Lafayette Parish School System Social Studies Instructional Framework 2017-2018
Civics Curriculum Map *This is the official curriculum map for the 2017-18 school year *Any changes made to copies of this map are not approved by the Lafayette Parish School System
Content: Students develop a deep understanding of the government of America from its founding to present day. They begin to understand how democratic foundations have influenced the current political system, domestic and foreign policy, and society as a whole. By analyzing the development of American government, students explain how society, the environment, the political and economic landscape, and historical events influence perspectives, values, traditions, and ideas.
Claims: Students develop and express claims through discussions and writing which examine the impact of relationships between ideas, people, and events across time and place. Students evaluate primary and secondary sources to deepen their understanding and to support their own claims about the foundations of American government.
Web Resources:
Lafayette Parish Social Studies Website www.tinyurl.com/lpssk12ss Louisiana Department of Education -Civics Resources: Standards and Grade Level Expectations, Scope and Sequence, Sample Activities http://www.louisianabelieves.com/resources/library/teacher-support-toolbox-library/9-12-grade-social-studies-teachers English Language Arts Louisiana Student Standards http://www.louisianabelieves.com/resources/library/k-12-ela-year-long-planning
Active Classroom www.active.socialstudies.com
FIRST NINE WEEKS
Unit 1: Foundation of American Government
Suggested Time: 5 Weeks (August 9 – September 15)
HMH Civics: Textbook Alignment: Chapters 2, 3, 4.1 Instructional Outcomes: C.1.1 Describe reasons why government is necessary, explaining competing ideas about the role of government in society C.1.2
Compare and contrast the structure and leadership of different forms of government in various nations
C.1.3
Analyze the influence of the Magna Carta, English common law, and the English Bill of Rights in creating a limited form of government in the United States
C.1.4
Explain the influence of Enlightenment philosophers, the Great Awakening, and the American Revolution on the American founding documents
C.1.5
Explain the issues involved in various compromises or plans leading to the creation of the United States Constitution
C.1.6
Analyze the underlying principles and concepts embodied in primary documents that influenced the creation of the United States Constitution
Grade Level Expectations/Major Concepts, Figures, and Events 1.1 Describe reasons why government is necessary, explaining competing ideas about the role of government in society Preamble ● To form a more perfect union ● To provide for the common defense ● To insure domestic tranquility ● To establish justice
1.4 Explain the influence of Enlightenment philosophers, the Great Awakening, and the American Revolution on the American founding documents Philosophies ● Locke ● Montesquieu ● Voltaire ● Rousseau ● Great Awakening
1.2 Compare and contrast the structure and leadership of different forms of government in various nations Government Types ● Democracy ● Republic ● Monarchy ● Totalitarian government
1.5 Explain the issues involved in various compromises or plan leading to the creation of the United States Constitution Influences of early democracy ● Weaknesses of the Articles of Confederation ● Great Compromise ● Commerce clause ● Three-fifths Compromise
1.3 Analyze the influence of the Magna Carta, English common law, and the English Bill of Rights in creating a limited form of government in the United States ● Magna Carta ● English Common Law ● English Bill of Rights
Resources:
1.6 Analyze the underlying principles and concepts embodied in primary documents that influenced the creation of the United States Constitution Creation of U.S. Constitution ● Federalists Papers ● Common Sense ● The Republic ● Wealth of Nations
Content and Claims
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How are different forms of government similar and different? (C.1.2) What were the major influences that led to a limited form of government in the United States? (C.1.3, C.1.4) What were the differing ideas of the government’s new role in society? (C.1.1) How did the U.S. Constitution come into being? (C.1.5, C.1.6)
Students in social studies should explore key questions through multiple sources to develop claims about social studies content. As such, teachers must create instructional opportunities that develop deeply into content and guide students in developing and supporting claims about social studies concepts. To accomplish development of “content”, teachers: · Use key questions to build understanding of content through multiple sources · Corroborate sources and evaluate evidence by considering author, occasion, and purpose To accomplish development and support “claims”, teachers: · Recognize recurring themes and patterns in history, geography, economics, and civics · Evaluate the causes and consequences of events and developments Sample Tasks: ● We the People, Docsteach.org ● The Constitution at Work, Docsteach.org
Possible Sources: ● Government Types, Central Intelligence Agency ● Forms of Government, Scholastic ● Democracy, Diane Bailey ● Leviathan, Thomas Hobbes ● Foundations of American Government, UShistory.org ● Magna Carta, British Library ● Magna Carta and Its American Legacy, U.S. National Archives and Records Administration ● English Bill of Rights, Constitution Society ● Declaration of Independence, Thomas Jefferson ● Articles of Confederation, Library of Congress ● “Influence of the Enlightenment on Democratic Thought,” Study.com ● Two Versions of the Preamble to the Constitution, Library of Congress ● The Constitution of the United States, National Archives ● Great Awakening
Additional Resources Resources that may be used to assist teachers plan, create, and organize lessons within their standards/units of study may be found on the “Additional Resource” page toward the end of this document. These resources are not specific to a particular unit, however each resource offers as a search reference for social studies content.
