American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
Grade
Domain /
Strand
American
Government
Cluster / Topic
Standard Statements
Learning Targets
1
Civic Involvement
American Government
AG CS 1.
Students can
engage in societal
problems and
participate in
opportunities to
contribute to the
common good
through
governmental and
nongovernmental
channels.
Voc:
civic
engagement
structures
apply
societal
1. Opportunities for civic engagement with the
structures of government are made possible through
political and public policy processes.
.
EFL-1
Devise and implement a plan to
address a societal problem by
engaging either the political
process or the public policy
process.
I can summarize the political and
public policy processes. (K)
I can compare and contrast the
benefits of political processes
with public policy processes.
(R)
I can apply informational
literacy (for example, Bill of
Rights, Federalist Papers,
Constitution, Declaration of
Independence) to seek a
resolution for a societal
problem. (S)
I can write an argument
addressing a societal problem
that can be solved through the
political or public policy
process. (P)
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
AG CS 2
Students can engage 2. Political parties, interest groups and the media
in societal problems provide opportunities for civic involvement through
and participate in
various means.
opportunities to
contribute to the
common good
through
governmental and
nongovernmental
channels
voc:
media
civic
integrate
EFL-1
Select a political party or interest
group to address a civic issue,
identify a type of media as a means
of communication, then defend
the viability of the choices made in
an effort to achieve a successful
result in resolving the civic issue.
x
I can identify the different
political parties and their basic
beliefs. (K)
I can describe the role of
interest groups. (K)
I can compare the media used
by interest groups and political
parties in expressing their
opinions on civic issues. (R)
I can integrate information that
I have gathered from political
parties and interest groups in
resolving a civic issue. (S)
AG CS 3
Page | 2
Civic Participation
and Skills
Democratic
government is
enhanced when
individuals exercise
the skills to
participate
1
3. Issues can be analyzed through the critical use of
information from public records, surveys, research
data and policy positions of advocacy groups.
EFL-1
Prepare a collection of documents
pertaining to a civic issue that
contains examples from at least
two distinct information types
(e.g., public records, surveys,
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
effectively in civic
affairs.
voc:
issues
analyze
critical
data
advocacy
credible
objectivity
integrate
research data, and policy positions
of advocacy groups), explain how
each source is relevant, describe
the perspective or position of each
source and evaluate the credibility
of each source.
I can recognize a credible
source (authority of the author,
objectivity of the author,
quality of the work, currency of
the work, relevancy of the
work). (K)
I can compare classroom
results to national results on a
survey about a current issue.
(R)
I can integrate information
gathered from multiple sources
about a civic issue into a clear
understanding of an idea. (S)
I can create a credible survey
about a civic issue. (P)
AG CS 4
Page | 3
Democratic
government is
enhanced when
individuals exercise
the skills to
participate
effectively in civic
affairs.
4. The processes of persuasion, compromise,
EFL-1
consensus building and negotiation contribute to the Identify a civic issue and explain
resolution of conflicts and differences.
how persuasion, compromise,
consensus building and/or
negotiation were used to resolve
the opposing positions on the
issue.
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
voc:
consensus
resolution
precise
compose
I can define persuasion,
compromise, consensus
building, and negotiation. (K)
I can reflect how a civic issue
was decided using persuasion,
compromise, consensus
building and/or negotiation. (R)
I can choose a side of the
argument, identify precise and
knowledgeable claims, and
establish the significance of the
claims. (S)
I can compose an argument on
a civic issue using persuasion,
compromise, consensus
building and/or negotiation. (P)
Basic Principles of
the U.S.
constituition
AG CS 5
Page | 4
Principles related
to representative
democracy are
reflected in the
articles and
amendments of
the U.S.
Constitution and
provide structure
5. As the supreme law of the land, the U.S.
Constitution incorporates basic principles which help
define the government of the United States as a
federal republic including its structure, powers and
relationship with the governed.
EFL-1
Explain in context one of the basic
principles which help define the
government of the United States.
Define basic Constitutional
Principles (i.e. Popular
Sovereignty, Limited
Government, Federalism,
1
2
3
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5
6
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
for the
government of
the United States.
