Grade 05 Social Studies Unit 06 Exemplar Lesson 03: Our Rights as Americans

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Grade 05 Social Studies Unit 06 Exemplar Lesson 03: Our Rights as Americans"

Transcription

1 Grade 5 Unit: 06 Lesson: 03 Suggested Duration: 4 days Grade 05 Unit 06 Exemplar Lesson 03: Our Rights as Americans This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students learn about the importance of the Bill of Rights (the first 10 amendments to the Constitution), the process for amending the Constitution, and the 15th, 19th, and 23rd amendments. Students learn more in depth about federalism through a comparison of federal and state rights and responsibilities. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Government. The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. The student is expected to: 5.15C Explain the purposes of the U.S. Constitution as identified in the Preamble Government. The student understands the framework of government created by the U.S. Constitution of The student is expected to: 5.16C Distinguish between national and state governments and compare their responsibilities in the U.S. federal system Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. The student is expected to: 5.20A Describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to a trial by jury; and the right to an attorney. 5.20B Describe various amendments to the U.S. Constitution such as those that extended voting rights of U.S. citizens. Skills TEKS 5.24 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 5.24A Differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States. 5.24B Analyze information by sequencing, categorizing, identifying cause-and-effect Last Updated 4/23/13 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 1 of 16

2 Grade 5 Unit: 06 Lesson: 03 Suggested Duration: 4 days relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 5.24C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 5.25C Express ideas orally based on research and experiences. 5.25D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies. GETTING READY FOR INSTRUCTION Performance Indicators Grade 05 Unit 06 PI 03 Create a booklet about the Bill of Rights and the 15 th, 19 th and 23 rd amendments to the Constitution. Include pictures, examples, and information about the importance of voting. Orally explain the contents of the book. Standard(s): 5.20A, 5.20B, 5.24A, 5.25C ELPS ELPS.c.4I, ELPS.c.5F Key Understandings Democratic governments create processes to change governing documents to guarantee the rights of their citizens. What processes were created to protect citizens rights in the Bill of Rights? What citizens rights needed to be protected when the country first began? Vocabulary of Instruction Federalist Import Republic Ratify Amendment Materials map pencils paper Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Do Children Have Constitutional Rights? (1 per student) Handout: Venn Diagram (blank, optional, 1 per student) Teacher Resource: Venn Diagram KEY Teacher Resource: PowerPoint: The Bill of Rights Handout: Amending or Changing the Constitution (1 per student) Handout: Four Important Amendments (1 per student) Last Updated 4/23/13 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 2 of 16

3 Grade 5 Unit: 06 Lesson: 03 Suggested Duration: 4 days Handout: Four Important Amendments KEY Handout: Federalism (1 copy per student) Handout: Federalism in Your Own Words Teacher Resource: Ratification, Compromise, and Additions (optional) Resources Use local resources and references as appropriate. Advance Preparation 1. Become familiar with content and procedures for the lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Find a picture of one of the five freedoms of the 1 st Amendment being challenged. (Age-appropriate) 6. Cut up ten strips of paper and write a number (1-10) on each paper. 7. Gather old magazines with pictures to be cut up. 8. Prepare materials and handouts as needed. Background Information Many states, while happy with the new Constitution, believed that it left out too many of the rights they believed everyone should have. This lesson looks at the first 10 amendments, or changes, that were made to the Constitution in the form of the Bill of Rights. Originally, many writers of the Constitution did not think it was necessary to list the individual rights of the people when they created the document in In part, they thought there were enough limits on the government to prevent an abuse of power. However, several states remembered their experience under the tyrannical rule of the British government and would only ratify (approve) the new plan if individual rights were attached to the U.S. Constitution. The Founding Fathers, specifically James Madison, went to work to prepare a list of amendments (changes or additions). In 1791, the states agreed to the first ten amendments to the U.S. Constitution, known collectively as the Bill of Rights. Since that time, citizens have wanted rights, especially voting rights, to be guaranteed in the Constitution through new amendments. In this lesson, students will explore the Bill of Rights and the voting rights amendments that have been added. GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE 1. Guide students in a discussion of their rights. Ask such questions such as: Do you have rights? Last Updated 4/23/13 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 15 minutes Attachments: Handout: Do Children Have Constitutional Rights? (1 per page 3 of 16

4 Grade 5 Unit: 06 Lesson: 03 Suggested Duration: 4 days Are your rights the same as an adult? 2. Distribute the Handout: Do Children Have Constitutional Rights? 3. Students read the list and discuss it. 4. Distribute the Handout: Venn Diagram (or have students draw their own). 5. After a reminder discussion of Federalist and Anti-Federalist, students work together to fill in the Venn diagram on Federalism and Anti-Federalism. Students also recall earlier discussions on the road to revolution and the Declaration of Independence to bring to mind rights the Founding Fathers thought needed to be protected when the country first began. What citizens rights needed to be protected when the country first began? 6. Students summarize the Venn diagram and explain their finished diagram to another student. student) Handout: Venn Diagram (blank, optional, 1 per student) Teacher Resource: Venn Diagram KEY TEKS: 5.15C; 5.20A; 5.24B; 5.25C; 5.25D Instructional Note: Use the discussion on the rights of minors to demonstrate the need of the Founding Fathers to articulate protected rights. Remind students that the Anti- Federalists wanted a weak central government. They wanted states to have more power because they believed it would protect individual rights. The Federalists believed in strong central government because they believed the states needed more structure so they could have the same currency (money) and guidance from the court system. EXPLORE 1 1. Students create a K-W-L chart indicating what they KNOW about the Bill of Rights and what they WANT to know. 2. Present the Teacher Resource: PowerPoint: Bill of Rights and facilitate a discussion. (Note: a discussion question has been added to each slide, but those questions may altered/revised as deemed appropriate by the teacher.) 3. Students add information to their K-W-L chart as they LEARN new information about each amendment. EXPLAIN 1 1. Students explain and summarize the constitutional rights of minors (children) and why the rights are different from adults. 2. Students create a small booklet explaining the rights of children. Share and talk about the booklet with another student or with an adult. 3. Display the booklets in a prominent place in the school, perhaps the library. Suggested Day 1 (continued) 15 minutes Attachments: Teacher Resource: PowerPoint: Bill of Rights TEKS: 5.20A; 5.24A; 5.25C Instructional Note: A discussion question has been added to each slide, but those questions may altered/revised as deemed appropriate by the teacher. Suggested Day 1 (continued) 20 minutes Materials The previous attachment Handout: Do Children Have Constitutional Rights? TEKS: 5.20A; 5.15C; 5.24B; 5.25C; 5.25D Instructional Note: A two-tab graphic organizer would be one option for the booklet. EXPLORE 2 Suggested Day 2 20 minutes Last Updated 4/23/13 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 4 of 16