FIRST NINE WEEKS (PAGE 1 of 2) Unit 2: Structure and Purposes of Federal and State Government
Suggested Time: 7 weeks (September 18 - November 3)
HMH Civics: Textbook Alignment: Chapters 4.2, 4.3, 5 – 9 Instructional Outcomes: C.2.1 Analyze ways in which the purposes of the United States government, as defined in the United States Constitution, are achieved C.2.2
Describe the structure and functions of the federal government as stated in the United States Constitution
C.2.3
Explain the distribution of powers, responsibilities, and limits on the United States government
C.2.4
Cite the qualifications, terms of office, roles, and duties for appointed and elected officials
C.2.5
Explain the processes and strategies of how a bill becomes a law at the federal level
C.2.6
Differentiate between loose and strict constructionist interpretation of the Constitution by examining the meaning and implications of the Bill of Rights and subsequent amendments
C.2.7
Explain the role of regulatory and independent government agencies in American society
C.2.8
Compare and contrast the functions of various state and local governments in terms of tax code, political structure, and election procedures
Grade Level Expectations/Major Concepts, Figures, and Events 2.1 Analyze ways in which the purposes of the U.S. government, as defined in the U.S. Constitution, are achieved 2.2 Describe the structure and functions of the federal government as stated in the U.S. Constitution Structure of Government ● Articles I-III (branches of government) ● Article IV (the states) ● Article V (Amendment process) ● Article VI (debts, supremacy, oaths) ● Article VII (ratification) 2.3 Explain the distribution of powers, responsibilities, and limits on the U.S. government Distribution of Power ● Separation of powers; checks and balances ● Federalism ● Marbury v. Madison
2.6 Differentiate between loose and strict constructionist interpretation of the Constitution by examining the meaning and implications of the Bill of Rights and subsequent amendments Constructionist Interpretation ● Gun control rulings ● Interstate commerce clause ● Roe v. Wade ● Amendments (Bill of Rights, 11-27) 2.7 Explain the role of regulatory and independent government agencies in American society Regulatory Agencies ● Environmental Protection Agency (EPA) ● Federal Trade Commission (FTC) ● Federal Communications Commission (FCC) ● Central Intelligence Agency (CIA)
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2.4 Cite the qualifications, terms of office, roles, and duties for appointed and elected officials
2.8 Compare and contrast the functions of various state and local governments in terms of tax code,
Content and Claims ● ●
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Why is government necessary? (C.1.1) How does the government carry out the purposes as delineated in the U.S. Constitution? (C.2.1) How do interpretations of the Constitution vary, how can the Constitution change, and how does a bill become a law? (C.2.5, C.2.6) How are the powers, responsibilities, and limits on the government distributed? (C.2.2, C.2.3) What are the qualifications, terms, roles, and duties of various appointed and elected officials? (C.2.4) What are the roles of regulatory and independent government agencies? (C.2.7) How are federal, state, and local governments similar and different? (C.2.8)
Elected/Appointed Officials ● Qualifications, terms in office ● Roles ● Duties 2.5 Explain the processes and strategies of how a bill becomes a law at the federal level
political structure, and election procedures State vs. Local Governments ● Compare & contrast levels of service (ie. Police and fire protection, trash collection, highways, income tax, etc.) ● Taxes ● Police juries ● Initiative and referendum
Resources: Students in social studies should explore key questions through multiple sources to develop claims about social studies content. As such, teachers must create instructional opportunities that develop deeply into content and guide students in developing and supporting claims about social studies concepts. To accomplish development of “content”, teachers:
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Use key questions to build understanding of content through multiple sources Corroborate sources and evaluate evidence by considering author, occasion, and purpose
