SOL:
The following document is intended as a resource guide to be utilized for unit and lesson planning by teachers of 8th grade social studies in HCPS. It is laid out according to the course scope and sequence and references the major resources we will be using. These are: (along with the abbreviations used in this document)
- PHT = Prentice Hall textbook – Civics: Government and Economics in Action. New textbook series adopted 2008
- CESF = Civics/Economics shared folder. Found in the THMS and SKMS group shared folder under “civics and economic” and organized by unit as outlined. These shared folders contain many more activities than are listed. They are intended to be added to and updated regularly.
- CEESS = Binder with Civics Economics Enhanced Scope and Sequence with Va. Dept. of Ed. Curriculum Framework with Essential Understandings, Questions, Knowledge and Skills for each SOL (2006 edition, not yet updated for revised SOLs) Ultimately what we are responsible for instructing.
- FFfL = Financial Fitness for Life. NCEE personal economics workbook (to be used as a text for teaching EEFL objectives and SOL CE14 a-f.
- CAP = Prentice Hall Citizenship Activity Pack activities
- PHTOL = Prentice Hall on line (not yet included in document)
- PHVP = Prentice Hall Video Program (dvd)
- VEcd = Virtual Economics cd
Unit: Introductory Activities:
Pacing/Duration: 1 week First 9 Week Period
|Objectives |Suggested |Resources |Vocabulary |
| |Strategies/Activities/Tasks/ Differentiation | | |
| |classroom procedures | | |
| |school familiarity | | |
| |get to know each other | | |
| |current events procedures | | |
| |motivation building | | |
| |pre-assessment of skills and existing knowledge | | |
| |content overview/syllabus | | |
| |textbook set up and investigation | | |
STANDARD CE.3
The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by
a) describing the processes by which an individual becomes a citizen of the United States.
b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws.
c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court.
d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society.
e) evaluating how civic and social duties address community needs and serve the public good.S
STANDARD CE.4 (Not tested, but incorporated with SOL 3)
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by
a) practicing trustworthiness and honesty;
b) practicing courtesy and respect for the rights of others;
c) practicing responsibility, accountability, and self-reliance;
d) practicing respect for the law;
e) practicing patriotism;
f) practicing decision making;
g) practicing service to the school and/or local community.
Pacing/Duration: 2-3 weeks First 9 Week Period
|Objectives |Suggested |Resources |Vocabulary |
| |Strategies/Activities/Tasks/ Differentiation | | |
|Students will: |Powerpoint notes |CE 3a. Becoming a Citizen |Essential knowledge key terms (terms |
|Describe the process of becoming a|Have students examine a naturalization test |PHT – Chapter 3, section 1 |listed in SOL) |
|citizen |Provide and analyze a copy of the First and Fourteenth Amendments |CESF – Pwrpt | |
| |Analyze political cartoons of immigration and naturalization to |CESF - Citizenship Booklet , Citizenship |Naturalization, jurisdiction, reside, |
|List and describe the rights and |separate fact and opinion |Project |endorse, free exercise, public officials, |
|liberties guaranteed by the First |Write an essay defending your position on immigration and | |witness, summoned, legal consequences, |
|and Fourteenth Amendments |naturalization |CE 3b. First Amendment + Due Process |elective office, appointed, democratic |
| |Kids do a citizenship poster or booklet to address the essential |PHT – Chapter 6 , sections 2 and 3 |institutions, community welfare, public |
|List, describe, and give examples |knowledge of citizenship |CESF – Bill of Rights Basics, Bill of |service organizations, civic |
|of the duties required of citizens|Students will write captions for political cartoons |Rights Examples |responsibilities & duties, civic life, |
| |Students use a decision-making model to propose solutions to community | |common good, absolute, fundamental rights |
|Identify ways citizens participate|problems |CE 3c and 3d Duties and Responsibilities | |
|in community service |Students research community service opportunities in the area |of Citizenship | |
| |Students recognize examples of good citizenship in their lives |PHT Chapter 3, section 2 | |
|Demonstrate the qualities of good |Students recognize what makes a good citizen within the school and |CESF – Part of citizenship booklet/project| |
|citizenship |local community | | |
| |Student Action project (see SOL 9—can be done in either place) |CE3e Serving the Common Good | |
| | |PHT Chapter 3, section 3 | |
| | |CESF – Part of citizenship booklet/project| |
| | |CAP – How to Volunteer | |
| | | | |
| | |CE 4 – Personal Character Traits | |
| | |CEESS – lessons for CE4 | |
| | |CESF – Personal Traits Examples lesson | |
| | | | |
| | |Enhanced Scope and Sequence, ESS plus | |
| | |(jmu.edu/ttac) | |
STANDARD CE.2
The student will demonstrate knowledge of the foundations of American constitutional government by
a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government.
b) explaining the significance of the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, the Virginia Statute for Religious Freedom, and the Constitution of the United States, including the Bill of Rights.
c) identifying the purposes for the Constitution of the United States as stated in its Preamble.
d) identifying the procedures for amending the Constitution of Virginia and the Constitution of the United States.