5 Grade 5 Unit: 06 Lesson: 03 Suggested Duration: 4 days Students discuss the amendment process, including considering the Key Understanding and guiding questions, considering first: What does it take to amend the United States Constitution? Distribute the Handout: Amending or Changing the Constitution Students read the handout, appropriate sections of the textbook and other classroom resources to learn about the 15 th, 19 th and 23 rd amendments. Students discuss the importance of voting (popular sovereignty) and why the government amended the Constitution to include more people in the right to vote. Students choose one more amendment to add to the list. Fill out the four square graphic organizer to summarize and explain each amendment. (Handout: Four Important Amendments) Attachments: Purpose: Handout: Amending or Changing the Constitution (1per student) Handout: Four Important Amendments (1 per student) Handout: Four Important Amendments KEY Students learn that the Constitution can be changed, but the process to change it is difficult. This helps ensure that the decisions are really made by the people, that the voice of the people (the governed) is heard. TEKS: 5.20B; 5.24A; 5.24B; 5.25D Instructional Note In this Explore section students gain information related to the Key Understanding and guiding question: Democratic governments create processes to change governing documents to guarantee the rights of their citizens. What processes were created to protect citizens rights in the Bill of Rights? EXPLAIN 2 Suggested Day 2 (continued) 15 minutes 1. Students re-read Handout: Amending or Changing the Constitution and underline key words they want to use in their writing. 2. Student explains in writing 3 amendments to the Constitution 2 - ways to amend the Constitution 1 - the importance of being able to amend the Constitution and why the process that is used to make amendments is so difficult ELABORATE 1. Divide students into groups of four for a discussion group. 2. Using information from their former discussions and studies, students discuss, in light of knowing how difficult it is to get amendments to the Constitution passed, the most important reasons the Founding Fathers created the Bill of Rights and made sure the first 10 amendments were passed. Appoint a recorder to list the reasons from each group. 3. Hold a class discussion to make a class list combining the reasons the students believe the Founding Fathers created the Bill of Rights. 4. Continue the discussion, encouraging students to use academic Last Updated 4/23/13 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD Suggested Day 2 (continued) 15 minutes TEKS: 5.15C; 5.20B; 5.25C Instructional Note: Reasons for the Creation of the Bill of Rights: Delineate individual rights that are protected by the law Reach a compromise to ensure ratification by gaining support from the Anti-Federalism movement Importance of the Bill of Rights Ensures individual human rights page 5 of 16

6 Grade 5 Unit: 06 Lesson: 03 Suggested Duration: 4 days language to answer the guiding questions and frame their answers in support of the Key Understanding. protection Democratic governments create processes to change governing documents to guarantee the rights of their citizens. What processes were created to protect citizens rights in the Bill of Rights? What citizens rights needed to be protected when the country first began? EXPLORE 3 1. Students look at the list on the Handout: Federalism and discuss the list of things the federal government provides and the list of things the state government provides. 2. Students create a folded paper organizer with the list to create an easy reference guide. EXPLAIN 3 Fold a single sheet of construction paper in half, (like a hamburger) leaving about an inch underlap at the top to print the word Federalism on it. Cut out and paste in the chart. Fold the paper and cut down the middle of the top half, so the two halves of the chart can be accessed separately for review. Students decorate the outside on the federal side and on the state side with an illustration to help them remember the difference between the two concepts. 1. Students discuss and explain what was a surprise about the purpose of each level of government. (Teacher guides the discussion with thoughtful questions.) 2. Using the folded guide they designed, students fill in the Handout: Federalism in Your Own Words. EXPLORE 4 1. Students watch again the Bill of Rights Power Point from Day 1 and ask clarifying questions to make certain they understand the importance of Individual Rights. 2. Using the handout Amending or Changing the Constitution, students review the process for amending the Constitution and ask clarifying questions to make sure they understand the process for amending the Constitution. 3. Using their completed Four Important Amendment charts, students review the 15 th, 19 th, and 23 rd amendments. EXPLAIN 4 Suggested Day 3 20 minutes Materials: paper map pencils Attachments: Handout: Federalism (1 copy per student) Purpose: Students compare and contrast State government and National government to learn more about Federalism. TEKS: 5.25D Instructional Note: The federal government refers to the three sets of government (local, state, national) that exercise powers (shared or exclusive) to fulfill the goals in the Preamble. Suggested Day 3 (continued) 15 minutes Attachments: TEKS; 5.25C Handout: Federalism in Your Own Words (1 per student) Suggested Day 3 (continued) 15 minutes Materials: Teacher Resource: PowerPoint: Bill of Rights from Day 1 Handout: Amending or Changing the Constitution from Day 2 Handout: Four Important Amendments from Day 2 TEKS: 5.20A; 5.20B; 5.15C; 5.16C; 5.24A; Suggested Day 4 10 minutes 1. Students use their Handout: Federalism in Your Own Words Materials: Last Updated 4/23/13 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 6 of 16

7 Grade 5 Unit: 06 Lesson: 03 Suggested Duration: 4 days (from Day 3) to prepare to explain in their own words each of the purposes of the federal government and the purposes of the state government. 2. Students summarize what they have learned including the importance of amending the constitution, of individual rights, and of federalism vs. anti-federalism in a letter written to a city, state, or national leader. 3. Students explain what they have learned to another student or an adult. Handout: Federalism in Your Own Words from Day 3 Attachments: Teacher Resource: Ratification, Compromise, and Additions (optional) TEKS: 5.20A; 5.20B; 5.15C; 5.16C; 5.25C Instructional Note: If needed, use the Teacher Resource: Ratification, Compromise, and Additions for additional information. EVALUATE Grade 5 Unit06 PI03 Create a booklet about the Bill of Rights and the 15 th, 19 th and 23 rd amendments to the Constitution. Include pictures, examples, and information about the importance of voting. Orally explain the contents of the book. Standard(s): 5.20A, 5.20B, 5.24A, 5.25C ELPS ELPS.c.4I, ELPS.c.5F Suggested Day 4 (continued) 40 minutes TEKS: 5.20A, 5.20B; 5.24A, 5.25C Last Updated 4/23/13 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 7 of 16

8 Do Children Have Constitutional Rights? Grade 5 Unit: 6 Lesson: 03 Yes, children are human beings with the same basic constitutional rights that adults enjoy. There are some exceptions. Yes, children have these rights: Unalienable rights (life, liberty, pursuit of happiness) Children do not have these rights: No voting in local, state or national elections Due process Cannot sign petitions until 18 Right to counsel (lawyer) Right to a hearing by a judge No cruel and unusual punishment No unwarranted search and seizure Right to attend school No jury trial by peers No running for official elections Cannot serve in the armed services until 18 Limited rights to free speech and expression in school Schools may censor school newspapers and suspend students for inappropriate language and behavior Schools are allowed to search students' private property without probable cause for the safety of others. 2012, TESCCC 04/23/2013 page 1 of 1

