ec-6 texes social studies training dion dubois, ed.d. instructional coach stevens park elementary...

EC-6 TExES Social Studies Training

Dion Dubois, Ed.D.

Instructional Coach

Stevens Park Elementary

National Board Certified Teacher

[email protected]

mailto:[email protected]

Purpose of Social Studies

The basic purpose of social studies is to produce good citizens

Mike Moses, Texas Commissioner of Education

2000

…help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally

diverse, democratic society in an interdependent world

National Council for Social Studies

1994

Big Ideas in Social Studies

• Citizens have both right and responsibilities• History is about REAL events that have happened to REAL people,

but written from the author’s perspective and may be influenced by the author’s bias.

• Major events have causes and effects• People organize themselves into governmental systems and the

government plays a critical role in resolving conflicts• Rules provide order, security and safety and how they are made

depends on what people value.• Places have both physical and human characteristics• People’s wants often exceed their resources so people must make

choices.• Economies are interdependent upon each other and economic

decisions are often global.

Social Studies Disciplines

Social

Studies

Citizenship

Economics

Government

ScienceTechnol

ogySociety

History

Geography

Culture

TEKS for Social Studies

Social Studies

ContentCognitive

CharacteristicsLearning

Strategies

TExES

Social Studies Content

ConceptsBig Ideas

GeneralizationsBroad Statements

PrinciplesAlways True

Content

Note what’s missing: Facts and Dates

Curriculum Content Organization

PK/K – Self, Home, Family, Classroom1st – Classroom, School, and Community

2nd – Local Community and the Impact of Individuals and Events on the Community, State and Nation

3rd – How Individuals have Changed their Community and the World

4th – Texas Studies5th – United States History

6th – People and Places of the Contemporary World

Student Growth & Development

Socialization is a process by which humans learn the expectations society has for their behavior in order for them to successfully

function within that society

Through socialization, a person gains a sense of belonging with common ideals and

behaviorSocialization primarily occurs in childhood

Social Studies for Elementary Students

• Six-year-olds are active learners and demonstrate considerable verbal ability. They are interested in games

and rules and develop concepts and problem-solving skills from these experiences. Hands-on activity and experimentation are necessary for this age group.

• Seven-year-olds become increasingly able to reason, listen to others, and show social give-and-take. Spatial relationships and time concepts are difficult for them to perceive. Flexibility, open-mindedness, and tolerance of unfamiliar ideas essential in social studies are formed to

a remarkable extent by the interactions of the four- to eight-year-olds.


• Eight-year-olds combine great curiosity with increased social interest. They are able to learn about people who live elsewhere in the world. During these early grades,

children can learn from the symbolic experiences of reading books and listening to stories; however, their

understanding of what they read is based on their ability to relate the written word to their own experience.

• Nine-year-olds may be somewhat self-conscious and prefer group activities to working alone. They are

beginning to understand abstractions as well as cause-and-effect relationships. Most are operating at a concrete

level but need real experiences of society and social institutions such as those provided in social studies.


• Ten-year-olds may be experiencing bodily changes and rapid growth spurts. These changes cause periods of frustration and anger.

Generally, ten-year-olds are interested in and enthusiastic about places and problems in the news. They want to know what events caused these problems, where they occurred, and the reasons for

them. Most of the skills for learning social studies have been introduced by this time and they are able to apply them to new

situations.• Eleven-year-olds are generally in a period of transition between childhood and adolescence. More decision making is required of them.

They tend to be sociable and need opportunities to express feelings and opinions. The developmental research suggests that children at this age do not have the ability to view issues from the perspective of

a whole society (Selman 1975), but need to be confronted with the types of analytical questions about history, society, and social and

political behavior so important in social studies learning.