Pacing/Duration: 2-3 weeks First 9 Week Period
|Objectives |Suggested |Resources |Vocabulary |
| |Strategies/Activities/Tasks/ Differentiation | | |
|The student will: |Students sort or identify which principle is represented |CE2a. Fundamental principles |Essential knowledge key terms (terms |
| |Powerpoint notes |CESF – Fundamental Principles flashcard |listed in SOL) |
|Define and describe the five |Flashcards of the principles |handout | |
|fundamental political principles. |Students write descriptions of why each principle is important |PHT – Chapter 1, section 3 |Political principles, governmental power, |
| |Class discussion on significance of each principle | |bound by the law, governed, public |
|Identify examples of the |Interpret primary and secondary source documents and separate fact from|CE2b. Early Documents |officeholders, behalf, constitutional |
|fundamental political principles. |opinion |CESF – roots powerpoint and notesheet |government, articulated, charters, |
| |Complete a flowchart or timeline of early documents |(PW), Documents timeline graphic organizer|colonists, grievances, independence, |
|Analyze the influence of early |Create a flowchart of the amendment process |PHT – ch. 4, sec. 3, Ch. 5, sec.1Art. Of |unalienable rights, equality under the |
|documents (see above) on the | |Conf. vs. Const. chart pg. 116 |law, national government, central |
|formation of the Constitution. | | |government, majority rule, rights of the |
| | |CE2c Preamble |minority, affirmed, dignity, justice, |
|Analyze the preamble of the | |CESF – preamble notesheet, America Rocks |domestic, tranquility, common defense, |
|Constitution in terms of the | |video “We the People” |general welfare, amendment process, |
|purposes of the government | |PHT – Ch.5, sec.3 |proposal, ratification, Congress, |
| | | |convention, General Assembly |
|Describe the amendment process for| |CE2b continued: Constitution Basics | |
|the Constitution of the US and the| |CESF – Constitution Basics Notesheet | |
|Virginia Constitution | |PHT – Ch. 5, sec. 3, esp. sharing power | |
| | |and checks and balances charts | |
| | | | |
| | |CE 2d – Amending the Constitution | |
| | |PHT – Ch. 6, sec.1 – graph pg. 161 | |
| | |CESF – Amending Virginia’s Constitution | |
| | |flowchart (tbd) | |
| | | | |
| | |Enhanced Scope and Sequence, ESS plus | |
| | |(jmu.edu/ttac) | |
STANDARD CE.5
The student will demonstrate knowledge of the political process at the local, state, and national levels of government by
a) describing the functions of political parties.
b) comparing the similarities and differences of political parties.
c) analyzing campaigns for elective office, with emphasis on the role of the media.
d) examining the role of campaign contributions and costs.
e) describing voter registration and participation.
f) describing the role of the Electoral College in the election of the president and vice president.
g) participating in simulated local, state, and/or national elections.
Pacing/Duration: 3 weeks First 9 Week Period/start of Second 9 Weeks
|Objectives |Suggested |Resources |Vocabulary |
| |Strategies/Activities/Tasks/ Differentiation | | |
|The student will: |Use graphic organizers to illustrate the functions of political parties|PHT – Chapters 22 and 23 (see |Essential knowledge key terms (terms listed in SOL)|
| | |teachers edition) | |
|Explain the function of the |Analyze campaign documents and advertisements to separate fact and | |Political process, political parties, recruiting, |
|political party in the political |opinion |CAP : |nominating, candidates, electorate, monitoring, |
|process |Have students take an online or paper survey to gauge their own |-Identifying Political Roots |two-party system, third parties, public policy, |
| |political opinions among the liberal to conservative spectrum |-Choosing Leaders -How to |liberal, conservative, left and right, political |
|Compare and contrast the two major|Examine current events for examples of politics in action |Cast Your Vote |center, party platforms, political personalities, |
|political parties in the U.S. |Student makes political cartoons reflecting current political issues | |reasoned or informed choices, mass media, detecting|
| |Students analyze political cartoons |CESF – Election simulation |bias, propaganda, editorials, op-ed, broadcasting, |
|Analyze the impact of third |Students participate in simulated political elections and polls |project ( tbd),( misc. |campaign costs, fundraising, political action |
|parties. |Role-play or simulation regarding campaign finance reform |notes/handouts as needed) |committees (PACs), special interest groups, |
| |Students create Venn Diagrams comparing the major political parties | |campaign finance reform, voting, registration, |
|Analyze the impact of the media on|Have students complete voting registration facsimiles |CEESS –( see activities in binder|election issues, turnout, primary elections, |
|the political process. |Students write persuasive letters to reluctant voters |as needed) |general elections, resident, precinct, registrar, |
| |Powerpoint notes | |Electoral College process, slate of electors, |
|Identify the strategies of making |Use maps, charts, and tables to show how the electoral process can |Enhanced Scope and Sequence, ESS|popular vote, winner-take-all system, densely |
|an informed choice in an election.|impact election results |plus (jmu.edu/ttac) |populated, congressional representation, majority |
| |Debate the pros and cons of the electoral process | |vote, simulation |
|Describe the impact of rising | | | |
|campaign costs. | | | |
| | | | |
|Identify the requirements for | | | |
|voter registration in Virginia. | | | |
| | | | |
|Describe the factors predicting | | | |
|which citizens will vote | | | |
| | | | |
|Cite reasons why citizens don’t | | | |
|vote | | | |
| | | | |
|Explain the Electoral College | | | |
|process. | | | |
Benchmark 1 Review and Test
Pacing/Duration: 1 week Second 9 Weeks Period
|Objectives |Suggested |Resources |Vocabulary |
| |Strategies/Activities/Tasks/ Differentiation | | |
|Students will review the |Review games, charts |Interactive Achievement | |
|objectives and content from SOLs | | | |
|2, 3, 4, and 5. | | | |
| | | | |
|Students will take the first | | | |
|benchmark test. | | | |
STANDARD CE.6
The student will demonstrate knowledge of the American constitutional government at the national level by
a) describing the structure and powers of the national government.