9 Grade 5 Unit: 06 Lesson: 03 Topic: Compare Federalists and Anti-Federalists Federalists: Political: BOTH Political: Anti-Federalists: Political: Economic: Economic: Economic: : Summary: 2012, TESCCC 09/26/2012 page 1 of 1

10 Topic: Compare Federalists and Anti-Federalists Grade 5 Unit: 06 Lesson: 03 Federalists: Political: Believe in a strong central government, weaker states rights Economic: Believe there should be a national currency and the federal government should control commerce and be able to levy taxes BOTH Political: Believe in Democracy, 3 branches of government, or separation of powers; and limited government Economic: Believe in the need for a strong economic system with a strong currency, taxes, commerce and trade Anti-Federalists: Political: Believe in weak central government and strong states rights, believe in strong individual rights; prefer a confederation of states Economic: Believe states can control their own currency and trade, and should levy taxes Summary: 2012, TESCCC 09/26/2012 page 1 of 1

11 Amending or Changing the Constitution Grade 5 Unit: 06 Lesson: 03 Article V of the United States Constitution The Congress, whenever two thirds of both Houses shall deem it necessary, shall propose Amendments to this Constitution, or, on the Application of the Legislatures of two thirds of the several States, shall call a Convention for proposing Amendments, which, in either Case, shall be valid to all Intents and Purposes, as Part of this Constitution, when ratified by the Legislatures of three fourths of the several States, or by Conventions in three fourths thereof, as the one or the other Mode of Ratification may be proposed by the Congress; Provided that no Amendment which may be made prior to the Year One thousand eight hundred and eight shall in any Manner affect the first and fourth Clauses in the Ninth Section of the first Article*; and that no State, without its Consent, shall be deprived of its equal Suffrage in the Senate. The Founding Fathers intentionally made the United States Constitution difficult to amend. As explained in Article V, the Constitution can be amended in one of two ways. 1. An amendment can take place by a vote of two-thirds of both the House of Representatives and the Senate followed by a ratification of three-fourths of the various state legislatures (ratification by thirty-eight states would be required to ratify an amendment today). This first method of amendment is the only one ever used in the history of the United States. 2. And, there is a second way to make an amendment: the Constitution might be amended by a Convention called for this purpose by two-thirds of the state legislatures, if the Convention's proposed amendments are later ratified by threefourths of the state legislatures. An amendment can be blocked by only thirteen states withholding approval. Only 27 amendments have been ratified since the Constitution was ratified, and ten of those were the Bill of Rights. Text courtesy of the National Archives: National Archives, (n.d.). The constitution. Retrieved from website: 2012, TESCCC 04/17/13 page 1 of 1

12 Four Important Amendments Grade 5 Unit: 06 Lesson: th Amendment 19 th Amendment 23 rd Amendment Amendment 2012, TESCCC 09/01/2012 page 1 of 1

13 Four Important Amendments KEY Grade 5 Unit: 06 Lesson: th Amendment One of the three Civil War amendments, it was passed in 1870 to ensure that no citizen would ever again be denied the right to vote based on race, color, or previous condition of servitude. This is one of the popular sovereignty amendments because it protects the right to vote. 19 th Amendment This amendment is also a popular sovereignty amendment because it gives the right to vote to women. Women have only had the right to vote since the year 1920, and they had to work hard to ensure that right. The women who worked for the right to vote were called suffragettes. 23 rd Amendment The people who live within the boundaries of our national capital, Washington, DC were denied the right to vote because they did not reside in a State in the United States. Finally, in 1961 the citizens of the area were allowed to vote for President and Vice President. The first time they could vote was in the 1964 election. Amendment Students give information on an amendment of their choosing. 2012, TESCCC 04/23/13 page 1 of 1

14 Federalism Grade 5 Unit: 06 Lesson: 03 Purpose of Democratic governments: Make society a better, more orderly place to live by providing rules for conduct, and punishments for disobeying rules (see the Preamble) Provide services to the people individuals cannot (roads, clean water) Amendment 10: The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States, or to the people. Purpose/Powers of the National Government To determine and collect import duties To pay the debts of the U.S. Government To regulate immigration To provide and regulate postal service To protect intellectual property with patents, copyrights, and trademark rights To coin money To declare war To raise, support, and regulate the armed forces Federal highways To enter into a treaty To admit new states to the Union To guarantee a republican form of government Purpose/Powers of the State Government To ratify amendments to the U.S. Constitution To manage public health and safety To manage public education To make and enforce laws (shared power with the national government) To enforce and execute laws of the state and national governments To borrow money (shared power with the national government) To levy taxes (shared power with the national government) (shared power with the national government) To oversee commerce within the state To establish state highways Article 4 of the Constitution provides: To extradite (send) criminals to the state where they committed the crime 2012, TESCCC 04/23/13 page 1 of 1

15 Federalism In Your Own Words Grade 5 Unit: 06 Lesson: 03 Purpose of Democratic governments: Make society a better, more orderly place to live by providing rules for conduct, and punishments for disobeying rules (see the Preamble) Provide services to the people individuals cannot (roads, clean water) Amendment 10: The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States, or to the people. Purpose of the National Government Purpose of the State Government Article 4 of the Constitution provides: 2012, TESCCC 04/23/13 page 1 of 1

16 Ratification, Compromise, and Additions Grade 5 Unit: 06 Lesson: 03 Anti-Federalists This group of people from various backgrounds, but who lived in mostly rural areas, was against the ratification of the new Constitution. They thought it would give the federal (national) government too much power. They preferred the amount of power the states had under the Articles of Confederation. They also thought that the creation of the Senate in Congress and the office of the President too closely represented something very close to a monarchy. They thought that such a huge system couldn t protect the rights of individual citizens as well as the states could, and a standing army would scare many citizens. The leaders of this movement were Patrick Henry and Thomas Jefferson. Federalists This group thought that the old Articles of Confederation were completely ineffective in running the country. They looked at the new Constitution as representing rights of individual people through the House of Representatives and the Senate as representing the rights of the states. They also believed that the Constitution would protect citizens federal rights and the states would step in to fill the gaps on the state level. The leaders of this movement were James Madison and Alexander Hamilton who wrote the Federalist Papers to explain their views. The Bill of Rights and Amendments When the ratification debate could go no further in Massachusetts, both Anti-Federalists and Federalists came together to add ten amendments (additions) to the Constitution that would protect individual rights and states rights. James Madison proposed the Bill of Rights, the first ten amendments, to the House of Representatives. It included many of the rights the people were asking to include. The Bill of Rights was ratified in Over the years as the country matured and grew, the citizens realized that new guarantees needed to be in place to protect rights that became apparent. A total of seventeen amendments have been added since the original ten. Three of these specifically address voting rights. As the citizens thought more people needed to be included in making decisions for the nation, the 15th amendment (including African Americans), the 19th amendment (including women) and the 23rd amendment (including residents of Washington, D.C.) 2012, TESCCC 04/23/13 page 1 of 1

