Civic and Economics
- Civics Unit 4mr Volkmar's Course Pages
- Civics Unit 4mr Volkmar's Course Pages Page
- Civics Unit 4mr Volkmar's Course Pages Printable
Elaborated Instructional Triangle (Lampert, 2001, p. 428) A second complication is the static nature of any representation. A model like Figure 2-1 is inert and fails to capture the dynamism of. 'Under Florida law, e-mail addresses are public records. If you do not want your e-mail address released in response to a public records request, do not send electronic mail regarding official business to the District or any of its employees. Grade 7 Civics (including Advanced) End-of-Course Exam Study Guide Form 1201 Page 1 of 39. Unit 1 Vocabulary: A Tradition of Democracy. Include: communities, civics and government, employment, families, feelings, finances, health, nutrition, recreation, and travel. Worksheet Features Free Web site download, no need for paper backups Black and white pages that copy well Small easy-to-digest chunks of information Short one-paragraph stories. 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.
General Information
Activity | |
| 1st & 3rd NW Review Notes 2nd & 4th NW Review Notes | District review notes for students and parents |
| Citizenship Political Processes Foundations of American Government National Government | Content Vocabulary 1st & 3rd NW |
| Economic Principals State Government US Economy Workforce and Careers | Content Vocabulary 2nd & 4th NW |
| 2nd or 4th NW Vocab (All) 2nd or 4th NW Vocab (After Midpoint) 2nd or 4th NW Vocab (Up to Midpoint) 1st or 3rd NW Vocab (After Midpoint) 1st or 3rd NW Vocab (Up to Midpoint) 1st or 3rd NW Vocab (All) | Quizlet Flashcard Review activities |
| Virginia Department of Ed | Standards and SOL-based Instructional Resources |
| Civics and Economics Study Guide | SOL review created by SOLPass |
| Primary Source Learning | Work with images of real documents to question, think and gather knowledge |
| History Now | Online journal of American history |
| SOL Enhanced | Specific activites by SOL created by TTAC |
| Cartoon Analysis | Worksheet for evaluating political cartoons |
CE.1 The student will develop the social studies skills responsible citizenship requires, including the ability to a) examine and interpret primary and secondary source documents; b) create and explain maps, diagrams, tables, charts, graphs, and spreadsheets; c) analyze political cartoons, political advertisements, pictures, and other graphic media; d) distinguish between relevant and irrelevant information; e) review information for accuracy, separating fact from opinion; f) identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model; g) formulate an informed, carefully reasoned position on a community issue; h) select and defend positions in writing, discussion, and debate.
Type | Description |
CE.2 The student will demonstrate knowledge of the foundations of American constitutional government by a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government; b) explaining the significance of the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, the Virginia Statute for Religious Freedom, and the Constitution of the United States, including the Bill of Rights; c) identifying the purposes for the Constitution of the United States as stated in its Preamble; d) identifying the procedures for amending the Constitution of Virginia and the Constitution of the United States.
Activity | |
| Constitution of the United States | Mini-Webquest |
CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States; b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws; c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court; d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society; e) evaluating how civic and social duties address community needs and serve the public good.
Activity |
CE.4 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by a) practicing trustworthiness and honesty; b) practicing courtesy and respect for the rights of others; c) practicing responsibility, accountability, and self-reliance; d) practicing respect for the law; e) practicing patriotism; f) practicing decision making; g) practicing service to the school and/or local community.
Type | Description |
CE.5 The student will demonstrate knowledge of the political process at the local, state, and national levels of government by a) describing the functions of political parties; b) comparing the similarities and differences of political parties; c) analyzing campaigns for elective office, with emphasis on the role of the media; d) examining the role of campaign contributions and costs; e) describing voter registration and participation; f) describing the role of the Electoral College in the election of the president and vice president; g) participating in simulated local, state, and/or national elections.
