CIVICS AND ECONOMICS CURRICULUM DOCUMENT
North Carolina Department of Public Instruction
301 North Wilmington Street, Raleigh, North Carolina 27601
©2004
CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
STATE BOARD OF EDUCATION
HOWARD N. LEE
Chairman
Raleigh
JANE P. NORWOOD
Vice Chair
Charlotte
KATHY A. TAFT
Greenville
MICHELLE HOWARD-VITAL
Wilmington
EDGAR D. MURPHY
Durham
EVELYN B. MONROE
West End
MARIA T. PALMER
Chapel Hill
ROBERT “TOM” SPEED
Boone
WAYNE MCDEVITT
Asheville
JOHN TATE III
Charlotte
PATRICIA NICKENS WILLOUGHBY
Raleigh
BEVERLY PERDUE
Lieutenant Governor
New Bern
RICHARD MOORE
State Treasurer
Kittrell
NC DEPARTMENT OF PUBLIC INSTRUCTION
Michael E. Ward, State Superintendent
301 N. Wilmington Street • Raleigh, North Carolina 27601-2825 • www.ncpublicschools.org
In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1972, the Department of Public Instruction does not discriminate
on the basis of race, sex, color, national or ethnic origin, age, disability, or military service in its policies, programs, activities, admissions, or employment.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Welcome to Civics and Economics
The North Carolina Department of Public Instruction is pleased to provide this curriculum document for Civics and Economics
teachers on CD. This document is designed to maximize consistency across the state and within the LEA, and to provide
guidelines and support for instruction.
The Civics and Economics Curriculum Document is a supplemental guide for teaching Civics and Economics and features major
concepts, key terms, thinking skills and activities, and resources with direct linkage to many web sites. A suggested pacing
guide has been added. Civics and Economics is color coded to show the linkage to Constitutional History, United States
History, Literature, and Websites.
Green text indicates connections to United States History
Red text indicates connections to Constitutional History
Purple text indicates literature connections
Blue text indicates hyperlinks to Internet sources
This course builds on the knowledge that students gain in K-9 social studies. Every grade, K-8, has a civic and
economic strand. From World History, students receive the basis for the founding principles of the United States
political and economic system, in addition to the many contributions from civilizations that are incorporated in our
history and culture. Incorporating this document into the LEA’s curriculum guide for Civics and Economics will
provide teachers with support for teaching this course.
Inquiries about the material on this CD should be addressed to Esther Dunnegan, NCDPI, Social Studies, 6345 Mail Service
Center, Raleigh, North Carolina 27699-6345 or email at edunnega@dpi.state.nc.us.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
The North Carolina Department of Public Instruction is thankful to the many teachers listed below, who provided input in the
development of the Civic and Economics standards and the Civics and Economics Curriculum document.
Traci Barger, McDowell
Stephen Basnight, Dare
Robert Brogden, Chapel Hill-Carboro
Robert W. Brown, Cleveland
Nancy Cope, Retired Educator
Erin Faile, Halifax
Becky Finger, Charlotte-Mecklenburg
Carrie Gilchrist, Retired
Becky Griffith, Avery
Jeanne Haney, Davidson
Judy Harrelson, Richmond
Susan Hirsch, Wake
Joe Hoffman, Wake
Susan Jacobi, John Baker Charter
Diane Mitchell, Hoke
Sonya McGinnis, Charlotte-Mecklenburg
Michelle McLaughlin, Cumberland
Christopher Monte, Granville
Lane Moore, Randolph
Todd Peeler, Cleveland
Marguerite Scott, Wake
Darnell Tabron, Durham
Julia Timberlake, Durham
April Tisdale, Wake
Denise Hunt, Robeson
Marie Dunn, Word Processing
Judy Weaver, Word Processing
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Teaching Options
The goals and objectives are the solid basis of this document. Concepts and terms have been provided to
assist the teacher in knowing what must be included to provide minimum classroom instruction. Thinking
skills and activities are provided to give the teacher suggestions for making instruction interactive and
inclusive of various learning styles. Keep in mind that the concepts, terms, and suggested activities are fluid
and provide more than enough information to teach this course. An added feature of this document is the
hyperlinked resources, leading to primary documents, government web pages and other pertinent topics.
Teachers are encouraged to enhance instruction beyond the minimums required. There are many
opportunities for the teacher to provide his or her own areas of interest, additional concepts and terms.
Teaching strategies used to teach students in Civics and Economics must include methods that maximize
learning for all students. (See Weber, E. and Dunnegan, E., Coaching the High School Social Studies Teacher,
NCDPI, 2004 for instructional strategies.)
This document could not include every concept and term in national standards or textbooks for the study of
civics, government, the judicial process, and economics. It was difficult to narrow the focus to what is
presented in this curriculum document. Do note, that as the teacher, you have the flexibility to teach these
goals, objectives, concepts, and terms in the order that best fits the needs of the students.
A suggested pacing guide is included. Teachers are encouraged to align this pacing guide and consider their
local school system’s calendar to maximize the instruction and learning process. Goals and objectives can be
combined for greater effectiveness, and the order in which they are taught is flexible. One suggestion is to
group the goals and objectives into four major categories: early U.S. history, legislative (national, state, and
local), judicial (national & state), and economics (national, state, and personal). Several objectives provide
for continuous learning throughout the course. Civics and Economics is designed to include as much hands-on
as possible; civic engagement, volunteerism, service learning, and economic simulations are encouraged.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Civics and Economics
Suggested Pacing Guide
Goal
45-55 Minute Period
90 Minute Block
1
19
9
2
20
10
3
10
5
4
20
8/10
5
20
10
6
20
10
7
20
10
8
20
10
9
13
6
10
10
4
Subtotal
172
82
Testing/Flex
12
8
Total
180
90
Note: This pacing guided is “suggested”. It is recommended that as the LEA curriculum document is
developed, you look closely at the school calendar and make any necessary adjustments to accommodate
your needs. It is also recommended that at the end the school year, teachers reassess their pacing and
make the necessary realignments.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 1:
The learner will investigate the foundations of the American political system and explore basic values
and principles of American democracy.
Objective 1.01:
Describe how geographic diversity influenced economic, social and political life in colonial North America.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Regional divisions in the
New England
1.01a Create a mobile about a
Bradford’s History of Plimouth
colonies
Middle Colonies
colony. The mobile should
Plantation
Southern Colonies
include:
http://members.aol.com/calebj/
Economic growth
Jamestown
 A map of the 13 colony with bradford_journal.html
Plantation system
the featured colony color
Colonial social structure
Mercantilism
coded
Maryland’s Religious Toleration
Indentured servants
 Date and name of first
Act – 1649
Political/Governmental
Slavery
settlement
http://odur.let.rug.nl/~usa/D/16
structure
Middle Passage
 A paragraph describing the
01-1650/maryland/mta.htm
Triangular Trade Route
original American Indians in
Ethnic and Religious Diversity
Pilgrims
this colony
Roger Williams’ The Bloody
Puritans
 Write a paragraph
Tenet
Quakers
describing an important
http://www.ivcc.edu/radek/Willi
Catholics
person in the colony
amsChpt2.htm
American Indian
 A sentence describing the
Religious dissenters
major economic activity
Bacon’s Rebellion
 A drawing and sentence
Town meetings
describing a main event
Joint-stock/
within the colony
Proprietary/Royal/
Present project to class.
Self-Governing Colonies
Salem Witch Trials
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 1:
The learner will investigate the foundations of the American political system and explore basic values
and principles of American democracy.
Objective 1.02:
Trace and analyze the development of ideas about self-government in British North America.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Colonial traditions of selfgovernment
Ideas of the Enlightenment
The seeds of rebellion
Majority Rule
Separation of Church and
State
Magna Carta/Great Charter
Parliament
Common Law
Mayflower Compact
House of Burgesses
Town meetings
Social Contract theory
Natural rights
Common good/Civic virtue
Classical republicanism
1st/2nd Continental Congress
Fundamental Orders of
Connecticut
English Bill of Rights
Limited Government
Republic
1.02a
1.02b
1.02c
1.02d
Using a copy of the
Declaration of
Independence, circle all
terms that are about selfgovernment.
Have students begin to set
up their own personal
government by writing a
“preamble” as to why it
would be necessary.
Develop an annotated
timeline that details the
chronology and significance
of major events in British
North America.
Complete a graphic
organizer explaining the
reasons for and effects of
the English Bill of Rights.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Hobbes, Leviathan excerpts
http://socserv.socsci.mcmaster.c
a/~econ/ugcm/3ll3/hobbes/Levi
athan.pdf
Royal Commission in Virginia on
Bacon’s Rebellion, Feb. 27, 1677
http://www.ls.net/~newriver/va/
bacon.htm
Resolution of the Virginia House
of Burgesses on Colonial
Authority, Nov. 14, 1764
The Mayflower Compact
Foundations of the Colonial Era,
Documents of Destiny, Goldhil
Home Video
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 1:
The learner will investigate the foundations of the American political system and explore basic values
and principles of American democracy.
Objective 1.02: (continued)
Trace and analyze the development of ideas about self-government in British North America.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
1.02e Write an essay explaining
why the contributions of
selected people were
important to the time
period, i.e., Roger Williams,
William Penn, George
Calvert, Anne Hutchinson.
1.02f Write an essay describing
how the factors of
population, economics,
disease and climate shaped
the basic social conditions
and ways of life of early
Americans in the Southern,
Middle, and New England
colonies.
1.02g Create a poster depicting
the contributions of
selected Enlightenment
philosophers to the
formation of American
republicanism, i.e., Locke,
Hobbes, Voltaire,
Montesqueiu, Rousseau.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 1:
The learner will investigate the foundations of the American political system and explore basic values
and principles of American democracy.
Objective 1.03:
Examine the causes of the American Revolution.
Major Concepts
Terms
Discontent with foreign rule
Mercantilism
Tradition of self-government
Preservation of civil liberties
No Taxation without
representation
Favorable Balance of Trade
French and Indian War
Writs of assistance
Proclamation of 1763
Quartering Act
Stamp Act/Stamp Act
Congress
Declaratory Act
Albany Plan of Union
Sons of Liberty
Boston Massacre
Committees of
Correspondence
John Peter Zenger
“Shot heard around the
world”
Boston Tea Party
Intolerable Acts/Coercive
Acts
Declaration of
Independence
Thinking Skills and Suggested
Activities
1.03a
Write a position paper
justifying the colonies’ right
to rebel against the British
or the British right to keep
their colonies.
1.03b
Discuss the use of
propaganda to sway public
opinion regarding war with
Britain. Consider the views
of colonists such as Paul
Revere, Samuel Adams,
Mercy Otis Warren, Patrick
Henry, Thomas Jefferson,
Thomas Paine ,and Abigail
and John Adams.
1.03c
Using a graphic organizer,
compare British action and
colonists’ reactions during
the pre-Revolutionary
Period.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Excerpts from Paine’s Common
Sense
http://xroads.virginia.edu/~Hype
r2/CDFinal/Paine/cover.html
The Declaration of Independence
http://www.archives.gov/national
_archives_experience/charters.h
tml
Patrick Henry’s speech to the
Virginia House of Burgesses
Resolutions of the Stamp Act
Congress Oct. 19, 1765
John Dickinson’s Letters from a
Farmer 1767-68
http://www.earlyamerica.com/ear
lyamerica/bookmarks/farmer/
Edmund Burke - Speech on
Conciliation with America, March
22, 1775
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 1:
The learner will investigate the foundations of the American political system and explore basic values
and principles of American democracy.
Objective 1.03: (continued)
Examine the causes of the American Revolution.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Thomas Paine’s Common
1.03d Post Cards Home – Students PBS Video – “Liberty! The
Sense
take the position of a
American Revolution”
Salutary neglect
Patriot or Loyalist in the
Navigation Acts
American Revolution. Select Chronicle of the Revolution & The
a battle and research
Road to Revolution
information about that
http://pbs.org/liberty/
battle. Illustrate 3 post
cards from this battle
The Revolutionary Era, Documents
depicting:
of Destiny, Goldhil Home Videos
 Location
 A peaceful activity
 Results of the battle
On the reverse side of the
postcard:
 Write home to a loved one,
describing your experiences
in the war and include two
facts gathered from the
research.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 1:
The learner will investigate the foundations of the American political system and explore basic values
and principles of American democracy.
Objective 1.04:
Elaborate on the emergence of an American identity.
Major Concepts
Terms
Emphasis on education
Separation of church and state
Institution of slavery
Religious pluralism
Public schooling
Slave trade
1st Great Awakening
Suffrage
Nationalism
Land ownership
Thinking Skills and Suggested
Activities
1.04a
1.04b
Development of Egalitarianism
Consent of the Governed
1.04c
What values and ideals
for/by Americans emerged
in this period? Research
several historical sources
and post the results.