b) explaining the principle of separation of powers and the operation of checks and balances.
c) explaining and/or simulating the lawmaking process.
d) describing the roles and powers of the executive branch.
Pacing/Duration: 3-4 weeks Second 9 Weeks Period
|Objectives |Suggested |Resources |Vocabulary |
| |Strategies/Activities/Tasks/ Differentiation | | |
|The student will: |Use graphic organizers to diagram the powers of each branch of |CE6b Sep. of Powers and Checks and | |
| |government |Balances |Essential knowledge key terms (terms listed |
|Describe the powers of each branch|Use a chart to identify checks and balances |PHT – Review Ch. 5 sec. 3 |in SOL) |
|of government. |Sort powers and checks into proper category |CESF – Overview of Fed. Gov’t chart, Who| |
| |Use current events to illustrate the powers of each branch |are our Elected Leaders notes, |Governmental structure, legislative, |
|Identify examples of checks and |Students will engage in simulations related to the separation of powers|CEESS – Our Federal System of Gov’t |executive, judicial, branches, bicameral, |
|balances in government. |Create a flowchart of how a bill becomes a law |session 35, Attachment B, D |legislature, annual budget, confirm |
| |View “I’m Just A Bill” from Schoolhouse Rock | |appointments, revenue, levies, regulate, |
|Explain the principles of |Write letters to Congress regarding issues important to students |CE6c Legislative Branch |interstate trade, chief executive officer, |
|separation of powers. |Graphic organizer showing the roles of the President |PHT Chapter 8 (be selective – too much |execute laws, congressional action, cabinet, |
| |Analyze political cartoons related to the national government |detail) |ambassadors, administer, federal bureaucracy,|
|Describe the steps in the national|Powerpoint notes |CESF – Leg. Br. essentials notes, |Supreme Court, judicial review, separation of|
|lawmaking process. | |America Rocks “ I’m Just a Bill” |powers, checks and balances, abuse of power, |
| | | |Articles, override, veto, impeach and |
|Distinguish between expressed and | |CE6d Executive Branch |convict, propose legislation, special session|
|implied legislative powers | |PHT Chapter 9 (be selective – too much |of Congress, unconstitutional, executive |
| | |detail) |actions, policymaking, Expressed and Implied |
|Identify and describe the roles | |CESF – Help Wanted notes/activity, Exec.|powers, introducing a bill, committees, the |
|and powers of the executive | |Br. Dept. chart (use w/text) |floor, domestic affairs, foreign affairs, |
|branch. | | |State of the Union address, executive |
| | | |agencies, regulatory groups, chief of state, |
| | | |ceremonial, chief executive, legislative |
| | | |agenda, commander in chief, chief diplomat, |
| | | |architect |
STANDARD CE.7
The student will demonstrate knowledge of the American constitutional government at the state level by
a) describing the structure and powers of the state government.
b) explaining the relationship of state governments to the national government in the federal system.
c) explaining and/or simulating the lawmaking process.
d) describing the roles and powers of the executive branch and regulatory boards.