Social Development from K to 5th

• Awareness of Peers but a lack of concern for their presence

• Intense Interest in their Peers• Productive, Positive Social and Working

Relationships with One Another• Ability to Work and Relate Effectively with

Peer Contributes to a Child’s Sense of Competence

Learning Strategies

Small-Group Cooperative Learning Activities

1. Develop Cognitive Ability

2. Promote Peer Interaction

Simulations

C19-Social Science Instruction

The teacher uses social scienceknowledge and skills to

plan, organize, andimplement instruction and

assess learning

Social Science Concepts

• Causality-Basic Category of Human Thinking

• Conflict – Ideas, Principles, Values or Claims

• Bias – Prejudice or Predisposition

• Interdependence-Relying on one another

• Identity – Self Understanding of Groups

• Nation-state-Political Entity

• Culture – Customs of a Group

• Socialization- how we learn expectations

Basic Social Studies Skills

Acquire InformationOrganize and Use InformationCommunicate InformationSocial ParticipationDevelop Content-Area Vocabulary

Higher Social Studies Skills

Fact and OpinionReading Visual RepresentationsCause and EffectCompare/ContrastMaking InferencesPersonal Decision-MakingUsing Statistics

Critical Thinking-Social Studies

Recognizing a Frame of ReferenceRecognizing Bias

Recognizing a Point of ViewRecognizing Propaganda

Instructional Strategies

Learner-CenteredWidening Circles of ExperienceSharing Interest and Enthusiasm

Additional Thinking SkillsCritical Thinking

High-Order Thinking Skills


• Inquiry Approach• Role Playing/Simulations• Cooperative Learning• Oral Histories/Debates• Conflict Resolution• Political Cartoons• Time Lines• Use of Technology

Inquiry-Based learning is student-centered and based on John Dewey’s philosophy

that education begins with the curiosity of the learner.

It is an approach to learning whereby students find and use

a variety of sources of information and ideas to increase their understanding

of a problem, topic, or issue.

It promotes investigation, exploration, research, pursuit, and study.

Inquiry-Based Learning

Inquiry-Based Learning

Cooperative Learning

Cooperative Learning refers to a variety of means of restructuring instruction and the

organization of the classroom so that students can learn the content in small mixed-

ability learning teams.Small Heterogeneous GroupsCommon GoalOpen-EndedHigher-Ordered Thinking

Graphic Organizers

• Semantic Web• Tree Diagrams• Time Lines• Flow Charts• Venn Diagrams

Graphic Representations

• Graphs– Pictorial Graphs– Bar Graphs– Pie Graphs– Line Graphs

• Charts– Data Retrieval Charts– Narrative Charts– Organizational Charts

Instructional Technology

• A GOOD textbook – used effectively• Audiovisual Presentations• Library Projects

– Primary and Secondary Sources– Encyclopedias, almanacs and atlases– Government Documents

• Artifacts and Oral Histories• Computer

– Research– Games, Puzzles, Presentation Software

• Field Trips• Webcasts

Use of Computer Technology

Tutorial and Problem Solving SoftwareWhere in the World is Carmen San Diego?

Simulation SoftwareOregon Trail

WP, DB, and SS SoftwareHypermedia Presentation Software

HyperstudioInformation Gathering Software

Google, Microsoft, InfoTrac

Organized Use of Technology

1. Purpose of the Research2. Objective should be Clear

3. Preparation and Organization4. Procedural List or Rubric

5. Visuals or Artifacts to Support The Purpose and Objective

Assessment

Informal Formal

Formative Summative Formative Summative

Assessment

Identify the Objectives (TEKS)Use Effective Teaching Practices

Gather Data on Student PerformanceMake Judgments about the Individual’s

Performance Based upon the Data Gathered.

Use of Rubrics

C020-History

The teacher understands and applies knowledge of significant historical events

and developments, multiple historical interpretations and ideas, and

relationships between the past, the present, and the future as defined by the

TEKS.

World History – Five Periods

Ancient World

(4,000,000 BCE-500)

Ancient civilizations: Mesopotamia, Sumer, Assyria, Babylon, Egypt, the Indus Valley,

megalith Europe, ancient China, Phoenicia, ancient America, ancient Greece, the Celts, the Romans and the empires of Africa and

India


• Ancient World Timeline– 4000 BC – Homo Sapiens appear– 3500 BC – Sumerians invent writing and the wheel– 2800 BCE– Buildings begin in Stonehenge– 1200 BCE – Olmecs civilization flourishes in western Mexico– 753 BC – Foundation of Rome– 600 BC – City of Babylon– 400 BC – Golden Age of Athens– 300 BC – Alexander the Great rules the world– 27-14 BC – Augustus rules as first Roman emperor– 476 – Western Roman Empire falls