Science Grade 05 Unit 04 Exemplar Lesson 01: Types of Energy

Science Grade 05 Unit 04 Exemplar Lesson 01: Types of Energy Grade 05 Unit 04 Exemplar Lesson 01: Types of Energy This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing

More information

State of Nature v. Government

State of Nature v. Government State of Nature v. Government Overview In this lesson, students will discuss what they think life would be like in a state of nature and examine reasons why there is a need for government. They will explore

More information

Kindergarten Social Studies Unit 10 Exemplar Lesson 01: How Families Meet Their Basic Needs

Kindergarten Social Studies Unit 10 Exemplar Lesson 01: How Families Meet Their Basic Needs Kindergarten Unit 10 Exemplar Lesson 01: How Families Meet Their Basic Needs This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize

More information

Credit: Pros and Cons

Credit: Pros and Cons Credit: Pros and Cons Unit: 05 Lesson: 02 Suggested Duration: 4 Days Lesson Synopsis: All economic operations depend on the flow of money and credit through the economy. The focus of this lesson is to

More information

17. WHO BECOMES PRESIDENT OF THE UNITED STATES IF THE PRESIDENT SHOULD DIE? 22. HOW MANY CHANGES OR AMENDMENTS ARE THERE TO THE CONSTITUTION?

17. WHO BECOMES PRESIDENT OF THE UNITED STATES IF THE PRESIDENT SHOULD DIE? 22. HOW MANY CHANGES OR AMENDMENTS ARE THERE TO THE CONSTITUTION? DEPARTMENT OF JUSTICE Immigration & Naturalization Service 100 Typical Questions 1. WHAT ARE THE COLORS OF OUR FLAG? 2. HOW MANY STARS ARE THERE IN OUR FLAG? 3. WHAT COLOR ARE THE STARS ON OUR FLAG? 4.

More information

Texas Essential Knowledge and Skills 3. Interpreting Primary Sources: Vote! Instructions 4

Texas Essential Knowledge and Skills 3. Interpreting Primary Sources: Vote! Instructions 4 Introduction Dear Educator, Thank you for choosing Teaching with Primary Sources: Vote! These easy to incorporate activities will inspire inquiry-based learning that will teach your students how to analyze

More information

Colonial Influences STEP BY STEP. OPTIONAL: A PowerPoint presentation is available to walk students through the activities in this lesson.

Colonial Influences STEP BY STEP. OPTIONAL: A PowerPoint presentation is available to walk students through the activities in this lesson. Teacher s Guide Colonial Influences Time Needed: One to two class periods Learning Objectives. Students will be able to: Materials Needed: Student worksheets, overhead or computer projector, scissors,

More information

American Government/Civics

American Government/Civics American Government/Civics The government course provides students with a background in the philosophy, functions, and structure of the United States government. Students examine the philosophical foundations

More information

Consolidating the Revolution

Consolidating the Revolution 7 Consolidating the Revolution (1) CHAPTER OUTLINE Timothy Bloodworth of New Hanover County, North Carolina, rises from humble origins and gains a substantial position in his community and the respect

More information

United States Government Unit 3 Suggested Dates

United States Government Unit 3 Suggested Dates Title Political Parties and Voting, Elections, Civics, Media Big Idea/Enduring Understanding Voluntary individual participation is essential for the U.S. constitutional republic to thrive.. Political parties

More information

North Carolina Constitution: An Introduction to Our State s Constitution and Activities for Understanding It

North Carolina Constitution: An Introduction to Our State s Constitution and Activities for Understanding It North Carolina Constitution: An Introduction to Our State s Constitution and Activities for Understanding It Overview Students will be introduced to the North Carolina Constitution and deepen their understanding

More information

1965 Alabama Literacy Test

1965 Alabama Literacy Test 1965 Alabama Literacy Test 1. Which of the following is a right guaranteed by the Bill of Rights? Public Education Employment Trial by Jury Voting 2. The federal census of population is taken every five

More information

Basic Timeline 1776 Declaration of Independence 1781 Articles of Confederation 1787 U.S. Constitution 1861-1865 Civil War 1865-1877 Reconstruction

Basic Timeline 1776 Declaration of Independence 1781 Articles of Confederation 1787 U.S. Constitution 1861-1865 Civil War 1865-1877 Reconstruction Basic Timeline 1781 Articles of Confederation 1776 Declaration of Independence 1861-1865 Civil War 1787 U.S. Constitution 1865-1877 Reconstruction Historical Context: The Revolution The American Revolution

More information

What are some things to consider when deciding if a career is a good fit?

What are some things to consider when deciding if a career is a good fit? Career Fair: Career Research 1 4 CAREERS The BIG Idea What are some things to consider when deciding if a career is a good fit? AGENDA Approx. 45 minutes I. Warm Up: Career Fair Announcement and Expectations

More information

SUN PRAIRIE AREA SCHOOL DISTRICT COURSE SYLLABUS. Curriculum Area: Social Studies Course Length: Semester

SUN PRAIRIE AREA SCHOOL DISTRICT COURSE SYLLABUS. Curriculum Area: Social Studies Course Length: Semester SUN PRAIRIE AREA SCHOOL DISTRICT COURSE SYLLABUS Course Title: Legal Studies Curriculum Area: Social Studies Course Length: Semester Credit Status: Elective Date submitted: 2/07 District Adopted Texts/Materials/Resources:

More information

CORRELATION SUNSHINE STATE STANDARDS. 1 SE = Student Edition TE = Teacher Edition TR = Teacher Resources TECH = Technology

CORRELATION SUNSHINE STATE STANDARDS. 1 SE = Student Edition TE = Teacher Edition TR = Teacher Resources TECH = Technology CORRELATION SUNSHINE STATE STANDARDS SUBJECT: Social Studies SUBMISSION TITLE: Prentice Hall Civics: Government and Economics In Action 2005 PUBLISHER: Pearson Prentice Hall GRADE: Grade 6-8 M/J Civics/

More information

Grade 4: Module 3B: Unit 3: Lesson 2 Reading Opinion Pieces, Part II: How Authors Support Their Opinions with Reasons and Evidence

Grade 4: Module 3B: Unit 3: Lesson 2 Reading Opinion Pieces, Part II: How Authors Support Their Opinions with Reasons and Evidence Grade 4: Module 3B: Unit 3: Lesson 2 How Authors Support Their Opinions with Reasons and Evidence This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

More information

Chapter 9: The Policies of Alexander Hamilton and Thomas Jefferson

Chapter 9: The Policies of Alexander Hamilton and Thomas Jefferson Chapter 9: The Policies of Alexander Hamilton and Thomas Jefferson Department of State, Department of Treasury, Department of War, Attorney General, Postmaster General : 5 government departments established

More information

Decision Making: Hamilton s Economic Policies Part 1: The Debt PROBLEM

Decision Making: Hamilton s Economic Policies Part 1: The Debt PROBLEM Decision Making: Hamilton s Economic Policies Part 1: The Debt PROBLEM The year is 1790, and George Washington has been President under the new national government, The Constitution, for about a year.