Pacing/Duration: 2-3 weeks Second 9 Weeks Period
|Objectives |Suggested |Resources |Vocabulary |
| |Strategies/Activities/Tasks/ Differentiation | | |
|The student will: |Complete graphic organizers and charts to show the structure of state |CE7a and CE7b : Structure and Powers of|Essential knowledge key terms (terms listed |
| |government |State Gov’t,, Federalism |in SOL) |
|Describe the structure of |Powerpoint notes |CEESS – State and Local Gov’t section | |
|Virginia’s state government. |Students participate in a state law making simulation (General Assembly|activities and attachments |Commonwealth, General Assembly, bicameral, |
| |and Senate) |PHT – review chart on pg. 127 + BPTC |House of Delegates, Virginia Senate, |
|List and identify the powers given|Use decision making model to weigh cost and benefits of possible |trans. “45 |Governor, cabinet, Lieutenant Governor, |
|to each branch of state |solutions to current legislative issues |PHT Chapter 11 (be selective – too much |Attorney General, levels of courts in |
|government. |Class discussion and debate of current legislative issues |detail) |Virginia, Federalism, “reserved to the |
| |Review information to separate fact from opinion and to distinguish |CESF – Who Are Our Elected |states”, commerce, public health, safety, and|
|Explain the relationship between |between relevant and irrelevant information |Representatives sheet, * Guest speaker –|welfare, federal mandates, engaged citizenry,|
|state and federal government |Compare and contrast state and national government |State Rep. (or local) |minimum standards, health benefits, biennial,|
|(Federalism). |Write letters to the editor or to state officials regarding current | |environment, State budget, revenue, levy |
| |state issues |CE7c Lawmaking process in Virginia |taxes, formal and informal powers, cabinet |
|Explain the lawmaking process in |Analyze and/or create political cartoons reflecting the skills learned |PHT Chapter 11, sec. 2 – specify for |secretaries, commissions, and regulatory |
|the state. |Field trip to Richmond to visit state offices and visit state |Virginia |boards |
| |representatives |CESF – General Assembly simulation (tbd)| |
|Identify major issues in the state| | | |
|legislature. | |CE7d Executive Branch in Va. | |
| | |CEESS – relevant notes | |
|Describe the roles and powers of | |PHT Ch. 11 sec. 3, chart on 306-307 – | |
|the executive branch of the state | |specify for Virginia | |
|government. | | | |
STANDARD CE.8
The student will demonstrate knowledge of the American constitutional government at the local level by
a) describing the structure and powers of the local government.
b) explaining the relationship of local government to the state government.
c) explaining and/or simulating the lawmaking process.
Pacing/Duration: 1-2 weeks Second 9 Weeks Period
|Objectives |Suggested |Resources |Vocabulary |
| |Strategies/Activities/Tasks/ Differentiation | | |
|The student will: |Online research to discover information about different departments in |Local government websites |Essential knowledge key terms (terms listed |
| |local government | |in SOL) |
|Identify local units of government|Flowcharts of how local laws and decisions are made |Graphic organizers and flowcharts | |
|and which officials work for which|Compare and contrast state and local government | |Local governments, political subdivisions, |
|group. |Have a local official come to class to discuss local government |Local officials |Board of Supervisors, enacting ordinances, |
| |Local field trip to visit local courts, city offices, local jail, etc | |annual budget, school board, incorporated |
|Identify which officials are | | |town, town council, mayor, city council, town|
|elected | | |or city manager, small claims court, |
| | | |locality, sheriff, clerk of the circuit |
|Describe the powers local | | |court, commissioner of revenue, treasurer, |
|governments exercise. | | |regulate land use, charters, derive |
| | | | |
|Explain the relationship between | | | |
|state and local government | | | |
STANDARD CE.9
The student will demonstrate knowledge of how public policy is made at the local, state, and national levels of government by
a) examining the impact of the media on public opinion and public policy.
b) describing how individuals and interest groups influence public policy.
c) describing the impact of international issues and events on local decision making.
Pacing/Duration: 1 week Second 9 Week Period
|Objectives |Suggested |Resources |Vocabulary |
| |Strategies/Activities/Tasks/ Differentiation | | |
|The student will: |Student Action Project (covers CE 4g as well) Students select an issue|CE9a – Impact of Media |Essential knowledge key terms (terms listed in|
| |to actively pursue: Steps : brainstorm issues, select issue, K-W-L on |CEESS (old CE7) from section Elections|SOL) |
|Identify the role of the media in |topic, research (limited) w/Fact-Opinion sheet/notes, develop survey, |Parties and Pressure Groups, session | |
|setting the public agenda |give survey to peers, analyze survey results, letter writing to1) |11, 12, 13 |Public policy, policymakers, media, public |
| |public officials soliciting information and sharing initial opinions, |CAP |agenda, forum, accountability, viewpoints, |
|Describe how lobbyists and |2)private lobbying groups (same purpose) and further activities as |- How To Analyze TV News |interest groups, lobbying, political |
|interest groups influence |time permits. |- How to Use the Internet and a news |contributions, formulate, adopt, implement, |
|policymaking. | |source |international issues, pandemic, terrorism, |
| |Analyze political cartoons |- How to Conduct a Poll |economic development, global economy, wildlife|
|Describe how international issues |Review current articles for accurate and relevant information |PHT – Ch 23, sec. 2 – Influencing Your|protection |