Middle Ages

(500-1400)

Byzantine civilization, rise of Islam, civilizations of the Americas, the Vikings, the feudal system, the Crusades, Genghis Khan

and China, the African kingdoms and the Hundred Years’ War


• Middle Ages - Timeline– 600- Teotihuacan civilization in Mexico– 600- Rise of Islam– 700 – Mayan civilization in Central Mexico– 700 – Feudal system begins in Europe– 800 – Charlemagne-Holy Roman Empire– 1000- Vikings land in North America– 1215 – Genghis Kahn/Mongols invade China– 1217 – Marco Polo travels to China from Italy– 1300 – Renaissance begins in Europe– 1368 – Ming Dynasty in China– 1453 – Fall of the eastern Roman Empire– 1454 – Gutenberg invents the printing machine– 1500 – Inca Empire at its peak in Peru


Age of Discovery

(1400-1700)

This period includes the Renaissance, the development of the Aztec and Inca

civilizations, voyages from Spain and Portugal, African empires, the Reformation, the Ottoman Empire, and the Ming dynasty

in the slave trade


• Age of Discovery – 1448 – Portuguese explorers reach the southern part of Africa– 1492 – Columbus sails from Spain to America– 1497 – Portuguese reach India– 1517 – Martin Luther begins Reformation in Europe– 1522 – Magellan travels around the world– 1535 - Spain conquers the Aztecs and Incas– 1588 – England defeats the Spanish Armada and becomes the

world’s greatest naval power– 1607 – English begins colonization of America– 1609 – Galileo uses the telescope to study the universe– 1618 – Thirty Years’ War begins


Revolution and Industry

(1700-1900)

This period includes the Russian Empire, the Manchu dynasty in China, the period of

Enlightenment in Europe, the growth of Austria and Prussia, the birth of the U.S., the French Revolution, the Napoleanic era, the Industrial Revolution, the British Empire, the American

Civil War and the unification of Italy and Germany.


• Revolution and Industry – 1682 – Peter the Great rules Russia– 1740 – Frederick the Great becomes King of Prussia– 1768 – James Cook visits the Pacific regions– 1776 – Declaration of Independence– 1789 – French Revolution begins– 1791 – Thomas Paine publishes The Rights of Man– 1804 – Napoleon declares himself Emperor of France– 1837-1901 – England at its peak – Queen Victoria– 1861-1865 – American Civil War– 1869- Union Pacific Railroad links the East and West coasts of

the U.S.


The Modern World

(1900-present)

This period includes the struggle for equal rights for women, World War I, the Russian

Revolution, the Great Depression, the rise of fascism, revolution in China, World War II, Israel versus Palestine, the Cold War, the space race, the Korean and Vietnam wars

and globalization


• Modern World– 1914-1918 – World War I– 1917 – Russian Revolution– 1929 - Great Depression– 1933 – Adolf Hitler achieves power in Germany– 1936-39 – Spanish Civil War – Francisco Franco– 1939 – 1945 - World War II– 1947 – Pakistan and India obtain independence from Great Britain– 1959 – Cuban Revolution– 1965-1972 – Vietnam War– 1990 – Germany is reunited– 1991 – Soviet Union collapses

US History in a Nutshell

Overview of US History• Native Americans prior to Colonization• English, French, Spanish Colonization• American Revolution• American Independence and Incorporation• War of 1812 (England and France)• Monroe Doctrine – Stay away from Europe/Each Other• Mexican War and Manifest Destiny• Missouri (and Maine) Compromise• Civil War• Reconstruction• Education, Labor and Temperance Movements• Women’s Right• World War I, Roaring 20s, Depression• World War II and Cold War• Korean and Vietnam Wars• Civil Rights• Technology and Communications Revolutions

Overview of U.S. History

http://www.youtube.com/watch?v=ecLsQAHV74Y

Overview of Texas History• Native Americans prior to Colonization• 1528-Cabeza de Vaca – explores Texas• 1529-De Pineda maps the Texas coast• 1685-LaSalle explores Gulf Coast• 1700s-Catholic Missions• 1762-French gives Texas to Spain• Stephen Austin – Old Three Hundred – Brazos River• 1835-Texas Revolution• Battle of the Alamo • Santa Anna & Sam Houston• 1836-Texas Declaration of Independence• Treaty of Velasco• 1845-Texas becomes a State• 1861-Texas joins the Confederacy• 1900-Hurricane Audrey destroys Galveston• 1901-Lucas Gusher begins the Texas Oil Boom