Separation of Powers, Checks
and Balances, etc.) (K)
Using the relationship between
checks and balances, separation
of powers I can
explain/illustrate the roles they
play at various levels of the
federalists system. (R)
voc:
supreme
principles
federal
republic
federalist
assess
evolution
formulate
Assess the evolution of basic
principles of the Constitution
from 1787 to modern day. (S)
Formulate where Constitutional
Principles may evolve to in the
next 20 years in addressing
societal needs and problems.
(i.e. What will it look like?) (P)
AG CS 6
Principles related
to representative
democracy are
reflected in the
articles and
amendments of
the U.S.
Constitution and
provide structure
for the
government of
the United States.
voc:
Page | 5
6. The Federalist Papers and the Anti-Federalist
Papers framed the national debate over the basic
principles of government encompassed by the
Constitution of the United States.
EFL-1
Cite arrangements from the
Federalist Papers and/or the AntiFederalist Papers that supported
their position on the issue of how
well the Constitution upheld the
principle of limited government.
Identify major themes and
authors of the Federalists and
Anti-Federalists Papers. (K)
Read closely and find explicit
(right there) information in
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
Federalist
framed
encompassed
cite
assess
validity
merits
primary and secondary sources.
(S)
Compare and Contrast the
arguments of the AntiFederalists and the Federalists
in regards to the Basic
Constitutional Principles. (R)
Assess the validity of the two
opposing sides and apply it to
contemporary governmental
issues. (S)
Debate the merits of the
Constitutional Principles addressed
in the Federalists and AntiFederalists papers from both a
historic and contemporary time
frame using texts evidence. (P)
Provide a concluding statement
that follows from or supports
the argument presented. (P)
AG CS 7
Page | 6
Principles related
to representative
democracy are
reflected in the
articles and
amendments of
the U.S.
Constitution and
7. Constitutional government in the United States
has changed over time as a result of amendments to
the U.S. Constitution, Supreme Court decisions,
legislation and informal practices.
EFL-1
Select an example of how
constitutional government in the
United States has changed the
meaning and application of any one
of the basic principles which help
define the government of the
United States and summarize the
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
provide structure
for the
government of
the United States.
Voc:
amendments
legislation
informal practices
categorize
primary
secondary
evolutionary
nature of the change.
Identify what informal
amendments and formal
amendments are. (K)
Identify the way the
Constitution changes over time
through the informal and
informal amendment
processes. (K)
Categorize the 27 amendments
into the basic principles of the
Constitution and explain why.
(R)
Assess the evolution of
Constitutional Principles
through Supreme Court
decisions. (S)
Read closely and find explicit
(right there) information in
primary and secondary sources.
(S)
Assess the original intent of the
founding fathers view of
Constitutional Principles in light
of the evolutionary process the
document has taken through
Supreme Court decisions and
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
basic acts of legislation. (S)
Utilizing a major contemporary
issues create a 28th amendment
using Constitutional Principles and
formulate a plan for its
implementation into modern
society. (P)
AG CS 8
Principles related
to representative
democracy are
reflected in the
articles and
amendments of
the U.S.
Constitution and
provide structure
for the
government of
the United States.
Voc:
drafted
debate
ratification
assess
generate
Page | 8
8. The Bill of Rights was drafted in response to the
national debate over the ratification of the
Constitution of the United States.
EFL-1
Relate one of the arguments over
the need for a bill of rights to the
wording of one of the first 10
Amendments to the Constitution of
the United States.
Identify the concerns citizens
had over the lack of a Bill of
Rights. (K)
Defend the Founding Father’s
position for not including them
in the original document. (R)
Assess the Founding Father’s
arguments for not including a
Bill of Rights as it relates to the
21st century. Generate a list of
concerns citizens might have
today in regards to their
personal rights and encroaching
governmental policies. (S)
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
Create a modern Bill of Rights
addressing major contemporary
social issues. (P)
AG CS 9
Principles related
to representative
democracy are
reflected in the
articles and
amendments of
the U.S.
Constitution and
provide structure
for the
government of
the United States.