|and events can require local |Watch a TV news broadcast and analyze for bias, accurate information, |Vote (propaganda techniques chart) | |
|government action. |relevant v. irrelevant information, and fact v. opinion | | |
| |Analyze political TV ads or print ads made by interest groups |CE9b – individuals and interest groups| |
| |Write letters to state officials in an attempt to influence legislation|PHT – Ch. 8, sec. 1 | |
| |Identify interest groups for major legislative issues (current events) |CESF – Influencing Congress notes | |
| |Identify international issues that have influence current local laws or|CAP | |
| |ordinances |- How to Write a Letter to a Public | |
| |Graphic organizer to sort and match international events and issues |Official | |
| |with local government responses |- How to write a letter to the Editor | |
| |Use world maps to locate international events that may impact local |- How to conduct a poll | |
| |decision-making | | |
| | |CE 9 Overall – Citizenship in Action | |
| | |**CESF – SAP Project (covers CE 4g as| |
| | |well) Students select an issue to | |
| | |actively pursue: Steps : brainstorm | |
| | |issues, select issue, K-W-L on topic, | |
| | |research (limited) w/Fact-Opinion | |
| | |sheet/notes, develop survey, give | |
| | |survey to peers, analyze survey | |
| | |results, letter writing to1) public | |
| | |officials soliciting information and | |
| | |sharing initial opinions, 2)private | |
| | |lobbying groups (same purpose) and | |
| | |further activities as time permits. | |
| | | | |
| | |CE9c – Use current events examples to | |
| | |illustrate – energy, environmental, | |
| | |security(terrorism) | |
| | | | |
| | | | |
STANDARD CE.10
The student will demonstrate knowledge of the judicial systems established by the Constitution of Virginia and the Constitution of the United States by
a) describing the organization of the United States judicial system as consisting of state and federal courts with original and appellate jurisdiction.
b) describing the exercise of judicial review.
c) comparing and contrasting civil and criminal cases.
d) explaining how due process protections seek to ensure justice.
Pacing/Duration: 3 weeks End of Second 9 weeks/ start of Third 9 Week Period
|Objectives |Suggested |Resources |Vocabulary |
| |Strategies/Activities/Tasks/ Differentiation | | |
|The student will: |Put names of different courts on the wall. Each kid gets a type of |CE10a – Organization and Jurisdiction |Essential knowledge key terms (terms listed in |
| |case and must walk to the correct area for the court who would hear |CESF – Jud. Branch organization notes (court ladders), Courts|SOL)—include the different kinds of courts |
|Describe how federal courts are |their case. |Webquest, Supreme Court Basics notes, Supreme Court | |
|organized and the jurisdictions |Simulations of court proceedings |Powerpoint (PW) |United States judicial system, exercise, dual court|
|for each level. |“You be the judge” cases |PHT Chapter 10 (be selective – too much detail) |system, state courts, federal courts, jurisdiction,|
| |Flowcharts and graphic organizers to show organization of courts | |appellate jurisdiction, original jurisdiction, |
|Describe how state courts are |Vocab map for jurisdiction |CE10b – Judicial Review |justices, jury, judge, criminal cases, civil cases,|
|organized and the jurisdictions |Primary and secondary source documents relating to judicial review |CESF - Supreme Court Cases chart and posters |felony, misdemeanor, juvenile, domestic relations, |
|for each level. |DVD and videos about justice, courts, and judicial review (see | |judicial review, check, constitutionality, supreme |
| |resources for list) |CE10c – Civil and Criminal |law, conform, legal conflicts, accused, guilty, |
|Explain and give examples of the |Powerpoint notes |CESF – Road to Virginia Justice dvd and activities, Court |probable cause, bail, committed to jail, |
|process of judicial review. |Field trip to local courts |Procedures powerpoint w/ courtroom diagram and vocab handout.|arraignment, attorney, defendant, plea, trial, |
| |Invite a lawyer or judge to discuss courts and organization of courts |(Simpsons), You Decide jury simulation, *** Class Action |verdict, appeal, recover damages, receive |
|Compare and contrast the |Resource officer presentation on juvenile justice |booklet w/examples for Resource Officer lesson, |compensation, plaintiff, complaint, due process, |
|procedures in civil and criminal |Class discussion and debate issues involving courts (what age should be|PHT – Ch 19 sec. 3, esp. chart on pg.528 |unfair, due process clause |
|cases. |adult, etc) |PHT – Chapter 20 – Criminal and Juvenile Justice, Ch. 21 – | |
| | |Civil Justice | |
|Explain due process and how the | |****(be selective –WAY too much detail) | |
|5th and 14th Amendments are | |CEESS – Pro Se Court simulations handout | |
|applied. | | | |
| | |CE10d – Due Process | |
| | |PHT – pg. 168 + pg. 546-547 steps in criminal law, | |
| | |CESF – Due Process history and examples | |
Midterm Review and test
Pacing/Duration: 1 week Third 9 Week Period
|Objectives |Suggested |Resources |Vocabulary |
| |Strategies/Activities/Tasks/ Differentiation | | |
| |Students will take the midterm exam (benchmark 2) at the end of the |CESF - activities, | |
| |week |midterm study guide, midterm exam| |
| |Review games |( same for all HCPS 8th graders) | |
| |Flashcards | | |
| |Mid-term study guide | | |
| |Essential knowledge notes in summary form (from SOLpass) | | |
STANDARD CE.11
The student will demonstrate knowledge of how economic decisions are made in the marketplace by
a) applying the concepts of scarcity, resources, choice, opportunity cost, price, incentives, supply and demand, production, and consumption.
b) comparing the differences among traditional, free market, command, and mixed economies.
c) describing the characteristics of the United States economy, including limited government, private property, profit, and competition.