Overview of Texas History

C021-Geography

The teacher demonstrates knowledge of geographic relationships involving people, places, and environments in Texas, the U.S. and the world

The teacher understands and applies knowledge of cultural development, adaptation, diversity, and interactions among science, technology, and society as defined by the TEKS

Physical/Cultural Geography

Locating Places and Regions on a Map Prime Meridian and the Grid System

Geographic Symbols Time and Latitude Zones

Regions of the World, US and Texas Human-Environmental Interactions

Maps and Globes

• Symbolic Representation poses a problem for K-4 and some 5-6 children. Maps and globes are tools for representing space symbolically.

• The main purpose for using globes is to familiarize children with the basic roundness of the earth and to begin developing a global perspective.

• It is also used to study the proportion of land and water.

Latitude and Longitude

• Generally covered in fourth grade and up.• Possible Difficulties:

– The sizes of the meridians of longitude and the parallels of latitude on a globe and Mercator projection look different.

– The meridians of longitude have a consistent size, but the parallels of latitude vary in size, becoming smaller as they move away from the equator.

Mercator Projection

Regions of Texas

Political MapsP

olitic

al M

ap

Elevation MapsEle

vatio

n M

ap

Population Map

Regional Map

Rivers

• World– Nile (North and East Africa)– Amazon (South America)– Yangtze (China)

• United States– Mississippi-Minnesota to the Gulf– Ohio – starts in Pittsburgh– Rio Grande-Colorado to Gulf of Mexico– Colorado – Rocky Mts to California– Missouri – Rocky Mts to Mississippi River

Mountains

• Tallest Mountains in the world are located in the Himalayas (Everest)

• Tallest Mountains in USA are in Alaska - Mt McKinley

American Indians Map

C022-Economics

The teacher understands • the concepts and processes of government

and the responsibilities of citizenship• Knows how people organize economic

systems to produce, distribute, and consume goods and services

• Applies social science skills to information, ideas, and issues related to government and economics.

Economics

• Economics is about how people meet needs – food, shelter, etc.

• Historically people have done this in a variety of ways: farming, bartering, factory production, etc.

Traditional Economies

• This is when one does what his/her father did. • This system was the basis for Neolithic societies

and most pre-industrial countries. • Today, this system is found in developing

countries where subsistence agriculture (producing just enough for personal survival.) dominates.

Market Economies

• This is synonymous with capitalism and free enterprise.

• In this system the market (consumers and producers) determine prices and what is produced.

Command Economies

• Command Economic System – this is associated with communism. In this system the government determines prices and what is produced.

• Karl Marx is most associated with this system. • Cuba, China, and North Korea are the world’s

last true communist countries.

Changing Economies

• Why did some societies change their economic systems?

• Different historical factors account for economic changes.

• For example, the industrial revolution led most countries to turn from their traditional economic systems of agriculture to a market economy based upon factory production.

Basic Economic Concepts

• Want: an item we desire• Need: something necessary for

survival• Goods: things made to be sold• Services: work or labor performed

for someone

Economic Vocabulary

• Economics is the study of how goods, services, and property is produced, distributed, and consumed.

• Scarcity is the basis of economics. The scarcer something is, normally the more it is worth.

• Supply and demand are very important economic concepts. Supply is how much a producer is willing to produce at a given price. Demand is how much consumers are willing to buy at a certain price.

• The key for producers and consumers is to find the equilibrium price that will bring in the most consumers at a level that will be beneficial to producers.

Factors of Production

• Land• Labor• Capital: human or physical• Surplus• Scarcity• Limited Resource• Producer• Consumer• Mass Production: Assembly Line, Division of Labor,

and Interchangeable Parts

Factors of Production

• There are four “factors of production” that are required for successful production. Land refers to all the raw materials, gifts of nature or natural

resources used in production. Labor refers to all aspects of human energy that is put into

production. This includes not just physical labor, but also intellectual and creative aspects of production.