Activity | |
| Political Parties Webquest Rubric | A webquest where students will be able to demonstrate the knowledge of the political process at each level of government. |
CE.6 The student will demonstrate knowledge of the American constitutional government at the national level by a) describing the structure and powers of the national government; b) explaining the principle of separation of powers and the operation of checks and balances; c) explaining and/or simulating the lawmaking process; d) describing the roles and powers of the executive branch.
Activity | |
| Kids in the House | Learn about the US House of Representatives. |
CE.7 The student will demonstrate knowledge of the American constitutional government at the state level by a) describing the structure and powers of the state government; b) explaining the relationship of state governments to the national government in the federal system; c) explaining and/or simulating the lawmaking process; d) describing the roles and powers of the executive branch and regulatory boards.
Activity |
CE.8 The student will demonstrate knowledge of the American constitutional government at the local level by a) describing the structure and powers of the local government; b) explaining the relationship of local government to the state government; c) explaining and/or simulating the lawmaking process.
Type | Description |
CE.9 The student will demonstrate knowledge of how public policy is made at the local, state, and national levels of government by a) examining the impact of the media on public opinion and public policy; b) describing how individuals and interest groups influence public policy; c) describing the impact of international issues and events on local decision making.
Activity |
CE.10 The student will demonstrate knowledge of the judicial systems established by the Constitution of Virginia and the Constitution of the United States by a) describing the organization of the United States judicial system as consisting of state and federal courts with original and appellate jurisdiction; b) describing the exercise of judicial review; c) comparing and contrasting civil and criminal cases; d) explaining how due process protections seek to ensure justice.
Type | Description |
Civics Unit 4mr Volkmar's Course Pages
CE.11 The student will demonstrate knowledge of how economic decisions are made in the marketplace by a) applying the concepts of scarcity, resources, choice, opportunity cost, price, incentives, supply and demand, production, and consumption; b) comparing the differences among traditional, free market, command, and mixed economies; c) describing the characteristics of the United States economy, including limited government, private property, profit, and competition.
Activity | |
| Story of Economy | Power Point lesson demonstrating how economic decisions are made in the marketplace. |
CE.12 The student will demonstrate knowledge of the structure and operation of the United States economy by a) describing the types of business organizations and the role of entrepreneurship; b) explaining the circular flow that shows how consumers (households), businesses (producers), and markets interact; c) explaining how financial institutions channel funds from savers to borrowers; d) examining the relationship of Virginia and the United States to the global economy, with emphasis on the impact of technological innovations.
Activity |
CE.13 The student will demonstrate knowledge of the role of government in the United States economy by a) examining competition in the marketplace; b) explaining how government provides certain goods and services; c) describing the impact of taxation, including an understanding of the reasons for the 16th Amendment, spending, and borrowing; d) explaining how the Federal Reserve System acts as the nation's central bank; e) describing the protection of consumer rights and property rights; f) recognizing that government creates currency and coins and that there are additional forms of money.
Type | Description |
CE.14 The student will demonstrate knowledge of personal finance and career opportunities by a) identifying talents, interests, and aspirations that influence career choice; b) identifying attitudes and behaviors that strengthen the individual work ethic and promote career success; c) identifying abilities, skills, and education and the changing supply and demand for them in the economy; d) examining the impact of technological change and globalization on career opportunities; e) describing the importance of education to lifelong personal finances; f) examining the financial responsibilities of citizenship, including evaluating common forms of credit, savings, investments, purchases, contractual agreements, warranties, and guarantees.
Civics Unit 4mr Volkmar's Course Pages Page
Activity |
Review
Civics Unit 4mr Volkmar's Course Pages Printable
Type | Description |
| SOL Review | Gameshow format review 1st 9 weeks |
| SOL Review | Gameshow format review of 2nd 9 weeks |
| SOL Review | Gameshow format review of 3rd 9 weeks |
| SOL Review | Gameshow format review of 4th 9 weeks |
| Jeopardy 1 | Gameshow format Review |
| Jeopardy 2 | Gameshow format Review |
| Civics Review Cards | Review cards |
| Civics Study Maps | Study maps for each SOL created by Henrico County |
| Civics Refrigerator Cards | Review cards |