Read an excerpt from
Crevecourer’s What is an
American. Discuss
appropriate answers to his
question, “What then is
this new American, this
new man?”
Analyze quotes of
significant speakers and
authors of the time period
and how they reflect the
American ideals, i.e.
Jonathan Edwards, Phyllis
Wheatley, and Thomas
Paine.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Hector de St. John Crevecourer
What is an American?
http://www.18c.net/hecstjohdecr
.html
Alexis de Tocqueville
http://www.tocqueville.org/
The Constitution
http://www.archives.gov/national
_archives_experience/charters.h
tml
Articles of Confederation
http://www.yale.edu/lawweb/aval
on/artconf.htm
Traveling De Tocqueville’s
America and A Conversation in
Democracy, C-SPAN Video
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 1:
The learner will investigate the foundations of the American political system and explore basic values
and principles of American democracy.
Objective 1.05:
Identify the major domestic problems of the nation under the Articles of Confederation and assess the extent to which they
were resolved by the new Constitution.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Characteristics of the Articles Land Ordinance, 1785
1.05a Using a “fishbone” diagram
The Articles of Confederation
of Confederation
Northwest Ordinance of
and the term Articles of
http://www.yale.edu/lawweb/aval
1787
Confederation, chart and
on/artconf.htm
Organization and governance of Treaty of Paris, 1783
categorize the strengths
new lands
Shays Rebellion
and weaknesses in the new
The Constitution
Bill of Rights
government.
http://www.archives.gov/national
Internal rebellion
The Virginia Plan
1.05b With a Venn Diagram show
_archives_experience/charters.h
The New Jersey Plan
how the weaknesses of the
tml
Role of the central government The Great Compromise
Articles of Confederation
Connecticut Plan
were corrected in the
Mock Constitutional Convention
The three/fifths
Constitution.
http://www.congresslink.org/lesso
Compromise
1.05c Create a timeline of events
nplans/MEDmock.html
The Commerce and Slave
leading to the Constitutional
Creating a New Nation,
Trade Compromise
Convention.
The Electoral College
1.05d Stage a mock Constitutional
Documents of Destiny, Goldhil
Convention; allow students
Home Videos
to represent the identities
We the People, Unit 2, Lesson 10and positions of various
15
delegates.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 1:
The learner will investigate the foundations of the American political system and explore basic values
and principles of American democracy.
Objective 1.06:
Compare viewpoints about government in the Federalist and the Anti-Federalist Papers.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Protection of individual rights
States rights vs. strong
centralized government
Ratification of the Constitution
Federalists
Anti-federalists
Loose Interpretation
Strict Interpretation
Federalism
Separation of Powers
Checks and Balances
Republicanism
The Judiciary
The Executive Branch
Factions
Bill of Rights
1.06a
1.06b
1.06c
Examine Federalist Paper
#51. Write a paragraph
explaining the following
excerpt, “If men were
angels, no government would
be necessary. If angels
were to govern men, neither
external nor internal
controls on government
would be necessary.”
Using Federalist Paper #10,
compare and contrast
representative and direct
democracy.
Using We the People
Activity 16 & 17, conduct a
debate between Federalists
and Anti-Federalists.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Jefferson’s letter to Madison on
the Constitution, December 20,
1787
The Federalist Papers
http://lcweb2.loc.gov/const/fed/
fedpapers.html
The Anti-Federalists Papers
http://www.constitution.org/afp/
afp.htm
http://www.yale.edu/lawweb/aval
on/const/mchenry.htm
We The People, Unit 2, Lesson 16
and 17
Patrick & Keller, Lessons on the
Federalist Papers. 1986. ISBN-0941339-00-9
Gilbert-Rolfe, The Federalist
Papers: A Modern Translation,
2000.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 1:
The learner will investigate the foundations of the American political system and explore basic values
and principles of American democracy.
Objective 1.06: (continued)
Compare viewpoints about government in the Federalist and the Anti-Federalist Papers.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
1.06d Identify arguments in the
Federalists’ and AntiFederalists’ writings that
are relevant to current
events.
1.06e
Compare and contrast the
viewpoints about the
function of government as
expressed by John Jay,
Alexander Hamilton, James
Madison, George Mason, and
James Monroe.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 1:
The learner will investigate the foundations of the American political system and explore basic values
and principles of American democracy.
Objective 1.07:
Evaluate the extent to which the Bill of Rights extended the Constitution.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Compromise and adoption of
Constitution
Scope and Limits of the Bill of
Rights
Guarantees of Personal
Liberties
Free Exercise Clause
Establishment Clause
Freedoms of expression,
assembly, petition,
religion
Right to bear arms
Quartering
Search & Seizure
Eminent Domain
Due Process
Double Jeopardy
Self incrimination
Rights of the accused
Speedy and public trial
Trial by jury
Fines and punishments
Powers of states
Powers of people
1.07a
Generate scenarios in which
the Bill of Rights would or
would not apply through the
Civil War.
1.07b
Create a board game to
learn concepts and terms
associated with the
constitutional amendments,
i.e., Bingo, Jeopardy.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
ABC’S “Schoolhouse Rock” Series
– “History Rock”
http://www.school-houserock.com/AmericaRock.html
Bill of Rights, A Users Guide,
Close-Up, ISBN 0-932765-67-X
We The People, Lesson 19 & 29
Bill of Rights Institute
http://www.billofrightsinstitute.o
rg/
National Constitution Center,
Interactive Constitution
http://www.constitutioncenter.or
g/
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 1:
The learner will investigate the foundations of the American political system and explore basic values
and principles of American democracy.
Objective 1.08:
Compare the American system of government to other forms of government.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Forms of governments
American system of
government
Anarchy
Autocracy
Theocracy
Oligarchy
Limited/Absolute Monarchy
Totalitarianism
Dictatorship
Aristocracy
Democracy
Federalism
Republicanism
1.08a
Create a graphic organizer
listing the basic features
of each form of
government.
1.08b
Using a world political map,
identify the different
forms of government
throughout the world.
1.08c
Write an essay that
identifies the
characteristics of the
United States as a
democratic republic.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Quick Tips To Learning
Government and Citizenship:
Forms of Government, VHS The
School Company PCL309 © 2001
The American System of
Government
http://uploader.wuerzburg.de/gy
m-fkg/schule/fachber/uprojekte/englisch/systemusa/
(Repeat from World
History)
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 2:
The learner will analyze how the government established by the United States Constitution embodies the
purposes, values, and principles of American Democracy.
Objective 2.01:
Identify principles in the United States Constitution.
Major Concepts
Terms
Popular Sovereignty
Federalism
Separation of Powers
Checks & Balances
Limited Government
Flexibility
Preamble
Elastic Clause (Necessary
and Proper Clause)
Implied Powers
Full Faith and Credit Clause
Legislative Branch
Executive Branch
Judicial Branch
Enumerated Powers
Expressed Powers
Delegated Powers
Reserved Powers
Concurrent Powers
Supremacy Clause
Thinking Skills and Suggested
Activities
2.01a
2.01b
Create a brochure to be
sent to students in a foreign
country that depicts
American rights and
freedoms guaranteed to all
American citizens.
What current events
involve controversy about
the full faith and credit
clause? Explain how these
issues may be resolved.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
We the People, The Citizen and
the Constitution, Unit 1, Lessons
1,2,3,4,5,6; Unit 2, Lessons
11,12,13,14,15,16,17; Unit 5,
Lessons 24,25,26,27,28,29,30
Bill of Rights Institute
http://www.billofrightsinstitute.o
rg/
The U. S. Constitution
http://www.usconstitution.net/co
nstam.html
The U.S. House of
Representatives
http://www.house.gov/
The U.S. Senate
http://www.senate.gov/
Federalism
http://plato.stanford.edu/entries
/federalism/
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 2:
The learner will analyze how the government established by the United States Constitution embodies the
purposes, values, and principles of American Democracy.
Objective 2.01: (continued)
Identify principles in the United States Constitution.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Federalism, Government by
Consent Series, GPN, 1800 North
33rd Street, P. O. Box 80669,
Lincoln, NE 68501
The Almost Painless Guide to the
U. S. Constitution, United
Learning, 1560 Sherman Avenue,
Evanston, IL 60201
Background of the U.S.
Constitution, VHS, BFA
Educational Media: Phoenix
Learning Group
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 2:
The learner will analyze how the government established by the United States Constitution embodies the
purposes, values, and principles of American Democracy.
Objective 2.02:
Explain how the United States Constitution defines the framework, organization and structure of the three branches of
government at the national level.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
We the People, Unit 2: Lessons 13,
Legislative Branch
Speaker of the House
2.02a Using a graphic organizer,
President Pro Tempore
compare and contrast the
14; Unit 3: Lessons 18,
Executive Branch
President of the Senate
roles of Senate and the
Mr. Smith Goes To Washington
House of Representatives
House of Representatives.
Judicial Branch
Senate
video
Bill/Law
2.02b “Who are your elected
The Committee System
officials?” Students
The American President, PBS video
Cloture
familiarize themselves with
series
Filibuster
their U.S. Congressional and http://www.americanpresident.org
Apportionment
Senate members; select
Non-legislative Powers
one, and email them about a
The U.S. Senate
Immunity
key issue or concern.
http://www.senate.gov/
Censure
Expulsion
The U.S. House of Representatives
Seniority System
http://www.house.gov/
Majority & Minority Leaders
Party Whips
Congress for Kids
Impeachment
http://www.congressforkids.net/
Presidential Succession
State of the Union Address
Veto Power
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 2:
The learner will analyze how the government established by the United States Constitution embodies the
purposes, values, and principles of American Democracy.
Objective 2.02: (continued)
Explain how the United States Constitution defines the framework, organization and structure of the three branches of
government at the national level.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Executive Agreement
2.02c Create a chart on the
State of the Union Address Commander-in-Chief
members of the Supreme
Archives
Chief Diplomat
Court that explores their
http://www.cChief Executive
background, past judicial
span.org/executive/stateoftheuni
Party Leader
opinions, presidential
on.asp
Legislative Leader
appointment and age.
Head-of-State
Predict whether this court
Economic Leader
will have a “loose” or “strict” The Almost Painless Guide to the
Executive Branch, The Almost
Executive Orders
interpretation of court
Painless Guide to the Judicial
Treaty
cases. What other
Branch, and The Almost Painless
U.S. Supreme Court
conclusions can be drawn
Chief Justice
based on the composition of Guide to the Legislative Branch,
Associate Justices
the court?
United Learning, 1560 Sherman
Original Jurisdiction
Avenue, Suite 100, Evanston, IL
Appellate Jurisdiction
2.02d Use magazine and newspaper 60201
Concurrent Jurisdiction
articles to identify specific
Exclusive Jurisdiction
duties and roles of the
president.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 2:
The learner will analyze how the government established by the United States Constitution embodies the
purposes, values, and principles of American Democracy.
Objective 2.03:
Explain how the United States Constitution grants and limits the authority of public officials and government agencies.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
We the People, Unit 3: Lessons
Limited Power
Impeachment
2.03a Create posters or use a
Pardons
Venn Diagram showing
21, 22
Enumerated Power
Commutations
powers delegated to the
Reprieve
U.S. Government, powers
Federalism
Writ of Habeas Corpus
National Supremacy
reserved to the states, and http://socialscience.tyler.cc.tx.us
Bill of Attainder
powers that are considered /mkho/Online_Courses/American
Ex post facto laws
concurrent.
_Textbook_Outlines/ap/ch3Title of Nobility
out.htm
Rule of Law
2.03b Conduct research to
Judicial Review
identify relevant examples
National Supremacy
Veto Power
of how excess power is
http://caselaw.lp.findlaw.com/dat
Supremacy Clause
addressed.
a/constitution/article06/02.html
Articles 1, 2, & 3
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 2:
The learner will analyze how the government established by the United States Constitution embodies the
purposes, values, and principles of American Democracy.
Objective 2.04:
Describe how the United States Constitution may be changed and analyze the impact of specific changes.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
We the People , Unit 3: Lesson 19
Amending the Constitution
Constitutional Convention
2.04a Research the demise of the
Congressional action
Equal Rights Amendment.
Unit 4: Lessons 24, 25, 26, 27
Executive Order
Write an essay on why the
Judicial Decisions and
Equal Rights Amendment
Literacy Test
Review
failed.
http://www.texancultures.utsa.ed
Customs/Traditions
2.04b Imagine that a convention is u/newtexans/literacy.htm
Amendments 1 – 27
being called to revise the
Equal protection
United States Constitution.
Amendments to the Constitution
Due Process
Generate a class list of
http://www.house.gov/Constitutio
Citizenship
desired changes; select the
n/Amend.html
Suffrage
five most important and
Presidential Succession and
prepare a briefing paper for Equal Protection
Term Limits (22nd and
a delegate to the convention http://www.law.cornell.edu/topics
th
25 amendments)
showing how these changes
/equal_protection.html
would alter government.