More information

Getting to Know the First Amendment. Ms. Deborah K. Marshall, Instructional Technology Resource Specialist

Getting to Know the First Amendment. Ms. Deborah K. Marshall, Instructional Technology Resource Specialist Getting to Know the First Amendment Ms. Deborah K. Marshall, Instructional Technology Resource Specialist School Information: Home Information: Granby High School 803 Grand Bay Cove 7101 Granby Street

More information

Description: Objectives & Purpose:

Description: Objectives & Purpose: Description: Hosted in the restored 1902 historic House Chamber, Issues in the House of Representatives is our most popular program for school groups. Students will be seated in reproduction 1902 desks

More information

Adult Citizenship Education Content Standards and Foundation Skills

Adult Citizenship Education Content Standards and Foundation Skills Guide to the Adult Citizenship Education Content Standards and Foundation Skills A Framework for Developing a Comprehensive Curriculum M-1121 (11/14) Naturalization The Naturalization Pre-Interview Components

More information

How Do You Manage Money? Lesson 3a: How Do People Make Good Spending Decisions?

How Do You Manage Money? Lesson 3a: How Do People Make Good Spending Decisions? How Do You Manage Money? Lesson 3a: How Do People Make Good Spending Decisions? Adopted from lesson plans created by Jennifer Raeder for the San Francisco Unified School District s Kindergarten to College

More information

Federalists and Anti-Federalists Debate

Federalists and Anti-Federalists Debate Federalists and Anti-Federalists Debate The proposed Constitution, and the change it wrought in the nature of the American Union, spawned one of the greatest political debates of all time. In addition

More information

Business. Democratic Socialism. Sponsoring Faculty Member: Professor Cindi Bearden. Levi Evans

Business. Democratic Socialism. Sponsoring Faculty Member: Professor Cindi Bearden. Levi Evans Business Levi Evans Democratic Socialism Sponsoring Faculty Member: Professor Cindi Bearden Levi Evans Democratic presidential primary candidate, Bernie Sanders, wants America to adopt the political and

More information

Famous Americans on the Civics Test Portraits and Flash Cards

Famous Americans on the Civics Test Portraits and Flash Cards Famous Americans on the Civics Test Portraits and Flash Cards Introduction Twelve Americans are highlighted on the civics test for naturalization. To introduce their roles and historical contributions,

More information

The GED Ready Practice Test Social Studies Extended Response Prompts and Source Texts

The GED Ready Practice Test Social Studies Extended Response Prompts and Source Texts 2014 GED Test Resources The GED Ready Practice Test Social Studies Extended Response Prompts and Source Texts The enclosed source texts are drawn directly from the Extended Response (ER) tasks on the GED

More information

LESSON 2 The Responsibilities of Citizenship

LESSON 2 The Responsibilities of Citizenship LESSON 2 The Responsibilities of Citizenship LEARNING OBJECTIVE Students will explain the responsibilities of United States citizens. LESSON OVERVIEW This lesson encourages students to tap into their prior

More information

Texas Government (GOVT 2306) Credit: 3 semester credit hours (3 hours lecture)

Texas Government (GOVT 2306) Credit: 3 semester credit hours (3 hours lecture) Texas Government (GOVT 2306) Credit: 3 semester credit hours (3 hours lecture) Prerequisite/Co-requisite: TSI complete in the area of reading. Origin and development of the Texas constitution, structure

More information

Georgia Department of Education Grade 4 Career Development Activity Business Management & Administration Estimated Time: 45 minutes

Georgia Department of Education Grade 4 Career Development Activity Business Management & Administration Estimated Time: 45 minutes Goal Students will identify Business Management and Administration as a Georgia career cluster Objectives define a career cluster as a grouping of occupations with common skills and knowledge identify

More information

Intro to the Art of Computer Science

Intro to the Art of Computer Science 1 LESSON NAME: Intro to the Art of Computer Science Lesson time: 45 60 Minutes : Prep time: 15 Minutes Main Goal: Give the class a clear understanding of what computer science is and how it could be helpful

More information

3. addition of the elastic clause to the. 4. start of the first political parties

3. addition of the elastic clause to the. 4. start of the first political parties 1 of 5 2/8/2012 4:49 PM Name: The major role of political parties in the United States is to meet constitutional requirements nominate candidates and conduct political campaigns continue a tradition that

More information

Chapter 2, Section 4: Launching the New Nation

Chapter 2, Section 4: Launching the New Nation Chapter 2, Section 4: Launching the New Nation With George Washington the first president, the United States begins creating a working government for its new nation. Opening Activity: In a paragraph discuss

More information

OHIO S NEW LEARNING STANDARDS: AMERICAN GOVERNMENT - Quick Reference for Learning Targets + Item Specifications for State Summative Exams

OHIO S NEW LEARNING STANDARDS: AMERICAN GOVERNMENT - Quick Reference for Learning Targets + Item Specifications for State Summative Exams CS1 The content encompassed by this will not be assessed. N/A Stimulus Attributes N/A N/A Civic Involvement 1 Opportunities for civic engagement with the structures of government are made possible through

More information

Tools to Use in Assessment

Tools to Use in Assessment Tools to Use in Assessment II. Observations and Checklists Teachers have always watched and observed students in the classroom and they have made instructional decisions based on these observations. Too

More information

Planning and preparing presentations Giving presentations Features of a good presentation Poster presentations

Planning and preparing presentations Giving presentations Features of a good presentation Poster presentations Presentations What is a presentation? Planning and preparing presentations Giving presentations Features of a good presentation Poster presentations For further information and the full range of study

More information

History Graduate Program Handbook

History Graduate Program Handbook History Graduate Program Handbook Introduction: Welcome to the history department at the University of Miami. We pride ourselves on providing a close individualized training for the next generation of

More information

Dear Delegates, It is a pleasure to welcome you to the 2014 Montessori Model United Nations Conference.