To accomplish development and support “claims”, teachers: · Recognize recurring themes and patterns in history, geography, economics, and civics · Evaluate the causes and consequences of events and developments Sample tasks ● The Big Ideas of the U.S. Constitution, Docsteach.org ● Constitution Day Workshop, Archives.org ● Checks and Balances in Action, Docsteach.org ● Congress in Article I of the United States Constitution, Docsteach.org
Possible Sources ● The Nature of Government, UShistory.org ● The Constitution of the United States, National Archives ● Hamilton and the Constitution, Pbs.org ● Branches of Government, U.S. House of Representatives ● Federalism,The Organization of the Bureaucracy,UShistory.org ● OSHA, United States Department of Labor ● About the SEC, Securities and Exchange Commission ● About the FTC, Federal Trade Commission ● Find Your Legislator, Louisiana State Legislature ● Ratifying the Thirteenth Amendment, Library of Congress ● Supreme Court Cases, U.S. Supreme Court Media
Additional Resources Resources that may be used to assist teachers plan, create, and organize lessons within their standards/units of study may be found on the “Additional Resource” page toward the end of this document. These resources are not specific to a particular unit, however each resource offers as a search reference for social studies content.
SECOND NINE WEEKS
Unit 3: The Citizen’s Role in Government
Suggested Time: 6 Weeks (November 6 – December 22)
HMH Civics:Textbook Alignment: Chapter 10 & 11
Instructional Outcomes: C.5.1 Distinguish between personal, political, and economic rights of citizenship C.5.2 Differentiate between civic duties and responsibilities, including various forms of civic participation C.5.3 Describe how civil rights have evolved over time to include diverse groups of citizens
C.5.4 C.5.5 C.5.6 C.5.7
Evaluate the role of the media and public opinion in American politics, including the use and effects of propaganda techniques Analyze the effects of campaigns, campaign finance, elections, the Electoral College, and the United States census in the American political system Describe key platform positions of the major political parties and evaluate the impact of third parties in election outcomes Explain historical and contemporary roles of special interest groups, lobbyists, and associations in United States politics
Grade Level Expectations/Major Concepts, Figures, and Events 5.1 Distinguish between personal, political, and economic rights of citizenship Citizenship Rights ● Right to vote ● Private property ● Job choice 5.2 Differentiate between civic duties and responsibilities, including various forms of civic participation Civic duties/responsibilities ● Voting ● Paying taxes ● Running for office ● Serving on a jury 5.3 Describe how civil rights have evolved over time to include diverse groups of citizens Evolution of civil rights ● Voting rights, equal employment opportunities, fair housing, gender discrimination ● U.S. Supreme Court Cases (change over time) ● Plessey vs. Ferguson ● Brown vs. Board of Education ● Gender Discrimination
5.4 Evaluate the role of the media and public opinion in American politics, including the use and effects of propaganda techniques Role of Media ● Set public agenda (television, radio, internet, newspaper) 5.5 Analyze the effects of campaigns, campaign finance, the Electoral College, and the U.S. census in the American political system Political Campaigns ● Caucuses, primaries, plurality, majority 5.6 Describe key platforms positions of the major political parties and evaluate the impact of third parties in election outcomes. Political Platforms ● Health care, immigration reform ● National defense ● Earmarks 5.7 Explain historical and contemporary roles of special interest groups, lobbyists, and associations in U.S. politics. Special Interest Groups/ Lobbyist ● NAACP ● PETA ● PACs ● AARP ● Tea Party
Content and Claims
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How are the rights, responsibilities, and duties of citizens similar and different? (C.5.1, C.5.2) How does informed citizenship support democratic government? (C.5.2) How have civil rights evolved over time for different groups? (C.5.3) How is government impacted by media and public opinion, political parties, special interest groups, and other groups? (C.5.4, C.5.7) What are the platform positions of the major political parties and how are they impacted by third parties? (C.5.6) What roles do campaigns, third parties, the Electoral College, and the U.S. census have on the American political system? (C.5.5, C.5.6) What are the differing opinions of the role the government should play in citizens’ everyday lives? (C.1.1)