Pacing/Duration: 2-3 weeks Third 9 Week Period
|Objectives |Suggested |Resources |Vocabulary |
| |Strategies/Activities/Tasks/ Differentiation | | |
|The student will: |Students create an economic vocab book with illustrations, definitions,|CE11a – Economic Basics |Essential knowledge key terms (terms listed in|
| |and examples of major economic concepts |PHT – Chapter 13, sec.1 |SOL) |
|Define, describe, and give |Simulations related to free market (fundraising auction for supply and |CESF – Economic Vocab. Booklet | |
|examples of basic economic |demand) |project, **Want-Satisfaction chart |Scarcity, limited, satisfy wants, resources, |
|concepts (listed in 11a). |Powerpoint notes |(CTwA #130 |factors of production, goods and services, |
| |Graphic organizers to compare the three types of economies |FFfLTheme 1: The economic way of |natural resources, capital resources, human |
|Compare and contrast the different|Students create advertisements to reflect the US economy |thinking, - selected lessons |resources, choice, entrepreneurship, |
|types of economic systems |Analyze advertisements, charts, and spreadsheets to identify elements |CE11a – Supply and demand |opportunity cost, highest valued alternative, |
| |of the economy |CESF - supply/demand auction and |price, money, exchange, interaction, |
|Identify major characteristics of |Use decision-making model to examine costs and benefits of making |analysis, supply/demand example sheets|incentives, economic behavior, incite, |
|the major economic systems |economic decisions |PHT – Ch. 14 sec. 1 |motivate, supply and demand, production, |
| |Factors of production flowchart (want-satisfaction chart) | |consumer preference, consumption, purchase, |
|Identify the three basic questions|Use current events to demonstrate economic concepts |CE11b – Diff. econ. Systems |economic system, limited productive resources,|
|of economics | |PHT – Ch. 13, sec. 3 |markets, traditional economy, custom and |
| | |CESF – 3 economies power point w/notes|historical precedent, free market economy, |
|Explain the five essential | |(PW) (updated) |private ownership, profit motive, competition,|
|characteristics of the US economy | | |consumer sovereignty, minimal government |
| | |CE11c – Characteristics of US economy |involvement, command economy, central |
| | |CESF – Econ. Vocab booklet continued, |ownership, centrally-planned economy, mixed |
| | |utilize current events examples |economy, private sector, public sector, |
| | |PHT – Ch. 2, sec. 3 ** |government intervention, costs and benefits, |
| | | |undue interference, private property, |
| | |CE12 a - Types of Business |earnings, expenses, rivalry, producers |
| | |Organizations | |
| | |CESF – business types graphic organ., | |
| | |use newspaper ads. for examples, video| |
| | |– Is Walmart Good For America – | |
| | |Frontline | |
| | |PHT – Ch. 14 sec. 2 pg. 384-385 | |
| | |FFfl – 3.4, pg. 36 – role of the | |
| | |entrepreneur | |
| | |PHVP – VideoUp Close: Today in | |
| | |Business 4:41 | |
STANDARD CE.12
The student will demonstrate knowledge of the structure and operation of the United States economy by
a) describing the types of business organizations and the role of entrepreneurship.
b) explaining the circular flow that shows how consumers (households), businesses (producers ), and markets interact.
c) explaining how financial institutions channel funds from savers to borrowers.
d) examining the relationship of Virginia and the United States to the global economy, with emphasis on the impact of technological innovations.