2.04c Create a list of ways the
National Constitution Center
Constitution has been
http://www.constitutioncenter.or
changed other than through g/
the amendment process (for
example: legislation, court
Temperance Movement,
decision, custom, political
Interactive
party practices). Select one http://search.eb.com/women/arti
method of change and
cles/temperance_movement.html
create a PowerPoint
presentation describing it.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 2:
The learner will analyze how the government established by the United States Constitution embodies the
purposes, values, and principles of American Democracy.
Objective 2.05:
Analyze court cases that illustrate that the United States Constitution is the supreme law of the land.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
We the People, Unit 3: Lesson 21,
Judicial review
Marbury v. Madison 1803
2.05a Using Paired Reading,
McCulloch v. Maryland 1819
students will review the
Elastic clause
Gibbons v. Ogden 1824
Supreme Court cases,
Landmark Supreme Court Cases
Plessy v. Ferguson 1896
defining unfamiliar terms
http://www.landmarkcases.org/
Brown v. Board of Education
and writing questions in the
1954
margins about the selected
Bethel School District vs. Frasier,
Swann v. Charlottereadings. Students conclude 1986
Mecklenburg Board of
the activity by writing a
http://www.law.umkc.edu/faculty/
Education 1969
summary statement about a
projects/ftrials/firstamendment/
Korematsu vs. US 1944
court case. Students then
bethel.html
Heart of Atlanta Motel, Inc.
move from one group to
Plessy v. Ferguson, Supreme
v. United States 1964
another, teaching the new
group about their court
Court Decisions That Changed the
case.
Nation Series, Guidance
2.05b Create a chart answering
Associates Video, Mt. Kisco, New
the following for each
York 10549
Supreme Court case:
1. Issue before the
court
2. Facts of the case
3. Decision of the
court
4. Effects of the
decision
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 2:
The learner will analyze how the government established by the United States Constitution embodies the
purposes, values, and principles of American Democracy.
Objective 2.06:
Analyze court cases that demonstrate how the United States Constitution and the Bill of Rights protect the rights of individuals.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Gideon v. Wainwright, Miranda v.
Individual Rights of Citizens
Furman v. Georgia, 1972
2.06c Give each student a case
Arizona, Scott v. Sandford,
Gregg v. Georgia, 1976
analysis sheet and a
Gideon V. Wainwright, 1963
supreme court case.
Supreme Court Decisions That
Regents of the University
Students teach the class
Changed the Nation Series
of California vs. Bakke,
about the case by creating a Guidance Associates Video, Mt.
1978
visual that illustrates the
Kisco, New York 10549
New Jersey vs. T.L.O., 1985
constitutional issues and
Bethel School District vs.
background of the court
New Jersey vs. T.L.O. 1985
Frasier, 1986
case.
http://www.law.umkc.edu/faculty/
Tinker v. Des Moines, 1969
projects/ftrials/conlaw/tlo.html
Hazelwood v. Kuhlmeier,
1988
Texas v. Johnson, 1989
Engel v. Vitale, 1962
Miranda v. Arizona, 1966
Mapp v. Ohio, 1961
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 2:
The learner will analyze how the government established by the United States Constitution embodies the
purposes, values, and principles of American Democracy.
Objective 2.07:
Identify modern controversies related to the powers of the federal government that are similar to the debates between
Federalists and Anti-Federalists over ratification of the United States Constitution.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
We the People, Unit 2: Lessons
Strict versus loose
Term limits for government
2.07a Generate examples of
constructionist views of the
officials
conflicts between a state
16, 17,
Constitution
Redistricting
government and the federal
Interest Groups
government; develop a
The Basics of Separation
States Rights
Majority rule/Minority
decision-making model and
http://members.tripod.com/~can
rights
show how the conflicts may
dst/tnppage/basicidx.htm
Electoral College and process
Homeland Security
be resolved.
Patriot Act
Civil and Personal Liberties
Right to bear arms
2.07b Write an essay explaining
Separation of church and
the dangers of a federal
state
government that is either
too weak or too strong.
2.07c Is it necessary for the
Supreme Court to play an
activist role in order to
protect the rights of all
Americans? Debate this
question in small groups of
four.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 2:
The learner will analyze how the government established by the United States Constitution embodies the
purposes, values, and principles of American Democracy.
Objective 2.08:
Examine taxation and other revenue sources at the national level of government.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Sources of government
revenue
Government expenditures
Fiscal policy
Expenditure
Revenue
Regressive taxation
Progressive taxation
Proportional taxation
Income tax
Excise tax
Corporate tax
Direct Tax
Estate tax
User fees
Tariffs
Social Security
National budget
Budget deficit/Surplus
National debt
Deficit spending
Tax returns
Fines
Bonds
Balanced budget
2.08a
2.08b
Create a national budget
for the next fiscal year.
Determine your sources of
revenue and your
expenditures. Chart the
results using pie or bar
graphs. Compare your
results to the actual
national budget.
Create a song, rap, or poem
that is reflective of terms
in this goal and their
impact on society.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
National Budget Simulation
http://www.budgetsim.org/nbs/
GDP and Government
Expenditures
http://www.cdc.gov/nchs/data/hu
s/tables/2003/03hus112.pdf
The United States System of
Taxation
http://www.gbsusa.net/tax/advantage/ustax.htm
The Federal Budget
http://www.whitehouse.gov/omb/
budget/fy2002/guide.html
Understanding the Federal
Budget
http://www.usnewsclassroom.com
/resources/activities/act010423.
html
ABC’S “Schoolhouse Rock”
Series – “Money Rock” - Video
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 2:
The learner will analyze how the government established by the United States Constitution embodies the
purposes, values, and principles of American Democracy.
Objective 2.09:
Describe the services provided by selected government agencies and how funding is provided.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
National security
Transportation
Conservation of natural
resources
Immigration and
naturalization
Crime control and drug
interdiction
Health and human services
Information Gathering &
Policy Formation
Federal Bureau of
Investigation (FBI)
Central Intelligence Agency
(CIA)
Department of Homeland
Security
Internal Revenue Service
(IRS)
Department of Transportation
(DOT)
National Transportation
Safety Board
U. S. Citizenship and
Immigration Services
Drug Enforcement Agency
(DEA)
Alcohol Tobacco and Firearms
(ATF)
Federal Emergency
Management Administration
(FEMA)
Medicare/Medicaid
Center for Disease Control
(CDC)
Census
2.09a
2.09b
Research how citizenship
laws have changed
throughout our country’s
history.
Compare and contrast the
responsibilities and roles of
the FBI, DEA, and ATF.
Given a natural disaster
such as a hurricane or
flood, trace the steps that
a state and an individual
must follow to apply and
receive services from
FEMA.
2.09d Generate a list of
government services in the
local community. Construct
a graphic organizer
illustrating agencies
providing the services,
sources of funding, and
numbers of people served in
the community.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
We the People, Unit 3: Lesson 18
Federal Agencies Directory
http://www.lib.lsu.edu/gov/fedgov
.html
The White House - Agencies
http://www.whitehouse.gov/gover
nment/
2.09c
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
U.S. Census Bureau
http://www.census.gov/
FEMA, U.S. Department of
Homeland Security
http://www.fema.gov/
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 3:
The learner will analyze how state and local government is established by the North Carolina
Constitution.
Objective 3.01:
Identify the principles in the North Carolina Constitution and local charters.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
State Constitutions
Principles of N. C. State
Government
Local charters (City & County)
Preamble to N. C.
Constitution
Separation of Powers
Checks and Balances
Flexibility/Amendment
Process
Popular sovereignty
Limited government
Incorporation
Declaration of Rights
3.01a
3.01b
Using graphic organizers,
compare the N. C. state
Constitution format with
that of the U. S.
Constitution.
Using graphic organizers,
compare and contrast the
principles in the preamble to
the N. C. Constitution with
the preamble to the U. S.
Constitution.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
N.C. Government
http://www.ncgov.com
N.C. General Assembly
http://www.ncga.state.nc.us
N.C. Court System
http://www.nccourts.org
The Constitution of N.C.
http://statelibrary.dcr.state.nc.u
s/nc/stgovt/preconst.htm
N.C. Counties
http://www.findnc.org/
North Carolina Focus: An
anthology of State Government,
Politics, and Policy, North Carolina
Center for Public Policy, 1996
Local Governments, Government
By Consent, GPN, 1800 North 3rd
Street, P. O. Box 80669, Lincoln,
NE 68501
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 3:
The learner will analyze how state and local government is established by the North Carolina
Constitution.
Objective 3.02:
Explain how the N. C. Constitution and local charters define the framework, organization, and structure of government at the
state and local level.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Gordon P. Whitaker, Local
Organization and structure of
Council of State
3.02a Arrange for groups of
state and local government
Governor
students to visit the offices Government in North Carolina,
Lieutenant Governor
of the local city/county
Second Edition
The N. C. General Assembly
General Assembly Officials
government and the state
& Committees
general assembly.
State Government Videos
Governor and the State
Types of local government:
The Law (P4083); The Lawmakers
Administration
 County
3.02b Attend a local
(P4095); Lawmaking (P4084),
 City
commissioners’ meeting.
100% Educational Videos, P. O.
 Special Districts
Report to the class the
Box 775, Orangevale, CA 95662
 Townships
major concerns discussed
 Metropolis
and how they impact the
N.C. Government
Mayor
citizens.
http://www.ncgov.com
Mayor-council plan
City or Town Council
3.02c Arrange for a County
N.C. General Assembly
Council Manager plan
Government Day with the
http://www.ncga.state.nc.us
County Commissioners
students visiting key offices
Sheriff
to watch how officials work, N.C. Court System
Chief of police
or have the officials come
http://www.nccourts.org
Statutes
to the classroom to explain
Ordinances
their work.
National Civic League – Model City
Board of Education
Charter Revision Process
Alderman
http://www.ncl.org/npp/charter/
memos/recall.html
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 3:
The learner will analyze how state and local government is established by the North Carolina
Constitution.
Objective 3.03:
Explain how the state constitution grants and limits the authority of public officials and government agencies.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
State Agencies and how they
State Agencies
3.03a
Using your local or state
N.C. Government
function
Health Department
government’s website,
http://www.ncgov.com
Parks and Recreation
identify agencies that
Authority of public officials
Department
provide services for the
Transportation Department
citizens. Select one
Register Deeds
agency to explore their
Governor
most recent actions in
Lieutenant Governor
your community.
Sheriffs
Judges
3.03b
Research the role of
mayors under the
different plans of local
government. Interview
your local mayor about his
role in government.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 3:
The learner will analyze how state and local government is established by the North Carolina
Constitution.
Objective 3.04:
Describe how the state constitution and local charters may be changed, and analyze the impact of specific changes.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Amending the N. C.
Referendum
3.04a Research the most recent
N. C. State Government
Constitution
Local Act
issue that resulted in a
http://www.ncgov.com
referendum being added to
Reform in state and local
the local election. Develop a Gordon P. Whitaker, Local
Government in North Carolina,
government
graphic organizer that
reflects the voter turnout
Second Edition
on this referendum.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 3:
The learner will analyze how state and local government is established by the North Carolina Constitution.
Objective 3.05:
Analyze court cases that illustrate that the N. C. Constitution is the law of the state.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
State v Mann, 1830
N. C. Supreme Court
3.05a Research the Leandro Case.
N.C. Court System
The Leandro Case
Chart the major events of
http://www.nccourts.org
this case and its major
impacts on education.
All things Leandro
http://www.ncchild.org/education.
htm
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 3:
The learner will analyze how state and local government is established by the North Carolina
Constitution.
Objective 3.06:
Analyze how the Fourteenth Amendment extends the Bill of Rights’ protection to citizens of a state.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Equal protection under the law
Citizenship
3.06a Trace the impact of civil
The International Civil Rights
Civil rights
rights in N. C. on minority
Center & Museum
Individual Rights
Voting rights
groups.
http://www.sitins.com/
Women’s rights
3.06b Trace the history of
NC African American Culture
citizenship rights of
Tour
American Indian and its
http://www.ncculturetour.org/or
impact on their role as
alhst/arc.htm
citizens of the state.
The Museum of the Native
American Resource Center, UNC
at Pembroke
http://www.uncp.edu/nativemuse
um/
NC Indian Fact Sheet and
Suggested Reading List
http://www.doa.state.nc.us/doa
/cia/handout1.htm
Women’s Suffrage Movement in
North Carolina
http://docsouth.dsi.internet2.ed
u/nc/suffrage/menu.html
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 3:
The learner will analyze how state and local government is established by the North Carolina
Constitution.