Resources: Students in social studies should explore key questions through multiple sources to develop claims about social studies content. As such, teachers must create instructional opportunities that develop deeply into content and guide students in developing and supporting claims about social studies concepts. To accomplish development of “content”, teachers: · Use key questions to build understanding of content through multiple sources · Corroborate sources and evaluate evidence by considering author, occasion, and purpose
To accomplish development and support “claims”, teachers: · Recognize recurring themes and patterns in history, geography, economics, and civics · Evaluate the causes and consequences of events and developments
Sample tasks ● The First Amendment, Docsteach.org ● Personal and Civic Responsibility, Classroomlaw.org ● Media and Elections, Edb.utexas.edu ● Policy and Platforms, Northeastern University
Possible Sources ● How do Citizens Connect with their Government?, UShistory.org ● American Political Attitudes and Participation, UShistory.org ● America’s Civil Rights Timeline, Sitinmovement.org ● Interest Groups, USHistory.org ● The Impact of the Media, bbc.co.uk ● Party System, Library of Congress ● Democratic Platform, democrats.org ● Green Party Platform, gp.org ● Libertarian Party Platform, lp.org ● Republican Platform, GOP.com ● Political Party Platforms, The American Presidency Project
Additional Resources Resources that may be used to assist teachers plan, create, and organize lessons within their standards/units of study may be found on the “Additional Resource” page toward the end of this document. These resources are not specific to a particular unit, however each resource offers as a search reference for social studies content.
THIRD NINE WEEKS (PAGE 1 of 2)
Unit 4: The American Economy
HMH: Civics Textbook Alignment: Chapters 17, 18, 20 HMH Economics: Digital Textbook Instructional Outcomes:
C.6.1 C.6 C.6.2 .3 C.6.4
Suggested Time: 5 Weeks (January 8 –February 9)
Describe the role of the factors of production as part of the circular flow of goods and services model Explain the basic problem of scarcity and how it drives economic decision-making Assess factors that influence productivity and evaluate the relationship between productivity and standard of living and GDP Apply principles of supply and demand to predict how changes in the market affect prices and incentives for buyers and sellers
C.6.5 C.7.1 C.7.2 C.7.3 C.7.4 C.7.5
Evaluate how different economic systems allocate resources in terms of their benefits to society Analyze the 4 market structures (perfect competition, monopolistic competition, oligopoly, and monopoly) in terms of size of market, ease of entry, similarity of product, and control over price Explain how competition affects both producers and consumers Interpret information about a current economic system undergoing change from a largely command or traditional system to a more mixed system Explain the effects of technology and innovation on global economic interdependence and competition Evaluate how various types of unemployment affect the economy
Grade Level Expectations/Major Concepts, Figures, and Events
6.1 Explain the basic problem of scarcity and how it drives economic decision-making Motivating Scarcity ● Trade-offs/opportunity costs, incentives, cost benefits, consequences
7.1 Analyze the four market structures (perfect competition, monopolistic competition, oligopoly, and monopoly) in terms of size of market, ease of entry, similarity of product, and control over price Effects of Competition ● Efficiency of production, quality and quantity, pricing, employment opportunities
6.2 Describe the role of the factors of production as part of the circular flow of goods and services model Factors of Production 7.2 Explain how competition affects both producers and ● Land, capital, technology, labor, entrepreneurship consumers Flow of goods and services Economic Market Structure ● Wages, profits, productivity ● Perfect competition, monopoly, oligopoly, Influences of production monopolistic competition ● Competition, technology, skills of workers, GDP (real and per capita), standard of living