Voc:
Reconstruction
Era
aftermath
explicit
formulate
9. The Reconstruction Era prompted Amendments
13 through 15 to address the aftermath of slavery
and the Civil War.
EFL-1
Summarize how the 13th through
the 15th Amendments addressed
the aftermath of slavery and the
Civil War.
Explain the 13th, 14th and 15th
amendments. (K)
Read closely and find explicit
(right there) information in
primary and secondary sources.
(S)
Explain why each amendment
was added to the Constitution
and examine the impact they
had in both Northern and
Southern Cultures. (R)
Assess the impact the
introduction of these three
amendments had and their
effectiveness at the time they
were introduced. (S)
Formulate a direction that
these three amendments will
continue to play in the 21st
Page | 9
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
century and beyond. (P)
AG CS 10
Principles related
to representative
democracy are
reflected in the
articles and
amendments of
the U.S.
Constitution and
provide structure
for the
government of
the United States.
Voc:
calls
reform
textual
primary
scientific procedure
10. Amendments 16 through 19 responded to calls
for reform during the Progressive Era.
EFL-1
Summarize how the 16th and the
19th Amendments addressed the
calls for reform during the
Progressive Era.
Describe the issues related to
taxation, representation in
Congress, alcohol use and
suffrage. (K)
I can identify textual evidence
(K)
Explain how the 16th – 19th
amendments affected the lives
of American citizens in the
Progressive Era. (R)
Gather primary sources that
depicted the American people’s
thoughts and opinions
regarding taxation,
representation in Congress,
alcohol use and suffrage. (S)
I can select a historical event,
scientific
procedure/experiment, or
technical process and identify
and gather relevant and
Page | 10
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
appropriate information. (R)
Construct a timeline of events
that shows the progression of
these social issues that later
became amendments to the
U.S. Constitution. (P)
AG CS 11
Principles related
to representative
democracy are
reflected in the
articles and
amendments of
the U.S.
Constitution and
provide structure
for the
government of
the United States.
Voc:
extensions
suffrage
disenfranchised
11. Four amendments have provided for extensions
of suffrage to disenfranchised groups.
EFL-1
Cite evidence to show that the
Constitution of the United States
has been repeatedly amended to
extend suffrage to disenfranchised
groups.
List the amendments that have
provided for the extension of
suffrage to disenfranchised
groups. (K)
Explain amendments 15, 19, 24,
and 26 and how they are
interrelated in terms of suffrage
to disenfranchised groups. (R)
I can identify a series of events
described in a history/social
studies text. (K)
Produce an amendment
presentation to the class about
one of the four amendments
that dealt with disenfranchised
groups. (S)
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
Compose a persuasive essay
that explains why your selected
group of disenfranchised voters
should gain the right to vote.
(P)
I can support my claims and
counterclaims in a disciplineappropriate form by pointing
out the strengths and
limitations of both using data
and textual evidence found in
credible sources. (R)
AG CS 12
Principles related
to representative
democracy are
reflected in the
articles and
amendments of
the U.S.
Constitution and
provide structure
for the
government of
the United States.
Voc:
altered
provisions
succession
revise
infer
Page | 12
12. Five amendments have altered provisions for
presidential election, terms, and succession to
address changing historical circumstances.
EFL-1
Explain the historical circumstances
surrounding the adoption of
constitutional amendments
pertaining to presidential election,
terms and succession.
List the five amendments relating
to the Executive branch of
government. (K)
Infer how our government would
look today if those amendments
weren’t passed. (R)
Revise the five amendments to
cover any current needs of our
government that weren’t
addressed at the time. (S)
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
I can identify a discipline-specific
topic that causes or has caused a
debate in society. (K)
Make up an amendment you
would like to see added to the
Constitution that would benefit
society as a whole. (P)
AG CS 13
Principles related
to representative
democracy are
reflected in the
articles and
amendments of
the U.S.
Constitution and
provide structure
for the
government of
the United States.
Voc:
unique
restate
predict
gather
graphic organizer
integral
compose
13. Amendments 11, 21 and 27 have addressed
unique historical circumstances.
EFL-1
Describe the unique circumstances
surrounding the adoption of
Amendments 11, 21, and 27.