Pacing/Duration: 1-2 weeks Third 9 Week Period
|Objectives |Suggested |Resources |Vocabulary |
| |Strategies/Activities/Tasks/ Differentiation | | |
|The student will: |Students will complete a graphic organizer with examples of business |CE12d – CESF (tbd) |Essential knowledge key terms (terms listed in SOL)|
| |types |PHVP – Video Regional Economies | |
|Compare and contrast the three |Students engage in a simulation reflecting the different business types|5:57 |Business organizations, entrepreneurship, |
|types of business ownership. |Analyze advertisements and other graphic media |CEESS – The Global Economy |ownership, proprietorship, partnership, |
| |Construct a circular flow model and use it to explain the economic flow|handout pg. 263 |corporation, risk, profit, legal entity, owner |
|Explain what an entrepreneur does.|Guest speaker from a bank to explain how banks operate and make money | |liability, investment, circular flow, financial |
| |Flowchart of how banks operate |CE12b – Circular Flow |capital, saving and investment, business expansion,|
|Explain the circular flow of |Simulation on bank operation (students role-play banking scenarios) |PHT – Ch. 14 sec. 1(+ Ch. 18, |tax revenue, public goods and services, private |
|economics. |Cite examples of world trade and technology |sec.2 for government role) |financial institutions, intermediaries, savers and |
| |Use current events to provide examples of world trade |CTwA #14 + #18 |borrowers, banks, deposits, savings and loans, |
|Describe the role of private |Powerpoint notes |CESF – circular flow notes |credit unions, loans, investing, interest, wealth, |
|financial institutions in the | |CEESS – circular flow overheads |international trade, technological innovation, |
|economy. | | |global economy, world- wide market, efficient, |
| | |CE12 a - Types of Business |specialize, cost of production |
|Identify the reasons for | |Organizations | |
|international trade. | |CESF – business types graphic | |
| | |organ., use newspaper ads. for | |
|Describe the impact of technology | |examples, video – Is Walmart Good| |
|on world trade. | |For America – Frontline | |
| | |PHT – Ch. 14 sec. 2 pg. 384-385 | |
| | |FFfl – 3.4, pg. 36 – role of the | |
| | |entrepreneur | |
| | |PHVP – VideoUp Close: Today in | |
| | |Business 4:41 | |
STANDARD CE.13
The student will demonstrate knowledge of the role of government in the United States economy by
a) examining competition in the marketplace.
b) explaining how government provides certain goods and services.
c) describing the impact of taxation, including an understanding of the reasons for the 16th Amendment, spending, and borrowing.
d) explaining how the Federal Reserve System acts as the nation’s central bank.
e) describing the protection of consumer rights and property rights.
f) recognizing that government creates currency and coins and that there are additional forms of money.
Pacing/Duration: 2-3 weeks Third 9 Week Period
|Objectives |Suggested |Resources |Vocabulary |
| |Strategies/Activities/Tasks/ Differentiation | | |
|The student will: |Interactive Powerpoint with notes |CE13 overview of Role of Gov’t |Essential knowledge key terms (terms |
| |Cause and effect graphic organizers (action-reaction chart pertaining |PHT – Ch. 16, sec. 1 – (activity sheet |listed in SOL) |
|Describe how the US government |to government influence) |tbd) | |
|promotes and regulates marketplace|Use circular flow chart to show government influence |CESF – Gov’t role in econ. Example handout|Marketplace competition, promote, |
|competition |Video on Federal Reserve System |sheet |regulate, enforcing anti-trust |
| |Examine financial documents (warranties, guarantees, etc) related to | |legislation, monopolies, global trade, |
|Identify types of goods and |consumer rights |CE13a competition – PHT Ch16 sec. 2 |business start-ups, government agencies |
|services provided by the |Students examine different forms of currency and types of money | |(FCC, EPA, FTC), taxation, influencing |
|government |Class discussion on the role of the government in the economy |CE13b government goods and service |economic activity, government borrowing, |
| |Field trip to Washington to see Bureau of Printing and Engraving or to |PHT review circular flow diagram 484-485 |government spending, demand, employment, |
|Identify ways the government pays |Richmond to the Federal Reserve |CESF – telephone bbo activity (tbd) |slowing of the economy, income tax, 16th |
|for goods and services. | |CEESS – Gov’t and the econ. Session1 |Amendment, Federal Reserve system, central|
| | | |bank, national currency, inflation, |
|Explain how the government | |CE 13 e – Consumer rights and property |consumer rights, property rights, |
|influences economic activity | |rights |negotiated contracts, legal action, money,|
| | |PHT – Ch. 16,sec.2, ch. 19, sec.1 513-514 |currency and coins, facilitate, Federal |
|Describe the role of the Federal | |CEESS – Gov’t and econ. Session 7 |Reserve Notes, bank accounts, checks, |
|Reserve System. | | |debit cards |
| | |CE13c - Taxation | |
|Explain how the government | |PHT Ch. 18 sec. 2 | |
|protects consumer rights and | |PHVP – Unit 6 video Taxation Hows and Whys| |
|property rights. | |6:10, The Taxes You Pay (3:43) | |
| | |CEESS (old CE11) activities session2 and 3| |
|Identify the reasons we use money | | | |
|and the types of money. | |CE13f – Money | |
| | |PHT Ch. 17 sec. 1 | |
| | | | |
| | |CE12c – Financial Institutions | |
| | |PHT Ch. 17 sec. 2 | |
| | | | |
| | |CE 13d The Fed | |
| | |PHT – Ch. 17 sec. 3 | |
| | |CESF – Fed notes, Fed videos, | |
| | |CEESS – Fed activities sessions 4 and 5, | |
| | |action-reaction sheet | |
| | | | |
| | |Economics Review: | |
| | |Test items from CEESS | |
| | |CESF “Money” bingo, | |
| | |CEESS – Econojeopardy | |
STANDARD CE.14
The student will demonstrate knowledge of personal finance and career opportunities by
a) identifying talents, interests, and aspirations that influence career choice;
b) identifying attitudes and behaviors that strengthen the individual work ethic and promote career success;
c) identifying abilities, skills, and education and the changing supply and demand for them in the economy;
d) examining the impact of technological change and globalization on career opportunities;
e) describing the importance of education to lifelong personal finances;
f) examining the financial responsibilities of citizenship, including evaluating common forms of credit, savings, investments, purchases, contractual agreements, warranties, and guarantees.