Dear Delegates, It is a pleasure to welcome you to the 2014 Montessori Model United Nations Conference. Dear Delegates, It is a pleasure to welcome you to the 2014 Montessori Model United Nations Conference. The following pages intend to guide you in the research of the topics that will be debated at MMUN

More information

School Library Standards. for California Public Schools, Grades Nine through Twelve

School Library Standards. for California Public Schools, Grades Nine through Twelve School Library Standards for California Public Schools, Grades Nine through Twelve STANDARD 1 Students Access Information The student will access information by applying knowledge of the organization of

More information

Lassen Community College Course Outline

Lassen Community College Course Outline Lassen Community College Course Outline PLSC-1 American Institutions 3.0 Units I. Catalog Description Designed to acquaint the individual with the basic principles of American national, state and local

More information

I. Title of Lesson: Learning from Artifacts and What Artifacts Tell Us

I. Title of Lesson: Learning from Artifacts and What Artifacts Tell Us Lesson Plan Class: Seventh Grade Subject: World History Ancient Civilizations Topic: Unit One Investigating the Past: How are social scientists like detectives? I. Title of Lesson: Learning from Artifacts

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

Constitutional Convention: A Decision-Making Activity (Designed for 8 th Grade Social Studies Students)

Constitutional Convention: A Decision-Making Activity (Designed for 8 th Grade Social Studies Students) Constitutional Convention: A Decision-Making Activity (Designed for 8 th Grade Social Studies Students) Written By William Pavao Central Middle School Quincy, Massachusetts 02169 September 2009 Table of

More information

Plant In a Cup. When considering what to do for our curriculum project, our main goal was

Plant In a Cup. When considering what to do for our curriculum project, our main goal was Sammi Meril and Grace Slone Final Paper Kindergarten Education 200 May/6/2013 Plant In a Cup When considering what to do for our curriculum project, our main goal was to create stimulating lesson that

More information

FEDERALISM THE SYSTEM OF GOVERNMENT IN THE UNITED STATES

FEDERALISM THE SYSTEM OF GOVERNMENT IN THE UNITED STATES FEDERALISM THE SYSTEM OF GOVERNMENT IN THE UNITED STATES In the United States, we are governed by both national and state governments and our rights are protected by state and federal Constitutions. Basically,

More information

East Grand Rapids Public Schools Special Education Review

East Grand Rapids Public Schools Special Education Review Jacob's Daughter, LLC 15318 Cove Street Grand Haven, MI 49417 Providing Special Education Consulting Services East Grand Rapids Public Schools Special Education Review Executive Summary Prepared by Cindi

More information

Instructional Design Final Paper. TeaM 3J: Melissa Ferry, Terri Golden, Jaclyn Hawkins, Jennifer Lanza, Jenna Ward. University of Akron

Instructional Design Final Paper. TeaM 3J: Melissa Ferry, Terri Golden, Jaclyn Hawkins, Jennifer Lanza, Jenna Ward. University of Akron TeaM 3J 1 Running head: INSTRUCTIONAL DESIGN FINAL PAPER Instructional Design Final Paper TeaM 3J: Melissa Ferry, Terri Golden, Jaclyn Hawkins, Jennifer Lanza, Jenna Ward University of Akron INSTRUCTIONAL

More information

Digging Deeper into Safety and Injury Prevention Data

Digging Deeper into Safety and Injury Prevention Data Digging Deeper into Safety and Injury Prevention Data Amanda Schwartz: Have you ever wondered how you could make your center safer using information you already collect? I'm Amanda Schwartz from the Head

More information

February 2014 Maintenance & Operations (M&O) Levy Question and Answers, Updated 12-17-13

February 2014 Maintenance & Operations (M&O) Levy Question and Answers, Updated 12-17-13 February 2014 Maintenance & Operations (M&O) Levy Question and Answers, Updated 12-17-13 Where do public schools get their money? We receive our funding from three sources - State, Federal and Local. About

More information

Lesson Description. Texas Essential Knowledge and Skills (Target standards) Skills (Prerequisite standards) National Standards (Supporting standards)

Lesson Description. Texas Essential Knowledge and Skills (Target standards) Skills (Prerequisite standards) National Standards (Supporting standards) Lesson Description The students are presented with real life situations in which young people have to make important decisions about their future. Students use an online tool to examine how the cost of

More information

Types of Businesses. For each event explain the cause, the actual event, and then the effects of each. Before During After Bacon s Rebellion-

Types of Businesses. For each event explain the cause, the actual event, and then the effects of each. Before During After Bacon s Rebellion- SSUSH1 The student will describe European settlement in North America during the 17th century. a. Explain Virginia s development; include the Virginia Company, tobacco cultivation, relationships with Native

More information

Learning from Harvey Milk: Building Support and Coalitions for Change

Learning from Harvey Milk: Building Support and Coalitions for Change Learning from Harvey Milk: Building Support and Coalitions for Change Written by: David Donahue s class, Schools, Sexuality, and Gender, at Mills College, Oakland, California, including the following students:

More information

Program Overview. This guide discusses Language Central for Math s program components, instructional design, and lesson features.

Program Overview. This guide discusses Language Central for Math s program components, instructional design, and lesson features. Program Overview Introduction This guide discusses Language Central for Math s program components, instructional design, and lesson features. What is Language Central for Math? Program Components Language

More information

Tennessee State Capitol High School Government Lesson Plans

Tennessee State Capitol High School Government Lesson Plans Tennessee State Capitol High School Government Lesson Plans 1 For more information on other programs at the museum contact: Public Programs Department (615) 741-0830 (800) 407-4324 or online at: www.tnmuseum.org

More information

The Founding Fathers and the Constitutional Struggle over Centralized Power

The Founding Fathers and the Constitutional Struggle over Centralized Power The Founding Fathers and the Constitutional Struggle over Centralized Power Author: Sean Berg, Lakeland Elementary/Middle School, Baltimore City Public School System Grade Level: Upper Elementary/Middle

More information

Lesson Description. Texas Essential Knowledge and Skills (Target standards) Texas Essential Knowledge and Skills (Prerequisite standards)

Lesson Description. Texas Essential Knowledge and Skills (Target standards) Texas Essential Knowledge and Skills (Prerequisite standards) Lesson Description This lesson gives students the opportunity to explore the different methods a consumer can pay for goods and services. Students first identify something they want to purchase. They then

More information

Walking Through a Trial

Walking Through a Trial Lesson Overview Overview: This lesson will teach students how the legal system works and how a case progresses through the state courts. Objectives: Students will be able to Define key terms related to

More information

AFRICAN AMERICAN LIFE IN THE 19TH CENTURY

AFRICAN AMERICAN LIFE IN THE 19TH CENTURY AFRICAN AMERICAN LIFE IN THE 19TH CENTURY LIVING UNDER THE ILLINOIS BLACK CODES Grade level: Middle school Estimated time: One class period Topic: Illinois Black Codes Subtopic: African American life in

More information

Haberdashers Adams Federation Schools

Haberdashers Adams Federation Schools Haberdashers Adams Federation Schools Abraham Darby Academy Reading Policy Developing reading skills Reading is arguably the most crucial literacy skill for cross-curricular success in secondary schools.