Restate what amendments 11,
21, and 27 mean in plain
language. (K)
Predict why each amendment
took as long to pass as it did.
(R)
Gather information as to why
these selected amendments
were passed. (S)
Develop a graphic organizer to
show integral parts of each
amendment. (P)
I can compose a summary that
includes how key events or
ideas develop over the course of
Page | 13
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
the text. (P)
I can use prewriting strategies
to formulate ideas. (S)
Structure and
Functions of the
Federal Government
AG CS 14
Three branches
compose the
basic structure of
the federal
government.
Public policy is
created through
the making of
laws, the
execution of the
laws and the
adjudication of
disputes under
the laws.
Voc:
implemented
branches
distinguish
connections
graphic
organizer
Page | 14
1
14. Law and public policy are created and
implemented by three branches of government;
each functions with its own set of powers and
responsibilities.
EFL-1
Compare the powers and
responsibilities of each branch of
government as they pertain to law
and public policy.
I can describe the functions and
responsibilities of the three
branches of government. (K)
I can distinguish between the
role of the legislative branch in
passing laws and the role of the
executive branch in amplifying
upon the statutes passed by
Congress through the issuance
of rules and regulations. (R)
I can make connections
between the power of the
President to propose the
budget and the power of
Congress to pass the budget to
current controversies regarding
2
3
4
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
a specific budget proposal. (S)
I can create a graphic organizer
to represent the powers and
responsibilities of the three
branches of government. (P)
Reading: I can define a central
idea (main point in a piece of
writing). (K)
Writing: I can define common
organizational/formatting
structures (e.g., headings,
graphics, multimedia) and
determine the structure(s) that
will allow me to organize my
complex ideas so that each new
element builds on what
precedes it to create a unified
whole. (R)
AG CS 15
Page | 15
Three branches
compose the
basic structure of
the federal
government.
Public policy is
created through
the making of
laws, the
execution of the
laws and the
15. The political process creates a dynamic
interaction among the three branches of
government in addressing current issues.
EFL-1
Use historical or contemporary
examples of interactions among
two or three branches of the
federal government to analyze the
political dynamics involved.
I can describe the bases of
jurisdictions of the Supreme
Court. (K)
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
adjudication of
disputes under
the laws.
Voc:
interaction
analyze
examine
research
compose
evaluate
textual
I can analyze and evaluate how
a specific Supreme Court
decision impacts the ability of
Congress to create new statutes
in the future. (R)
I can examine a current public
issue between two branches of
the national government and
explain how the particular
powers of each branch are
involved in the issue. (S)
I can research and compose an
essay identifying a law that has
been overturned by the
Supreme Court that describes
how the balance of power
between the legislative and
judicial branches were affected
by the decision. (P)
Reading: I can evaluate
explanations for actions or
events and determine which
explanation best accords
(agrees with) the textual
evidence. (R)
Writing: I can organize claims,
counterclaims, reasons, and
evidence into a logical
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
sequence. (S)
Role of the People
AG CS 16
The government of
the United States
protects the
freedoms of its
people and provides
opportunities for
citizens to
participate in the
political process.
Voc:
undue
generate
itinerary
processes
reflection
1
16. In the United States, people have rights which
protect them from undue governmental
interference. Rights carry responsibilities which help
define how people use their rights and which
require respect for the rights of others.
EFL-1
Explain how the fulfillment of civic
responsibilities is related to the
exercise of rights in the United
States.
I can identify three civic
responsibilities of American
citizens. (K)
I can examine the right of free
speech and analyze its role in a
specific example of civil
discourse. (R)
I can generate a connection
between a specific civic
responsibility and the
relationship to the exercise of
rights. (S)
I can design an itinerary for a
mock political campaign
demonstrating the use of rights
and the engagement of citizens
in political and public policy
processes. (P)
Reading: I can evaluate
information I have gathered
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3
4
x
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
and determine its effectiveness
in addressing a question or
solving a problem. (R)
Writing: I can recognize that
different writing tasks (e.g.,
journal, reflection, research)
require varied time frames to
complete. (K)
AG CS 17
The government of
the United States
protects the
freedoms of its
people and provides
opportunities for
citizens to
participate in the
political process.