Objective 3.07:
Identify modern controversies related to powers of the state government.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Education
Taxes/Resources/Services
Terrorism/Security
Political Integrity
Annexation
Lottery
Disaster relief
Balanced budget
Charter Schools
Redistricting
Political Corruption
School busing
Gerrymandering
3.07a Research a recent state
controversy; write an essay
on how to resolve the
problem.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Local newspapers and state
magazines
Websites for your local television
stations
3.07b Write a letter to any state
government official on how
to solve a long-standing,
repetitive issues or
controversies.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 3:
The learner will analyze how state and local government is established by the North Carolina
Constitution.
Objective 3.08:
Examine taxation and other revenue sources at the state and local level.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Financing State and Local
Government
Types of State and Local
Taxes
Non-Tax Sources of State
Revenue
State Budget Process
State and Local Spending
State income tax
Corporate income tax
Sales tax
Excise taxes
Inheritance taxes
Licenses
Federal Grants in Aid
Property tax
Estate tax
Fines
Intergovernmental Revenue
User fees
Disposal fees
Permits
Assessments
Finances
Budgets
Impact fees
State & Municipal Bonds
3.08a
Determine what the state
of North Carolina has in
surplus and where
shortages occur annually.
3.08b
Design a plan to balance
the state budget.
3.08c
You are building a home in
your local community.
Investigate what fees will
impact the building cost of
your home.
3.08d
Investigate the
relationship between the
cost of gasoline and the
cost and maintenance of
public streets, i.e. Powell
Bill.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
The N.C. Budget and Tax Center
http://www.ncjustice.org/btc/
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 3:
The learner will analyze how state and local government is established by the North Carolina Constitution.
Objective 3.09:
Describe the services provided by state and local government agencies and how funding is provided.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Gordon P. Whitaker, Local
State Agencies
Community colleges
3.09a Interview a local council
Government in North Carolina,
Cooperative extension
member about services
Local Agencies
Court facilities
provided to the citizens.
Second Edition
Elections
Jails/Youth Detention
3.09b Research the funding
N.C. County Managers
Centers
sources for services and
http://www.ncmanagers.org/
Mental Health services
programs in your school
Public Health services
system. Create a graph
Public Schools
showing the sources of
Social services
revenue.
Soil & Water conservation
Tax assessment
Airports
Ambulance services
Art galleries & museums
Buses/public transit
Emergency management
Parks & Recreation
Libraries
Public housing
Public utilities
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 4:
The learner will explore active roles as a citizen at the local, state, and national levels of government.
Objective 4.01:
Examine the structure and organization of political parties.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Functions of Parties
Political Party
4.01a Encourage students to work Young Democrats of N.C.
 Democratic
with political parties and
http://ydnc.org/home.htm
Types of Party Systems
 Republican
campaigns of their choice
 Third parties
on selected issues.
N.C. Federation of Young Republicans
(minor)
http://www.ncfyr.org/
One-party system
4.01b Create a chart that
Two-party system
compares the structure,
Democratic National Committee
Multi-party system
function and roles of
www.democrats.org/
Liberal
political parties.
Moderate
Republican National Committee
Conservative
4.01c Using a Venn Diagram,
http://gopnet.com/
Reactionary
compare and contrast
Radical
similarities and differences Guide to Political Parties in America
Platform
between the two major
http://www.politics1.com/parties.htm
Planks
political parties in the
The Bureaucracy and Political
Candidates
United States.
Parties, Government By Consent
Plurality Vote
Majority Vote
Series, GPN, 1800 North Street, P.
Coalitions
O. Box 80669, Lincoln, NE 68501
Patronage
Political machine
Grassroots
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 4:
The learner will explore active roles as a citizen at the local, state, and national levels of government.
Objective 4.02:
Describe the election process and the qualifications and procedures for voting.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Types of Elections
General Election
4.02a Obtain voter registration
National Mail Voter Registration
Primary Election
forms. Allow students to go Form
Campaign Finances
Partisan/Nonpartisan
through the procedures for http://www.fec.gov/votregis/vr.htm
Caucus
registering to vote.
Campaign Process
Political Action Committee
Discuss the sections that
Election Process
(PAC)
are required to be
https://ssl.capwiz.com/congressorg
Election Process
Public & Private Funding
completed and the reason
/e4/nvra/
Canvassing
for the form being printed
Endorsements
in multiple languages.
N.C. State Board of Election
Propaganda
http://www.app2.sboe.state.nc.us/
 Glittering
4.02b Hold a mock political
Generalities
election in the classroom
ELECTIONS THE AMERICAN WAY
 Bandwagon
complete with speeches,
The Library of Congress
 Stack Cards
posters and campaigning.
(Interactive)
 Name Calling
http://learning.loc.gov/learn/feat
 “Just Plain Folks”
4.02c Create a political cartoon
ures/election/home.html
 Image Molding
that reflects a local
Voter registration
partisan issue.
The American Village Citizenship
Voting Districts
Trust – Mock Election Curriculum
Polling place
4.02d Debate: Should Recall
Guide
Precinct
Elections be allowed to
http://www.americanvillage.org/moc
Types of Ballots
remove state and local
kresources.shtml
Board of Elections
officials?
Exit poll
Freedom’s Answer
National Convention
http://www.freedomsanswer.org/sc
hool.curriculum.php
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 4:
The learner will explore active roles as a citizen at the local, state, and national levels of government.
Objective 4.02: (continued)
Describe the election process and the qualifications and procedures for voting.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Recall Election
4.02e Draw a map of the
Center for Media and Public Affairs
Initiative
electoral college votes for
http://www.cmpa.com/
Proposition
each state to explain why
Electors
candidates campaign in
Project Vote Smart
www.vote-smart.org
Electoral College
targeted states during
Nominations
primaries and caucuses.
The Power of PAC’s, Nominating a
Political Machine
President, and Presidential
Delegates
Campaigning, Government By
Consent Series, GPN, 1800 North
Street, P. O. Box 80669, Lincoln,
NE 68501
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 4:
The learner will explore active roles as a citizen at the local, state, and national levels of government.
Objective 4.03:
Analyze information on political issues and candidates seeking political office.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for Listed
Activities
Public Opinion
Mass media
4.03a Research an issue of
Democratic National Committee
Polls
interest and be able to
www.democrats.org/
Public Issues
Public Agenda
take and defend a position
Party Platform
on that issue.
Republican National Committee
http://gopnet.com/
4.03b Conduct a public
hearing/poll on a current
Guide to Political Parties in America
issue in the community or
http://www.politics1.com/parties.htm
state.
Center for Media and Public Affairs
4.03c Research issues of a recent http://www.cmpa.com/
election. Select one issue
which most influenced the
Lists of Registered Political Action
outcome and create a
Committees
graphic organizer analyzing http://www.ethics.state.la.us/pacs.htm
the impact of the issue on
the outcome.
Effectiveness of Negative Political
Advertising
http://www.scripps.ohiou.edu/wjmcr/vol0
2/2-1a.HTM
A Review of the Literature Regarding the
effect of Negative Political TV
Advertising on Voter Turn-out
http://www.chrisdavey.com/Negads.htm
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 4:
The learner will explore active roles as a citizen at the local, state, and national levels of government.
Objective 4.04:
Demonstrate active methods of promoting and inhibiting change through political action.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Kenneth Goldstein, Interest Groups,
Forming public opinion
Vote
4.04a Create groups and have
Lobbying and Participation in America,
Protest
them identify and explain
Citizen Activism
Bias
an issue of public concern
Cambridge University Press, 1999
Slander
that is of personal interest
Libel
to them (bike trail, nature
Center for Media and Public Affairs
Petitions
trail, etc.). When students http://www.cmpa.com/
Surveys
reach consensus with a
Random samples
solution, share with the
Federal Election Commission – The
Activists
class the process they used United State government
Lobbyist
to get there.
http://www.fec.gov/
Apathy
4.04b Conduct a survey on a
The FEC and the Federal Campaign
current problem in your
Finance Law
community or school.
http://www.fec.gov/finance_law.html
After tabulating results,
develop a plan of action, i.e.
letter writing, email,
lobbying, and petition to
solve the problem.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 4:
The learner will explore active roles as a citizen at the local, state, and national levels of government.
Objective 4.05:
Analyze consequences of compliance or noncompliance with laws governing society.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Benefits and Risks of
Public Safety
4.05a Research and report to the Amendments to The Constitution
Compliance
Domestic Tranquility
class the consequences of
http://www.house.gov/Constitution/A
Criminal law
not obeying the law, i.e.
mend.html
Civil Disobedience
Prosecution
jury duty, paying property
Henry David Thoreau, Civil
Fines
taxes, or ignoring a
Disobedience
Civil law
subpoena.
Lawsuits
http://xroads.virginia.edu/~HYPER/
Penal Code
4.05b Invite a resource person in WALDEN/Essays/thoreau_toc.html
Mandatory sentencing
the judicial system to talk
Anarchy
about compliance and
Henry David Thoreau
noncompliance with the law. http://eserver.org/thoreau/civil.html
Civil Disobedience – Philosophy Mahatma Gandhi
http://www.akidsright.org/p_gandhi.h
tm
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 4:
The learner will explore active roles as a citizen at the local, state, and national levels of government.
Objective 4.06:
Describe the benefits of civic participation.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Responsibilities and Duties of
Patriotism
4.06a Students identify
The Peace Corps
Citizenship
Public service
situations in the community http://peacecorps.com/
Peace Corps
or school where they could
Volunteerism
AmeriCorps
volunteer their time. When Americorps
Job Corps
they have completed their
http://www.americorps.org/
Acquiring Real World
Senior Corps
task, report about their
Experience
experiences.
The Job Corps
http://www.jobcorps.org/
4.06b
Interview someone who
has served in one of the
NC Commission on Volunteerism and
volunteer corps, and report Community Service
to the class the rationale,
www.volunteernc.org/vol/code/Ameri
experiences, and results of Corps%20Homeland%20Sec.doc
their volunteerism.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 4:
The learner will explore active roles as a citizen at the local, state, and national levels of government.
Objective 4.07:
Analyze costs and benefits of jury service, voting, seeking office, and civic action at the local, state, and national level.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Participation in the Judicial
Informed Electorate
4.07a Brainstorm costs and
US District Court – Juror
Process
Rights
benefits of jury service
Information
for individuals and for
http://www.almd.uscourts.gov/juryinf
Participation in the Political
society.
o.htm
Process
4.07b Prepare a chart indicating
The Role of Juries in State Courts
Benefits and Costs of Public
what a prospective
http://www.ncsconline.org/d_researc
Service
candidate may gain and/or
h/csp/2001_Files/2001_Part_II_Sec
give up in order to seek a
tion.pdf
given public office.
Selective Service system
4.07c Write an introductory
www.sss.gov
speech to be given to
foreign visitors explaining
Civic Curricula of Community-Based
why civic activity is
Organizations (Appropriate for High
important in American
School Youth)
society.
http://www.civics.unc.edu/commresou
rces/pdfs/highschool.pdf
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 4:
The learner will explore active roles as a citizen at the local, state, and national levels of government.
Objective 4.08:
Participate in civic life, politics, and/or government.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Civic Involvement
Mock elections
4.08a Research ways to become
The National Student/Parent Mock
Moot courts
involved in civic affairs.
Election
http://www.nationalmockelection.org/
Community service
Select one; develop an
Service learning
action plan and implement.
The American Village Citizenship
4.08b Explore the opportunities
Trust – Mock Election Curriculum
to be involved in
Guide
organizations in your
http://www.americanvillage.org/mock
school. Select one and
resources.shtml
become an active
.
participant.
The National Mail Voter Registration
Form
http://www.fec.gov/votregis/vr.htm
NC State Board of Elections
http://www.app2.sboe.state.nc.us/
Kids Voting Program
http://www.kidsvoting.org/
Mock Trials
http://www.streetlaw.org/mockt2.ht
ml
Moot Court Activities
http://www.landmarkcases.org/mootc
ourt.html
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 4:
The learner will explore active roles as a citizen at the local, state, and national levels of government.
Objective 4.09:
Utilize various methods of resolving conflicts.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Resolving Conflict
Negotiation
4.09a Examine a recent conflict
Conflict Resolution and Peer
Arbitration
in your school and
Mediation – Middle and High School
Collaboration
Mediation
brainstorm peaceful
Guide
Pre-hearing settlement
solutions. What methods
http://www.njsbf.com/njsbf/student
Compromise
Small Claims Court
were actually used to
/conflictres/middle_high.cfm
Legal Action
resolve the conflict?
Compare and contrast your
Student Mediation Training Manual
choice to the actual
http://www.csmp.org/products_resea
resolution.
rch/products/Student.htm
Office of the Attorney General of
NC – Consumer Protection
http://www.jus.state.nc.us/cpframe.h
tm
North Carolina Court System
http://www.nccourts.org/
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 5:
The learner will explain how the political and legal systems provide a means to balance competing interests
and resolve conflicts.