Pacing/Duration: 3 weeks Fourth 9 Week Period
|Objectives |Suggested |Resources |Vocabulary |
| |Strategies/Activities/Tasks/ Differentiation | | |
|The student will: |Financial Fitness for life activities (FFfl in resources for specific |CE14 overview – |Essential knowledge key terms (terms listed in|
| |lessons) |FFfL Lesson 1 – Economic way of |SOL) |
|Explain the role of |Video series “Risky Business” |thinking (EEFL #1) | |
|self-assessment in career |Your Life, Your Money DVD |FFfL Lesson 2.2 – PACED (EEFL#11) |Personal finance, career opportunity, |
|planning. |Online career assessments | |aspirations, self-assessment, career planning,|
| |Financial simulation activities (checkbook, credit cards, budgeting) |CE14a-d – Self-assessment, Attitudes |employers, work ethic, supply and demand, |
|Describe the role of work ethic in|Analyze pros and cons of using credit cards |and Skills for success |fiscal responsibility, spending decisions, |
|determining career success. |Examine and analyze charts to look at relationship between education |Kuder on line interest/skill/career |insurance, budget, credit, contracts, |
| |and income |planning assessment (EEFL#2) |warranties, guarantees, correlation |
|Describe the relationship among |Powerpoint notes |PHT Ch.15 sec.3 | |
|skills, education, and income |Using current events to demonstrate economic principles |FFfL Theme 2 – Lesson 3 Career | |
| | |Decision Making(EEFL #2) | |
|Explain the influence of | | | |
|technological advancements on the | |CE14e – Education and employment | |
|workplace | |FFfL Lesson 5 (EEFL #2) | |
| | |Risky Business dvd (EEFL #2) | |
|Explain the financial | |VEcd - Could You Earn a Million | |
|responsibilities of citizenship | |Dollars (EEFL #2) | |
| | | | |
| | |CE14 f – Financial responsibilities of| |
| | |citizenship | |
| | |PHT Ch. 15 sec. 1 and 2 | |
| | |FFfL | |
| | |-Lesson 6 – Why save ? (EEFL #14) | |
| | |- Lesson 7 – Types of savings plans | |
| | |(EEFL #14) | |
| | |- Lesson 8 - Who Pays and who | |
| | |receives – calculating interest – do | |
| | |through | |
| | |Math classes ?) (EEFL #5) | |
| | |-Lesson 9 – Stocks and mutual | |
| | |funds(EEFL #14) | |
| | |-Lesson 11- Saving and Investment are| |
| | |risky business (EEFL #14) | |
| | |- Lesson 12 - Cash or credit (EEFL #8,| |
| | |#9) | |
| | |-Lesson 13 – Establishing credit (EEFL| |
| | |#8) | |
| | |- Lesson 14 – Comparison shopping | |
| | |(EEFL #11, #12)) | |
| | |- Lesson 15 – Get a Plan – money | |
| | |management (EEFL #4) | |
| | |- Lesson 16 – Choosing a using a | |
| | |checking account(EEFL #5, #6) | |
| | |- Lesson 17 - What taxes affect you | |
| | |(EEFL#3) | |
| | |Risky Business dvd – | |
| | |- basics of personal insurance, (EEFL | |
| | |#7) | |
| | |- examining credit card options (EEFL | |
| | |9, #10) | |
SOL Review
Pacing/Duration: 3 weeks Fourth 9 Week Period
|Objectives |Suggested |Resources |Vocabulary |
| |Strategies/Activities/Tasks/ Differentiation | | |
| |K-W-T question/answer reviewing test blueprint | | |
| |Distribute SOLs in booklet form with question/flashcard sheets | | |
| |Administer practice tests ; release items, midterm, unit tests, PHT | | |
| |tests | | |
| |Final benchmark test (released test) | | |
| |Landslide review game | | |
| |Bingo reviews for civics and economics | | |
| | activities | | |
| |Individualized remediation based on final benchmark results | | |
End of Year activities
Pacing/Duration: 2 weeks Fourth 9 Week Period
|Objectives |Suggested |Resources |Vocabulary |
| |Strategies/Activities/Tasks/ Differentiation | | |
| |End of year projects | | |
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