Voc:
broadened
marginalized
extension
identify
ratification
construct
scientific procedure
17. Historically, the United States has struggled with
majority rule and the extension of minority rights. As
a result of this struggle, the government has
increasingly extended civil rights to marginalized
groups and broadened opportunities for
participation.
EFL-1
Identify an issue related to the
denial of civil rights to a particular
minority group and explain how at
least one branch of the federal
government helped to extend civil
rights or opportunities for
participation to that group of
people.
I can identify the 14th
amendment and describe how
it led to an extension of civil
rights. (K)
I can explain how the
ratification of the 19th and 24th
amendments have positively
affected the lives of women
and other minority groups. (R)
I can gather information about
the laws passed by Congress in
the 1960s (Civil Rights Act of
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
1964, Voting Rights Act of 1965)
and assess how these laws
helped enforce the rights
addressed by the 14th and 15th
amendments. (S)
I can construct a timeline of
momentous events taking place
during the civil rights
movement of the 1950s and
1960s while considering the
resulting achievements of the
movement. (P)
Reading: I can evaluate
information I have gathered
and determine its effectiveness
in addressing a question or
solving a problem. (R)
Writing: I can select a historical
event, scientific
procedure/experiment, or
technical process and identify
and gather relevant
information (e.g., well-chosen
facts, definitions, details,
quotations, examples) to share
with my audience. (R)
AG CS 18
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Ohio’s State and
Local Governments
The State of Ohio
1
18. The Ohio Constitution was drafted in 1851 to
EFL-1
2
3
4
5
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
acts within the
framework of the
U.S. Constitution
and extends powers
and functions to
local governments.
address difficulties in governing the state of Ohio.
Provide examples of how the 1851
Ohio Constitution addressed
difficulties in governing Ohio at
that time.
I can provide examples of the
Ohio Bill of Rights in Article I,
which strengthen the judicial
branch by setting up rules for
the courts. (K)
Voc:
drafted
textual evidence
(I can define textual evidence by
using the Ohio Bill of Rights in
Article I.) (Reading)
I can explain why the state
added district court systems in
1851. (R)
I can compare the limits of debt
allowed in 1851 compared to
today. (S)
I can write a journal as a poll
worker in 1851, demonstrating
the new voting requirements
and election rules. (P)
AG CS 19
Page | 20
The State of Ohio
acts within the
framework of the
U.S. Constitution
and extends powers
and functions to
local governments.
19. As a framework for the state, the Ohio
Constitution complements the federal structure of
government in the United States.
EFL-1
Determine how the Ohio
Constitution complements the
federal structure of government in
the United States and compare the
structures, powers and
relationships between both levels
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
Voc:
framework
integrate
coherent
implementing
of government as defined in the
Constitution of Ohio and the
Constitution of the United States.
I can list the powers and
functions of state government
as outlined in the Ohio
Constitution. (K)
(I can read closely and find
explicit (right there)
information in primary and
secondary sources.)(Reading)
I can compare the three
branches of government at the
state and federal level. (R)
(I can integrate information
gathered from multiple sources
into a coherent understanding
of an idea or event.) (Writing)
I can solve a legal question
based on the Ohio and U.S.
Constitutions. (S)
I can develop a single governing
document implementing the
best elements of the Ohio
Constitution and U.S.
Constitution. (P)
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
AG CS 20
The State of Ohio
acts within the
framework of the
U.S. Constitution
and extends powers
and functions to
local governments.
20. Individuals in Ohio have a responsibility to assist
state and local governments as they address
relevant and often controversial problems that
directly affect their communities.
EFL-1
Identify and explain roles that
Ohio’s citizens can play in helping
state and local government address
problems facing their communities.
x
x
5
x
6
I can list ways that Ohio citizens
can be politically involved at
the state level. (K)
Voc:
relevant
integrate
initiative
referendum
proposed
I can explain how becoming
involved in local civic activities
can improve my community. (R)
(I can integrate effective
information I have gathered to
answer a question or solve a
problem.)(Writing)
I can participate in a mock
government activity involving a
proposed state wide initiative or
referendum. (S)
I can design a senior project based
on my involvement in the local
community activity. (P)
AG CS 21
Page | 22
Public Policy
Federal, state and
local governments
address problems
and issues by
making decisions,
1
21. A variety of entities within the three branches of
government, at all levels, address public policy
issues which arise in domestic and international
affairs.