Objective 5.01:
Evaluate the role of debate, consensus, compromise, and negotiation in resolving conflicts.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Conflict Resolution
Consensus Building
Debate
Negotiation
Compromise
5.01a
Collect examples of
consensus building among
your Congressional
representatives and explain
how they benefit from this
practice.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
We the People, Unit 4, Lesson 28
Public Dispute Resolution
http://ncinfo.iog.unc.edu/programs
/dispute/ebulletins2002.htm
Conflict Resolution and Peer
Mediation – Middle and High
School Guide
http://www.njsbf.com/njsbf/stude
nt/conflictres/middle_high.cfm
The American Civil Liberties Union
http://www.aclu.org
The Association for Conflict
Resolution
http://www.acrnet.org/
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 5:
The learner will explain how the political and legal systems provide a means to balance competing interests
and resolve conflicts.
Objective 5.02:
Identify the jurisdiction of state and federal courts.
Major Concepts
Terms
Types of jurisdictions
Type of courts
Appellate
Exclusive
Concurrent
Original
Federal Courts
 District Courts
 U.S. Courts of
Appeal
 U.S. Supreme Court
 Special Court
State Courts
 Lower Courts
 General Trial Courts
 Intermediate
Appellate Courts
 State Supreme
Court
Thinking Skills and Suggested
Activities
5.02a
Using a recent court case,
trace the route of appeals in
civil and criminal cases
through state and federal
courts.
5.02b. Debate: Should juveniles
committing major offenses
be tried in juvenile or
district court.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Understanding the Federal Court,
Administrative Office of the U. S.
Courts, 1999
PBS Video – “Juvenile Justice”
Juvenile Justice Frontline Show
http://www.glencoe.com/sec/social
studies/govciv/civics2003/nc/cont
ent.php4/1000/1
Juvenile Justice & Family Court
http://www.urban.org/urlprint.cfm
?ID=6390
Types of courts
http://www.dacbase.com/Judicial/
Types%20of%20courts.htm
Jurisdiction
http://dictionary.law.com/definitio
n2.asp?selected=1070&bold=||||
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 5:
The learner will explain how the political and legal systems provide a means to balance competing interests
and resolve conflicts.
Objective 5.03:
Describe the adversarial nature of the judicial process.
Major Concepts
Terms
Selection of Federal Judges
Selection of State Judges
Judicial Process
Courtroom Roles
The Jury System
Confirmation Process
Judicial Review
Writ of Certiorari
Brief
Oral argument
Majority Opinion
Dissenting Opinion
Concurrent Opinion
Felony
Misdemeanor
Torts
Court Docket
Issue of Fact
Issue of Law
Prosecutor
Complaint
Defendant
Plaintiff
Subpoena
Summons
Arrest Warrant
Indictment
Information
Perjury
Thinking Skills and Suggested
Activities
5.03a
Conduct a mock trial in the
classroom.
5.03b
Explain the rules of
evidence that are usually
followed in civil and criminal
trials.
5.03c
Debate the merits of pleabargaining in a criminal trial.
5.03d
Provide the background and
a mini-summary of a
courtroom case. Have
students write an opening
statement and a closing
argument based on the
information.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Understanding the Federal Courts,
The Administrative Office of the
U.S. Courts, 1999
Sandra Day O’Connor
http://supct.law.cornell.edu/supct/
justices/oconnor.bio.html
Thurgood Marshall
http://www.ai.mit.edu/~isbell/HFh
/black/events_and_people/html/0
01.thurgood_marshall.html
How Judges and Justices are
Chosen
http://www.beyondbooks.com/gov9
1/9d.asp
Copy of the Miranda Rights
http://publicdefender.cjis20.org/
miranda.htm
Warrants
http://www.belmont.gov/localgov/b
pd/wrnt.html
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 5:
The learner will explain how the political and legal systems provide a means to balance competing interests
and resolve conflicts.
Objective 5.03 (continued):
Describe the adversarial nature of the judicial process.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Petit Jury
5.03e Arrange to take the class to Subpoenas to Search Warrants –
Grand Jury
district court for
What Should You Do?
Plea
observation. Check with the http://www.ndmed.com/News_Eve
Plea Bargaining
local clerk of court for a
nts/Newsletters/AprMay00/Page1
Bail
time. Provide a checklist of
8.pdf
Sentence
things to note and observe
Arrest/Representation, Juries and
Rights of victims
while in court.
the Jury Selection Expert, Unsung
Public Defender
Heroes of the Courtroom, Justice
Prosecution
5.03f Examine the nomination and
Sentencing
confirmation process for
Factory Series Videos, Ambrose
Hearing
the State Supreme Court
Video Publishing, Inc., 28 West
Bailiff
Judges. What impacted the 44th Street, Suite 2100, New York,
Defendant
selection process? Report
New York 10036
Verdict
findings to class.
Settlement
Capital offense
Appeal
Plea bargain
Warrants
Summons
Preliminary hearings
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 5:
The learner will explain how the political and legal systems provide a means to balance competing interests
and resolve conflicts.
Objective 5.04:
Evaluate the role of debate and compromise in the legislative process.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Committee system
Veto process
How a Bill Becomes a Law
Proposition
Bill
Standing Committee
Seniority System
House Rules Committee
Joint Committee
Conference Committee
Public Hearing
Act
Law
Veto
Line item veto
Pocket veto
Filibuster
Cloture
Rider
5.04a
Examine a recent federal
law; trace its process from
bill to passage.
5.04b
Prepare a one-page
informational brief that will
be given to a legislator,
describing a pending bill.
The brief should provide
information to persuade a
lawmaker to consider voting
for the bill.
5.04c
Choose a historical example
of a compromise resulting in
the passage of legislation,
i.e. 1964 Civil Rights Law.
Create a graphic organizer
to indicate what was lost or
gained by each side.
5.04d
Set up a mock Congress in
your classroom and attempt
to pass a bill.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
How Our Laws Are Made
http://bensguide.gpo.gov/912/lawmaking/index.html
ABC’s “Schoolhouse Rock – History
Rock – “I’m Just a Bill”
http://www.school-houserock.com/Bill.html
Strom Thurmond’s filibuster
http://www.jquinton.com/archives/
000171.html
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 5:
The learner will explain how the political and legal systems provide a means to balance competing interests
and resolve conflicts.
Objective 5.05:
Explain how local government agencies balance interest and resolve conflicts.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Interaction between city and
county government
Citizen Input on Public Policy
Town meetings
Public hearings
Forums
Budget
Extra Territorial
Jurisdiction (ETJ)
At-large
Zoning
Annexation
Infrastructure
5.05a
Given a hypothetical zoning
request to build a factory
near a residential area,
assume the role of one of
the following and prepare a
presentation for a meeting
of the planning commission.
 An affected homeowner
 The plant owner
 A real estate agent
 An unemployed worker
5.05b Visit a city or county
meeting or a public forum.
Research an agenda item
and determine how it will
impact your family or
community.
5.05c Using a hypothetical case
involving increases in
property tax rates, create
a graphic organizer
detailing the various points
of view surrounding the
issue.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
Suggested Resources: Primary,
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
NC Local Government Textbook
http://www.ncmanagers.org/teache
rs/index.htm
NC League of Municipalities
http://nclm.org/
Public Dispute Resolution
http://ncinfo.iog.unc.edu/programs/
dispute/ebulletins2000.html
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 5:
The learner will explain how the political and legal systems provide a means to balance competing interests and
resolve conflicts.
Objective 5.06:
Analyze roles of individual citizens, political parties, the media, and other interest groups in public policy decisions, dispute resolution, and
government action.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Local Initiatives
Tuition voucher
5.06a Research voter
What is the Initiative and
Charter schools
participation in your
Referendum Process?
Local Referendums
Petition
precinct. Graph voter
http://www.iandrinstitute.com/Quic
Bond issues
turnout by age groups and
k%20Fact%20Recall
Public policy
gender.
%20What%20is%20I&R.htm#Popul
Special interest groups
ar%20referendum
Electronic media
5.06b Research local issues i.e.
Voting
annexation, school
National Civic League – Model City
attendance areas, rezoning, Charter Revision Process
and allocation of revenue,
http://www.ncl.org/npp/charter/me
and evaluate methods used
mos/recall.html
to resolve these issues.
North Carolina Political Review
5.06c Monitor media treatment
http://www.ncpoliticalreview.com/
of an issue over a period of
time and evaluate coverage David Schmidt, Citizen Lawmaker
in terms of objectivity and
point of view.
5.06d
Trace the history of
Mothers Against Drunk
Driving (MADD) and their
impact on government
actions.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 6:
The learner will explain why laws are needed and how they are enacted, implemented, and enforced at the
national, state, and local levels.
Objective 6.01:
Trace the development of law in American Society.
Major Concepts
Terms
Philosophy of law
Landmark English Documents
The development of rule of law
in the United States
Legal code
Moral code
Codes of Hammurabi
Ten Commandments
Justinian Codes
Draconian Laws
House of Burgesses
Magna Carta
English Bill of Rights
Social contract
British common law
Mayflower Compact
The Iroquois Nation’s
Constitution
Declaration of
Independence
The U. S. Constitution
Thinking Skills and Suggested
Activities
6.01a
Create a time line that
traces the development of
the “rule of law” in the
United States.
6.01b
Research the contributions
of John Locke’s, Jean
Jacques Rousseau’s and
Baron de Montesquieu’s
philosophy on the
development of U. S. law.
6.01c
Compare and contrast the
Iroquois Nation Constitution
to the United States
Constitutions. Report
findings to class.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
Suggested Resources: Primary,
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
These documents can be found at
the web site for the Avalon Project
at Yale Law School
 English Bill of Rights
 Thomas Paine, Common
Sense
 Declaration of
Independence
 DeToqueville’ Democracy in
America
 English Petition of Rights
 Patrick Henry’s speeches
 Jefferson’s writings on law
 John Lockes’ Treatises
 Magna Carta
 Mayflower Compact
 Montesquieu’s Spirit of the
Law
 Pledge of Allegiance
 Rousseau’s Social Contract
 Maryland Toleration Act
 Virginia Declaration of
Rights, etc
 What is the Initiative and
Referendum Process?
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
http://www.yale.edu/lawweb/avalon
/avalon.htm
Iroquois Nation’s Constitution
http://www.law.ou.edu/hist/iroquois
.html
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Competency Goal 6:
The learner will explain why laws are needed and how they are enacted, implemented, and enforced at the
national, state, and local levels.
Objective 6.02:
Cite examples of common, criminal, civil, constitutional, administrative, and statutory law.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Types of laws
Common law
Criminal law
Civil law
Constitutional law
Administrative law
Statutory law
International law
6.02a
Compare and contrast the
different types of law and
their jurisdiction.
6.02b
Describe the principle used
by magistrates, judges, and
jurors in deciding civil
cases. Write a paragraph
comparing this principle to
the principle used in
criminal cases.
Suggested Resources: Primary,
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Common Law
http://www.pixi.com/~kingdom/com
mon.html
Criminal Law
http://www.law.cornell.edu/topics/c
riminal.html
Justice By the People- the Trial of
Gold E. Locks, video by the
Foundation of the American Board
of Trial Lawyers
Steps in a Criminal Case
http://www.ccle.fourh.umn.edu/step
s.pdf
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 6:
The learner will explain why laws are needed and how they are enacted, implemented, and enforced at the
national, state, and local levels.
Objective 6.03:
Identify the various procedures in the enactment, implementation, and enforcement of law.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Implementation of law
Regulatory Commissions
Independent Agencies
Enforcement of law
Consumer Protection
Transportation Regulation
Department of Justice
Federal Bureau of
Investigation (FBI)
State Bureau of
Investigation (SBI)
Secret Service
National Guard Reserves
6.03a Assign students various
agencies to research and
report findings to the class:
 Food & Drug Administration
(FDA)
 Federal Communications
Commission (FCC)
 Federal Trade Commission
(FTC)
 Consumer Product Safety
Commission (CPSC)
 Interstate Commerce
Commission (ICC)
 Federal Aviation
Administration (FAA)
 National Aeronautics &
Space Administration
(NASA)
 Central Intelligence Agency
(CIA)
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
Suggested Resources: Primary,
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
NC State Bureau of Investigation
http://sbi.jus.state.nc.us
FBI
http://www.fbi.gov/
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Competency Goal 6:
The learner will explain why laws are needed and how they are enacted, implemented, and enforced at the
national, state, and local levels.
Objective 6.03: (continued)
Identify the various procedures in the enactment, implementation, and enforcement of law.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
6.03b Research recent issues that
involved one of the
Regulatory Commissions and
report to class any changes
that resulted from their
involvement.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 6:
The learner will explain why laws are needed and how they are enacted, implemented, and enforced at the
national, state, and local levels.
Objective 6.04:
Identify ways citizens can be informed about laws.
Major Concepts
Terms
Informed Citizenry
“Ignorance of the law is no
excuse.”