Content and Claims
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How do factors of production impact the circular flow of goods and services model? (C.6.2) What are the factors that influence productivity and how do standard of living and GDP relate? (C.6.3) How do supply, demand, competition, and scarcity impact decision-making for producers and consumers? (C.6.1, C.6.4, C.7.2) How do the different types of economies allocate resources to meet the needs of their societies? (C.6.5) What is the government’s role in facilitating our economic relationships with other nations? (C.1.1)
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6.4 Apply principles of supply and demand to predict how changes in the market affect prices and incentives for buyers and sellers Supply and Demand ● Law of supply and demand, equilibrium, shortage/surplus, elasticity Price Controls ● Government regulations ● Price ceilings ● Black Market
7.3 Interpret information about a current economic system undergoing change from a largely command or traditional system to a more mixed system Economic Systems ● Command, Traditional, Mixed within Eastern European countries, China, other developing economies 7.4 Explain the effects of technology and innovation on global economic interdependence and competition Technology advances/innovations
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How do supply, demand, competition, and scarcity impact decision-making for producers and consumers? (C.6.1, C.6.4, C.7.2) How are the four market structures similar and different and what would occur if a country changed from one type to another? (C.7.1, C.7.3) How do technology, global economic
6.5 Evaluate how different economic systems allocate resources in terms of their benefits to society Economic Systems ● Command ● Traditional ● Market ● Mixed
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Outsourcing, online service, job displacement, specialization
7.5 Evaluate how various types of unemployment affect the economy Unemployment/effects on the economy ● Structural ● Seasonal ● Cyclical ● Frictional
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interdependence, competition, and unemployment impact an economy? (C.7.4, C.7.5) What is the government’s role in facilitating our economic relationships with other nations? (C.1.1)
Resources: Students in social studies should explore key questions through multiple sources to develop claims about social studies content. As such, teachers must create instructional opportunities that develop deeply into content and guide students in developing and supporting claims about social studies concepts. To accomplish development of “content”, teachers: · Use key questions to build understanding of content through multiple sources · Corroborate sources and evaluate evidence by considering author, occasion, and purpose To accomplish development and support “claims”, teachers: · Recognize recurring themes and patterns in history, geography, economics, and civics · Evaluate the causes and consequences of events and developments
Sample tasks ● Circular Flows, UNO Center for Economic Education ● How Can Entrepreneurs Control Costs?, UNO Center for Economic Education ● Characteristics of Market Structures, Econworks.org ● Circular Flows, UNO Center for Economic Education ● How Can Entrepreneurs Control Costs?, UNO Center for Economic Education ● Characteristics of Market Structures, Econworks.org
Possible Sources ● Resource Center, U.S. Department of the Treasury ● Types of Markets, Financetrain.com ● Types of Economic Systems, YouTube ● Globalization and Interdependence, Un.org ● Resource Center, U.S. Department of the Treasury ● Types of Markets, Financetrain.com ● Types of Economic Systems, YouTube ● Globalization and Interdependence, Un.org ● ECONLowdown
Additional Resources Resources that may be used to assist teachers plan, create, and organize lessons within their standards/units of study may be found on the “Additional Resource” page toward the end of this document. These resources are not specific to a particular unit, however each resource offers as a search reference for social studies content.