More information

Read the Directions sheet for step-by-step instructions.

Read the Directions sheet for step-by-step instructions. Parent Guide, page 1 of 2 Read the Directions sheet for step-by-step instructions. SUMMARY In this activity, children will create their own family flag using colors and pictures that have personal meanings.

More information

GRADE 3: WORKING TOGETHER

GRADE 3: WORKING TOGETHER GRADE 3: WORKING TOGETHER Considerations for Curriculum Development Third Grade Contextual Theme: Society My community and communities around the world. Assumptions and Goals of Curriculum Development

More information

Money and Justice: Is Texas Ripe for Judicial Reform? A 2013 Public Policy Evaluation by the Texas Fair Courts Network

Money and Justice: Is Texas Ripe for Judicial Reform? A 2013 Public Policy Evaluation by the Texas Fair Courts Network Map courtesy of Justice at Stake Sponsored by the Center for Politics and Governance, LBJ School of Public Affairs November 2013 The Texas Fair Courts Network includes Common Cause Texas, Common Ground

More information

SAMPLE FCC-Based Model Internet Use Policy & Procedures

SAMPLE FCC-Based Model Internet Use Policy & Procedures SAMPLE FCC-Based Model Internet Use Policy & Procedures http://transition.fcc.gov/wcb/tapd/universal_service/schoolsandlibs.html As a starter response, attached are both speaking points and draft documents

More information

Powers of Congress. Expressed, Implied, and Non-Legislative

Powers of Congress. Expressed, Implied, and Non-Legislative Powers of Congress Expressed, Implied, and Non-Legislative What are the basic powers of Congress? w Under the Constitution, Congress has three (3) sets of powers: n n n Expressed Powers: Powers specifically

More information

State and Local Government

State and Local Government State and Local Government a. Explain the basic structure of the Georgia state constitution. b. Explain the concepts of separation of powers and checks and balances. c. Describe the rights and responsibilities

More information

3. To provide a forum for informed political debate and discussion.

3. To provide a forum for informed political debate and discussion. AMERICAN GOVERNMENT AND LAW CURRICULUM DESCRIPTION OF COURSE This course is designed to provide an in-depth look at the American Political System, along with an overview of the American legal system. Students

More information

ONE HEN ACADEMY EDUCATOR GUIDE

ONE HEN ACADEMY EDUCATOR GUIDE ONE HEN ACADEMY EDUCATOR GUIDE 2013 One Hen, Inc. 3 OHA Module 3: Loans, Interest, & Borrowing Money This OHA Module introduces students to the common financial concepts of loans, loan interest, and the

More information

School Library Media Specialist (502)

School Library Media Specialist (502) School Library Media Specialist (502) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s).

More information

Facilitator: Dr. Mervin E. Chisholm h Manager/Coordinator, IDU

Facilitator: Dr. Mervin E. Chisholm h Manager/Coordinator, IDU Developing Your Course Outline Facilitator: Dr. Mervin E. Chisholm h Manager/Coordinator, IDU What Will We Be Doing Today? Use instructional design models and to decide on appropriate it approaches to:

More information

Core Course Designation Proposal Historical Reasoning

Core Course Designation Proposal Historical Reasoning Core Course Designation Proposal Historical Reasoning Faculty Name: Beth Salerno Department: History Course Number: Hi199 Course Title: America: Origins to World Power Initial Offering: existing class

More information

APPLICATION QUESTIONNAIRE FOR THE VAWA PILOT PROJECT ON TRIBAL CRIMINAL JURISDICTION

APPLICATION QUESTIONNAIRE FOR THE VAWA PILOT PROJECT ON TRIBAL CRIMINAL JURISDICTION APPENDIX APPLICATION QUESTIONNAIRE FOR THE VAWA PILOT PROJECT ON TRIBAL CRIMINAL JURISDICTION Instructions Completing this Application Questionnaire is a necessary step for any Indian tribe that wishes

More information

Cambridge Public Schools Administrative Guidelines and Procedures INTELLECTUAL PROPERTY/COPYRIGHT AND FAIR USE

Cambridge Public Schools Administrative Guidelines and Procedures INTELLECTUAL PROPERTY/COPYRIGHT AND FAIR USE Cambridge Public Schools Administrative Guidelines and Procedures INTELLECTUAL PROPERTY/COPYRIGHT AND FAIR USE In accordance with the Cambridge School Committee Intellectual Property/Copyright Policy,

More information

Teacher Training Concept

Teacher Training Concept Teacher Training Concept PIA2 P R O J E C T This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission

More information

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D.

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. Bebop Books Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. What Is Guided Reading? Guided reading involves a small group of children thinking, talking, and reading through a new text with

More information

2014 Bill 10. Third Session, 28th Legislature, 63 Elizabeth II THE LEGISLATIVE ASSEMBLY OF ALBERTA BILL 10

2014 Bill 10. Third Session, 28th Legislature, 63 Elizabeth II THE LEGISLATIVE ASSEMBLY OF ALBERTA BILL 10 2014 Bill 10 Third Session, 28th Legislature, 63 Elizabeth II THE LEGISLATIVE ASSEMBLY OF ALBERTA BILL 10 AN ACT TO AMEND THE ALBERTA BILL OF RIGHTS TO PROTECT OUR CHILDREN MS JANSEN First Reading.......................................................

More information

Loans. What do you Want to Buy? Overhead 3-A. Beginner & Low-Intermediate Materials

Loans. What do you Want to Buy? Overhead 3-A. Beginner & Low-Intermediate Materials Loans Beginner & Low-Intermediate Materials Pre-reading What do you Want to Buy? Overhead 3-A Put a check ( ) next to the pictures of the things you might want to have or do. www.valrc.org/courses/moneytalks

More information

Lesson Plan. Course Title: Principles of Business, Marketing and Finance Session Title: Advertising Media. Performance Objective:

Lesson Plan. Course Title: Principles of Business, Marketing and Finance Session Title: Advertising Media. Performance Objective: Lesson Plan Course Title: Principles of Business, Marketing and Finance Session Title: Advertising Media Performance Objective: After completing this lesson, the student will understand that Advertising

More information

SUMMARY OF CIVIL RIGHTS LAWS, ACTS, AND AMENDMENTS

SUMMARY OF CIVIL RIGHTS LAWS, ACTS, AND AMENDMENTS SUMMARY OF CIVIL RIGHTS LAWS, ACTS, AND AMENDMENTS Declaration of Independence (1776) WE hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with

More information

STUDY GUIDE. Illinois Certification Testing System. Library Information Specialist (175) Illinois State Board of Education

STUDY GUIDE. Illinois Certification Testing System. Library Information Specialist (175) Illinois State Board of Education Illinois Certification Testing System STUDY GUIDE Library Information Specialist (175) Illinois State Board of Education IL-SG-FLD175-04 An Equal Opportunity/Affirmative Action Employer Printed by the