Capital includes all the materials, tools, money, and equipment. Entrepreneurship refers to the businessmen and women who

have a vision and are willing to take the risks and organize land, labor, and capital into production.

Leading Industries in the Texas Economy

• Late 1800s– Cottonseed oil, flour milling, timber, meat packing and

mining

• 1940s– Cottonseed oil, petroleum refining and related

industries, meat packing and flour milling

• Current– Agribusiness, petrochemical, biomedical, defense,

and information technology

Role of Economics on History

• The TexES expects you to recognize that many historical events were shaped by economics. You should be aware of the following: Exploration and colonization were primarily economic-inspired

events. Europeans wanted a cheaper way to access goods from Asia when they began searching for a new route to Asia.

Once they landed in the Americas they then began to search for gold and other resources.

Individuals who wanted land and governments who wanted people to secure natural resources led colonization.

The economic concept of mercantilism was also important in that in this system colonies exist solely for the benefit of the mother country.

More Economics in History

Imperialism was also an economic pursuit. European and Asian countries took over other lands in order to control the economics and resources of the territory or country.

Most countries have followed a similar pattern of economic growth. First, subsistence farming dominated. Then technological advances came along to increase

agricultural output and begin commercial agriculture (selling surplus).

Then many countries turned to industrialization. The rate that societies have industrialized have largely determined whether they are developed or developing countries.

Supply and Demand

• These rules are not always absolute. For example, if the price of insulin goes down, demand is not going to go up since the demand is pretty much fixed due to the nature of insulin.

• Another thing to understand is that these are immediate reactions and one can see that supply goes up then demand goes down, but once demand goes down then supply will go down. Supply and demand is a constantly changing cycle.

Free Enterprise

• Adam Smith’s 1776 book The Wealth of Nations explored what made some countries more economically successful than others.

• One of his major findings was that the countries that were most successful had limited government involvement in basic economic decisions.

• This lack of government decision-making was coined, “laissez faire” and remains a fundamental principal in most western economies.

Monopolies

• A problem that Adam Smith addressed and that many governments recognize is that there are times when monopolies develop.

• A monopoly is one producer or business that emerges to control an entire market.

• Under capitalism, a lack of other producers undermines the competition aspect and threatens the market system.

Monopolies

• Some monopolies are accepted, such as local water utilities.

• Governments control prices in these situations to ensure that the monopoly does not charge unfair high prices.

• Other monopolies, such as Standard Oil Company and AT&T were broken up by government action.

• In the case of Standard Oil, the company was accused of intimidating other companies and then charging unfair prices for oil.

Monetary Policy

• A major modern economic capitalist philosopher was John Maynard Keynes. Keynesian Economics is the driving factor behind United States’ monetary policy.

• Through monetary policy the government controls the supply of money through determining interest rates. When the government believes that more money should be in the economy, then interest rates are reduced (through the FED) and banks loan more money to businesses and individuals.

• If the government determines that less money should be in circulation (such as during inflation when money losses value) then the FED will raise interest rates so that fewer loans will be made and less money will be circulated. As the level of money in circulation decreases, then the value of money increases.

Fiscal Policy

• Another way to increase or decrease the money in circulation is through fiscal policy.

• Fiscal policy is determined by Congress and the President and concerns the level of taxes and spending by the federal government.

• Unfortunately, fiscal policy is more politically motivated than monetary policy (there’s no election process for members of the FED) and fiscal policy takes longer than monetary policy to carry out, so fiscal policy is normally considered less stable than monetary policy in controlling the money supply.

Economic Indicators

• The government and other business interests measure the health of the economy through various economic indicators. These include:– Consumer Price Index – measures the prices of the most commonly

used “items.” These include food, housing, clothing, and food. If the value of these items increases, then the “cost of living” goes up. If the value of these items decreases, then the “cost of living” goes down. This leads to the next indicator…

– Inflation – a dollar doesn’t buy what it used do because of inflation. As prices increase and wages stay the same, inflation occurs. The value of the currency decreases as the price of items increase. Gross Domestic Product – is the value of all final goods and services produced within a country’s borders during a year. This is one of the best indicators as to how a country is doing. A strong GDP indicates a strong economy. A low GDP indicates a weak economy.