Town meetings
Public hearings
Public forums
Media
Thinking Skills and Suggested
Activities
6.04a
Set up a column in the
school newspaper to keep
students informed of
ordinances that impact
them.
6.04b
Conduct a poll and report
results to class on methods
used to inform citizens
about a recently enacted
law. Analyze the
effectiveness of the
methods used.
6.04c
Research the influence of
electronic media in
information gathering and
processing.
6.04d
Write an essay either
agreeing or disagreeing with
the statement, “Ignorance
of the law is no excuse.”
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
Suggested Resources: Primary,
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
FindLaw for the Public
http://www.findlaw.com
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Competency Goal 6:
The learner will explain why laws are needed and how they are enacted, implemented, and enforced at the
national, state, and local levels.
Objective 6.05:
Investigate the role and responsibility of government to inform the citizenry.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Informing citizens
Utilizing Government
Publications & Websites
Political debates
Special task forces
Franking privilege
Press releases
6.05a
Check several newspapers in
a region to find notices
about public information
sessions. Attend various
sessions, and report back to
class.
6.05b
Watch a weekly news
broadcasts that summarize
the week’s events, i.e. Meet
the Press, The Jim Lehrer
Report, and Capital Review.
Respond to the issues of the
week in classroom
discussion.
Suggested Resources: Primary,
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
General Assembly of North Carolina
– Session 1999 House Bill 34 - Lose
Control Lose Your License
http://www.ncga.state.nc.us/html199
9/bills/currentversion/house/hbil00
34.full.html
Current Events Resources:
http://www.cnnfyi.com
http://www.timeclassroom.com
http://www.nytimes.com/learning
http://cagle.slate.msn.com/teacher/
http://school.newsweek.com/
http://www.wsjclassroomedition.com
/
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 6:
The learner will explain why laws are needed and how they are enacted, implemented, and enforced at the
national, state, and local levels.
Objective 6.06:
Analyze the role of lobby groups and special interest groups in the enactment of legislation.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Organizing for Influence
Interest Groups
Lobbying
Think Tanks
Economic Interest
 Business
 Labor groups
 Agricultural groups
 Professional groups
Non-economic Interest
 Public Interest
 Single-Issue
Interest
 Ideological
6.06a
Bring in a lobbyist to explain
how they influence
legislation.
6.06b
Examine and report to the
class the role of special
interest groups; i.e. the
Chamber of Commerce, in
your community and state.
Chamber of Commerce
Suggested Resources: Primary,
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
AFL-CIO
http://aflcio.com/
NC Office of the Secretary of
State – Lobbyist Registration
http://www.secretary.state.nc.us/lo
bbyists/
Rand Corporation
http://www.rand.org/
The Brookings Institution
http://www.brook.edu/
The Heritage Foundation
http://www.heritage.org/
Think Tank Organizations
http://www.state.gov/s/p/tt/
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 6:
The learner will explain why laws are needed and how they are enacted, implemented, and enforced at the
national, state, and local levels.
Objective 6.07:
Compare responsibilities, jurisdictions, and methods of law enforcement agencies.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Role of Law Enforcement
Agencies
Local Law Enforcement
State Law Enforcement
Federal Law Enforcement
Sheriff
Police
State Troopers
6.07a Research the jurisdiction of
law enforcement agencies.
Report to the class when and
why they become involved in
certain cases.
Suggested Resources: Primary,
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Statutory Comment on N. C. Law
http://www.jus.state.nc.us/NCJA/st
atute.htm
Office of the Attorney General of
N. C.
http://www.ncdoj.com/default.jsp
N. C. Law Enforcement Officers
Association
http://www.ncleoa.org
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 6:
The learner will explain why laws are needed and how they are enacted, implemented, and enforced at the
national, state, and local levels.
Objective 6.08:
Evaluate methods used by society to address criminal and anti-social behaviors.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Types of Punishment
Repetitive Criminal Activity
Deviant Behavior
Long-term suspension
Three-Strikes laws
Confiscation of Property
Mental Institutions
Long-term Incarceration
Death Penalty
Rehabilitation
Monetary Compensation
Recidivism
Retribution
Restitution
Deterrence
Detention
Probation
Parole
Juvenile detention
Community service
House arrest
Jail
Prison
Boot camp
Compensation
Rehabilitation
Incarceration
6.08a
Research school law and
policy to determine how
reactions to violations have
changed over time.
Suggested Resources: Primary,
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Federal Prison System
http://www.usdoj.gov/
N. C. Department of Corrections
http://www.doc.state.nc.us/
6.08b Debate the use of the death
penalty as a deterrent to
crime.
6.08c Write an essay supporting or
rejecting the idea of using
methods other than prison to
address punishment for
crimes.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 7:
The learner will investigate how and why individuals and groups make economic choices.
Objective 7.01:
Describe the basic factors of production such as land, labor, capital, and entrepreneurial skills and their impact on economic
activities.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
An Introduction To Economics , VHS
Four Factors of Production
Economics
7.01a Generate lists of resources
Want
needed to make certain
Knowledge Unlimited ©1994 ISBN 1Efficient use of production
Need
products; classify the items 55933-173-0
Land
listed as land, labor, capital,
Basic Economic Questions
Renewable natural resource
and entrepreneurial skills.
The Sony Corporation
Nonrenewable natural
http://www.sony.net/SonyInfo/Corp
resources
7.01.b Create a chart using some
orateInfo/
Labor
relevant product; i.e. candy
Capital
bars, to identify the factors Tidewater House – News and
Entrepreneurship
of productivity that went
Research (polls)
Productivity
into its creation.
http://www.tdwaterhouse.com/resea
rch/index.html
7.01c After research, write a
report on the origins and
US Department of Commerce
development of a company,
http://www.commerce.gov/
emphasizing the resources
used by the company, and
Introduction To Economics: The
the risks taken to bring it
Nature of Economics, (CL1082-CV);
to its present status.
Introduction To Economics: The
Operation of an Economy, (CL1083CV) from Clearvue/eav, 6465 N.
Avondale Avenue, Chicago, IL 60631
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 7:
The learner will investigate how and why individuals and groups make economic choices.
Objective 7.02:
Explain how scarcity influences producers and consumers to make choices.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Scarcity
Limited resources
7.02a Complete a decision-making
Limited Resources (NCEE)
Decision-making model
grid using the following
http://www.econedlink.org/lessons
Decision Making Process
Wants
process:
/index.cfm?lesson=EM364&page=t
Needs
 Define the problem
eacher
Services
 List alternatives
Goods
 State the criteria
It All Adds Up
Wages
 Evaluate the alternatives
Interactive Economic Site
Salary
 Make a decision
http://www.italladdsup.org/
Consumer
Producer
7.02b Given a description of a
Decision-Making Model
Pricing
personal economic problem
http://www.econedlink.org/lessons
involving the use of credit,
/print.cfm?lesson=EM396&page=te
apply the decision-making
acher
model.
The Production, Distribution, and
Consumption of Goods and
Services, The Economic Series
(ISBN 1-56007-605-4):
Producing, Consuming, Money,
Resources, and Needs and Wants,
United Learning, 1560 Sherman
Avenue, Suite 100, Evanston, IL
60201
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 7:
The learner will investigate how and why individuals and groups make economic choices.
Objective 7.03:
Compare examples of tradeoffs and opportunity costs of economic choices.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Wants versus Needs
Immediate gratification
7.03a Given descriptions of
What Are Incentives?
Incentives
situations involving individual
http://www.econedlink.org/lessons/
Tradeoffs
Fixed costs
economic decisions; state the index.cfm?lesson=EM379
Variable costs
opportunity cost in each
Opportunity Costs
Total costs
decision.
Inventive Incentive
Marginal costs
http://www.econedlink.org/lessons/
7.03b Select a newspaper article
index.cfm?lesson=EM260
describing an economic
decision by a local, state or
The Opportunity Cost of a Lifetime
national business organization http://www.econedlink.org/lessons/
and determine the
index.cfm?lesson=EM51
opportunity cost; prepare a
letter to the editor
Weighing Options: Build vs. Buy: A
expressing your views.
Fresh Look & Other 'Gotchas'
http://www.wallstreetandtech.com/
7.03c Determine the trade-offs
story/topNews/WST20010918S001
involved in building a housing
7
development where an apple
orchard now stands. Prepare
a speech to be delivered to
the county commissioners
arguing for or against the
proposed housing
development.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 7:
The learner will investigate how and why individuals and groups make economic choices.
Objective 7.04:
Analyze the impact on economic activities of specialization, division of labor, consumption and production increases.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Specialization
Assembly line
7.04a Assume the role of one of
Wealth of Nations, Adam Smith
Technologies
the following and write a
http://www.bibliomania.com/2/1/65
Division of Labor
Robotics
paragraph describing how
/112/frameset.html
Invention
specialization affects your
Consumption
Innovation
work:
Henry Ford Museum web site
Mass production
 Migrant agricultural worker
http://www.hfmgv.org/
Production
Factory
 Automobile assembly line
Agribusiness
worker
http://www.btoBusiness organizations
 Computer programmer
mc.com/Mass%20Production.htm
Specialization
 Classroom teacher
Human capital
 Physician in general practice
Productivity
 Restaurant waitress
White collar
Blue collar
7.04b Research various companies
Skilled workers
to determine how they
Unskilled workers
employ the major concepts
Automation
of this objective.
7.04c
Generate a list of
businesses that benefit
from specialization and
division of labor and those
that do not. Use the list to
make inferences about the
impact of specialization and
division of labor.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 7:
The learner will investigate how and why individuals and groups make economic choices.
Objective 7.05:
Explain the impact of investment on human, capital, productive, and natural resources.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Productivity
Capital Goods
7.05a Interview a local
Consumer Goods
entrepreneur and/or farmer www.dol.gov
Investment
Producer Price Index (PPI)
to find out the cost of
Output versus Input
human capital and capital
US Chamber of Commerce
Law of Diminishing Return
goods needed to start and
http://www.uschamber.com/default
Recycling
maintain a business. Prepare
Education and training
a written report and share
http://www.nccbi.org/
with the class.
7.05 b Use a career manual to
http://www.biography.com/search/
identify five occupations
that require substantial
investment in human capital
and five that do not. Create
a graphic illustrator and
write a brief summary,
comparing lifetime earning
potentials for each set of
occupations.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 7:
The learner will investigate how and why individuals and groups make economic choices.
Objective 7.06:
Compare and contrast how different economic systems address key economic factors.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Free Enterprise
Market
7.06a Write an essay comparing
Excerpts from:
Adam Smith, Wealth of Nations
Laissez-faire
and contrasting the
Capitalism
Invisible hand
“Invisible Hand Theory”
Karl Marx, Communist Manifesto
Competition
with Marxism.
The World Almanac, 2004
Socialism
Cooperation
Choices
7.06b Research paper/power point
Communism – Command
Consumer sovereignty
on one of the economic
Karl Marx
Private property
systems or countries that
http://www.biography.com/search/
Traditional Society
Profit motive
uses the system.
article.jsp?aid=9401219&search=Ka
Exchange
rl+Marx
Market Economy
Incentives
7.06c Create a political cartoon
Communist Manifesto
that depicts the pros and
Adam Smith
Wealth of Nations
Mixed Economy
cons of one of the economic
http://www.biography.com/search/
The Keynesian Theory
systems.
article.jsp?aid=9486480&search=A
Fiscal Policy
dam+Smith
Deficit Spending
Capitalism
http://www.capitalism.org/
The “Invisible Hand Theory”
http://pass.maths.org.uk/issue14/f
eatures/smith/
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 8:
The learner will analyze features of the economic system of the United States.
Objective 8.01:
Compare characteristics of command, market, traditional, and mixed economies.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
What to Produce
Market economy
8.01a
Role play the
Economic Resources for K-12
Mixed Market economy
characteristics of
Teachers:
How to Produce It
Command economy
different economic
http://ecedweb.unomaha.edu/teach.
Mixed economy
systems.
htm#govbud
For Whom to Produce It
Traditional economy
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 8:
The learner will analyze features of the economic system of the United States.
Objective 8.02:
Describe how the free enterprise system encourages private ownership of property and promote individual initiative.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Mixed Market Economy
Private property
8.02a After research, prepare an Economic Resources for K-12
Voluntary exchange
oral presentation on ways
Teachers
Economic Goals of the Free
Patents
local, state and national
http://ecedweb.unomaha.edu/teach.