THIRD NINE WEEKS (PAGE 1 of 2)
Unit 5: United States Domestic and Foreign Policy HMH Civics: Textbook Alignment: 12, 21, 23, 24 HMH Economics: Digital Textbook access
Suggested Time: 6 Weeks (February 15 – March 29)
Instructional Outcomes: C.3.1 Evaluate the five basic goals of United States foreign policy and explain the role of government in their implementation C.3.2
Examine the ways that nations work to cooperate with international organizations politically and economically
C.3.3
Assess the extent to which United States foreign policy, domestic policy, constitutional principles, economic behaviors, and culture affect relations with other nations
C.3.4
Describe ways in which ideas, events, and policies of other nations impact the United States
C.4.1
Describe the elements of United States domestic policy
C.4.2
Explain how government is financed
C.4.3
Evaluate various forms of taxes at each level of government based on principle, incidence, and type
C.4.4
Describe the major revenue and expenditure categories and their respective proportions of local, state, and federal budgets
C.4.5
Predict how federal spending and taxation affect budget deficits and surpluses and the national debt
C.4.6
Evaluate government programs by their cost and benefits to society
C.4.7
Explain how macroeconomic policies of the Federal Reserve System and the federal government affect American citizens
C.4.8
Describe the Federal Reserve System, its functions, and its role in the United States economy
Grade Level Expectations/Major Concepts, Figures, and Events 3.1 Evaluate the five basic goals of the U.S. foreign policy and explain the role of government in their implementation Foreign Policy Goals ● Protection of territory, citizens, etc. ● Economic growth (promote free and open trade) ● World peace/U.S. military bases ● Democratic governments ● MAD ● War on Terror ● Humanities efforts
4.1 Describe the elements of U.S. domestic policy Domestic Policy ● Programs (Social welfare, education, law enforcement, environment) 4.2 Explain how government id financed Government Revenue ● Taxation, fines, borrowing, 16th Amendment 4.3 Evaluate various forms of taxes at each level of government based on principle, incidence, and type. Types of Taxation ● Income, sales, progressive/regressive, proportional
Content and Claims
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What are the five basic goals of United States foreign policy? (C.3.1) What are the differing ideas of our government’s role globally? (C.1.1) How do nations cooperate with international organizations? (C.3.2) How do other nations impact the United States and how does the United States impact other nations? (C.3.3, C.3.4)
PAGE 2 of 2 3.2 Examine the ways that nations work to cooperate with international organizations politically and economically Political/ Economically Cooperation ● Democratic governments ● Humanitarian ● Treaties (political, economic, military) ● Alliances ● International organizations: NATO, EU, UN, OPEC, NAFTA 3.3 Assess the extent to which U. S. foreign policy, domestic policy, constitutional principles, economic behaviors, and culture affect relations with other nations Relations with other nations ● Trade embargoes
4.4 Describe the major revenue and expenditure categories and their respective proportions of local, state, and federal budgets Revenue/ Expenditures ● Revenue: taxes, fees, fines ● Expenditures: Social Security, Medicare 4.5 Predict how federal spending and taxation affect budget deficits and surpluses and the national debt Budget deficits/surplus ● Taxes, spending, debt, state budgets 4.6 Evaluate government programs by their cost and benefits and surpluses and the national debt Government Programs ● Social Security, Medicare, Medicaid, defense 4.7 Explain how macroeconomic policies of the Federal
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What are the elements of United States domestic policy? (C.4.1) How is government financed and what are the long-term effects of federal spending and taxation? (C.4.2, C.4.3, C.4.4, C.4.5) Which government programs are most beneficial based on cost and benefits? (C.4.6) How does the Federal Reserve System impact the U.S. economy and individual citizens? (C.4.7, C.4.8)
● United States role as peacekeeper ● Truman Doctrine ● United States border policy 3.4 Describe ways in which ideas, events, and policies of other nations impact the U.S. Impact on U.S. ● Relations with USSR ● Conflicts in the Middle East ● Immigration (legal and illegal)
Reserve System and the federal government affect American citizens Federal Budget ● Federal Reserve System/macroeconomics ● Taxes and spending vs. regulating money supply ● Inflation/deflation ● Monetary policy ● Fiscal policy 4.8 Describe the Federal Reserve System, its functions, and its role in the United States economy Federal Reserve System (central bank system) ● Purpose/function ● Supervisor of banks ● Regulating money supply ● Federal Open Market Committee (FOMC)