Economic Indicators

– Per Capita Income – is computed when we take all the reported income (wages, stock dividends, other investments, etc.) and divide it by the total number of workers. Although this is a good indicator as to income levels it can be misleading. For example, the PCI for 2002 was $22,794 (U.S. Census). This was the average of all moneys earned divided by the number all those who received it. So this includes part time workers and those just earning dividends from a savings account, etc. The Medium Household Income for the same period was 43,527.00, but once again, this can be misleading as it includes households led by schoolteachers and Bill Gates’ household equally.

Economic Indicators

• Unemployment rate – is measured by determining how many people are unemployed but are actively looking for work.

• This figure does not include those who are “underemployed” – working a part-time or lower paying job while looking for a full-time or a higher paying job.

Consumer Economics

• The role of consumers in a free enterprise system is vital. Consumers obviously purchase goods; however, it is because consumers purchase certain goods that businesses make the decisions that they do. Because of these decisions, companies increase or decrease production, buy or sell factories, or increase or decrease international trade.

• Consumers normally put their money into financial institutions. These institutions include banks and credit unions.

• Credit unions are different than banks in that all “members” (account holders) of a credit union “own” the credit union and they receive loans at lower interest rates and they earn higher interest of their accounts.

Consumer Economics

• Through banks and credit unions individuals and businesses can save, invest, and borrow money. All of these functions are vital to our free enterprise system.

• There are different ways money can be invested. Investments include:– Savings Accounts – these accounts are most

secure, with the government insuring most accounts up to $100,000, but these investments yield the lowest rate of return (normally less than 1%).

Consumer Economics

• Bonds – these are investments where individuals “loan” government entities (school districts, local and state governments, and the federal treasury) money. Most bonds are very secure (very few governments go bankrupt) and the interest rates are higher than most savings accounts, but most bonds don’t mature (pay back) until several years.

• Stocks – these are actual investments in publicly traded corporations (think Wall Street). Stock investments can be very risky (companies can go bankrupt and investors can lose money) but the return can be high (you might invest in the next Microsoft).

Role of Government

• The United States government does have a prominent role in the economy. The government sets rules and regulations for companies, restricts some types of businesses, regulates the Stock Market and banking institutions, recognizes the roles of labor unions, inspects the safety of work places, and controls the supply of money.

Anti-Trust Legislation

• The government has historically sought to limit and restrict monopolies and trusts. There are several major pieces of Anti-trust legislation. These include:1890 - Sherman Antitrust Act said that to

hinder competition was illegal law against monopolies that hindered competition or made competition impossible.

1914 - Clayton Antitrust Act outlawed price discrimination - charging different customers different prices for the same product.

Tariffs

Tariffs are taxes on goods that are imported. • The General Agreement on Tariffs and Trade (GATT) is

an international set of guidelines that are used to encourage trade between countries. GATT sets guidelines for tariffs.

• The U.S. has used tariff policies to help protect domestic businesses. For example if an American company can sell a bike for $100.00 and a Japanese company can sell a bike for $75.00 the U.S. can help protect the American bike company by imposing a $25.00 tariff on the Japanese bikes. The Japanese company then charges $100.00 for the bike.

International Trade

• All countries today are involved in some international trade. • Countries are very interdependent upon each other and agreements

are made between governments to encourage trade. • Some basic terminology in international trade includes:

– Exchange rates – refers to how much one country’s currency is worth in relation to another country’s currency.

– Countries that have a lower exchange rate can normally export more goods.

– Free trade – refers to when goods can be exported and imported without tariffs. Tariffs are taxes on imported goods and often are used to protect domestic businesses. When countries have free trade agreements, goods are exchanged without tariffs.

– This is the case in NAFTA – the free trade agreement between the United States, Canada, and Mexico.

American Economic System

• Although some aspects of socialism do exist (social security, unemployment, Medicare, etc.) the American economy is based upon the profit motive (people want to make money), voluntary exchange (consumers choose to buy and sell), private property rights, and competition.

• These concepts form the foundation of our capitalistic/free enterprise system.

Interdependence

• One more basic understanding of international trade is that the United States and Texas are both interdependent with other countries and states.