EFL-1
Analyze a public policy issue in
terms of collaboration or conflict
among the levels of government
involved and the branches of
2
3
4
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
creating laws,
enforcing
regulations and
taking action.
government involved.
I can identify the
responsibilities of the
Congressional Budget Office.
(K)
Voc:
entities
arise
generate
I can compare the
Congressional Budget Office
with the Ohio Legislative
Service Commission. (R)
I can generate an example of
where the state legislature
affects tax decisions made by
county commissioners. (S)
(I can select a historical event,
scientific
procedure/experiment, or
technical process and identify
and gather relevant
information to share with the
audience.)(Writing)
I can develop a plan to address a
local problem at the local, state,
and federal levels. (P)
AG CS 22
Page | 23
Federal, state and
local governments
address problems
and issues by
making decisions,
22. Individuals and organizations play a role within
federal, state and local governments in helping to
determine public (domestic and foreign) policy.
EFL-1
Take different positions on public
policy issues and determine an
approach for providing effective
input to the appropriate level and
x
x
American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
creating laws,
enforcing
regulations and
taking action.
branch (agency) of the
government.
I can identify and explain both
foreign and domestic policies.
(K)
Voc:
role
domestic
input
promote
I can explain the difference
between local, state, and
federal government policy.(R)
I can organize a campaign to
promote policy through
legislative, executive, and
judicial means. (S)
(I can select a style that is
appropriate for my discipline,
context, and audience so that the
knowledge and ideas are clearly
conveyed.) (Reading)
I can plan community or special
interest activity regarding
public policy. (P)
AG CS 23
Page | 24
Government and
the Economy
The actions of
government play
a major role in
the flow of
economic activity.
Governments
1
23. The federal government uses spending and tax
policy to maintain economic stability and foster
economic growth. Regulatory actions carry
economic costs and benefits.
EFL-1
Explain how the federal
government uses spending and tax
(fiscal) policy to effect changes in
the nation’s economic conditions.
2
3
4
5
6
x
x
American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
consume and
produce goods
and services.
Fiscal and
monetary
policies, as well as
economic
regulations,
provide the
means for
government
intervention in
the economy.
I can identify fiscal policy
through media sources. (K)
Voc:
stability
regulatory
fiscal policy
applications
EFL-2
Examine applications of
government regulation and
determine a cost and benefit of
each application.
I can explain the impact of a tax
bill. (R)
I can connect fiscal actions to
current economic conditions.
(S)
I can produce a tax plan-tax cut,
tax incentive policy. (P)
I can summarize a tax plan and
the cost and benefits. (K)
I can compare/contrast two tax
plans and effectiveness. (R)
I can assess tax plans and their
impact on the future. (S)
(I can identify a disciplinespecific topic that causes or has
caused a debate in
society.)(Reading)
I can construct a rubric or
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American GovernmentAcademic Content Standards – 9-12 Grade Pacing Guide
measure for evaluating a tax
policy. (P)
AG CS 24
The actions of
government play a
major role in the
flow of economic
activity.
Governments
consume and
produce goods and
services. Fiscal and
monetary policies,
as well as economic
regulations, provide
the means for
government
intervention in the
economy.
Voc:
monetary
moderate
expansion
contraction
regulation
24. The Federal Reserve System uses monetary tools
to regulate the nation’s money supply and moderate
the effects of expansion and contraction in the
economy.
EFL-1
Explain how the Federal Reserve
System uses monetary tools to
regulate the nation’s money supply
and moderate the effects of
expansion and contraction in the
economy.
I can describe monetary tools of
the Federal Reserve. (K)
I can defend an action taken by
the Federal Reserve. (R)
(I can present my argument in a
formal style and objective tone.)
I can gather economic data
used to evaluate economic
conditions and Federal Reserve
policy. (S)
I can plan for my own economic
future based on my
understanding of the regulation
of the economy. (P)
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x
x