Resources: Students in social studies should explore key questions through multiple sources to develop claims about social studies content. As such, teachers must create instructional opportunities that develop deeply into content and guide students in developing and supporting claims about social studies concepts. To accomplish development of “content”, teachers: · Use key questions to build understanding of content through multiple sources · Corroborate sources and evaluate evidence by considering author, occasion, and purpose To accomplish development and support “claims”, teachers: · Recognize recurring themes and patterns in history, geography, economics, and civics · Evaluate the causes and consequences of events and developments
Sample tasks ● Documenting Key Presidential Decisions, Docsteach.org ● Foreign Policy: War & Peace and Everything in Between, iCivics.org ● Globalization, Pbs.org ● The First Amendment, Docsteach.org ● Personal and Civic Responsibility, Classroomlaw.org ● Media and Elections, Edb.utexas.edu ● Policy and Platforms, Northeastern University
Possible Sources ● Policy Making: Political Interactions, UShistory.org ● Foreign Policy, Foreignpolicy.com ● What is NATO?, North Atlantic Treaty Organization ● Official Website of the EU, European Union ● UN for Students, United Nations ● North American Free Trade Agreement, Naftanow.org ● World Trade Organization, WTO.org ● How do Citizens Connect with their Government?, UShistory.org ● American Political Attitudes and Participation, UShistory.org ● America’s Civil Rights Timeline, Sitinmovement.org ● Interest Groups, USHistory.org ● The Impact of the Media, bbc.co.uk ● Party System, Library of Congress ● Democratic Platform, democrats.org ● Green Party Platform, gp.org ● Libertarian Party Platform, lp.org ● Republican Platform, GOP.com ● Political Party Platforms, The American Presidency Project
Additional Resources Resources that may be used to assist teachers plan, create, and organize lessons within their standards/units of study may be found on the “Additional Resource” page toward the end of this document. These resources are not specific to a particular unit, however each resource offers as a search reference for social studies content. FOURTH NINE WEEKS
Unit 6: Financial Literacy
HMH: Civics Textbook Alignment: Chapters 19, 22, and Personal Finance Handbook (PF1) HMH Economics: Digital Textbook access
Suggested Time: 6 Weeks (April 9 - May 18) Financial Literacy Resources: active.socialstudies.com
Instructional Outcomes: C.8.1 Explain the relationship between education, training, and career options to future earning potential C.8.2 Create a family budget and explain its importance in achieving personal financial goals and avoiding negative financial consequences C.8.3 Compare and evaluate types of credit, savings, investment, and insurance services available to the consumer from various institutions C.8.4 Apply given financial data to real life situations such as reconciling a checking account, reading bank and credit card statements, purchasing major goods, and avoiding consumer fraud C.8.5 Analyze the benefits and risks of using credit and examine the various uses of credit scores
Grade Level Expectations/Major Concepts, Figures, and Events
Content and Claims
8.1 Explain the relationship between education, training, and career options to future earning potential Categories of Workers ● Blue Collar ● White Collar ● Service Worker ● Skilled ● Unskilled ● Semi-skilled ● Professional Education Level and Income ● Underemployment ● High school diploma/college or other ● Postsecondary training ● Vocational and technical training
8.3 Compare and evaluate types of credit, savings, investment, and insurance services available to the consumer from various institutions Financial Institutions/Personal Credit ● Commercial banks, savings and loans, credit unions, etc. ● Stock market ● Payday loans ● Debit cards v. credit cards 8.4 Apply given financial data to real life situations such as reconciling a checking account, reading bank and credit card statements, purchasing major good, and avoiding consumer fraud Financial Data ● Recording checks and debit cards in a check register ● Complaint letter ● Consumer Bill of Rights ● Credit Card Accountability Responsibility and Disclosure Act of 2009 (CARD Act) ● Identity theft
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8.2 Create and evaluate types of credit, savings, investment, and insurance services available to the consumer from various institutions Family Budget ● Income (wages: salary, hourly) ● Personal financial goals: purchasing a car or house ● Saving for college/ student loans ● Opportunity cost