• This means that we cannot and do not produce everything we need within our own borders. We must import items in and then we export items that other people and places need to them.

• With this interdependence comes some risk. For example, Texas’ oil economy is far more dependent upon the events in the Middle East than on any U.S. factor.

Business Ownership• There are three types of businesses. Each has benefits and disadvantages.

These are:– Sole proprietorship – is where one individual owns a business (think a

small non-franchise diner). One person is responsible for financing and managing the business. A disadvantage is that the only capital (money for the business) available is what one person can secure. Another disadvantage is that a sole proprietor can be sued personally for such things as accidents in his/her business.

– Partnership – is when two or three people join to open a business together. A benefit to this type of business is that all in the partnership can share the financial resources and risks. Disadvantages include loss of autonomy (one has to get partner to agree) and the fact that the partners could still be held personally liable for accidents in the business.

– Corporation – A corporation normally has several initial investors and organizes a formal organization. They choose a name and the business really becomes a second entity. Corporations have to be registered with the state and the owners of the corporation cannot be held personally liable in civil cases.

Economic Effects of War

• When a country goes to war, it normally vastly increases the economic output of the country.

• The government finances the mass production of war-related materials.

• Men go off to war (more men historically than women) and women, who in some cases were stay at home mothers, move into the workforce.

C023-Government/Citizenship

• The teacher understands the concepts and processes of government and the responsibilities of citizenship

• The teacher knows how people organize economic systems to produce, distribute, and consume goods and services

• The teacher applies social science skills to information, ideas, and issues related to government and economics

Government and Citizenship

Rules, Laws, Rights, Responsibilities of Citizens Basic Concepts of a Democratic Society

Interrelationship-Local, State, and National Governments Key Political Documents

Basic Economic Concepts and Interdependence Free Enterprise System

Work and Economic Activities Effective Research Methods Good Citizenship Skills

(negotiation, persuasion, compromise, debate, conflict resolution)

Purpose of Government

• To maintain social order• To provide public services• To provide national security and public

defense• To provide for an economic system

Types of Government

• Democracy – political control is exercised by all people either directly or indirectly

• Oligarchy – only a few powerful individual hold the power

• Totalitarianism – one political group maintains complete control under a dictatorship

• Monarchy – single person is head of the state

Three Branches of Government

Checks and Balances

The U.S. Constitution

• Preamble• Articles

– Advice and Content (Check and Balance)– Coinage – make money– Commerce – regulate commerce– Copyright – authors and inventors– Elastic – power to pass all laws– Full Faith and Credit – states must recognize the laws of

other states– Supremacy – Law of the Land

• Amendments – A Four Minute Video

Bill of RightsAmendment I – Freedom of Speech & Religion

Amendment II – Right to Bear ArmsAmendment III – Limits Quartering of Soldiers

Amendment IV – Search and SeizureAmendment V – Right to Trial (Miranda Act)

Amendment VI – Right to Speedy TrialAmendment VII – Right to Trial by Jury

Amendment VIII – Cruel and Unusual PunishmentAmendment IX – Other Rights Not Specified

Amendment X – State’s Rights

Bill of Rights

Bill of RightsAmendment XIII – Forbids Slavery

Amendment XIV – CitizenshipAmendment XV – Right to Vote: Black MenAmendment XIX – Right to Vote: Women

Landmark Supreme Court Cases

Marbury vs Madison (1803)Declaration of Unconstitutionality

Dred Scott vs Sandford (1857)Blacks/Slaves are not protected by the Constitution

Plessy vs Ferguson (1896)Separate but Equal Racial Segregation

Brown vs Topeka Board of Education (1954)Segregation in Education Creates Inequality

Landmark Supreme Court Cases

Mapp vs Ohio (1961)Evidence obtained Illegally is Inadmissible

Gideon Vs Wainwright (1963)Right to an Attorney

Mirando vs. Arizona (1966)Right to Remain Silent

Roe vs Wade (1973)Laws Restricting Abortions are Unconstitutional

Symbols

• American Bald Eagle• Great Seal• American Flag• State of Liberty• National Anthem• America the Beautiful• Liberty Bell• Pledge of Allegiance• Uncle Sam

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