Learning target: 1. Students will be able to identify
how the values and principles embodied in the
constitution have shaped American institutions and
practices.
Reminder: Work hard laugh hard!! : Sometimes the only solution is
hard work. Sometimes the only medicine is laughter.
AP fee is $80 and the cut-off date for payment
WAS January 13 – If you have not paid please
do so ASAP.
*Field trip forms – I will get them to you next
class.
1.Finish posters on lessons 24, 25 and 26.
2. Budget simulation activity
Budget Simulation Directions:
1. Go to the following link
http://www.jfklibrary.org/Education/Teachers/
Civic-Education-Programs-andMaterials/Federal-Budget-Simulation-LessonPlan.aspx
2. Read the Understanding the Federal
Budget handout located under the materials
section and complete the Understanding the
Federal Budget Review Questions
3. Read the one page document What Role
Should the Government Play in the
Economy? Answer the one question on the
back of the Understanding the Fed Budget
Review Questions.
4. Next read the Rules of the Game handout.
You will only be dealing with government
spending, not taxes—and only with
discretionary spending, not mandatory
spending (Social Security, Medicare)
5. Next read the following handouts: Special
Interest Group Requests,
Detailed Description of Functional Categories
and National Defense Spending.
6. Based upon all the information you have
reviewed, create your budget using the tally
sheet.
7. Answer the following questions on the back
of your tally sheet.
1. What programs did you choose to cut? Why did you choose to cut those programs over
others?
(1) How will the program cuts you have made affect specific groups (the elderly,
students, environmentalists, the poor, foreign aid recipients)? How will you respond to
representatives of groups affected by your cuts?
2. What programs did you choose to increase? Why did they choose to enrich those
programs over others? How will the programs they have enriched affect specific groups
(the elderly, students, environmentalists, the poor, foreign aid recipients)?
3. What are the tradeoffs you foresee in diminishing some programs while protecting or
enriching others? What might be some of the political “fallout” of your decisions? How
might you address this “fallout”?
4. Were there any arguments made by your group during the budgeting workshop that
surprised you? What was the argument about and how were you able to resolve the
differences?