8.5 Analyze the benefits and risks of using credit and examine the various uses of credit scores Personal Credit ● Building Credit ● Importance of a high credit score (effect of credit score on employment, automobile insurance rates, ability to rent an apartment) ● Annual source of credit report at no charge
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What are the main influences of future earning potential? (C.8.1) What would a family budget entail that focused on avoiding negative consequences to obtain financial goals and how would individuals use available tools to help them achieve financial success? (C.8.2, C.8.4) How do various types of credit, savings, and investment compare to one another and what are the risks associated? (C.8.3, C.8.5)
Resources: Students in social studies should explore key questions through multiple sources to develop claims about social studies content. As such, teachers must create instructional opportunities that develop deeply into content and guide students in developing and supporting claims about social studies concepts. To accomplish development of “content”, teachers: · Use key questions to build understanding of content through multiple sources · Corroborate sources and evaluate evidence by considering author, occasion, and purpose To accomplish development and support “claims”, teachers: · Recognize recurring themes and patterns in history, geography, economics, and civics · Evaluate the causes and consequences of events and developments
Sample tasks ● Banking, Bank Accounts, and Earning Interest, MoneyInstructor.com ● Your Budget Plan, Financeintheclassroom.org
Possible Sources ● Money Smart, FDIC ● Use Your Credit Cards Wisely, Mappingyourfuture.org ● Budget Planner, Schwab Moneywise ● Save and Invest, mymoney.gov ● ECONLowdown from St. Louis Federal Reserve
Additional Resources Resources that may be used to assist teachers plan, create, and organize lessons within their standards/units of study may be found on the “Additional Resource” page toward the end of this document. These resources are not specific to a particular unit, however each resource offers as a search reference for social studies content.
Additional Resources Active Classroom https://active.socialstudies.com Content: Government and Civics- (Teacher choice in Era and Themes) Content: Government and Civics-Foundation of American Government –Debating the Documents: U.S. History –Lesson “The Great Compromise” and the Making of the Constitution https://active.socialstudies.com/active_reader/10179 Social Studies Google Site www.tinyurl.com/lpssk12ss Teacher Resources, Suggested Activities, Instructional Videos, Website Resources LA Student Standards ELA: http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/k-12-ela-standards.pdf?sfvrsn=12
Comprehensive Curriculum 2012-Suggested Activities website: (these resources are designed by the state to help deliver material for EOC preparation) https://www.louisianabelieves.com/resources/library/academic-curriculum
Louisiana Department of Education Resources Grades 9-12 Social Studies Teacher Library http://www.louisianabelieves.com/resources/library/teacher-support-toolbox-library/9-12grade-social-studies-teachers End-of-Year Assessment http://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-supporttoolbox/end-of-year-assessments Assessment Guidance http://www.louisianabelieves.com/resources/library/assessment-guidance K-12 Social Studies Resources https://www.louisianabelieves.com/resources/library/k-12-social-studies-resources
General Resources http://www.billofrightsinstitute.org (Bill of Rights Institute) http://www.archives.gov/research/arc/education.index.html (Document site) http://www.mrdonn.org (Information and lesson plans) http://lcweb2.loc.gov/learn/lessons/theme.html (Library of Congress) http://lcweb2.loc.gov/ammem/ndlpedu (Library of Congress) http://www.pbs.org/teachers (Information and lesson plans) http://score.rims.k12.ca.us/lessons/grades/?u=180 (Sample lessons) http://score.rims.k12.ca.us/lessons/grades/?g=12 (Sample lessons) http://www.edhelper.com/American_Government.htm (Information site) http://4teachers.org (Creating online quizzes, rubrics, etc.) http://www.cicerohistory.com (Huge variety of free resources; LPSS code LPLA8050) http://www.cagle.com (Political cartoons) http://www.newseum.com (Daily and historical newspapers) http://www.ap.org (Current events) http://www.history.com (History resources) http://www.unitedstreaming.com (Free video clips) Project Tahoe (Common Core Primary Source documents w/ close reading and DBQ) Active Classroom (Active Classroom Social Studies)