Enterprise System
Copyrights
governments support the
htm#govbud
Full employment
free market economy (for
Efficiency
example: contracts,
Adam Smith and The Invisible Hand
Productivity
licensing).
http://pass.maths.org.uk/issue14/f
Specialization
eatures/smith/
Division of Labor
8.02b Trace the steps needed to
Security
start a small business in
FREE ENTERPRISE
Equity
your local community.
http://teachertech.rice.edu/Partici
Freedom
Compare results to see how pants/jbueno/Lessons/freedom.htm
one business requirements
l
may be different from
another (i.e. starting a day
U.S. Patent and Trademark Office
care vs. a restaurant).
http://www.uspto.gov/
8.02c
After research, prepare a
presentation on ways local,
state and national
governments support the
free market economy.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 8:
The learner will analyze features of the economic system of the United States.
Objective 8.03:
Explain the circular flow of economic activities and how interactions determine the prices of goods and services.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Island of Mocha and Return to
Factor market (household)
Circular flow of economic
8.03a Using a circular flow
Mocha videos
activity
diagram, trace the flow of
Product market (business)
Wages
the economy from a
Chickenomics video
Salary
consumer’s perspective.
Economic interdependence
Economic Resources for K-12
Teachers
http://ecedweb.unomaha.edu/teach.
htm#govbud
The Law of Supply and Demand
http://www.libertyhaven.com/theor
eticalorphilosophicalissues/supplysi
deeconomics/lawsupply.shtml
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 8: The learner will analyze features of the economic system of the United States.
Objective 8.04:
Illustrate how supply and demand affects prices.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Law of demand
Demand curve/schedule
8.04a Graph a supply and demand
Economic Resources for K-12
Supply curve/schedule
curve to determine
Teachers
Law of supply
Personal income
equilibrium price.
http://ecedweb.unomaha.edu/teach.
Disposal income
htm#govbud
Law of supply and demand
Complimentary goods
8.04b Given a price increase or
Substitute good
decrease of a product,
Supply and Demand
Equilibrium Price/Market Price
explain and illustrate how
http://en.wikipedia.org/wiki/Supply
this may affect the supply
_and_demand
Influences on Supply and
and/or demand for other
Demand
products.
The Principle of Diminishing Returns
http://www.ux1.eiu.edu/~cfmqd/CH
02/tsld008.htm
Equilibrium price
http://www.amosweb.com/cgibin/wpd.pl?fcd=dsp&key=equilibrium
+price
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 8:
The learner will analyze features of the economic system of the United States.
Objective 8.05:
Predict how prices change when there is either a shortage or surplus.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Influences on prices
Surplus
8.05a Locate news reports
Economic Resources for K-12
Shortage
describing events that
Teachers
Consumer Tastes
might affect the supply
http://ecedweb.unomaha.edu/teach.
Minimum wage
and/or demand for a
htm#govbud
Inflation
specific product or service,
Deflation
and create a graphic
Supply-Side Economics
Wage and price control
organizer illustrating any
http://www.econlib.org/library/Enc
Interest rates
potential effects of the
/SupplySideEconomics.html
Trickle-down effect
predicted change.
Supply side economics
Trickle-Down Effect
8.05b Poll your classmates to
http://www.impactresearch.org/doc
determine what impacts
uments/newsletterarticle403.pdf
their purchase choices and
the prices they are willing
to pay for selected items.
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Competency Goal 8:
The learner will analyze features of the economic system of the United States.
Objective 8.06:
Explain how changes in the level of competition can affect price and output levels.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Market Basics
Buyers and sellers
8.06a Using car advertisements
Economic Resources for K-12
Monopoly
trace how competing
Teachers
Oligopoly
dealerships entice potential http://ecedweb.unomaha.edu/teach.
Competitive market
buyers to their brands and
htm#govbud
Mergers
products.
Horizontal merger
North American Free Trade
Vertical merger
Agreement (NAFTA)
Conglomerates
http://www.citizen.org/trade/nafta
Multinational Conglomerates
/index.cfm
What is a Monopoly?
http://www.capitalism.org/faq/mon
opolies.htm
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Competency Goal 8:
The learner will analyze features of the economic system of the United States.
Objective 8.07:
Identify and describe the roles and functions of various economic institutions and business organizations.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Types of Business
Sole proprietorship
8.07a Simulate the purchase of
Economic Resources for K-12
Partnership
stock using the Stock
Teachers
Organized Labor
Corporation
Market Game. Follow your
http://ecedweb.unomaha.edu/teach.
Cooperative
purchases for one
htm#govbud
Franchise
semester.
Limited liability
New York Stock Exchange
Unlimited liability
8.07b Follow the performance of
http://www.nyse.com/
Limited life
one of the major stock
Unlimited life
exchanges for several
The Stock Market Game
Small Business
weeks. Chart its
http://www.smgww.org/
Administration (SBA)
performance, and make
Stock
inferences about any
Sole Proprietorship
Stock market
changes in price.
http://www.lonestarlawyer.com/sol
Dividend
Summarize findings in
e_proprietorship.htm
Bond
writing.
Craft Union
Small Business Administration
Industrial Union
8.07c Using graphic organizers,
http://www.sbaonline.sba.gov/
Collective bargaining
depict the advantages and
Mediation
disadvantages of the
Nasdaq Stock Exchange
Arbitration
different types of
http://www.nasdaq.com/
Lockout
business.
Strike
Social Security
Social Security Act of 1935
http://www.ssa.gov/history/35actin
National Labor Relations
x.html
Act, 1935
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Fair Labor Standards Act,
1938
Taft-Hartley Act,1947
Anti-trust Laws
Labor Union
8.07d
Research the types and
impact of labor unions in
N. C. Share results with
class.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
U.S. Department of Labor
http://www.labor.gov/esa/whd/flsa
/
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Competency Goal 8:
The learner will analyze features of the economic system of the United States.
Objective 8.08:
Evaluate the investment decisions made by individuals, businesses, and the government.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Fiscal Policy
Time deposit
8.08a Compare and contrast
Economic Resources for K-12
Demand deposit
services offered by
Teachers
Monetary Policy
Credit cards
different types of banks.
http://ecedweb.unomaha.edu/teac
Debit cards
h.htm#govbud
Banking System
Mutual Funds
8.08b Expose students to the
“Monetary Fiscal Policy,” Quick
Commercial Bank
processes of financial
Tips to Learning Basic Economics ,
Types of Insurance
Savings & Loan Associations
literacy. Include checking,
Credit Unions
savings, credit, purchasing,
The School Company PCL656
Federal Deposit Insurance
interest, and insurances.
©2001
Commission (FDIC)
Investment spending
8.08c Research and develop a
Center on Budget and Policy
Capital investment
presentation on the key
Priorities
Life
factors of consumer
http://www.cbpp.org/pubs/sfp.htm
Medical
financial education, personal The Federal Reserve
Comprehension
finance, and personal credit. http://www.federalreserveeducati
Liability
Share your tips with the
on.org/
Tight money
class on how to manage one’s
Easy money
finances.
The N. C. Insurance Commission
http://www.barrons.com/calendar/
econoday/reports/US/EN/New_Y
ork/consumer_credit/year/2001/y
early/why_investors_care.html
The Federal Deposit Insurance
Commission
http://www.fdic.gov
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Competency Goal 8:
The learner will analyze features of the economic system of the United States.
Objective 8.09:
Describe the role of money in trading, borrowing, and investing.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Types of money
Collateral
8.09a
Explore the various
Economic Resources for K-12
Money
functions of money and
Teachers
Function of money
Barter
create a graphic organizer http://ecedweb.unomaha.edu/teac
Coins
explaining each one.
h.htm#govbud
Currency
Check
8.09b
Write an essay on the
The Federal Reserve
Legal tender
impact of ATM machines
http://www.federalreserveeducati
Credit
and how they have
on.org/
Reserve requirement
impacted the consumer.
Medium of exchange
Pension funds
Mutual funds
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Competency Goal 9:
The learner will analyze factors influencing the United States economy.
Objective 9.01:
Identify phases of the business cycle and the economic indicators used to measure economic activities and trends.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Business Cycle
Peak/Prosperity
9.01a In pairs, students research
Various national newspapers and
magazines, i.e. Wall Street
Contraction/Recession
the difference between the
Journal, USA Today, Fortune, The
Economic Indicators
Trough/Depression
budget deficit and the
Economist, Forbe’s
Expansion/Recovery
national debt. Compute how
Gross Domestic Product
long it will take to pay off all
Basic Economic Indicators, Quick
(GDP)
of the national debt at the
Per Capita GDP
current rate of GDP if all
Tips to Learning Basic Economics,
Standard of living
GDP were devoted to that
Series PCL653, The School
Consumer Price Index (CPI)
purpose.
Company©2001
National Debt
9.01b Research U. S. trading
Gross Domestic Product (GDP)
partners, and chart on a map http://www.bea.doc.gov/bea/dn/ho
the international companies
me/gdp.htm
that are in North Carolina,
their focus, and their impact Gross Domestic Product (GDP)
on our local economy.
http://en.wikipedia.org/wiki/Gross
_National_Product
The Crash of 1929
http://www.btinternet.com/~drekl
ind/thecrash.htm
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Black Monday
http://www.ncs.pvt.k12.va.us/ryerb
ury/pasc/pasc.htm
The Stock Market Game
http://www.smgww.org/
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Competency Goal 9:
The learner will analyze factors influencing the United States economy.
Objective 9.02:
Describe the impact of government regulation on specific economic activities.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Government Regulations
Deregulation
9.02a Using excerpts from Upton
“Meltdown at Three-Mile Island”
Sinclair’s The Jungle, have
American Experience Series, PBS
Environmental protection
Work place safety
students read about
Video
Consumer protection
immigrant life and
Sinclair Lewis, The Jungle
Labor disputes
conditions in the meat
Affirmative Action
packing industry. Compare
http://xroads.virginia.edu/~HYPER
current FDA regulations and /SINCLAIR/toc.html
criteria for obtaining an “A”
grade from the public
Meltdown at Three Mile Island
health department.
http://www.pbs.org/wgbh/amex/t
9.02b For each of the following,
hree/
write a paragraph stating
what government action, if
U.S. Environmental Protection
any, is appropriate and
Agency
support your
http://www.epa.gov/
recommendation with
reasons:
Exxon Valdez Oil Spill
 A company manufactures
http://www.fakr.noaa.gov/oil/
and sells a dangerous toy
without warning labels.
Clean Water Act
 A company makes false
http://www.epa.gov/region5/water
claims about its products
/cwa.htm
and services in advertising.
 A large company undersells
U.S. Consumer Product Safety
a smaller company and
Commission
drives it out of business.
http://www.cpsc.gov/
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Competency Goal 9:
The learner will analyze factors influencing the United States economy.
Objective 9.03:
Explain the impact of the movement of human and capital resources on the United States economy.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Population shifts
Migration
9.03a Using the time period from
U.S. Census
Immigration
1970 – 1990, trace the
http://www.census.gov/
Sunbelt states
Service industries
population shift in the
Silicon Valley
United States. What
Normal Trade Relations
Frost belt or Rustbelt states
Research Triangle Park
impact did this have on the
http://www.itds.treas.gov/mfn.htm
local, state, and regional
l
Service Society
economy? Chart results and
share with classmates.
World Trade Organization
http://www.wto.int/
9.03b Research the impact of
immigrant labor on the
European Union (EU)
economy for the past five
http://www.eurunion.org/
years. What areas of the
economy have benefited
from this increased labor
source? Compare and
contrast 21st immigrant
labor to that of the early
20th century. Report results
to the class.
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Competency Goal 9:
The learner will analyze factors influencing the United States economy.
Objective 9.04:
Assess how current events impact decisions made by consumers, producers, and government policy makers.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Technological Advances
Microsoft Anti-trust Case
9.04 a Research the impact of
Amy Harmon, “261 Lawsuits Filed on
Operation Iraqi Freedom
downsizing in North
Internet Music Sharing,” The New
War and Homeland Security
Homeland Security
Carolina. What regions,
York Times.
Department
industries, and occupations
http://www.nytimes.com/2003/09/
Downsizing
Patriot Act
are most affected, and what 09/technology/09MUSI.html?ex=13
Out-sourcing
is being done to alleviate
78440000&en=1e7f6e77f8e92b10&
N. C.’s Furniture Industry
the results of downsizing?
ei=5007&partner=USERLAND
N. C.’s Textile Industry
9.04b Trace the measures that
Steve Lohr, “Microsoft to Give
national, state, and local
Computer Makers Greater
Freedom,” The New York Times
agencies have enacted as
part of Homeland Security.
Report how these measures
Patriot Act
are reflected in your local
http://www.epic.org/privacy/terror
community.
ism/hr3162.html
9.04c How have technological
advances changed the way
citizens can obtain music?
Trace the impact of this for
producers and consumers.
9.04d Research the Microsoft
Anti-trust case and report
its impact on companies
producing similar products.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
Homeland Security
http://www.whitehouse.gov/homela
nd/
The Five Levels of Homeland
Security
http://www.thesandiegochannel.com
/news/1298860/detail.html
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Competency Goal 9:
The learner will analyze factors influencing the United States economy.
