Bureau of goods and services. diagram 484-485 employment, slowing of the Printing and Engraving or to Richmond to the CESF – telephone bbo economy, income tax, 16th Federal Reserve Explain how the activity (tbd) Amendment, Federal Reserve government influences CEESS – Gov’t and the system, central bank, national economic activity econ. Session1 currency, inflation, consumer rights, property rights, Describe the role of CE 13 e – Consumer rights negotiated contracts, legal the Federal Reserve and property rights action, money, currency and 23 Harrisonburg City Public Schools History and Social Science Curriculum Civics & Economics Updated Summer 2011

System. PHT – Ch. 16,sec.2, ch. 19, coins, facilitate, Federal sec.1 513-514 Reserve Notes, bank Explain how the CEESS – Gov’t and econ. accounts, checks, debit cards government protects Session 7 consumer rights and property rights. CE13c - Taxation PHT Ch. 18 sec. 2 Identify the reasons PHVP – Unit 6 video we use money and the Taxation Hows and Whys types of money. 6:10, The Taxes You Pay (3:43) CEESS (old CE11) activities session2 and 3

CE13f – Money PHT Ch. 17 sec. 1

CE12c – Financial Institutions PHT Ch. 17 sec. 2

CE 13d The Fed PHT – Ch. 17 sec. 3 CESF – Fed notes, Fed videos, CEESS – Fed activities sessions 4 and 5, action- reaction sheet

Economics Review: Test items from CEESS CESF “Money” bingo, Solpass.org CEESS – Econojeopardy

STANDARD CE.14 The student will demonstrate knowledge of personal finance and career opportunities by a) identifying talents, interests, and aspirations that influence career choice; b) identifying attitudes and behaviors that strengthen the individual work ethic and promote career success; c) identifying abilities, skills, and education and the changing supply and demand for them in the economy; d) examining the impact of technological change and globalization on career opportunities; e) describing the importance of education to lifelong personal finances; f) examining the financial responsibilities of citizenship, including evaluating common forms of credit, savings, investments, purchases, contractual agreements, warranties, and guarantees.

Pacing/Duration: 3 weeks Fourth 9 Week Period Suggested Objectives Resources Vocabulary Strategies/Activities/Tasks/ Differentiation The student will:  Financial Fitness for life activities (FFfl in CE14 overview – Essential knowledge key terms resources for specific lessons) FFfL Lesson 1 – (terms listed in SOL) Explain the role of  Video series “Risky Business” Economic way of self-assessment in  Your Life, Your Money DVD thinking (EEFL #1) Personal finance, career career planning.  Online career assessments FFfL Lesson 2.2 – opportunity, aspirations, self-  Financial simulation activities (checkbook, PACED (EEFL#11) assessment, career planning, employers, work ethic, supply Describe the role of credit cards, budgeting)  Analyze pros and cons of using credit cards CE14a-d – Self- and demand, fiscal work ethic in responsibility, spending  Examine and analyze charts to look at assessment, Attitudes determining career decisions, insurance, budget, relationship between education and income and Skills for success success. credit, contracts, warranties,  Powerpoint notes Kuder on line guarantees, correlation interest/skill/career Describe the  Using current events to demonstrate economic principles planning assessment relationship among (EEFL#2) skills, education, PHT Ch.15 sec.3 and income FFfL Theme 2 – Lesson 3 Career Decision Explain the Making(EEFL #2) influence of technological CE14e – Education and advancements on employment 25 Harrisonburg City Public Schools History and Social Science Curriculum Civics & Economics Updated Summer 2011 the workplace FFfL Lesson 5 (EEFL #2) Risky Business dvd Explain the financial (EEFL #2) responsibilities of VEcd - Could You Earn a citizenship Million Dollars (EEFL #2)

CE14 f – Financial responsibilities of citizenship PHT Ch. 15 sec. 1 and 2 FFfL -Lesson 6 – Why save ? (EEFL #14) - Lesson 7 – Types of savings plans (EEFL #14) - Lesson 8 - Who Pays and who receives – calculating interest – do through Math classes ?) (EEFL #5) -Lesson 9 – Stocks and mutual funds(EEFL #14) -Lesson 11- Saving and Investment are risky business (EEFL #14) - Lesson 12 - Cash or credit (EEFL #8, #9) -Lesson 13 – Establishing credit (EEFL #8) - Lesson 14 – Comparison shopping (EEFL #11, #12)) - Lesson 15 – Get a Plan 26 Harrisonburg City Public Schools History and Social Science Curriculum Civics & Economics Updated Summer 2011

– money management (EEFL #4) - Lesson 16 – Choosing a using a checking account(EEFL #5, #6) - Lesson 17 - What taxes affect you (EEFL#3) Risky Business dvd – - basics of personal insurance, (EEFL #7) - examining credit card options (EEFL 9, #10)

SOL Review

Pacing/Duration: 3 weeks Fourth 9 Week Period Suggested Objectives Resources Vocabulary Strategies/Activities/Tasks/ Differentiation  K-W-T question/answer reviewing test blueprint  Distribute SOLs in booklet form with question/flashcard sheets  Administer practice tests ; release items, midterm, unit tests, PHT tests  Final benchmark test (released test)  Landslide review game  Bingo reviews for civics and economics  Solpass.org activities  Individualized remediation based on final benchmark results

End of Year activities

Pacing/Duration: 2 weeks Fourth 9 Week Period Suggested Objectives Resources Vocabulary Strategies/Activities/Tasks/ Differentiation  End of year projects