More information

Winter 2009 Teaching with Primary Sources Quarterly Learning Activity Elementary Level

Winter 2009 Teaching with Primary Sources Quarterly Learning Activity Elementary Level Winter 2009 Teaching with Primary Sources Quarterly Learning Activity Elementary Level The Declaration of Independence: Differentiated Learning Activity OVERVIEW Declaration of Independence Baltimore,

More information

Documents and Civic Duties

Documents and Civic Duties Social Education 69(7), pg 385 391 2005 National Council for the Social Studies Part Documents Can Help Reinforce Behaviors (The Role that an Individual Plays in a Democracy) II Documents and Civic Duties

More information

A Correlation of. Pearson myworld Social Studies Grade 2 Florida Edition. To the Monroe County Curriculum Guide

A Correlation of. Pearson myworld Social Studies Grade 2 Florida Edition. To the Monroe County Curriculum Guide A Correlation of Pearson myworld Social Studies Grade 2 Florida Edition To the Monroe County Curriculum Guide Table of Contents HISTORICAL THINKING SKILLS... 3 Unit 1- Rules and Laws... 4 Unit 2: Citizenship:

More information

INSTRUCTION AT FSU THE FLORIDA STATE UNIVERSITY OFFICE OF DISTANCE LEARNING. A Guide to Teaching and Learning Practices

INSTRUCTION AT FSU THE FLORIDA STATE UNIVERSITY OFFICE OF DISTANCE LEARNING. A Guide to Teaching and Learning Practices 7th Edition Office of Distance Learning INSTRUCTION AT FSU A Guide to Teaching and Learning Practices Version 12.02.11 ODL/rg THE FLORIDA STATE UNIVERSITY OFFICE OF DISTANCE LEARNING 7th Edition Office

More information

NATIONAL HISTORY DAY IN N.C ONLINE TEACHER WORKSHOP

NATIONAL HISTORY DAY IN N.C ONLINE TEACHER WORKSHOP NATIONAL HISTORY DAY IN N.C ONLINE TEACHER WORKSHOP Learning the basics of National History Day in North Carolina Some materials adapted with permission from National History Day in Wisconsin, Washington

More information

Standards Map - Basic Comprehensive Program Grade Twelve - History-Social Science Principles of American Democracy

Standards Map - Basic Comprehensive Program Grade Twelve - History-Social Science Principles of American Democracy Pearson Prentice Hall Program Title: Civics: Government and Economics in Action 2007 Components: SE (Student Edition), TE (Teacher's Edition) Grade Level(s): 12 Intended Audience: High School s Map - Basic

More information

Web Design Introductory Concepts Techniques 3E

Web Design Introductory Concepts Techniques 3E Kentucky Department of Education - Consumer Guide for Practical Living, Career Studies, and Career and Technical Education Web Design Introductory Concepts Techniques 3E Cengage Learning, Inc. BASAL ISBN

More information

JAPAN. Date of Elections: December 27, 1969. Characteristics of Parliament

JAPAN. Date of Elections: December 27, 1969. Characteristics of Parliament Date of Elections: December 27, 1969 Characteristics of Parliament JAPAN The Japanese Parliament (The Diet) is bicameral, consisting of two Houses: The House of Representatives, composed of members, elected

More information

Course Court Systems and Practices

Course Court Systems and Practices Course Court Systems and Practices Unit I Criminal Justice System Essential Question What are the history, structure, and function of the state and federal courts and criminal procedure? TEKS 130.296(c)

More information

Introduction to the Rights Based Approach

Introduction to the Rights Based Approach Introduction to the Rights Based Approach The field of social development has seen three major approaches to dealing with problems: the Charity Model the Needs-Based Approach the Rights-Based Approach

More information

Understanding and Influencing The Legislative Process

Understanding and Influencing The Legislative Process Understanding and Influencing The Legislative Process Table of Contents SGNA Legislative Platform... 3 Communicating with your Legislator Telephone Calls... 3 Writing a Letter or E-mail... 3 Social Media...

More information

No Taxation Without Representation!! Actions that led to the Revolutionary War

No Taxation Without Representation!! Actions that led to the Revolutionary War No Taxation Without Representation!! Actions that led to the Revolutionary War Raising Taxes The French and Indian War had caused the British to be in a great deal of debt. They decided to keep a standing

More information

Page 1. 3. What is federalism?

Page 1. 3. What is federalism? North arolina Testing Program 1. How did the Stamp ct, the Tea ct, and the Intolerable cts encourage merican colonists to consider revolution against ritish rule? EO ivics and Economics Sample Items 3.

More information

state of the union bingo

state of the union bingo state of the union bingo Lesson Plan GRADE S 7-12 state of the union bingo GRADES 7-12 About this Lesson State of the Union Bingo is a tool designed to engage students in the president s annual address

More information

Change Number Stories Objective To guide children as they use change diagrams to help solve change number stories.

Change Number Stories Objective To guide children as they use change diagrams to help solve change number stories. Number Stories Objective To guide children as they use change diagrams to help solve change number stories. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game

More information

Grade 7: Module 2A: Unit 2: Lesson 7 Synthesizing Chávez s Central Claim

Grade 7: Module 2A: Unit 2: Lesson 7 Synthesizing Chávez s Central Claim Grade 7: Module 2A: Unit 2: Lesson 7 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

Civics (History and Government) Questions for the Naturalization Test

Civics (History and Government) Questions for the Naturalization Test (rev. 03/11) Civics (History and Government) Questions for the Naturalization Test The 100 civics (history and government) questions and answers for the naturalization test are listed below. The civics

More information

Prioritization/ political will

Prioritization/ political will Implementation of the United Nations Principles and Guidelines on Access to Legal Aid in Criminal Justice Systems: Follow-up on the Johannesburg Declaration Co-hosted by the Government of South Africa,

More information

Be it enacted by the People of the State of Illinois,

Be it enacted by the People of the State of Illinois, AN ACT concerning education. Be it enacted by the People of the State of Illinois, represented in the General Assembly: Section 1. This amendatory Act may be referred to as the Performance Evaluation Reform

More information

Elementary School Lesson Plan: Understanding Main Idea and Details

Elementary School Lesson Plan: Understanding Main Idea and Details Elementary School Lesson Plan: Understanding Main Idea and Details From the classroom of Angela Szakasits, 5 th grade Reading and Social Studies teacher at North Topsail Elementary School in Hampstead,

More information

Banking and Budgeting

Banking and Budgeting Banking and Budgeting By Dawn R. Owens and Lisa Rutner Federal Reserve Bank of Atlanta Lesson Plan of the Year Contest, 2007 2008 Second Place LESSON DESCRIPTION This five-day unit is designed as a hands-on

More information