Objective 9.05:
Explain the impact on the United States economy of international trade and global products.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Newspapers, i.e. The Wall Street
Global interdependence
Tariffs
9.05a Trace the ingredients of an
Journal, The New York Times
Foreign trade
Almond Joy candy bar and
Protective tariffs
Exchange rate
create a flow chart of what
Treaty
countries would be involved
North American Free Trade
International Economic
Multinational conglomerate
in the production of such
Agreement (NAFTA)
Organizations
Globalization
candy.
http://www.citizen.org/trade/nafta
North American Free Trade
/index.cfm
Agreement (NAFTA)
9.05b Examine contemporary
World Trade Organization
clothing trends and
World Trade Organization
(WTO)
research the use of child
http://www.wto.int/
European Union (EU)
labor in other countries as a
Unfavorable Balanced Trade
way of providing cheap
European Union
Favorable Balance of Trade
labor/sweatshops for U. S.
http://www.eurunion.org/
Comparative advantage
companies, i.e. shoes,
Child labor
jerseys, jeans, etc.
Human rights
9.05c Identify a company that has
been impacted by NAFTA.
Compare and contrast the
pros and cons for producers
and consumers.
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Competency Goal 9:
The learner will analyze factors influencing the United States economy.
Objective 9.06:
Investigate the ways that domestic and international economies are interdependent.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Global Interdependency and
Developed countries
9.06a Students research and
Video- “The Return to Mocha”
International Trade
Developing countries
prepare proposals for
Foreign aid
dealing with “Conflict
Video- “Roger and Me”
United Nations
Diamonds.” Students can
International Monetary
create resolutions fitting
Sample Resolution
Fund (IMF)
the model created by the
http://www1.umn.edu/gavel/mun/h
World Bank
United Nations.
andbook/sampres.html
Free Trade
9.06b Examine the case of
North Carolina and the Economy
American automobile
http://www.businessnc.com/archiv
companies and their
es/2003/03/economic_outlook.ht
interdependent
ml
relationship with Mexico
and Canada.
Tariff
http://en.wikipedia.org/wiki/Tarif
9.06c Plot on a map the point of
f
origin of grocery items.
Make generalizations about
how diets and eating habits
might change without
economic interdependence.
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Competency Goal 9:
The learner will analyze factors influencing the United States economy.
Objective 9.07:
Analyze the short- and long-term effects of fiscal and monetary policy on the United States economy.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio and
Visual, and Key Documents for
Listed Activities
Federal Reserve System (FED)
Monetary policy
9.07a Conduct research on the
The Great Depression, The
Fiscal policy
major functions of the
Spending and taxation
Loose (Easy) money policy
Federal Reserve System.
Schlessinger video series
Tight money policy
Write a paper describing
Reserve requirement
the difference between
The Federal Reserve
Discount Rate
tight monetary policy and
http://www.federalreserveeducatio
Interest rates
loose monetary policy and
n.org/
Open Market Operations
explain the effects of
Government spending
each.
The Inflation Calculator
Revenue
http://www.westegg.com/inflation/
Taxation
9.07b Using various newspapers,
Personal Income Tax
study the government’s
US State and Local Taxes
Excise tax
attempts to stimulate the
http://www.policyalmanac.org/econo
Regressive tax
economy by lowering
mic/archive/state_taxes.shtml
Progressive tax
interest rates.
Proportional Tax
Sales Tax
9.07c Research the impact of
Alan Greenspan’s economic
forecast on the U.S.
economy.
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Competency Goal 9:
The learner will analyze factors influencing the United States economy.
Objective 9.08:
Analyze the influence of environmental factors, economic conditions, and policy decisions on individual economic activities.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Environmental protection and
Scarcity
9.08a Research local issues such
Scarcity and Choice
conflict with industry
Depression
as placement of landfills,
http://ingrimayne.saintjoe.edu/eco
Inflation
medical waste dumps,
n/Introduction/ScarcityNChoice.h
Personal decision making
Recession
nuclear power plants,
tml
related to economic
Bear and bull markets
prisons and zoning. Develop
conditions
Radioactive waste disposal
position papers on the
Clean Water Act
NIMBY (Not In My Back
economic impact on
http://www.epa.gov/region5/water
Government regulation and its
Yard)
neighborhood development.
/cwa.htm
impact on the individual
Clean Air and Water Act
OPEC Oil Embargo
9.08b Attend a city council or
US Environmental Protection
Federal ownership of land vs.
Cuban Economic Embargo
county commissioners’
Agency
private ownership across the
Zoning laws
meetings and assess the
http://www.epa.gov
country
Building codes
economic impact of their
decisions on your community. The Arab Oil Embargo of 1973-74
Zoning and its impact on
http://www.buyandhold.com/bh/en
economic development and
9.08c Compare and contrast the
/education/history/2002/arab.ht
neighborhood standards
economic conditions during
ml
the OPEC oil embargo,
Persian Gulf war, and
1973 Oil Embargo
Operation Iraqi Freedom.
http://www.eia.doe.gov/emeu/25op
ec/anniversary.html
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Competency Goal 9:
The learner will analyze factors influencing the United States economy.
Objective 9.08: (continued)
Analyze the influence of environmental factors, economic conditions, and policy decisions on individual economic activities.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
9.08d After studying topographic
and population maps of your
county, determine the most
efficient and politically
acceptable route for a new
interstate highway. Justify
the route selected orally or
in writing.
9.08e Brainstorm and analyze a
list of economic concerns
held by voters. Write a
letter to the editor
suggesting which issues
candidates should address in
an upcoming election.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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Competency Goal 10:
The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities
of citizens in the American constitutional democracy.
Objective 10.01
Explain the distinction between personal and civic responsibilities and the tensions that may arise between them.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Civic Responsibilities
Voting
10.01a
Use a Venn Diagram to
“The Future Is Ours, So Now
Paying taxes
demonstrate the
What?” VHS, Lion’s Clubs
Personal Responsibilities
Fiscal responsibility
distinction between civic
International Youth Outreach
Community activism
and personal
Program
Legal responsibilities vs. moral
Volunteerism
responsibility.
responsibilities
Obeying the laws
American Promise
Speaking to issues
10.01b Have the class reach a
http://www.farmers.com/FarmCom
Compromise
consensus on what are the m/AmericanPromise/
Cooperation
“top 10” responsibilities
Collaboration
for citizens. Post this in
Project Citizen
chart form in the
http://www.civiced.org/project_ci
classroom and refer to it
tizen.php
when issues and other
ideas are discussed.
Constitutional Rights Foundation;
Fostering Civic Responsibility
http://www.crfusa.org/network/net8_1.html
Service Learning
http://www.servenet.org/
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Competency Goal 10:
The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of
citizens in the American constitutional democracy.
Objective 10.02:
Develop, defend, and evaluate positions on issues regarding diversity in American life.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
E Pluribus Unum
Racism
Sexism
Ageism
Bias
Gender
Disabilities
Religion
Lifestyles
Nationality
Physical appearance
Multicultural
“Melting Pot” theory
“Tossed Salad” theory
10.02a
Dan Froomkin, “Affirmative Action
Under Attack,” The Washington Post
www.washingtonpost.com/wpsrv/politics/special/affirm/affirm.htm
Diversity as “isms” in America
10.02b
10.02c
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
Invite a diverse set of
community leaders to sit
on a panel and field
questions from students
about diversity and
ethnicity in society.
Read the summary of the
facts and opinions in
Regents of the University
of California v. Bakke ,
1978 and report on the
guidelines the U. S.
Supreme Court used to
deal with issues of
affirmative action.
Compare the old view of
America as a “melting pot
with the recent view of
America as a “tossed
salad.”
William Ayers, Jean Ann Hunt, &
Therese Quinn, ed. Teaching for Social
Justice, Edited by, ISBN 1-56584420-3
We the People, The Citizen and the
Constitution, Unit 4, Lesson 28
“Exploring Race and Affirmative
Action” (#1856T), Close-up Foundation,
44 Canal Center Plaza, Alexandria, VA
22314
Melting Pot vs. Ethnic Stew
http://www.tolerance.cz/english/meltin
g.htm
Media Literacy
http://www.medialit.org/reading_room
/article631.html
The Affirmative Action and Diversity
Project
http://aad.english.ucsb.edu/
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Competency Goal 10:
The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities
of citizens in the American constitutional democracy.
Objective 10.03:
Evaluate the importance of supporting, nurturing, and educating oneself in the United States society.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Life Long Learning
Self-motivation
10.03a Create posters that
Freedom’s Answer - Curriculum
Being informed
address the need to
http://www.freedomsanswer.org/s
Informed Citizenry
Earning capacity
continue beyond high
chool.curriculum.php
Literacy
school with education.
Public service
Village of 100 People
10.03b Research the current job
http://www.johnblairproductions.c
market. What skills and
om/docs/Village100.pdf
education requirements
are required for entryNational Public Radio
level positions? What are http://www.npr.org/
the salaries of these
positions? Create a family
budget based on the
salary of selected types
of employment.
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Competency Goal 10:
The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities
of citizens in the American constitutional democracy.
Objective 10.04:
Demonstrate characteristics of effective citizenship.
Major Concepts
Terms
Citizenship
Voluntary Compliance
Duty & Responsibility
Respect
Common Civic Culture
Property rights
Individual rights
Voting rights
Taxpayer
Involvement
Charity
Community spirit
Responsible Behavior
Tolerance
Volunteerism
Patriotism
Community service
Thinking Skills and Suggested
Activities
10.04a
Conduct long-term
continuous discussions on
citizenship. Create a
chart depicting the
characteristics of good
citizenship. List these
early at the beginning of
the school year. Refer to
them throughout the
course, adding or deleting
characteristics as
discussions occurs
10.04b
Use current humaninterest stories to provide
examples of citizen’s
actions that make a
difference.
10.04c
Chart student activism
and participation in the
school and community that
demonstrate effective
citizenship.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
American Promise
http://www.farmers.com/FarmCo
mm/Teachers/lesson_ss.htm
Teaching Tolerance, Southern
Poverty Law Center
http://tolerance.org/
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 10:
The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities
of citizens in the American constitutional democracy.
Objective 10.05: Describe examples of recurring public problems and issues.
Major Concepts
Terms
Thinking Skills and Suggested
Activities
Public Problems
Under employment
Education needs
Baby Boomers
Law and order
Graying population
Taxation
Graft and corruption
Citizen apathy
Security
Economic cycles
Disease
Poverty
New Immigration
Unemployment
Substance Abuse
Prison Reform
Racism/Discrimination
Waste Disposal
Homelessness
Crime
Acid Rain/Greenhouse
Effect
Natural Disasters
Pollution
10.05a
Public Issues
Unenumerated Rights
Research and address
ways of resolving a
recurring public problem.
In student groups, have
students prepare reports
addressing each issue or
problem.
10.05b
Using the list of recurring
problems, identify those
that might best be
addressed by the public
sector, the private sector,
or both.
10.05c
Collect pictures or
articles pertaining to a
specific contemporary
problem. Track how this
problem is addressed
legally, economically,
politically and socially.
Summarize information
either orally or in writing.
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
Suggested Resources: Primary,
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Newspapers and News Magazines,
including school and local news
publications
“Taking Action” VHS BFA
Educational Media, The Phoenix
Learning Group
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Competency Goal 10:
The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities
of citizens in the American constitutional democracy.
Objective 10.06:
Discuss the consequences and/or benefits of the freedom of economic, legal, and political choices.
Major Concepts
Terms
Thinking Skills and Suggested
Suggested Resources: Primary,
Activities
Secondary, Technology, Audio
and Visual, and Key Documents
for Listed Activities
Choices
Economic choices
10.06a
Allow students to
Freedom of Speech on the Web
Legal choices
experience a school day
http://www.acsu.buffalo.edu/~alat
Opportunity
Political choices
without a specific
wood/Advantages.html
Freedom
freedom, i.e. no talking
Benefits of Freedoms
Liberty
for a day, the class
Open Society Institute
Justice
eating lunch alone, no use http://www.georgesoros.com/
Consequences of Freedom
Self-determination
of lockers. Cite ways
Socio-economic status
this impedes freedoms.
The American Promise
Political activism
Share thoughts and
http://www.farmers.com/FarmCom
reactions with class.
m/AmericanPromise/
10.06b
Create a visual, song, or
presentation that depicts
the benefits of freedom.
10.06c
Conduct a review of
agencies that represent
freedom and liberty.
What definitions and/or
terms do they use and
how does their actions
reflect their goals?
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
The Four Freedoms
http://www.archives.gov/exhibit_h
all/powers_of_persuasion/four_fr
eedoms/four_freedoms.html#
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CIVICS AND ECONOMICS CURRICUMLUM SUPPORT DOCUMENT
Additional Resources:
Civics & Economics Curriculum Document, 10th Grade Social Studies, NCDPI, 2004.
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